Our School Captains, Danu Liyanage and Jackson Chandra, opened the assembly with a powerful reflection:

“Today we come together to commemorate the 110th anniversary of Anzac Day, a day that signifies not only a pivotal moment in our nation’s history but also the embodiment of the courage, sacrifice and indomitable spirit of Australian servicemen and women. This occasion offers us the opportunity to honour their legacy, reflect on their impact, and reaffirm our commitment to the values they fought to protect.

Anzac Day is not merely a day of remembrance; it is a day of reflection, gratitude and respect.”

The ceremony featured a stirring musical performance by the Wind Symphony and Concert Band, who presented The New Anzacs by Brian Hogg. Written to mark the 75th anniversary of the ANZACs, the piece captures the spirit and determination of ordinary men who served their country and extends to honour all who have served in conflicts since the Second World War.

Our Vice Captains, Amelia Carnell and Ron Weerasekara, delivered a thoughtful commemorative address, recounting the events of 25 April 1915, when Australian and New Zealand soldiers landed at Gallipoli. Their words highlighted both the historical significance of the campaign and the immense human cost, reminding us that more than 100,000 Australian service personnel have lost their lives in military operations. They also reflected on how Anzac Day has evolved into a time to honour all who have served, and to recognise enduring values such as loyalty, selflessness, and courage.

A particularly poignant moment was the wreath-laying by our Junior School Captains, Kanusha Kishantha and Thaman Sarna, followed by a solemn minute of silence and the raising of the flags. The community then joined in the Ode of Remembrance, followed by The Last Post, a period of silence, and the Rouse played by Oak Tysoe and Ron Weerasekara.

Our Junior School Captains also gave a heartfelt reading of In Flanders Fields, further enriching the ceremony with reflection and reverence.

The Wind Symphony and Concert Band concluded the service with a moving performance of Abide with Me (William H. Monk, arr. Jay Dawson), a piece widely associated with remembrance services around the world. Its message of steadfast presence through life’s trials and beyond provided a fitting close to the ceremony.

The Anzac Day service was a powerful reminder of the enduring values of courage, resilience, and mateship. Through moments like these, our students not only learn about history but also connect deeply with the legacy of those who served. It is through these shared experiences that the Anzac spirit continues to live on in our hearts and minds.

The post A Gathering of Hearts: Our Anzac Day Assembly of Remembrance appeared first on The Knox School.

At The Knox School, the Year 9 CUBE program has been designed with this belief at its core. The CUBE is an elective, project-based learning experience where students step beyond traditional classroom boundaries and into real-world contexts, working with authentic clients and community partners. Based in the Futures Hub, an intentionally untraditional learning space, students are encouraged to explore their interests, uncover their strengths, and pursue learning that feels meaningful to them.

At the heart of every CUBE elective is one key idea: empathy.

Whether students are working alongside aged care residents, collaborating with Knox InfoLink, or investigating biodiversity at Lewis Park wetlands, they begin by deeply understanding the people, environments, and stories connected to their project. This focus on empathy shifts learning from “what do I need to do?” to “who am I doing this for, and why does it matter?”

In the Behind Those Eyes elective, students connect with elderly residents, listening to their life stories and capturing their experiences through biography writing and portrait photography. These interactions build more than technical skills, they foster respect, patience, and genuine human connection. Students learn how to communicate with empathy, ask thoughtful questions, and represent someone’s story with care.

In Mission Possible, students partner with Knox InfoLink, a local non-profit organisation supporting members of our community who are doing it tough. Through this work, students gain powerful insights into the realities faced by others in their own neighbourhood. A recent session on social connection highlighted how vital a sense of belonging is for wellbeing. Something many of us take for granted. Students are now using this understanding to design projects that strengthen community connections, working in roles that align with their strengths, whether that’s organisation, web design, cultural inclusion, or communication.

Meanwhile, students exploring the natural environment at Lewis Park wetlands are developing empathy for the world around them, learning to listen to the “voice” of a healthy ecosystem and understanding the importance of protecting it. Here, empathy extends beyond people to place, encouraging students to see themselves as part of a broader, interconnected system.

Halfway through the semester, we are already seeing students thrive in ways not always visible in traditional settings. For some, it’s the excitement of mastering a DSLR camera, experimenting with depth, light, and composition and proudly sharing their work. Others are embracing a new skill they’ve recently learned: field recording, both above ground and underwater. They are applying this skill with growing confidence and clearly enjoying the process, capturing unique soundscapes and perspectives that deepen their connection to the environment and expand their storytelling. For others, it’s the confidence gained from speaking with community members, experts, or local leaders, developing communication skills through real, purposeful interactions.

The CUBE is not about fitting every student into the same mould. It’s about creating the conditions for each student to discover where they excel, to build confidence in their abilities, and to understand how their strengths can contribute to something bigger than themselves.

By placing empathy at the centre and fostering strong social connections, The CUBE is helping students not only learn but connect, contribute, and care.

And in doing so, they are becoming not just better learners, but thoughtful, capable, and compassionate members of their community.

The post Creating Space for Purpose: Inside Year 9’s The CUBE appeared first on The Knox School.

The Constellation Series is built on the idea that learning is most meaningful when it is applied in real contexts. Each student is embarking on a two-week journey, choosing from a range of experiences that span local, national, and international settings. Whether travelling abroad or exploring opportunities closer to home, students will engage with communities, organisations, and environments that offer fresh insight and inspiration into potential future pathways while working with real world clients and experts

Throughout their journey, students will work collaboratively to explore real challenges and develop practical responses through products, services or solution. They will be encouraged to think critically, solve problems creatively, and communicate their ideas. These experiences are designed not only to strengthen academic skills, but also to foster independence, resilience, and a deeper understanding of the world around them.

An important aspect of the program is the opportunity for students to pursue areas of personal interest through the vehicle of student agency. By shaping their own projects and engaging with experts, mentors and peers, students will gain a clearer sense of their strengths and the possibilities that lie ahead. The Constellation Series aims to support this process of discovery, helping students to build confidence as they consider future pathways.

As the Year 10 cohort prepares to embark on these journeys, we wish them all the very best. May they embrace every opportunity, approach each challenge with curiosity and determination, and return with new knowledge, skills, and experiences that will guide them in the years to come. We look forward to hearing their stories and celebrating all that they achieve along the way.

A community showcase is scheduled for Wednesday 20 May from 4-5.30pm in the Futures Hub to celebrate the experiences and projects undertaken by the students.

The post Year 10 Constellation Series: Charting New Paths appeared first on The Knox School.

It was a thoughtful and reflective morning, giving our students time to pause and think about what Anzac Day means within our own community. The ceremony was led by Lee Elsie, and we were grateful for the beautiful music provided by the St Joseph’s College Concert Band, conducted by Matt Sutherland, which added to the atmosphere.

We were also pleased to hear from local leaders, including Paige Kennett and Jackson Taylor, who spoke about the importance of remembering service and sacrifice, and the role young people play in carrying that legacy forward.

A highlight for many students was listening to Andrew Fraser, who shared stories from his time in the Navy. His account of the HMAS AE2 during World War I brought history to life and gave students a real sense of the courage and teamwork shown by those who served.

We were especially proud of our Year 6 leaders, Thaman Sarna and Kanusha Kishantha, who represented our School in the wreath-laying ceremony. They carried themselves with great respect as they placed the wreath on behalf of our school community, honouring those who have served and sacrificed.

The ceremony concluded with the Ode and a minute of silence.

“They shall grow not old, as we that are left grow old.

Age shall not weary them, nor the years condemn.

At the going down of the sun and in the morning

We will remember them.

Lest we Forget.”

With heads bowed, our students stood quietly alongside others from neighbouring schools, sharing a moment of reflection and gratitude. It was a powerful reminder of the values we continue to nurture in our students.

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When I was in school, I knew I wanted to do something technical. After graduating, I went on to study Computing and Software development at the University of Melbourne, graduating in 2023. Today, I work as a software engineer. It’s a career that demands a lot of focus and analytical thinking, which I find really rewarding. It wasn’t necessarily a “winding” path, but I’ve learned that a professional career is just one part of a person’s identity.

Outside of my 9-to-5, my life is a bit louder. I’ve always been passionate about motorcycles, and that interest has evolved into competitive racing. A major milestone for me was competing in my first round of the Australian Superbike Championship (ASBK) at Phillip Island recently. It’s a huge challenge to balance the technical demands of software engineering with the physical and mental intensity of racing at that level. But strangely, they both require the same thing: total precision.

If I could give one piece of advice to students at TKS right now, it would be this: You don’t have to choose between being “practical” and following your passion. I think there’s often a lot of pressure to pick a “right” path and stick to it. My experience has shown me that you can be a dedicated professional during the week and still pursue something completely “wild” on the weekends.

Success isn’t just about your job title; it’s about building a life where you have the space to do both. Don’t be afraid to have interests that don’t “fit” together on paper – those are usually the things that make your journey the most interesting!

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A recent article in The Age explores a question many families quietly wrestle with: ‘How many hours in childcare is best for young children?’

The research is nuanced, and reassuring.

What it tells us is that early childhood education is not a simple equation of ‘more or less is better’. Instead, outcomes are shaped by quality, relationships, and balance.

Studies suggest most children benefit from structured early learning, particularly when programs are high quality, with many attending between 15 – 35 hours per week.

At the same time, the evidence reminds us that longer hours without the right conditions can dilute those benefits, reinforcing the importance of thoughtful program design.

This is where a structured and balanced Early Learning Centre makes a meaningful difference.

At The Knox School, it’s not just about hours. It’s about how those hours are experienced.

Being part of a single, connected campus from ELC through to Prep creates something incredibly powerful:

• Children grow in a familiar, safe environment, reducing anxiety around transition.
• Relationships are built early – educators are known, trusted, and consistent.
• Learning is intentionally scaffolded, ensuring children are not just ‘ready for school’, but confident within it.

Transitions, often one of the biggest challenges for young children, become natural progressions rather than disruptive change.

Importantly, a structured ELC program provides:

• A rhythm of play, rest, learning, and social connection.
• Opportunities for deep engagement, not overstimulation.
• Strong partnerships between educators and families.

The conversation shouldn’t be framed as ‘How many hours is too much?’. Instead, perhaps the better question is ‘What kind of environment are those hours spent in?’

When children are known, supported, and learning within a connected, high-quality setting, those hours become the foundation for:

• Emotional security
• Social confidence
• A smooth and positive transition into formal schooling

And ultimately, that’s what matters most.

The post How much childcare is too much? Or, is it about getting the right balance? appeared first on The Knox School.

What makes this achievement particularly impressive is the level of student agency demonstrated throughout the competition. Many of these students only began coding this year, yet they showed inspiring dedication and initiative, seeking peer feedback, experimenting with different approaches, and persistently working through challenges to refine their solutions. Their growing interest in Python reflects a genuine curiosity about how technology shapes the world around them, as well as a strong desire to build meaningful, future focused skills.

Learning Python extends beyond writing code; it strengthens problem solving, creativity, and logical thinking; capabilities that are increasingly valuable across all areas of learning and future career pathways. These students are already taking important steps toward becoming confident and capable digital creators, and it will be exciting to see how they continue to develop and extend their skills

Congratulations to the following students:
Rory Bayne, Miraya Gajaria, Justin Han, Andrew Karlinskiy, Matthew Langford, Riya Mehra, Riley Tang, Sidath Wickramasinghe, Oscar Wong, Zaydan Zaman and Cooper Zou.

The post Year 8 Coders Excel in National Python Competition appeared first on The Knox School.

This term, both classes embarked on a collaborative task that quickly proved to be a rich, real world learning opportunity. In Food Studies, students designed a smoothie for a specific customer using the Design Thinking Process. They moved through the stages of Discover, Filter, Ideate, Prototype and Feedback, creating recipes tailored to an active teenager, an elderly person or a fussy eight year old. The task blended creativity, problem solving and nutritional understanding while giving students insight into audience focused product design.

In Media, students developed the visual communication component. They experimented with camera settings, composition, lighting and angles to create images that effectively represented each smoothie concept. A structured planning process supported intentional creative choices and encouraged students to differentiate their work through props, locations and more advanced techniques.

A defining feature of the project was the authentic cross subject collaboration. Food Studies students acted as clients, providing feedback on how their smoothie should be presented. Media students incorporated this input into their planning, demonstrating flexibility, communication skills and a professional approach to creative problem solving.

The inclusion of an external audience and a clear purpose significantly elevated engagement. Students applied their learning in meaningful, visually compelling ways, resulting in a highly positive experience across both subjects and valuable growth in technical, creative and collaborative skills.

This collaboration highlighted the value of cross curricular learning, showing students how skills from different subjects can come together to create purposeful, high-quality work. By combining food design with visual communication, students gained a deeper understanding of audience needs, creative decision making and real-world production processes.

The post Food & Media: A Year 7 Collaboration appeared first on The Knox School.

On Wednesday 1 April 2026, our community came alive in The Quad as students, staff, families, and friends gathered for an evening packed with high-energy performances, great food, and a vibrant festival atmosphere. Local food trucks served up a delicious variety of options, adding to the excitement and making it a true celebration for all ages.

A major highlight of the night was the electrifying performance by the TKS Staff Band, who wowed the crowd with their energy, talent, and stage presence. Their set had the audience cheering, singing along, and truly captured the spirit of the evening – proving that the love of music is shared across our whole School community.

Rock Out is more than just a concert; it’s a celebration of connection. The evening also gave us the opportunity to thank our generous donors and dedicated volunteers for their ongoing support, which makes events like this possible.

With an incredible turnout and unforgettable performances, Rock Out 2026 was a huge success. We can’t wait to do it all again and continue celebrating the creativity and achievements of our students (and staff!) in the years to come.

The post Amped Up: Rock Out 2026 Brings the House Down appeared first on The Knox School.

The conference challenged the students to deepen their understanding of leadership, values, and integrity. They were encouraged to consider practical ways to generate engagement within our school community and explore opportunities to address real needs in our own setting.

A highlight of the day was a session focused on integrity – what it is, how to demonstrate it, and how to live it consistently as a leader. Students were also presented with a variety of inspiring ideas implemented by peers in other schools. Using these examples, they identified needs at The Knox School and began brainstorming possible initiatives they may wish to introduce.

Our Year 6 leaders generated a wonderful host of ideas and will work collaboratively with the wider leadership team to bring some of these to life.

Thank you to our Year 6 leaders for their enthusiastic participation. We look forward to seeing some exciting new initiatives emerge as we move into Term 2, 2026.

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