Edition
Fostering Entrepreneurship in the Primary Years
Camaraderie and Growth in Boarding
Turning Pressure into Potential – Tudor House 2024 Highlights
Thriving with Faith in an Ever-changing World – The Preparatory School 2024 Highlights
The True Test of Character at King’s – The Senior School 2024 Highlights
Celebrating the Class of 2024
Connecting and Belonging
30 Years of The Art Prize
Tudor House Foundation Gala Dinner
Making a Difference in the Bush
School Captains in Two Generations
Preserving our Legacy: King’s bids farewell to Archivist Jenny Pearce
2024 Paris Olympic Games
Heritage Meets Innovation
Strengthening the Foundation of our Future
In Memoriam
Births, Marriages and Deaths
Welcome Tony George, Headmaster Wisdom Under Pressure
The 2024 edition of Gazette showcases the many ways in which The King’s School nurtures character through its singular approach to education. Across its pages are stories showcasing how our students and staff have risen to challenges, exemplifying wisdom under pressure, a defining trait of strong character. From the sports field to the classroom, from cadets to the performing arts, these stories illuminate the transformative power of resilience, adaptability, and moral courage.
Character is often regarded as the moral and ethical foundation of a person, but its true significance emerges during moments of challenge. When confronted with peer pressure, moral dilemmas, time constraints, or resource limitations, the ability to act with wisdom and integrity reveals the strength of one’s character. At The King’s School, we prepare our students to face such pressures through experiences that develop practical judgment, emotional control, and ethical reasoning. This edition of Gazette highlights how these principles have been put into action throughout the past year.
Peer pressure tests our capacity to maintain independence while engaging with societal norms. At King’s, opportunities abound for students to demonstrate resilience against external influences. For example, the stories of our students in leadership roles, such as House Captains or Cadet Leaders, showcase how they navigate complex group dynamics. These students exemplify the ability to
stand firm in their values while fostering collaboration and respect among their peers. Their journeys, detailed within these pages, reveal the moral courage it takes to lead with integrity.
Ethical challenges often arise when competing values collide. Through initiatives such as community service projects and student-led debates, our students have been encouraged to engage in reflective discussions about fairness, justice, and responsibility. In this edition, you will read about how our students’ involvement in outreach programs has tested their ability to prioritise long-term outcomes over immediate gains. These experiences foster empathy, a commitment to justice, and the ability to make decisions grounded in ethical principles.
The ability to act wisely under time constraints is another hallmark of strong character. From preparing for interschool sports tournaments to managing the demands of academic assessments, our students have embraced
the challenges of time-sensitive tasks with determination. One article recounts how a drama troupe from King’s pulled together a successful performance despite last-minute obstacles, demonstrating prioritisation and teamwork. These examples illustrate how time pressure can sharpen decision-making skills and build resilience.
Resource constraints often test creativity and fairness. Students at The King’s School have risen to this challenge in areas such as environmental initiatives and entrepreneurial competitions. Articles in this issue highlight how our students devised innovative solutions for sustainability projects, balancing limited resources while staying true to ethical considerations. These stories reflect the capacity of King’s students to approach scarcity with resourcefulness and a commitment to equitable outcomes.
In a world characterised by Volatility, Uncertainty, Complexity, and Ambiguity (VUCA), King’s leverages this framework to prepare students for real-world challenges. From cadets and outdoor education programs to the performing arts, we create dynamic environments where students practise adaptability, resilience, and ethical reasoning. These immersive experiences, highlighted throughout Gazette, provide a safe yet challenging space for students to develop the life skills they need to navigate a rapidly changing world.
For example, our cadet training programs— featured prominently in this edition—place students in scenarios that demand leadership under pressure. Similarly, our outdoor education activities challenge students to think critically and act decisively in unfamiliar settings. Through these initiatives, our students learn to align their actions with core values, demonstrating wisdom under pressure in real-world contexts.
The stories within Gazette demonstrate how King’s students are equipped to handle the complexities of life beyond the school gates. By fostering an environment that challenges them to develop resilience, adaptability, and ethical reasoning, we prepare our students to thrive in an unpredictable world. Whether through academic achievements, sporting triumphs, or acts of service, the King’s community embodies the essence of wisdom under pressure.
Ultimately, the lessons learned at The King’s School transcend individual experiences. They form the foundation for a lifetime of thoughtful decision-making, moral integrity, and compassionate leadership. As you explore this edition, we invite you to celebrate the remarkable stories of our students and staff who exemplify these qualities and inspire us all to act with wisdom, even under the greatest of pressures.
Mr Tony George Headmaster
Developing Character: the catalyst for growth
Message from the Chairman
Developing character is at the heart of growth, shaping individuals who can rise to life’s challenges and inspire others by their example. This theme resonates throughout this year’s edition of Gazette, as the articles within highlight how students, staff, and the broader King’s community put these principles into practice during 2024. These stories showcase the transformative power of perseverance, resilience, and hope brought to life in the School’s vibrant activities and achievements over the past year.
At The King’s School, our mission is clear: to be a Christian community that seeks to make an outstanding impact for the good of society through its students and by the quality of its teaching and leadership in education. Central to this mission is the commitment to developing character in our students, preparing them for the challenges of life beyond the school gates. But what is character? Where does it come from, and what does it produce?
Character, like a vital thread in the tapestry of life, shapes who we are, how we interact with the world, and the legacy we leave behind. In Romans 5:3–4, the Bible provides profound wisdom on this topic: “We rejoice in our sufferings, knowing that suffering produces endurance, and endurance produces character, and character produces hope.” These words describe a transformative process of growth, beginning in the most unexpected place: suffering.
Suffering takes many forms, from academic challenges and professional setbacks to personal loss and emotional adversity. These trials test our resilience, forcing us to confront our weaknesses and develop perseverance. Though suffering is often viewed negatively, it serves as a crucible for growth. Through it, we learn the strength of persistence and the value of enduring with grace. As a society, we often talk about building resilience in our children, yet we instinctively shield them from the difficulties that foster resilience and lay the foundation for strong character.
Perseverance, born of suffering, is the unwavering determination to stay the course, even in the face of difficulty or uncertainty. It is this quality that helps a student push through the final stretch of a demanding sports race, muster the courage to perform on stage, or dedicate extra effort to their studies. Perseverance teaches the importance of hard work and staying true to one’s principles. It is through this refining process that individuals grow into people of strong character.
And what does character yield? According to Paul in Romans 5:4, character produces hope. This hope is not naive optimism but a steadfast confidence grounded in the promises of God. It is the assurance that all suffering and challenges will ultimately be redeemed: “He will wipe every tear from their eyes. There will be no more death or mourning or crying or pain.” (Revelation 21:4). Christian hope assures us that we are not alone, that we are known and loved by God, and that we have a purpose in His greater plan.
This hope transforms. It empowers us to dream boldly, aspire to excellence, and strive for better. It sustains us in times of difficulty and inspires us to effect change, spreading positivity and encouragement to those around us. At The King’s School, we aim to instil this hope in our students, embedding it into their daily lives and experiences. From the classroom to the sports field, from creative pursuits to acts of service, our students are continually challenged to grow through adversity, guided by faith, and inspired by a vision of a brighter future.
The stories and achievements showcased in this edition of Gazette reflect these values. They highlight the practical outworking of character development across all areas of school life. Whether it’s through academic excellence, sporting achievements, artistic endeavours, or community service, our students demonstrate the resilience and hope that define our mission.
As you read through this magazine, the stories remind us that character is not an abstract ideal but a living journey that shapes individuals and strengthens communities. Together, we continue to fulfil our mission of making an outstanding impact for the good of society.
Thank you for your continued support of The King’s School and for being part of this journey with us.
Mr Ken Chapman (’77) Chairman ︱ Council of The King’s School
Building an Anglican Christian Wisdom and Character
Message from the Chaplain
Be very careful, then, how you live – not as unwise but as wise.
(EPHESIANS 5:15 NIVUK)
Before the US elections in November 2024, a documentary aired in Australia about Donald Trump’s attempts to overturn the 2020 election result and the subsequent storming of the Capitol building by his supporters. They had been inflamed by weeks of rhetoric of a “stolen” election. Trump and his team attacked, personally and publicly, anyone who refused to buy into their stolen election conspiracy, including members of their own Republican Party who had been enthusiastic Trump supporters just weeks before.
It all came to a head on 6 January 2021, the day that Congress gathered in the Capitol building to certify the election results and to formalise Biden’s victory as President-elect.
Trump’s own Vice President, Mike Pence, had the unique constitutional role of presiding over the certification. He came under intense intimidation from Trump, his team, and his supporters, to change the election outcome.
The intimidation became increasingly personal and violent. When Trump supporters stormed the Capitol building on 6 January, a chant rang out, “Hang Mike Pence! Hang Mike Pence!”. The Secret Service hastily evacuated Pence to an underground loading dock and tried to convince him to leave the Capitol.
Despite this, Mike Pence, with his character on full display, knew the gravity of retreating and so determined to stay, even if it risked his life. He would wait it out, against Secret Service advice, until order was re-established so he and Congress could carry out the will of the American people.
Perhaps it was something in Mike Pence’s personal Christian faith that refused to participate in a falsehood. Perhaps it was his commitment to democracy. Perhaps it was both. What it certainly demonstrated was Christian wisdom under pressure.
Life has the habit of confronting each of us with a range of challenges we are forced to navigate. They may never be as extreme as Mike Pence’s example. But they do test our character in similar ways. The best decisions to make may not be obvious and the path forward might not be clear-cut or easy. So we need wisdom— wisdom in the thousands upon thousands of interactions and decisions we face in life. Each of us will meet our own moments of pressure where wisdom will make the difference.
One of the things that characterised people’s experience of Jesus was the way he dealt with the religious leaders who were critical of him and often out to trap him. He was always one step ahead, supernaturally wise under pressure.
In his gospel, Luke records an incident in the ministry of Jesus where a ‘sinful woman’ started weeping at Jesus’ feet while he reclined at dinner in the house of a prominent religious leader, Simon the Pharisee. The woman wet Jesus’ feet with her tears and wiped them with her hair, kissed his feet, and then poured expensive perfume on them. Striking behaviour! The actions attracted the ire of those in Simon’s house, including Simon himself. He comments to himself that if Jesus were from God, he should know the kind of woman she is and have nothing to do with her. But Jesus isn’t concerned to conform to Simon’s standards of religious purity. He does not bow to the pressure from religious leaders to throw the woman out. Instead, Jesus shows wisdom under pressure. He treats the woman with dignity as someone loved by God, no matter what she has done. Jesus is keen to make that point to Simon through a parable, and he hints at the possible back story of the woman that has led to this moment.
Jesus sets the scene of two men who owe money to a moneylender. One owes a massive amount. The other a tiny sum by comparison. Neither can repay their debts. So the money lender cancels—forgives—the debt of both. Jesus asks, “Who will love more?” Simon responds correctly, “the one who has had the bigger debt forgiven.”
Jesus then draws out the conclusion and it has a sting in its tail for Simon. The woman, it seems, had heard Jesus’ message previously and experienced the love and forgiveness Jesus offers. Her life had been changed.
Simon, on the other hand, did not realise his great need of forgiveness. So he loved Jesus little. As the incident unfolded, Jesus did not have time to workshop a response or to run through the scenario. His reaction of welcome, of dignity and love, and of the declaration of forgiveness for this changed woman revealed the core of his character. He exemplified a life of God’s wisdom in the pressure of this very public situation.
Education at The King’s School has always been about more than just the knowledge of subject content. It is about shaping young men—and young women at Tudor House—to make an outstanding impact for the benefit of others.
As students grasp the Anglican Christian faith that is the basis of all we do at King’s, as they see that faith activated and articulated in our School values, and as they face a range of challenges in their time at King’s, these experiences and values build an Anglican Christian wisdom and character—a wisdom under pressure—that has the capacity to make a significant and positive contribution to the world around us.
Children are growing up in an increasingly challenging and polarised world. Conflict, rather than peace, seems to be on the rise.
Our world desperately needs people of character who exercise an Anglican Christian wisdom. It begins by considering the one who is the wisdom of God, Jesus, to see how his character and his wisdom not only made an outstanding impact for the benefit of others, but has changed the world for eternity.
Reverend Dr Jason Hobba Director of Christian Community ︱ School Chaplain
Leading Bravely and Faithfully
James Napoli, School Captain 2025
Our 2025 School Captain, James Napoli, has a very mature take on the relationship between faith and bravery - two of the most important values held by the King’s community. “We need to be brave enough to try different things, to put ourselves out there and step up. We must be brave as a community to tackle large issues,” says James.
“We also need to remain faithful in our Christian community, which extends to being faithful to our mates and our teachers who support us. Displaying both of these virtues is special and is what defines us as Kingsmen,” he says.
James was appointed School Captain of the Preparatory School in 2019. He believes it was through this role that he first learned what leadership is about - “serving others and having a positive impact on the School community,” he says. In the Senior School he has developed and refined his leadership skills through roles such as Year 10 Gowan Brae Monitor and as a member of the Student Representative Council (SRC) for five years, including holding the role of SRC President in 2023-24.
“I try to learn from every experience and apply those learnings in the next situation, as well as continuing to immerse myself in team environments. I love hearing everyone’s perspectives because that diversity really shapes King’s and the Monitorial team. We’re lucky at King’s to have such variety in ideas, culturally and academically, even in the sports we play,” he says.
Co-curricular activities have been an important part of James’ time at the School. Having held the position of Colour Sergeant in Year 11 and now CUO of The King’s School Cadet Corps, James accredits this program as a key opportunity to demonstrate his leadership qualities.
James is an enthusiastic participant in the School’s swim team, which helps to balance out his academic work.
As the incoming Swimming Captain and having received Honour Colours for Swimming, James is a year-round swimmer, as well as a State and National medallist.
“The early mornings can be challenging, but the selfdiscipline required for swimming has enabled me to develop a broad range of skills. Juggling sport and co-curricular activities while ensuring I still do my best academically is of course a challenge, but one I welcome,” he says.
James says it is vital to appreciate that winning is not everything and it is equally important to do your best.
“It’s important to avoid being purely results-focused, because there is only so much of the result we can control. Instead, by focusing on the process, we can be proud of the efforts we have made regardless of the final outcome. Be excited about the process of training hard, enjoying competition, and playing alongside your mates, not just the end result,” he says.
As further proof of his well-rounded attitude and experience, James is also a talented debater, being part of a team that has won Independent Schools Debating Association competitions.
“Debating is a great team-based activity. When you only have 45 minutes to write a six-minute speech on an unknown topic, it’s all about working together and supporting each other as a team,” James explains.
James will be supported by his fellow Monitorial team, including School Vice Captain Oscar Hill, Executive Monitor (Academics) Aidan Tran, Executive Monitor (Character) William Farrah, Executive Monitor (Community) Sam Molineux and Executive Monitor (Chaplaincy) Rory Crocker.
While the boys are excited to be led by James in 2025, it’s worth noting he follows in some familiar footsteps. James’ brother, Robert Napoli was School Captain in 2022 and was also the Prep School Captain in 2016. They are the only set of brothers in the School’s history to captain at both King’s campuses.
“Small actions can make a big difference. Leadership can be as simple as showing respect to others at all times. Being a leader is not always about grand gestures. It is about consistently striving to have a positive impact on other people.”
Nurturing Character Through Adventure
Outdoor learning at The King’s School plays a pivotal role in shaping character, with the Cadet Corps forming a key part of the education program in the Senior School. The oldest military uniform unit in Australia at more than 158 years old, the Cadet Corps program at King’s gives students a structured environment to practise leadership, teamwork and personal responsibility.
A recent and exciting development to the program is the introduction of a Year 7 Cadet Corps program, which will commence in 2026. In recognising the value that the Cadet Corps brings to student life, this new development will help introduce key aspects of the program upon entering the Senior School.
Lieutenant Colonel Brendan Stewart, Commanding Officer of The King’s School Cadet Corps LTCOL (AAC), says the Cadet Corps is about giving boys the opportunity to experience army culture without the conflict element.
“Cadets teaches the history, customs and traditions of the Australian Defence Force (ADF), as well as rank and regimental structures. It allows the boys to develop respect for our Services and military history, and the sacrifices that they have made in order for us to enjoy the world we live in today. It is for these reasons that we continue to honour and respect these traditions. Our Cadet Corps program is a values-based system by nature, and the values that are instilled in our boys through our program are the same as the ADF. These include Service, Courage, Respect, Integrity and Excellence (SCRIE), and we apply those values to everything we do,” he says.
Lieutenant Colonel Stewart says there is no expectation boys will come into Cadets with any particular skills.
“Our goal is for boys to feel a sense of involvement and success contributing to a platoon and the Unit’s efforts. When they earn rank, it is with them from morning to evening. If they are a sergeant, they should behave as such. They are representing every other sergeant who has ever worn the chevrons on their right sleeve. So there’s an inherent expectation of the leadership qualities they should display,” he says.
Lieutenant Colonel Stewart says the Cadet program means boys can be outdoors in a constantly changing environment that allows them to practise many new skills, develop resilience and build confidence.
“It’s in this program that the boys get to understand the importance of making good decisions and being able to work within a platoon,” says Lieutenant Colonel Stewart.
The Cadets experienced a significant weather event on their Annual Field Exercise (AFX) Camp earlier this year when severe rain and the risk of flooding saw the student leaders put their learnings into practice.
“It was some of the best leadership from Cadets I have ever seen. To see boys step up and look for opportunities to support others was inspiring,” says Lieutenant Colonel Stewart.
Through the support and leadership from their peers, students who are nervous or apprehensive about going away on AFX return having learnt about themselves and what they are capable of.
“Every one of our boys that joins our unit grows and benefits from the experience. Students who are not used to being in the outdoor environment gain invaluable skills and experiences, and a lot of them do not realise how much depth and resilience they have until they are put into a situation where it is tested,” says Lieutenant Colonel Stewart.
For students at the Preparatory School, the Outdoor Education program is a combination of camps, activities and a Cadet experience for Year 6 students.
Outdoor education activities occur around the School’s campus each Wednesday afternoon, which enables staff to challenge students through activities such as mountain biking, orienteering, bushcraft, canoeing and rock climbing.
“Developing a healthy risk-appetite is part of our philosophy; it’s the precursor to resilience in our young Kingsmen,” says Mr Greg Blackman, Deputy Head (Cocurricular) at the Preparatory School.
“While resilience can be an outcome of the teaching inside the classroom, we believe it is most easily developed through the Prep School’s Outdoor Education program. These experiences are adventurous and allow the boys to test and extend beyond their comfort zones. The program presents unique opportunities for the boys to try new things, learn from mistakes, then grow with that knowledge.”
“Sometimes the boys will struggle, they will experience failure but will also have success. They will need to work as a team, encourage and support others and be involved in activities, whatever the weather. These are all characteristics and traits we expect of a Kingsman,” says Mr Blackman.
The School’s outdoor education camps support this environment of challenge, providing students with the setting to grow and learn.
Part of the Outdoor Education curriculum at Tudor House is the renowned Kahiba program, which tests students physically and intellectually as they navigate outdoor life skills.
“Learning does not happen in silo. You cannot replicate all experiences just in a classroom. We have an outdoor space where there are a multitude of learning opportunities, and we need to use this effectively. Our Kahiba program teaches new skills and builds character,” says Mr Mark Hitchiner, Deputy Head (Co-curricular) at Tudor House.
The program is based on a challenge-by-choice philosophy, where students are placed in a setting where they are supported and encouraged to overcome the difficult conditions in front of them. Activities as part of the program include canoeing, mountain biking, archery, low ropes, orienteering, rock climbing, cooking and base building.
The culmination of these outdoor experiences occurs during Year 6 when students camp overnight in small groups on the Tudor House property. Students collect firewood, start their own fires and manage their supplies.
In Year 6, students also embark on a Mount Kosciuszko hike, where they undertake a demanding 17-kilometre trek that emphasises the importance of teamwork and resilience. Rather than taking the chairlift up, the students take on the demanding task of trekking up the side of the mountain.
“It’s a great teaching point. Throughout the year, when kids are faced with difficulties, we can refer them back to the tough times they overcame. It’s a really nice reference point for the staff to use to support students through challenges,” says Mr Hitchiner.
While the Outdoor Education program across all three campuses provides students with invaluable experiences they might not previously have done, they are more than just activities. The environment helps develop them into leaders of tomorrow; people of good character who are able to display wisdom under pressure.
Three Pathways, One Goal
From 2025, The King’s School will expand its academic offering, with the introduction of the International Baccalaureate Diploma Programme (IBDP) in Years 11 and 12. The addition of the IBDP gives boys at The King’s School a choice of three Senior academic pathways: the IBDP, the Higher School Certificate (HSC), or the Vocational Education and Training (VET) pathway.
This development allows boys to tailor their education to suit their individual strengths, interests, and career aspirations, aligning with the School’s ongoing efforts to offer a broad and dynamic curriculum.
The IBDP is an internationally recognised qualification that emphasises critical thinking, intercultural understanding and holistic learning. It is highly regarded by universities worldwide and offers students the opportunity to gain acceptance into prestigious international institutions.
International universities are also looking for applicants with a strong Scholastic Assessment Test (SAT) score. To further support students with an appetite to study abroad, King’s is registered to host the full suite of College Board examinations on campus, including SAT, PSAT and Advanced Placement (AP) exams, as well as supporting the Cambridge and Oxford examinations.
“In recent years, we’ve seen more boys wanting to sit College Board Examinations. Before we offered these onsite, students and their families would often have to travel interstate to sit these exams. Now our students can complete them in a familiar and supportive environment, reducing the stress and logistical challenges associated with off-campus testing locations,” says Mrs Jackie Camilleri, Deputy Head (Academics), Senior School.
The International Baccalaureate Diploma Programme (IBDP) curriculum emphasises a well-rounded education, including subjects from six academic areas, and the Core Component consisting of the Theory of Knowledge (TOK) course, Creativity, Activity, Service (CAS) program and the Extended Essay (EE). The IB fosters critical thinking, research, and writing skills and is well regarded in preparing students for the rigours of university-level education.
With consistently high academic HSC results and a sustained median ATAR above 80, the HSC program at King’s continues to provide students with a comprehensive education across a wide range of subjects. It is recognised by universities and employers nationwide and is an excellent choice for students who wish to pursue higher education in Australia or enter the workforce.
The School is also seeing a growing trend of early university entry offers for HSC students. “Early offers show the strength of our boys’ results and acknowledges that the HSC is an excellent platform for boys seeking entry into national universities,” says Mrs Camilleri.
2024 School Captain Ethan Zhu accepted a Tuckwell Scholarship with the Australian National University (ANU) before he had sat his HSC Trial exams. The Tuckwell Scholarship is the most transformational undergraduate scholarship program in Australia.
“I cannot wait to begin my Tuckwell and ANU journey. In particular, I look forward to joining a vibrant community of brilliant people and making friends along the way. I also look forward to beginning a new academic journey, learning more about the world and joining the residential community.”
Jackie Camilleri adds, “Early offers are an indication of the hard work and academic commitment that students have shown over their entire learning journey.”
The third academic option, the VET pathway, continues to gain popularity at King’s by providing practical, career-oriented education. The VET pathway is ideal for students who want to develop specific skills and qualifications for direct entry into the workforce or further tertiary study. A student can choose to study one or many VET courses.
VET courses allow boys to gain dual certifications, such as a Certificate II or III in addition to their HSC. Some boys selecting VET courses will still be able to achieve an ATAR, further broadening their post-school options.
Year 12 student Charlie Lans was a finalist for Vocational Student of the Year at the NSW Training Awards. As a member of our Year 12 Construction Pathways program, Charlie displayed an unwavering dedication and commitment to developing his skills and learning.
“Charlie attended additional workshops and engaged in hands-on projects, going above and beyond to expand his skill set. Due to his impressive leadership abilities, work ethic and attitude both at School and on work placement, Charlie was selected to be a VET Ambassador for the state government’s Educational Pathways program,” says Mrs Camilleri.
To help students choose the most suitable academic path, King’s provides personalised support, including one-on-one coaching sessions with academic advisors. The School also holds information seminars during parent-teacher interviews, and webinars throughout the year, particularly in Year 10, to assist families in making informed decisions.
An annual Careers Expo is also held at the School, offering students insights into various career fields and industries to help them shape their futures.
As Mrs Camilleri explained, “Our goal is to ensure that every student at The King’s School receives the guidance and resources they need to succeed, whether they choose the IBDP, HSC or VET pathway.”
The expansion of academic pathways, along with continued support for students’ interests and aspirations, underscores The King’s School’s commitment to providing an exceptional education. Whether students aim for prestigious international universities, national institutions, or immediate entry into the workforce, The King’s School is preparing them for success in their future endeavours.
Shaping Students Through Co-Curricular Programs
Co-curricular activities are vital to King’s students’ holistic development. Beyond developing skills and experiences, they are also an important part of building a wellrounded person. They also play an important role in allowing the School and our students to actively embody our three distinctives: Academic Excellence, Character Development and Christian Community.
The Senior School will be introducing a new weekly routine from 2025 to support a balanced approach to all three distinctives by maintaining a strong focus on academics, while promoting opportunities for cocurricular and community endeavours.
“With the addition of two early morning periods from 2025, the School will create a schedule of activities that allows the boys to participate in a range of activities that fit in around their school sporting commitments,” explains Mr Wesley Dunne, Deputy Head (Co-curricular) in the Senior School.
“Offering a broad range of co-curricular activities enables boys to discover areas where they can excel”, says Mr Dunne.
As a school where the demand for cocurricular activities is high among the boys and their parents, significant effort goes into meeting that demand.
“We aim to provide a comprehensive array of opportunities, allowing our students to explore their passions, whether in sports, music, or academics,” Mr Dunne adds.
By taking part in sports, alongside a range of other co-curricular activities, students are encouraged to push beyond their comfort zones, engage with their passions and build strong relationships with their peers outside the classroom.
This means we can develop students with a deeper understanding of themselves and their peers, having been through challenges together. This experience encourages a spirit of collaboration that our students can apply to other aspects of their lives.
Sport provides a chance to learn skills around decision-making under pressure and develops a greater understanding of the complexities of game management and team dynamics.
“Rugby requires good decision-making about when to take a penalty shot, when to take a scrum and when to play the ball in hand. In Basketball, decisions are made in split seconds; when to pass, when to dribble, when to shoot. Cricket involves a more nuanced approach such as assessing conditions of the wicket, analysing opposition strengths and weaknesses, and when to steady the ship in an innings.” says Mr Dunne.
Students can build new relationships and friendships, regardless of the level at which they play. Co-curricular activities also help encourage students to move out of their comfort zone.
“Boys who enjoy debating are also offered a chance to experience new challenges. Speaking in front of a crowd, analysing arguments and forming rebuttals can be difficult skills to master,” says Mr Dunne.
For the two primary campuses, participation in sports plays a crucial role in fostering a lifelong love of physical activity and fitness. Introducing sport at a young age allows the School to lay the foundation for habits that promote long-term health and wellbeing.
In the Preparatory School, along with compulsory sport from Year 3, boys also take part in the compulsory Year 3 Band program. This combination from an early age gives King’s students a chance to build self-confidence and develop their skills.
“Our Co-curricular program creates a strong foundation for each boy’s development. Whether it’s taking part in sport, debating or introduction to Cadets activities, there are plenty of options for students to explore their individual interests,” says Mr Greg Blackman, Deputy Head (Co-curricular) in the Preparatory School.
Most students in Years 3 to 6 at Tudor House participate in sport through a school team.
“We really value the benefits of sport, particularly team sport, not only for students’ physical development but for their emotional and social development as well,” says Mr Mark Hitchiner, Deputy Head (Co-curricular) at Tudor House.
Having two primary campuses allows for those students to eventually make their way to the Senior School where they can continue developing their skills and challenging themselves in a wider array of activities.
“Whether students are watching the 1st XV or working side-by-side in Robotics club, they form connections that enhance their overall School experience. This connection extends back into our primary campuses where the Senior students get opportunities to mentor the younger students in areas like Student Representative Council, and sport,” says Mr Dunne.
“We also want our students to foster a lifelong passion for sport and with the myriad pathways on offer to compete at regional, state, national and international levels,” he added.
By engaging in sports and a variety of co-curricular activities, students not only enhance their physical health and wellbeing but also develop essential life skills. In a School that fosters a deep sense of community and belonging, we prepare our students to become well-rounded individuals, ready to face the challenges of the future with confidence.
Fostering Entrepreneurship in the Primary Years
Entrepreneurship is more than starting a business—it’s a way of thinking. By introducing basic aspects of business thinking in the primary years, such as problem-solving, teamwork, and financial literacy, the School hopes to lay a strong foundation for broader understanding, and any future entrepreneurial endeavours.
Through the introduction of ‘Preponomics’ at The Preparatory School and the internationally recognised KidsMBA program at Tudor House, King’s is empowering students with the skills and mindset necessary to navigate the complexities of the business world, even before they reach Senior School.
Tudor House became the first Australian school to offer the KidsMBA program, a globally recognised initiative that introduces young students to the fundamentals of self-employment, business leadership, sustainability, and corporate responsibility. Developed by a panel of experts in law, education, banking, and accountancy, KidsMBA provides a preview of the mindset, skills and knowledge required for entrepreneurial success.
The course aligns perfectly with Tudor House’s mission as an International Baccalaureate School offering the Primary Years Programme (PYP), emphasising the benefits of enterprise education.
Year 5 students at Tudor House participate in the KidsMBA program, engaging in a series of lessons delivered by the Head of Tudor House, Mr Adam Larby, along with Year 5 teachers and parents who are business owners. The KidsMBA lessons are dynamic and interactive, featuring panel discussions, role-play, games, and inquiries into existing businesses. These activities provide students with real-world, contextual and inquiry-based learning experiences extending beyond traditional classroom education. The students were presented with a challenge to start a business with $10. The products and services were varied and creative, with the students raising over $1000 for a service learning project in the local community.
“Our Year 5 students worked together to pitch a business idea that met a need within society. Their business plans included costings, price points, copyright, business name and logo, marketing, target audience, projected growth and unique selling point,” says Mr Adam Larby, Head of Tudor House.
The program culminates in a ‘Shark Tank’style event, where students present their business ideas to a panel of experts who provide critical feedback. The three winning bids were given funding to pursue their business ideas outside the classroom in conjunction with the School’s Wonky Wagon. This year the businesses were a cookbook by kids for kids, handmade jewellery for kids and mouth-watering hot sauces.
“The program goes beyond the classroom, helping children develop the confidence to tackle challenges and think critically about the world around them,” Mr Larby adds.
At the Preparatory School, Preponomics was introduced to foster financial literacy and entrepreneurial spirit among younger Kingsmen. The Preponomics program is a PYP Unit of Inquiry that has been developed in partnership with a Research Fellow from The King’s School Institute.
The program encompasses ten essential elements, including student-run businesses, business planning protocols, market research and investment from school and community members. It also integrates agricultural processes, on-campus production, risk and ethics protocols and embedded mathematics, providing a comprehensive and holistic approach to business education.
A highlight of the program is the annual Market Day, where Year 4 students showcase their entrepreneurial efforts. Leading up to this event, students dedicate themselves to crafting high-quality products, developing comprehensive business plans and preparing to sell their goods to younger students.
“In a show of generosity and community spirit, the boys decided to donate the profits from their sales to a chosen agricultural charity. This gesture not only underscores the importance of giving back but also aligns with their learning about sustainability and the impact of agriculture on our world,” says Mr Peter Allison, Head of the Preparatory School.
These hands-on experiences not only enhance their knowledge of business and ability to work under pressure but also instil a sense of responsibility and generosity.
Beyond Preponomics, from Year 5 students at the Prep School can join the Business Club, where they delve deeper into the practicalities of running a business. From planning and designing products to sourcing materials and fulfilling online orders, students gain valuable experience that extends beyond the classroom. The club also emphasises the importance of giving back, with profits at the end of the year donated to a charity chosen by the students.
“Through Preponomics and Business Club, we are blending learning about commercial theory with real-world applications. These initiatives not only prepare students for the future but also teach them the values of ethics, responsibility, and community engagement,” says Mr Allison.
Mr Larby added, “As our younger students grow, they will carry with them the skills and mindset needed to succeed in an everchanging world, making a lasting impact on their communities and beyond”.
Camaraderie and Growth in Boarding
Boarding is a unique experience for students. While boarding life can seem daunting for new students, routines and caring staff help them settle in and feel at home, providing a supportive environment for personal growth.
Tudor House - our Southern Highlands campus - is where the School’s boarding adventure begins, with co-educational primary boarding offered from Years 3 to 6. A strong sense of camaraderie and rich traditions contribute to a transformative student experience for everyone fortunate to be a Tudor House boarder.
Mr Anthony Philips, Head of Boarding at Tudor House, says with structured schedules and a passionate team to support them, young boarders who might feel uneasy at first quickly warm into the daily way of life.
“Routines such as communal meals and study focus time nurture a sense of belonging, stability and responsibility. House meetings at the end of each day allow the boarders to reflect on how they are going and voice any concerns they may have,” says Mr Philips.
Despite being a primary school boarding house, older students often mentor the younger boarders, helping them adjust to boarding life. Mr Philips notes that for many senior boarders, having a leadership role helps foster responsibility and empathy, while providing reassurance to the newer boarders.
After a day of climbing trees, jumping on their bikes and learning in the classroom, the boarding house is a space to recharge and reflect after a day full of challenges and new experiences.
“Whether providing a quiet space to reflect after a hard day on the sports field or as a place to host group study sessions, the boarding house is a refuge that encourages personal growth, while offering practical support,” says Mr Philips.
Students leave Tudor House and the boarding house at the end of Year 6 as academically prepared, well-rounded, confident, compassionate and independent young people, ready for the next stage of their education and life journey.
Mr Ben Chadwick, Director of Boarding at The King’s School, says the Tudor House boarders who transition to the Senior School share their boarding experience and help support the new boarders in Year 7.
“The older Tudor House boys have their ‘boarding wings’, and we rely on them to set the tone and culture for boys who are new to boarding in Year 7. They lead by example and the new boys learn from them,” says Mr Chadwick.
It can be a daunting experience for new boarders beginning in Year 7. Through routine, a welcoming staff and senior students who have walked in their shoes, the Gowan Brae boarding house for Year 7 boarders aims to provide a smooth transition to those new to the boarding experience.
Gowen Brae’s Year 10 Monitors and Year 12 House Captains are handpicked for their ability to serve as good role models for their younger peers. This also sets them up for future opportunities as leaders in the School and beyond.
“We believe in collegiality, relying on your mates and shared experience,” Mr Chadwick says.
The presence of caring staff at Gowan Brae ensures each new Year 7 boarder becomes part of the extended family as they look to find their feet. This support helps ease homesickness, fosters friendships and lays the foundation for the boys’ future growth throughout their time in the boarding system.
“Staff are fully invested in the boarders’ development, wellbeing and happiness,” says Mr Chadwick.
“We have staff who live next to the boarding houses or in flats or cottages, many with young families and pets. The whole community is there to provide that support network. When the boys walk into the boarding houses, the Housemaster’s dog greets them. It provides that home-away-from-home element,” Mr Chadwick says.
“A lot of the boarders’ wellbeing and happiness is centred around keeping them busy, but also in acknowledging that homesickness is completely normal. The boys are at an age where they are learning different things and looking to stand on their own,” he says.
Following a year of boarding at Gowan Brae, the once-new Year 7 boarders transition into the senior boarding houses - Baker Hake, Bishop Barker Harris, Broughton Forrest and Macarthur Waddy - which are home to students from Years 8 to 12.
This event, marked by a ceremonial moment known as the ‘Big Migration’, sees Year 7 students learn which senior house they will join and be welcomed in by their new boarding house peers, Housemasters and other staff. Many boys are in the house their father or brothers were once part of.
Welcoming ceremonies ‘tunnel’ and clap new boarders into their house, where they are presented with their house singlet and matched with their buddy. Barbecues and touch footy are all part of the experience.
“It’s an unwritten rule that the new kids are given the ball as much as possible and everyone joins in and has fun,” says Mr Chadwick.
The newly migrated boarders are welcomed into their new house, where they are celebrated among their new housemates. The students are also matched with a senior mentor, with this mentorship key to ensuring students feel settled and supported in their new environment.
Mentors help the boys with the transition between the academic day and their boarding house home-away-from-home. In some houses, it is a Year 12 mentor for each Year 8 boy, while in others it is a Year 10 mentor for each new boarder. Whatever the case may be, the senior boy is instrumental in helping the younger student navigate the added responsibility and structured freedoms that moving into one of the four senior boarding houses provides.
“If you start to fall behind in your work, it’s easy to lose confidence and become homesick. We try to help students succeed in every aspect of their schooling so the boarding experience is as good as it can be,” says Mr Chadwick. Every boarding house has a house mum, and the School counsellor walks through the boarding houses every Monday evening and is well known to the boys. They can ask him to meet them at their boarding house or talk to him outside.
“We want the best for the boys. If they make silly choices, we explain all we want is for them to be successful. We’re here to help. We get to know the boys and their families very closely and we’re very sensitive to their individual needs. We’re constantly having that pastoral conversation with our boys,” he adds.
Specialist tutors work with the boys on Tuesdays and Thursdays, which raises boys’ confidence in the classroom. It’s especially useful for boarders who have come from smaller schools or a different learning environment.
The boarding house experience allows for substantial personal development, with boarders entering as young boys and leaving as young men during their time at the School. Initiatives such as the Patron Program, now in its tenth year, have been instrumental in boosting academic achievements and fostering leadership among the boarders.
Through the support of the patrons, boarders are encouraged to develop skills that serve them well as leaders at the School and into the future. The Patrons in the program are predominately Old Boys who come back and provide academic help and guidance across co-curricular activities such as Cadets or Duke of Edinburgh awards.
Mr Chadwick says since the implementation of the Patron Program he has seen a real improvement in boarders’ academic performance and in their sense of belonging.
“Many boarders hold senior leadership positions within the School, often due to the guidance and support of the Housemasters and Patrons.” he says.
The boarders have always been well represented across the co-curricular activities and clubs at the School.
“Living here enables them to participate in a variety of co-curricular activities,” Mr Chadwick says.
By the time our boarders leave at the end of Year 12, they carry with them academic knowledge, life skills and emotional resilience to thrive in the world beyond the gates.
Tudor House 2024 Highlights
Turning Pressure into Potential
At various stages in life, everyone encounters situations that induce pressure. These range from attending their first day of school, undertaking final examinations, to participating in initial job interviews. Regardless of the specific circumstance, we frequently face scenarios that require heightened performance, courage and composure. Some of these instances are driven by self-imposed pressures, while others are intensified by external scrutiny, with the most challenging being a combination of both factors. Given that high-pressure moments are an inevitable aspect of life, it prompts the question: should we, as an educational institution, intentionally expose our students to such circumstances consistently?
The holistic approach to educating young children dates to the origins of Tudor House. It is informed by the mindset that academics alone are not sufficient for the full development of a young person.
Our approach to education is neither solely traditional nor radical. It has been developed intentionally over time, by carefully considering our people, environments, experiences and values. This method aims to provide a firm foundation for future success. Programs such as the Kahiba program, the Mount Kosciuszko trek, outdoor education camps, Paddock to Plate, sports, co-curricular activities, group inquiry projects, public speaking competitions, service initiatives, and musical endeavours allow students to repeatedly step outside their comfort zones.
These experiences aid students in developing decision-making skills grounded in their values, influenced by their role models, and enhanced by the wisdom they have acquired. Regular exposure to such scenarios prepares them to make better decisions in the present and the future.
Should we deliberately place students under pressure?
Indeed, there is no better setting for children to develop their character than at school, surrounded by friends, supportive teachers and a safe, nurturing environment. With this strong foundation, Tudor House students are well-prepared for whatever challenges the future may present.
Mr Adam Larby Head of The King’s School, Tudor House
Play-Based Learning: Let the Adventures Begin!
Play-based and nature-based learning offers Pre-Kindergarten children the opportunity to discover, investigate and engage at their own pace. The sprawling 169-acre campus at Tudor House serves as the perfect backdrop for adventure and exploration. Here, PreKindergarten students immerse themselves in beautiful outdoor spaces, digging in the dirt, splashing in the rain and forming a deep connection with nature.
At Tudor House, children develop their selfidentity through hands-on experiences. For example, they have created a backdrop for their own rendition of The Gruffalo inspired by the enchanting forest in Little Wildee. Students also created imaginative sculptures on trees by collecting natural treasures from the grounds and combining them with clay.
They’ve also learnt vital skills - such as fire safety while cooking damper - and have thrived in teamwork as they built structures with logs.
One of their favourite activities is burying their treasures in the forest, then drawing up maps for their friends to follow in search of hidden loot.
The campus also allows the children to form their own bond with nature – with the Pre-Kindergarten students interacting with the many chickens and goats that roam the school grounds.
Through engaging their five senses, young learners cultivate a sense of wonder and excitement. They explore the world in a nurturing environment that fosters independence, creativity and confidence.
Tudor House Billy Cart Derby Celebrates 26 Years
For the 26th year, the Tudor House Billy Cart Derby proved yet again to be one of the most exciting events of the year.
Students (and parents) put their engineering and design skills to the test, building incredible homemade carts that zoomed down the track. It is not only the billy carts that show off students’ talents in design. Each year, Tudorians are invited to design a graphic to go on the front of our Tudor House Billy Cart Derby hoodies. The 2024 helmetstyled design was created by Year 6 student Oliver Riddle.
A Magical Performance
Around 80 students from Years 5 and 6 performed Peter Pan to three sold-out crowds.
The annual musical provides students with a comprehensive learning experience that combines performance, vocal training and teamwork. This production not only enhances the students’ musical abilities but also builds confidence and fosters a sense of community.
The quality of singing, dancing and acting in this year’s production reflected the recent growth and development of the Arts program at Tudor House.
Year 6 Investigates Equity
As a milestone of their learning, Year 6 students presented at the IB PYP Exhibition, a showcase of student-led inquiry into the central idea that ‘equity challenges humanity’.
Driven by their curiosity and a desire to create change, students chose their focus areas, exploring real-world issues through research and action. They interviewed experts and used primary and secondary sources to deepen their understanding of the issues at hand.
The Exhibition covered a diverse range of topics, with groups investigating education, health, economics, food, clothing, water, employment, government aid and more. Each student designed an action piece to address the challenges they uncovered, reflecting the PYP’s mission of fostering internationally-minded students who tackle significant, relevant and challenging concepts.
Rugby Tour New Zealand
The Tudor House Rugby Tour to New Zealand during the Term 2 break was an unforgettable experience for the 21-player squad, who embraced all the trip had to offer.
Matches against King’s School Auckland, Ponsonby Rugby Club, St Kentigern School and Whakawewarewa Rugby Club provided our students with the opportunity to display their skill and sportsmanship.
While the matches ended in two wins and two losses for Tudor, the tour provided the boys the chance to test themselves against strong New Zealand opposition and further develop their teamwork.
The trip was also a resounding success away from the field with the boys getting to explore Auckland, which included a tour of Eden Park Stadium and participating in a training session led by former All Black, Bradley Mika.
Growing Success in the Paddock to Plate Program
The Paddock to Plate program continues to evolve at Tudor House.
The production of honey in particular was a huge success, with students experiencing honey spinning demonstrations with frames from the School’s beehives. The students were able to see the way the honey is removed from the frames and took turns to spin the honey and collect it for selling at the Wonky Wagon.
As part of the program, both the Gardening Club and the Wonky Wagon Club had the opportunity to enter produce at a number of shows, including the Robertson Show, Moss Vale Show and the Sydney Royal Easter Show.
The produce, which was shared and tended for by our students achieved several ribbon placings, including first prize for the beehive frame and onions at the Robertson Show, first place for an assortment of vegetables at the Moss Vale Show, and a highly commended award in the Primary Schools Produce section at the Sydney Royal Easter Show.
Year 6 Camping
One of the most cherished traditions for Year 6 students at Tudor House is overnight camping at the Scout Hut—a chance to camp out with friends on campus, independent from adult supervision. This unique experience encourages responsibility, leadership, and independence as students navigate the night in a safe yet adventurous environment.
All part of shaping students of good character.
Impressive Debut at Thredbo Mountain Biking Championships
For the first time, Tudor House took part in the Interschools Mountain Biking Championships at Thredbo.
Year 6 students competed in various events, including the all-mountain enduro race, downhill race, flow trail and pump track challenges. Their hard work and perseverance paid off as Tudor House secured fifth place in the Years 5 and 6 competition—a remarkable achievement for the School’s first attempt.
Lower School Strings Concert
Part of the curriculum for Kindergarten to Year 2 students is the opportunity to learn the violin alongside their weekly music lessons. Learning the violin is more than just mastering an instrument—it’s a chance to explore music, refine motor skills and build self-expression. To showcase their skills, for the first time, Tudor House and the Preparatory School came together to perform at the Lower School Strings Concert. This concert included 86 Kindergarten to Year 2 students on stage performing in six ensembles with a finale combining all the students.
Kite Flying on Foxy Paddock
The windy and chilly weather proved the perfect combination for an outstanding evening at the 2024 Tudor House Kite Flying and Bonfire Night, hosted by the Tudor Rose Auxiliary. Originally part of Grandparents’ Day, this standalone event has quickly become a highlight of the school calendar. Held on Foxy Paddock, the annual event is a cherished tradition and a wonderful opportunity for the School and wider community to come together.
City Country Partnerships Program
As part of the City Country Partnerships Program, 14 Year 6 students participated in a week-long immersion experience in the Northern Territory. Students spent time in Darwin, Bickerton Island and Groote Eylandt and participated in a range of activities with Indigenous students. Anindilyakwa Elders warmly invited the students to participate in traditional cultural activities and visit sacred sites. The students learnt to make spears, weave pandanus and find bush medicine.
The Preparatory School 2024 Highlights
Thriving with Faith in an Ever-changing World
In our ever-changing world, marked by volatility, uncertainty, complexity, and ambiguity (VUCA), the challenge of preparing children for the future is drawn into even sharper focus. As educators and parents, we endeavour to carefully sculpt each day for our children — often scheduling their time down to the minute, setting out goals and planning activities. While these experiences are important, life often takes unexpected turns, throwing us into situations we cannot predict or control. In moments like these, VUCA management skills become essential: helping children to observe, assess, adapt, to have the mental agility to be discerning, even in new, unpredictable situations.
Educating within the Christian community of King’s, we know that thriving under pressure is not just about adaptability or innovation—it’s also about grounding ourselves in the sure foundations of faith. James 1:2-3 encourages us to, “Consider it pure joy, my brothers and sisters, whenever you face trials of many kinds, because you know that the testing of your faith produces perseverance.” In a world full of uncertainty, this perspective is both comforting and empowering. Challenges are not setbacks; they are opportunities for growth. As we teach our children to handle life’s complexities, we also remind them that trials have a greater purpose: building perseverance, wisdom and maturity.
Wisdom is not only about making smart decisions or solving problems; it is about seeking God’s guidance and trusting His plan, even when the road ahead is unclear. By anchoring our children in this truth, we equip them not only to face challenges but to find hope in the process of growth.
A Christian education that prepares students for the world encourages children to embrace the journey rather than focus solely on the destination. It can also meaningfully develop one’s connection to Christian values, building security and resilience. In a world of shifting landscapes, this mindset is crucial. When children understand that God uses experience to strengthen and shape them, they learn to persevere, not out of fear of failure, but out of faith in God’s good and perfect work in their lives. As James 1:4
says, ‘Let perseverance finish its work so that you may be mature and complete, not lacking anything.”
The next few pages of Gazette, capture some of the highlights of life at the Prep School over the past year. They feature different experiences, stretching the boys’ academic learning within authentic, real-life settings that have local and global relevance. You’ll note the broad range of skills developed, helping the boys to see the importance of leading a balanced life. What will also be evident is the experiences that guide the boys to acts of service, echoing the mission of the School.
In a rapidly changing world, our boys will need more than just skills and academic knowledge—they will need wisdom, faith, character and a servant-minded heart. By nurturing these qualities, we prepare them to thrive under pressure, confident in God’s unfailing presence. As our boys grow in wisdom and strength, they will emerge ready to lead with purpose, joy and faith, trusting God in every season of life.
Mr Peter Allison Head of the Preparatory School
Global Issues Symposium
The culmination of the International Baccalaureate Primary Years Programme is the PYP Exhibition. Students from Year 6 demonstrate their knowledge and competence with the process of inquiry by undertaking an in-depth, independent inquiry into areas of global significance. The results of their investigations are shared at a Year 6 Global Issues Symposium which was held in mid-September.
Each boy took the stage, presenting their research in front of an audience of parents and guests. The boys tackled a wide range of pressing global issues, from climate change and human rights to artificial intelligence and animal welfare, sharing their findings and solutions.
The boys consulted experts and used primary and secondary sources to deepen their understanding of these important topics.
The evening featured a collaborative artwork, an intricate seed pod woven with stars, symbolising the boys’ hopes for the future. This piece represented the seeding of ideas that had grown throughout their research journey.
Ag Club at Prep
Agriculture holds a special place at King’s, and this year, students from the Prep School had the unique opportunity to collaborate with Senior students studying Agriculture. Through this cross-campus partnership, the Prep students showcased their skills by presenting animals in the judging ring at the Castle Hill Show.
While the students earned many ribbons on the day, the true highlight was the spirit of collaboration between the Prep and Senior boys.
Year 6 Enterprise Camp
Year 6 students visited Camp Somerset at the Colo River for Enterprise Camp. As a celebration of their journey through Enterprise, the boys slept in tents, prepared meals and participated in a range of character-developing activities.
The two-night camp was an opportunity to strengthen bonds and deepen friendships as the boys embark on a significant phase of their educational journey - leaving the Preparatory School and moving to Year 7.
A Year of Musical Growth and Performance Opportunities
This year offered countless opportunities for our young musicians to develop and showcase their talents through various performances and collaborations.
Early in the year, the Horrocks and Chamber Choirs’ performed at The Concourse in Chatswood, where boys participated in the world premiere of Lachlan Massey’s opera Mulga Bill’s Bicycle
One of the standout events was a collaboration between the Prep School Concert Band and the prestigious Royal Australian Navy Band. The day began with an inspiring workshop where the Prep students had the chance to work closely with the Navy musicians, refining their musical techniques and learning from professional performers. The highlight of the day was a captivating concert by the Royal Australian Navy Band, which left a profound impact on the students, inspiring many future musicians within the School community.
Another significant event was the Prep School’s participation in the annual Australian School Band and Orchestra Festival, hosted at the University of New South Wales. Ninety-five students proudly represented the School, despite facing challenges such as the absence of several key players due to illness. Their resilience and adaptability shone through, leading
to impressive performances. The Year 3 Beginner Band and the Intermediate Concert Band both achieved silver awards, while the School Concert Band triumphed with a gold medal—an extraordinary testament to their dedication and teamwork.
Year 4 boys worked closely with students from Tara Anglican School for Girls, preparing and performing two songs together as part of the “Through the Hedge” Program. Workshops and concerts were conducted as part of the program for students in the Chamber Strings.
In another exciting collaboration, over 115 students from The King’s School, Tara Anglican School for Girls and Burnside Public School came together to participate in The King’s School Band Festival. This event featured the ‘Megaband’ - a combined ensemble formed from all three schools. Leading up to the event, each school’s band prepared three pieces, including one selection from each participating school. Despite the logistical challenges of forming such a large group, the students delivered a dynamic and cohesive performance to a packed audience in Horrocks Hall.
The Horrocks and Chamber Choirs performed at the St Andrew’s Cathedral for the Primary Schools Festival Service with the Royal School of Church Music, joining forces with choristers from Scot’s, Arden, and St Andrew’s.
Courage and Compassion
In 2024, The Prep School continued its commitment to sponsoring four children living in poverty through Compassion, an international Christian ministry dedicated to advocacy and child development. The children sponsored by the School include Aylith and Antonis from Colombia, Juliet from Kenya, and Kairus from The Philippines.
Compassion partners with local churches worldwide to support the spiritual, economic, social, physical, and emotional development of children facing extreme poverty. Central to Compassion’s mission is the Child Sponsorship Program, which aims to empower children to break free from the cycle of poverty.
To involve students in this important cause, The Prep School hosted a Walk for Compassion event at the Parramatta campus. Walking in their House groups, the students paused at key points along the course, where they learned more about each of the sponsored children and how the organisation is positively impacting their lives.
The goal for 2024 was to raise $6,500, not only to maintain the sponsorship of these four children but to help fund additional initiatives. This includes covering the remaining $1,500 needed for a clean water project and providing food for 40 families, including essentials like rice, grains, powdered milk, vegetables, eggs, and meat. The generosity of the Prep School community meant the School was able to raise $23,782.15 for the organisation.
A highlight event for Pre-Kindergarten students was the hosting of the annual Biggest Morning Tea to raise funds for cancer research. This special occasion provided an opportunity for the boys to dress up and entertain their families. They delighted everyone with four song performances before joining their mums and dads inside the Kingsbridge Centre for morning tea.
Throughout the event, the boys showcased their best manners, practising formal tea etiquette by looking after their guests, sharing food and displaying gentlemanly behaviour.
In support of cancer research, the PreKindergarten boys created artworks, placemats, and other items available for purchase, contributing to the cause in a meaningful way.
In another initiative to promote education and support for leukaemia research, Mr Greg Blackman, along with Year 6 students Deniz and Sebastian, shaved their heads to support the Leukemia Foundation as part of the World’s Greatest Shave. Through their bold gesture and the generosity of the community, the Prep School team raised over $30,000 for the cause.
The Old Buffers Cricket Match: A Century of Tradition
One of the most cherished traditions at the Prep School is the annual Old Buffers Cricket game, where former Prep students aged 60 and above face off against the current Year 6 players.
The 2024 match marked the centenary celebration of this beloved event. The day began with the 2nd XI Cricket team taking on an Emerging Buffers side, followed by a special luncheon to honour the occasion. The highlight of the day was the main game, where the Old Buffers competed against the 1st XI Prep team. The 1st XI showed great maturity, building strong partnerships and ultimately securing a well-earned victory.
The Future Project Adventurer Experience
The Future Project (TFP) recently launched the TFP Adventurer Experience at The Prep School to educate and inspire young minds with the wonderful world of scientific research and innovation. TFP industry partners, BiomeMega and The Westmead Institute for Medical Research ran the TFP Adventurer Experience throughout 2024 for Year 5 students.
BiomeMega’s resident Bioprocess Scientist taught the students about microbes and bacteria, and shared details about his own journey to become a scientist. TFP Adventurers ventured out into the playground to find microorganisms with their own bacteria-growing kits, identifying and swabbing the surfaces that they thought would contain the most bacteria.
PhD researchers from The Westmead Institute of Medical Research (WIMR) ran sessions about immune cells and spoke with the students about WIMR’s research to cure immune system diseases, including cancer. Students learned pipetting methods, creating tiny artworks by moving different coloured water into wells. They had the opportunity to use state-of-theart research microscopes under WIMR’s guidance, adjusting the lens and focus to view cell sample slides, noting various shapes and patterns, and learning to identify healthy and unhealthy tissue samples.
The Senior School 2024 Highlights
The True Test of Character at King’s
At The King’s School, our boys are taught to excel in academics and co-curricular activities and to embody wisdom under pressure—a virtue that proves invaluable when the stakes are high and tension is thick.
Throughout the year, they have faced challenges that tested their resolve, demanding calm composure and sharp decision-making. Each instance has become a testament to their growth, resilience and leadership.
Our Annual Field Exercise (AFX) at Singleton Military Area quickly turned chaotic as rain washed away the carefully planned program. When faced with this crisis, Cadet Under Officer (CUO) Johnson Tang of Operations and Administration took charge, helping to reorganise the camp in a matter of hours. When a freak storm hit on the second last evening, the real test began. All the cadets had learned was now being applied in real-time by platoons like Admin, Medics, Q-Store and SES. Through adversity, they thrived, showcasing adaptability and teamwork.
On the sports field, the stakes were just as high. After a disappointing third place in the Head of the River, our 1st VIII crew faced a pivotal moment at the Nationals. With 250 metres to go, they found themselves half a boat length behind The Southport School. It would have been easy to succumb to the pressure, but Charles Baker, Captain of Rowing and stroke, kept his team focused. They pushed through, with grit and determination, securing victory by a margin of just 0.03 seconds. That split second was the difference between triumph and defeat, and it was the boys’ unwavering nerve that saw them through.
The stage too presented its own version of pressure. During a production of Jersey Boys, the performers were left in full view of the audience when a key prop—a dazzling purple curtain—failed to drop. A moment of panic was clear on their faces, but it did not last long. Aidan Tran stepped up, quietly giving directions that put everyone at ease, allowing the show to go on seamlessly, as though the hiccup was all part of the act. It was a masterclass in thinking on one’s feet.
Then, there was the Open 4x400 metre relay at the AAGPS Athletics Championships, where the race between King’s and Scots was neck-and-neck. Fred Hamblin ran a stunning third leg, passing the baton to Tom Partland in first place. With the Scots runner gaining ground and taking the lead, Tom resisted the temptation to rush back into contention. He waited, biding his time until the final moment when he sprinted past his opponent at the finish line, collapsing in victory.
These are just a few stories from this past year that exemplify the courage, composure and quiet bravery of our students. Whether in sports, the arts, or leadership, they have shown time and again that under immense pressure, they possess the wisdom to persevere.
At King’s, we don’t just celebrate victories— we celebrate the journey, the lessons learned and the grace with which our boys face the inevitable challenges of life. This year has shown us that when the pressure is on, our students shine brightest.
Reverend Stephen Edwards Head of Senior School
Australian Schools’ Cyber Challenge 2024
A team of three Kingsmen competed in the final of the Australian Schools’ Cyber Challenge 2024.
The competition consisted of 120 schools from across the country and more than 500 students. As one of the finalists, the King’s team, consisting of Year 12 students Leo, Joshua and Adrian, flew to Brisbane for the final where they competed in a three-hour live event that required them to solve a hacking challenge.
Jersey Boys: The School Edition
The Australian Premiere of Jersey Boys: The School Edition was presented by The King’s School and Tara Anglican School for Girls.
The cast and crew delivered nine shows over ten nights, in what was described by audiences as a delightful, fun, and energetic show.
Showcasing STEAM at King’s
The School celebrated National Science Week with the inaugural STEAM Showcase, where students throughout the School and across the STEAM departments demonstrated and presented projects from their fields of inquiry. The evening saw guests enjoy interactive exhibits and demonstrations, with some prizes also available.
One aspect of the STEAM offering at King’s is the Robotics program. King’s Robotics participates in the VEX V5 Robotics Competition. A new challenge is introduced each year that features specific tasks and objectives that the robots must complete. Teams work together to brainstorm, design and iterate on their robots, often using principles of engineering and computer science to optimise their designs for the competition. The tasks can include scoring objects, moving items to specific areas, or performing complex sequences of actions autonomously.
King’s Robotics provides our students with the opportunity to bring their skills to STEAM and apply them to solve the new game challenge alongside over 20,000 teams across over 50 countries.
The program encourages students to integrate creative design with technical problem-solving in a practical environment. The competition promotes teamwork and critical thinking and inspires a passion for innovation and exploration within the STEAM disciplines.
King’s Hosts WorldSkills Competition
The King’s School had the privilege of hosting the regional rounds of the WorldSkills competition, where several students participated alongside their peers from other Sydney schools who are currently enrolled in various VET in Schools (VETiS) programs, including Primary Industries, Business Services and Construction.
Throughout the competition across the three programs, students were evaluated based on their performance in various assessments.
In Primary Industries, these included repairing fences, operating and maintaining a threepoint linkage implement, weighing and condition-scoring livestock. For the Business Services students, it included organisational and time management practices, filing, mail merge activities, and creating professional documents following specific style guides.
The competition saw Construction students demonstrating the safe use of hand and power tools, preparing technical drawings and cutting, joining, fastening and finishing a sawhorse.
Excellence in Agriculture
The Castle Hill Show has run for over 130 years, with The King’s School proudly participating in showcasing steers and sheep throughout its rich history.
In 2024, the boys, along with six members of staff, excelled at the event, they won several awards with the sheep and cattle standing out and one of our heifers taking first place.
Following the success at the Castle Hill Show, the Agriculture team made their way to the Sydney Royal Easter Show, where they continued to shine. They achieved first place in the Open Heavyweight Category (Class 12) with their school steer, Toffee. Additionally, Sponge Cake earned third place in the Open Heavyweight Category (Class 11), and Butterscotch secured fifth place in the School Steer Heavyweight Category (Class 3).
Prep School vs Senior School Debate
A spirited debate unfolded between the Prep School and Senior School teams on the topic, “That children should listen to their parents.”
The Prep School team, made up of Year 6 students: Krishang Prakash, Jacob Yao, Maxwell Zhu and Jeffrey Shi, passionately argued in favour of the motion. In contrast, the Senior School team, consisting of Year 12 students: Murphy Xi, Ethan Zhu, and Austen Wong presented a compelling opposing viewpoint.
After a dynamic exchange of ideas, the Prep School team emerged victorious, successfully outmanoeuvring their more experienced rivals.
Screen to Stage
The King’s School Music Department and Friends of Music hosted the Screen to Stage Symphony. The event was a showcase of live, multi-sensory musical performances from each of the Senior School’s major ensembles, which was accompanied by visuals on the big screen.
King’s Sports Teams
Shine
The King’s School sports teams had an extraordinary year in the AAGPS competition, showcasing outstanding performances and achieving memorable victories across various disciplines.
The Swimming team won the AAGPS Senior Premiership ahead of Newington in a tense, hard-fought battle that went right up to the last two events. A standout moment came from Co-Captain James Gauci (‘24), who set two new AAGPS records in the 50m Freestyle and 100m Freestyle events. The relay teams also made history, with the 4x50m and 4x100m Medley relay squads breaking records.
James further excelled at the School Sport Australia Swimming Championships, winning medals in every event he entered, bringing
home six gold medals (three individually) and one bronze.
The 1st Water Polo team also delivered a thrilling performance, being crowned premiers after a nail-biting match against Cranbrook. The game went down to the wire, with King’s levelling the score with just 20 seconds remaining, ultimately winning in a dramatic penalty shootout.
King’s 2nds Rifle Shooting team demonstrated their skill and determination, winning the premiership by a narrow margin of two points. This victory secured back-toback premierships for the team. It was also a strong season for the Intermediate Cross Country team, culminating in a well-deserved championship title in their division.
At the Australian Rowing Championships, the 1st VIII crew claimed victory in the prestigious Barrington Cup, while the Year 10 VIII took home gold in the Under 17 VIII category. Overall, The King’s School was named the
winner of the Schoolboys’ Championship Point Score. In individual achievements, Captain of Boats, Will Rogers (‘24) captured gold in the Under 19 Men’s Single Scull Final, while Lochie Tinda won silver in the Under 17 Men’s Single Scull Final. The Schoolboy Coxed Four and the Coxed Quad also performed admirably, placing 5th and 6th respectively in their A finals.
The 2nd XI Football team had a hard-fought campaign, winning the AAGPS 2nd XI Plate. After a 1-1 tie at full time, with Co-Captain Zac George scoring the crucial equaliser, the team kept their composure during penalties to secure a dramatic 5-4 victory over Newington College.
King’s capped off another exceptional athletics season at the 128th AAGPS Athletics Championships. Both the Junior and Intermediate teams claimed 1st place, while the Senior team fought hard to secure 3rd. Several athletes set new AAGPS records, including the Senior and Intermediate 4x400m relay teams, the U16 4x100m Relay, and Year 10 student Josh Smith in the U16 200m.
Supporting Rough Edges
Since January 2022, The King’s School has proudly partnered with St John’s Darlinghurst, an organisation dedicated to supporting society’s most vulnerable. This partnership has opened meaningful opportunities for our Year 11 and 12 students, who now serve regularly at the Rough Edges Café in Kings Cross. Each month during school terms, our students join the café to provide food, drink, entertainment and companionship to those in need.
To prepare for their volunteer work on Thursday evenings, participating students and staff complete a half-day training session with Rough Edges. This training equips them to face potential challenges and helps them gain confidence in engaging with the community in a meaningful and sometimes challenging way.
Witnessing our students grow in confidence, humility and compassion through this service has been incredibly rewarding. The enthusiasm among students and staff is continually growing, and with this increased interest, we aim to expand our commitment to fortnightly service at Rough Edges starting in 2025.
Back to King’s 2024: A Joyous Homecoming
The 2024 ‘Back to King’s’ event proved to be another unforgettable highlight in the School’s annual calendar. The day kicked off with exciting Football and Volleyball matches on home soil, bringing together students, Old Boys, and families. As the morning excitement wrapped up, the crowd moved to the JS White Oval for an eagerly awaited afternoon of Rugby.
The King’s School community, both past and present, gathered in high spirits. The Family and Friends Association (FAFA) area buzzed with activity, offering a perfect space for old friends to reconnect and make new memories. Meanwhile, the Old Boys’ Union tent was bustling with energy, as several reunions brought former students together to reminisce about their time at King’s.
In the grandstand, the atmosphere was electric. The entire Senior School, along with many students from the Prep School and Tudor House, filled the stands to cheer on King’s rugby teams. The highlight of the day came when the 1st XV Rugby team delivered a thrilling performance, securing a 43-33 victory against Saint Ignatius’ College.
A visit from Derek Rabelo
The Senior School had the honour of welcoming vision-impaired Brazilian big wave surfer Derek Rabelo. Derek shared his inspiring journey with both students and staff, discussing the challenges he has faced due to his disability and how these experiences have deepened his faith in God.
He drew a powerful parallel between surfing and cultivating a relationship with God, emphasising that both require faith in the unseen. Derek encouraged the boys to trust in a caring God and to extend that same compassion and kindness to one another.
Celebrating the Class of 2024
The Class of 2024 comprises 247 young men, proud to be Kingsmen and ready to enter the world as Global Thought Leaders who will make positive contributions to society.
The success of the 2024 cohort will not be defined solely by ATAR scores. Over time, it will be measured by how they apply their education—whether gained through the HSC, VET programs, sports, performing arts, or camps—to serve the broader community.
Graduation Day was an opportunity for families and staff to gather and celebrate the achievements of Year 12. Deserving award recipients received praise for their accomplishments, and the boys performed a war cry together for the final time before confetti rained over them and guests gave a standing ovation to the graduating class.
Connecting and Belonging
At The King’s School, community lies at the heart of its identity. Through a wide range of events, activities and initiatives, the School cultivates a sense of belonging that resonates far beyond its gates.
From spirited sports clubs and community events to the fellowship fostered by The King’s School Community Church, the Family and Friends Association (FAFA), the Old Boys’ Union (OBU) and Friends of King’s, everyone is encouraged to actively engage and create lasting connections.
In 2024, Mrs Cassandra Salmon was appointed Community Engagement Manager to further strengthen these ties. Her vision focuses on growing the unique nature of the King’s community, ensuring every member finds meaningful opportunities to connect and build relationships.
“Our goal is to bring people together and celebrate what makes King’s unique,” says Mrs Salmon. “Whether you’re new to the community or a long-standing member, there are countless ways to get involved— be it through House events, sports clubs or the Family and Friends Association.”
One of the standout events of 2024 was the Back to King’s celebration, held during the School’s home rugby clash against Riverview. Families, Old Boys and supporters gathered for an afternoon of camaraderie and sport.
At the JS White Oval BBQ, sports clubs hosted lively gatherings, while marquees on the hill offered hospitality organised by FAFA and OBU. The grandstand buzzed with energy as students from all three campuses united in cheers. The day culminated in exhilarating 1st and 2nd Football and Rugby matches, showcasing the vibrant King’s spirit.
Another highlight was the inaugural End of Year Celebration, a community street party. This event celebrated the Year 7 boys’ allocation to Senior School Day Houses, with families from Years 8 to 11 joining to welcome them. Over 600 attendees gathered along the street outside the Britten and Dalmas Day Houses, enjoying food trucks, lively conversation and a shared sense of belonging.
“Every interaction—whether at a sports match, community event, or through volunteering—strengthens community connections,” Mrs Salmon explains. “Active participation in Houses, sports clubs and events creates a network that values both diversity and unity.”
Looking ahead to 2025, the School is preparing an exciting calendar of events.
“We’re thrilled to introduce new initiatives, such as a high tea and a mid-winter ball, alongside the return of beloved annual traditions,” Mrs Salmon shares.
30 Years of The Art Prize
The King’s School Art Show was taken to unforeseen heights in 1994, when the Prep Father’s Association introduced the Art Show Prize – an initiative that shed light on the School’s emerging artists for the first time.
This addition transformed a beloved event in the School’s social calendar, which dated back to 1980, into a much-anticipated competition, now judged by an expert panel.
That first year, Aida Tomescu’s “Green to Grey” was the recipient of the inaugural prize and over the years other well-known artists such as John Olsen and Ben Quilty were rewarded for their artmaking. The winner’s art is celebrated around the School, both in the Prep and Senior School, where the works hang for all to see.
Barring a special edition of the Prize in 2006, when a Retrospective of Awardees was held, each year the Fathers’ Association committee and the Prep community have worked together to continue fostering the growth of Australian art through this event.
In 2024, the community came together for a Gala Dinner to celebrate the 30th Anniversary of The King’s School Art Prize, welcoming guest judge Jane Watters. The evening also paid tribute to Sue Hewitt, via a video message from Tim Olsen. Sue, who sadly passed away earlier this year, was a former Managing Director of Christie’s Sydney, and as a friend to the School community helped to establish the Prize and remained a patron and strong supporter over the past 30 years.
The 2024 Art Prize winner, Zoe Young, captivated audiences with her piece, Lili Marlene (video), adding yet another chapter to the rich history of the competition. The celebration of art also extended to the students, with 19 finalists chosen for the Student Art Prizes generously donated by the Fathers’ Association. The Pre-Kindergarten to Year 2 category was won by Kindergarten’s Oliver Slaviero, while Edward Wang from Year 4 took home the prize for the Years 3 to 6 division.
Tudor House Foundation Gala Dinner
In October, the Tudor House Foundation held its Triennial Black Tie Gala Dinner. Over 200 people attended the 2024 event held at Thenford Lodge in Exeter.
The King’s School Art Prize
Prep PYP Exhibition
Preparatory School Year 1 Mother’s Day
Tudor House Grandparents’ Day
KWN Breakfast
International Women’s Day
Tudor House Billy Cart Derby
Back to King’s
Rugby Lunch
Tudor House Grandparents’
Lunar New Year
KWN Fun Run
OLD BOYS’ UNION
Making a Difference in the Bush
A King’s education instils students with a love for the bush. For Shannon Nott, this has translated into a stellar career with the Royal Flying Doctor Service (RFDS), via a prestigious Churchill Fellowship.
Shannon Nott (1999 to 2004) credits his time at King’s as transformative. He is currently the Chief Medical Officer and Executive General Manager of Health and Clinical Services for the Royal Flying Doctor Service (South Eastern Section).
“As a country kid who grew up on a sheep and cattle property, King’s opened my eyes to what was possible beyond farming. It also meant meeting great friends and having opportunities,” he says.
Shannon’s achievements stretch back to his time at King’s. He was School Vice Captain, House Captain of Gowan Brae, Adjutant of the Cadet Corps and School Monitor in his final year.
Academically, Shannon was awarded the Logan H Bagby Scholarship and the Broughton Scholarship, receiving Academic Full Colours in 2004. He received the JS White Year 10 Prize, the HEL Ryrie Prize and the Alan Mitchell Memorial Prize. He won the Mark Ryrie Prize in 1999, his first year at the School. A member of the 2004 Senior Athletics team receiving Full Colours, he was also SRC President and achieved the Gold Duke of Edinburgh Award.
Graduating MBBS from the University of New South Wales in 2011, Shannon was the National Medical Student of the Year in his second year. Following further study at UNSW, he graduated in 2018 with a Master of Public Health and Master of Health Leadership and Management. His Churchill Fellowship allowed him to research the role of telehealth in delivering care to remote Indigenous communities, where he travelled across Alaska, Canada and Brazil. As a result of this work, he has since designed and implemented multiple telehealth programs, winning two Premiers awards and in 2022 being awarded the NSW Health Collaborative Leader of the Year for his work in the public health system.
Highlights from his career include doing research in the Amazon, on the Arctic shelf and on isolated Australian islands and desert communities. “It’s truly something special when I jump on an RFDS plane and fly over somewhere like the Simpson Desert or out past Broken Hill and you see those colours of reds, whites and the sandy desert below,” Shannon says.
Reflecting on his time at King’s, Shannon especially values his Cadets experience. “It brought out the best in us as teenagers and helped us transition to adulthood, accept community responsibilities and develop leadership skills. It taught us to work with others, which are important life skills,” he says.
Shannon especially enjoyed Duke of Edinburgh. “It ignites an adventurous spirit and pushes you in environments you’re not used to. King’s also encourages students to lead by example and set the standard to which you want others to be held.”
In his work with the RFDS, Shannon is always focused on doing justice to the legacy of such an iconic institution and building on the solid foundations of its 100-year history.
“In terms of the next 100 years, we’re transforming our healthcare services to meet the growing needs of vulnerable rural and regional communities, but also continuing to innovate. Delivering services that mean something for some of our most vulnerable, remote and First Nations’ communities is a priority,” says Shannon.
“When the RFDS was established in the early 1900s, people flying around in metal tin cans in the air was novel. Even the way the service developed the first forms of telehealth shows how innovative we are, when Alfred Traeger designed the pedal radio so remote communities could be able to call for help. That concept of innovation is intertwined within our organisation’s DNA. It’s something I’ve been lucky enough to work on throughout my career with the RFDS, particularly around digital models of care, artificial intelligence and virtual care,” he says.
Shannon’s bush background informs his sense of purpose.
“I grew up in the country and I’m passionate about these communities. I learned very early on in my medical studies about the inequities that exist just because of where you grow up. It’s unacceptable a society like Australia, a wealthy nation, which has one of the most successful and well-regarded healthcare systems in the world, has significant health challenges for those growing up in rural areas. I want to give back to community and be in a place where my work is valued and means something for people,” he says.
Fortunately, Shannon has seen significant improvements in health outcomes across regional Australia during his career. He also encourages people to consider a career in rural, regional or remote Australia. “It really is a hub of opportunity in terms of career but also to make an impact.”
As a message for future King’s leaders, Shannon wants the boys to recognise when they may be affected by imposter syndrome, so they are not held back by self-limiting beliefs.
“Most of us have experienced imposter syndrome at some stage and that’s okay. Working through it is about recognising it. Also make sure you can turn to trusted confidantes, whether they’re a mentor, work colleague or good mate who is going to be honest with you and help you be the best version of yourself. Don’t just surround yourself with people who agree with you,” he recommends.
Above all, Shannon urges King’s students to follow their passion.
“Take up opportunities and don’t be afraid of making mistakes, because mistakes are ways to hone our craft and learn about ourselves.”
OLD BOYS’ UNION
President’s Report
It is stated within our Articles of Association, that one of the key objects of the Union is to provide a means of “sustaining and strengthening the connection of the past with the present School” through the promotion of social engagements between Old Boys and the present. Through a passion and interest for the School, the Old Boys’ Union (OBU) Committee works hard each year to host entertaining events to enable the Old Boys and School community to come together.
Our first event for 2024 was Commemoration Day, held at the School in February. Old Boys competed against the School in Basketball, Cricket, Football, Tennis, Shooting and Touch Rugby, with the Old Boys managing to win the Kurrle Cup for the second consecutive year. All teams from both Old Boys and students were well supported and there is always wonderful sense of history, tradition and celebration around the School on the day, as these Old Boys and students take part in friendly competition. Old Boys also attended a Commemoration Day Service at The King’s School Memorial Chapel, led by Community Chaplain, Rev Geoffrey Everett. The day concluded with lunch in the Thomas Pavilion which was a great way to finish the day.
In April, the OBU hosted the Young Old Boys Night at Hotel CBD in the City. This was an event established for those under 30 (along with those still young at heart). Those in attendance enjoyed a night of catching up with their school mates whilst enjoying canapés and drinks. This year, for the first time, we had the pleasure of presenting the Class of 2023 leavers in attendance with OBU cufflinks as a welcome gift to the OBU. We look forward to carrying on this tradition next year, as we welcome the Class of 2024 at the 2024 Young Old Boys event.
This year, the Old Boys’ Union held the country event at Dubbo’s ‘Queen of the West’ picnic races. This was our second annual Race Day engagement, with our aim as a Committee to make this a traditional country event, enabling our rural members to reconnect.
The Old Boys’ Union has held Recognition Dinners for over thirty years, with this year the OBU hosting two Recognition Dinners at The Australian Club, one in May and another in September, celebrating the successes of the boys at the School. This year, we were extremely grateful to have two wonderful guest speakers: recently retired staff member Mr Scott Ruddock and former teacher and Old Boy, Mr Rob Rowland-Smith (’79). Both dinners were well attended, and we recognised the 2023 Rugby 1st XV Premiers, 2023 Shooting B Team Premiers, 2nds Shooting Premiership, along with Honour Colour recipients for Academics, Cross Country, Debating, Football, Mooting, Music, Shooting, Student Representative Council, Snowsports, Athletics, Christian Community, Cycling, Hockey, Programming, Robotics and Rugby. These dinners are very well received by the boys and as Old Boys, we are privileged to be able to acknowledge and celebrate the achievements of the students.
On the Friday prior to Back to King’s Day, the Old Boys’ Union, together with The King’s School Foundation and the School, took a group of Old Boys over the age of 70 for a visit around the School. Those present attended a Chapel Service followed by a classroom experience with the students and staff, with the event described as a revelation for the older Old Boys in how teaching is conducted today.
Back to King’s Day (formerly Homecoming) continued its ongoing popularity amongst Old Boys and the School community with King’s hosting Riverview in August. Old Boys enjoyed catching up with their school mates over a cold drink and BBQ, whilst enjoying some quality school sport. It has become a welcomed tradition for the 1st XV to make their way over to the Old Boys’ Union tent after the game and chant School war cries back and forth to each other.
In October, the OBU Annual Event moved from a dinner to the inaugural Annual Lunch at the Establishment Ballroom in the Sydney CBD. The lunch was very well attended, reaching upwards of 140 people. It was an absolute pleasure having former Headmaster and special guests, Jon and Sally Wickham, attend the lunch. Jon gave a very entertaining and memorable speech which started with his famous opening line from School assembly – “Sit down”! Stories from Jon that brought back some wonderful childhood memories for many Old Boys during their time at School about Sophie the dog and her never-ending quest for food all around the School grounds and the outlandish tales by some of the younger students about their dogs being able to ride motorbikes whilst jumping through rings of fire… Honest Sir! Congratulations to Mr Scott Ruddock and Mr Peter Harvey, who were presented with Honorary Life Membership’ of The King’s School Old Boys’ Union on the day.
The Old Boys’ Union plays a critical role in the governance of the School through selecting Governors of The Council of The King’s School. I record our thanks and appreciation for the efforts of our OBU elected Governors in 2024: Roland Long (’88), Emma Maple-Brown, Peter Whittington (’97), Edward Lloyd (’95) and Charlie Taylor (‘80). Taking on the role of Governor of the School Council is a considerable commitment and, as volunteers, these Governors have contributed a significant amount of time and energy to their roles on the School Council.
Also in October, the OBU Committee hosted a dinner at The Australian Club with the School Executive and Governors of the School Council. The evening was an important opportunity to build and strengthen relationships between key stakeholder groups with entirely different roles to play within the life of the School to come together, share different views and enjoy each others company. As President, I would like to take this opportunity to thank Chairman of Council, Mr Ken Chapman (’77) for his support and close consultation since his commencement as the Chairman of Council in late 2023.
I have been encouraged by the steadyhand Mr Chapman has brought to the School Council’s leadership, with a focus of continuing the development and progress of the School, whilst at the same time, as an Old Boy appreciating and acknowledging the importance of maintaining the connection and attracting Old Boy’s families & sons back to the School to ensure traditions and a culture that is instilled in every Old Boy that has been through the School, continues well into the future.
In 2024, the OBU continued its annual support of the Old Boys’ Football and Rugby Clubs. These Clubs provide an important avenue for past students to reconnect with old friends and continue their sporting pursuits in a seamless manner once they leave school. The OBU Committee recognises the importance of working closely with our sporting clubs to ensure Old Boys across all age groups maintain a network and connection with the School.
Harrisford House, at 182 George Street, Parramatta, continues to be a key asset for the OBU, delivering a financial return which allows the OBU to do more for its members. The construction of two residential towers is now complete on the western boundary of Harrisford, including a 67-level residential tower. Anticipated development is yet to take place on the eastern boundary of Harrisford.
I express my sincere thanks to Mrs Nikki Duke, the OBU Administrator, for her tireless efforts this year. The OBU has been so fortunate to have someone like Mrs Duke who is always looking to support and enhance the experience of Old Boys at our events.
I would like to thank our Patron, Headmaster Mr Tony George, for his continued support of the OBU, as well as the support of the School, including the Deputy Headmaster Rev Stephen Edwards, School Chaplain Rev Jason Hobba, Community Chaplain Rev Geoffrey Everett, Director of Sport Mr Peter Phipps (’76), and Britten Housemaster Mrs Susan MacDonald.
Finally, I would like to thank the Committee for all their efforts and support this year. I’m particularly grateful to our Honorary Secretary Justin Patey (’82), Honorary Treasurer Gary Honan (’97), and Past Presidents Michael Thomas (’97), Tim Martel (’97) and Grant Martin (’97) for their valuable counsel and hard work.
My term as President of the Old Boys’ Union draws to a close at this year’s Annual General Meeting. I have enjoyed the past two years as President, and I want to thank the members of the Old Boys’ Union for giving me this opportunity. I wish my successor all the best in his new role, and I look forward to continuing to serve on the Committee.
Mr James Holtsbaum (‘99) President ︱ Old Boys’ Union
School Captains in Two Generations
This year’s Tudor House School Captain, Harriet Rogers, follows in her father Calvin’s footsteps, who was named School Captain in 1993. The Rogers’ family connection to the School runs deep, with Harriet attending alongside her two younger brothers Edward (Year 4) and Charlie (Year 2), as well as her elder sister Rosie, who left the School in 2022.
OLD
Calvin Rogers loved his time at Tudor House, which is why he wanted his four children to have the same opportunity to attend the School.
“I really enjoyed attending both Tudor House and King’s. As a boarder at Tudor, it was great living with friends and being able to do lots of outdoor activities, like bike riding, playing sport and attending camp. I have a real fondness for my time there,” he says.
A big attraction was the consistency of the educational experience then and now.
“The School’s philosophy is still very similar to when I was a student. The School still gives the kids a lot of rope to take risks and try new things, which is great,” says Calvin.
“Boarding isn’t for everyone, but when you do board, you get to live and breathe the School, along with all the sports and the extra-curricular activities, and experiences. I just really enjoyed it,” he says.
A change has been a much larger proportion of day pupils attending Tudor House, which is fortunate for those living in Bowral. Additionally, Calvin says some of his boarding friends have moved back to the Southern Highlands as adults and been able to send their children to Tudor House.
“It was predominantly a boarding school during my time and, like most schools, Tudor House has progressed,” reflects Calvin, who says the role of School Captain has also changed over time.
“There is much more emphasis on leadership and public speaking when you are School Captain now. Harriet has a full plate, which keeps her very busy but is hugely beneficial. She is getting a valuable experience in the position,” he says.
Calvin says there is also a greater breadth of experiences now on offer through the School.
“Harriet has had the chance to enter poetry competitions and public speaking contests, which challenge and develop her to be a better student and leader. This also really rounds out her schooling.”
He explains it has been fantastic to be able to send all his children to the School. “The girls get treated exactly the same as the boys. My wife Lucy and I are very happy with Tudor House and the experiences it has provided all of our children,” he says.
Harriet notes both her parents have helped her be organised with all the different requirements the role of School Captain brings. “It has been very special to go to the same school as Dad and also be School Captain,” she says.
“Dad has been able to support me because he can relate it all to his time as School Captain. He knows the School and sometimes he even helps me write my speeches too!” says Harriet.
“I would suggest that Lucy has been more helpful than Dad,” interjects Calvin.
Harriet says some highlights of her time at the School and in her role as School Captain include assisting with school tours and meeting new people. “I also really enjoyed camping with my friends at Kahiba,” she says.
While this is Harriet’s last year at Tudor House, she takes with her many great memories as she moves into her high school years.
“I have been at Tudor House for a while now, and I am quite sad to be leaving. The camps every year in Term 4 have been a real highlight. They are really character building and fun and all the instructors are always nice. It’s just a really great place to be,” she says.
As
Jenny Pearce prepares to retire, we reflect on her remarkable tenure as King’s Archivist since 2000.
Preserving our Legacy: King’s bids farewell to Archivist Jenny Pearce
As anyone who has been fortunate to know her already understands, our beloved Archivist Mrs Jenny Pearce has been the driving force in preserving the School’s rich heritage in a tenure that has spanned for almost 25 years. In her time at the School, she has fostered deep connections within the King’s community, leaving a lasting impact on generations of students.
While she says it’s too hard to pick favourites from the School Museum’s collection, the following are amongst her top picks of the artefacts that have touched people’s hearts.
Letters between the government and a mother as she tried to find out what happened to her son after he was listed as missing presumed dead in the midst of war. Or those written by an Old Boy to his wife and young daughter as he carried out his duties in Rabaul, Papua New Guinea during WWI.
A hand-made leather photograph album of painstakingly individually tinted photographs presented to the wife of the Headmaster, tracing the transformation of the garden around the Headmaster’s House at the Old School site.
A stool made by a young man, embossed with the School crest at its base to identify it as his among many others. An old iron bed used by the boarders with generations of names carved into the frame tells the stories of all who slept there.
“There are far too many to mention, and the collection has evolved over time,” she says.
Initially a collection of curiosities donated by boys, Old Boys and the community, the collection has come to focus more on the life of the School, and of those who have attended it, whether student or staff.
“We depend on donations, although occasionally something unique comes up at auction. The Perry Collection illustrated manuscript and papers being the first example that comes to mind,” says Jenny.
Mrs Pearce has never taken her role for granted. “I love the look on the boys’ faces when they get to simply touch an object, or dress up in a uniform. Years later they’ll remember the object and the rarity of their visit,” she says.
Some of her most memorable experiences have involved engaging with the community outside the Archives. This includes a
memorable Anzac Day Service at Kranji in Singapore. “We paid our respects to Old Boys who lost their lives during WWII,” she says.
A history tour to the Western Front and visiting sites where former students have been laid to rest was another important milestone. Not limited to her responsibilities as an Archivist, Mrs Pearce also accompanied King’s basketball players on four trips to the US, as manager of the 1sts and 2nds teams.
“Being involved in the whole life of the School has been a privilege,” says Jenny.
Outside her responsibilities at the School, she has been involved in the archivist profession more widely as Secretary and Convenor of the State and National School Archives Special Interest Group. She has also been on the National Council for the Australian Society of Archivists.
“The School has supported me in fulfilling these roles and for that I am very grateful,” she adds.
Before training as an archivist, Jenny was a history teacher. She continued to teach at King’s, focusing primarily on Biblical Studies and overseeing the Year 7 curriculum. Mrs Pearce loves that the history of King’s continues to live on in how the School determines its policies and values.
“Our mission statement, although written almost 200 years ago, still governs school policy. When something new is introduced you can bet there was something in the past that was exactly the same or similar,” she says.
For instance a program similar to the current Boys to Men initiative ran in the 1970s. It’s just one example of the continuity of the education King’s boys receive.
“In Term 4 this year, the VET boys laid a footpath. Back in 1964 the boys cut and built stone walls around the gardens and in 1911 the Tech boys dug out and helped build the School pool. The list goes on,” she says.
Mrs Pearce especially values the connections the Old Boys still have with the School. “If you go to an event, boys across generations automatically have a connection and can talk to each other, despite their age difference,” she says.
Since 2004, Jenny has slowly been digitising aspects of the collection, including the School magazines.
Formal school photographs have all been scanned up until about 2011, until the photos in hard copy no longer came to the School. Many videos have been converted and are used in social media posts or for reunions, thanks to the generosity of the Old Boys’ Union.
“Over the last year, we digitised about 200 items that were in 2D or 3D and created a website from the collection, particularly from donations of items relating to Australia’s engagement in conflicts overseas. The website is used to enhance the curriculum,” says Mrs Pearce.
The images have been contextualised extensive metadata and in some cases accompanied by a short biography of the Old Boy the items originally belonged to, helping to preserve these priceless moments of the School’s history for generations to come. There are also plans to expand the collection to be hosted on the School’s website using the items from the School’s sporting history.
Deputy Headmaster, Rev Stephen Edwards, says “Mrs Pearce will go down as one of King’s most cherished members of staff“.
“She has been totally committed to preserving our history and has blessed our community by being involved in so many areas of school life,” he says.
Mrs Pearce leaves behind a legacy woven into the very fabric of the School. “I am grateful for the relationships I’ve built and the stories we’ve preserved together,” she says.
2024 Paris Olympic Games
The King’s School has taken a keen interest in the Olympic Games ever since the 1908 London games when Frank Bede Smith, (TKS 1900-03) the first Old Boy to compete, won a Gold medal for Rugby. Since then, in a range of sports, there have been former students who have competed in the summer games. In 1912, Dr Johnny Verge (TKS 1892-98) was appointed to the honorary position of Medical Advisor to the Australian Athletes competing in Stockholm. During the 2000 Sydney Olympics, The King’s School hosted volunteers from the Rural Fire Brigade and the Police Force, while many from the School Community like Ben Vining (TKS 1994-2001) were volunteers.
At the last Olympic Games held in Japan, a record number of Old Boys competed in four different sports. Cameron Girdlestone (TKS 1997-2006), a silver medalist in the 2016 Olympics rowed in the Quads where he won a Bronze medal. Dylan Pietsch (TKS 201116) a proud Wiradjuri Man played in the Rugby 7’s while Nicholas Hough (TKS 2006-11) became the first Old Boy to compete in the Olympic Track and Field Competition making the Semi Finals of the 110-metre Hurdles despite being injured. The youngest Old Boy to compete that year was Josh Green (TKS 2013-14) who won Bronze as a member of the Boomers Basketball team.
Old Boy participation at the Olympics has been mostly in Rowing. Cameron is in an elite group with 10 other rowers : JAG Ryrie (TKS 1899-1905 ) and RGK Waley (TKS 1900-1902) in the 1912 Olympics, ER Bromley (TKS 1922-1924) in the 1948 Games, SA Mackenzie (TKS 1948-1954), silver in the Melbourne Games in 1956 competing again in 1960, RD Paver (TKS 1965-1970) in 1972 and 1976, ABH Gordon (TKS 1989-94), silver in 2000, MWO Rabjohns (TKS 1991-96) in 2008 , SJ Loch (TKS 1996-2001) in 2008 and 2012, MJ Ryan (1994-2002) silver in 2008 competing again 2012 and NR Hudson (TKS 1993-2001) was a reserve in the 2012 Olympics.
Equestrian Wyatt Weston Thompson (TKS 1939-1943) competed in the 1956 Olympic Equestrian Events which were held in Stockholm Sweden. He came a credible 14th in the Men’s Three-Day Event, the team coming 4th overall. In 2008, Wyatt published “Trailblazers”, a book retelling the experiences of the team as they prepared for the 1956 Olympics, the first Australians to ever compete in the equestrian events. They were indeed trailblazers.
In four successive Olympic Games from 2004-2016 Glenn Kable (TKS 1979-80) competed in the Trap Shooting. Controversially omitted from the 2000 Australian Olympic Shooting, extensive family business connections allowed him to compete in the Olympics for Fiji as a member of the trap team.
At the 2024 Olympics Games in Paris, Josh Green (’18) and Rinky Hijikata (’18), represented Australia in Basketball and Tennis respectively.
Having joined The King’s School as a Year 7 student in 2013, Rinky quickly shone as an astute student along with his obvious tennis prowess. Rinky represented King’s in the 1sts Tennis team within his first semester at the School and went on to receive Tennis Honour Colours.
After school, he attended the University of North Carolina where he starred as part of their tennis team and was selected as an All-American for singles in the 2020-21 season. In 2021 he helped the University of North Carolina win the ITA National Indoor Championship and reach the outdoor NCAA Championship round of 16.
In 2022, Rinky made his Grand Slam debut at the US Open as a wildcard entry. The following year he teamed up with fellow Australian, Jason Kubler, to win the 2023 Australian Open doubles title.
Heritage Meets Innovation
In this age of digital access, an opportunity to celebrate highlights of the School’s Archive Collection could not pass by unheeded. It is no secret the bicentenary of the School will be soon upon us, and so in part to celebrate this and to provide access more readily, a digitisation program has begun that had its origins in the idea that 200 iconic objects reflecting the School’s history and traditions would be featured regularly until 2031.
Under the guidance of Roshan da Silva, Dean of Digital Learning and Innovation, and utilising the professional skills of Michael Rampe at Realistic Imaging, there are now over 200 items available.
Initially targeting items that would enhance the curriculum, especially for Stage 5, scanning took place over five weeks. Some items, particularly paper items, have been scanned using high-resolution scans, while others were scanned as 3D objects so the viewer can get up and personal with all the details “in the round”.
This project will not only provide access to items that cannot be permanently displayed because of their fragile nature, but it will also protect them from being damaged through overexposure to light or by incorrect handling. While visiting a museum or collection can be more than a visual experience, over time the website will reflect more of the School’s cultural heritage as items are added to the current roster.
The items have been loosely grouped to make them easier to locate and there is metadata attached to each image to provide information about the object. The collection includes everything from the war diaries of Old Boys to a carefully handcrafted photograph album of the beautiful School gardens, which once flourished under the careful guidance of a Headmaster’s wife.
While the emphasis has been on enhancing curriculum, the website provides the King’s community access to the many donations made over the years. The original aim to provide 200 objects over time has been more than exceeded. Have a peek and see for yourself what treasures are held in the Archives Collection of The King’s School.
https://virtual.kings.edu.au
Strengthening the Foundation of our Future
The King’s School Foundation’s role is to ensure the independence and overall financial health of the School, maintaining its status as one of Australia’s leading educational institutions. While school fees cover the day-to-day operational costs, the Foundation plays a crucial role in managing philanthropic support to provide exceptional learning experiences and educational excellence, through investment in:
• People - through scholarships and bursaries
• Places - buildings and educational facilities
• Programs - partnerships and projects that will future-proof the School
The Foundation aims to enhance the School’s reputation and capacity, while fostering a culture of philanthropy throughout the community. It collaborates with the Headmaster, School Council and Old Boys’ Union (OBU) to align on goals and objectives that best serves the needs of the School community.
In recognising that funding and resources for the independent school sector fluctuate with political and social forces, our philanthropic efforts must become a key pillar in the School’s strategy.
It is essential for the Foundation to attract ongoing philanthropic support from alumni, current and former parents, the wider community and other organisations aligned with the School’s vision. This support will reduce dependence on government funding and fee increases, ensuring the sustainability of the King’s Distinctive differences well into the future.
The Foundation has achieved significant milestones, with 1,189 donors and 20 scholarships funded over the past three years. Memberships are growing and there is a strong momentum as we approach our bicentenary celebration in six years.
Looking ahead to 2025, a key strategic focus for the Foundation will be the re-launch of our Bequest program. Bequests, or gifts in Wills, represent a quiet yet powerful commitment to the long-term sustainability of the School, ensuring future generations receive a well-rounded, world-class education. Leaving a gift in your Will is an opportunity to create a lasting legacy. These contributions strengthen the foundation of our educational future, providing students with the opportunities they need to succeed for years to come. We invite you to consider becoming a Foundation member. There is profound meaning in connecting people to their passions and fostering strong connections within The King’s School community. Becoming a member of the Foundation offers opportunities to build these connections, and we hope you will support our commitment to perpetuate the School’s vision.
We extend our heartfelt thanks to all the generous donors and supporters who have volunteered their time and energy for the betterment of King’s. By investing in young people, we are investing in our future. We encourage you to join us in planting the seeds for a better future for King’s, as we move towards the School’s bicentenary and beyond.
Mr Will Halliday Head of Foundation, The King’s School
In Memoriam
Former Bursar to The King’s School, Brian Johnstone, passed away on 11 July 2024 at 90 years of age.
Mr Johnstone’s service to The King’s School began in 1974 when he was appointed Deputy Bursar under Bill Pickard. Two years later, in 1976, Brian succeeded Mr Pickard as Bursar and Clerk to the Council of The King’s School, a role he held for 21 years. Brian also served as Company Secretary to Futter Park Limited from 1995-1997 and again from 2001-2011, he also played a role in the oversight of Tudor House and Blue Mountains Grammar School.
His contribution and commitment to the School was significant and included the building of the Wansey Building, the Music and Drama Centres, the Pavilions on the JS White Oval and the installation of traffic lights at the Russell Road entrance on Pennant Hills Road, amongst many other projects.
Brian had periods as a coach of the Under 16s and Opens Rugby teams at the School, and was a member and delegate to the Bursars’ Association of NSW (and President for two years) and an NSW delegate to the Australian Council of Bursars’ Association (where he was also Chairman for two years).
He was also elected as an honorary member of The King’s School Old Boys’ Union. Brian is remembered for his service to the School as a Bursar who was meticulous with detail, had an infallible memory and was trustworthy.
Our thoughts and prayers are with his wife of 66 years Joan, and their children Prue, Malcolm (’79) and Warwick (’81).
Alexander Forbes Munro (Sandy)
(1949 – 2024)
Alexander Forbes Munro (known as Sandy) was born on 7 March 1949, the eldest child of Wallace Forbes Munro and Moira Finlay. As the only son with three sisters, Sandy grew up on the family property Menadool, Moree. He was the next generation of an Australian rural dynasty that stretches back to 1848 which have been pioneers in the Shorthorn cattle industry.
Sandy was the first of this Munro family to attend King’s, arriving at the Preparatory School in 1960 to start in 5th Class. For Senior School he moved to Old Government House, then to Broughton House at the Old School, and in 1967 became a House Monitor at Waddy House.
A keen but not spectacular rugby player, his skills nevertheless contributed to the 8th XV becoming champions in 1965. It was shooting where he excelled, becoming the Captain of The King’s School Shooting team in 1967, winning the AAGPS Premiership. Sandy was then chosen to lead the AAGPS Shooting team.
For his contribution to shooting, Sandy received Colours (crossed rifles and star) which was worn on the left-hand sleeve of his school uniform.
Sandy married Judith Howle in 1972 and became the manager of Redbank station where they raised four daughters -Catriona, Kirsten, Jennifer and Jacquelin. By 1973 the annual Weebollabolla bull sale was a fixture for every Shorthorn breeder on the East Coast. Following this success, the business expanded with land acquisitions including Lucknow Downs and Bendboi near Surat, Pipersleigh near Texas, Bryanunga near Tulloona, Mittiebah Station on the Barkly Tableland, and Tobermorey near Boulia.
Then in 1980, they began diversifying into irrigated and dryland farming, producing summer and winter crops, primarily on Boonal.
Following his father’s death in 2000, Sandy became Managing Director of the business. He continued the family tradition of applying innovative solutions to problems and being able to successfully manage the vagaries of the Australian weather. By now Sandy’s family was living at Weebollabolla.
Away from the stock industry, Sandy was renowned for his contributions to the Moree community, and his love of racing. These will be some of his lasting legacies.
Sandy is survived by his wife Judith, daughters, Catriona, Kirsten, Jennifer and Jacquelin, sisters, Jane, Susan and Mary, and his 12 grandchildren.
Terence Maurice (Terry) Needham (1939-2024)
Terry was born in Bowral, New South Wales on 27 April 1939 and spent the first years of his life at Hilltop. In 1943, he and his mother moved to Westmead, Parramatta to live with his Grandmother, while his father enlisted during World War 2. His father was demobilised in 1946 and they travelled to Papua New Guinea where his father was employed as a Plantation Assistant at Mai Mai Plantation.
Terry joined his parents in Mai Mai via steamship in July 1946 when he was seven years old and commenced correspondence schooling.
In 1953, the family moved to Belik Plantation in New Ireland when Terry was boarding at The King’s School, Sydney. He returned home once a year due to the remote location and travel difficulties. While at King’s, Terry went to Junior Macquarie House in 1951 as a day student, then as a boarder from 1952 to 1956 at Macarthur House. Terry loved his time at
King’s and throughout his life he remained in contact with many school friends.
In 1956, Terry left school and planted three coconut and cocoa properties (Kenapit, Tersue, named after him and his sister Susan) and Rubio. Terry worked on Belik and married Liane Neilsen in 1964 at The King’s School Chapel.
Terry and Liane had four children, two of which were born in Rabaul at the Nonga Hospital and two in Brisbane. While living in New Ireland, Terry managed and leased four properties and Bululogan until 1985 when the family relocated to Brisbane.
While living in Brisbane Terry pursued various business opportunities while involving himself in sports such as tennis and golf. Terry had eight grandchildren.
During his retirement, he enjoyed spending time with family, travelling and caravanning around Australia.
Terry passed away from a brave 14-month battle with pancreatic cancer on Thursday 2 May 2024, five days after celebrating his 85th birthday with family at his bedside.
James Roxburgh
(1946-2024)
James Roxburgh at the age of nine followed in his father’s footsteps and enrolled as a day student at The King’s School, Parramatta.
James put all his fine talents as a leader and sportsman to work and in his final year he was a School Monitor, Captain of Macquarie House, was in the 1st VIII, and the 1st XV and gained entry to the Law Faculty at Sydney University.
After leaving school in 1963, James joined the Sydney University Football Club (SUFC) whilst living in St Paul’s College. James was a hard, durable, determined and strong scrummaging loosehead prop with the mobility of a breakaway. He was awarded a Sydney University Blue in 1965 and played in two Shute Shield winning teams in 1968 and 1970. He captained the 1970 winning team.
James first represented New South Wales in 1967 and then Sydney in 1968 in a narrow loss to the All Blacks 9-14. After starring for the Junior Wallabies against the All Blacks he was selected for the First Test against them in Sydney.
All up, James played in nine Tests for Australia in a career that spanned three years from 1968 to 1970.
In the rugby world, James will be remembered for his amazing sporting ability, his sheer determination and his speed around the paddock. He was a mild-mannered man off the field but brave and resilient on the paddock. He was truly one of the great Australian rugby players.
James married Carolyn Thornhill in September 1968, and they had three children, daughters Tess and Ruth and son, Rupert. Rupert also attended The King’s School.
James and the family moved to a farm near Goulburn, and he took up teaching at St Patrick’s College, Goulburn where he was liked and respected by his students. English and History were his forte. He used all his worldly experience and knowledge of Law and English literature to make class a real enjoyment. He also mentored many students as they progressed through later life.
James will be remembered for his intellect, his love of literature, his sense of humour and his ability to laugh at himself. He was a great friend to all.
He will be sadly missed by his family and all who knew him.
Jack Ryan (2005-2024)
Jack Ryan (’23) passed away while working as a Gap Student in the United Kingdom.
Jack joined The King’s School in Year 11 (2022) from the Hunter Valley and quickly settled into school as a boarder in Macarthur Waddy. He was a friendly, kind, caring and respectful young man who was well liked by all.
Jack’s happy places at School were either out on the White Oval with his cricket mates where he played in the 1st XI or having a chat at supper time and catching up with his friends and other boarders of Macarthur Waddy.
Our thoughts, prayers and support are with his Mum, Kate and Dad, Peter and their family.
Richard Gibb (1939-2024)
Mr Richard Gibb AM attended Tudor House from 1948 to 1952 before moving to The King’s School from 1953 until 1957, where he was a School Monitor, a House Captain of Baker House and a Cadet Under Officer.
After graduation, Mr Gibb remained active in the governance of Tudor House, The King’s School and The King’s School Old Boys’ Union. Between 1971 and 1982, he was the Honorary Treasurer of the Old Boys’ Union and was a Governor of the Union from 1981 to 1995. In 1998, Mr Gibb was awarded an honorary life membership of the Old Boys’ Union.
From 1984 to 1995, he was the honorary treasurer of The King’s School Council.
In 1993, Mr Gibb joined the Tudor House Management Committee before serving as the Inaugural Chairman of the Tudor House Council from 1994 to 1997.
Away from the School, Mr Gibb had a successful career as an accountant and as a Managing Partner for many years. He also served as President of the Royal Sydney Golf Club and on the board of Inala Disability Services.
In 2007, Mr Gibb received an Order of Australia (AM) for service to people with an intellectual disability, particularly through executive roles with the Inala school; to the accountancy profession; and to education and youth organisations.
Our thoughts and prayers are with his wife Barbara and his family.
John Marsden (‘68) (1950-2024)
The King’s School was saddened to hear of the passing of renowned author John Marsden, who attended the School from 1962 to 1968.
John was the Dux of the Prep School in 1962, and editor of the Prep Magazine, “Moonibah”. He was awarded the Violet Macansh Scholarship in the Senior School, where he took to editing the School Magazine and producing House plays. In Year 8, he was awarded the Owen Tuck Reading prize and during his final years was awarded the GB Owen Tuck Prize for Original Literary Composition. Even then his essays were known to be lengthy, with one of his Year 11 contributions being a staggering 40,000 words. He was also part of the Twelve Club and 1st Debating Team.
Following university, John taught at All Saint’s Bathurst and Geelong Grammar. He then published his first novel, “So Much to tell You”, which won the 1988 Children’s Book of the Year award and since then, his books have been immensely popular.
By 1990, John found it increasingly difficult to teach and write, so in 1991 he took up a residential position at the Keesing Studio for Writers in Paris. From then on writing became a full-time profession. John has published over twenty works, and his novels are read world over, having been translated into many languages. For some reluctant readers, “The Great Gatenby” and “Creep Street” are often the first novels that are finished.
John remained committed to education and founded Candlebark School in Romsey, Victoria in 2006, and Alice Miller School in Macedon, Victoria in 2016. His dedication to pass on his trade saw him regularly run writer’s camps for young people at the Tye Estate, which he owned just outside Melbourne.
His faith and confidence in young people inspired him to write books that absorb and entertain his readers.
Parents Jason and Elizabeth Rose welcome their third daughter Ilaria Kougellis 11 January 2024
Parents Harry and Emma welcome daughter Isabella Francesca Capel 23 April 2024
Parents Edwin and Kara welcome daughter Skylar Koa Kara Pearce 24 September 2024
Births, Marriages and Deaths
Births
Capel (‘09)
Parents Harry and Emma welcome daughter Isabella Francesca Capel 23 April 2024
Kougellis (‘88)
Parents Jason and Elizabeth Rose welcome their third daughter Ilaria Kougellis 11 January 2024
Neale (‘05)
Parents James, Aimee and sister Chloe welcome son Lachlan Peter Neale 6 February 2024
Pearce (‘08)
Parents Edwin and Kara welcome daughter Skylar Koa Kara Pearce 24 September 2024
Webeck (‘08)
Parents Nicholas and Olga welcome son Alexander Mark George Webeck 9 March 2024
Marriages
Lysaght (‘12) Thomas Edward Royse to Johanna Wagner on 6 January 2024
New (‘12) Cameron Charles to Grace Helen D’urso on 7 December 2024
Stanford (‘19) Lyal Roy to Michelle Elizabeth Lockhart on 11 May 2024
Deaths
Allport (‘71) Jeremy John 30 November 2024
Arnold (‘65) Alexander Kenn (Sandy) 23 October 2024
Arnott (‘51) Hugh David McLean 19 November 2023
Barker (‘51) Anthony John 5 December 2023
Barnes (‘68) Barry Keith 6 January 2014
Bell (‘71) Charles Robert Goddfrey 16 April 2024
Blakemore (‘45) Michael Howell 10 December 2023
Blomfield (‘62) Graeme Hal 7 February 2024
Bonnefin (‘73) David Paul 8 December 2023
Bowan (72) David Ian Gordan 14 June 2024
Brown (‘52) Andrew Rathie Vernon 19 November 2023
Bruce (‘75) David Scott 7 January 2024
Buchanan (‘47) John Ruthven 13 July 2024
Bucknell (‘56) John Douglas Wentworth 26 December 2023
Burke (‘51) James Vincent (Jim) 25 July 2024
Carroll (‘90) Jonathan Richard 12 June 2021
Clucas (‘51) John Radcliffe 26 November 2024
Cotman (‘69) Christopher Leonard (Chris) 13 October 2024
Cowley (‘63) Alfred Thomas (Thomas) 11 June 2024
Cranney (‘76) Stephen Laurence 15 September 2024
Cripps (‘54) William Harley (Bill) 20 October 2023
Cullenward (‘70) Geoffry Bruce 11 April 2023
De Salis (‘52) Peter William Palliser 19 March 2024
Donkin (61) James Brian 5 April 2024
Edwards (‘56) Edward Lawson (Ted) 19 May 2024
Edworthy (‘54) Ivan John 6 December 2023
Erby (‘43) Robert James George 24 January 1993
Fiander (‘72) Henry Joseph 23 January 2024
Fraser (‘47) Donald Ivor Alexander 15 June 2024
Gibb (‘56) Richard William Naysmith 8 September 2024
Goldsmith (‘71) Brian John 15 April 2024
Halliday (‘74) Edward James (James) 4 December 2024
Hanstein (‘71) David Roderick 11 December 2023
Haydon(‘76) James Bloomfield 21 December 2019
Heath (‘48) Simon Reading Noel 17 September 2024
Hutchinson (‘72) Rowan Gregory 23 September 2023
Icely (‘42) Peter Charles 2 October 2024
Johnstone Brian 11 July 2024
Marsden (‘68) John 18 December 2024
Martin (‘56) James Eric Ormsby 16 July 2024
McKeown (‘51) Andrew Martin 21 August 2024
Meadows John 24 May 2023
Mendel (‘54) Charles Karl 3 July 2024
Monkton (‘67) Stephen Reskymer (Kym) 22 October 2024
Morton (‘67) Archibald Robert Aspinall (Robert) 6 September 2024
Munro (‘67) Alexander Forbes (Sandy) 18 July 2024
Mutton (‘58) John Vernon 30 December 2023
Needham Terence Maurice (Terry) 4 May 2024
Obrart (‘56) Alan 18 October 2024
Paradice (‘43) William John Houston 11 February 2024
Pearce (‘52) David Hope 14 March 2024
Pulver (‘59) Neville George 18 October 2024
Raine (‘50) Tom R 25 July 2024
Raleigh (‘49) Arthur John 24 July 2024
Riley (‘60) Adrian Bernard 23 December 2023
Robinson (‘77) Henry Challoner (Bill) 26 June 2024
Roxburgh (‘63) James Russell 11 August 2024
Ryan (‘23) Jack Lawrence 20 August 2024
Single (‘76) Timothy James Vallack 21 December 2023
Stitt (‘50) John Hugh 30 August 2023
Stitt (‘57) Brian Wrixon 11 September 2024
Triggs (‘56) James Chisholm 13 July 2024
Unsted (‘62) Greer Anthony 28 November 2023
Wotton (‘69) John Sadler Anson 18 September 2024
Yates (‘50) Timothy Carrington 22 March 2024
