Communicators. Principled. Open-minded. Caring. Risk ...€¦ · 13 Message from the Director of Teaching and Learning 14 IB Learner Profile 16 Studies in Language and Literature

Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Knowledgeable. Thinkers. Communicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective.

THE KILMORE INTERNATIONAL SCHOOL YEARBOOK


Principal’s Award for Overall Excellence1992 Supriya Yarlagadda1993 Lucie Martin1994 Justin Yu1995 Kathryne Trewick1996 Ryan Robbins1997 Hsu Hui-Chin (Regine)1998 Georgia Wittmer1999 Michael Green2000 Naomi Mitchell2001 Li Hua (Lily)2002 Andrea Gunawan2003 Matthew Doyle2004 Lu Jing (Rain)2005 Luke Neill2006 Pongpon Sanongkulvarakull (Ping)2007 Kirsten Audemn2008 Cai Yihan (Cecilia)2009 Lee Myung Woo (Matthew)2010 Joshua Monk2011 Lee Yeonyu2012 Hilary Murchison2013 Sia Zhong Yao (Steven)2014 Jessica Payne2015 Angus Franks2016 Lingzi (Lynn) Chen2017 Jeremy Howard2018 Jasmine Halford-Molinaro

School Captains1993 Lucie Martin1994 Justin Yu1995 Kathryne Trewick1996 Not appointed1997 Not appointed1998 Imelda Khan1999 Imelda Khan2000 Susli Lie2001 Reina Monica2002 Maggie Gu2003 Qu Dian (Jane)2004 Chen Ting (Jacqueline)2005 Luke Neill and Tsay Xiu Hui (Selena)2006 Lachlan Richards and Hsu Yi Ting (Stella)2007 James Sheeran and Li Ruizhu (Candise)2008 Alexander Grimes and Hu Xinting (Candy)2009 Lee Myung Woo (Matthew) and Erin Burge2010 Thomas Sheeran and Jade Dutschke2011 Wilson Chun Tsui and Lee Yeonju2012 Hilary Murchison and Lim Way Yee (Cayne)2013 Sia Zhong Yao (Steven) and Jessica Lamb2014 Jessica Payne and Rory Sutherland2015 Emily Kolacz, Ren Chang (Flora), Mao (Marian)

Yukawa, Angus Franks, Rhythm Gupta, Aaron Lok2016 Anisshka Perera and Ju Rong (Ryan) Tham2017 Jeremy Howard and Marina Smith2018 Phoebe Nadenbousch, Jacob Knight, Yong Ng and

Jinjun Ruan2019 Lachlan Heywood and Shufan (Sophia) Guo

Dux Prize1992 Supriya Yarlagadda1993 Lucie Martin1994 Patrick Lin1995 Thomas Neal & Rohan Murray1996 En Te (John) Chen1997 Hsu Hui-Chin (Regine)1998 Zheng Zhang (Brian)1999 Bo Chen (Madeline) & Jing Zhang (Joanana)2000 Erina Lie & Susli Lie2001 Li ZhaoXia (Anna) & Li XiaoQian (Leona)2002 Zhang YuanChao (Lillian)2003 Qu Dian (Jane)2004 Chen Ting (Jacqueline)2005 Wang Yuansha (Jasa)2006 Ma Wan Li (Amanda)2007 Ding Hong (Eric)2008 Xin Juan (Sabrina)2009 Liu Wenhua (Stephanie)2010 Chen Lining (Elaine)2011 Zhou Chengzhi (Tom)2012 Jia Jin (Gary)2013 Gu Xiang (Clare) and Yeo Xiao Woon (Melissa Amanda)2014 Benjamin Eid2015 Evita Widjaja2016 Ju Rong (Ryan) Tham2017 Alycia Meehan and Madeleine Lezon2018 Jack Heanly

CAS (Sam De Gabrielle) Service Award2003 Qu Dian (Jane)2004 Liu Chunxing (Sunny) & Surya Chandra2005 Auerlia Perdanasari2006 Dav Ahmad Ali2007 Alice McBurney & Kate Robinson2008 Matt Caruso2009 Kate Bouris2010 Suhashinii A/P Vijaya Kumar2011 Michelle Clark2012 Gu Xiang (Clare)2013 Nathaniel Long2014 Thanuphong Karnjanajiraroj and Jarinda Wilson2015 Mao (Marian) Yukawa2016 Olivia Jia Ning Lau2017 Joseph Zielinski2018 Jiaer Chen

Honour roll

THE KILMORE INTERNATIONAL SCHOOL 2019 YEARBOOKVOLUME 24

The Kilmore International SchoolExcellentia Academica Persequenda

40 White StreetKilmore, Victoria 3764 AustraliaPhone +61 3 5782 2211Facsimile +61 3 5782 2525Email [email protected] www.kilmore.vic.edu.auFacebook www.facebook.com/thekilmoreinternationalschool

CRICOS Provider Code 00671ERegistered School No. 1933 © The Kilmore International School Ltd 2019


Contents3 Message from the Principal

4 Message from the Deputy Principal

5 Message from the School Captains

6 2017 IB Graduates’ University Offers

8 TKIS Staff Members

10 TKIS Student Leaders

13 Message from the Director of Teaching and Learning

14 IB Learner Profile

16 Studies in Language and Literature

25 Individuals and Societies

29 Science

34 Mathematics

41 The Arts (Visual Arts)

49 PE and Sport

54 Theory of Knowledge

55 Careers

56 Library

58 CAS

60 Debating and Public Speaking

62 Model United Nations and IB World Student Conference

64 International Day

66 Prizegiving

67 School Social

68 Year 10 Ball

69 Year 11 Formal

70 Boarding

72 Life at TKIS

74 Camps

80 Duke of Edinburgh

81 Ski Trip

82 Fundraising

84 International Diversity

86 Director of Student Wellbeing

88 Year Level Wellbeing Leader Reports and School Photos

2 TKIS YEAR BOOK 2019

3TKIS YEAR BOOK 2019

Inquirers Knowledgeable

Thinkers Communicators

Principled Open-minded

Caring Risk-takers

Balanced Reflective

Our motto, “The pursuit of academic excellence”, helps defines The Kilmore International School. We were delighted with the results of the IB graduates in 2018 and the fact that every Year 12 student was offered a place at University. The median ATAR (Australian Tertiary Admission Rank) was above 90 which means

that more than half the students scored in the top 10% of students in Victoria.

Many graduates decide to undertake courses in Australian universities such as the University of Melbourne and Monash University, but I am also pleased that some graduates leverage the international outlook of the IB Diploma as a gateway to study in universities overseas. 2018 graduates Yong, Ng and Isabella Simonelli who are studying Engineering and Exercise Science respectively in the United State are just two of many recent graduates who have done so. To compete on the world stage, you need a world-class education, which is what the International Baccalaureate at The Kilmore International School provides.

Quality is never an accident. Without motivation, a focused task approach and effective study routines, a

student cannot reach their full academic potential. At TKIS, the link between academic achievement, high aspiration and good study habits is a

culture of excellence that permeates every classroom. It takes an interested, encouraging, knowledgeable and motivated teacher, clear and well-structured lessons, effective classroom management, a challenging curriculum and constant feedback to enhance learning. Academic support in the form of tutorials and individual education plans are also needed. As ever, I am very grateful for the dedicated teams of school leaders, classroom teachers, homeroom teachers, counsellors and other staff at TKIS for their expertise and commitment to the students.

Recent media reports suggest that more young Australians are in psychological distress than five years ago. Mental health issues are related to coping with stress, school and study problems, family conflict, bullying, body image and self-esteem issues arising from social media. Many believe the generational divide or difference of opinions between parents and their teenage children regarding beliefs, politics, values and use of technology has never been wider. Perhaps, but consider the purported opinion of Socrates about the younger generation 2500 years ago:

“The children now love luxury; they have bad manners, contempt for authority; they show disrespect for elders and love chatter in place of exercise. Children are now tyrants, not the servants of their households. They no longer rise when elders enter the room. They contradict their parents, chatter before company, gobble up dainties at the table…. and tyrannize their teachers”.1

Throw in the moral panic about technology and the impact of social media and it seems nothing has changed!

How do we develop well-rounded students at ease with others and with who they are? How do students learn social-emotional skills such as how to form friendships, how to solve a problem together or how to manage when someone is bothering you. Knowledge is important, but to make a difference you will be someone who can think critically and creatively, solve problems, speak persuasively, adapt to new challenges and collaborate with others. Unfortunately the Australian Tertiary Admission Rank is an index that measures none of these qualities or skills. Academic results such as a high ATAR might give you an interview or university offer, but interpersonal competencies, so called entrepreneurial or soft skills, will get you the job.

Social-emotional learning is essential for student wellbeing. It is the process through which children understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Students develop the confidence, optimism, resilience, empathy, tolerance, respect and trust and learn how to communicate, lead others, be part of a team, problem solve and influence others by working towards shared goals in school activities.

Every week I am privileged to recognise and experience student achievements and events. The TKIS Musical Theatre performance of ‘The Wizard of Oz’ was unquestionably the cultural highlight of the year. It was one of many co-curricular activities offered at TKIS this year such as school camps, inter-school sport, events such as International Day, House Music Festival and House Athletics Day, the school Art Exhibition, the cultural tour of China, experiencing first-hand the transformational impact Cambodia Kids Foundation, the Ski Trip to Mt Hotham, Indonesian Cultural Day, a performance of Macbeth at the Playhouse theatre in the Melbourne Arts Centre, participation in the UN Youth Evatt Debating and Diplomacy

Message from the principal

“At TKIS, the link between academic achievement, high aspiration and good study habits is a culture of excellence that permeates every classroom.”


Again this year I have had the position of Acting Deputy Principal. I have thoroughly enjoyed working across the school with all staff and students, and supporting them in the fabulous work they do in both the classroom and the many things that they do outside of the classroom.

As Acting Deputy Principal I have had the pleasure of attending many events throughout the 2019 year and credit goes to those staff and students who put in an amazing effort in order for such to occur. Incredible energy is needed by staff and students to organise and implement events and without this, they would not occur.

The events of 2019 included whole day events such as International Day and Sports days and Round Robins, and of course the whole school production of The Wizard of Oz. An amazing effort which culminated in an amazing show – one of the best for TKIS.

As Acting Deputy Principal for 2019 I have been able to support the school in many ways and in many areas and now I hand

this onto Mr Peter Cooper. I am sure Mr Cooper already realises that we have a really special community here, that is unique and nothing like any other school. Not matter what role I have in the school now or in the future, I love coming to work every day.

Jo TreanorActing Deputy Principal (Terms 1-3, 2019)

Message from the ACTING DEPUTY PRINCIPAL

“An amazing effort which culminated in an amazing show – one of the best for TKIS.”

Competition, UN Youth Australia National Voice, state and national conferences of United Nations Youth Australia, a visit to the Mitchelton Aboriginal Art Gallery, the Junior Soiree or Middle School Recital, Primary School Parliament, Father’s and Mother’s Day breakfasts, state Debating competitions, student leadership conferences in Singapore and Hong Kong, Duke of Edinburgh expeditions, or ‘The Jam Jar Project’ of the ‘Barefoot Investor’, Mr Scott Pape.

Let me take this opportunity to thank Jo Treanor for her outstanding work as Acting Deputy Principal over the past two years. With her practical and “can do” approach, Jo has been a wonderful support to me as well as many students, parents and staff. We are grateful that Jo will continue in a senior role as Director of Educational Operations in the future. We also wish Ms Sarah Mills, Head of Learning for Language A, every success as she embarks on new career opportunities. On behalf of all staff we congratulatie Kaye Molden who retires after 12 years of dedicated service to the Science faculty.

I wish to extend a warm welcome to Mr Peter Cooper, the new Deputy Principal of The Kilmore International School. Peter has extensive leadership and teaching experience in the independent school sector. Prior to joining the staff at TKIS, Peter was Director of Burke Hall, Xavier College. He has also served as Deputy Principal of Kingswood College and Director of Innovation at Kilvington Girls’ Grammar. Peter will help drive continuous school improvement and positive change at TKIS, particularly in digital learning.

I also wish to thank the Founder of TKIS, Mr Ray Wittmer, the TKIS Board of Directors Mr Rod Dally, Mr Laurie Boyd, Mr Michael Rowland, Mrs Caroline Killeen, Miss Wendy Khoo and the Chair of the School Advisory Committee, Dr Ejanual Haque, for their personal support and advice. We also wish Mr Anthony Zanelli, who retired this year after 25 years of outstanding voluntary service to The Kilmore International School, including a decade as Chair of the TKIS Board of Directors, a long and joyous retirement.

Finally, on behalf of all members of the TKIS community, I wish to congratulate School Captains, Lachlan Heywood and Sophia Guo, and International Captains, Victor Si Thu and Wan Nivatvongs, for their support, encouragement and leadership of fellow students and for their role as school ambassadors in community events. They form part of a new generation of citizens and leaders who who will effect a positive change in the world. As Robert F. Kennedy famously said “Few will bend history itself, but each of us can work to change a small portion of events, and in the total of all those acts will be written the history of this generation.” We could not ask for better ambassadors of the mission of the International Baccalaureate Organisation to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect than the graduates of 2019.

andrew taylorPrincipal

1 http://www.bartleby.com/73/195.html





Caring Risk-takers

Balanced Reflective

Time flies and here we are at the end of 2019! As is each year the Student Leadership Council continued to have a wonderful impact on the TKIS community, with a new group of student leaders. In reflecting on this year, we would like to express our gratitude to Mr Taylor, Ms Treanor and all teachers for their continued support and guidance of the SLC. Furthermore, we would like to recognise the vital role of the many student who contributed to our events, allowing the SLC to succeed in making significant contributions to many worthy causes. Finally the successful completion of each event was due to the continued selflessness effort, high-efficiency and innovation of student leaders.

Throughout the year, the SLC helped to organize many events of varying scale, that were all successful in their own right. Through our regular bake sales and casual clothes

days we have raised a considerable amount of money for the Cambodian Kids Foundation and the Children’s First Foundation. Moreover, the SLC was successful in raising greater than $2000 in the first semester alone. Beyond the monetary success of our events, we were also happy to see how these events positively impacted the morale of the school environment while also allowing leaders to develop a variety of skills.

Additionally we supported Ms Treanor in the organisation and implementation of International Day, an annual event to celebrate our school’s multiculturalism. During this day many leaders played a significant role in organisation of different stalls while also leading tours for prospective parents. The SLC this year collaborated with the Music Department to organise the Talent Show. As we are accustomed to, this event provided students with a platform to display their incredible talents and communicate with their fellow students. A combination of these events successfully promoted cohesion between students and staff, while increasing our schools respect

and understanding for different cultures.

Along with our fundraising focus, the SLC also worked on building a relationship with the Children’s First Foundation. In an attempt to do so a group of Senior Captains enjoyed an evening meal at the Miracle sMiles Retreat with the foundation’s current residents. While we were only able to help establish this relationship, we hope to see the relationship prosper over the coming years. Moreover, the increased interactions between TKIS and the Children’s First Foundation can help to improve the current

school environment. It is relationships like this that add to the already diverse community of TKIS, filled with a great range of cultures and age. The diversity and welcoming nature of the TKIS community has allowed the current Year 12 cohort to build friendships that transcend cultural barriers and will remain long after our journey at TKIS concludes. As such we would like to thank all members of the TKIS community for allowing our cohort to experience the incredible things TKIS has to offer.

In the end, leading the SLC and working with some of the schools most hardworking and passionate leaders has been a gratifying experience. As such we wish to recognise the efforts of our student leaders, who led with grace and confidence. In particular we wish to thank the efforts of the Senior Captains who made our jobs much easier. At the same time we wish the Year 11 Captains luck, Oscar Mikic and Alexis Nguyen, as they lead the school throughout the final term of the year. We wish all students the best of luck with their future endeavours and the many challenges that will present themselves in your high school journey and more broadly life.

Lachlan Heywood and Shufan (Sophia) GuoSchool Captains

Message from the school captains

“Beyond the monetary success of our events, we were also happy to see how these events positively impacted the morale of the school environment while also allowing leaders to develop a variety of skills.”


Family Name, Given Name Course University IB Score*HEANLY, Jack

BiomedicineMelbourne Principal's Scholarship

UOM 42

SIRIMAHARAJ, Rata (Klao) Biomedicine Monash 41

NADENBOUSCH, PhoebeArtsArts/Soc Sci/Business Double

UOMANU

40

HALFORD MOLINARO, JasmineLaw/ScienceLaw Flexible Double

MonashANU

39

MANN, ArpanVet Biology/Veterinary MedicineScience

U SydneyUOM

39

MAHER, Sean Science/Engineering UOM 39

NG, Yong

Integrated Design Engineering Maths.Engineering. Bus MgtEngineeringScience/Engineering

BathBristolWarwickBoston UniversityUOM

38

BANERJI, OrkojeetMedicineMedical ScienceBiomedicine

UNSWU SydneyMonash

37

EMBUIDO, Miguel Business/International Bus. Monash 37

HAO, Yujie (Serena) Pharmacuetical Science Adv. Monash 36

SONG, Yi (Cici) Design UOM 36

BI, Bowei (Peter)ScienceActuarial Studies

UOMUNSW

35

KNIGHT, JacobCommerceExcellence ScholarshipCommerce

BondBondUOM

35

NG, He Design UOM 36

RUAN, Jinjun (Jason)CommerceScience

UOMUOM

36

SHARMA, RiddhiDentistryEngineering (Software)Computer Science Advanced

JCUUNSWMonash

35

SIMONELLI, Isabella

PhysiotherapySports & Exercise ScienceKinesiology with Exercise SciFull Scholarship

GriffithsLatrobeSouthern MisissippiSouthern Misissippi

35

TRAN, Le Thuy Dan (Dan) Commerce UOM 35

HUANG, Junge (Ryan)DesignDesign (Architecture)Landscape Architecture

UOMU SydneyUNSW

34

MAZUR, AleksanderMaths & Actuarial SciActuarial StudiesCyber Security

QMCLANULatrobe

34

NGUYEN, Hai HaComputer ScienceAcademic ScholarshipScience

U San FranciscoU San FranciscoUOM

35

PANG, Shuo (Sam) Engineering/Commerce Monash 34

BENJAKACHORNDECH, Issara (Max) Professional Communication RMIT 33

Graduate class of 2018 university offers


Family Name, Given Name Course University IB Score*

BOURNE, AshleighEnvironmental EngineeringScholarshipEnvironmental Engineering

RMITNewcastle

33

CAI, Dingmiao (Jerome) Design UOM 33

DE LUCA, (Nicholas) Agriculture UOM 33

HORA, Maneet Kaur

Clinical SciencesArts/Soc Sci/Business DoublePre-MedicineBiomedical Science

JCUANUWollongongMonash

34

MA, Xuming (Terry)EngineeeringScience

MonashUOM

33

ZHU, Lin (Judy) Arts UOM 33

AKEBANLUERAT, Pannavit (Tata) Business Monash 32

CHEN, Jiaer (Leo) Science UOM 32

ENG, Samuel Science UOM 33

GUO, Shuang (Claudia) Arts UOM 32

ITO, Naho BusinessMonashSophia University

32

PENG, Qizian (Andy) Agriculture UOM 32

TAUTKUS, Wilson Agriculture UOM 32

XU, Zhiyuan (Peter) Design UOM 32

QI, Chao (Kevin) Design UOM 31

MO, Huitong (Saber) Science Monash 30

YU, Qing (Scarlett) Marketing Monash 30

DEOL, Jasreet Pharmacuetical Science Adv. Monash 29

KANG, Siyuan (Steven) Civil Engineering RMIT 29

YAN, Su (Sukie) Agriculture UOM 29

CHEN, Yuhui (Kevin) Management RMIT 27

MI, Zidie (Milly)ArtsEducation (Early Childhood)

ACUSydney

27

PARK, Kyun Hyung (Darius)International BusinessBusiness Diploma

RMITMonash College

27

CIANTAR, Jaiden Civil Engineering LaTrobe 26

SATO, RyomaTourism & HospitalityGlobal Management

LaTrobeNagano, Japan

26

ZHONG, Yuhao (Modo) Art & Design Monash College 25

CHEN, Yizhou (Chen) Art & Design Monash College 24

LEE, Ka Kiu (Kelly) Assoc Degree Business RMIT 24

PARTRIDGE, Callum Sound Production Box Hill Institute 23

ALINC, Nazif Taner Building Design Adv Dip. Box Hill Institute 22

SIDHU, ManrajIT DiplomaRe-sitting exams

LaTrobe College 22

HADDAD, Jasmine Re-sitting exams withheld

LASOTA, Janina Arts Monash withheld

NOEL-MACPHERSON, Maya Arts UOM withheld

SAKR, Maya International Business RMIT withheld

SZCZUR, Peigi Civil Engineering RMIT withheld


ACADEMIC STAFFALLEN. Lynda BA, DipEd – Art, Head of Visual ArtBURNS. Karen BEc, DipEd – Mathematics CHRISTIE. Lynne BSc(Hons), DipEd – Science/Chemistry, Wellbeing Leader Year 9COOPER. Peter BEd, GCertCatholicStudies, Cert IV Assessment&WorkplaceTraining, MEd – Deputy PrincipalDAI. Zecheng BMus, GDipEd – ChineseDALTON. Sarah BPhysEd&OutdoorEd – PE/Health, Duke of Ed Coordinator, Sports CoordinatorDANIELLS. Julie BEd – Primary, Wellbeing Leader Primary School (Yr3–6)EDMONDS. Jim BEc, BA, DipEd – Economics, Commerce, SOSE, Head of Learning Individuals and SocietiesFRAWLEY. Shelley BA, DipEd, AALIA – Librarian, TOK CoordinatorGARNER. Georgina BAppSci – Primary, ScienceGOWER. Angela BA, GCertEd – English, Publications Coordinator, Debating CoordinatorHOLDAWAY. Neil BComm, MTeach – Business Management, Humanities, TOKHONG. Pauline MMus St, GDipEd, BMus, LMusA – MusicKAHLON. Bhupinder BA, DipEd, MA – HindiKAHLON. Baldev BSc, MPhil, DipEd, MSc – Physics, IndonesianKAUR. Ranjit BA(Ed)(Hons), MEd, PhD – English, IndonesianKERR. Tom BSc, DipEd, BCom – Mathematics KIRWAN. Philippa BA, GDip Counselling, GDipEd. MEd – English, Director of Student Wellbeing, Child Safety OfficerKOO. Sang Hyo BA, DipTESOL, MEd – Korean, Daily Organiser, IBDP Cas CoordinatorKRILIS. Deanna BA, DipEd – English, TOK IBDP CoordinatorKUEHN. Verena BEd, MEd, BS, DGIS – GermanLe LIEVRE. Claire BEd – PE/Health, Wellbeing Leader Year 7LIN. Haojian BSc, MCompSc, DipEd – Chinese, Japanese Ab InitioLINEAGE. Rupert BSc, GDipEd – Mathematics, Timetable and Data ManagerLING. Jennifer BAppSc, GDipEd – PrimaryLOGAN. Megan BA, MTeach – Art/DramaLONGUET. Erin BA, DipEd, MTESOL – English, ESL, Humanities, Wellbeing Leader Year 8McNAMARA. Sandi DipEd, GDipEd – Primary, Wellbeing Leader PrimaryMILLS. Sarah BA, DipEd – English, Head of Learning Language AMOULDER. Cheryl BSc, DipEd – Chemistry, ESS, Head of Science

MUMBERSON. Robyn BA, DipEd – Humanities, Primary IDPONG. Kenny BLifeSci, PGDipEd – Science, Head of Learning Wellbeing Curriculum Leader, Wellbeing Leader Year 10OSBORNE. Peter BBus, GDipEd, MSocSc – Business Management, , Commerce, Humanities, SOSEPHAROAH. Andrew BSc(Hons), DipEd – Chemistry, Science, Wellbeing Leader Year 12RUTTER. Judith BSc(Hons), DipEd, PhD – Biology, TOK, Director of Teaching and LearningSANTAROSSA. Megan BEd – Geography, History, Humanities, Primary IDPSCHEMBRI. Daniel BEd – Biology, Science, Wellbeing Leader Year 11SMITH. Richard BA(Hons),DipEd, MEd – English, TOK, Head of Learning Language BSTRINGER. Catherine BMusPerf, GDipEd – Music, Head of Learning ArtsSZCZUR. Paul BCivilEng(Hons), DipEd – Mathematics, Physics, Head of Learning MathematicsTAMURA. Shingo BEng, GDipEd, MBA – JapaneseTANKO. Goma BSc(Hons), GCertEd, MSc, MPhil, PhD – MathematicsTAYLOR. Andrew BForSc(Hons), DipEd – PrincipalTRAN. Huu BEL, MTeach – VietnameseTREANOR. Joanne BA, DipEd, CertIVLit – Geography, Humanities, PE, Director Educational OperationsTRIPP. Pamela BA, DipEd, GDipTESL – EnglishWALLACE. Stephen (Robert) BA, ADipAppSc, GDipAppFilmTelevision, GDipEd – Art/DramaWHITE. Malcolm BS,DipEd – Physics, ScienceWINARDI. Vincentius BEd, GCertLOTE – IndonesianWITTMER. David BHSci, DipEd – PE, Head of Learning Physical Education and HealthWRIGHT. Ross BAppSci(Hons), DipEd – Physics, ScienceXU. Xiaorong BA, MTesol, MTeach – Chinese, TOKYE. Jisheng BCom, MEd – Mathematics, EconomicsYUE. Yong Mei BA, DipEd – Chinese, Japanese

LANGUAGE TUTORSCROMIE. Kwannate BEd, BCom.Arts, MEdNGUYEN. Thanh BTeach, GDipEdQUACH. Thuy

MUSIC TUTORSJENSEN. Jocelyn MILLS. Corey RISCHITELLI. Victor MMus, AMusAROBB. Mathew

WELLBEINGBARRY. Natalie BN, BMid – School NurseDIRICAN. Gonul DipProfCounselling – CounsellorHINRICHSEN. Joanne BN, DipNursing – School NurseKA. Wing Shan BA, MCouns, GDipPsychAdv – CounsellorSWANEPOEL. Franco – Counsellor

TKIS STAFF MEMBERS

ADMINISTRATIONASHURST. Shontel BJournalism – Marketing and Compliance OfficerBATH. Patricia BEc, LLB, DipTax Law – Company SecretaryDEVESON. Carolyn – Accounts Receivable OfficerGARDINER. Carinna – Administration OfficerGERARD. Jacinta AdDipBusinessLegalStudies – Senior Administration OfficerMACDONALD. Kristy MCEnt, ADipBusLegPrac – Reception / AdministrationMCCORMICK. Elizabeth BA(Hons), GCertCareeerCounselling, CertIV Training & Assessment – Careers CounsellorMOLDEN. Kaye CertAppSc – Laboratory AssistantPARKER. Robert – IT Support OfficerSCHNEIDER. Annemarie – Library AdministrationSCROGGIE. Steven BBus, CPA – Business ManagerSEMMENS. Elizabeth – Library AdministrationTHOMAS. Richard BSc, BComp – IT Support ManagerWHITE. Felicity CertIVIntTourism – P.A. Principal / Enrolments

INTERNATIONAL OFFICEKAN. Xuan (May) BAWANG. Lei (Locke) BEng, PGDip(Res). MInteRel WANG. Ting Ting (Melody) BMgmtPHUNG. Ngoc (Naomi) BA(Hons) GCertBitPANICH. Tanompong DBA

CATERINGBORG. Josephine COLEIRO. Margarita DUNFORD. Suzanne DUNFORD. Samantha LI. Lian (Andy) MONTGOMERY. Raquel PAREDES. Jovy SHELDON. Heather THEUMA. Doris VOOGT. Julieta WU. Xianguo (Scott) YOUNG. Lorraine

BOARDINGBECKETT. Alan DE FOREST-HOWARD. Neil DICKSON. Jeremy HELLINGMAN. Sharon HENRY. Kerran JONES. Patricia LINGHAM. Wendy LISTER. Donna MORGAN. Gayle – Boarding ManagerNELSON. Janelle OGDEN-MCDONALD. Deardriea OJCZYK. Karol RYAN. Margaret SMITH. Deborah STEWART. Amanda TREANOR. Janice VLASVELD. Elise

GROUNDS/MAINTENANCE ARCHER. Anthony DANIELLS. James FASOLI. Franceso OVANDO RIVERA. Patricio PERHAM. John

Inquirers. Knowledgeable. Thinkers. Com

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unicators. Principled. Open-minded. Caring. Risk-takers. Balanced. Reflective. Inquirers. Know

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TKIS student leaders


NIVATVONGS, Chayawan (Wan)

SCHOOL CAPTAINS

HEYWOOD, LachlanGUO, Shufan (Sophia) SI THU, Phone (Victor)

RIDER, Kate

DEPUTY SCHOOL CAPTAINS

KIM, Seungyeon (Sean)HUANG, Sen-Ai (Isabelle)

SQUIRE, Zachary

DOKTOROGLU, Semih

SIMNER, Evelyn

House CAPTAINS

DEOL, Jaskirat Singh

PANICHEWA, Apapist (Peacy)

BHOOMLA, Kriti HEW, Wei Shuek (Jay)

SPAIN, Matthew

KIM, Kelli Sun-Min


11

Boarding CAPTAINS

CLUNGRATANA, Jutaphat (Beaw)

LI, Zijian (Lee)

ISARAKARNKUL, Thitiporn (Aom)

HEW, Wei Shuek (Jay)

LUO, Yiting (Cindy)

HUANG, Jiangpeng (Harry)

WOO, Kelly Xue Wei

HUANG, Sen-Ai (Isabelle)

ZAIMI, Nur (Shuhada)

Student leadership Council

BEATON, Lucy

HUANG, Sen-Ai (Isabelle)

HE, Huiting

BRINCAT, Caitlyn

KIM, Seungyeon (Sean)

HE, Yutian (Emily)

CLUNGRATANA, Jutaphat (Beaw)

LE, Binh An (Jack)

HEYWOOD, Grace

GALLAGHER, Claire

LIN, Shifei (Sophie)

HEYWOOD, LachlanHALFORD MOLINARO, Leo

HILL, Harrison

GUO, Shufan (Sophia)

TKIS YEAR BOOK 2019



Student leadership Council

NOU, Lyrothna (Astro)

SATO, Marina

SODHI, Aarushi

PHAN, Tran Thao Hien (Daisy)

SHEN, Lingjie (Lisa)

SQUIRE, Zachary

RIDER, Kate

VU, Thi Ngoc Hau (Hazel)

RYAN, Jaimie

SI THU, Phone (Victor)

WIDJAJA, Nadya

SAEED, Fatima SINGH, Indirveer

YOU, Yunchang (Yolanda)

NIVATVONGS, Chayawan (Wan)

MERLO, Petra MIKIC, Oscar MOORE, Hannah NGUYEN, Tran Thao Ngoc (Alexis)

LITTOOIJ, Benyamin





Caring Risk-takers

Balanced Reflective

message from the director of teaching and learning

In the classroom we are starting to see the benefits of the homeroom program, as students are becoming more reflective on their own learning experiences and their impact on others. Students are encouraged to be responsible for their own learning, their resilience and how to ask for help when they need it. Many excellent programmes are running in the extended homeroom sessions on Friday mornings, which expose students to age-appropriate experiences and discussions that address the social aspects of their lives. I hope parents are having further discussions at home, to help students navigate the dilemmas of growing up.

Our International Baccalaureate (IB) Diploma programme is running smoothly, with teachers working with students to help them achieve the best outcomes for their final years in school. The IB Diploma aims to introduce students to a wide world of possibilities, by requiring them to keep a broad subject range while helping them develop skills for their future. In a closely-connected world students need to be aware of different perspectives, different cultures and be able to communicate across languages. Our students who complete the Diploma in 2019 are applying to universities around the globe: Hong Kong, USA, Cambridge, Oxford and all around Australia. They rely on Elizabeth McCormick for excellent career advice but also for the difficult processes of applications. She has helped many to find a path towards their future.

Applications across such a wide range of universities is possible because the IB Diploma is highly regarded. It promotes the skills and attributes of being a life-long learner, of being a person who will work to make the world a better place. We are very proud to be an IB World School, connected to thousands of schools throughout the world.

In 2019 we have welcomed new teachers, had some take well-earned long service leave, had some return in part-time capacities and we have farewelled some too. However we maintain a vibrant and diverse teaching team who bring their individual perspectives to their areas of expertise, often from overseas and certainly from many cultures. We have a robust process of teacher goal setting and review that allows teachers to always look towards new avenues of their own learning, which will flow through to the learning of the students. I am confident that we are building skills within our staff and the school will continue to be a great place for exciting learning opportunities.

Dr. Judy RutterDirector of Teaching and Learning

2019 has been a busy year for teachers, as they continue to evaluate and update their curriculum outlines and lesson plans, to ensure our teaching is of the highest quality and remains focussed on students’ needs.

Our academic year began with a teacher development day, where

we worked as a team to reflect on the students we work with, the skills we wish to teach them and to identify the strengths we see in our students at different year levels. We are able to analyse NAPLAN results, school reports and experiences in the class room, including performance on projects and assignments that focus on particular skills. From this analysis, we were able to identify some areas that need more direct teaching of the skills required to navigate the 21st century: communication skills (clear speaking and writing), social skills (collaboration and participation) and self-management skills (attention in class, time management inside and outside the classroom). These are a few of the essential skills that our students will need to master to join the workforce, to successfully continue with their tertiary studies, but to also flourish in the modern world. With this in mind, school reports now indicate the progress our students are making with these skills. In the future, we will be tracking the growth of these skills and continuing to apply our teaching focus to encourage the learning of these skills.

An annual review is also made of our curriculum documents to update any areas that may need rejuvenating and have confirmed that our programmes meet the requirements of the Australian and Victorian curriculum frameworks and beyond. We have also continued to include units that directly relate to our diverse learning community. The learning that has resulted from our teaching is seen in the wonderful displays of work around the school, the events that students organise and the whole school art show that started our Term 4.


“It promotes the skills and attributes of being a life-long learner, of being a person who will work to make the world a better place.”


IB learner profile

Inquirer

Knowledgeable

Balanced

Open minded

Thinker

Risk taker



Caring

Communicator15TKIS YEAR BOOK 2019

AFFIRMATIONS BY Year 9 English:

I believe…… in freedom for all the people in this world

… in leaders speaking truth not causing hurt

… in peace not war

… the world is in danger of dying

… education is power

… politics is powerful in this world

… the world should be plastic free

… in equality for everyone

…�it�is�difficult�to�heal�a�broken�heart

… that money does not cause happiness

…�gender�equality�is�a�human�fight�not�a�female�fight

… that people must value truth and honesty

… world leaders are puppets of society

… Donald Trump is dangerous

… climate change needs to be fought by me and you

… that freedom is equality

…�that�we�should�not�judge�someone�based�on�their hue

… that life can be unfair

… of all the creatures on earth, nothing is bred weaker than humankind

… in doing the same thing and expecting different results

… that life is a gamble

… people pass away once they have completed their purpose in life

… that freedom has a limit

… that destiny is never left to chance

Reflective


Language AThe strength of this school is in its students and the teachers who create supportive environments in which these young people can explore their ideas, create and share their work and develop their skills in Language.

The Language A teachers of Chinese, English, German, Indonesian, Japanese, Korean, Thai and Vietnamese all seek to inspire a love of literature in their students. These teachers engage with students through numerous text types, as well as through song, artwork, theatrical performance, film, speech, and discussion and, quite often, debate.

When I think back over the year in the Language A classroom I am reminded of the mighty

contributions made by students. Early on in the year, students went to see the MC Escher exhibition at the National Gallery of Victoria and used this as the basis for a 3 dimensional piece of writing. The responses ranged from beautifully executed model stairs, to umbrellas hanging from the rafters, secretive poems hidden within mazes, and conceptual poems of words, fragments and phrases. These works of art came from our students and we celebrate in their creativity and conviction in their ideas.

Students also attended a Bell Shakespeare performance of ‘Macbeth’. For some, this was one of their first theatrical experiences and yet, when we returned to school, these students were able to talk thoughtfully and think critically on what they had seen. They were able to move beyond ‘likes and dislikes’ to discuss symbolism, interpretation, character motives, and design. These ideas came from our students and we celebrate in their demonstration of critical engagement.

Students also showed bravery in sharing their poetry. In Vietnamese A, the students worked with the traditional Vietnamese poetic style of ‘Lục bát’ or ‘six- eight’ poetry to write their own work. Poetry is a vulnerable place in which to exist due to the sparseness of the language used and these students not only wrote, but shared their work with the class. It is vital to the poet that they are able to share in a nurturing and caring environment and this was achieved. This care for others and bravery came from our students and we celebrate in their empathy and fearlessness.

Looking into a Language A classroom you might see students reciting a poem together as a group or working to correct their drafts and giving feedback to their peers. They might be acting out a scene from a play or arguing the best way to answer an essay topic. They might be listening while students deliver a rap or debating the merits of a political issue. And, at the end of the year, we as teachers look on with pride and a tinge of anxiety as the Year 12 students complete their final IB Examinations. It is this robustness of character, the courage in ones convictions as well as the depth of exploration into the many machinations of language that we celebrate.

In the Language A faculty we celebrate the students that make this school special and the teachers and parents that support them.

Sarah MillsHead of Learning – Language A

Studies in language and literature

“These works of art came from our students and we celebrate in their creativity and conviction in their ideas.”



The Magpie The fiercest beast beat in all the lands

With a sharp beak and clawed hands.

This ferocious beast will rip out your heart,

Before it decides to tear you apart.

Run while you can, because it will bite off your limbs

And leave your skin in tattered strings.

White and black will streak across your eyes

And you will hear its deafening cries.

As it turns away and leaves you to die

You will catch a glimpse of the glorious magpie

Maclaren Egan, Year 8

Ascending and Descending

I walk orderly through the open air,

My feet move automatically.

I ascend the stairs

One step

Now two.

My cloaked hand grips the rail

The hood hides my facial features,

Covering up all my skin.

But as I proceed forward

A hooded figure passes

Staring blankly at me,

As they move forward through the open air

We pass each other,

Shoulder to shoulder

I cannot say if they’re looking at me

Or if I am looking at them.

And I can’t help but think

As I recur from stair to stair,

Have I perhaps

Seen them somewhere?

Mariam Galloway, Year 8


TKIS YEAR BOOK 201918


Bách Quỷ Dạ Hành:Kinh Đô thời đại Bình An,

Ngày thì no ấm, đêm thì lo âu. Người và yêu quái cùng nhau,

Thật chân giả dối, khó bề phân minh.

Ngày lên dân chúng thái bình, Đêm về bách tính nép mình không ra.

Chỉ nhìn chẳng dám đi xa, Ngoài kia điềm gở quỷ ma hoành hành.

Lỡ mà về lúc tối đêm, Thấy trăm loại quỷ như nêm bộ hành.

Người kia đứng dưới cổng thành, Thanh Hành Đăng quỷ* cũng đành thất thanh.

Sinh lỗi lạc, tử lưu danh, Thanh Minh** bước đến, bách quỷ lùi xa.

Một đời truy đuổi tà ma, Thiên hoàng tưởng nhớ, gần xa thái bình.

* Trong truyền thuyết Nhật Bản, Thanh Hành Đăng là loại quỷ chuyên dụ dỗ người sống kể

truyện ma (thu hút oán khí) vào buổi đêm. Sau khi kể xong một truyện, họ thổi tắt một ngọn

nến, đến khi ngọn nến thứ một trăm tắt, Thanh Hành Đăng sẽ xuất hiện và kéo tất cả người

tham dự vào Quỷ Môn (xuống Địa Ngục.)

** Abe no Seimei là một vị Âm Dương Sư đa tài và rất nổi tiếng ở Nhật Bản. Tên gốc của ông là

(được dịch là An Bội Thanh Minh,) người ta thường gọi tắt là Seimei (Thanh

Minh.)

*** Tương truyền những ai nhìn thấy bách quỷ dạ hành sẽ gặp tai ương nhưng ý nghĩa của

khổ thơ thứ ba là họ vẫn được an toàn nhờ gặp được Âm Dương Sư.

Daisy Phan, 10B




Caring Risk-takers

Balanced Reflective


Indonesian Cultural Day (Incursion): Student Agency in Action!

“What happens in the classroom produces the architecture for any school of the future. Bricks and mortar cannot transform education” (Williamson & Payton, 2009). In support of this statement, the unleashing of learning Indonesian from within the classroom to boost engagement via social and communication skills as well as to strengthen inclusion was transposed to a bigger scale with the inaugural celebration of Indonesian Cultural Day on 15th of August 2019. On this momentous day, all Year 7 to 12 students learning Indonesian as a first, second, third or fourth (!) language were empowered to showcase their student agency via leadership, voice and linguistic skills. Enjoy reading our student experiences on how this day unfolded! Dr. Ranjit Kaur

For the first time the Indonesian Cultural Day at TKIS was held to commemorate Indonesia’s Independence Day. This event is not only important for students who take Indonesian language lessons but also Culture Day is a collaborative lesson in the text book “Get to Know Indonesia 2” about Indonesian independence learned by all Year 9 students and also the application of Indonesian culture to the curriculum in our school. Students not only learn Indonesian national songs but also played the original Indonesian angklung music on stage. Students in Year 7 and 8 demonstrated their conversational skills in terms of “bargaining in the market” which turned into real simulations that were easily understood by all students. This Cultural Day was very successful in drawing the attention of all students and they were very enthusiastic about attending this event which concluded with them enjoying some traditional Indonesian food. Mr. Winardi

On the 15th of August the Indonesian B students from Year 7 through 12 participated and celebrated the Indonesian Cultural Day, “Hari Budaya Indonesia.” The teachers, Mr. Winardi and Dr. Kaur brought the 71 strong group of students together in Room 46. Our emcees for the day were Mary Lias, Oscar Mikic and Bryan Handoko. This was followed by singing Indonesia’s national song, “Indonesia Raya.” Next, speeches, the day’s learning objectives and schedule of the day were presented by Dr. Kaur, Mr. Winardi and Lachlan Heywood (Senior Captain). After this, the Year 7s, started by performing many different performances namely Indonesian introductions and conversations about “Saya/Aku” (Myself), playing the very popular game of “Mari Main” (Let’s Play) and singing the P-P-A-P song which was translated to Indonesian. Very creative!! The Year 8s, presented a role play of how to bargain or “tawar-menawar” in Indonesia. This is a very useful skill whilst travelling/touring Indonesia. Next, we commenced with many fun activities such as playing the traditional Indonesian bamboo instrument (Angklung), participating in traditional Indonesian ‘Lomba’ games, listening to Indonesian music and singing pop songs, watching an exciting magic show and getting the opportunity to learn more about Indonesia as a country. The Year 9s, 10s, 11s and 12s all had the opportunity

to play the Angklung to the students, the songs that they played were traditional Indonesian rhymes, which included, “Topi Saya Bundar”, “Tek-Kotek-Kotek” and “Cicak” song. After recess, the students were entertained by Mr. Winardi’s magic show and some fun Indonesian balloon and dance games. Another interesting treat was a slide show about the 2018 Indonesian trip prepared by Casey Jensen (Year 9). For lunch, the students got the opportunity to taste some popular Indonesian cuisines such as “nasi goreng”, “mie goreng”, “ayam goreng” and potato chips with a cordial drink. All in all, the students had the chance to practise their linguistic skills and learn more about Indonesian culture and experience Indonesian traditions. Overwhelmingly, students described the day as “fun, educational, exciting and had a chance to unleash their learning, broaden their realms of being inclusive and embrace student agency!” Finally, a BIG “Terima Kasih” (Thank You) to Dr. Kaur, Mr. Winardi, the school and all students who made this celebration possible and a success!! We are already looking forward to next year’s celebration with more creative ideas and improvements! Sampai jumpa tahun depan ya! Tanveer Kaur, 9A

Student Agency via R.E.C.S.

In my opinion, student agency is a student’s ability to drive their own learning. The acronym R.E.C.S. are the four key elements: Relevant, Engaging, Challenging and Significant. In our Indonesian B class, Dr. Kaur has been imparting her experience and inspiring us to drive our own learning to achieve student agency! Relevant relates to how the language connects us to our surrounding world. Engaging relates to how likeable, interesting and exciting the language is. Challenging relates to the difficult part of learning Indonesian and the areas of learning that need improvement. Although once a student encounters a challenge, they need to improve by changing the way they overcome the challenge. Significant relates to how we can relate with the language and our learning. In short, how learning the language will help us in the long run i.e. future career or job opportunities. The Year 7 students were provided this opportunity by Dr. Kaur in class to share what learning the Indonesian language means to us via the R.E.C.S. acronym. Claire Gallagher, 7B



“Learning Indonesian is Relevant because it helps me to build important learning skills that come with learning a second language. Being able to understand Indonesian aids me to become a better communicator. More importantly, learning Indonesian is very relevant to Australian students as Indonesia has a strong relationship with Australia thus learning the language and culture will create ample employment opportunities for me in the future.” Jeremy Krietemeyer, 10B

Personally, learning Indonesian is Engaging because I get the opportunity to participate in wonderful events such as International Day, Indonesian Cultural Day and the Sayembara Lisan (Victorian Indonesian Statewide Speaking Competition). It is also my second language after English so, it is interesting to experience and immerse myself in another culture. This year, I was selected to represent Year 7 along with 5 other students as part of the Sayembara Lisan competition where, we competed against other schools speaking in Indonesian about a given topic: “Temanku” (My Friend). We only had two weeks to prepare and had only been learning Indonesian for one term! Very quickly and with Dr. Kaur’s support and guidance, all six students made it to the finals! Remarkably, I was awarded third place in the Year 7 Beginning Level. I agree with Dr. Kaur when she says, “Not Intelligence but Diligence will make us Winners!” Claire Gallagher, 7B

Learning Indonesian is Challenging (yet fulfilling) because it is a new language but it can be of big help in your future life. The important thing with learning Indonesian is that you can visit more places and communicate with the local people there. In one of our lessons, Dr. Kaur informed us that if you were looking for a job and you knew more languages than any of your competitors, you have an added advantage and an increased chance of getting the job as you will add value to the company you work for and be able to advertise your company better. Indonesian is fun to learn! In class, you get an insight of the Indonesian culture, customs, traditions and learn how to communicate with others well. Once in every two years, you can test your Indonesian skills during your visit to Indonesia for one week. Indonesian can be challenging to learn but if you are diligent and do the work consistently, it will become easier to grasp over time. This has been my success formula! Kishan Jashad, 8A

Learning Indonesian is Significant in today’s increasingly interconnected world. As Australia is in close proximity to Indonesia, thus in a political sense this is incredibly important. In addition, there are so many opportunities that this language provides such as International Day, Indonesian MUN, Sayembara Lisan, watching movies and Indonesian Cultural Day. All these experiences are significant and will be very useful in the workforce. Beyond this, the skills learnt will serve us well for future success. Overall, it is just a very enjoyable language to learn. Lachlan Heywood, 12C


Language BEnglish B – SHARING THE PLANET

The Year 11 English B students have been having an exciting year with the new syllabus. One of its themes is ‘Sharing the Planet’. We launched this

theme with a study of the fine environmental film, ‘Erin Brokovich’ and then reported in groups on the Love Canal scandal of 1978. Finally, the class was invited to break into groups to plan, draft and present a set of guidelines intended to make TKIS more eco-friendly. The vehicle for these suggestions was to be an attractive poster.

Three groups spent some lessons in a creative huddle and the outcomes were impressive. At presentation time, each group member spoke to the rest of the class about his or her own contribution to the group effort. The guidelines posters showed that the students had given careful thought to this school’s environmental situation and they included some very helpful ‘green’ suggestions.

Group one worked on litter classification; group two’s guidelines were about energy conservation and group three’s poster was on the subject of recycling. Some of the suggestions included economies such as smaller food portions and shortened shower times. Other groups wanted more digital resources in academic work to reduce the amount of paper used. More reminders about turning off lights and heaters when they were not required were urged.

The exercise demonstrated how thoughtful and innovative our students can be. The ideas produced were entirely their own and all the more impressive because they were presented in an additional language. Hearty congratulations were due from the teacher and it remained for the posters to be proudly displayed in the school’s IB Centre.

Richard SmithHead of Learning – Language B

“The ideas produced were entirely their own and all the more impressive because they were presented in an additional language.”


TKIS China Trip 2019

The TKIS China Trip 2019 offered students an eye-opening culture experience this year. Over the ten days journey, eleven TKIS students, accompanied by two teachers, visited three iconic cities of China with contrasting characteristics: Xi’an, Beijing, and Shanghai.

Students saw many acclaimed historical relics such as the Great Wall, the Terracotta Army and the Temple of Heaven. They also indulged in the life style of modern China like bargaining in local markets, travelling on a super-fast bullet train at the speed of over 300km/h and eating hotpot buffet. The itinerary provided a great opportunity for students to explore this multifaceted country.

TKIS looks forward to sharing these experiences with more students in the near future. Kelvin Dai, Teacher of Chinese Language, Piano

I found the trip extremely interesting and fun, especially the Xi’An and Shanghai portion. I adored the rich culture Xi’An had to offer, like Muslim Street. I also especially liked the more laidback nature of Shanghai, especially in the old French concessions. All in all the trip was excellent thanks to the tour organisers. Kyle Laffan, Year 11

We went to China two weeks ago. We arrived on the night of 17th September. Over the period of 11 days, we had lots of fun. The activities were great and we visited many great tourist sites. Our tour guides also taught us the history behind the three cities we visited (Xi’an, Beijing and Shanghai) and it was very interesting. Our hotel rooms were very comfortable. One of my favourite places was the Great Wall of China. The history behind the site was very interesting. There was also an amazing view from the top of the wall. We sledded down the Great Wall of China and that was fun. Another one of my favourite activities was the dumplings dinner with the performances of dance and music. I also loved visiting the Terracotta Warriors and bought souvenirs of them. We also went night walking and sometimes shopped as well. We went to Muslim Street where they sold lots of street food and other small souvenirs. We bought things there and also bargained in Chinese with the shop keepers. We had lots of fun in all the places we visited and made plenty of memories. Snehdeep Kaur, Year 9



Attending the China Trip during the term 3 holidays was a fantastic experience for me. Not only were we able to experience the culture and landmarks of China, we were also able to learn about the history and events that have shaped modern China. The first experiences we enjoyed were centered around the ancient city of Xi’an, an inland city which is one of the oldest ancient cities of China. The wall surrounding the ancient city still exists in its original form to this day and encompasses the original section of Xi’an, however the modern city has expanded far beyond the wall. We had the opportunity to experience a bike ride atop the 14km loop of the perimeter wall. Xi’an also had an assortment of museums, ranging from the history of the Chinese people with exhibits of ancient tools and weapons to uncovered ancient settlements built thousands of years ago. The most notable experience of the city was the site of the Terracotta Warriors, a huge army of soldiers made from terracotta that was discovered by accident by a farmer in the 20th century. Rows upon rows of soldiers were on display and it was truly amazing to see. Following this, we flew to Beijing, the capital city whose largest attractions were closed to prepare for the celebrations of the 70th anniversary of the Chinese Revolution. Nevertheless, we were able to practice our Chinese speaking while bargaining with shopkeepers at the big malls in the city. The Great Wall of China was an hour’s drive from the city, and walking along the wall on a hot day is no easy task. Despite this, we were able to walk to a high point of the wall up a number of flights of steep stairs to see an incredible view of the Chinese countryside. We enjoyed a pleasant toboggan ride down the mountain to cap off our experience of one of the Seven Wonders of the World. After a high-speed rail journey from Beijing, we arrived in Shanghai and were immediately greeted by the clean city-scape of one of China’s most technologically advanced cities. In Shanghai, we were able to venture to the top of the Shanghai Tower, the second tallest tower in the world. The view from the top was unforgettable, and definitely a highlight of the trip for me. We took a cruise down Shanghai’s Huangpu River at dusk on the final night, a truly fitting end to an amazing trip overseas. Max Davies, Year 11


Studies in language and literature Japanese Moomba Parade

The Moomba Parade, one of Melbourne’s oldest running festivals is celebrated during the Labour Day long weekend every year. On Monday, 11th March this year, our students had a great opportunity to attend the Moomba Parade in Melbourne City. 34 students and 3 teachers participated in it as a part of the Japan Club of Victoria. Most of us are from Japanese ab initio class and just started the journey of learning Japanese. Everyone was very excited and looking forward to this spectacular festival.

Before dawn we were already waiting at the Kilmore East station for the train to the city. Soon we arrived at the car park in the Melbourne Grammar School, where everyone was preparing for the parade, I saw many people already well-prepared and rehearsing for their respective performances. Diverse types of traditional apparel were an eye-opener and dazzling to behold. It was a delight to see young kids dressed up and taking part in the parade. Some of us were lucky enough to get to talk to those people from different places and take pictures with them.

We were wearing Japanese red traditional clothes called “Happi”, with a big word “Matsuri” in Kanji on the back it means “festival” in Japanese. We wore light coloured headbands around our foreheads. At the parade, sixteen people were carrying the Mikoshi, a portable type of shrine which is a carriage for the gods, and rest of us followed behind yelling “Wasshoi” in order to encourage the carriers to keep carrying the heavy Mikosi. A Japanese participant told us that in Japan, there is a culture of gathering around the Mikoshi and carrying it on people’s shoulder to worship the gods. In addition, there was a band at the back called Ohayashi-tai to support carriers and enliven the atmosphere. When we were walking in the parade, the crowd always cheered us. Some even yelled “Wasshoi” together. We all enjoyed the multicultural parade and we had a wonderful time!

As a foreign student, Japanese culture attracts me a lot, not only the beautiful Japanese language, but also the unique traditions behind it. I believe this event was a rare and valuable opportunity for me to experience Japanese culture. Through the conversations I had with JCV organisers and other Japanese participants, as well as actually participating in the traditional celebrations, my understanding of Japanese culture has become more in-depth and stereoscopic. It is no longer limited to the classroom and books. Finally, I would like to thank Tamura Sensei and all JCV members for providing us with this invaluable opportunity and savior these precious memories.

Shifei (Sophie) Lin





Caring Risk-takers

Balanced ReflectiveCompetitions

Australian History Competition results:

In Term 2 all Years 7 – 10 students took part in the Australian History Competition. Those students who achieved either a distinction or high distinction in the competition are listed below:

Year 7DistinctionLucy BEATON

Year 9High DistinctionLeo HALFORD MOLINAROSanjiev MEETINAYMacklin SPICERDistinctionFiona DIMOVSKILucas EDMONDSJye GIBBGrace HEYWOODHarry MILLERStuart PARTRIDGE

Year 8High DistinctionGeorgia FLETCHERHarrison HILLDistinctionElla CLARKSebastian COSTARyan HAQUEMaddison LINGFinlay WALKER

Year 10DistinctionCharlie ATTARDJeremy KRIETEMEYERSam WALKER

Australian Geography Competition results:

In Term 2 all Year 7 – 10 and some IB Geography students sat the Australian Geography Competition. This year the competition involved 792 schools and over 73,500 students from all around Australia.There were some fantastic achievements by TKIS students. However, special mention must be made of Macklin Spicer in Year 9 (pictured above) who placed in the Top 1% of all students in the Years 9 & 10 Section of the competition. TKIS students who achieved either a distinction or high distinction in the competition are listed below:

Year 7High DistinctionHernoor KAURDistinctionClaire GALLAGHERHana KHODABOCUSAlexander MERLOAnandajeeth SANAL

Year 9 Top 1% Macklin SPICERHigh Distinction Ethan CANNINGLucas EDMONDSLeo HALFORD MOLINAROSanjiev MEETINAYDistinctionFiona DIMOVSKIReave PALEG

Year 11 High DistinctionNicholas PHAROAHDistinctionTheresa STAHL

Year 8High DistinctionSebastian COSTAGeorgia FLETCHERHarrison HALLXingkun WANGDistinctionMaclaren EGANRyan HAQUEAarushi SODHI

Year 10 High DistinctionJeremy KRIETEMEYERCharlie ATTARDSam WALKERDistinctionJosh SQUIREBradley BEATONTaryn FURLETTIJames NICOLLachlan PARTRIDGEIndirveer SINGHJaimie RYANHannah MOORE

Individuals and Societies


HTAV Historical Fiction Competition

The Historical Fiction Competition conducted by the History Teacher’s Association of Victoria involves students to create stories based on historical events and people. Students are able to write about any period of history as long as the entry has a convincing setting that is historically correct in time and place.

With a fantastic effort Sanuda Diyagama in Year 8 has won the runner up prize for the HTAV Historical Fiction Competition for Year 7/8 for his work ‘Exiled’.

Sanuda’s winning piece is included below.


“If I were you uncle, I would mind your tongue when talking to the future king, or I shall have it cut off.” Magnus Otterson was shouting, his shrill voice echoes through the halls of the empty throne room. A quick streak of anger spouted from Njórl’s face before he regained his composure.

“Of course, my Lord,” Njórl snarled, keeping at bay the urge to draw his sword and kill the little brat where he stood. “However, your father ordered that you will not have the family’s sword until you are rightful king. He would be extremely displeased if you betrayed his orders, and especially in the week of the Althing.” Magnus clenched his fists, his face turned red in anger. The doors to the throne room opened, and the king Harald, walked into the room.

The King approached his brother, “I hope that you are not giving my son any bad ideas,” he chuckled as he patted Njórl on the shoulders. The two brothers looked nothing alike when compared, it is hard to tell that they are of the same blood. He had blonde hair and a plaited blonde beard. His red cloak hung over his shoulders, velvet tunic and blue trousers. Whilst his brother was scrawny and had small, calculating eyes, Njórl had dark brown hair and his beard was becoming white with age. His black cloak, purple tunic and dark pants made him camouflage in with the crowds. His uncle left the room. The King turned to Magnus, “Magnus, it is the Althing later this week.” The King looked sternly at his son.

“B-but father-” Magnus stuttered. “Go outside and play with your friends, boy…” the King pointed towards the open door. Magnus nodded his head and with a whimper he rushed outside, closing the door behind him.

“Oi, little Chieftain!” called Erik the Nonblood, he earned this name from the other kids, mostly Magnus because he had no living parents. His boots were torn, and his clothes had a strong scent of boar meat. “You wanna come and play with me?”

“Why would I ever want to go over there and play with a half dead rat?” Magnus snarled and looked the other way. “If you want to be stark, that’s fine with me.” Erik mumbled under his breath and continued to play. Magnus ignored them and carried on walking in the direction of his uncle’s shack. It was located at the edge of the village, at start of Hræskipa Woods. It was small and dark; the shack didn’t have any decorations or look very appealing from the outside. The interior was just as bad: cob-webs hung from every corner and the shack smelt like old, wet clothes. “Ahh, Nephew. Welcome to my humble abode?”

Magnus sighed. “He doesn’t trust me, with the throne or with the sword” His uncle grinned, “I am sure that your father doesn’t mean to appear so stern. He just wants the best for his son.” He thought for a second. “How about… you go to the Althing tomorrow morn and surprise your father by showing him how responsible you actually are.” Magnus thought for a bit and agreed to the plan. He left his uncle’s shack with a smile on his face. The sun was just rising, the sky was matted in an orange and purple blanket, there were no clouds in the sky. His father and his troop of soldiers boarded ‘Jörmungandr’, the king’s knörr. It was named after the giant sea serpent who wrapped around Midgard. Unbeknownst to them, Magnus had crept aboard an hour prior and hid in the ship’s bow. The journey was long and arduous, the king had to travel from Norway to Snæland. Búrdarr the Beefy, Stoic the Strong, Múrgus and Báldar the Brave accompanied him. It took 5 days, so Magnus had to steal from the food and water supplies in order to stay alive. By the third day, the soldiers began to notice the decline in food, but had attributed blame to the gluttonous Búrdarr. Like his name suggests, Búdarr was a rotund, overweight man, but he was known as a fearsome, unrelenting warrior.

Snæland was nothing like Magnus had ever seen before, tall mountains formed a wall around the island, snow covered the land like fleas covered Erik’s the nameless’s body. He followed his father into the Althing, hiding behind towers of snow and trees to avoid being seen. His father and his men marched past the village, and into an opening. A crowd had gathered to watch. Nearly all of the Viking leaders were there. His father joined the meeting and it got underway. Magnus edged closer and closer, he could hear a man speaking.

“Harald, your heir Magnus Otterson is ill-prepared to lead once you depart to the afterlife.”

“Yes, I fear it is so.” The King agreed. “He is arrogant and selfish with a lust for power.”

Magnus turned red in anger and rage, without thinking he tackled the person next to him and took his sword. Magnus ran at the kings swinging wildly. Before he knew it, Magnus was tackled to the ground his sword being kicked away from his reach.

“Magnus?” it was his father. He looked shocked.

“Is this your son, Harald?” the King of Denmark interrogated. “Is this a declaration of war, did you send an assassin to kill me and everyone here?” Magnus’s dad shook his head,


EXILED



grabbing Magnus sternly by the arm and dragging him in to snow. “What were you thinking?” he shouted, “people could have died, there could have been a war!” He turned around and walked back into the gathering. The passing hours did nothing to alleviate the anger building inside Magnus. As the sun retreated under the mountains, Harald and the King of Denmark approached him. “We have come to a decision about your punishment” The King of Denmark grabbed Magnus tightly. Everyone there looked angry. Their cold, hard stares burned through him.

“Because of your dishonourable actions, lust for power and act of treason. Magnus Otterson, you are exiled from your kingdom.” Magnus said nothing, his eyes were open with shock. Being exiled meant that he wasn’t entitled to any land, his throne and anyone could kill him. “The exile period will start when you return home and it will last until the end of your life and into Helheim.” Magnus and his father left before the meeting ended and boarded the ship. When Magnus returned, he was given a rusted iron sword and a small carton of water before he was cast out into Hræskipa Woods.

Erik was there when Magnus was exiled, he watched as the once proud, arrogant boy walked out. His shoulders slumped as eyes red, he walked out into the woods. The years flew by, King Harald was poisoned, and his brother took over the throne. After Magnus left, the king fell mentally having many spurs of rage and resorting to the village’s mead supply to keep him occupied. They say it was a bad batch of alcohol that led him to his death. Njórl was a worse king, his punishments were harsh and cruel. Many were beheaded, and his competitors and opponents were assassinated. Taxes were introduced, and all of the produce went directly to the king and only a portion returned back to the people. People were sick of their treatment from the king and started an alliance. Erik had signed up after seeing Njórl execute two defenceless children, he rose through the ranks and became the leader.

Perspiration rolled off of Erik’s face, it had been a long, arduous three days riding to meet the only person who could make a difference in this brutal battle.

“We know you’re the leader and all but, he might not want to help us.” Búrdarr the Beefy said.

“I know, Búrdarr but he might be our only way of getting Njórl to be distracted long enough for us to strike.” Erik replied. They walked until they were met with a small hut, it leant up against a tree. There was a fire place with glowing, red embers and the skeleton of a boar lying next to it.

“Not so shabby is it?” Magnus Otterson appeared from the bushes. “Erik, what do you want.”

“I want you to join us, help us against the ki-” Erik was cut off.

“Against my father?” Magnus gasped.

“Your father’s dead Magnus,” Erik replied.

Magnus seemed shocked, his head drooped. Erik reached over to comfort his friend, but Magnus moved aside.

“How-How did he die?” Magnus trembled in a mix of anger and sadness. “Did he die a warrior’s death? Holding a weapon.” Erik was surprised, Magnus never cared for anyone but himself, Magnus had changed.

“Njórl poisoned him.” Erik replied, “No one could do anything because he executed anyone who tried to overthrow him. You were the closest to Njórl, maybe you could change his mind.”

Magnus nodded his head.

“I am so hungry I could eat a full boar!” Búrdarr complained.

“I have some food if you want” Magnus offered.

They then sat down and ate the remaining portion of boar meat and some ravaged roots, then departed to hiellstaðr, the meeting place. Magnus was met with a mixed reaction as he walked into. It was there, Erik, Búrdarr, Stoic, Bálder, worked out a plan.

The hopeful party set off, during the early hours of the next day. All of them wielded swords except Búrdarr who wielded his iron battle axe. The village hadn’t changed at all in the three years that Magnus had been away: the lake was still there and was just as beautiful, the north wind blew right through his new cloak and tunic. They walked into the throne room.

Njórl was standing in the middle of the room.

“Ahh nephew. You’re back and you’re with these traitors.” Njórl said, a hint of sarcasm in his voice. “I thought that you were better than this. Well, I guess, I’ll have to kill you just like I killed your father.”

He put one hand up in the air, “well I expected something like this will happen and I came prepared.” Armed men ran into the room. They surrounded Magnus and Erik.

“Finish them.” Njórl smiled a cold, sinister smile. Magnus ran towards him. Drawing his sword as he ran.

“Watch out!” Erik cried

Magnus froze and looked behind him, one of Njórl’s men thrust his sword at him, Magnus blocked the strike only to feel a searing pain in his arm. Njórl’s dagger!

He fell on to his knees, wincing in pain, the dagger was buried deep in his arm. The soldier stopped and prepared for the final blow, when an iron battle axe protruded from his chest and he dropped down dead. Suddenly Búrdarr fell, his whole body was covered in cuts and he was bleeding heavily. They were losing, Balder and Stoic’s lifeless bodies were littered on the ground. Erik was pinned to the ground.

“Bring him to me!” Njórl said, pointed at Magnus. The soldiers picked him up and dropped him down in front of Njórl.

“So, nephew, not so strong now?” Njórl laughed. Magnus lunged at Njórl, this was the moment he was waiting for, an opening! He ripped the dagger out of his arm, blood spewed out of the open wound, and stabbed it through Njórl’s throat. The king stepped forward readying his sword, but he collapsed. People flooded into the throne room to see the commotion.

Magnus stepped towards Erik, the soldiers moved away. They were powerless without their king.

“I think it is time for you to talk to your people.” He said.

“But-but it was your dream to be king.” Erik was shocked.

“No, I belong in the forest.” Magnus replied.

Soon, He was ready to leave, he got on top of his horse.

“See you old friend.” Magnus said to Erik faded into the forest.

Learning Outside the Classroom

Year 9 – Port of Melbourne Authority

Year 9 students once again undertook an excursion to the Port of Melbourne Authority. Whilst at the facility undertook a workshop which led to the students increasing their understanding of the importance of the Port of Melbourne in facilitating Australia’s involvement in the global marketplace and the movement of resources and final products both in and out of Australia.

Year 8 – Hanging Rock Excursion

The Year 8 students visited Hanging Rock Recreation Reserve on Friday the 18th of October, in the Macedon Ranges. The purpose of the students visit to Hanging Rock was to conduct fieldwork, with a focus on observing how successfully a natural environment is managed, to ensure that any negative impacts of human presence are minimised. Data was collected by the students at six sites, both at the base of Hanging Rock and at various locations along the climb to the summit. Students recorded evidence of human impact including; the presence of litter, vegetation density and human management strategies. On return to TKIS, the students prepared of their individual reports summarizing their findings.

Year 7 Humanities Students and Year 8 Chinese B students – Terracotta Warriors Exhibition

On Friday the 11th of October the Year 7 Humanities students and the Year 8 Chinese B students enjoyed a combined excursion of a dual presentation of Chinese art and culture past and at the National Gallery of Victoria presents China’s ancient terracotta warriors alongside an exhibition of new works by one of the world’s most exciting contemporary artists, Cai Guo-Qiang. Afterwards they enjoyed a meal at a Chinese eatery.

IB Extended Essays

One of the distinguishing features of the IB is the undertaking of the 4000 word Extended Essay. It presents both a challenging and rewarding experience for students.

This year some of the topics undertaken in the completion of the Extended Essay by Individual and Society’s students have included:

“How effective has the Australian government’s tobacco taxation policy since 2013 been in correcting market failure in Victoria?” undertaken by Ebony Eden. Throughout the process, she showed enthusiasm about the topic she had chosen. Like all good researchers Ebony also displayed an ability to modify her approach to find other data, when her original plan to collect tobacco sales data from retail outlets was thwarted, when the retailers she had approached declined to release this data.

“How effective has the Shenzhen Government’s policies been promoting public electric buses corporation since 2015?” was the question Yutian (Emily) proposed herself to research Throughout the process, Yutian showed displayed excellent organizational and time management skills, especially when she had to collect relevant data overseas during school holidays. Yutian like Ebony, realised after research that she did not have enough specific data to look solely at her original proposition that of looking at the impact on the adoption of electric cars in a burgeoning Chinese market. Consequently she decided to adapt her topic focus to investigating the buses.

Apapist (Peacy) Panichewa completed her Extended Essay in Economics, her research question was “What is the effect of Thailand’s government intervention in promoting foreign investment whilst delivering sustainable economic growth in the land development industry in Chonburi, Thailand?” Apapist wished to find out more about the effects of government intervention on the land development industry in Thailand. Initially she was uncertain about the specific direction to gauge the impact i.e. whether she should focus on economic development, economic growth and/or sustainability. Apapist also knew that I wanted to conduct research based her family business ‘Amara’ which operates in the area of land development in Thailand. Finding Chonburi’s economic development/growth and prove that it is because of the Thai government’s intervention was proving a challenge. So Peacy came to the conclusion that her original idea whilst appropriate in that it was relevant to the theory that she had learnt, however, the data collection on the impacts on economic development in Chonburi was very difficult to find. This resulted in later changes of her focus to sustainability since there was a lot more information available, particularly given that Amara publish annually a sustainability report.







Caring Risk-takers

Balanced Reflective

This year has again offered students a wide variety of experiences which has enriched their learning and preparation for future studies in Science. They have been supported by highly qualified and talented teachers. Kaye Molden is our wonderful laboratory technician, without whose assistance the students would not have such wonderful practical experiences.

Primary Science

Georgina Garner and Jennifer Ling have created many wonderful opportunities for students to learn about science in the world around them.

“In 2019 Year 3 students were introduced to Science at TKIS by investigating science skills such as measuring, observing, hypothesising and drawing conclusions through practical activities. In Term 2 we focussed on Living and Non-living things. The students explored the school gardens and identified living and non-living things in them. They then selected one living thing that they discovered to research and used a branching key to categorise it. Heat Energy was the unit for Term 4 which culminated in the Year 3 students planning and undertaking their very own experiment. Students investigated which location in the school would show the biggest change in temperature. They tested this by regularly measuring the temperature of beakers of water that were positioned in different locations around the school.” Georgie Garner

“In 2019 our Year 4 students have had a very inquisitive year, with STEM concepts being incorporated into the curriculum as much as possible. We began our year with a semester long unit incorporating investigations into living things and heat. We began the unit by testing to see if yeast was alive and could blow up a balloon, then using a set of VR goggles we explored the cells of living things and what makes them alive, looking at the important structures such as cell membranes, the nucleus and DNA. With students’ interests piqued, we used some simple reagents to separate the DNA from strawberries, allowing students to make real world connections to previous learning. Following on from that, we investigated heat, how it affects the world around us and why it is important for living things.

At the end of this unit students investigated the environment on Mars (see https://accessmars.withgoogle.com/ to explore the planet’s surface!) and were challenged to design an animal that could survive life on this desolate planet, incorporating their knowledge of what a living thing needs to survive and how heat is relevant in that environment. They were not only successful in this challenge, but also invited secondary teachers, Mr Taylor, their primary school peers and parents to view their work, while they explained their designs. This was a very positive event and all of the students were proud of their efforts!

Our second semester has been focussed on the properties of materials, exploring decomposition times, the ability for different materials to repel liquids, their tensile strength, etc. Using this information, students were presented with the engineering challenge of designing a boat that will move independently of them and hold weight. The engineering design process was used to support their designs through iteration and testing. All of the students experienced the successful application of the engineering design process and thoroughly enjoyed the task.

It has been an excellent year in Science and we have had a fabulous time!” Jen Ling

Science

“Year 5 students began the year investigating States of Matter. Students looked into the properties of each state of matter and explored how heating and cooling could change states of matter.

In Term 2, we studied Living Things and Adaptations. Students learnt about the seven living processes, plant and animal cells and adaptations. This particular topic was paired with our IDL Conservation unit and the students thoroughly enjoyed visiting the Healesville Sanctuary where they could see adaptations of native animal species that allow them to thrive in Australia’s harsh conditions as well as learning how to help protect them. Year 5 also studied the Solar System where they investigated day and night cycles, and constellations and completed a research project on a Gas Planet and a Terrestrial Planet. We completed this unit with a trip to Scienceworks where we watched Solar System Odyssey (a journey to investigate other planets and celestial bodies for their ability to support life), looked at the night sky at the Planetarium and took part in a workshop to demonstrate the relationship between the Earth, Moon and Sun. Students also had the opportunity to visit Sportsworks, Think Ahead and Beyond Perception exhibitions.

Year 6 students began 2019 studying Ecology. Students investigated food chains, food webs and factors that affect ecosystems. In Term 2, students looked into the different types of energy, its sources, the way it is transformed and the Energy Conservation Law. Year 6 also explored the basics of circuits and how electricity flows. In Geology students were tasked with a term long project to produce a dodecahedron. The Blooms Taxonomy ball is made up of twelve tasks that students complete over the term that investigate plate tectonics, plate boundaries and landforms that are created due to geological events. At the end of Term 3 students also engineered their own seismographs which they designed, tested, improved and evaluated as part of STEM.” Georgie Garner

SCIENCE



“In year 8 Science, students were exposed to a plethora of scientific phenomena, building upon the knowledge they had previous gained in Primary School and Year 7. Some notable inclusions to the curriculum included the exploration of the electromagnetic spectrum and waves, atomic structure and radioactivity, dissections of the heart and respiratory system as well as phenomena observed in our larger universe. Students were engaged in a multitude of kinaesthetic activities that bolstered their acquisition of scientific concepts. Collaborative and creative thinking skills were also developed through group assignments, notably, the Exploring the Universe assignment, where students worked together to produce a poster to inform the public on a specific topic related to the Big Bang Theory, our Sun’s life cycle and the Doppler Effect.” Kenny Ong

“On Friday August 16th twelve lucky Year 9 students explored five interactive exhibits at the Gene and Technology Access and Centre (GTAC) in the morning and then at the University of Melbourne in the afternoon. They investigated how fungi are being repurposed to replace environmentally unfriendly items, make transport more efficient and break down pollutants.

The students were able to use electron microscopes, fluorescent microscopes, heat sensing equipment and a variety of other pieces of equipment to investigate the role and possible future uses of fungi. The students were excited and challenged by the many opportunities they had to investigate fungus.” Lynne Christie

Junior Science

Students in years 7 to 10 have been capably led by Lynne Christie, Kenny Ong, Andrew Pharoah, Daniel Schembri, Ross Wright and Malcolm White.

“Science classes at TKIS successfully engage our students by harnessing curiosity and their thirst for knowledge and understanding. From Year 3 to 12, they are developing the skills to design and undertake their own scientific investigations, developing the personal attributes and learning behaviours such as intellectual flexibility, critical reflection, respect for evidence and ethical considerations.” Kenny Ong

Year 7 students were asked by Lynne Christie to reflect on the highlights of the year. Here are some responses:

“In Year 7 Science we have enjoyed using a wider range of science equipment in our experiments. We have also enjoyed the consistency of the teaching methods.” Veronika Stavrou, Lucy Beaton and Amber Meuwissen

“In Year 7 Science our highlights have been fun experiments, story time and the opportunity to learn best how to revise for tests. Mrs Christie is easy to talk to, not boring and has a great understanding of science.” Allysia Ryan, Alex Merlo, Ryan Knight, Heeya Kaushik

“Everything!! (…. give us some detail!!) Experiments and learning about atoms, elements, compounds, a variety of separating techniques, the impact of the relative positions of the Earth, Moon and Sun on the seasons, eclipses and tides.” Uday, Kirat, Liv, Stella, Anika. Chloe, Chelsea, Victoria


At Years 9 and 10 the students study three different science subjects: Biology, Chemistry and Physics, on a rotating basis. The lessons are taught by subject specialists which enhances the preparation of the students for their IB studies. This is further developed at year 10 by students selecting only two of the three subjects in second semester.

“In Year 9 Biology, students had the chance to dissect a sheep’s brain and a cow’s eye to consolidate their understanding of scientific concepts surrounding these organs. They also learnt about the effects on human life when homeostatic processes are not carried out correctly within the body, leading to lifelong diseases such as diabetes. In the second half of the year, students had the opportunity to conduct a mini research experiment on the types of microorganisms present on different areas of the school. Students swabbed different surfaces, from computer keyboards to holes in the brick wall, and cultured the microorganisms on agar plates. These experiments led them to the conclusion that microorganisms, though seemingly invisible, are in fact all around us. Other classroom kinaesthetic activities such as the “Herd Immunity” demonstration allowed students to understand the importance of vaccinations in human communities, protecting the weakest among us. Students were also exposed to stories of how colonisation brought novel diseases to Australia, which led to detrimental effects on the First Peoples of Australia, as part of our efforts to foster intercultural understanding in the Science classroom.

SCIENCE

In Year 10 Biology, students engaged in various kinaesthetic activities to bolster their understanding of abstract and molecular level concepts in Genetics and Biomolecules. Semester 2 also saw the increased emphasis on IB Diploma Programme specific language, such as the Internal Assessment, Prescribed Practicals and Command Terms, in preparation for their transition into Year 11 IB DP Biology. Students were exposed to the requirements of the Internal Assessment practical reports through a Practical Report Writing Guide that was formulated to scaffold their writing of these reports. There was also an increased emphasis on the understanding of command terms and what answers they require. Students had the opportunity to don the lens of an examiner in creating their own questions based on the concepts they learnt and generating the required answers for these questions.” Kenny Ong


IB Science

Our IB Science teachers are Judith Rutter and Daniel Schembri (Biology), Cheryl Moulder (Chemistry and Environmental Systems and Societies) and Andrew Pharoah (Chemistry), Baldev Kahlon, Paul Szczur, Ross Wright and Malcolm White (Physics). Most of us are examiners or senior examiners with the International Baccalaureate Organization.

One compulsory aspect of the study of Sciences at the IB level is the Group 4 Project. This fun activity completed in year 11 mimics real science in that the students collaborate with students from other sciences to investigate a range of real-life situations. They must communicate with their peers and the wider community as real scientists do. This year’s theme was Antarctica. Students investigated some amazing things: how salinity affects the density and conductivity of water, different methods of obtaining fresh water from salt water, how to make the crystals in ice cream as small as possible, how much energy is absorbed when ice melts, how penguins keep warm and stop their eggs from freezing, and many others. Each group prepared a poster that was displayed in the science rooms for others to see.

Cheryl MoulderHead of Learning – Science



These ardent words have drawn their inspiration from much of the work carried out but many of our wonderful students (and teachers) this year. The theme from many has been the search for proof. Each year as Head of Learning Mathematics, I get the opportunity to select a small sample of work completed by students and display these within the Yearbook to highlight and promote some of the more adventurous and creative work completed in 2019. As you can imagine it’s a difficult task, with so much excellent work to select from. I hope you enjoy the small snippets of work that I have selected.

The first example of student work I would like to present was that developed by Nadya Widjaja. Nadya started this exploration by finding the area enclosed between two parabolas and . This calculation involves integration and by itself is not an overly difficult task. However, Nadya wondered whether there was a relationship between the area enclosed between the two parabolas and the parameters that would effectively translate the vertex of the inverted parabola along a straight line . Some of the difficult algebraic manipulation that was required is shown below. A graph of the enclosed area against the parameter k is also included such that the inverted parabola can be expressed as

shifted horizontally and vertically by k units. After considerable trails using a variety of transformations, Nadya was able to arrive at two general solutions, one when gradient of the line is and the other when . The general equation for the latter was found to be where is the intercept of the transformed parabola.

When I was a younger man, an engineer, many years ago, my fervent belief was that mathematics was developed to serve the machine of practicality. To help design, measure, build and provide precision. Impassioned by the harsh reality that science and engineering has done to progress invention and create

monuments and cities of grandeur, how could I think anything contrary to my belief. Well, time has passed and my twenty and more years of teaching mathematics has provided a watershed to my youthful naivety. Mathematics needs no prompting from invention as a motherhood for its existence, it is self-perpetuating in its evolution, it’s already there, all around us waiting to be discovered should someone propose the question and be prepared for the grinding of the mind in search of the ultimate true intellectual endeavour – PROOF!

Mathematics



The next example of student work completed by Nuo (Katherine) Chen delves into the question as to whether a rule in 2-dimensions also mathematically applies in 3-dimensions. Notice, the situation below, where a line encloses an area bounded by a parabola between two intersection points. If a triangle is constructed using the same situation such the one vertex of the triangle bisects the original points of intersect then the ratio between the two enclosed areas will always be 4:3 (blue area : purple area). This is a well now relationship, but does it apply in 3-demensions?

This task was very challenging and involved using triple integration and also the intersection of planes in space with a paraboloid. The level of mathematics used to solve this problem is well beyond the level required at Higher Level and is a huge achievement on many fronts , not just for the significant amount of research required but also in the intellect to be able to understand, apply and produce correct outcomes. Below is a 3-dimensional representation of the problem as well as some of the complex triple integration required. In conclusion, a general formula was outstandingly developed by Katherine that allow determination of the enclosed volume. However, this expression due to its complexity was presented as an integral which then required a graphical display calculator to determine the volume.






Caring Risk-takers

Balanced Reflective

The third piece of Year 12 work that I would like to present is perhaps the most outstanding geometrical challenge and outcome that I have seen in my twenty plus years as a teacher. Junqi (Sky) Mao originally explored the butterfly theorem that applies to “sketching a butterfly” enclosed within a circle. It can be proved (for a circle) in many different ways that if M is the midpoint of XY then is also the midpoint of PQ for any arrangement of AB, DC, CB and AD such that A, B, C, and D are all located on the perimeter of a circle.

Sky was determined to explore whether the butterfly theorem for circles might also apply to a random quadrilateral such that the buttery tips G, F, H and E are located on each side of the quadrilateral. Sky primarily used the sine rule for triangles, and this function is predominately shown in the small sample calculations selected. Sky required numerous page of such manipulation to finally arrive at the solution that proves the theorem also works in the quadrilateral case, that is, given distance OM=ON then distance IO=OJ.

Project work is clearly a very important skill required by our IB students in the senior years of their studies (contributing 20% to the overall final IB score). Consequently, at TKIS we regularly make project and exploration assignments apart of the assessment makeup across all year levels. Below shows a photo of Year 6 students Eknoor Mavi, Alannah Smith and Ella Miller displaying their project work that looked at determining the areas of different shapes using a grid background.

Mathematics




Year 10 students Ann Baiju and Even Zhang produced outstanding semester projects in Year 10 Higher Level Mathematics. The project looked at an inscribed circle in a right angled triangle, and the relationships between the various areas created by doing so. The students were required to accomplish this for the simplest integer-valued right angled triangle (3-4-5). As a challenge, they could then follow on with the 5-12-13 triangle, and for the incredibly brave, prove the results using any right angled triangle with sides a, b and c. There was a significant amount of Mathematics involved, including quadratic equations, circles, simultaneous equations and using the discriminant, as well as using the sine rule to find the area of various triangles. Apart from this, the work was beautifully and eloquently presented with clear colourful diagrams.

Right, is Even’s diagram showing the results for the 3-4-5 triangle, along with the surprise discovery that a second circle was lurking, waiting to be discovered. Even showed the fascinating ratio of the large circle area to the triangle area to the small circle area.

Ann was able to extend this to the 5-12-13 triangle, where she produced the correct values for the radii of the two circles: 2 and 15.

Finally, Even took up the challenge of determining results for the general case and was able to prove that the radius of the inscribed circle is r=(a+b-c)/2, while the radius of the outside large circle is R=(a+b+c)/2. He also found a number of amazing ratios involving areas of the smaller triangles within the circle.

Right, is a sample of his fantastic work:

The�ratio�of�the�areas�of�the�large�circle:�triangle:�small�circle�is�36π:6:π.




Caring Risk-takers

Balanced Reflective

At this point I wish to thank all the teachers who taught within the department in 2019.

Year 3: Ms McNamara Year 4: Ms Ling Year 5: Mrs Daniells Year 6: Ms Garner Year 7: Mr Kerr and Mr Ye Year 8: Dr Tanko and Mr Kerr Year 9: Mr Kerr, Dr Tanko and Ms Burns Year 10: Mr Kerr, Mr Lineage, Mr Ye and Dr Tanko Year 11: Dr Tanko, Ms Burns, Mr Linage and Mr Szczur Year 12: Ms Burns, Dr Tanko, Mr Lineage and Mr Szczur

The conference was extremely productive in planning for the future. Many teachers swapped valuable resources and schemes of work to help initial planning for 2020. One teacher who attended was internet maths hero Andrew Mollitt (seen in photo) -who has over the past few years developed an amazing set of mind-maps for different learning areas in IB Mathematics. These are a great learning tool to students and are freely available on the internet. Andrew is a top teacher and great fellow and has dedicated many hours of his personal time to ensuring students all around the world have access to his ingenious mind maps. Mr Lineage pointing at the boat has no real significance….???

Another obvious outcome that results from a new syllabus is the need to select a new class text book from the huge array that are available. It’s an important job and requires careful consideration as the selected book with be with us for a number of years. At this stage we are yet to make a decision. The photo shows Mr Lineage (rather confused) and Ms Burns holding up a few of the samples texts we have obtained to peruse for selection. A new text book for Year 11 students in 2020 is certainty something to look forward to, especially if your Christmas present wasn’t that exciting.

During 2nd semester we had Mr Ye teach mathematics to Year 7 and Year 9 students. Mr Ye has an Economics, Actuarial and Mathematical background and is a graduate from Melbourne University. Mr Ye say that “It is always exciting and interesting to share what I discover and explore more knowledge with my students and it is such a wonderful experience to work as a teacher”.

It’s been great to welcome Mr Ye to our school and to watch his skills as a teacher grow exponentially.

This year as usual, our school participated in the Australian Mathematics Competition (AMC) with some terrific outcomes for many students. The AMC is well known throughout Australia but also stretches its reputation into parts of South East Asia. The problems posed throughout the competition are relevant to specific year levels and increase in level of difficulty, steadily throughout the question paper. The final tally of results across all year levels contributes to the overall House Competition. This year, resulted in a win to Green House for the 3rd year in a row – so well done again! Though of course, the real winner is MATHS!!

Mathematics


What’s Mr Lineage doing pointing at the Singapore boat building? Why is Mr Szczur (that’s me!) pointing at that funny man? Well…

This year Mr Lineage and I were both fortunate in our attendance at the IB Asia Pacific Conference held in Singapore earlier this year. The conference from a mathematical point of view was one of the biggest ever, with well over 100 teachers from all over the world present. The main reason for this coagulations of teachers was to explain, discuss and distil the new changes to IB mathematics in 2020. For well over 50 years mathematics has been a 3 stream format with an increasing level of difficulty for each stream. The new structure has now 2 streams (Standard Level and Higher Level) and provides 2 separate courses – Application and Interpretation and Analysis and Approaches.

2019 AMC HOUSE RESULTSBlue Green Red Yellow 232 293 194 245

Well done to all those who participated. Below, is a list of the distinction and high distinction achievers.

Australian Mathematics Competition Awardees

High Distinction Awards Year 8: Ryan HAQUE, Xingkun (Kim) Wang Year 10: Yiwen (Even) Zhang Year 11: Gamin nam Year 12: Kelli KIM, Seungyeon (Sean) Kim, Yitong (Christina) Jing

Distinction Awards Year 3: Harjap Bhasim, Johnathan Saravanan Year 5: Emily Beaton, Rudransh KOHLI, Adele Eid, Darcy HILL Year 6: Benyamin LITTOOIJ, Aidan LING Year 7: Cameron Egan, Chelsea Li, Anandajeeth Sanal, Kirat Multani, Lucy Beaton, Xihan Xu Year 8: Ella Clark, Maclaren Egan, Wenxu (Alex) Bao, Kishan Jashad, Jasmeet Singh, Rishabh Bhambi, Phuong Nhi (Jacqueline) Lai Year 9: Yi (Nathan) Zhao, Junze (James) Zhang, Macklin Spicer, Mingyue (Jenny) Zhong Year 10: Huisoo Kim, Zijian (Lee) Li, Lachlan Partridge, Jeremy Krietemeyer, Yaocheng (David) Liu Year 11: Hanmeng (Diana) Li, Yi (Arthur) Xu, Yicheng (Nathan) Wu Year 12: Nuo (Katherine) CHEN, Nadya Regita Widjaja, Haidong (Arthur) Ni, Zachery Squire, Junqi (Sky) Mao, Haoyu (Harry) Wu

Throughout 2019, our Primary and Year 7 teachers have made full use of the Mathletics program that is so widely used around Australia. Mathletics is a wonderful web based interactive program that gives students a computer based format in which to practise and learn mathematics. It contains graduated learning exercises that students can individually work through at their own pace. Moreover, students can take the initiative and extend their understanding in a variety of concept areas if they feel inclined. Below shows Year 7 students Ryan Knight and Uday Sandhu working with the computer based Mathletics program during Mr Kerr’s class. Mr Kerr is also shown demonstrating a problem using Mathletics to students Anika Edmonds, Stella Bowcott, Olivia Exell and Ella Petschel.



Mathematics

A great night was had by all who attended the Year 12 Mathematics Revision Competition night held in the IB Centre. It’s always a fun night and great to see both students and teachers gesticulating enthusiastically about mathematics. The competition is specifically designed to assist students prepare for their final examinations. Teams were separated according to class teachers, Mr Lineage, Ms Burns and Dr Tanko. This year, the atmosphere in the room was excitingly tense for most of the night with teams very close on points, right until the last few questions. Finally, Ms Burns’ class held on to a narrow victory. Students Kelly Kim, Lachlan Heywood and Yoyo Zhao were outstanding and a special mention should go to David Popa’s excellent performance during the probability content. Mr Kerr’s entertaining and funny presentation of the last few questions was also a highlight, bringing the evening to a euphoric close. Thanks also to Mr Pharoah and Ms McCormick for their support in attending the evening.

At TKIS many of our teachers are IB examiners and undertake the task of assessing examination papers and Internal Assessment requirements. This year our hardworking Dr Tanko marked around 280 mathematics examination papers from all over the world. Much of the knowledge gained through the marking process concerns how to interpret and apply the final marks scheme to student responses. This has given our department a sound advantage when it comes to preparing students for examinations. Feedback from the marking process via Dr Tanko has significantly helped to guide our students more effectively in steering their responses to gain the maximum marks available for each question. The photo below shows Dr Tanko helping Berkay Iris with a problem during a post-mock examination in preparation for the Year 12 final exams.

In concluding, it has been a great honour to act as Head of Learning Mathematics at TKIS in 2019. In the coming year, IB Mathematics will undergo some of the most significant changes since the inception of the program some 50 year ago. We look forward to 2020 with the aim of continually improving the effectiveness of our learning programs for both students and parents. Finally, all members of the department would like to take this opportunity to wish all the best to the Year 12 students of 2010 - we hope your results are everything you expect them to be.

Paul SzczurHead of Learning – Mathematics




Caring Risk-takers

Balanced Reflective

This year has seen the Arts group – Visual Art (Lynda Allen and Robert Wallace), Drama (Megan Logan) and classroom Music (Pauline Hong and myself) – begin to work more closely on curriculum development and teaching approaches. Our disciplines are very different but our approaches are similar:

we help students to find their aesthetic voice.

Lynda Allen will provide some details about the spectacular Art Show that highlights the IB artists’ work.

Megan Logan works with students from Years 7 – 10 to investigate scriptwriting, story-telling, stage craft, and techniques of voice, gesture and movement. The students study film and staged drama to discover a variety of contexts and approaches. In Semester 1 of this year, our Drama and Music students in Year 10 worked collaboratively to produce a short film. The Drama students

created the piece and the Music students added appropriate background music.

Pauline Hong has become an integral part of

TKIS’ Music Program this year. She teaches Strings to the Grade 5 and 6 students, Classroom music to Years 7 and 9, has been taking individual students on violin, viola and cello, and directs TKIS’ orchestra. Both her instrumental and classroom students have responded enthusiastically to her positivity and experience. She joins our team of teachers that includes Mat Robb (guitar), Jocelyn Jensen (voice), Victor Rischitelli and Kelvin Dai (piano), and Corey Mills (drumkit).

Musicians are problem solvers. The solutions they find are present in their performances, but many people are unaware of the thinking that our students have done in order to perform as they do.

Music is physical, and dedication is required to repeat the physical actions so often that they become automatic – but physical actions must be guided by thought in order to achieve music.

The TKIS Music program asks students to find solutions to problems by investigating the processes. Class work is built around considering ‘unanswerable’ questions, but by considering these questions students discover where music is.

Year 3 is illustrating the poem “Jabberwocky” (Lewis Carroll) using sounds from percussion instruments. They have been considering the question: ‘Does this sound better, or does this one?’ In order to make a choice they need to decide what ‘better’ means in this context. Students have given feedback to one another: ‘When you scratched on the tambourine for ‘whiffling’ I could feel a sort of windy sensation, like a dog snuffling.’

Year 5 is studying “The Nutcracker Suite” (Tchaikovsky) and Year 6 the “Planets Suite” (Host). Their overarching question is: ‘How do people respond to music? Analytically? Visually? Descriptively?’

Year 8 is considering the social context of music makers. People still listen to music from hundreds of years ago. Why are some composers’ work still performed when others’ works are not? ‘Which composers/performers from now will still be played in the future? Why, or why not?’

Year 10 knows that many people can recognise a piece of 80’s rock instinctively when they hear it but, their challenge is to answer the question ‘What is it that makes particular types of music so recognisable?’ This seems easy until one tries it...

TKIS Musicians are also performers and have demonstrated their skills in a variety of presentations:

Recitals: the Primary School Soiree, Middle Years Recital and two IB Music Recitals saw the product of intense rehearsal from our instrumental students.

The arts

“The sense of musical delight, with the power of producing it, is a gift of the imagination.”

– Samuel Taylor Coleridge (1722 – 1834)



House Music reprised the single day format from last year. Again, we saw each house perform extraordinary feats of organisation and energy to create a piece with band, dancers and chorus within a single morning. The theme this year was “Movie Music”, which Red House won with their fabulous version of “We’re All in this Together”.

‘For the House Music Competition, I created a dance. I have never danced to the funky jazz type of music so it was a bit hard for me to make up the dance. However, when I taught my house people, they said the dance was so easy but looked cool. I was so proud of myself. Dancing with 20 other people was quite challenging for me. I had to deal with young people as well. However, they followed me very well so I was so glad.’ Kelli Kim, Year 12

Talent Shows: These non-auditioned evenings happen twice a year and are almost exclusively student organised and managed. They showcase singers, musicians and dancers from many different backgrounds, who often perform in their first language.

‘The school holds two personal talent shows every year. This year is the last time I watched a talent show, so I want to leave some memories that are nostalgic, so I decided to stay with my friends. I sang a song on a talent show. This song is a song sung by a Chinese singer. My friend and I started preparing a month ago. Every night we spend an hour practicing and rehearsing the song we want to perform. During that time, it was undoubtedly very interesting and meaningful. On the day of the talent show, our performance was very smooth. This is the first time I stood on the stage with so many people, I still feel nervous, but I Successfully overcome this and bravely stood on the stage. This experience is very meaningful to me.’ Ken Yang, Year 12

Wizard of Oz Band: a special mention goes to the six musicians who constituted the Band. Playing in a pit band is tiring, involves very long hours and often receives only peripheral appreciation. Kim, Chelsea, Max, James, Wan and Eve maintained exemplary professionalism throughout the rehearsals and shows, and performed the music to an impressive standard.

Kilmore Anzac Day Memorial Parade and Service: TKIS once again provided a choir for the service as well as a bass and snare drummer for the March. This year we also had four Year 7 students carry the flags at the front of the parade.

Catherine STRINGERHead of Learning – Arts

the arts


THE ARTS


Visual arts

The annual TKIS Art Exhibition Opening (9th of October), was well attended this year with many parents, students and staff enjoying a marvellous display of Art from Year 3 all the way up to Year 12 students. Throughout the year, students work with a variety of art making forms and subject matter, resulting in a rich collection of artworks. Visual Art teachers and students set up the displays over several days at the beginning of Term 4, in readiness for Opening night. They appreciate the support of the many others within the TKIS community, through their patronage and for their assistance. An extra special thank you to the Maintenance and Kitchen staff for assisting with the set up and for providing refreshments for the opening. A thank you also for Ella, for providing some beautiful music on the piano, and to the students who participated in the Drama Improvisation Games. Congratulations to teachers and students on developing a wonderful collection of artwork throughout the year, and for all those who assisted in setting up the displays.

An important aspect of the TKIS Art Exhibition is to provide an opportunity for Year 12 Visual Art students to exhibit their final collection of artworks for assessment. It is a requirement of the IB Visual Art course, for students to curate their own exhibition. Working with the space provided to them, students must work collaboratively to organise the space and present the work in a professional manner, showcasing the work in such a way that it enriches the viewer’s experience of the artworks, in accordance with the artist’s intentions. Congratulations class of 2019. It was a stunning collection of work, presented beautifully.

Lynda AllenHead of Visual Art


the arts




The wizard of oz

I would like to congratulate and thank the cast members, crew and staff, who since February, have generously devoted their time, energy, enthusiasm and creativity, toward the TKIS production of The Wizard of OZ. What a show! What an amazing group of people!

To the students who took on leading roles – you were superb! The dedication you displayed these past months is commendable and inspiring. It is a tremendous amount of work to be a lead in a show. You nailed it! You brought your characters to life, and the audience loved them. No one can ever take that from you. You are a very special group of people and it was an absolute pleasure working with you.

To our wonderful ensemble – you did everything asked of you, and more. You were brilliant and adorable, so hardworking, versatile and talented. Absolutely fabulous!

To our orchestra – it was a privilege to have live music as part of the show. You performed with finesse and artistry, elevating the show to another level. Thank you.

To our backstage crew – without you, there is no show. You are the glue that stitches the show together. Your job is crucial and just as important as that which occurs on stage. You are the unsung heroes.

The show was visually stunning. To those who assisted with sets, costumes, props, makeup, projections, lighting and sound. I cannot thank you enough. It looked and sounded superb. To our choreographers Rain Szczur, Sean Kim & Rachel Lee, thank you for your vision and teaching. It was wonderful to have such a variety of dancing styles in the show. What is a musical without dancing?

To the Production Team – Mr Szczur, Ms Treanor, Ms Mumberson, Ms Ling, Mr Wallace, Ms Garner, Mrs Mac, Ms Daniels, Ms Stringer, Ms Hong - unless you have had this kind of experience, it is difficult to truly comprehend the countless, countless, countless, hours you invest, so as to provide such a wonderful opportunity for our students. You are the scaffold upon which this show was built. Through your leadership and selflessness, our students thrive.

To the TKIS Maintenance, Kitchen, Boarding and Administrative staff, thank you for your ongoing support behind the scenes.

Thank you parents. An endeavour such as this is pretty much impossible without you on board.

A special thank you to the Broadford Theatrical Society (BATS) and Seymour Performers Workshop (SPW), and in particular, John Reid, Gerry Vallence, and Paul & Glenys Lejins, for their generosity and support.

Thank you to the Mitchell Shire, the Principal Mr Taylor and Board Members.

Lynda AllenDirector / Executive Producer

THE ARTS


The castDorothy Milla WebsterToto Lucy FanScarecrow Ewan CockingLion Kyle LaffanTinman Aidan LingWicked Witch Indika EganGlinda Rain SzczurMs Gulch Caitlyn BrincatAuntie Em Chloe MottUncle Henry Oscar MikicHank Hannah CalderwoodZeke Ryan HaqueHickory Maddison LingProfessor Marvel Harrison HillThe Wizard of Oz Oscar MikicMayor Aidan SantarossaCoroner Dominique LittooijBarrister Benyamin LittooijCity Mothers Katie Jones & Caitlyn BrincatLullaby Guild Cassie Ling, Hla Abdelghany & Elizabeth KanLollipop Guild Charles McGregor, Jett Rosenberg & Rudransh KohliNikko Brahmleen KaurCrows Ryan Haque, Casey Jensen, Jayla Laffan-Zoch, & Ella PetschelTrees Benyamin Littooij, Cathryn Barker & Hannah CalderwoodGuard Stephanie CalderwoodDoor Man Lee LiJitterbugs Jayla Laffan-Zoch, Katie Jones, Ekam Sidhu, Ella Petschel, Cassie Ling, Hla Abdelghany, Arabelle Poucher, Alexis Knight, Maddison Ling, Amreen Grewal, Casey Jensen, Mikayla Wagner & Caitlyn Brincat

Munchkins Emily Beaton, Binuli Hemachandra, Indyana Aleti, Beau Kemp, Nishelle Goodwin, Mikayla Wagner, Lucy Allan, Madeleine Whittley, James Kirwin, Madeleine Ryan, Harjap Bhasin, Brahmleen Kaur, Nulan Perera, Katie Jones, Molly Mitchell, Alexis Knight, Mia Walters, Lisa & Jessica Gallagher, Alira King, Regina Koh, Phoebe Gladman, Charlie Petschel, Jada Skillen, Savneet Singh, Sushant Puri, Imogene White& Mackenzie MacdonaldFlying Monkeys Zeik Mitchell, Sushant Puri, James Kirwin, Lisa Gallagher, Cody Faralla, Nulan Perera, Jai Aleti, Harjap Bhasin, Lachlan Bentley, William Wittmer, Indyana Aleti, Jett Rosenberg, Siddhant Paul, Beau Kemp, Imogene White, Molly Mitchell & Jakson BrincatOzians (Emerald City Chorus)Jayla Laffan-Zoch, Madeleine Ryan, Ella Petschel, Charlotte Exell, Amreen Grewal, Ryan Haque, Abby Walters, Maddison Ling, Casey Jensen, Nelly Blanchott, Jasmeet Singh, India Paleg, Amber Meuwissen, Olivia Crocker, Binuli Hemachandra, Cathryn Barker & James Sullivan, Winkie Guards Stephanie Calderwood, India Paleg, Nelly Blanchott, Ekam Sidhu, Jasmeet Singh, Abby Walters, Maddison Ling, Casey Jensen, Binuli Hemachandra, Emily Beaton, James Sullivan, Amreen Grewal, Amber Meuwissen, Alannah Smith, Jayla Laffan-Zoch, Cathryn Barker, Ella Petschel, Charlotte Exell, Emily Beaton & Shaurya Jaswal

The production teamDirector /Executive Producer Lynda AllenDirector’s Assistants Jo Treanor, Georgie Garner, Julie Daniells, Robyn Mumberson, Sandi McNamara, & Jen LingStage Managers Robyn Mumberson, Farris Luo, Jai Bryant & David PoppaOrchestra Catherine Stringer, Pauline Hong, Chelsea Lin, Wan Nivatongs, Max Davies, Kim Wang, James Zhang & Eve SimnerBackstage Stella Bowcott, Olivia Exell, Simar Aujla, SanjievMeetinay, Jen He, Crystal Li, Rosie Song, Lily Yuan, Diana Li & Linda LiuCostumes Jo Treanor, Jenny Treanor & Sandi McNamara aswell as the cast Music & Staging Paul Szczur, Jo Treanor & Jen Ling

Front of House Aliyah Laffan & Montana DaniellsSets and Props Robert Wallace, Robyn Mumberson, Jo Treanor,Kelly Woo, Kate Rider, Caitlyn WagnerChoreography Lynda Allen, Georgie Garner, Rain Szczur, Sean Kim & Rachel LeeLights, Sound & EffectsPaul Szczur, Jen Ling, Leo Halford-Molinaro, Bridgette Davies, Yilin Li, Bradley Beaton & Daniel Gower-HallHair and Make-up Georgie Garner, Georgia Fletcher, Eve Simner, Mia Judd, Anastasia Minter, Tiffany Lamb, Emily Grattan, Anna Zheng, Olivia Crocker, Anika Edmonds, Mayrion Ngu, Jaimie Ryan, & Ania MazurPhotography Sandi McNamaraMaster of Ceremonies Eve Simner

48


TKIS YEAR BOOK 2019

THE ARTS

It has been a big year of Physical Education and Sport. Last year concluded with Mitchell taking out the annual House Sports Carnival where students participated in Table Tennis, Basketball, Netball, Soccer, Badminton, Futsal, Rounders and Tee Ball round robins.

The House Athletics Carnival was a great way to finish off Term 1 this year. All students participated in track & field events, along with novelty events throughout the day. Congratulations to event winner Mitchell and well done to captains Kriti Bhoomla and Jaskirat Deol for the organisation and encouragement of their team.

The Primary House Swimming Carnival was held at the end of Term 2. All primary students participated in swimming races (freestyle, backstroke, breaststroke and butterfly) and other fun novelty events. It was a great day with all students putting in their best effort and cheering loudly from start to finish. Congratulations to all students from Rutledge for winning the competition and captain Benyamin Littooij.

The past year has seen students participating in a wide variety of activities during their physical education classes. As well as standard sports, such as volleyball, cricket, tennis, AFL etc. we have had some exciting specialised lessons. Students undertook golf lessons at the Kilmore Golf Club, swimming lessons, dance lessons with RPA Studios, gymnastics lessons with instructors from Birralee Gymnastics, self-defence lessons with The Winged Dragon Martial Arts, along with various fitness classes at Kilmore Leisure Centre. Year 10 students participated in eight weeks of ballroom dancing lessons in preparation for the Ball at the end of term 3. This group of students did a fantastic job learning five dances, which they performed exceptionally, in rehearsals and on the evening.

I would like to thank all staff, students and parents for their support with the PE programme. I hope the students have enjoyed the activities as much as I have.

David WittmerHead of PE & Health

Physical Education






Caring Risk-takers

Balanced Reflective

Interschool Sports 2019 Results

YEARS 3-6 INTERSCHOOL SPORT

Mitchell District Swimming 13/2/19 Whittlesea Swim Centre 50m Freestyle: Sunny Paul 5th, Imogen White 5th, Dominique Littooij 2nd, Lisa Gallagher 5th, Benyamin Littooij 1st, India Paleg 4th. 50m Backstroke: Shaurya Jaswal 1st, Imogen White 3rd, Max Carter 3rd, Charlotte Exell 3rd, Riley Egan 1st, Alexis Knight 3rd. 50m Breaststroke: Benjamin Neilson 2nd, Cassie Ling 2nd, Caiden Xing 1st, Lisa Gallagher 3rd, Benyamin Littooij 2nd, India Paleg 2nd. 50m Butterfly: Dominique Littooij 2nd, Emily Beaton 2nd, Zeik Mitchell 4th. 4X50m Freestyle Relays: U9/10 Sunny Paul, Shaurya Jaswal, Benjamin Neilson, Charlie McGregor 2nd. U11 Caiden Xing, Dominique Littooij, Max Carter, Sushant Puri 2nd. U11 Emily Beaton, Lisa Gallagher, Charlotte Exell, Amreen Grewal 3rd. U12/13 Benyamin Littooij, Riley Egan, Bryce Meuwissen, Zeik Mitchell 2nd. 4X50m Open Medley Relays: Riley Egan, Bryce Meuwissen, Zeik Mitchell, Benyamin Littooij 3rd. Charlotte Exell, Lisa Gallagher, Emily Beaton, Amreen Grewal 3rd. Students�who�came�1st�or�2nd�qualified�for�Division�Swimming.

Whittlesea Division Swimming 5/3/19 Northcote Aquatic & Recreation Centre 50m Freestyle: Benyamin Littooij 3rd 50m Backstroke: Shaurya Jaswal 6th, Riley Egan 4th 50m Breaststroke: Benjamin Neilson 4th, Caiden Xing 2nd, Cassie Ling 7th, Dominique Littooij 2nd, Benyamin Littooij 2nd, India Paleg 4th 50m Butterfly: Dominique Littooij 6th 4X50m Freestyle Relay: U9/10 Sunny Paul, Shaurya Jaswal, Benjamin Neilson, Charlie McGregor 4th. U11 Caiden Xing, Dominique Littooij, Max Carter, Sushant Puri 4th. U12/13 Benyamin Littooij, Riley Egan, Bryce Meuwissen, Zeik Mitchell 4th. Students�who�came�1st,�2nd�qualified�for�Regional�Swimming.

Mitchell District Cross Country 3/5/19 Broadford State Motorcycle Complex Zeik Mitchell 26th, Benyamin Littoij 12th, Jackson Hurley 47th, Aidan Santarossa 31st, Ella Miller 8th, Haze Mitchell 16th, Rudransh Kohli 40th, Arjun Ganessane 41st, Dominique Littooij 4th, Max Carter 43rd, Matias Edmonds 26th, Emily Beaton 8th, Lisa Gallagher 24th, Hla Abdelghany 9th, Gus Bonwick 49th, Sunny Paul 55th, Beau Kemp 38th, Cody Faralla 14th, Charlie McGregor 11th, Benjamin Neilson 39th, Shaurya Jaswal 12th, Charlie Petschel 30th, Cassie Ling 51st, Imogen White 12th, Mackenzie Macdonald 22nd, Molly Mitchell 62nd, Marlie Smith 50th Students�who�came�in�the�Top�10�qualified�for�Division�Cross Country.

Whittlesea Division Cross Country 29/5/19 Bundoora Park Ella Miller 6th, Emily Beaton, Dominique Littooij, Hla Abdelghany

Northern Metropolitan Region Cross Country 19/6/19 Bundoora Park 3km: Ella Miller 41st 13:35, Dominique Littooij 60th 12:56

Mitchell District Round Robin 4/4/19 Rounders: Adele Eid, Alexis Ford, Arabelle Poucher, Arjun Ganessane, Augustus Jain, Brahmleen Kaur, Caitlyn Brincat, Cassandra Ling, Channleen Kaur, Darcy Hill, Elizabeth Kan, Gus Bonwick, Hla Abdelghany, Jackson Hurley, Mia Walters, Nelly Blanchot, Sonali Budhiraja, Sushant Puri. Basketball: Aaron Macawili, Aidan Santarossa, Alannah Smith, Alexis Knight, Amreen Grewal, Benyamin Littooij, Binuli Hemachandra, Bryce Meuwissen, Caiden Xing, Cathryn Barker, Charlotte Exell, Darcy White, Dominique Littooij, Ekam Sidhu, Eknoor Mavi, Ella Miller, Emily Beaton, Haze Mitchell, India Paleg, James Sullivan, Katie Jones, Lisa Gallagher, Matias Edmonds, Max Carter, Mikayla Wagner, Riley Egan, Rudransh Kohli, Sunny Paul, Tobias Jensen, Zeik Mitchell.

Mitchell District Round Robin 12/6/19 Soccer: Aaron Macawili, Aidan Santarossa, Augustus Jain, Benyamin Littooij, Bryce Meuwissen, Caiden Xing, Cathryn Barker, Channleen Kaur, Darcy Hill, Darcy White, Dominique Littooij, Eknoor Mavi, Ella Miller, Gus Bonwick, Haze Mitchell, Jackson Hurley, James Sullivan, Matias Edmonds, Max Carter, Mia Walters, Nelly Blanchot, Riley Egan, Rudransh Kohli, Sunny Paul, Sushant Puri, Tobias Jensen, Zeik Mitchell. Netball: Adele Eid, Alannah Smith, Alexis Knight, Alexis Ford, Amreen Grewal, Arabelle Poucher, Binuli Hemachandra, Caitlyn Brincat, Cassie Ling, Charlotte Exell, Ekam Sidhu, Elizabeth Kan, Emily Beaton, Hla Abdelghany, India Paleg, Katie Jones, Lisa Gallagher, Mikayla Wagner, Sonali Budhiraja.

Whittlesea Division Winter Finals 29/7/19 John Fawkner College Soccer: Aidan Santarossa, Atiwat Rattanachai, Benyamin Littooij, Bryce Meuwissen, Dominique Littooij, Gus Bonwick, Haze Mitchell, James Sullivan, Matias Edmonds, Riley Egan, Rudransh Kohli, Tobias Jensen, Zeik Mitchell.

YEARS 7-12 INTERSCHOOL SPORT

Southern Ranges Division Swimming 5/3/19 Seymour Memorial Swimming Pool 50m Freestyle: Niamh Ireland 1st & New Record 32.13, Lucy Beaton 1st, Stephanie Calderwood 1st, Harrison Hill 8th, Hannah Calderwood 5th, Ebony Merlo 6th, Jonathan Whalley 8th, Navtej Luthra 2nd, Devin Zhao 5th, Vincent Lin 4th. 100m Freestyle: Niamh Ireland 1st & New Record 1:11.13, Dayna Ford 4th, Vincent Lin 4th. 200m Freestyle: Niamh Ireland 1st & New Record 2:34.61, Lucy Beaton 3rd.

Physical education


400m Freestyle: Yanick McGregor 1st & New Record 6:34.02, Chloe Mott 4th 50m Backstroke: Niamh Ireland 3rd, Stephanie Calderwood 2nd, Dayna Ford 5th, Hannah Calderwood 3rd, Ebony Merlo 4th, Jonathan Whalley 7th, Yanick McGregor 2nd. 100m Backstroke: Amber Meuwissen 3rd, Ethan Wu 2nd 50m Breaststroke: Vincent Lin 1st & New Record 38.93, Stephanie Calderwood 1st, Claire Gallagher 7th, Harrison Hill 2nd, Hannah Calderwood 6th, Ebony Merlo 7th, Ethan Guo 4th. 100m Breaststroke: Harrison Hill 5th, Hannah Calderwood 5th. 50m Butterfly: Lucy Beaton 1st, Ebony Merlo 3rd, Jonathan Whalley DSQ, Navtej Luthra 1st. 200m Individual Medley: Niamh Ireland 1st, Lucy Beaton 2nd, Yanick McGregor 3rd. 4X50m Freestyle Relay: Chloe Mott, Claire Gallagher, Lucy Beaton, Dayna Ford- 4th, Harrison Hill, Ethan Guo, Jonathan Whalley, Navtej Luthra- 4th, Stephanie Calderwood, Ebony Merlo, Niamh Ireland, Eve Simner- 1st, Vincent Lin, Ethan Wu, Devin Zhao, Yanick McGregor-3rd. 4X50m Medley Relay: Amber Meuwissen, Claire Gallagher, Lucy Beaton, Dayna Ford- 6th, Stephanie Calderwood, Ebony Merlo, Niamh Ireland, Eve Simner- 3rd. Students�who�came�1st�or�2nd�qualified�for�Region�Swimming Age Champions: Niamh Ireland, Lucy Beaton, Stephanie Calderwood

Hume Region Swimming 19/3/19 Waves Wodonga Sports Leisure Centre 50m Freestyle: Niamh Ireland 2nd, Lucy Beaton 3rd, Stephanie Calderwood, Navtej Luthra 100m Freestyle: Niamh Ireland 3rd, Lucy Beaton 200m Freestyle: Niamh Ireland 3rd 400m Freestyle: Yanick McGregor 50m Backstroke: Stephanie Calderwood, Yanick McGregor 100m Backstroke: Ethan Wu 2nd 50m Breaststroke: Vincent Lin 3rd, Stephanie Calderwood, Harrison Hill 50m Butterfly: Lucy Beaton, Navtej Luthra 200m Individual Medley: Niamh Ireland, Lucy Beaton 4X50m Freestyle Relay: Stephanie Calderwood, Ebony Merlo, Niamh Ireland, Eve Simner. Students�who�came�1st�qualified�for�State�Swimming

Southern Ranges Division Cross Country 6/6/19 Yea Racecourse Anika Edmonds 13th, Bradley Beaton, Casey Jensen 17th, Ceil He, Chloe Mott 21st, Ebony Merlo 3rd, Jeremy Wong, Lachlan Partridge 2nd, Lucy Beaton 11th, Taryn Furletti 1st, Zach Squire 1st Top�15�have�qualified�for�Region�Cross�Country

Hume Region Cross Country 19/6/19 Winton Raceway Zach Squire 9th Top�12�have�qualified�for�State�Cross�Country

Victorian State Cross Country 18/7/19 Bundoora Park Zach Squire 72nd

Southern Ranges Division Round Robin 21/3/19 Cricket: Nevain Godwin, Harry Miller, Indirveer Singh, James Nicol, Louis Knynenburg, Josh Squire, Lachlan Partridge, Leo Halford Molinaro, Stuart Partridge, Rishabh Bhambi, Jasmeet Singh, Gajesh Ramesh, Kishan Jashad, Aditya Vohra, Sebastian Costa, Harrison Hill, Sanuda Diyagama, Aarushi Sodhi, Jeremy Wong, Michael Dimovski, Saxon Hayes, Alexander Merlo, Ryan Knight, Mankiratjot Multani, Arjun Sharma, Uday Sandhu, Anandajeeth Sanal Tennis: Michael Meehan, Victor Si Thu, Zach Squire, Jay Hew, Max Davies, Remi Lezon, Jack Leditschke, Kyle Laffan, Marina Sato, Kriti Bhoomla, Nadya Widjaja, Ebony Eden, Gemma Comrie, Eve Simner, Stephanie Calderwood, Lillian Johnson-Stokes, Beaw Clungratana, Montana Daniells, Grace Heywood, Catherine Wang, Catherine Sun, Sam Walker, Jeremy Krietemeyer, Bradley Beaton, Scott McMaster, James Zhang, Jacky Cao, Ethan Guo, Jonathan Whalley, Bridgette Davies Volleyball: Abby Walters, Alexandra Krilis, Aliyah Laffan, Amber Meuwissen, Amelia Knight, Anastasia Minter, Anika Edmonds, Anissa Driver, Ann Baiju, Ashlyn Webster, Casey Jensen, Charlie Attard, Charlie Nuske, Chloe Mott, Ebony Merlo, Eden Hopkins, Ella Petschel, Enes Uzuncakmak, Eray Kasapoglu, Finlay Walker, Fiona Dimovski, Georgia Caddies, Georgia Fletcher, Hana Khodabocus, Harry Huang, Heeya Kaushik, Jackson Daniells, Janelle Eng, Jayla Laffan-Zoch, Joel Krietemeyer, John Knight, Joycelyn Zhang, Jye Gibb, Kim Wang, Lavanaya Vohra, Lucas Edmonds, Lucy Beaton, Maclaren Egan, Maddison Ling, Mariam Galloway, Milla Webster, Minjin Kim, Navtej Luthra, Niamh Ireland, Olivia Exell, Peo Osborne, Rain Szczur, Ravneet Kaur, Reave Paleg, Renisa Paul, Ryan Haque, Sanjiev Meetinay, Sara Knight, Snehaa Satishkumar, Stella Bowcott, Tarik Solak, Taryn Furletti, Tiffany Lamb, Victoria Sullivan. Soccer: Prabhsimar Aujla, Yanick McGregor, Bilaal Elakkoumi, Luke Pham, Jaskirat Deol, Semih Doktoroglu, Shane Chalida, Berkay Iris, Tej Singh, Tim Spain, Carter Ryan, Jai Bryant, David Popa, Matt Spain, Jeffry Heal. Soccer�team�qualified�for�Region�Finals

Southern Ranges Division Round Robin 30/5/19 Netball: Emily Grattan, Anika Edmonds, Alyssia Ryan, Heeya Kaushik, Georgia Caddies, Stella Bowcott, Amelia Knight, Chloe Mott, Amber Meuwissen, Ella Petschel, Ravneet Kaur, Olivia Exell, Claire Gallagher, Dayna Ford, Aarushi Sodhi, Mariam Galloway, Jayla Laffan-Zoch, Milla Webster, Abby Walters, Anna Mazur, Georgia Fletcher, Ella Clark, Ann Maria Baiju, Ashlyn Webster, Hannah Calderwood, Tiffany Lamb, Anastasia Minter, Ceil He, Hannah Moore, Niamh Ireland, Pia Harder, Jaimie Ryan, Evita Pezzopane, Kelly Ngo


Physical education

Badminton: Grace Heywood, Casey Jensen, Fiona Dimovski, Aliyah Laffan, Montana Daniells, Jacky Cao, Devin Zhao, Enoch Chieng, Jonathan Whalley, Arthur Xu, Jim Meng, Nathan Wu , Phi Vu, Kim Wang, Ryan Haque, Alex Bao, Oliver Robinson, Sanuda Diyagama, Harrison Hill, Jasmeet Singh, Sebastian Costa, Ethan Wu, David Zhao, Nick Mao, Simon Wang, Bryan Handoko, Xavier Guan, Tommy Nguyen, Vincent Lin, Ethan Guo, Devin Zhao, Enoch Chieng, Jonathan Whalley, Jackson Daniells, James Nicol, Indirveer Singh, Jeremy Krietemeyer, Jacky Cao, Nathan Zhao, James Zhang, Bruce Zhao, Vicky Song, Nancy Lan, Catherine Sun, Catherine Wang, Mansimer Gujral, Heidi Zhu, Jenny Zhong, Jane Tooke, Snehaa Sathish Kumar, Janelle Eng, Rain Szczur, Lavanaya Vhora Table Tennis: Ken Feng, Farris Luo, Luke Pham, Viet Dung Nguyen Basketball: Amy Baimbridge, Indika Egan, Anna Watson, Alicia Osita, Natasha Bourne, Hannah Gibson, Charlie Nuske, Stephanie Calderwood Soccer: Ryan Knight, Uday Sandhu, Anandajeeth Sanal, Mankiratjot Multani, Lucy Beaton, Victoria Sullivan, Michael Dimovski, Jeremy Wong, Hana Khodabocus, Renisa Paul, Sasha White, Maclaren Egan, Gajesh Ramesh, Rishabh Bhambi, Kishan Jashad, Jack Exell, Muhammed Ozdemir, Joel Krietemeyer, Maddi Ling, Aditya Vohra, Finlay Walker, Harry Huang, Bradley Beaton, Scott McMaster, Lachlan Partridge, Eray Kasapoglu, Stuart Partridge, Tarik Solak, Astro Nou, James Cai, Louis Knynenburg, Charlie Attard, Bradley Beaton, Scott McMaster, Lachlan Partridge, Eray Kasapoglu, Stuart Partridge, Tarik Solak, Astro Nou, James Cai, Louis Knynenburg, Harry Huang, Reave Paleg, Lucas Edmonds, Harry Miller, Nevain Godwin, Enes Uzuncakmak, Navtej Luthra, Bridgette Davies, Alexandra Krillis, Ebony Merlo, Sanjiev Meetinay, Declan Ford Badminton Senior Boys team, Intermediate Boys and Girls�team�and�Year�8�Boys�team�have�qualified�for�Region Finals. Soccer�Intermediate�team�qualified�for�Region�Finals.

Hume Region Intermediate Boys Badminton Finals 25/7/19 Wangaratta Indoor Sports & Aquatic Centre Jacky Cao, Devin Zhao, Enoch Chieng, Jonathan Whalley

Hume Region Intermediate Girls Badminton Finals 25/7/19 Wangaratta Indoor Sports & Aquatic Centre Grace Heywood, Casey Jensen, Fiona Dimovski, Aliyah Laffan, Montana Daniells

Hume Region Senior Badminton Finals 25/7/19 Wangaratta Indoor Sports & Aquatic Centre Arthur Xu, Jim Meng, Nathan Wu and Phi Vu

Hume Region Intermediate Boys Netball Finals 9/8/19 Wangaratta Indoor Sports & Aquatic Centre Lucas Edmonds, Scott McMaster, Jeremy Krietemeyer, James Nicol, Indirveer Singh, Louis Knynenburg and James Cai

Hume Region Intermediate Soccer Finals 13/8/19 John McEwan Reserve Charlie Attard, Bradley Beaton, Scott McMaster, Eray Kasapoglu, Astro Nou, James Cai, Louis Knynenburg, Harry Huang , Reave Paleg, Harry Miller, Huisoo Kim, George Li

Hume Region Senior Soccer Finals 13/8/19 John McEwan Reserve Prabhsimar Aujla, Yanick McGregor, Luke Pham, Jaskirat Deol, Semih Doktoroglu, Shane Chalida, Tim Spain, Carter Ryan, Jai Bryant, David Popa, Matt Spain, Tej Singh

Hume Region Junior Badminton Finals 20/8/19 Wangaratta Indoor Sports & Aquatic Centre Sanuda Diyagama, Kim Wang, Ryan Hague, Harrison Hill

Secondary Division Track & Field 3/9/19 Shepparton Athletics Track 1500m: Taryn Furletti 1st Taryn�has�qualified�for�Region�Track�&�Field

NEW RECORDS:

Southern Ranges Division Swimming 5/3/19 50m Freestyle: Niamh Ireland 1st & New Record 32.13 100m Freestyle: Niamh Ireland 1st & New Record 1:11.13 200m Freestyle: Niamh Ireland 1st & New Record 2:34.61 400m Freestyle: Yanick McGregor 1st & New Record 6:34.02 50m Breaststroke: Vincent Lin 1st & New Record 38.93 Age Champions Under 13 Lucy Beaton 34 points, Under 16 Niamh Ireland 46 points, Under 17 Stephanie Calderwood 28 points

Hume Region Swimming 19/3/19 Under 16 Niamh Ireland 28 points Hume Region Track & Field 10/10/19

Alexandra Park Athletics Centre Albury 1500m: Taryn Furletti 1st Taryn�has�qualified�for�State�Track�&�Field�21st�October�2019




PHYSICAL EDUCATION experience during a CAS activity; a controversial ethical issue. However, students must develop the presentation to focus on how TOK concepts and theories can be used to analyse the chosen real life situation. Although the understanding of different perspectives is important in TOK, students are required to do more than describe the different sides in a debate; analysis of how knowledge claims are developed, supported and challenged is required.

Examples of the topics used for Oral Presentations by this year’s Diploma students are: religious freedom; limits to free speech; media representations of the climate change debate; art as a source of historical knowledge; the role of evidence in political decision-making; ethical responsibilities towards animals; scientific discoveries that overturn what was previously known; marriage equality; sex and gender in sport; and distinctions between sciences and pseudoscience.

The assessment for TOK is weighted towards the essay, which comprises two-thirds of the final TOK grade. As well as demonstrating understanding of TOK concepts and theories, the essay also requires students to make interdisciplinary connections.

This year’s essay topics were:

1. “In the acquisition of knowledge, the responsibility for accuracy lies with the user not the producer.” Discuss this claim with reference to two areas of knowledge.

2. “Each human being is unique, unprecedented, unrepeatable” (René Dubos). Assuming this statement to be correct, what challenges does it create for knowledge production in two areas of knowledge?

3. Shared knowledge often changes over time. Does this fact undermine our confidence in current shared knowledge?

4. To produce knowledge just observe and then write down what you observe. Discuss the effectiveness of this strategy in two areas of knowledge.

5. Is there a trade-off between scepticism and successful production of knowledge?

6. “The pursuit of knowledge is not merely about finding truths; it is about finding significant truths” (adapted from PD Magnus). Discuss this statement.

The TOK teaching team wishes year 12 students success in their endeavours. We hope that the development of critical thinking skills undertaken during the TOK course will hold them in good stead during their university studies.

Shelley FrawleySubject Co-ordinator, Theory of Knowledge

Theory of Knowledge (TOK) is a compulsory core component of the IB Diploma. TOK plays a special role in the Diploma Programme by providing an opportunity for students to reflect on the nature of knowledge. The TOK course examines how we know what we claim to know. Therefore, TOK is a course about critical

thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge.

The task of TOK is to emphasise connections between areas of knowledge (such as the natural and human sciences, history and ethics) and link them to the knower in such

a way that the knower can become aware of his or her own perspectives and those of the various groups whose knowledge he or she shares. TOK, therefore, explores both the personal and shared aspects of knowledge and investigates the relationships between them.

Students must complete 2 major pieces of work to fulfil requirements of the course and to complete the core of the IB Diploma. The first piece is an oral presentation, which IB students complete at the end of Year 11. The second is a 1,600 word essay which is completed Term 3 in Year 12.

Both of these tasks are challenging because they require students to question how and what they know. This task can be achieved, for example, by identifying assumptions and biases, evaluating methodologies used in developing knowledge, and investigating the application of concepts and theories in the real world.

The oral presentation begins with a contemporary real life situation that raises questions of knowledge. There is a wide range of potential topics that can be used as a basis for a TOK presentation – an exciting scientific breakthrough; a significant political event; a surprising

THEORY OF KNOWLEDGE

“The task of TOK is to emphasize connections between areas of knowledge and link them to the knower in such a way that the knower can become aware of his or her own perspectives”





Caring Risk-takers

Balanced Reflective

The IB subject selection process for the Year 10s starts with the Morrisby test and a detailed follow-up interview with the Careers Counsellor. A subject expo is then held and students can ask more detailed questions about potential subject choices. Excursions to the Open Days at The University of Melbourne and Monash University in August also assist the Year 10s to evaluate their IB subject choices in light of their proposed career plans whether they be for Australian or overseas universities. For the Year 11 and 12s they have the opportunity to see first-hand the course options and compare university facilities, scholarships and accommodation.

Earlier this year nine offers for international degrees were received by TKIS graduates. USA places were received (with financial awards) for the University of Boston, University of San Francisco and our athlete Isabella Simonelli won a full scholarship to The University of Southern Mississippi!

Queen Mary’s College London, the University of Warwick and the University of Bath were among the UK offers. Others accepted degrees in Japanese universities.

The weekly Careers tutorial program enables IB students to be given assistance with preparation for international university applications, in particular for SAT tests for the US and for personal statements, admission tests and interviews required by various overseas universities. Currently many students are applying for prestigious courses in the UK, USA, Canada, Japan, Singapore, Korea and HK.

Our Careers program at TKIS is centred on individual consultation, attention to detail and aims to provide every opportunity for our students to use their IB Diploma Programme results and talents to achieve their career goals!

Elizabeth MCCORMICKCareers Counsellor

The Careers program at TKIS is focussed on regular individual consultations with the students, supported by institutional visitors and excursions to major universities. Starting with the Pre-IB year we aim to support students as they explore their academic interests and personal skills on the pathway towards their

future career. Throughout these three years the Careers Counsellor consults the IB Coordinator, Wellbeing Leaders and teaching staff to ensure that a holistic approach is taken, enabling the overall university course outcome for the student to be realistic and relevant to their goals.

As 90% of our graduate students receive offers from The Group of Eight we continue to attract visits from these institutions. This year Monash University

brought staff from 8 faculties and students were able to attend two detailed admissions presentations after school on Monday 27 May. In early Term 3 Year 11 spent a day at The University of Melbourne. TKIS is one of the partner International schools with The University of Melbourne (MSPI) and this close relationship is reflected in the large number of graduates (last year over 50%) who are offered places at the top ranked Australian university. Residential Colleges from the University of Melbourne also visited us.

Careers

“Starting with the Pre-IB year we aim to support students as they explore their academic interests and personal skills on the pathway towards their future career.”


The Library is a very busy location, with the facility heavily used both by classes during school hours, and by individual students during breaks and after school. Our lunch times are getting increased patronage with students using computers, reading books and a new favourite - games groups.

The theme of this year’s Children’s Book Week was “Reading is my secret power”. To celebrate, the Library held four exciting competitions; a Book Quiz, Guess the Book of the Year (younger readers), ‘My secret power’ and a Picture Puzzle. Thank you to all students who participated and congratulations to our winners: Book Quiz: Lisa Gallagher Y5, Emily Beaton Y5, Ekam Sidhu Y5, Binuli Hemachandra Y5. Guess the Book of the Year: For the first time in 12 years of running Book Week competitions, no one correctly guessed the winner. We certainly didn’t expect that result! Picture Puzzle: Elizabeth Kan Y6, Brahmleen Kaur Y6. ‘My secret power’: Ella Miller Y6, Katie Jones Y6, Jessica Dahiya Y4, Brahmleen Kaur Y6, Chloe Mott 7A and Prabhnoor Kaur Y4.

There were some fantastic answers in our ‘My secret power’ competition which included: the ability to shrink – so I could sneak under doors; gravity powers – so you could lift rocks, drift, create a tornado/earthquake and so many other things; the ability to look at the cover of a book and instantly know everything in the book – so I could have a lot of knowledge; Force field power – because if anyone tries to harm me I can protect myself. Such creative answers and quirky drawings!

The library participated in the Premier’s Reading Challenge for the fourth year in a row, where children from Year 3 to Year 10 are challenged to read 15 books. It was a little quieter this year but congratulations to our two year eight boys on completing the challenge with aplomb – Ryan Haque and Sanuda Diyagama.

Our collection is continuously updated to represent our diverse student population. Our major sets are in English, Chinese, Korean and Thai, and we have smaller collections in Japanese, Indonesian, Hindi and Vietnamese (which has grown substantially as our student numbers have). It is fantastic to see the material getting so much use by all year levels!

Libbee Semmens & Annemarie SchneiderLibrary Assistants

Library




Sports and cooking are popular activities from the areas of Action and Creativity. The students have experimented with many different cultural cuisines, such as Japanese, Indonesian, Indian, and Malaysian. Badminton, basketball, soccer, and table tennis have been run for the whole year. School Garden, Origami, Chess and Knitting are also popular activities for Creativity.

I appreciate all TKIS staff who made the CAS programme run smoothly throughout 2019. Especially, I would like to thank to Mr Schembri and Mr Smith who organised and supported CAS camp, Mr Pharoah who helped to chase up some Year 12 students, and Ms Krilis who mentored me. Thanks all.

Lastly, dear students, remember your life is so special. You have one chance to live it. With CAS spirit, try learning a new thing, a different thing or going somewhere new. Every week, every day is a new chance, opportunity and possibility. Life is full of new experiences, unexpected plans and unknown things. Like the famous quote, “Life was like a box of chocolates. You never know what you’re gonna get.” Also, family and friends are very important in our life since happiness arises from positive relationships with people. I wish this year’s graduates all the best luck in the future. I hope the experience of the CAS programme will be useful and valuable to you in the wild and big world. Best wishes completing the requirements next year for Year 11 students.

Daniel KooCAS Coordinator

Year 2019 was quite busy and demanding but productive for CAS. Thank you for another successful year on CAS. It has been a pleasure for me to watch students’ personal growth and development. The CAS programme has helped the students to care about others, assisted them to develop an awareness of other

cultures and allowed them to pursue individual interests as a counterbalance to the academic demands of everyday school life. In addition, the students have had some fun and made some valuable friends throughout the CAS programme.

Our significant successes in the CAS programme this year were that the students have been involved in a variety of school run activities and activities run in their surrounding community. Some of these are, Caladenia Nursing Home, Daniella Hostel, School Production, Street and Park orienteering, debating, publication, Interactive club, Duke of Edinburgh, School Garden, Library project and Radio Presenting (OKR fm). This has been a fun activity for our students as we have had a cross section of the students body partake of creating and presenting their own style of show and music choices.

CAS

Interact Report

The Interact Club is part of Rotary International. The goal of being a member of the club is to contribute to the society in various ways, to voluntarily provide service to people who would appreciate it, and even help with events within the school.

VALENTINE’S DAY FUNDRAISER

We plan for the Valentine’s Day Roses Sales every year in February, where we package roses in bunches depending on the orders, and send them to the students/teachers either anonymously or with the name of the giver. The funds generated are donated to charity. Another event the Interact Club was involved in was the School Fun Fair last year. Despite the unpleasant weather, the event was successful.

MULTI-DISTRICT CONFERENCE

In February earlier this year, the TKIS Interact Club attended the multi-district conference, which was both eye-opening and very intriguing in the way that we were introduced not only interact, but also Rotary International, Rotaract, and even EarlyAct, each for a different age group. Our very own did a fabulous job as MC for this event. Our Interact Club is still in contact with several others within Victoria which allows for cooperation between clubs for an event.

Locally, we were involved in an Art project held near the Kilmore Creek. We design the sundial project made of ceramics and mosaic pieces. This artwork presented our vision of how we imagine Kilmore would look like in the future. It is currently in the building process, and we even received a donation from fundmyproject.com.

Other activities we are regularly involved with are gardening at the Daniella Nursing Home and various tree plantings around Kilmore. Additionally, we package stationery to donate to children in East Timor. Nadya Widjaja


then you’re all going to perform better.” Irene Park, now studying Arts and Law at Monash, shared her reflection on her debating experience while at TKIS:

“Six years ago, while studying at TKIS, I was convinced by a friend to join TKIS’s first debating team. We didn’t think much of it at the time as we unceremoniously rounded up two other students who were willing to sacrifice their evenings to attend the debates at Loyola College. I’ve found that as I grow, my opinions, views, and thoughts are challenged more and more by my peers. This occurs beyond academic settings and into professional and personal contexts. Debating experience has been instrumental in helping me navigate these kinds of conversations. Learning to speak in public is not the only skill you develop in debating. You also learn how to deliver a message with confidence, practise sound logic, actively listen to opposing views, and facilitate comradery in your team. I’m very happy to hear how much debating at TKIS has grown – in its numbers, exposure, and accomplishments – it seems to have really taken on a life and energy of its own. I’m happy not only because I was once a debater, but because I view debating as one of my most memorable and beneficial co-curricular activities. When I look back at my school days, I’m not so much reminded of the time spent in the classroom. What I remember is travelling along the Hume Highway on the way to debating, enthusiastically strategizing and chattering away with my friends.” (Irene Park, 2015 graduate.)

Angela GOWEREnglish, Publications and Debating Coordinator


Ralph Emerson, American poet and philosopher, famously pronounced that, “all the great speakers were bad speakers at first”. While it certainly takes practice and perseverance to develop the skills required to succeed in public speaking and debating, there is quite a reservoir of natural talent among students here at TKIS!

The school’s involvement with debating and public speaking started in 2013 when Jazmina Tarmidi, who had debated in her previous school, approached me to ask if we could get a team together. “It’s such fun!” she enthused. Bonnie Breen, TKIS alumna, recalls having no idea what she was letting herself in for when she signed up for debating but looked forward to arguing! Liz Pickup has happy memories of meeting team members at the weekends to discuss ideas for upcoming debates. “It was a great social experience that took us out of our comfort zone and was a break from our studies. The secret topic debates in particular helped us develop our confidence and ability to work under pressure.” Jonathan Pickup, who graduated from TKIS 2015, looks back fondly to his debating experiences and advises students to enjoy their debating. “That limited preparation time you have in secret topic debates can be stressful unless you can laugh a little with your teammates. At the end of the day, the happier and more comfortable you are with your team,

Debating and public speaking





Caring Risk-takers

Balanced Reflective

DAV Senior Debating Competition

With over two hundred and fifty schools, fifteen hundred teams, four grades, twenty regions, five rounds and a seven-night finals series, the DAV Schools Competition is the largest English-language debating competition in the world. The programme offers students the opportunity to consider topical issues: should we introduce drug testing at music festivals? Should the government have access to citizens’ private encrypted messages? Should political parties have quotas for female candidates?

Notably this year we had two teams qualify for the finals. Qualification requires teams to win all five debates in their region – a formidable task which requires stamina, focus and great teamwork. Our Year 11s demonstrated these qualities in spades, enabling them to make it all the way to the quarter finals. What was most impressive about this team was their ability to tackle secret topics. Secret topic debates offer a real challenge as students only have one hour to prepare and are not allowed to use electronic devices to help them formulate their arguments. The Year 11 team worked incredibly well in the allocated time, pooling their ideas and knowledge, structuring their arguments and preparing rebuttals. The team demonstrated a superb ability to rebut the arguments presented by the opposing team, leading them to a spectacular win against Melbourne Boys’ Grammar in the octofinals.

Year 8 Team: Maddison Ling, Ryan Haque, Harrison Hill and Kim Wang. Year 8 Team: Leo Halford-Molinaro, Grace Heywood, Casey Jensen, Mansimer Kaur Gujral and Lucas Edmonds Year 10 Team: Charlie Attard, Petra Merlo, Muskaan Makkar, Zeynep Teker, Tran Thao Hien Phan (Daisy) and Lachlan Partridge. Year 11 Team 1: Oscar Mikic, Daniel Gower-Hall, Indika Egan, Amy Baimbridge, Kyle Laffan, Bilaal Elakkoumi and Remi Lezon. Year 11 Team 2: Eve Simner, Jack Leditschke, Anna Watson, Max Davies, Hannah Gibson and Caitlyn Wagner

Junior Public Speaking Competition

Every year the DAV runs a state-wide Junior Public Speaking Competition for students in Years 7 and 8. The program aims to give young speakers the opportunity to put their ideas forward in front of an audience whilst expanding their knowledge of current affairs. Students develop the “building blocks” of public presentation—confidence, clarity, and the development of arguments—which are very important skills both in and out of school. This year, TKIS hosted a regional round of the competition and two students (Aarushi and Anandajeeth) progressed to the semifinals.

Participants: Aarushi Sohdi, Anandajeeth Sanal, Anna Mazur, Ryan Haque, Amber Meuwissen, Maddison Ling.

DAV Junior Debating Program

Year 7 Team: Jeremy Wong, Renisa Paul, Amber Meuwissen, Anandajeeth Sanal Year 8 Team: Aarushi Sodhi, Rishhabh Bhambi, Jasmeet Singh, Gajesh Ramesh, Anna Mazur, Jack Excell, Sanuda Diyagama

UN Voice

Voice is a unique public speaking competition for students in Years 7-10. It invites students to solve issues that affect their community, nation and the world. From homelessness to climate change students are invited to pitch their big ideas.

After competing at the state finals, Leo Halford-Monlinaro, Grace Heywood, Oscar Mikic, Eve Simner and Edward Plunkett qualified for the national finals held in Perth. Oscar Mikic was placed 2nd in this national contest. Only 10 students were selected from Victoria, so half of the Victorian delegation came from TKIS!

Evatt

Evatt is a Model United Nations Security Council diplomacy competition for students in Years 9-12. More than 2,000 students compete in Evatt each year. It aims to educate young people about Australia’s place in the world and empower them as active citizens by developing public speaking, negotiation, teamwork, research, and diplomatic skills. The competition takes the form of a mock session of the UN Security Council. Teams of two students debate, amend, and vote on a prepared resolution from the perspective of their assigned nation. The students judged the most effective diplomats proceed to the next round. The competition is named after the notable Herbert “Doc” Evatt, who was an Australian High Court Justice and a leading Federal politician who became President of the UN General Assembly and helped draft the Universal Declaration of Human Rights.

Participants: Daniel Gower-Hall, Kyle Laffan, Eve Simner, Oscar Mikic, Bilaal Elakkoumi, Yanick MacGregor, Stephanie Calderwood, Max Davies, Charlie Attard, Jack Leditschke, Spencer Hayley, Simar Aujula, Anna Zheng, Ewan Cocking, Ann Baiju, Petra Merlo, Petra,�Ann,�Eve�and�Oscar�qualified�for�the�state�finals.


Sixteen high school students from across Australia will be selected to attend the Young Diplomats Tour 2018. Travelling throughout 8 European countries, students will have the opportunity to immerse themselves in the historical, social and diplomatic facets of Europe.

Student reflection

During the school holidays I had the amazing opportunity to join the UN Youth’s Young Diplomats Tour for 2019. Along with 15 other Australian high school students, I travelled to Europe to learn about the evolution of democracy and diplomacy. To be honest, describing this tour as life-changing is almost understating how incredible an experience it was.

The tour began in Berlin, a melting pot of cultures and history. Being the first stop on the tour, Berlin provided a great opportunity to really engage with my fellow delegates and begin to build friendships. Throughout the tour, I met many interesting people, from UN officials to politicians and many others involved in diplomacy. In Berlin we met a variety of political players, including the European Council on Foreign Relations, a European based think tank and Melissa Eddy, a New York Times Foreign Correspondent. We met with the UNHCR and Karsten Sach, Germany’s lead negotiator on climate change and environmental issues since 1999. We also visited a variety of historic sites such as the Memorial to the Museum to the Murdered Jews and the Reichstag. For me, one of the most fascinating things was not only the way that Germany has dealt with its dark past, but also the way its past influences its contemporary politics in a Europe that is plagued by populist politics.

After Berlin came one of my favourite stops on the tour, Prague. I had been told about the beauty of Prague yet I don’t think I truly grasped how beautiful the city is until I arrived there. Prague was the beginning of our adventure into the former Eastern bloc. Some of the key opportunities for learning in Prague came from out visit to the Museum of Communism and a consultation at the Institute for the Study of Totalitarian Regimes.

Vienna and Budapest provided the chance to meet with a wide variety of industry leaders. Being home to one of the United Nations Regional Headquarters, Vienna gave me an excellent opportunity to explore the world of international diplomacy, especially in the science and

Model united nations and IBWSC


technology fields. We were able to meet and engage with the UN Office for Disarmament Affairs (UNODA), UN Office for Outer Space Affairs (UNOOSA), the International Atomic Energy Agency (IAEA) and Ban Ki Moon’s former spokesperson, Martin Nesirky. Vienna not only offered a unique chance to see how international diplomacy was utilised in a modern sense, but also how it contrasted with earlier diplomatic events such as the Congress of Vienna.

Following Vienna, we ventured further into the former Eastern Bloc by visiting Budapest. Budapest offered us an opportunity to see how modern democracies can fail and what that means for a nation. In Budapest we met with the three major parties the Socialists, the extreme right wing, Jobbik party and the ruling party Fidesz. Most interestingly, Fidesz’s strangle hold on Hungary’s political system with a supermajority has pushed polar opposites together, Jobbik and the Socialists are planning to form a coalition.

Krakow has a very particular focus on atrocities that occur when democracy fails. This included a trip to Auschwitz-Birkenau. This was certainly an experience that will never be forgotten. I will always remember the sombre and eerie feel throughout and the raw emotions from stepping into a former gas chamber. Fittingly, after Krakow we ventured to The Hague, the heart of International Law. This journey involved trips to the International Criminal Court (ICC) and the Peace Palace. Consultations included meeting with Helen Brady, the Head of the Appeals section at the Office of the Prosecutor at the ICC, the Organisation for the Prohibition on Chemical Weapons (OPCW) and the International Commission on Missing Persons.

To finish the tour we visited Brussels the centre of European Politics. No political exploration would be complete without a visit to the European Parliament and European Commission. In doing so we met with multiple Members of the European Parliament as well as the Support Group for Ukraine. Brussels also presented some really interesting opportunities to engage with the economic side of politics meeting with the World Bank Group and the think tank, Bruegel. Despite all of this, my favourite consultation was undoubtedly getting the opportunity to visit and meet with NATO officials.

This incredible journey gave me some of the most extraordinary opportunities. I was met with some of the smartest individuals in a variety of professions. Moreover, I was given the opportunity to learn about very complex issues from industry leaders. Despite this, the most amazing part of the tour was the incredible delegates around me. The friendships made will never be forgotten nor will the absurd jokes and activities that we did together.

For younger students with any kind of interest in debating or the world around them I strongly encourage you to get involved in UN Youth Events. The first of their events this year is State Conference over the March long weekend so make sure you sign up!

Finally I would like to take the opportunity to thank Mr Taylor and the school for supporting me in this endeavour. Lachlan Heywood, Year 12


Our school has enjoyed another fantastic celebration at our Open Day and International Day on Wednesday 20th March. It was a joy to look around at the peaceful, happy mixing of so many people in one place and feel the excitement of sharing experiences.

If you were there, you would have seen glamorous dresses, gowns fit for princesses, coats and trousers fit for princes and all types of traditional dress that help us understand the lands from where our students come. Students shared their sense of place and identity. The displays in the rooms and tents added depth and colour but also fun, through traditional games and quizzes around the campus. A sincere thank you to all who gave up their time and energy to create displays that told stories, shared knowledge and increased understanding of different ways to live and learn.

Amid all the fun are invaluable learning moments, where differences become exciting and curiosity is encouraged. Students and adults can ask questions about countries from true natives and get a deep understanding of what it is like to live there and what it is like to be at a school in another country. These conversations bind our community together and allow us to work together because we know our collective history.

This day is truly a showcase of the international nature of our school, that all of us contribute to. I hope that this newsletter gives you a taste of the day and I encourage you to come again next year, when the world comes to Kilmore!

Judy RutterDirector of Teaching and Learning

International Day





Prizegiving


School SOCIALOn Friday the 17th of May, an annual Social Night party was held in the Kilmore Memorial Hall. The Student Leadership Council (SLC) planned the whole party. Hot snacks, some drinks and a photobooth were prepared. The SLC put up some sheets around the school for students to list the songs they like to make an original playlist for the night. Everyone was enjoying themselves, socialising with friends, dancing, and taking photos. Many year twelve students showed up as it was their last school Social Night. They had fun making last bits of memories with friends at this school.



year 10 ball



Year 11 formal



Again another year is coming to an end and we must say farewell to our Year 12 students. This year is particularly a hard one as some of our valued students have been with us from Year 6 & Year 7 with a number starting in years eight and nine. It has been a pleasure watching them grow into mature, understanding,

responsible young adults. It will be an adjustment not seeing them at breakfast every morning.

Boarding is always a busy place with lots of ups and downs, just imagine your home with 138

young people at the dinner table each day. Not to mention the 966 pair of socks to find a foot for each week. It’s only with understanding, cooperative students and dedicated staff that there are more ups than downs and the boarding houses successfully run.

It has been a busy year with many outings, lots of social nights, many birthdays to celebrate, with lasting friendships and memories made.

This year our year twelve girls with a few year elevens moved to Lumsden Street living in four small separate houses, this has been a very successful exercise helping them to develop and become far more independent, mature and ready for independent life ahead.

We also had a very successful Holiday Boarding Program during the year where a number of students visited us from China, they stayed for a few weeks and were housed in our dormitories and attended classes. This was an exciting time they were lovely young girls and boys with our students going out of their way to impress them. They were farewelled and returned with excitement as their plane could not depart due to a hurricane in China giving them an extra weekend with us. This appeared to please everyone as they did want to return to us but perhaps not quite so quickly. All these students have written about their short time with us this is displayed in the Blue Room if you have the time it is well worth reading what they have to say as it is very touching from such young students.

We also welcomed another German exchange student which was another successful experience we hopefully look forward to this again next year.

We have a wonderful blend of Nationalities in our boarding house. Australian, Cambodian, Chinese, German, Indonesian, Japanese, Korean, Malaysian, Myanmar, Thailand and Vietnamese. This brings culture, building understanding, tolerance, acceptance and appreciation in our students preparing them well for today’s multi-cultural society.

It is an absolute pleasure looking after our students and boarding houses, I look forward to welcoming new students in 2020 together with any exciting changes that may come along. A successful boarding is only created with a dedicated team and I thank all the boarding staff members for their commitment this year. To our Year 12 students we wish them all the best for their future as we are sure they are prepared to follow their dreams. Please keep in touch, you are always welcome to come back and visit us. Our door is always open as we all love to know what you do over the coming years.

Gayle MorganBoarding Manager

Boarding

“imagine your home with 138 young people at the dinner table each day”




Life at TKIS




Camp for our Year 3 and 4 students was an exciting time for everyone! Parents, students and teachers alike! Our day one activities reinforced the Liferafts in our Play Is The Way programme, particularly encouraging the students to ‘Be Brave – Participate to Progress’ along with ‘Pursue Your Personal Best’.

At Latitude students were kept active and engaged from the moment we arrived! They played together, bounced together and encouraged each other as their personal limits were pushed on the High Ropes Course and the mini Ninja Warrior Course.

Lunch at a local playground was full of fun, getting back to the swings and climbing frames, however perhaps the highlight of the day was our visit to MSAC! MSAC gave students the chance for a range of water play activities, including the wave pool, water slide, diving boards and inflatable obstacle course.

Following an excellent sleep at CYC overnight, the student’s bags were packed and loaded back on the bus for our inquisitive morning at Taskworks. Students explored STEM and STEAM activities, including building with oversized blocks, dress-up play, construction of mechanical items and problem solving activities. Our bus ride back to Kilmore was a much quieter affair than on the way to the city, a sure sign of a successful camp!

On Monday we went to CYC City. We went to Latitude, MSAC and Taskworks. At Latitude, which was the first place we went, we had snack and then headed off to the Sky Walk. This was really, really scary because there were long distances to jump. At MSAC we went on a water slide, this was my favourite part. It was really fun staying at CYC because we got to sleep with our friends and watch a movie. The next day we went to TaskWorks which I enjoyed. The best part was getting dressed into funny costumes. CYC could improve if the rooms were bigger so we could have more friends in each room. This year’s camp was really exciting and enjoyable and I can’t wait for the fun next year! Charlie Petschel, Year 3

On camp firstly we went on the bus to Latitude. That was a long way from TKIS. When we got into Latitude they made us wear these socks that were kind of uncomfortable because you were wearing a second layer of sock. I enjoyed the Skywalker because when you looked down it was creepy. You needed to just hold the zip line and look down at the platforms.

MSAC was our next stop. The water slides looked really cool. It was fun going down the slide in the dark and then coming out to the light. I liked the catching game in the water and then the waves and sprinklers came right up to the tiles.

Spending the night at CYC was incredible and exciting because we didn’t know who’s cabin we were in! After we got our cabins we all showered and brushed our teeth.

The next morning, we went to Taskworks. The Peg Wall race taught us to work as a team and to not leave any peg holes behind.

I really enjoyed camp and I think next year will be even better! Johnathan Saravanan, Year 3

Years 3-4 camp


Day 1: On the 8th of April, year 5/6 embarked on their journey to Phillip Island. The first activity was Clip n’ Climb which was a rock climbing campus found close to the Philip Island Adventure Resort. All the students were amazed at one of the staff members who could climb to the top of the speed wall in under six seconds! After Clip n’ Climb everyone sat back on to the bus going to our next destination which was Philip Island Adventure Resort! We were kindly greeted by their staff before we went into our cabins. As a night activity, we visited the penguins. It was an amazing experience seeing those little creatures on land even though it was very cold.

Day 2: The next day everyone woke up excited to do the activities that were provided. The biggest highlight was the Giant Swing. It was a whopping 16 metres high! Swinging down from such a height perfectly suited the life raft: “Be brave, participate to progress.” Everyone tried out the swing and the majority made it to the top! The night activity was amazing at Amaze’n Things. It had an illusions room, a giant maze and mini golf. The maze by far was the hardest activity, as not many groups found all flags and everyone had to wait for a few groups to exit the maze!

Day 3: On day 3 there was excitement around everywhere! There were a few cool things such as swimming and games but everyone was looking forward to go surfing! Year 5 and 6 walked down to the surf shop where everyone got wetsuits and of course, a surfboard. We walked from the surf shop down to the beach where we got a surfing lesson of how to catch a wave and in the end how to stand up! There were a few daredevils among us that went very far into the ocean to catch the biggest waves! However, everyone needed to be reminded to stay between the flags as there was a very strong rip, pulling everyone to the right! Despite that, everyone still had great fun.

Day 4: On the 11th of April 2019, unfortunately Year 5 and 6 had to say goodbye to Phillip Island as we headed on our way to the Chocolate Factory. The Chocolate Factory was full of games, huge sculptures and cities made out of pure chocolate. There was a chocolate arcade where you could win chocolate balls, there was a weight where you and your friends tried to outweigh the 1 tonne block of chocolate and finally you could customise your own chocolate with wacky flavours. Has anyone heard of Vegemite and Coke flavoured chocolate before? Well, they had those flavours! After a long and quiet 3 hour drive home, everyone arrived back at their favourite place in the world…school (just kidding or maybe not). Newsflash: You got to go home to your family!

In conclusion, this was a perfect camp that gave us many new experiences with loads of fun! Benyamin Littooij, Year 6.

In the term 1 holidays 2019, Years 5 & 6 went to Phillip Island for camp, they were all really excited and very willing to go for many weeks.

Day 1: The time came when they were about to go, everyone was excited. When they got to Phillip Island the first stop was ‘Clip ‘N’ Climb’. Clip ‘N’ Climb had many rock climbing areas like timed walls, game walls and weird shaped rock walls. Everyone liked it. Then they arrived at the Phillip Island Adventure Resort. At the resort there were different activities so I’ll explain all of them here: The Twin Flying Fox: the twin flying fox is when two people go on the flying fox at the same time. Archery: archery is shooting arrows at a target. (literally what archery is) Circotron: the Circotron is a contraption where you stand in a place and you go round and round, it is supposed to train astronauts for zero gravity. Giant Swing: the giant swing is a giant swing that pulls you up very high (20ft) and swings you down. Raft Building: raft building is when you have to build a raft out of PVC pipes, ropes and wood, then you have to sail it across the lake. Each group did one of those activities on the first day. They then went to the Penguin Parade where they saw the penguins that are called ‘Little Penguins’. They have a blue back and white tummy to blend into the ocean. They basically gave a speech about penguins and how to help them.

Day 2: Year 5 & 6 did camp activities during the day.They also had some free time. The night activity was Amaze ‘N’ Things. There they did a round of golf, a maze where they had to find flags and the illusion rooms. The golf required skill and was amazing.

Day 3: This day was the day most people learned how to surf because they went to a surf beach and everyone was surfing having a good time gliding in the water. After that they served lunch, then they had games and swimming back at camp. To finish off the day, they had a movie night.

Day 4: This was the day everyone had to go home. Everyone was sad to leave the resort but before they left they went to the chocolate factory. The chocolate factory had chocolates of so many kinds, even wasabi chocolate! Then it was a long bus ride home. Augustus Jain, Year 5

Years 5-6 camp


The year 7 and 8’s went to Marysville (Outdoor Education Group) for camp. We did a lot of fun and enjoyable activities like canoeing, rock climbing, biking and hiking to Steavenson Fall. Maybe not the hike because it was about 6km and my legs felt like they were going to fall apart. At the end, the waterfall was wonderful and it made the walk worth it. Abseiling was quite challenging for me because I’m scared of heights, but a lot of people were encouraging me to at least go to the top and I did and I’m glad. I think the most important thing I’ve learned from camp is team work. It’s all about communication, listening to people’s ideas and encouraging each other to go out of their comfort zones even for a little bit. The reason why camp was so enjoyable for me because of how kind and cooperative everybody is. This camp was the most fun I’ve had in a long time. Jacqueline Lai, Year 8

During the camp, 7’s and 8’s visited the Healesville animal sanctuary and participated in a variety of activities at the camp over the five days we had there, these activities include:

Cycling Canoeing

Hiking Initiatives

Camping Abseiling

Rock Climbing

For the activities I enjoyed, it would have to be abseiling/rock climbing, as I found those to be the activities, I enjoyed the most, and because I find those sorts of things to be thrilling.

For the activity I least enjoyed, without a doubt was canoeing, since it was the one activity that potentially involved getting wet.

Now if you’re deciding on where to go for your next camp, I highly suggest this camp as it has 100% outdoor activities, and gives you the ultimate outdoor experience! Oliver Robinson, Year 8

“I really enjoyed camp because I got to try new things and have fun” Hana, Year 7

“Camp was super fun, I enjoyed most of the activities and most of the food was good. I feel like it helps you get out of your comfort zone” Emily, Year 7

“My experience at camp showed me how far I could go to reach my goal, and it gave me many opportunities to cooperate and make new friends” Cameron, Year 7

Years 7-8 Camp

On the 8th of April 2019, the year 9s went to Camp Toolangi. Our bus departed school at 9:00 am, and we were on our way to Hedgend Maze! After a long two hour bus ride, we finally had reached the maze, where we did many fun activities. We got in groups with a mix of international students, local students and new students and had a great time playing mini-golf, getting through the mazes, finding the hidden massages and more. We left the maze at 1:00pm, and were headed for a nearby park, where we had our lunch. Here, the students also got the opportunity to bond with other students and play games. Once we had lunch, we were ready to go to our camp. We reached at Camp Toolangi and were put into our cabins, we were also able to do one activity that day.

The next day, we were called for breakfast 8:00 am, and each group did different activities, such as, abseiling, low-ropes, flying fox, initiatives (obstacle course), cooking, bushwalking, rock-climbing, crate stacking and more. Many of the students particularly enjoyed the cooking activity, which consisted of the students making a damper, which is a traditional Australian bread.

On the fourth day of our camp, we got to go offsite, and do caving and canoeing. We were able to canoe on the beautiful Yarra River. Most if the students said that this was their most memorable day of camp.

On the fifth day, we had to leave Camp Toolangi, many of the students described the camp as adventurous, exciting and a new experience. Tanveer Kaur, 9A

Year 9 camp



For our camp, the year 10 students had a holiday in the gold coast. With decent weather, a four star hotel, theme parks and time to get to know each other – we left Queensland with some awesome memories and photos.

We were at school bright and early for a Monday morning flight. This was the first day so there was an atmosphere of excitement despite some tired eyes. We had a smooth flight and went straight from the airport to Wet’n’Wild. It was awesome to start our camp with a day where we could all have fun together. After around 4 hours at the water park, we arrived at the hotel where we would be staying.

On our second day, we went to the Currumbin Wildlife sanctuary, where we wandered around to see all the different types of animals they had there. There were also shows on, including a sheep shearing show. Towards the end of the day, we also had a zoo keeper teach us about different types of animals and how they defend themselves, as well as the ethics of zoos.

The next day, we were split into two groups, one group would go to the mall first and the other would go surfing. The surfing was a lot of fun for the people who went, and the mall was also very fun. At the end of the day, we got to choose between seeing Captain Marvel or going to the beach for a walk.

Year 10 Camp

Our last full day in the Gold Coast was probably the best one in the year level’s opinion, as we went to Movie World. We split off into our own little groups and for the day we went on all the rides as well as seeing some shows.

The very last day in Gold Coast we spent going shopping in a little mall close to the airport. We all had fun for about 3 hours before it was time to get on the bus to go home. We arrived in Melbourne at around 6pm, all exhausted and ready to go home.

Overall, this camp was pretty cool, and everyone enjoyed all the activities. Jaimie Ryan and Petra Merlo

“Overall I think the camp was great and the activities are pretty fun, especially Movie World. I think that I was lucky to be involved in this camp.” Joycelyn Zhang, 10C

“I enjoyed the camp because going to all the theme parks helped me bond with my friends and extend my friendship groups” Charlie Attard, 10A

“Everyone got along really well and it was fun to spend time with others as well as going to the malls and Movie World.” Lachlan Partridge, 10B

I had a lot of great experiences on the Year 11 camp and loved the environment. My favourite activities were canoeing, obstacle course, tracking (beach day) and the survival game. I asked my classmates the following questions: How did you feel about year 11 Camp? Which part of the camp was your favourite? Beaw Clungratana, Year 11 Publications Captain

I felt happy and tired. My favourite activity was canoeing. Linda Liu

I really, really enjoyed the survival game, because I got really into it. I was a carnivore, so I was hunting, running and finding water. I made it really intense with Daniella and Oscar, we made a pack and came up with a motto. I also really enjoyed the farm activity, I made friends with the cows and named them Lester, Cheese and Mozzarella. I felt like I became a part of this crew! The sheep were also surprisingly cute and fluffy and spongy. Hannah Gibson

It was very entertaining, and I enjoyed bush dancing the most because it was very interesting. Gamin Nam and Lily Yuan

The obstacle course was fun and wet, the bush dancing was also fun, too. Overall, I enjoyed most of the activities especially the survival course. David Zhao

Year 11 camp was good, but the weather was not that great. My favourite part was that I got to visit the 12 Apostles. Jack Le

Kangaroobie camp was really fun. The activities were centralised around the farm, but we also spent a day at the beach which was also a lot of fun. Nicholas Pharoah

Camp this year was really enjoyable. It was nice to see everyone outside in a farm setting rather than in the city or some other built-up area. We got to experience life on one of Victoria’s biggest farms whilst taking part in many fun activities each day. Remi Lezon

I actually really enjoyed this year’s camp. I think the thing that made it different from most of the other camps is that there was a lot more free time to just relax and spend with your friends. Of course, many of the activities were fun, for example, the farm activities and canoeing. Daniel Gower

It was great. My favourite part was how everyone got to talk with each other and have fun together. Simar Aujla

I enjoyed it, it was good to get away from school and be on a farm! Yanick Mcgregor

Year 11 Camp



The Award is a self-development program which aims to empower young people to explore their full potential and encounter new experiences. Students have been working towards completing their Silver or Gold Award’s this year. Each Award level consists of completing four sections including: Service, Skill,

Physical Activity and Adventurous Journey. In addition the Gold level also includes a fifth section: Residential Project.

Wilsons Promontory National Park

Overall the trip was certainly one of the more difficult physical things I’ve done in my life. Having never gone hiking before I didn’t really know what to expect from each day since we faced a different kind of terrain on every stretch…We all worked very well together and provided support to each other regardless of who it was or what situation they were in. Because of all this, we maintained a very fast pace throughout the whole of each day making the whole thing a bit easier mentally. In our down time, our whole group spent it together generally either chatting at the campsite or playing card games. I feel like the group kept a high morale throughout. Reflecting on the accomplishments we had made, gave us all a boost to our spirits. Remi Lezon

Surf Coast Walk

Overall this trip was quite good although lots of decision making was needed as well as good team-work and leadership. The first major problem which occurred was our original route we had planned to hike had to be cancelled due to severe raining which caused flooding…from there we decided that we could not hike through the Brisbane Ranges and needed to plan a new route in a different location. We decided to go to the coast, through Torquay…during the three days (on the Surf Coast Walk) we saw a large variety of fauna and flora including eels, birds and coral wildlife such as muscles. On the first day we had to save an eel which was stuck in the sand by moving it into a river it was trying to cross to. As we were walking through different areas we often walked through gates in which we had to clean our shoes. This was done in order to stop the spreading of certain plants (Cinnamon Fungus) into different areas as the seeds of plants can get stuck to the bottom of hiker’s shoes. Charlie Nuske

CFA Fire and Rescue Service

Hannah (Gibson) followed instruction and guidance well, completing required tasks methodically and effectively. Hannah also showed her consideration of safety to be of critical importance, both her own and her surrounding members. Hannah continues to learn and seek to further build her skills and capabilities. I hope she continues as a volunteer with our brigade for many years.

Sarah DaltonDuke of Ed Coordinator

The duke of edinburgh award



ski trip


Fundraising During term 2, Lucas Edmonds organised a fundraising event at TKIS, raising money and awareness for World Vision Water.

Globally, 844 million people lack access to clean & safe water. The burden of collecting water falls mainly on women and children. Their days revolve around gathering enough to cook, clean, bathe – and of course, drink. They walk an average of six kilometres for water every day.

During extended homeroom, the students in years 3 through to 9 participated in a walk, some carrying buckets of water to replicate those in developing countries, to raise money to donate to World Vision Water.

Dayna Ford and Chloe Mott applied for a community grant from the Bendigo Bank. Their application was successful and the Bendigo Bank donated $250 to the fundraising event.

The Community Grants Celebration Night was held on Tuesday 10th September at Trackside in Kilmore. Chloe Mott & Lucas Edmonds spoke, informing 200 or so attending of the fundraising event and thanking all involved from the Bendigo Bank. Both students delivered their speech with confidence and represented themselves and the school proudly.

Claire Le LievreWellbeing Leader Year 7

Year 4 have taken part in a brand new money class, called ‘The Jam Jar Project’.

It has been created by Scott Pape, author of The Barefoot Investor (one of the bestselling Australian books in history).

The program is free, not-for-profit, and independent of any financial institution or vested interests.

Research shows that money behaviours (good or bad) are set by as young as age seven, so this course is designed to set your child up with good money skills that will last them a lifetime.

The Jam Jar Project is a six lesson, whole-class project:

Students held a ‘Toy Frenzy’ on Tuesday 13th August where they brought in 1–3 good quality, unwanted books or toys from home, and sold them at a lunchtime class stall (which they set up and work at) to the rest of the school. Along with the Toy Frenzy our Year 4 students also ran a Bake Sale.

Following the sale, students divided the takings from the Toy Frenzy and Bake Sale into three class jam jars.

Each jar teaches students a critical money management behaviour:

The ‘Splurge’ jar teaches them it’s okay to enjoy some of the fruits of their hard work.

The ‘Smile’ jar teaches delayed gratification and the importance of saving up for something they want.

The ‘Give’ jar teaches the joy of giving.

At the end of the course, parents and caregivers will be invited to a ‘graduation celebration’ for the Jam Jar Project.

Jen LingYear 4 Classroom Teacher



International diversity

Cambodia

China

Indonesia Japan

Korea



Malaysia

Thailand

Vietnam

Singapore

Myanmar



and knowledgeable. Our students come from thoughtful families. We may be tempted to take this for granted. But it is worth pausing to reflect on our strengths so to nurture them. Reading over the TKIS Year Book is an opportunity for such reflection. Providing immediate feedback to our students and staff when they do something right is another.

The business of schools is to develop the mind and grow the heart. All members of our school community contribute to the growth of our young people. The wellbeing team has a particular responsibility to unify expectations. We reside at the heart of learning, with all of our members coordinating, advocating, resolving, leading, counselling, laughing and mentoring. We set the vision for the year at each cohort level. Students are provided high academic and behavioural expectations and contribute to the identification of guidelines to meet those expectations. On a practical level this means not administering a set of rules and regulations at our opening assemblies but rather seeking to understand what it means to be ‘a good person able to achieve personal best within community’. Being a good person at Year 3 may look different to the behaviour of a good person at Year 12. Likewise the way we express ourselves in various contexts and cultures may vary, but the IB Learner Profile traits are universal. The school landscape is our place to grow into these qualities.

It is the role of our wellbeing leaders and team members to advocate for our charges and develop each student into well rounded individuals. Our vision as a team is to help our students reach taller than the fields of their beginnings. To this end, many have undertaken extensive professional development in youth mental health, student leadership development, and wellbeing education.

In the pages that follow, wellbeing team members detail the complex range of supports and proactive interventions they have led to promote inclusion and develop our students’ sense of belonging. These activities enhance our students’ capacity to self manage, work positively with others, resolve conflict, lead a team, feel good about themselves and contribute to community. These initiatives are very deliberate, well informed by research and underpinned by government directives. An atmosphere of care is no accident or the natural consequence of our context. In fact we create the nature of that context by the values we action.

This year the wellbeing team has strategically focused on four key areas of student and school enhancement:

• Empowerment: developing student agency and self efficacy

• Relationship: developing positive relationships with self and others

• Belonging: promoting inclusion, team work, respect and celebration of difference

• School Culture: enhancing daily practices, improving processes and increasing ‘wellbeing knowledge’, building community.

Growing Tall PoppiesWithin the school world we move towards growth and goals. Students stretch taller as the year progresses and they learn to learn. As a tall teacher wandering the Middle School 40s block I am ever surprised by the wisdom of students who surpass my height in

what seems a matter of minutes. Students I taught in Year 7 smile with aged knowing in Year 10. They tower not only in height but intellect.

A characteristic of TKIS is the drive to succeed. This interest in learning and the will to work hard happens not at others’ expense. I know this because in language classes students collaborate to make meaning of texts, they suggest improvements to each others’ essays and they write creative responses with a view to inspire each other not only their teachers. Their debate speeches are lively and assembly presentations heart felt. Our students hold the door for their classmates as they enter the library and greet Anne Marie, their librarian, in many languages. They cheer when a classmate belts out a tune or performs Beethoven. Winners of the state wide maths competition

are celebrated and so are the acts of kindness we observe in the hallways. Our students show gratitude as they leave a

class thanking their teacher and often helping each other carry books. Not all the time. We aren’t perfect and we don’t aspire to be. We aspire to achieve our personal best academically, socially and emotionally. We aspire to live the IB Learner Profile traits growing into caring, open minded, inquiring thinkers who contribute positively to the local and global community.

So unrehearsed and natural is this demonstrated practice of kindness we might assume it is the effect of context. Positioned on a large rural block, TKIS has a pleasant country garden feel, our teachers and staff are friendly

Director of student wellbeing

“I am ever surprised by the wisdom of students who surpass my height in what seems a matter of minutes”





Caring Risk-takers

Balanced Reflective

Walking alongside students during camps, lunch times and activity programmes, building real friendships based on trust and close community is my role at TKIS. From that place of communion with students, I have enjoyed speaking into students’ experiences. By listening and seeking to understand our youth, I’ve been able to be a part of our students’ school lives and their development. When students see how much we love them and genuinely care, I believe only then do we see positive change in their outlook and actions. They see the value they have, as well as develop empathy for others and recognise the value of people around them. I have been able to work closely with both school councillors, Lavender and Gonual, to support our students as best we can in building community and supporting students to thrive in all aspects of life. This is something I think TKIS does very well and I am glad the wellbeing team has this shared vision of care.

Some of the activities Gonual, Lavender and I have supported or led include:

• RAMS programme, which is aimed at building resilience in young people through many different activities and social events. Like rock climbing, high rope course, holding crocodiles and excursions where we look at how we can help others.

• PITW (Play is the Way), is a programme where wellbeing team members and homeroom teachers run games and activities, with the Primary and Year 7 students, to help them build and understand life skills like communication, perspective, patience, co-ordination, self management and working with a team.

• Lavender also runs a group called Life Skills which helps new boarding students develop and grow, even in a place that’s unfamiliar.

• We have also run activities and games during camps to help students understand and develop IB Learner Profile traits such as ‘caring’, ‘open mindedness’, ‘reflective’ and taking positive risks. These activities focused on developing the self but also explored how to build community and why it is important.

• We have helped organise events like a guest speaker from America, William Green, who was formerly named the ‘top ranked running back in the USA National Football League’. Green is now an internationally recognised motivational speaker. He helped inspire our students to push through adversity and strive to achieve their personal best.

• Gonual and Lavender provided individual counselling and I focused on peer support and coaching

• Gonual has also been instrumental in developing and helping the Wellbeing Team to introduce Individual Education Plans for students with learning difficulties.

Franco Swanepoel, Youth Engagement Officer

These goals have been met through a whole school effort evident in the articles that follow. We can find an overview of proactive interventions delivered through the Wellbeing Curriculum led by Kenny Ong. Then we find the specific implementations differentiated at each year level described by our Wellbeing Leaders. Our Counsellors Lavender and Gon, and our Youth Engagement Officer Franco briefly outline some of their efforts and the importance of community in developing a child.

On a final and personal note, I would like to thank our TKIS community members - our families who nurture their children to strive towards achieving personal best and contributing positively to their school. And our former students who continue to visit and mentor our current cohort as well as our staff who are passionate, knowledgeable and deeply committed to the ethos of care. Together we help our young people grow tall like poppies reaching for the stars.

Philippa KirwinDirector of Student Wellbeing

It is amazing how quickly a year can pass at TKIS. I remember when I joined TKIS in February, after three days of working here, I told Pippa, our Director of Student Wellbeing, “this is my dream work place”. I said this, because my vision is in line with TKIS’ vision: to provide wholistic support to all students, developing their spiritual, intellectual, cultural, physical and social capacities. Every day, I am doing the work that I dreamt of doing: having deep, challenging and sometimes fun conversations

with individual students during counselling, having general chats (or even jokes) with students in the school yard during lunch time, testing my

comfort zone and exploring the caves or falling into the water from the canoe with students during camp, running a Lifeskills Program and sharing with new international students what life skills they may need to “survive” in a school and home (boarding house) away from home.

Coming to October, I can say that this year has been significantly rewarding, and that this vision has been served.

Lavender, School Counsellor & International Liaison Officer

“provide wholistic support to all students, developing their spiritual, intellectual, cultural, physical and social capacities”





Caring Risk-takers

Balanced Reflective

included the World Vision 6k Walk for Water, student-led presentations to foster intercultural understanding and structured activities to foster student flourishing.

The Middle School team also partnered with the school nurse, Ms Natalie Barry, who was invited to conduct a series of mini workshops on First Aid, Allergies, Anaphylaxis and Cardiopulmonary Resuscitation during the Extended Homeroom periods. These sessions were very well received by our students as it allowed them to engage in kinaesthetic learning.

We also invited William Green, a former National Football League player from the USA, to share his inspirational stories of resilience in the face of setbacks with students from all year levels. He accompanied his stories with concrete activities to seal the point with the students. The students left these sessions with a renewed sense of hope and purpose.

In July this year, I chaperoned six Year 10 students at the Asian Student Leadership Conference 2019 in Singapore. This was TKIS’s first time sending a delegation to the conference. We were also the first and only Australian school attending, with most conference participants coming from South East Asian nations, Japan and China. The students only had about three hours the night before to prepare for their presentation on an innovative solution to a social issue. Despite this short timeframe, they managed to obtain a Bronze award. This came as a pleasant surprise to us and was a testament to the rigour of our overall TKIS Curriculum in preparing our students for challenges like this.

The Wellbeing Curriculum (previously known as the Homeroom Curriculum) entered its second year of implementation in 2019. The restructuring of staff leadership in the implementation of the curriculum at each year level this year allowed for a more intentional and age-appropriate focus at each year level and sub-school.

At Primary School, the “Play Is The Way” curriculum continued as the mainstay of the Wellbeing Curriculum under the oversight of the Primary School Coordinator, Mrs Julie Daniells and Wellbeing Leader, Ms Sandi McNamara. At Senior School, Mr Daniel Schembri (Year 11 Wellbeing Leader) and Mr Andrew Pharoah (Year 12 Wellbeing Leader), together with IB Diploma Programme Coordinator, Ms Deanna Krilis, focused on the delivery of IB relevant objectives within the scope of the Wellbeing Curriculum.

At Middle School, the team of four Wellbeing Leaders from Year 7 to Year 10, Ms Claire LeLievre, Ms Erin Longuet, Ms Lynne Christie and myself, had the opportunity to implement the curriculum in a way that would meet the socioemotional and developmental needs of the students in an engaging and age-appropriate manner. These

Head of Department

Wellbeing Curriculum Leader

Another highlight this year was the Term 3 Boarding Camp at Phillip Island. The camp provided an opportunity for students to engage in a new way of learning, through an interdisciplinary lens. Through reflections on the various tourist activities they experienced at the camp, the students gained new understandings on the key concepts “Systems” and “Communities” that were derived from the IB Middle Years Curriculum. They then applied these

understandings on a STEAM (Science, Technology, Engineering, Art and Mathematics)

project, with each team contributing a piece to the overall “TKIS Theme Park” project. They presented their teams’ projects at the camp and were given an “IB Learner Profile Trait” award each. These traits were “Communicators”, “Open-minded”, “Inquirers”, “Risk-takers”, “Knowledgeable” and “Reflective”. These projects were subsequently presented at the Whole School Art Show on the 9th of October. The students came away from this experience feeling inspired and positive.

“Teamwork makes the dream work.” Astro Nou, 10C

“It’s not about the prize, it’s about supporting each other and communicating with people.” Nangdu Lajawn, 10A

“I have learnt the power of teamwork. To find myself, to feel my inner side and to touch my deepest part of my heart. To relax and have fun with my friends. To communicate with teachers and friends.” Tiffany Lung, 8A

“Communities: Sharing ideas and helping each other. We contribute our efforts for the success of the team. We supported each other.” Sara Le, 10C

In conclusion, 2019 has been a pivotal year in the implementation of the Wellbeing Curriculum. Evidence seen through anecdotal evidence, surveys and student counselling and conduct reports have shown that the Wellbeing team has been vital in creating a cohesive and well-integrated student community due to the values-driven atmosphere engendered through the various cohort-level initiatives and activities.

kenny ongWellbeing Curriculum Leader

“The students came away from this experience feeling inspired and positive”


Camps:

Year 3 & 4 CYC Overnight Camp: Well I am sure you can just imagine the excitement when this day rolled around. It is hard enough to keep a group of 8-10 year olds under control at the best of times, but this was a whole new level of excitement. And it was great! Fantastic, fun activities (MSAC was definitely the highlight) and even more fun trying to get 40 children to go to sleep at the end of the day!

Year 5 & 6 Phillip Island Camp: This of course is one of the highlights for the senior primary students. We are so lucky to have secured this camp as it allows opportunities for real life practise of our Life Rafts. Students are challenged in every way with activities such as the Giant Swing, Cirocton and Surfing. But as always, they push through their fears, encourage each other and reach heights they never thought possible.

Mother’s and Father’s Day: these are always special days on our TKIS calendar. It is not only an opportunity for some community socialising, but also a time where we get to celebrate the special people in our lives, and our students get to show you off! A big thank you to Ms McNamara for organising these fabulous events

The Wizard of Oz: well what can you say but WOW! Out of a cast of over 100, more than half were from our primary students, and gee wasn’t it something special. With rehearsal (after rehearsal, after rehearsal, after rehearsal (you get the point!)), the performance at the end showed just what could be achieved with hard work and dedication. I am so proud to be able to say that I was part of this production, I am sure we will be talking about it for many a year to come!

And finally, the endless activities, incursions and excursions that take place during the Year. Let me remind you of some of them: Wallan Waterpark for our Welcome to 2019 picnic and relationship building, Interschool Sport Days (Swimming Carnival, Cross Country, Netball, Rounders, Soccer, Basketball), Immigration Museum, National Young Leaders Day (Primary Captains), World Vision Walk, William Green – motivational speaker, St Johns First Aid and CPR in Primary Schools, Healesville Sanctuary, Bake Sales, Captain Cook’s Cottage, Brainstorm, Primary House Swimming, Primary Soiree, Primary Leaders Parliamentary Convention, Year 4 Toy Frenzy, Scholastic Book Fair, Kilmore Police Station and Courthouse and to finish it all off, our celebratory end of year excursion to Funfields (and these are just the events I can remember!)

Here we are at the end of 2019! The years seem to be passing by so quickly, and looking back it is hard to believe that we were able to accomplish so much in so little time!

Let us recap on some of the most memorable and exciting events of this year:

International Day:

Those who visited saw our Primary School transformed into the Daintree Rainforest. The amount of work and effort the students and staff put into this transformation was just wonderful. Not only did the rooms look amazing (with a little help from Wild Action Zoo and their (mostly) adorable Australian animals), but the students too! So many different cultures on show that only emphasised one of the best things about TKIS – we are all inclusive and love celebrating things that make us special.

Primary School Coordinator


This semester our Year 4 students were exceptionally lucky and excited to be included as a pilot school for the Jam Jar Project, run by well-known author Scott Pape. Scott has penned books including The Barefoot Investor and The Barefoot Investor for Families.

Through the programme, our excited and willing students planned and ran a Toy Frenzy and Bake Sale. Their hard work and dedication paid off! With the support of the TKIS community, Year 4 raised significant funds for their three class jars - Splurge, Smile and Give.

With their Splurge money, the students chose to build a sandpit for the school grounds, while the Smile money was divided between all students and sent to parents with information on how to start their own Jam Jars at home. Finally, I was proud to see our students make the group decision to donate their Give money to a little known charity, Challenge - Supporting Kids With Cancer. Challenge was very pleased to accept the donation and our students were exceptionally proud of their efforts in supporting this very worthwhile charity!

Well done Year 4 on a fantastically well-run event!

Each year I try to come up with a different way to express how proud I am of our Primary School: of our wonderful team of primary teachers who show such care, compassion, dedication, enthusiasm and support (not only to the students, but to our parents and to each other) every day and who without, our primary school would not be the same; of our amazing students who come to school with a smile and a willingness to be brave and enter the unknown each day; and to our parents who put their trust in us every day to help them guide their most precious gems into sparkling diamonds.

And so this year when I reflect on the year that was, I think of a bustling bee hive. A hive bursting at the seams (literally!) with little buzzing bees, always active, always busy, always productive! Our busy bees are guided and scaffolded by the Queen Bees (in our hive, there are 4 queens!) to help them understand that they will need to take on board different roles in order to make the hive cohesive; they will need to collaborate with others, no matter who they are, to work towards and achieve common and personal goals; they will need to make sensible decisions in order to get the job done (and that job could range from homework, to being a strong friend to others); they will need to be in control of their emotions and act with their thinking; they will certainly need to treat the other bees with respect and kindness if they wish to remain a member of the hive; and finally, they will need to be brave – put themselves out there, take calculated risks and have a go in order progress.

And, when a beehive works together and does what it needs to do, it flourishes! It grows, it develops and matures, it cooperates and gets along, it sees success in many different ways, and it just works!

Can you see why our Primary School reminds me of this most wonderful phenomenon?

A big thank you to everyone who has played a part, small or large, to help create such a special place. From our wonderful Primary Captains, Caitlyn Brincat and Benyamin Littooij, to the wider Kilmore community. It takes a village to raise a child, well it certainly takes a number of communities to raise a whole Primary School – so thank you!

With 2020 just around the corner, have a fabulous, well deserved break and we will see you all again before you know it!

Julie DaniellsPrimary School Coordinator




Year 3



Year 4



Year 5



Year 6





Caring Risk-takers

Balanced Reflective

It’s hard to believe the end of the school year is upon us already. It seems like yesterday that I was welcoming the Year 7’s to their first day of secondary school at TKIS. In the students there was much excitement, enthusiasm and some nerves in meeting new peers, having lockers for the first time, receiving timetables, learning the names of many new teachers and finding their way around the school for different classes.

From the first day of the school year, students displayed an excitement for learning, respect for each other and their teachers and a confidence to give anything a go. With this positive attitude, it did not take long for students to settle in, make new friends and become accustomed to their new surroundings, school expectations and to take advantage and become immersed in the opportunities on offer.

Our excursion to Latitude and the school camp to Marysville, gave the students an opportunity outside the classroom to face new challenges such as trampolining, abseiling, rock climbing, bush cooking, hiking (in the rain!), cycling, canoeing, sharing cabins and tents. All of these activities helped them to get to know their peers, to work in a team, to accept diversity and to be inclusive of others. Throughout the year it was pleasing to see so many Year 7’s involved in the many and varied school activities such as representing themselves and the school in sports days at division and region levels and public speaking competitions, undertaking roles within the school play, performing at music recitals and talent shows, participating in house debating, attending the school social, volunteering to lead groups in the whole school house music competition and donating food to be at the charity bake sales.

Academically, what a strong cohort this is! Within lessons, there is a real appetite and interest to learn, a drive to succeed, a willingness to be brave and give anything a go, a desire to assist others in their learning and a willingness to seek advice on how to improve. These are all important ingredients for academic success this year and will hold them in good stead as they advance up the year levels. These students tackled exams for the first time and they approached this challenge with maturity and organisation which doubtlessly helped reduce first-time anxiety.

They should be congratulated on all their hard work and effort which in many cases has led to excellent results.

Our Year 7 pastoral teaching team has worked hard to address students’ needs throughout the year. The team continued to build on the ‘Play Is The Way’ values (including courage, participation, empathy, effort) that were introduced and emphasised by the primary team in 2018. Our school nurse Natalie Barry delivered first aid sessions to the students on anaphylaxis, asthma, cpr and dealing with cuts, grazes, burns, breaks and sprains. Mr Ong taught students how to use technology safely. The students raised money for World Vision Water (helping developing countries to access safe drinking water). Our team also gave lessons to the students on how to best prepare for the exam periods at the end of each semester. Thank you to the Year 7 homeroom teachers of Ms Stinger, Mr Wright and Mr White for all of their hard work and dedication to develop student wellbeing in our students. It has been very much appreciated by myself and the students.

I would like to commend and congratulate our year level captains Claire Gallagher and Lucy Beaton. They have both presented themselves and represented Year 7 and TKIS in a wonderful manner, displaying confidence, leadership, thoughtfulness and care.

To the Year 7 cohort I’d like to directly say congratulations on your first year of secondary school; you have made a wonderful start.

It has been an absolute pleasure working with you all. I wish you all the best in Year 8.

Claire Le LievreYear 7 Wellbeing Leader

Year 7 Wellbeing leader

“From the first day of the school year, students displayed an excitement for learning, respect for each other and their teachers and a confidence to give anything a go.”




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Each Friday, students participated in an extended homeroom with the purpose of continuing to develop their personal identity and the importance of positive relationships. Students began the year exploring their own personal identify by focusing on their individual strengths and weaknesses and how these strengths and interests formed their unique sense of self. As the year progressed, the focus changed to the importance of community and relationships. The Year 7 and 8 cohort participated in the Brainstorm incursion which focused on the need for students to be respectful to others and the incursion included a strong anti-bullying message. In Term Three, students had the opportunity to participate in the house debating competition. This competition focused on local and international issues and required students to collaborate and research a topic and present arguments. These were done to a very high standard and all students should be congratulated for their efforts.

Finally, I would like to thank the homeroom teachers, Mr. Jim Edmonds, Mr. Robert Wallace and Mr. Josh Ye for their commitment and hard work in making this year such a success. I wish all of the Year 8 students and their families a restful and peaceful break and thank you for making this an enjoyable year.

Erin LonguetYear 8 Wellbeing Leader

It has been a busy year for the Year 8 students in 2019. We started off the year with an excursion to FunFields in Whittlesea. The purpose of the activity was to develop relationships and strong connections between the students in a fun and engaging way. In April, the year 7’s and year 8’s went to Marysville for an outdoor

education camp. There were many activities offered during the camp including abseiling, hiking, bush skills, canoeing, bike riding, and rock climbing. The attitude and enthusiasm shown by the students during the camp (as demonstrated by hiking in the wet weather!) made this camp a rewarding experience. Receiving positive feedback and comments from the instructors on the behavior of our students and the respect the students displayed to the teachers and each other was a highly pleasing aspect of the camp.

During the year, we also had various excursions and extracurricular activities. This included the Wizard of Oz production, which saw many of our students perform in an amazing show. Ms Gower also organized the Year 8 debating competition which allowed the students to gain confidence and public speaking skills while competing against other schools. We also had the opportunity to visit Hanging Rock in the Macedon Rangers, The National Gallery of Victoria and students studying Indonesian were able to experience a cultural incursion. During the Middle Years Recital we were able to enjoy the musical talents of our students, showcasing some keen violinists and group performances. There were also many successes in the competitions offered in class with High Distinctions and Distinctions awarded in both The Australian History Competition and The Australian Geography Competition.


“The attitude and enthusiasm shown by the students during the camp made this camp a rewarding experience”

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k-ta

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. Bal

ance

d. R

efle

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quir

ers.

Kno

wle

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ble.

Thin

kers

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mun

icat

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cipl

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pen-

min

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Ca

ring

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k-ta

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ance

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Kno

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pen-

min

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Car

ing.

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k-ta

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ance

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efle

ctiv

e.

Inqu

irer

s. K

now

ledg

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inke

rs. C

omm

unic

ator

s. Pr

inci

pled

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alan

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Ref

lect

ive.

Inqu

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now

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mun

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Car

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k-ta

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ance

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Inqu

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s. K

now

ledg

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omm

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inci

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. Ope

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alan

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Ref

lect

ive.

Inqu

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s. K

now

ledg

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mun

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cipl

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Car

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. Ris

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Car

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. Bal

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Car

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k-ta

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ance

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Inqu

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s. K

now

ledg

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rs. C

omm

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ator

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inci

pled

. Ope

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alan

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Ref

lect

ive.

Inqu

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now

ledg

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Com

mun

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cipl

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Car

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. Bal

ance

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Car

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ance

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alan

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Ref

lect

ive.

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mun

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Car

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Car

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lect

ive.

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mun

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lect

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Year

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inded. Caring. Risk-takers. Balanced. Reflective. Com










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Caring Risk-takers

Balanced Reflective


Dear All, I want to share with you some of the experiences our Year 9 cohort have been doing at the TKIS over the past year. In developing the homeroom curriculum, the Homeroom teachers and I have discussed with the students our focus and their needs for this year. The overarching focus of

our wellbeing curriculum was loud and clear: the sense of belonging which will form the security to push outside the students comfort zones to achieve their individual best.

WE KNOW OUR STUDENTS: As a cohort of about 45 students the students have every opportunity to get to know each other well, over the longer term. Their teachers and particularly their homeroom teachers, Mr Peter Osborne, Ms Mei Yue and Ms Pauline Hong know our students and their unique mix of talents, which enable us to work with them more effectively to help them be their best selves, to value their strengths, and to support them to thrive in a world of constant change. This is at the heart of belonging in our community. At TKIS, our educational and wellbeing program forms a package rather than a single point of difference to other schools. There are six key parts to this, and I want to share them with you.

COMMUNITY & SOCIAL CONSCIENCE: Our Year 9 students come to our school from a myriad of different cultures and communities. They tell me that what they most value about being at TKIS is the sense of belonging to a small community, where they know others and are known. Our students experience a sense of being part of something bigger than themselves, and have every opportunity to contribute their unique gifts and talents. The benefits of participating in our community events offer students a sense of connectedness, and the opportunity to get to know each other. Macklin Spicer and Mansimer Gujral Kaur are applauded for their work as Ambassadors of the Shrine.

Helping young people to see themselves as part of something much bigger, and enabling them to make a tangible positive difference in our world, is vital. Our Community Based Learning Program supports the development of our students’ collective and individual social conscience. In practical ways, this makes our world a better place. This is a key area of our learning commitment that we will continue to evolve. One of the highlights this year was the World Vision 6 K walk that was instigated by Lucas Edmonds. Students from Grade 3 to Year 9 were involved in raising funds for communities overseas to provide infrastructure to access clean water. In homeroom, discussions were held regarding enormous distances many people need to walk to access water and more importantly the high mortality rate of infants in many of these areas due to diarrhea.

LIFELONG LEARNING & OUR PERSONAL BEST: While many schools focus only on the academic scores attained during formal schooling, TKIS takes the long view – and that is learning needs to be a lifelong pursuit. We value learning in its broadest sense, as our IB Learner Profile traits clearly demonstrates. Our model is based on our values (Respect, Integrity, Compassion and Responsibility); seeks a holistic education of the mind, body, heart and spirit, so that our young people are curious, courageous, creative, confident, caring and collaborative. Congratulations to those Year 9 students who attended the GTAC experience. The students explored five interactive exhibits to investigate how fungi are being repurposed to replace environmentally unfriendly items, make transport more effective and listened to the young PhD students talking about their passions in science.

What represents success and accomplishment for one person is often very different from another of the same age or experience. Knowing our students, and understanding when something is an achievement or a disappointment helps us to set clear and reachable goals for our young people. Alongside Personal Best, we also celebrate excellence in achievements in many different avenues of pursuit – in classrooms, on the sports field, supporting others, leading others, and making a difference in the world. In assemblies many of our students have received awards for their achievements in competitions such as Mathematics, Geography and History as well as the much sought after Principal Awards. I would also like to personally thank Tanveer Kaur for the many newsletter articles she has written.


WELLBEING: More than ever, we need to be concerned about the wellbeing of young people. In the end, as teachers and parents, what we want for our children is for them to be healthy and happy. Studies of happiness are very clear – those who live the most fulfilled lives are those who are able to contribute to the lives of others. We want our young people to firmly grasp that in helping others to live better lives, they also contribute to their own wellbeing and satisfaction.

DIVERSITY: We welcome families from many different cultural backgrounds. TKIS welcomes people of many faiths and no faith. We are greatly enriched by the contribution of different people with different stories who join and contribute to our community. This is particularly celebrated in our school assemblies and days including International Day where we aim to celebrate each individual’s uniqueness every day.

PHYSICAL ACTIVITY: Again the research is clear. Physical activity contributes to the wellbeing of the mind, body, heart and spirit. We want our young people involved in regular physical activity. Our involvement in weekday sports associations also provides students with the chance to be part of a team, and to learn all that goes with that: training together, working towards a common goal, being gracious in victory and generous in defeat, and learning from experience. The students were involved in numerous activities that pushed themselves out of their comfort zone at our Camp earlier in the year. At Toolangi the students went caving, white water rafting and numerous physical activities throughout the day.

Finally from our whole well-being team we would like to wish all of the Year 9 students and their families a restful and peaceful break, best wishes for the rest of your schooling whilst at TKIS or other places and for those who come back next year; come back with a willingness to work and to be a positive member of our community.

Lynne ChristieYear 9 Wellbeing Leader

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Caring Risk-takers

Balanced Reflective

The Year 10 students started their journey towards becoming full-fledged IB Diploma Programme students this year. Our students benefited from the approach that our team of caring and dedicated Homeroom teachers, Ms Angela Gower, Dr Ranjit Kaur and Ms Verena Kuehn, took by bringing a unique

strength to the table in developing and implementing the overall Wellbeing Programme for the Year 10 cohort. Our team was cognisant of the fact that Year 10 is a crucial year towards a student’s success in the IB Diploma Programme. We were focused on ensuring that the Year 10s acquire the pre-requisite knowledge, skills and values that would assist them with the next part of their journey into Senior School.

The year begun with the students going for an excursion to the Werribee Open Range Zoo. The team of teachers encouraged the Year 10 students to don the lens of a critical observer by using a handbook containing reflection questions. The primary focus of the experience was to assess the value and ethics of zoos in society, and whether a case can be made for zoos to continue to operate. They also had the opportunity to engage in an education programme about how mining affects the gorilla populations in Africa. This experience saw them assuming the roles of different stakeholders in the complex social issue and provided an opportunity for them to engage in perspective-taking, a key socioemotional skill. The overall excursion experience dovetailed nicely with our end-of-Term 1 camp to the Gold Coast, where the students also assessed the ethics of theme parks and whether a case could be made for them to exist in society. These experiences were intentionally designed to bring in Theory of Knowledge concepts from the IB Diploma Programme and to help them develop the IB Learner Profile Traits of “Inquirer”, “Thinker” and “Reflective”.

Using a thematic approach in each term based on the key concepts stipulated in the TKIS Wellbeing Curriculum Framework, the Year 10s undertook a multitude of Extended Homeroom learning experiences focused on building personal efficacy, resilience, respect and empathy. These included the writing of personal mottos and positive self-descriptors, exam and study skills, gratitude activities and projects involving “acts of kindness”. Students of different cultural backgrounds were also eager to share their life and TKIS experiences as well as cultural identity with the rest of the cohort. Throughout the year, the Year 10 Student Leadership Team of six students: Indirveer Singh and Hannah Moore (Year Level Captains), Astro Nou and Daisy Phan (International Captains) and Jaimie Ryan and Petra Merlo (Publications Captains), were mentored in different aspects of student leadership in our weekly afterschool leadership team meetings, taking reference from the Kouses and Posner Model of Exemplary Leadership. They drafted their own speeches to their student cohort, identified their leadership styles and were mentored in proposal writing and presentation to Senior Management Staff at TKIS. They were also influential in their delivery of weekly assemblies to the Year 10 cohort, addressing cohort issues where necessary.


Having already undertaken physical first aid training in their earlier years at TKIS, the Year 10s were trained in Youth Mental Health First Aid in Term 3, an accredited programme that teaches youth the skills to help someone who they are concerned about. The feedback from the students was overwhelmingly positive and anecdotal evidence showed that students were gentler and more sensitive with each other following the training. This learning experience was crucial in helping students lay a solid foundation of self-understanding and enhancing their capacity to help others. With this training, our students have gained skills to prepare themselves for the demands of Year 11 and 12, with the ultimate goal of helping them achieve their academic goals and lifelong success.

On a lighter note, we saw them enjoying the process of mastering the skill of ballroom dancing for the Year 10 Ball. They supported each other in overcoming their fears and teenage pressures and finally executed their moves with poise and confidence on the actual night. We hope to see our students move as smoothly in their transitions into Year 11.

Throughout the year, the Year 10 team partnered closely with Ms Deanna Krilis, IB Diploma Programme Coordinator and Mrs Elizabeth McCormick, Careers and Higher Education Coordinator, to create a coherent programme which engaged multiple stakeholders to prepare the Year 10s for their higher education and careers trajectory. It was also the first year of implementation for the Morrisby Test, a digital aptitude test that provides crucial information and advice on students’ abilities and therefore their most well-fitting higher education and careers pathways. In addition, the Year 10s also engaged with their seniors in Year 11 through a “Town Hall” panel discussion, where advice was sought about transitioning into life as an IB Diploma Programme student in the Senior School.

In conclusion, the Year 10s have experienced a multifaceted Wellbeing Curriculum programme that has provided them with the fundamental knowledge, skills and values for traversing this path toward the IB Diploma Programme. It was a joy being their Wellbeing Leader and building strong teacher-student relationships with them. I am also deeply appreciative of the efforts of our three Homeroom teachers, Ms Angela Gower, Dr Ranjit Kaur and Ms Verena Kuehn, in realising this vision of a Year 10 cohort who are passionate, respectful and persistent in their achievement of positive goals.

Kenny OngYear 10 Wellbeing Leader


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Inqu

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Caring Risk-takers

Balanced Reflective

2019 has been a big year for Year 11 students as taking on the IB Diploma which is not an easy feat. Students quickly realised the level of commitment which was required to give themselves a great launching pad for success this year and into next. Students are now half-way through the IB Diploma Programme which has

gone very quickly. Students will have learnt approximately half their subjects content and will be looking forward to finishing off in 2020 with the IB examinations taking place in November. The students have had a massive year both inside and outside of the classroom taking part in School Camps, Guest Speakers, Subject Excursions, Sports Days, Formal and Fundraisers.

Term 1 started with a number of new students joining us to tackle the IB Diploma. Our students who carried on from Year 10 helped them settle in quickly and hit the ground running. Outside of classroom students participated in International Day where all students had the chance to either present their culture to the school or be a part of a new culture to learn about their traditions. The House Athletics carnival gave the students a chance to show their skill on the track and field and demonstrate leadership qualities by encouraging their respective houses to compete in their chosen events and cheer on their team mates. Term 1 was completed with a week at Camp Kangaroobie at Princetown on the Great Ocean Road. Students and staff travelled to Princetown via the Otway Ranges and had a tree-top walk in amongst the forest. Once at the camp, students took part in many fun activities including bush dancing, canoeing, obstacle course, farm activities and predator-prey survival game. We also had the opportunity to cross the Gellibrand River on a raft and then walk over the dunes and make our way to Princetown Beach. It was a great opportunity for the students to relax and form new relationships with each other as they work toward the same goal of completing their IB Diploma’s.

Term 2 was a busy term with lots of assessment in all subject areas and the important requirements of CAS being completed. As it was only a 9 week term students

only had two months to learn and study as the headed toward the end of semester examination period. Our students were fantastic during this time, respecting the exam room and completing their exams to the best of their abilities. Their results good or bad gave the students perspective and realisation of their hard work and areas that they may have to devote time for improvement.

Term 3 was very busy for most students as students participated in the Group 4 Project where all Science students investigated a variety of different tasks associated the theme “Antarctica”. A group of students took to the slopes at Mount Hotham and learnt to ski or snowboard. The Year 11 students who attended were excellent ambassadors for themselves, their families and TKIS. The Year 11 Formal was held on the Star of Victoria where students and staff cruised around Port Phillip Bay. The attendance at the event was fantastic and all those attending both students and staff had a most enjoyable evening. Inside the classroom students began their initial work on the Extended Essay, with an extended information session, followed by students nominating three different proposed subjects. These proposals were collated and faculty staff were nominated to supervise students. The end of term was once again completed with two different experiences. Four of our Year 11 students attended the trip to China where students had the chance to experience the Chinese culture first hand. The other students took part in CAS camp at Camp Howqua at the foothills of the Victorian High Country in the North-East of the state. This camp was organised and led by Mr Koo (CAS Coordinator). Students participated in a diverse range of activities including horse riding, archery, water slide, high ropes and the flying fox. In the evenings we had a variety of other activities including table tennis, jig-saw puzzles and board games. There was also a movie night, Trivia night and a special careers night presented by Mrs McCormick.

Term 4 has seen students refining their Extended Essay topics and really starting to get into the detail of research required for this piece of assessment, including their first reflection. Over the summer holiday period it is important students work consistently on this project as The Extended Essay will be due for submission at the end of Semester 1 next year.

I would like to take the opportunity to thank all Year 11 students and their respective Homeroom teachers, Mr Tran (11A), Ms Xu (11B), Mr Holdaway (11C) and Ms Lin (11D). I would also like to thank the to the Year Level Captains, Oscar Mikic and Tran Thao Ngoc (Alexis) Nguyen, International Captains Thi Ngoc Hau (Hazel) Vu and Binh An (Jack) Le, Publications Captian Jutaphat (Beaw) Clungratana and Rutledge House Captain Eve Simner. These students have fulfilled their duties in their respective roles extremely well and made many valuable contributions to the school as a whole.

I wish you all a safe and happy holidays and I look forward to continuing to guide students through their IB Diploma.

Daniel SchembriYear 11 Wellbeing Leader

Year 11 wellbeing leader




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Caring Risk-takers

Balanced Reflective

The final year of schooling is always busy and this year has certainly been no exception. Outlined below is a brief chronological sequence of the major events throughout Year 12 life this year. We have also supported the students thoroughly throughout the year with a wellbeing programme delivered

in the Homeroom that has focused on study skills and organisation. This has also been complemented by Friday afternoon study sessions for those students who have fallen behind in their various studies.

Term 1 was dominated by the Internal Assessment (IA) components for the Group 4 (Experimental Sciences) subjects. There were some very interesting research projects undertaken that saw students utilising their subject specific skills along with data-logging equipment,

spread sheets and word processors to analyse data and produce a formal

report of their findings. It was also the term to consolidate the CAS hours, with students involved in all manner of activities from assisting at the local nursing home or CAS Garden, playing a variety of sports and helping out with a number of terrific displays for International Day. At the end of Term 1, the Year 12’s embarked upon a study camp at Ace-Hi Ranch at Cape Schanck on the Mornington Peninsula. The study camp involved general study sessions working on IA’s and Extended Essays (EE’s) as well as some more subject specific activities for Biology and ESS students looking at vegetation changes across sand dunes at the beach. This year we also had a significant focus on TOK. Ms Frawley and Dr Rutter gave some presentations and we made sure that all students were absolutely aware of the requirements for the TOK Essay. By the end of camp, the majority of students had submitted their plan for the all-important TOK essay. All students attended an information session at the Marine and Freshwater Discovery Centre

in Queenscliff, where the highlight was being able to touch some marine organisms in the visitor aquarium. Those not involved in the sand dune work at Queenscliff also visited Fort Queenscliff and were given a tour and information session about the historical significance of the installation. The sheer delight of seeing dolphins swimming alongside the ferry on the journey back from Queenscliff to Sorrento really capped of a terrific day. The camp also gave students the time to have some down time with a number of activities such as horse riding, archery, rock climbing, flying foxes, giant swing and a pleasant bush walk down to Bushranger’s Bay.

This year we continued the idea that was instigated in 2016 of not having midyear examinations. Year 12’s had the opportunity to spend the last four days of Term 2 completing their EE’s and IA’s for various subjects or working on their final TOK essay or CAS documentation. This time was used quite productively by most students, although a number still needed to better focus their attention on meeting deadlines. The completion of these tasks makes Term 3 far less stressful and gives a better opportunity to focus on revision and completing minor parts of the syllabus.

Term 3 has seen the completion of the final TOK essay and the submission of various IB requirements. Our Visual Art students were very busy putting the finishing touches on their many and varied works for their portfolios, which were exhibited in the TKIS Annual Art Show. The last week of the regular term as well the first week of the holidays (for most) was spent doing Mock Examinations. These examinations were carried out in a very formal way, emulating the experience, in both timing and sequence that our students will embark upon in November. I was once again highly impressed by the mature and responsible approach to these examinations that was exhibited by essentially all students.

Well here we are now in Term 4 with 63 students about to embark on their final IB Examinations. Whilst I would like to wish all students the very best of “luck” in these upcoming examinations, this is really just a kind sentiment. As it has been said time and time again, “luck” has very little to do with success. Success is the result of hard work and determination. I look forward to celebrating the successes of our students in January 2020 when they receive their results and then embark on the next exciting chapter of their lives. For most this will be tertiary education at a variety of universities, both here in Australia, as well as in many different destinations around the world, possibly including Canada, Hong Kong, Japan, Singapore the UK and the USA. We also have a few students that have applied to TAFE and are looking at taking on trade qualifications.

I would like to acknowledge the care and compassion shown to our students by all teachers but particularly the Year 12 Homeroom teachers, both Ms Cheung and Mr Edmonds (12A), Mr Pharoah (12B), Ms Allen (12C) and Mr Kahlon (12D). It has been an honour and a pleasure working with you as your Wellbeing Leader. There has also been a tremendous amount of time and

Year 12 wellbeing leader

“Success is the result of hard work and determination”


effort contributed by Mrs McCormack our Careers Advisor and Ms Krilis the IB Coordinators. Our boarding and kitchen staff, administrative, maintenance, library and technical staff have all made important contributions to make the life of our students easier or more comfortable in one way or another and for this I thank you. As parents you too have gone through a challenging journey and hopefully you will feel rewarded by your children’s achievements.

Finally I would like to acknowledge the contributions of our Year 12 student leaders. Our School Captains Lachlan Heywood and Sophia Guo have represented the Year 12 student body and led a group of many students representing the leaders from other year levels within the school. Our other Year 12 student leaders, Deputy Captains, Zachary Squire and Kate Rider, International Captains Victor Si Thu and Wan Nivatvongs, Deputy International Captains Sean Kim and Isabelle Huang, the Publications Captains Marina Sato and Huiting He along with the Publications Committee of Emily He, Nadya Widjaja, Fatima Saeed, Lisa Shen, Yolanda You and Sophie Lin and finally the House Captains, Semih Doktoroglu and Peacy Panichewa (Hudson – Red), Jaskirat Deol and Kriti Bhoomla (Mitchell – Green), Jay Hew and Kelli Kim (Hume – Blue) and Matthew Spain (Rutledge – Yellow). All of these students have shown exceptional leadership qualities and have served the school and indeed the broader community in many ways. I thank you all for your valuable contributions in making TKIS a better and more enjoyable place.

I would like to wish all staff, students and their families a safe and enjoyable end to the year and I look forward to seeing the many happy faces when we return in early February next year.

Andrew PharoahYear 12 Wellbeing Leader







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Documents

Communicators. Principled. Open-minded. Caring. Risk ...€¦ · 13 Message from the Director of Teaching and Learning 14 IB Learner Profile 16 Studies in Language and Literature