Titled Personal Branding & the ‘Copycat Syndrome’, the session encouraged students to reflect on their identity as emerging creatives and consider how to stand out in an increasingly competitive field. Through a hands-on activity, students were challenged to “rebrand” themselves as a fast-moving consumer good, prompting them to think critically about how they present their ideas, skills, and individuality for future study and careers.

Donna’s visit was particularly meaningful. Proudly wearing her Year 12 and Lawrence House badges, she reflected on her own journey since leaving TKS 32 years ago with what she described as “big dreams” and a simple ambition: “To be a Graphic Designer, to succeed in whatever I do, to make the most out of life.” Revisiting her 1994 yearbook during the visit, Donna shared how powerful it was to realise that the dream she held as a student had become her reality. Now a leader in Design and Education, her story provided students with a tangible example of how early aspirations can shape future success.

Donna spoke warmly about the role her teachers played in nurturing her creativity, curiosity, and confidence, emphasising how important it is for students to recognise their own potential. Her reflections echoed the enduring impact of the school’s values, reminding students that “Knowledge, Skills and Character” is more than a motto – it is a foundation for growth.

Now the Head of Art, Design & Communication at LCI Melbourne, Donna is widely respected for her creative expertise and her ability to deliver outstanding results. Since beginning her teaching career there in 2009, she has mentored many aspiring designers, including a 2016 final-year cohort shortlisted in the prestigious Big Idea International Advertising Association competition.

During the workshop, Donna encouraged students to move beyond “Copycat Syndrome” and embrace originality. While inspiration is important, she emphasised that authenticity, confidence, and a strong personal voice are what truly set creatives apart.

We sincerely thank Donna for generously giving her time to return to campus and inspire our students. Her journey is a powerful reminder that the dreams formed at school can, with passion and perseverance, become reality.

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The workshop, delivered in partnership with the Danny Frawley Centre for Health and Wellbeing, explored the practices and processes that underpin elite sporting teams and high-performance environments. Students gained valuable insights into the importance of mental fitness and how developing positive habits, resilience, and self-awareness can enhance performance both on and off the field.

Throughout the session, students learned practical strategies used by elite athletes to manage challenges, maintain focus, and support their overall wellbeing. The workshop encouraged participants to reflect on their own mental fitness and provided tools to help them thrive in sport, school, and everyday life.

The visit was a fantastic learning experience, offering students a unique glimpse into the mindset and culture of a professional AFL club while reinforcing the importance of looking after their mental health and wellbeing.

We thank the St Kilda Football Club and the Danny Frawley Centre for Health and Wellbeing for providing such an engaging and informative experience for our Falcon Squad students.

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The Auditorium Foyer was transformed into a vibrant hub of creativity and connection. Students and staff were invited to participate in mindfulness colouring, contribute to a collaborative community tree, and leave their mark through finger painting activities that symbolised our shared commitment to caring for the planet.

These activities provided a wonderful opportunity for students to reflect on the importance of sustainability and consider the small actions we can all take to make a meaningful difference. It was inspiring to see students from across the school come together to support this important global initiative.

“We were proud to see students and staff come together to celebrate World Environment Day. Today’s activities demonstrated that sustainability is not just about big changes, it’s about the everyday choices we make and the collective impact we can have when we work together.”

– Danica Morais & Lucy Ren, TKS Environment and Sustainability Prefects

A special thank you to our Environment and Sustainability Prefects, Danica Morais and Lucy Ren, along with their Student Led Portfolio Team, Graci Quin, Aimen Mohiddin, Irina Zhang and Quinn O’Connor, whose passion and leadership helped raise awareness of World Environment Day and encouraged our community to think about how we can work together to protect our environment for future generations.

Every action, no matter how small, contributes to a healthier and more sustainable world, and we are proud of our students for getting on board and doing their bit.

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The tournament consisted of seven rounds, with each match played under international chess rules and a ten-minute time limit. Our students demonstrated impressive concentration, resilience and strategic thinking throughout the day, ultimately finishing in an excellent fifth place overall.

A special congratulations to Kingsley and Chris, who each won five of their seven matches. Both students narrowly missed a place in the tournament’s top ten, an outstanding achievement given the high calibre of competition.

We are incredibly proud of all our students for embracing the challenge and representing TKS with determination, sportsmanship and enthusiasm. We wish them every success in their future chess endeavours and beyond.

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As they explored the magnificent mansion, students were transported to a different era, learning about the lives of the family who lived “upstairs” and the servants who worked tirelessly “downstairs.” From elegant living spaces to bustling service areas, each room revealed new insights into how people lived, worked and interacted in the past.

With every room they visited, students uncovered new stories about the people who once lived and worked at Rippon Lea, helping them develop a deeper understanding of life in the past while bringing history vividly to life.

This hands-on learning experience provided a wonderful opportunity for students to connect with history in a meaningful and memorable way. Seeing the past come to life beyond the classroom was both exciting and inspiring, making it a day that our Year 1 Students will remember for years to come.

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The interactive session brought the fascinating science of sound to life as students explored how sound travels through both air and solid materials. Through hands-on experiments, they investigated which materials were the most effective at conducting sound and learned why some surfaces transmit vibrations more efficiently than others.

One of the highlights of the incursion was watching ordinary grains of salt transform into intricate patterns on a vibrating board, providing a captivating visual demonstration of sound waves in action. Students were equally amazed by a demonstration using a long flexible tube to explore how the Indigenous bullroarer was traditionally used to communicate across vast distances, connecting scientific concepts with cultural knowledge.

The incursion sparked curiosity, encouraged scientific thinking and provided students with memorable experiences that deepened their understanding of the world around them. It was wonderful to see our young scientists asking questions, making predictions and enthusiastically engaging with each experiment.

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Throughout the program, students developed their research and critical thinking skills, learned about the formal structure of debating and how debates are adjudicated, and strengthened their public speaking abilities.

The experience provided students with a valuable opportunity to challenge themselves, think deeply about contemporary issues, and represent TKS with confidence and enthusiasm. Due to the success of the program, we are excited to expand this opportunity in Semester 2, with more Year 6 students invited to participate in debating.

Our two teams have shared the following reflections following their debating experience:

When I joined the debating team, I expected to learn how to debate and argue, and instead, I also learned how to grow, step up for myself, and build stronger bonds with my fellow classmates. The courage to step up and speak, the ideas you need to come up with, the creativity, all built me into a person that I never thought I would be. If we lost, it didn’t matter, as long as we were all a team, debating about topics that you’d need to think open-mindedly about. Joining the debating team taught me to speak with confidence, think with precision, and listen with the utmost respect. These are all skills that shaped not just how I communicate, but who I am becoming.

– Nina, Year 6

Even though it was challenging, I still persevered and tried my best for the rebuttals. But challenges also come with growth in my learning. The debating day really improved my public speaking and critical thinking skills. As you need it to think fast and convey the message with the best of your ability.

– Thaman, Year 6

Interschool Debating has been an extremely rewarding experience for my group and me. I believe that working collaboratively as a group was not only important but enjoyable. I think that ensuring our scripts aligned with the other teams’ scripts was relatively challenging, especially as it encouraged thinking on the spot. However, I feel that this has taught me to grow as a learner and explore new aspects beyond my academics but also skills that I will be able to use in everyday life.

– Grace, Year 6

This year many new opportunities have popped up. Not knowing what to expect, I signed up for the debating team. I thought that we would have slow, easy sessions teaching us the steps of debating each week. However, we learned many skills thoroughly in a few weeks, so we can focus on our final debate. Every time we learned something new, we didn’t skim over it but went into depth and with great efficiency. Finally, the moment we were waiting for had emerged. The debate day at Carey Grammar. We all tried our best to amplify the many skills that we were taught, such as collaboration, organisation, communication and critical thinking. Even though we didn’t win, we were the first ever Year 6s to have the fortuity to experience this one-of-a-kind event, leaving us with everlasting memories and skills that will lead us through the world that is still left for us.

– Kanusha, Year 6

Debating against students from other schools was pretty nerve wracking at first, but also really exciting, especially because it was our first time. Everyone worked hard to present their arguments clearly and support their team during the debate. It was a great opportunity to build confidence, improve speaking skills, and learn more about teamwork. Overall, it was a fun and challenging experience, and I would love to do it again.

– Haveen, Year 6

My time in the debating team was an amazing experience. I gained many new skills, such as teamwork, organisation and collaboration. The debate at Carey Grammar was an experience I’ll never forget. Although we didn’t win, we gained lots of experience and some nice memories too. I have had so much fun, and I hope I will have more debating opportunities like this in the future.

– Shania, Year 6

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Open Parachute is an evidence-based program designed to support young people in developing the skills they need to navigate life’s challenges with confidence and resilience. Developed by Dr Watson, the program is grounded in psychological research and tailored specifically for school communities, from Kindergarten through to Year 12.

Throughout her visit, Dr Watson shared insights into how Open Parachute empowers students to better understand their emotions, strengthen their relationships, and build practical coping strategies. At its core, the program combines engaging, real-world storytelling with meaningful classroom learning experiences.

Students benefit from:

• Real stories and documentary-style videos featuring young people sharing authentic experiences
• Guided classroom discussions and interactive activities
• Research-based psychological strategies
• Peer-to-peer learning approaches that feel relevant and relatable

The focus of Open Parachute is prevention and early intervention – equipping students with mental health and wellbeing skills before challenges become overwhelming.

By addressing these topics in an open and supportive environment, Open Parachute helps students build resilience, develop emotional awareness, and gain the confidence to seek help when they need it.

Importantly, the program extends beyond the classroom. It also provides valuable resources for teachers and parents, ensuring students are supported both at school and at home.

Deputy Head of Junior School, Ms Sarah McKenzie shared:

“It gives me great comfort knowing our students are in such good hands as we continue to equip them with the skills and understanding they need to thrive in what can sometimes feel like a challenging world.

We are passionate about wellbeing as a matter of prevention, ensuring our students not only cope, but flourish now and into the future. At TKS, the mantra that “wellbeing teaching” is non-negotiable is something we genuinely value and nurture within our community.”

In the Junior School, student wellbeing is supported through a layered and proactive approach to mental health education. Open Parachute acts as the overarching wellbeing framework, explicitly teaching students practical mental health skills such as emotional regulation, resilience, self-awareness, coping strategies and healthy relationships.

This whole-school approach is strengthened through additional targeted programs that support specific aspects of student wellbeing and safety. Programs such as The Cyber Safety Project focus on digital literacy, online etiquette, respectful online interactions and navigating friendships in digital spaces.

Alongside this, TKS delivers school-based Body Safety and Body Works programs, which support students’ understanding of consent, personal boundaries, help-seeking strategies and trusted adults in age-appropriate ways.

Underpinning all of this is something equally important, though often less explicit – the strong, respectful relationships students develop with their teachers and peers. We know that students thrive when they feel known, safe and connected. A strong sense of belonging and positive relationships within the classroom create the foundation upon which wellbeing, learning and personal growth can flourish.

A key supporter of Open Parachute is The Sebastian Foundation, founded by Guy and Jules Sebastian. Through its generous support, the foundation helps subsidise access to the program, enabling more schools to prioritise mental health education and student wellbeing.

The Knox School is proud to be part of this important initiative and extends its sincere thanks to Dr Hayley Watson for sharing her expertise and passion. Together, we continue to foster a school environment where every student feels supported, understood, and empowered to thrive.

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