HSC Academic Results & Success Stories 2021 by thekingsschool_official

HSC Academic Results & Success Stories 2021

SCHOOL HIGHLIGHTS

99.95

84.68

Top ATAR Max Ma 99.95 (perfect score)

Median ATAR in 2021

117 Distinguished Achievers, 117 boys gained at least 1 Band 6 Result

WELCOME H E A DM A S T E R

Tony George

H E Aongratulations DM A S T E R to the Class of 2021, who have achieved outstanding academic results in a year

Tony George

that, once again, presented significant challenges. King’s continues to see a steady improvement in the overall HSC results with 60% of this year’s graduates attaining an ATAR of 80 or above, and 93.5% of all results achieved in the HSC in the top 3 Bands. Our special congratulations go to Max Ma who achieved a perfect ATAR of 99.95 along with two State rankings in 2021, to Kevin Zhou who achieved three State rankings and to Kevin Wang who as a Year 11 Accelerant topped the state in Mathematics Advanced. Well done, boys!

I extend my thanks to our exemplary teaching staff and to the wonderfully supportive parents, whose commitment to our boys was instrumental in all facets of their learning journey – especially through sustained periods of distance learning. The ability to keep our students engaged and supported (intellectually, socially and emotionally) while working online was critical to their success.

Across both years of their HSC studies our 2021 cohort faced many challenges as the impact of the COVID-19 pandemic caused numerous state-wide lockdowns as well as many other restrictions. With two significant stages of their HSC studies spent in distance learning mode, and with the support of their passionate and dedicated teachers, our boys overcame the hurdle of learning online, demonstrating resilience and finding that the ability to adapt to changing circumstances were the key to success. The 2021 cohort has been extremely diligent in their efforts, staying focused on their studies even as their HSC timetable was modified and extended. Despite the disruptions to their year, our students have achieved an exceptional set of HSC results. We are extremely proud of them.

men. While their final high school year has been anything but ordinary, I am inspired by the way these students have carried themselves, as each student has shown immense humility, compassion and integrity. On behalf of the School community, I would like to thank our Year 12 Kingsmen from the Class of 2021 for the positive impact they have had on the life of the School and for the many achievements throughout their King’s journey that have added so richly to our School community. They have all served as exemplars of the values of the School and as outstanding role models to the younger boys.

At The King’s School, we aim not only for academic excellence, but to provide a well-rounded education that affords our students many opportunities beyond the classroom. Through our core distinctives of Academic Excellence and Character Development within a Christian Community context, the 2021 cohort has found an abundance of success through many avenues of the King’s experience. Along with celebrating their academic achievements, we delight in their growth and character development into compassionate and wise young

303

303 Honour Credits earned by 117 students, who achieved 90% or more in at least one subject

Boys in the All Round Achievers’ List (a Band 6 or equivalent in 10 or more units)

As we now say farewell and wish them all the best for their future endeavours, we do so confident in the knowledge they will emerge into society as global thought leaders.

Tony George Headmaster

10 State rankings: 1st for Mathematics Advanced, 4th for English EAL/D, 8th for Agriculture, 8th for Legal Studies, 8th for Mathematics Extension 1, 8th for Music 1, 9th for English Advanced, 14th for English Advanced, 14th for English Advanced, 20th for Modern History

15 Students achieved an ATAR greater than or equal to 99

WELCOME

DE P U T Y H E A D ( AC A DE M IC S)

Jacqueline Camilleri

ongratulations to the class of 2021! Our boys have achieved an outstanding set of results at the end of a year steeped in challenge. Through resilience, hard work and dedication they were able to achieve an excellent set of HSC results.

We celebrate the amazing work of our Year 12 students who have gained outstanding HSC results across a wide range of courses. What makes them all the more impressive is that they have been achieved by students who have maintained a healthy balance between academic and co-curricular endeavours. The focus on Academic Excellence and Character Development continues to produce confident, well-rounded young men who are fully equipped for life beyond the school gates. Thank you to all teaching and support staff who have helped to shape and mould these fine young men.

• 10 boys were named in the State-

Some of the highlights include:

• All students studying English EAL/D

• Top ATAR: Max Ma with a perfect

99.95 • Kevin Wang (Year 11, 2021

accelerant student) “First in Course” for Mathematics Advanced • Distinguished Achievers: 117 boys

gained at least one Band 6 Result and were named on the State Distinguished Achievers List, for students who achieved a result in the highest band (Band 6 or Band E4) in one or more courses • 17 boys were named in the

All-Rounders list for achieving a Band 6 or equivalent in 10 or more units 4

ranking Top Achievers list for the eight subjects of Agriculture, English Advanced, English as Additional Language/Dialect (EAL/D), Legal Studies, Mathematics Advanced, Mathematics Extension 1, Modern History, and Music 1 • English Extension 1 had 67% of

students in the highest Band (E4), which is the best result in the subject in over 10 years • 42 English Advanced students

achieved a Band 6 result (29%), and 89% of all Advanced English Students achieved results in the top two bands achieved a result in the top two bands, with 50% of students attaining a Band 6 result • This year’s class achieved the best

Music 1 results on record at King’s, with 60% of students gaining a Band 6 and 100% receiving a mark in the top two bands • 100% of students attained a Band 6

for Music 2, with 100% of students in Music Extension also attaining a Band 6 • 41 Band 6 results for the Extension

1 and Extension 2 Mathematics courses

• 67% of students studying Chinese in

Context achieved a Band 6 mark • 80% of students studying German

Extension attained the highest Band (E4) mark • 100% of all students in the following

courses attained a mark in the top two bands: English EAL/D, English Extension 1, English Extension 2, Music 1, Music 2, Music Extension, Studies of Religion 1, German Extension, Chinese Continuers, Chinese in Context • The following courses had a high

percentage of students in the top two bands: Mathematics Extension 2 (96%), Visual Arts (89%), German Continuers (83%), Economics (81%), Legal Studies (81%), Agriculture (74%), Ancient History (71%). Students in the top two bands score a Band 5 or 6 • Chinese in Context (67%), SOR1 (67%),

Music 1 (60%), English Extension 1 (67%), EAL/D (50%) produced their highest total number of Band 6 results on record

Jacqueline Camilleri Deputy Head (Academics)

SCHOOL RESULTS IN FOCUS 2021

All Round Achievers’ List

(For scoring 90% or above in 10 or more units)

Above

90%

Narren Anandh

Hussain Arshad

Nicholas Bittar

Xing Gao

Nicholas Horne

Edison Liang

Max Ma

Benjamin Petschack

Brady Sayer

Anish Sharma

Sunstone Shi

Gaurav Thapa

Austin Wallace

Justin Wang

Patrick Xie

Henry (Zhenbo) Zhang

Kaiyang (Kevin) Zhou

ATAR Top

The King’s School

ATAR Max Ma

99.95

Kaiyang Zhou

99.90

Edison Liang

99.85

Sunstone Shi

99.85

Anish Sharma

99.80

Patrick Xie

99.80

Gaurav Thapa

99.75

James Hong

99.60

Xing Gao

99.50

Narren Anandh

99.40

Hussain Arshad

99.35

Brady Sayer

99.35

Zhenbo (Henry) Zhang

99.25

Justin Wang

99.15

Nicholas Horne

99.00

SCHOOL RESULTS IN FOCUS 2021

State Rankings

Individual Subject

Kevin Wang

Mathematics Advanced

1st

Kaiyang Zhou

English EAL/D

4th

Oliver Lennox

Agriculture

8th

Gaurav Thapa

Legal Studies

8th

Kaiyang Zhou

Mathematics Extension 1

8th

Kaiyang Zhou

Music 1

8th

Nicholas Bittar

English Advanced

9th

James Hong

English Advanced

14th

Max Ma

English Advanced

14th

Max Ma

Modern History

20th

NSW RANK

Percentages in the Top Two Bands 2021 Course

School Proportion of Band 5 and Band 6 Results State Proportion of Band 5 and Band 6 Results

Number of Students in Course

(%) The King’s School

(%) State

Agriculture

Ancient History

Biology

Business Studies

Chemistry

Drama

Earth and Environmental Science

Economics

Engineering Studies

English Advanced

144

English EAL/D

100

English Extension 1

100

English Standard

Geography

History Extension

Industrial Technology

Information Processes and Technology

Legal Studies

Mathematics Advanced

Mathematics Extension 1

Mathematics Extension 2

Mathematics Standard 2

Modern History

Physical Development, Health and Physical Education

Physics

Software Design and Development

Studies of Religion II

Visual Arts

% of Students

The graph above illustrates the King’s proportion of Band 5/6 results against the State. Cohort sizes of less than 10 have not been represented due to the volatility of smaller cohort sizes.

TOP ATAR & DUX OF SCHOOL

Max Ma ATAR 99.95 ATAR 99.95 DUX YEAR 11 2020 AND DUX YEAR 12 2021 HONOUR COLOURS 2021 CADETS CUO 2021 MATHEMATICS ADVANCED STATE RANKING 6TH 2020

chieving a perfect ATAR score of 99.95, along with being awarded Dux in Year 11 and 12, is more than a reflection of Max Ma’s well-rounded character. Max also earned himself a spot on the All Round Achievers’ List for receiving 90% and above (or equivalent) in each course - a further testament to his academic excellence. Mixed in with feelings of pride at receiving such an accolade, Max acknowledges the grit, determination and phenomenal support network that led to his current success. “All of these are essential ingredients,” Max says. His triumph is all the more sweet in the context of COVID-19. Max admits he struggled with remote learning and had to dig deep for motivation during prolonged periods away from the classroom. “The successful implementation of online trials and the constant attention and emotional support from my teachers throughout was crucial,” he says. Max made his presence felt as a gifted all-rounder almost immediately after joining King’s as a day student in Year 7. A beneficiary of the School’s Enrichment and Extension program in Mathematics and English, which pushes students beyond the general curriculum with accelerated courses, Max demonstrated his leadership in numerous roles at King’s, including CUO in Cadets and Wickham House Vice-Captain.

Max embraced the mindset of sampling as many of the opportunities available to him at King’s as possible. “I realised that rather than distracting from my studies, time spent playing table tennis or badminton, or participating in the Symphonic Band, choir and other musical activities actually built my confidence and improved my overall wellbeing,” Max says. “If I had a single piece of advice to offer those coming after me, it would be to embrace every opportunity available.” Max aspires to be a global thought leader in medicine or healthcare policy. He credits the diversity of the King’s community for challenging him to explore horizons beyond his own bubble. “Living and learning shoulder-to-shoulder with so many people of different geographical, cultural and socio-economic backgrounds, with such a broad range of interests, challenged my own perceptions and assumptions. It broadened my awareness and understanding of my surroundings and society in general. It helped me to become a socio-culturally competent critical thinker,” Max says. Alongside Cadets, Max says his cultural exchange to China was one of his most powerful high school experiences. It left a lasting impression. “I forged a strong bond with my Chinese exchange partner and made numerous new friends while living in China for six weeks. I had themost thrilling experiences, witnessed first-hand Beijing’s cultural, technological and social wonders, and was able to improve my Chinese speaking ability,” he says.

Despite being academically gifted, Max’s time at King’s reinforced the extent to which people can create impact through various avenues, academia being just one of them. “Academic success is not mutually exclusive from leadership or sporting achievement. Anyone is able to achieve great things with the correct mindset and a well-rounded education which nurtures both academic excellence and character development, including embracing a life of service,” Max says. Cadets challenged Max to realise his physical, mental and leadership potential. But King’s also reinforced the critical importance of “servant-hearted leadership” in the pursuit of happiness and purpose. “Leadership does not solely present itself through defined roles, such as CUO or Vice-Captain, but also through helping disadvantaged children through the student2student reading program for example, or being empowered to propose and run student-led initiatives,” Max says. Reflecting on what he will miss most about King’s, Max says emphatically, “The community! I will miss the teachers and staff who have constantly supported me academically and emotionally throughout my King’s journey.” Max has accepted an offer to The University of Sydney, studying a double Bachelor of Science and Doctor of Medicine degree. He plans to major in psychological science and politics.

SCHOOL RESULTS IN FOCUS 2021

Percentage (%) of Students Above Each ATAR

ATAR

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

1.5

Students

147

139

157

155

174

177

188

176

173

172

193

183

198

205

189

206

211

208

183

230

204

77.9

76.7

80.9

84.3

86.8

85.3

86.3

85.6

Median Mean Standard Deviation

73.85 76.15 80.38

74.65 71.29 71.55

72.7

76.3

83.95 85.45 82.25

83.15 83.25 87.45 86.95

86.23 84.68

77.21 75.83 79.25 81.95 78.25 80.30 81.08 82.85 80.38 80.53 83.20 83.02 82.58 81.89 82.93 82.02

18.92 20.11 18.29 20.06 17.94 16.24 16.75 16.83 14.76 16.03 14.79 17.06 14.47 15.13 15.57 14.54 14.78 14.26 13.52 13.70 13.81

100

Average UniScore

Distribution of ATAR Results in Each Year

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2010 2021 Year

Over several years, HSC results from the tail of the cohort continue to diminish and our middle cohort results continue to strengthen. 10

2021

STATE RANKINGS

Kevin Zhou ATAR 99.90 4TH IN STATE FOR ENGLISH EAL/D 8TH IN STATE FOR MATHEMATICS EXTENSION 1 8TH IN STATE FOR MUSIC 1

aiyang (known as Kevin) Zhou has proven himself to be a driven young man, whose genuine nature and academic pursuits have gained him considerable appreciation within the King’s community and beyond.

As a boarding student at The King’s School for five years, Kevin threw his energy into his growth academically. His excellent mind and dedication to his studies paved the way for his future success. In 2021 Kevin graduated from King’s with many distinguished awards and achievements. He received a Certificate for Academic Proficiency and prizes for Music 1 and Mathematics Extension 1 and 2. He attained an impressive ATAR of 99.9, received a Band 6 in all six of his HSC courses and achieved State rankings for English as Additional Language/Dialect (EAL/D), Mathematics Extension 1 and Music 1.

Kevin’s three State rankings are a testament to his incredible determination, as his success not only occurred in the courses he preferred, but also the class that challenged him most – EAL/D. “By identifying English as my weakest subject, I was able to push myself to invest extra time into the course,” explains Kevin. “The final State ranking was just unbelievable,” he follows enthusiastically. Kevin also credits much of his success to his teachers who encouraged him, especially throughout his final HSC year. He notes his Mathematics, English and Music teachers were especially helpful given the small class sizes and extra assistance provided even during busy school hours. Kevin found the support he needed whenever he had any doubts about his own talent and abilities. “The amount of positive feedback they provided was a real support network which motivated me to excel further in my studies,” Kevin says.

He also praises the School Monitors who make up the academic portfolio, saying, “During lockdown, Zoom seminars and discussions that thoroughly covered various syllabus topics were particularly beneficial.” Kevin will remember King’s for the camaraderie he felt both in the classroom and boarding house, as well as the positivity and kindness demonstrated by his teachers. “I believe King’s has indeed provided opportunities for capable individuals to demonstrate their aptitudes.” Kevin has accepted an offer of Actuarial Studies and Computer Studies at UNSW.

ALAN MITCHELL PRIZE WINNER

Patrick Xie ATAR 99.80 ALAN MITCHELL PRIZE WINNER ALL ROUND ACHIEVERS’ LIST CRICKET CAPTAIN 2020-21 FOOTBALL FULL COLOURS

n the field, in the classroom, and in so many areas in between; such is Patrick Xie’s outstanding contribution at King’s. He has the list of accolades to match, including this year’s coveted Alan Mitchell Prize for best all-round boy. Patrick admits to being awestruck and just a little intimidated by the calibre of boys surrounding him when he arrived at King’s in Year 7. “I had been school captain but soon realised that everyone else had been too. Over the years I’ve witnessed academic excellence within my cohort, prodigious sporting ability and outstanding leadership skills. I came to realise that there will always be someone better, but you can learn from these individuals to improve yourself,” Patrick says. Being surrounded by high achievers didn’t stop Patrick from distinguishing himself. He captained the cricket team, taking an undefeated win in the 1st XI GPS Premiership, and playing for the 1st football team. He served as School Monitor and Dalmas House Vice-Captain, attained Academic and Football Full Colours and was awarded a Distinction in the prestigious ICAS Mathematics Competition. In the HSC, he also ranked amongst the top students, earning himself a spot on the All Round Achievers’ List. Patrick also contributed richly to the selective Twelve Club, Symphonic Band, Senior Stage Band and Saxophone Ensemble.

A fierce competitor, Patrick’s positive attitude, humility and compassion commanded the attention and appreciation of coaches at a club and national level. “The emotional development at King’s, which focuses on respect and conscientiousness, set me up well, particularly on the sporting field,” Patrick says. “Sometimes it’s the leadership you demonstrate when you are not winning that matters most. The Dalmas motto, “Men for Others”, always rang true for me - no matter how large or small the contribution, we live for the betterment of others.” Patrick’s contribution to society promises to be as great as it has been at King’s. He hopes to go on to play cricket at a professional level, first as a player, then a coach. He even aspires to one day spark interest in the sport in his home country of China. In the interim, Patrick has his sights set on actuarial studies and law, establishing his own consultancy to help businesses with better decisionmaking to achieve improved social outcomes. Reflecting on what he will miss the most at King’s, Patrick calls out the unwavering support of his “wise and friendly” teachers and staff. “They taught us more than the curriculum, they imbued us with future skills,” Patrick says. “The video staff put together for the cohort before Trials was extremely touching and a reminder that the School is always with us, supporting us on our journey.”

Patrick is deeply grateful to King’s for all the opportunities it provided, allowing him to fully utilise his natural abilities. He says COVID-19 restrictions provided a unique bubble in which to focus solely on academic studies during the HSC. “It allowed me to focus my energy towards a singular goal. However, the extra time spent with family and yearning for friends made me realise that health and happiness are more important than the exams we sat this year,” Patrick says. As a King’s Old Boy, Patrick will go on to inspire future generations of King’s graduates in the same way that the courage and service of Alan Mitchell himself continues to inspire. “Having already worked with Harvard alumni, I have seen first-hand the opportunities available at these institutions. I can’t wait to throw myself into university and meet the incredible professors and students.” Patrick has accepted an offer to The University of Sydney, where he will study a combined Bachelor of Commerce and Bachelor of Laws degree.

“

Sometimes it’s the leadership you demonstrate when you are not winning that matters most. 13

ACCELERATED COURSES

Kevin Wang ATAR to be obtained at the end of Year 12 in 2022 MATHEMATICS EXTENSION 1 ACCELERATED COURSE

ne of the most valuable aspects of learning at The King’s School is the ability for boys to harness their talents by immersing themselves in the subjects and co-curricular activities that inspire them.

For Year 11 student Kevin Wang, STEM has always been a passion, since beginning at The King’s School in Year 7 as a scholarship student. In 2021, Kevin won the Year 11 prize for Physics and, astonishingly, the Year 12 Prize for Mathematics Advanced. He was also awarded the KG, A, PL and AH Binnie Award for the Dux of Year 11. “I greatly appreciate the School’s accelerated courses because it encouraged me to practice Mathematics harder and more efficiently, allowing me to achieve my results,” Kevin said.

“

“The courses have also provided valuable HSC experience which I will be taking with me next year, and given me more options and flexibility with my Year 12 electives. As a powerful motivating factor, I sincerely and strongly encourage other students to consider doing King’s accelerated courses.” Kevin says his current favourite subject is Chemistry because of its “interesting applications to the real world, and its ability to broaden my understanding of the composition of everyday substances that I typically take for granted. Even at the high-school level, the general knowledge acquired is quite interesting for the inquisitive mind.” Kevin’s interest in Chemistry has been supported through a wide range of enrichment activities offered by The King’s School, such as the Australian Science Olympiads and The Future Project. The Future Project’s mission is to motivate and engage the next generation of scientists and engineers, like Kevin. Students from across the Greater Sydney region take part in authentic research projects alongside industry partners in state-ofthe-art laboratories at The King’s School Science Centre.

“In my final year at King’s, I am most looking forward to engaging with the Australian Chemistry Olympiad program again with the hopes of selection for the national team, though I am not too confident,” Kevin says, with typical understated humility. Kevin says the enrichment activities offered by King’s have fostered his desire to learn more broadly, by exposing him to a wider range of challenging and rewarding academic activities, including being a CUO in the Cadet Corps, playing table tennis in the summer and volleyball in the winter. “I also enjoy debating, which is my favourite co-curricular activity. It is a highly complex, engaging and intellectual activity that combines the teamwork and competitiveness of sport with the cognitive intricacy of academic enrichment.”

I greatly appreciate the School’s accelerated courses because it encouraged me to practise Mathematics harder and more efficiently, allowing me to achieve my results. 15

Zayaan participating in the Year 10 Boys to Men First Aid Course. 16

ACCELERATED COURSES

Zaayan Mody ATAR to be obtained at the end of Year 12 in 2022 STUDIES OF RELIGION 1 (SOR1) ACCELERATED COURSE

f the many benefits Zaayan Mody gained by undertaking the Studies of Religion 1 (SOR1) accelerated course, the Year 11 student says it is the confidence and preparation it has given him ahead of his HSC exams in 2022 that he hadn’t fully anticipated.

The accelerated courses offered by The King’s School enable Year 11 students to undertake an HSC course within a single school year – in fact, just nine months. Zaayan says not only was Studies of Religion 1 (SOR1) a valuable learning experience, it helped him develop a strong ‘Year 12’ work ethic, and to learn advanced writing and notetaking skills. “Taking an accelerated course allows boys to gain invaluable experience of the actual HSC exam itself; this means, when the first exam rolls around, there is no fear of the unknown, through having gone through the process twelve months earlier,” Zaayan said. Zaayan was awarded 1st in Course for SOR1 at King’s. However, he says that the immense support from The King’s School, the collegial classroom environment and, most importantly, the guidance of Head of Department and course teacher, Mr Peters, was what made it the subject he enjoyed the most.

“Mr Peters ensured from the very beginning that SOR became almost everyone’s favourite subject and, more importantly, took away all the nerves and anxiety about sitting an accelerated course by starting slowly and building into the content,” said Zayaan. “Part of the reason I loved SOR was the way in which Mr Peters taught the content, in particular by helping us engage in meaningful class discussions about key issues such as Aboriginal Reconciliation, and Religion and Peace.” Zayaan says that, having started at The King’s School as a Day Boy in Year 7, the thing he is most looking forward to in 2022 is serving the King’s community in his role as House Mentor for Kurrle House. Zayaan has enjoyed many of the co-curricular activities that The King’s School has to offer, including drama and tennis, and taking part in the Thredbo Mountain Biking Expedition, which he says was a highlight of his year.

“Sport is also really important to me as it provides a much-needed break and outlet from the stress of studying. I play tennis approximately five times a week, and I’ve been fortunate enough to make the 1st and 2nd tennis squads,” says Zayaan. “I look forward to being around the team as they aim for a third consecutive premiership, a feat that hasn’t been achieved for decades.”

“

Taking an accelerated course allows boys to gain invaluable experience of the actual HSC exam itself.

SCHOOL CAPTAIN, VICE-CAPTAIN & EXECUTIVE BOARD

School Captain: Austin Wallace

riend and role model to all, Austin Wallace has spent the last seven years at The King’s School showcasing what it truly means to be a Kingsman. During his time at King’s, Austin took advantage of every offering as a Day Boy for five years and a Boarder for two. While heavily emersed in life at King’s, Austin formed many deep relationships with his peers and teachers, while developing his strong leadership abilities. Some of his favourite co-curricular activities include the Cadet Corps, where he served as Company Commander, playing for the Rugby 1st XV and as a GPS White XV Representative, summer athletics, debating, shooting, swimming and rowing. However, he found his true pride and joy when he was appointed School Captain of The King’s School for 2021.

“I have learnt a lot about myself and am grateful for the many opportunities I had to develop my leadership skills. I feel as though the ability to lead a group, while celebrating individual genius to reach a solution is a crucial lesson which will serve me well into the future,” says Austin. Beyond his involvement in leadership roles, Austin is a gifted student academically achieving an excellent HSC score and a place on the All Rounder Achievers’ List for scoring 90% or above in 10 or more of his courses. True to his personality, Austin also found academic success within Economics and PDHPE as the engaging nature really appealed to him. When the School went to distance learning, Austin utilised his academic abilities and strong interpersonal skills to the fullest. While ensuring he persevered with his studies, especially through the uncertainty around the HSC Trial timeline, Austin also made sure to look after his wellbeing. Fortunately, Austin and his peers did not have to find this strength alone, stating, “My teachers, such as Ms Mikhael (my favourite Economics teacher) looked out for their students during this unprecedent time, helping us with their undying support.” Austin found solace within King’s revered pastoral care community, stating, “While remote, the pastoral care provided by staff such as Mr Pace from Broughton Forest, always provided an engaging and supportive environment, encouraging the continuation of connectivity between all year groups in the House.” 18

Austin now reflects on his well-rounded King’s experience, feeling prepared for his next life chapter. “The leadership skills that I acquired at King’s as well as my developed strength of character will serve me well into the future. The work ethic which has also been instilled in me through balancing multiple disciplines such as academia, sports and co-curricular, and the drive to achieve and be involved has been a crucial component of my King’s education which will assist me in my future. King’s has also provided me a key element to my life, which are my lifelong mates.” When asked if he had any advice for future King’s students, Austin replied, “Make the most of every opportunity that is provided to you, and push to test yourself in all you do, as King’s is a better place than any to find passion and drive in your life, which will benefit you greatly in the future.” Austin now leaves King’s having been awarded the Burkitt Shield for being the boy who most helped his School. Austin intends to continue his education and service to others, studying a Bachelor of Applied Science (physiotherapy) at The University of Sydney. He then wants to complete a postgraduate degree studying medicine. He also has accepted a threeyear full fee scholarship for the St Andrews Scholars Program – which seeks well-rounded young leaders.

Vice-Captain: Haydn Hartono

edicated and driven towards every aspect of his King’s journey, Haydn Hartono established himself as someone to follow both inside and outside the classroom. During his six years as a Day Boy, Haydn gave back to the King’s community both with his academic abilities and co-curricular involvement. Serving the School as Vice-Captain, School Monitor and Britten House Vice Captain, were just some of the leadership responsibilities Haydn undertook. His leadership abilities were also recognised by the Cadet Corps, as he was promoted to the position of CUO as Platoon Commander in Year 12. Within his studies at King’s, Haydn would put in an incredible amount of time and effort to ensure the work he submitted always reflected his very best effort. This mindset assisted him greatly in his academic achievements, as he received Full Colours for Academic Proficiency in both 2020 and 2021 and was awarded the Chinese Continues Prize at Graduation. In his co-curricular life at the School Haydn found many passions, especially within mountain biking and football. He also contributed greatly to Twelve Club, The Future Project and a China Languages Exchange. Haydn further showed his commitment to the community by participating in reading student2student for disadvantaged youth. Looking back on his time at King’s Haydn states, “I’m forever grateful to have been selected as Vice-Captain and CUO, among many other leadership roles within clubs, sports and in Britten House. It was through these roles that I could show my initiative, while making decisions based on student feedback. By creating a healthy and friendly environment, I’m happy I was able to ensure the best for all Kingsmen, creating opportunities for all students to be included.” Haydn is currently enrolled at Macquarie University studying a Bachelor of Clinical Science degree. He then intends to complete his postgraduate degree studying physiotherapy or medicine, either at UNSW or The University of Sydney. Haydn’s dream is to one day become a doctor and then a surgeon.

Haydn Hartono (School Vice-Captain) and Austin Wallace (School Captain) respectively.

Sunstone Shi, Mr Tony George (Headmaster), Haydn Hartono, Austin Wallace, Digby Leahy, Rev Stephen Edwards (Head of Senior School and Deputy Headmaster) and Nicholas Horne. Term 2021

SCHOOL CAPTAIN, VICE-CAPTAIN & EXECUTIVE BOARD

Executive Academics: Sunstone Shi

hang Shi, known as Sunstone is an exceptionally bright young man, whose talents extend well beyond the classroom. While excelling in many subjects such a Chemistry, Physics and Music, Sunstone was recognised for his academic abilities in Year 12, with his appointment as Executive School Monitor, Academics. Sunstone’s academic abilities also led him to success in the HSC, receiving an excellent score placing him in the top group of students in New South Wales, as well as making it onto the All Round Achievers’ List.

As a Day Boy for six years, Sunstone also found success within many co-curricular activities, finishing his Year 12 as CUO of Band 1 in the Cadet Corps and playing for the 7th Basketball and 3rd XI Football teams. Sunstone shares his experience with first encountering organised team sport when he started on the football development squad in Year 7, finding immense pride in his growth within the sport. “My journey in climbing through the teams and learning the power and importance of teamwork and camaraderie with my teammates along the way, will forever be a memorable experience for me.”

His contributions towards the greater community through the Outreach Orchestra, The Future Project and the National Youth Science Forum further showcased Sunstone’s rich diversity of talents and his ability to share his success with others. Sunstone is currently studying a Bachelor of Medical Science/Doctor of Medicine degree at UNSW. Further down the track, he aspires to work as a biomedical researcher, focusing on neurodegenerative disorders such as Alzheimer’s Disease.

This mentality and diligence also followed through to his commitment to the music program, where he was appointed Vice-Captain of Music and Captain of Bands. His participation in the Symphonic Band, Wind Orchestra, Intermediate Stage Band, Symphony Orchestra, Clarinet Quartet and Senior Choir is a true testament to his musical abilities.

Executive Character: Nicholas Horne

ommencing his journey at The King’s School in Pre-Kindergarten, Nicholas Horne has had a multitude of opportunities to immerse himself in the School’s rich and diverse co-curricular program. Participating in a full range of sport and extra-curricular activities, Nicholas developed a deep capacity to lead and serve others. He was recognised early on for his academic, leadership and extra-curricular abilities, receiving the OB Elliot Scholarship in 2018. Nicholas’s strong character and natural leadership qualities were also recognised in 2021 when he was selected to join the School Monitor Executive Board. Nicholas continued to be a well-rounded student, participating in many activities while also maintaining high marks. He received Academic Full Colours in 2020 and 2021, Prizes for English Extension 2 and History Extension

and earned his position on the All Round Achievers’ List. Throughout he held various leadership positions including Adjutant to the Cadet Corps and Executive School Monitor overseeing the Character pillar. He also extended his voice

as a leader beyond King’s as a FerMUN representative for Australia in Geneva, a Rotary Youth Model for the United Nations and a Fundraising Coordinator for Legacy Australia. Completing his Gold Duke of Edinburgh’s International Award is yet another impressive achievement that showcases his initiative and wiliness to serve others. Nicholas has had many great experiences at King’s and will miss many aspects, including the numerous relationships he has acquired, however there is one lesson in particular that he will undoubtably carry with him beyond the School gates.

education has shaped my perception of what it means to be a man in the 21st century, and how it takes more than academics to excel in society,” Nicholas says. In the coming year, Nicholas hopes to gain acceptance to a Sydney university with the goal of studying Law and Arts. He will reside at St. Paul’s College where he has been offered entry.

“From pushing yourself in team sports with your mates to trying your hardest in the classroom, there is no shortage of avenues through which the boys at King’s can improve themselves. I truly believe that this multi-faceted style of

Executive Community: Digby Leahy

igby Leahy is a remarkable young man, whose genuine and selfless nature while at King’s won him the admiration and respect of his peers and teachers. Digby’s strong values of respect and integrity saw him faithfully serve the School as Executive School Monitor, overseeing the Community pillar.

As a Boarder for six years, Digby was heavily entrenched in the King’s community, which lead to him discovering his passion early on. Through learning experiences found outside the traditional classroom setting, Digby found great joy in subjects such as Industrial Technology Metal and Agriculture. This then translated to countless hours spent in the Industrial Arts, Agriculture and Shooting Clubs. “I really enjoyed Metal Tech as it allowed me to do what I love: hands-on practical work that enabled me to design and create work I have a passion for,” says Digby. Digby has been recognised for his hard work within Industry Technology Metal, having received a NESA Shape nomination. He also explored other learning opportunities outside the classroom by pursuing team-based sports such as 2nd XV Rugby and 1st VIII Rowing. For his commitment and contributions to the Rowing Club, Digby was awarded Full Colours and was appointed Captain of Boats. He also received the Peter Weston Hughes Memorial Rowing Prize, which is awarded to the best rower in the School.

“Rowing at King’s taught me life lessons in discipline the importance of working as a team rather than an individual, creating the ultimate success,” says Digby. This attitude and hard work endured year after year led to Digby and the 1st VIII winning the Head of the River Regatta – a victory not seen by King’s for 14 years! It was not only an amazing achievement for Digby, but it was the perfect way to finish his Year 12, having won the race in the same boat as his brother. Digby is currently rowing for The University of Sydney Boat Club U21s until the nationals race. He then will head south near his home for a year to work in the agriculture industry, before heading to The University of Sydney to study agriculture. He was also accepted into St Paul’s College for 2023 living onsite. Digby also has interest in attaining a real-estate qualification license, as this career choice also greatly interests him. He can see himself one day following his passion for rural real-estate.

The HSC Showcase

o the Year 12 students who spent countless hours undertaking their HSC Major Projects and Performances, we salute you!

These Year 12 HSC students are an excellent example of the kind of Kingsmen we aspire to see leave the gates of The King’s School. While demonstrating the core King’s distinctives of Academic Excellence, Character Development and Christian Community values, these young men successfully completed their Major Works while overcoming incredible adversity due to the pandemic. Throughout the entire turbulent HSC process, and even after their HSC Showcase was unfortunately cancelled, the students showed their strength of character, continuing to demonstrate humility and compassion. Despite all setbacks, our Drama, Industrial Arts, Music and Visual Arts HSC students have showcased a vast range of design and creative abilities through a variety of different mediums and art forms. COVID impinged the annual nomination process for practical works in 2021. In an ordinary year, students’ practical works and performances are marked by NESA and with excellence acknowledged first by nomination and for some, selection for NESA HSC Showcase events including ArtExpress (Visual Arts), Encore (Music), InTech (Industrial Arts), OnSTAGE (Drama) and Shape (Industrial Arts). In 2022 this process was revised, resulting in a significantly reduced number of selections per school. This should in no way diminish the calibre of practical works presented by the King’s cohort of 2021 and we therefore congratulate and celebrate the outstanding practical works and performances of the year. Please join us in congratulating the following students:

OUTSTANDING PRACTICAL WORKS AND PERFORMANCES

Drama NESA ONSTAGE NOMINATIONS

Brady Sayer

Cyrus Anderson

SCHOOL-BASED RECOGNISED OUTSTANDING PERFORMANCES

Cyrus Anderson

Liam Blundell

Oliver Morris

Brady Sayer

Aaron Doueihi

Karim Mansour

OUTSTANDING PRACTICAL WORKS AND PERFORMANCES

Industrial Arts NESA SHAPE NOMINATIONS

Finn Daugherty

Digby Leahy 26

SCHOOL-BASED RECOGNISED OUTSTANDING PRACTICAL WORKS

Edward Arnott

Noah Bradford

Angus Burton

Alexander Crouse

Finn Daugherty

Digby Leahy

Martin Madrid

Hugo Manka

Lachlan Park

Oscar Richardson

Thomas Robinson

Jake Turner 27

OUTSTANDING PRACTICAL WORKS AND PERFORMANCES

Music NESA ENCORE NOMINATIONS

Ryan Turner’s Encore Nominated Composition: https://vimeo.com/669276599/792375e3df Justin Wang’s Encore Nominated Composition: https://vimeo.com/669276453/22699a36fa

Ryan Turner + extension

Justin Wang + extension

SCHOOL-BASED RECOGNISED OUTSTANDING PERFORMANCES – MUSIC 2

Sunstone Shi

Ryan Turner + extension

Xing Gao

Tim Li + extension

MUSIC 2 (CONTINUED)

SCHOOL-BASED RECOGNISED OUTSTANDING PERFORMANCES – MUSIC 1

Brandon Yoo + extension

David Nivelleau

Michael Su

Kevin Zhou

Visual Arts

NESA ARTEXPRESS SELECTION

Ian Chae – Beautiful Anxiety *Ian has been selected for inclusion in ArtExpress, Virtual Exhibition VX, Art Gallery of New South Wales – AGNSE, Tweed Regional Gallery and Margaret Olley Art Centre. 29

OUTSTANDING PRACTICAL WORKS AND PERFORMANCES

SCHOOL-BASED RECOGNISED OUTSTANDING PRACTICAL WORKS

Gianni Casella

Ian Chae

Angus Clifford

Finn Daugherty

Timothy Li

Kevin Mai

Tom Robinson

Fletcher Scott

Luke Williams

Andrew Xue 31

2021 SCHOOL CAPTAIN

F I NA L C A P TA I N ’ S A DDR E S S

Austin Wallace ATAR 98.30

ALL ROUND ACHIEVERS’ LIST

e finally made it! Today marks the final time our year group is together before leaving these gates and hopefully in the very near future returning as Old Boys. Today is a celebration of the people and experiences which have shaped us and culminated in forming the men we are today.

Now I’d like to share the story of how I ended up here today. After living in Singapore for nine years, when I was twelve years old we decided to move back to Australia, which obviously meant searching for a new school. Now as much as he wishes he was, my dad wasn’t an Old Boy of King’s, nor of any school in Sydney. At countless different schools we weren’t even given a chance as we were neither legacy nor on a waiting list. But not here, not at King’s. This is a testament to the inclusive community and culture of the school.

I remember walking through the sandstone gates on my first day, seven years ago, a preppie in my shorts and socks held up with garters, my first salt and pepper blazer, (which I quickly outgrew much to my parents’ dismay). I was a bit overwhelmed as the new kid; again the next year in 2016 with the beginning of Year 7, it was a similar story: overwhelmed, intimidated by the 180-odd strangers around me. But after six years of mateship formed under the sky blue and white, I stand here today not beside strangers but rather 209 mates for whom I couldn’t be more grateful. Although we come from all over, whether it be Parramatta, Castle Hill, North Shore, Cootamundra, Yetman, Tasmania, China, America, just to name a few, we are all united and brought together as Kingsmen. And if I’m being completely honest, thank goodness those other schools rejected me, because I know for a fact that I wouldn’t trade my time here for anything. As we leave these gates today, it’s an exciting yet daunting time and I hope that you don’t leave empty handed.

That you’ve made memories and mates for life. That you’ve found something bigger than yourself. And that you’ve put yourself in a position to be ready for life beyond the sandstone walls to chase dreams and passions. Most of all I hope you can honestly say you’ve become someone who your younger self would be proud of. And we all should be so proud as a collective. Think of the successes we’ve had this year. We spent a term online, yet still finished our HSC with flying colours. Our Passing Out Parade was an overwhelming success, Corps Camp happened for the first time in two years. We had an exceptional summer season, restoring the crown to Parramatta at the Head of the River;

we won a double Premiership in tennis; 2nds cricket won the Premiership again. Although we didn’t finish the winter season, so many of us got to participate. The cross-country team took out the Premiership and there is no doubt we would’ve been hot competition in the GPS athletics. Debating had one of their best seasons and chess was in full swing. The media club was established and Mama Mia had a sellout crowd every night. It is so easy to focus on what we’ve missed out on, or haven’t achieved, but everyone here today should be seriously proud of their contribution to the school and should know that it doesn’t go unnoticed. As we transition into the next phase of our lives, I’d like to offer a piece of advice: don’t ever forget what it means to be a Kingsman. Live your life ‘fortiter et fideliter’, Bravely and Faithfully. Being brave is not only about being strong and courageous for yourself. It means standing up and being righteous for others. In the age where men are finally being scrutinised for their misogyny, society needs men who are different, and I believe each and

every one of us has been given the tools to be better, to stand up and protect our mothers, sisters, friends. To hold ourselves and our mates accountable. Being brave means being proud and humble, accepting and embracing everyone for who they are. It means giving kindness to those who need it most, as we saw this year with the community raising over $50,000 for the Chris O’Brien Lifehouse, in the name of our mate Sam McKay who I can wholeheartedly say was the bravest Kingsman I’ve ever known. And as you can see today, we have this beautiful birdbath here which will live at the chapel along with a jacaranda tree, to serve as a lasting memorial to our mate Sam.

Being faithful is not only about having faith in God, but also staying true to your words and your commitments. As we go our separate ways it can be hard to stay in touch, to catch up and look after our mates, but it is so important that we do so. Not only to celebrate when we succeed but to be there for each other in our struggles as we’ve done so well in the tumult of this past year. So above all else we must stay true and faithful to our mates as we move forward. Today our time at King’s comes to an end, but we forever will be Kingsmen, we will forever be mates. So, live your life ‘fortiter et fideliter’ and Long Live the King’s School!

INDUSTRY PATHWAYS

P RO F I L E

Jack Parsons

escribed as a creative, talented and optimistic young man by staff and his peers, Jack Parsons has been a respected member of The King’s School since commencing in Year 7.

Jack has participated in many areas of the School community, engaging in cricket, football and theatre, and he was elected as House Monitor in Year 12. However, he found the most enjoyment in his VET and TAFE courses. As one of the first students eager to take part in the launch of our Vocational Education and Training (VET) courses at King’s, Jack followed the course stream, studying a Certificate II in Hospitality: Food and Beverage. This led to Jack becoming nationally accredited within the hospitality industry before graduating from Year 12. Excelling in hospitality in his final year of school, Jack found a love for cooking and serving others. “I enjoy being creative and making people happy. I also like the idea of hospitality allowing me to travel and take my passions anywhere and everywhere, as it is one of the largest industries across the world with endless job opportunities available.”

In addition to his VET course, Jack enrolled in TAFE to gain industry experience and become one step closer to his dream role. “I benefited from this hospitality course as it was something new and exciting. It gave me a new look into the industry that I may not have obtained in the classroom. TAFE has also given me a whole new repertoire of skills that I can use in the workforce and has helped me get into my preferred course specifically for a Bachelor of Hospitality Management,” he says. Encouraging future Year 12 students to enrol in a TAFE course, Jack believes it’s an excellent opportunity to gain relevant industry knowledge and meet other like-minded people with similar goals. “My favourite part of the course was the service nights. I was fortunate to serve families, including my own, and take my knowledge of what I’d learned in the duration of the course and put it to the test.” Jack feels confident knowing this qualification has set him in the right direction to pursue his ideal career and fulfil his future aspirations.

Jack received early entry to the International College of Management Sydney and has been accepted into the ICMS Professional Scholarship Program. Here he will study a Bachelor of Hospitality Management. “This course is such a personalised experience and ICMS is renowned for it; they ranked number one for Hospitality Management in Australia based on graduate employability, and the industry experience students get to participate in is amazing.”

“

TAFE has also given me a whole new repertoire of skills that I can use in the workforce and has helped me get into my preferred course specifically for a Bachelor of Hospitality Management.

Photo taken in 2019 for the launch of the VET Program. 35

SPORT

P RO F I L E

Joshua Keepkie

oshua Keepkie has been a respected member of The King’s School as a Day Boy for nine years. Known for his bold, determined and respectful nature, Joshua is a natural-born team player. Having served the School in several leadership roles such as Dalmas House Captain, an active member of the Student Representative Council (SRC) and an elected Monitor, Joshua has proven he is gifted with the skills of a true leader.

Recognised for his exceptional sportsmanship, Joshua is a valued member of the King’s Water Polo team. Receiving Water Polo Honours Colours two years in a row and being selected in the GPS and CIS Opens Water Polo team twice, Joshua has demonstrated great skill within the sport. “It’s a dream come true to be acknowledged for my efforts in water polo, to be selected on these teams and win these awards. Not only is it rewarding but it reflects all the dedication I’ve put in over the years,” he says. Joshua enjoys water polo for its culture, the friendships it establishes, both in and out of the pool, and the memories it creates. “Being around the community and my teammates has allowed us the

opportunity to motivate each other to do better which has brought the most success we’ve ever had in water polo. However, this could not have happened without the supportive and experienced coaching staff behind the scenes.” Water polo may even allow Joshua to fulfil his lifelong dream of representing Australia in the Olympics. His most valued accolade was being selected in the Born 2004 Australian Water Polo Squad which is designed to send its twenty players to the 2028 Los Angeles Olympics. “Being a part of this squad is one of my proudest achievements in this sport. I would love to attend the Olympics for the experience as it’s such a rare opportunity. Not many athletes get to participate and it would truly highlight all my hard work.”

“ Reminiscing on his time at King’s, Joshua believes the School has played a significant part in not only his water polo journey, but also his education, building his character and understanding what it takes to be a leader to his peers. “I began the sport in Year 7 and continued to play throughout my schooling. My achievements are very meaningful to me and I believe they would not have been attainable without the School.” He feels blessed to have access to teachers who constantly inspire him to improve himself as an individual.

Being around the community and my teammates has allowed us the opportunity to motivate each other to do better.

Life after King’s will involve both of his passions. Joshua plans to attend university to study a Bachelor of Physiotherapy and aims to score a water polo scholarship. Due to his sporting background, he has always been interested in the structure of the human body and its movement, and in treating health conditions such as sports injuries. Joshua also hopes to play Division 1 with his current club, as well as sharing his knowledge through coaching others within the sport.

MUSIC

P RO F I L E

Justin Wang ATAR 99.15

laying alongside the world-class Los Angeles or Berlin Philharmonic Orchestra is musician extraordinaire Justin Wang’s dream.

Following two years as Music Captain and with no fewer than four prestigious musical achievements to his name, Justin departs King’s with his sights set on the Sydney Conservatorium of Music, then the United States. Coming from a family of talented musicians, Justin says King’s was instrumental in fostering his innate passion for music. “I was able to access wonderful programs and music ensembles which cultivated both my musical ability and my desire to become the best musician I could be. I was encouraged by all the musical staff and tutors who pushed me to become my greatest self in the music realm,” Justin says.

Justin’s time at King’s did more than nurture his natural talent and aspirations in the field of music. As a tennis, soccer and badminton player, as well as a leader in the Cadet Corps, King’s allowed Justin to build and round out his character. “I have been able to transition myself from a shy and timid Year 7 student to the proud and fortified individual I am now,” Justin says. Choosing a favourite among his many musical pursuits is difficult. Justin’s repertoire at King’s spans everything from Clarinet Ensemble to Choir and Cadet Corps Drum Roll. However, it is the brotherhood formed with his Symphonic Band friends over the years that stands out.

King’s strong focus on giving back to the community provided soul food for Justin’s creative flair and a platform to combine this flair with his leadership skills. The live virtual concert Justin organised to provide solace and hope to the elderly in nursing homes during COVID-19 restrictions was broadcast to over 7,000 people internationally. It came hot on the heels of a $5,000 fundraising concert for Dementia Australia and Red Cross Australia hosted by Justin and his friends. “No matter how far music takes me, I always want to utilise its power to bring solace and unity to those in society who need it,” Justin says.

Achievements: • All Round Achievers’ List

• Vice-Captain, Wickham House 2021

• Music Captain 2020-2021

• NSW State Solo Championships for Clarinet winner 2019-2020

• Two prizes for Music

• 1st, China National Clarinet Concerto Competition 2020

• Honour Colours for Academics 2021

• Distinction AMEB LMUS certificate (clarinet) 2020

• Woodwind Prize, Strike A Chord Music Competition 2021

COMMUNITY

P RO F I L E

Valluvan Thillairajah

alluvan Thillariajah has been an active member of the King’s community since joining in Year 8 as a Day Boy. Known as an adventurous and determined young man, Valluvan has taken every opportunity that came his way.

Dedicated to his commitments both inside and outside the classroom, Valluvan took advantage of King’s unique co-curricular activities, demonstrating his natural leadership abilities along the way. Captaining the cricket and football teams, participate in GPS Athletics, the Cadet Corps and playing violin for the School’s Symphony Orchestra were just some of the activities into which he channelled his energies. Valluvan also received the Spirit of Cricket Award in 2021 for his commitment to the sport, and he showed great determination completing his Duke of Edinburgh Gold Award. Always up for a challenge, Valluvan took on many leadership roles that served the community. Valluvan became a School Monitor in his last year at King’s, seeing him actively participate in community outreach initiatives driven by himself and his fellow Monitorial team. These student initiatives included White Ribbon Day, where he spoke to the students about domestic violence, #Clipit4Cancer where he led fundraising for the Chris O’Brien Lifehouse Foundation and The PushUp Challenge which raised funds to aid Lifeline Australia.

In the early months of COVID when our community was first affected, Valluvan also worked with staff in the ServiceLearning Program, organising boys from his Dalmas House Mentor Group to prepare 122 meals and 76 toiletry packs for distribution to the homeless.

Looking to the future, Valluvan aspires to study medicine and become a doctor in the rural communities where he grew up. He aims to help overcome the maldistribution of doctors in Australia, working where health practitioners are needed most.

Valluvan’s leadership also extended to his peers, as he was promoted to the rank of CUO in the Cadet Corps in Year 12. “When I finally led my platoon as the CUO down the roping side of the mountain at Corps Camp, the feeling I had, having safely and successfully delivered all the boys back to base, was a memorable moment. All my efforts to study the maps, develop navigation skills and lead the platoon were worth it,” Valluvan says.

Valluvan has gained guaranteed entry into the Doctor of Medicine program at The University of Melbourne, following the completion of his Bachelor of Biomedical Science at La Trobe University.

When reflecting on the many experiences that he had while at King’s, he recollects fondly on yet another activity: his time as a Senior Research Intern with The Future Project. “It’s not every day that a high school student receives the opportunity to work in a PC2 lab alongside professional science researchers from large companies and universities on world-class research,” he says. 41

EARLY ENTRY OFFERS

he King’s School wholeheartedly congratulates numerous students from the 2021 cohort who received early entry offers to their preferred university, as well as those who have gone above and beyond and have received more than one offer.

The early entry program is a great opportunity for the students to gain admission to their preferred university, while also taking the pressure off their final exams. This route gives the students not only peace of mind to enjoy their final days at King’s but drives their ambitions towards achieving greater results in the HSC exams. After witnessing each boy explore his passion throughout his King’s journey, whether it be sport, agriculture, science, business, education or the arts, it is extremely rewarding to see our 2021 graduates pursuing their dreams. Due to their hard work, the 2021 cohort have received early entry into a range of degrees from numerous leading universities including The University of Sydney, University of Technology Sydney, University of New South Wales, University of Wollongong, Western Sydney University and more. In addition to the round one early entry offers, the University Admission Centre (UAC) released the second round of offers on 26 January. These are the first offers made to Year 12 students based on ATARs results. Students can then change their preferences for the next offer round by midnight 28 January. In addition, over the coming months several students are anticipating offers to universities overseas.

CADETS

P RO F I L E

Ben Kandic ATAR 96.65

ormer Warrant Officer Class 1, Regimental Sergeant Major (RSM) of The King’s School Cadet Corps, Benjamin Kandic, demonstrated an outstanding capacity to lead, serve and be a role model to others: the hallmark of a true Kingsman.

It is said that leadership is about inspiring people to do things they never thought they could. It is why great leaders need to possess not only vision but also positivity, empathy and integrity. Ben Kandic has these attributes in spades.

A recipient of the Maj GJ Murphy Award for the development of military ethos in the Cadet Corps and Academic Proficiency, Ben thrived on the camaraderie of the Cadet Corps and leaned into its many leadership opportunities. “My single greatest lesson from King’s is to pursue opportunities outside of academic endeavour for fulfilment, to embrace every experience that life has to offer. Having that academic and co-curricular balance has taught me the value of branching out,” he says. King’s prides itself on providing an environment in which leaders are forged with a strong self-awareness and social conscience. Ben is a great reflection of this. As a leader, his ethos is to have a positive impact on the broader community. “Being a Kingsman is about striving for excellence while finding the incredible value in service and humility,” he says.

In addition to his leading role in the Cadets, Ben contributed richly to the School’s community through co-curricular activities including swimming, volleyball and basketball. Now, he has his sights set on a career in finance or architecture. Reflecting on his time at King’s, Ben says he will miss the annual Cadet Camp at Singleton Army base the most. “The atmosphere, experiences and rites of passage are unparalleled. Sitting under the stars with friends or marching out the White Oval gates during the Passing Out Parade, these are experiences which will stay with me for life.” Ben is currently studying Actuarial Studies and Science at UNSW. While completing a major in statistics, he also plans on attaining accreditation to become an actuary.

STAFF DEVELOPMENT & THE KING’S SCHOOL INSTITUTE

chool systems throughout the world acknowledge that the quality of their people, and their teaching staff in particular, is the most critical in-school factor impacting on student outcomes (Darling-Hammond, 2000; Hattie, 2008; Timperley & Alton-Lee, 2008). Every year, in the name of improving teaching quality and performance, The King’s School invests in quality teacher professional learning activities.

The King’s School is committed to ensuring that all staff engage in continuous professional learning and apply that learning to improve student achievement. In 2021, despite the Covid-19 lockdown, The King’s School Institute processed 294 staff requests for professional learning from the Senior School alone. Additionally, 157 requests were approved for the Preparatory School and Tudor House. The King’s School facilitated over 3,000 hours of professional learning experiences (up by 1000 hours from 2020) to its teaching staff across all three campuses. Just over 85% of these professional learning hours were individual professional learning experiences for teachers. The remaining 15% of professional learning experiences were offered in-school via whole-school professional learning events.

This year, The King’s Institute hosted the biennial National Boys’ Education Conference (NBEC) here at The King’s School. NBEC 2021 consisted of over fifty presentations from across the Australian academic, public and educational spectrum. These presentations covered a range of case-studies and experiments, and showcased teachers and researchers using ‘failure’ as a pedagogical means of growing the next generation of young men. We were fortunate to secure four exceptional keynote speakers who challenged our thinking, behaviours and biases as educators of young men. We also had a high number of our teachers here at King’s share their wealth of knowledge and research with over 300 teachers from across Australia. We are very proud of their contribution.

The role of The King’s School Institute is to drive innovation, research and continuous improvement in academic excellence, with character development in the context of a Christian community. It is the School’s primary intervention mechanism in driving excellence in teaching and learning, and it paves the way for future approaches to pedagogical improvement and change by enabling academic excellence and character development, while fostering community across all of The King’s School’s three campuses.

Dean Dudley, CF Director - The King’s School Institute

STAFF DEVELOPMENT & HSC MARKING

very year, around 5,000 HSC markers are appointed to mark across written examinations, practical and performance examinations, and language oral examinations. Applicants are considered across a number of position types within the marking operation, such as marker, pilot marker, senior marker, coordinating senior marker or judge. At King’s, we encourage staff to pursue professional learning in a range of areas and one of those is HSC Marking. Each year approximately 30 members of staff take on the additional work in order to grow as a teacher, gain further understanding of marking rubrics, and foster connections with teachers across the state. We spoke to a few of our staff about why they believe HSC marking enhances their professional practice.

“Participating in HSC marking is an incredibly valuable experience. It has deepened understanding of the requirements of examination questions and the marking guidelines that accompany them. Staff are able to develop learning activities to target examination skills, which include unpacking the requirements of questions, preparing responses and having the students apply the NESA marking guidelines by peer reviewing each other’s work.”

Jacqueline Camilleri Deputy Head (Academics)

Thoughts from the staff “Seeing how the HSC is marked is invaluable for English teachers in NSW. It helps to inform the strategies we implement in Year 12 as well as the way we backward map those strategies in other year groups. Engaging in the marking process also allows teachers to see the quality of work produced across the state, and how the marking criteria is applied to each of the bands. Furthermore, the process gives markers insight into the texts that work the best for particular modules, thus enabling the department to make what we feel are the most effective text choices for the students at King’s.“

Sonya Harper Head of English. HSC Advanced English Marker since 2006.

“HSC marking is often described as the richest professional development opportunity a teacher will ever experience. Data shows us that teachers who have participated in the HSC marking operation inevitably refine their teaching practice and consequently improve student achievement. Schools that have a depth of HSC marking experience in their teaching staff will consistently out-perform similar schools that do not. HSC marking provides an intimate insight into the nuances of question interpretation, in line with the application of the NESA key terms and aligned to the marking guidelines. It is an exceptional opportunity to experience first-hand the relationship between the HSC syllabus and the final examination.”

Tony Turner Head of Agriculture. HSC marker; examination committee member; syllabus writing committee (Agriculture). HSC Supervisor of Marking; assessor (Primary Industries).

“HSC marking offers a wide variety of learning opportunities for teachers. It provides teachers with an invaluable insight into the examination committee’s intentions when designing HSC exams. This includes how questions are designed, key NESA terms and the way marking criteria are developed and applied. It also enables us to see a variety of examination responses and build a comprehensive understanding of the qualities of an A response through to an E response. On a broader level, we learn a significant amount about how different schools design case studies and are then able to reflect on our own programming design. All of the above feeds into how we construct our own teaching and learning activities, providing us with an opportunity to map the skills and knowledge students need to succeed from Stage 4 through to Stage 6.”

Melanie Taylor Head of Visual Arts. Senior Marker Visual Arts (Written). 46

2021 HSC COURSE LIST

GLOSSARY

Agriculture Ancient History Biology Business Studies Chemistry Chinese and Literature Chinese Continuers Chinese in Context Chinese Extension Drama Earth and Environmental Science Economics Engineering Studies English Advanced English EAL/D English Extension 1 English Extension 2 English Standard English Studies French Continuers French Extension Geography German Continuers German Extension History Extension Industrial Technology (Graphics / Metal / Multimedia / Timber) Information Processes and Technology Japanese Beginners Japanese Continuers Japanese Extension 1 Legal Studies Mathematics Advanced Mathematics Extension 1 Mathematics Extension 2 Mathematics Standard 1 Mathematics Standard 2 Modern Greek Continuers Modern Greek Extension Modern History Music 1 Music 2 Music Extension PDHPE Physics Science Extension Software Design & Development Spanish Beginners Sports, Lifestyle and Recreation Studies of Religion I Studies of Religion II Visual Arts

The HSC mark

Educational Access Schemes (EAS)

Is a 50:50 combination of a student’s examination mark and school-based assessment mark that may include tests, written or oral assignments, practical activities, fieldwork and projects.

The Scheme helps students who have experienced long-term educational disadvantage gain admission to tertiary study.

TAFE/VET Courses

Automotive Business Services Construction Entertainment Industry Hospitality Information and Digital Technology Primary Industries Retail Services

Schools submit an HSC assessment mark for every student in every course. NESA puts the marks through a process of moderation to allow a fair comparison of marks in each course across different schools.

Performance Bands HSC marks for each course are divided into bands and each band aligns with a description of a typical performance by a student within that mark range. For a 2 unit course, Band 6 indicates the highest level of performance and the minimum standard expected is 50. Band 6 = 90-100 marks, Band 5 = 80-89 marks; Band 4 = 70-79 marks; Band 3 = 60-69 marks; Band 2 = 50-59 marks; Band 1 = 0-49 marks. Each band is aligned to what a student at that level of performance typically knows, understands and can do. The ‘average’ performance in most courses is usually a mark in the mid-70s (Band 4). For an Extension course, the bands are E4 (highest level of performance) to E1.

SMH league tables The list published and the information provided in The Sydney Morning Herald is a limited measure and only takes into consideration Band 6 results. Other statistics such as the percentage of students in each of the other bands and course means compared with State means also is important when guaging success.

Schools Recommendation Schemes (SRS) Aim to help you access higher education through recommendations from your school. Universities use a wide range of selection criteria, including school recommendations, senior secondary studies and personal awards and achievements. Early entry schemes (including SRS) make offers before the first and second offer rounds.

Equity Scholarships (ES) Help financially disadvantaged students with the general costs associated with tertiary study. By submitting just one application you’ll be considered for all available Equity Scholarships for which you’re eligible.

The ATAR is a rank, not a mark. The Australian Tertiary Admission Rank (ATAR) is a number between 0.00 and 99.95 that indicates a student’s position relative to all the students in their age group (ie all 16 to 20 year olds in NSW). So, an ATAR of 80.00 means that you are 20 per cent from the top of your age group (not your Year 12 group). Almost 2/3 of King’s boys, consistently attain an ATAR above 80, ie top 20%. 63% of our students gained ATARs over 80 in 2019 (63% in 2018 and 66% in 2017). The average ATAR across the state is usually around 70.00. The ATAR helps universities rank applicants for selection into their courses.

The Honour Roll includes the schools with students who achieved Band 6 only (90 or higher) in a course. High Scores is the number of Band 6 scores. Success is High Scores expressed as a percentage of entries, rounded to two decimal places. Rank is based on the precise success rate. Distinguished Achievers are the students who achieved a result in the highest band (Band 6 or Band E4) for one or more courses.

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Cricos No: 02326F | The Council of The King’s School, ABN: 24 481 364 152 | Incorporated by The King’s School Council Act 1893