the kilmore international school newsletter...message from director of student wellbeing dear tkis...

The Kilmore International SchoolNewsletter

Issue 1, Friday 15th of February 2019

Back to SchoolHappy Lunar New Year

A TKIS Community Publication

2 | TKIS Newsletter 1 2019

ContentSchool Messages 2

Student Activities 14

Notice Board 33

Important datesJanuary 2019

30 Term 1 2019 Begins

February 2019

1 Y7 Latitude Y8&9 Funfields Y10 Werribee Zoo8 Primary Excursion – Relationship Building11 SEOL Korean New Year Day13 Y3-6 District Swim Prizegiving Ceremony16 Visual Arts off site exhibition

Contact: Ms Imelda Lapthorne Email: [email protected]

The Kilmore International School40 White Street KilmoreVIC 3764 Australia

Tel: (03) 5782 2211Fax: (03) 5782 2525Email: [email protected]: www.kilmore.vic.edu.au

Message from PrincipalHappy New Year!

The 2019 Academic Year has started smoothly and we wish to extend a warm welcome to new and returning students and families. I am pleased to announce that we begin the year with an enrolment above 400.

We are delighted with the results of the 2018 IB graduates. Some highlights of the results are shown in the following pages. In brief, the median ATAR was above 90 which means that more than half the graduates scored in the top 10% of students in Victoria. Most graduates have accepted their first round VTAC offer and will be attending either The University of Melbourne or Monash University.

Congratulations to all students who received an award or were appointed to a leadership position in 2019. Thank you for your support of the Welcome and Prizegiving ceremony this week. Community recognition of student achievement and leadership is essential in developing effort, motivation, confidence and responsibility.

I am delighted to announce the appointment this year of Mr Duke Tran, Ms Pauline Hong and Mr Robert Wallace as teachers of Vietnamese, Music and Art respectively. Vietname is a significant international market for TKIS and we are keen to strength the relationship with the appointment of a dedicated teacher of Vietnamese. I welcome these outstanding educators to the team and wish them every success this year.

2019 promises to be a dynamic year. Our theme this year is Adding Value across our strategic priorities of learning, wellbeing, community, global connections and sustainable future. This year we will certainly seek your input into the International Baccalaureate Organisation review of the operation of TKIS as part of a five-year evaluation cycle. Likewise, we will engage parents and all constituencies in designing the five year TKIS Strategic Plan for 2020 - 2024.

As we celebrate the Year of the Pig, I wish all members of our community a happy and successful 2019.

Andrew TaylorPrincipal

TKIS Newsletter 1 2019 | 3

Welcome back to another year at TKISWith another exciting and busy year ahead we would like to first extend a warm welcome to all new students, teachers

and other members of the TKIS community. In 2019 the school will continue to work on the development of the stu-

dent wellbeing program to foster stronger relationships and encourage personal growth. Through its continual growth

the wellbeing program will continue to improve the student experience at TKIS and help to develop the important soft

skills needed in all careers in today’s ever-changing workforce.

In the new academic year, we hope that students will continue to work hard, embrace new challenges and remain

open-minded in approaching new opportunities. These opportunities will include both academic and extracurricular

activities but also the chance to build to new friendships. Building upon previous years’ work we will continue push

the global engagement program and many other extracurricular opportunities such as the Cambodian Kids Foundation

(CKF) and the TKIS Interact Club. All of these opportunities offer excellent chances for all students to develop them-

selves and meet new people. Moreover, we hope to build upon the excellent fundraising efforts of previous school

leaders. This year we will continue to organizing a variety of fundraising events such as bake sales and talents shows,

raising funds for both local and international charities.

As School Captains, we strive to work with the SRC and TKIS staff to create the best student experience possible in 2019.

We hope that this environment will allow greater creative thinking, more social responsibility and more cross-cultural

collaboration. Furthermore, to increase cross-cultural interactions we will work with all students but particularly the

International Captains. In the end we hope to help all boarding students feel welcome and comfortable at TKIS. One

way we hope to do so is put a greater emphasis on International Day so that all students can gain a greater understand-

ing of their peers. This aim represents our broad focus for 2019, however, we would love to hear for all students about

how we can improve your own experience. We are always willing to listen so please come talk to myself or Sophia or

any other member of the 2019 leadership team.

We wish all students the best for 2019, and hope that you are able to work hard so that you achieve your own academic

and personal goals. We cannot wait to work with the SRC and represent the interests of all students in 2019.

Shufan (Sophia) Guo and Lachlan Heywood School Captains 2019


Message from Director of Student Wellbeing

Dear TKIS Community Members,

Welcome to the new school year!

What a wonderful start to the year it has been. While Senior School students renewed friendships, set personal goals and initiated routines to prepare them for success in the Diploma Programme, students in Years 3 to 10 focused on strengthening peer group connections, developing positive mindsets and establishing effective work skills.

In this newsletter I hope you will enjoy reading articles celebrating the academic success of the past year and the friendship based activities students enjoyed. We wanted our kids to start fresh and connected to community. It is clear to see, from the student and Wellbeing Leaders’ writing, TKIS has established itself as a caring and dynamic community. A community where all individuals are valued; where academic learning and character development are prioritised.

Ms Lynne Christie, Year 9 Wellbeing Leader, articulated “wellbeing is the platform for success at school and in life” it is this general belief which underpins our whole school programme for academic and personal success. As a School, we are indeed seeking to develop confident and well-rounded young people who make positive contributions as global cit-izens. This is more than a hope for tomorrow but, with effort, it is embedded in daily practice at TKIS and lived through the International Baccalaureate Learner Profile Traits.

In a letter to parents I will communicate the 2019 Strategic Vision for Student Wellbeing and Mr Ong, our Head of Well-being Curriculum, will outline the curriculum overview for our student care programme. I would like now to announce the TKIS Wellbeing Leaders of 2019:

Primary Ms Sandi McNamaraYear 7 Ms Claire LeLievre Year 8 Ms Erin LonguetYear 9 Ms Lynne ChristieYear 10 Mr Kenny OngYear 11 Mr Dan SchembriYear 12 Mr Andrew Pharaoh

Other key members of our team include Primary Coordinator Ms Julie Daniells, Boarding Manager Ms Gayle Morgan, Dean of International Students Ms Imelda Lapthorne, Youth Engagement Officer Franco Swanepoel and our newly ap-pointed counsellors Ms Gonul Dirican and Ms Lavender Ka.

The Wellbeing Team invites you to continue to share your ideas with us. And we wish our community the very best of years!

Philippa KirwanDirector of Student Wellbeing


Message from Year 12 Wellbeing Leader

Welcome back to the 2019 school year! It was terrific to see so many familiar faces on Wednesday 30th January, but it was also lovely to see some new faces in the younger year levels as well. This year we are commencing the year with 63 Year 12 students. These students are already working industriously on Internal Assessment (IA) for many subjects, Written Assignments (WA) for language based subjects. Over the long break students were encouraged to make as much progress on their Extended Essay (EE) as possible. The first meeting with supervisors for the year has already taken place, but this was a relatively informal meeting, essentially just updating progress. The next formal meeting will take place in Week 6 and will require the writing of a formal reflection in ManageBac. The TOK essay will also start soon, with the topics being released in March. This year we are going to have a particular emphasis on TOK at the study camp in April at Cape Schanck (more details about camp will follow later in the term).

In order to support the IB students, particularly the Year 12’s we have re-introduced a senior school diary this year. The diary has lots of useful information such as the IB Learner Profile (page 98), the IB examinations dates for both May and December (pages 99-107), Essential Reading for IB students, (page 116) and the Extended Essay Management Record (page 118) to name but a few. Organisation and meeting deadlines is absolutely fundamental in the IBDP. Good use of the diary and other timetables to keep on track is very important. When planning, students should be encouraged to schedule regular homework and revision time, but should also make sure that there is some down time away from study for rest and revitalisation. This might be as simple as watching a favourite TV show, going for a walk or even playing a video game. Balance is very important and if for example your child has a part-time job, they will need to seriously consider the time commitments associated with that in relation to their study.

To also assist students to navigate their way through the final year of the IB we have our regular tutorial programme that runs from Monday to Thursday. A specific addition to this programme this year is an IB Support Tutorial being run on Tuesday from 4:30 to 6:00PM by Ms Krilis, our IB Coordinator. We also have a Friday Supervised Study programme that is used when students get behind in various tasks. This is not necessarily meant to be seen as a punitive measure, it is more about setting aside an hour of time specifically to catch up on a particular task. Students will be directed to the Supervised Study class when a teacher raises concerns about a student’s progress and parents/guardians will be informed via email/letter.

I look forward to a fantastic year ahead and hope that our IB Centre provides a comfortable, welcoming and productive home to our senior students. If you have any questions or concerns, please feel free to contact me via phone through reception or email. The table below lists the respective pastoral teachers and their three letter staff code. You can reach the teachers via email by using the three letter code followed by [email protected]

Year 12 Wellbeing Leader – Mr Andrew Pharoah (AXP)12A Ms Jessie Cheung (JOC)12B Mr Andrew Pharoah (AXP)12C Ms Lynda Allen (LDA)12D Mr Baldev Kahlon (BSK)

Andrew PharoahYear 12 Wellbeing Leader



Welcome to Year 11

This year we have moved down into the IB Centre and have started to settle in for the two-year International Baccalaureate Diploma Programme (IBDP). I would like to welcome four new students to our cohort, Le Nguyen Vinh (Tommy) Nguyen from Vietnam, Jiafan (Jeff) Li from China, Jingyi (Lily) Tang from China and Gamin Nam from Korea. Students have been introduced to each of their various academic subjects in class and have been given an introduction to CAS (Creativity, Activity, Service) by Mr. Koo the CAS Coordinator. During this introduction ManageBac was introduced which is the online platform where students record their activities. ManageBac will be used for Extended Essays towards the middle of Year 11.

The focus that I have been promoting in Year 11 is the rights and responsibilities of all students here at TKIS. I encourage each Year 11 student to take ownership of their studies and decision making by setting realistic and achievable goals. I have also asked the students to embrace failure as a positive learning tool. Each and every one of us have faced some sort of failure in our lives and if students can use failure as a positive learning tool it can help them learn from mistakes or shortcomings to move past the initial failure. There is a dedicated team supporting IB students to help guide students.

• Ms Krilis - IB Coordinator • Mrs. McCormick – Careers Coordinator• Dr Rutter – Director of Teaching and Learning• Ms Kirwan – Director of Wellbeing

Homeroom Teachers for 2019

• 11A Mr Duke Tran• 11B Ms Christine Xu• 11C Mr Neil Holdaway• 11D Ms Hao Lin

I look forward to a great year ahead and please feel free to contact me via phone through reception or email.

Daniel SchembriYear 11 Wellbeing leader


As part of the Wellbeing Curriculum’s overarching Term 1 key concepts of Identity and Resilience, the Year 10 cohort

was introduced “Respect” as their guiding value for the year. Concrete examples such as the Acknowledgement of

Country were used to help students understand how this value could be exemplified in every day life.

A Year 10 Student Leadership committee was also set up comprising the two year level captains, two international

captains as well as the 2 publications captains. This committee would act as the “Think Tank” of the Year 10 cohort,

exploring ideas and ways to engage the cohort in issues such school and social policies, civic engagement and intercul-

tural relations.

The Homeroom Teachers got to know their classes as well as the 14 new students that joined us this year. Students

also had the opportunity to interact with one another at the first cohort excursion for the year to the Werribee Open

Range Zoo. In the weeks to come, the Year 10 cohort will explore their cohort identity which would culminate in the

Term 1 Camp to the Gold Coast.


Kenny OngYear 10 Wellbeing leader


WELCOME BACK!

This year I have the pleasure of coordinating our Year 9 cohort as the Wellbeing Leader. There are three classes of

Year 9

9A Ms Christie

9B Ms Yue and

9C Ms Hong.

Our intention is to encourage and support each student to achieve their personal best, to be self-aware, enquiring and

resourceful, a well-rounded individual with an independent mind who respects and empathises with others. Student

wellbeing is the platform for success at school and in life and teaching for wellbeing at The Kilmore International School

involves the principles of Positive Education. Our focus is on developing the skills for academic achievement and life-

long wellbeing.

The TKIS students learn the value of respectful relationships between teachers, friends and peers, family and community

members. Students benefit from a holistic education, one that develops the whole person – their Mind, Body, Heart

and Spirit, so that students can live a purposeful and fulfilling life. Supported by passionate teachers and a culture of

creativity and inclusion, students are given many opportunities to grow and develop as individuals, as well as members

of our local, national and global community.

My contact details are below. Please do not hesitate to contact me or your child’s Homeroom teacher should you have

any concerns, queries or questions, or would just like to share some exciting news.

I am looking forward to working with you and your children.

email: [email protected]


Lynne ChristieYear 9 Wellbeing leader


Message from the Boarding ManagerBoarding opened on Australia day with students returning for our hot summer days, this year we have 137 boarding

students housed in four main areas.

A new house has been built on the Lumsden Street site and the year 12 girls are very happy there.

Boarding activities started with a welcome B.B.Q. followed by Chinese New Year celebrations, this Sunday students will

be putting their creative skills to cake decorating. Sunday 17 we are all off to Fun Fields which is always a great day out.

Numerous activities are planned including the Avalon Air Show, Pop up Cinema and Bounce Park this semester. The

boarding house supervisors have taken over the activities with students having lots of input into what they do.

We are all happy to return with 2019 being a very successful year.

Mrs Gayle MorganBoarding Manager


Welcome to The Kilmore International School for 2019!

First things first, let’s introduce the Primary Team: Year 3 and Wellbeing Leader Assistant – Ms Sandi McNamara, Year 4 – Ms Jen Ling, Year 5 – Miss Garner and Year 6 and Primary Coordinator – Mrs Julie Daniells. Together, we continue to be committed to providing the best care, support and educational opportunities for your child.

The primary classes have all had a fabulous first few weeks. Each class has spent time getting to know each other, welcoming new students and establishing classroom guidelines and expectations. This year, the primary school will continue with its Wellbeing Programme, Play Is The Way (PITW), developed by Wilson McCaskill. PITW is a practical methodology for teaching social and emotional learning, through the use of physically interactive games. One of its objectives is to help the staff, students and parents create a safe learning environment in which the students train to be independent, self-regulated, motivated learners in persistent pursuit of their personal best and able to get along with each other. As Wilson McCaskill so eloquently states, “Let us raise children to be considerate of themselves, others and the world in which they live, with sound reasons for the things they say and do … from this, all else will follow.”

During the first week of the April holidays, the Years 5 & 6 students will be attending their camp to Phillip Island Adven-ture Resort (PIAR) from April 8 – 11th. The overnight camp for Years 3 & 4 students will take place on the 19th – 20th August. More details regarding camp will be sent home in the coming weeks.

A few housekeeping items: - Students should be in Homeroom by 8.25am. This will be particularly important with PITW as many of the ‘lessons’ take place during Homeroom. - Please CLEARLY label ALL uniform items (incl. hats and jackets). Our lost property tub is already filling up!- Students should not be dropped off in the morning before 8.10am. Staff supervision is not provided until this time- Tutorials are only offered to students in Years 5 & 6 (or students in Years 3 -6 who catch the Woodend, Whittlesea or local bus to meet the train). All Years 5 & 6 students attending tutorials are to be picked up no later than 4.30pm, there are no tutorials offered after this time (the Library is not an option after school for any primary students). Please note that the tutorial programme is not after school care. If before or after school care is required, you can con-tact Sutherland Street Child Care (or see Reception or myself for further details) as they drop off children to TKIS in the morning and pick up after school.

Below are some up and coming dates for your calendar:

Message from Primary School Coordinator


My contact details are below. Please do not hesitate to contact me or your child’s Homeroom teacher should you have any concerns, queries or questions, or would just like to share some exciting news.

Ph: 57822211 Email: [email protected]

We are all looking forward to working with you and your children this year.

Julie DaniellsPrimary School Coordinator

Message from Head of Learning The Arts

The TKIS Music Department welcomes Pauline Hong who has joined our team as a full time classroom and instrumental teacher this year, after teaching violin after school at TKIS in 2018. Pauline is experienced, enthusiastic, knowledgeable and innovative, and has already made a positive impact with our students in the classroom.

As a trained violinist, she will be running the Instrumental Strings pro-gram in Grades 5 and 6. Caremonkey permission notes have been sent to the families of all those children which, once signed and returned, will allow the students to borrow a violin or cello for the year. The aim is

for children to bring their instrument home from week 3, so that the melodious sounds of a brand new string student learning to play can begin to echo through your home!

We have several ensembles running this year: the Junior Choir (for primary students, run by Ms Jensen), the Acorn Orchestra (run by Ms Hong), the Grade 6 Band (run by Mr Robb), the Senior Band (run by Mr Phil Stroud, our new drum kit teacher) and possibly two senior vocal groups (details to be confirmed.)

Performance opportunities abound: on Wednesday 20/3 we have International Day; on Thursday 28/3, House Music. The Junior Soiree will occur early in term 2 and the first IB Recital towards the end of the term. The TKIS Musical, “The Wizard of Oz” will also occur in term 2, with the Midd le Years Recital in Term 3. TKIS Students will also participate in the Kilmore Anzac Day Service on 25/4.

Catherine StringerHead of Learning The Arts


Message from Head of Learning Mathematics

Dear Parents and students,

I hope everyone has had an enjoyable and restful vacation period.

As with every New Year we see a group of students move from Primary Year 6 to Secondary Year 7. Consequently, as parents, you may notice a difference in the teaching pedagogy (instruction) between the two schools. Notwithstanding our efforts to try and minimise these differences, ensuring a relatively smooth transition, they still nonetheless exist. Within the Secondary School Mathematical learning environment we have developed a system that allows parents to engage with how their child is performing on a certain topic before they sit a Topic Test, covering that work most re-cently studied in class. This system involves the teacher preparing what we call a “Skills Based Assignment”. Students will on most occasions take this assignment home to work on, and be given a few days to complete. The task will be assessed by the teacher and students will be able to see how, and where they need to improve. Parents can ask their child to see the results of the SBA in order to monitor progress or assist in developing a more focused homework rou-tine. As parents, please take the time to look at these assignments to monitor their progress.

Our senior mathematics teaching staff for 2019 includes from the left: Ms Burns, Mr Lineage, Dr Tanko, Mr Szczur, Ms Cheung and Mr Kerr.

Ms Burns Year 8, Year 9 SL & Year 12 SLMr Lineage Year 10 HL, Year 11 & 12 SLDr Tanko Year 7, Year 9 HL, Year 10 AL, Years 11 & 12 SLMr Szczur Year 11 Studies, Year 11 & 12 HLMs Cheung Year 10 AL & Year 11 SLMr Kerr Year 7, Year 8, Year 9 HL, Year 10 SL & Year 11 Studies

The answer to the question set in the last newsletter is shown below. In this tricky question a rectangle, 5 units by 12 units, was divided such that a diagonal trapped two circles. The task was to find the distance between the two circles.


And now for this editions new problem.A rectangle with integer side has a diagonal stripe which starts 1 unit from the diagonal corners, as in the diagram.The area of the stripe is exactly half of the area of the rectangle.Determine the perimeter of this rectangle.

Paul SzczurHead of Learning (Mathematics)


Happy Lunar New Year!

On Monday the 4th of February the school was a hive of activity!

The TKIS international students (coming from all over the world) joined together to celebrate Lunar New Year’s Eve.

The celebrations started with everyone sitting in small groups making “jiaozi” dumplings filled with pork and vegetables. Once the dumpling making was completed there was music, Karaoke, tasting traditional New Year’s desserts and snacks from a few different Asian countries. Students were also given New Year lucky red envelopes filled with sweets. Then every enjoyed a special New Year feast to welcome in the Year of the Pig. A big thank you goes to Lin Laoshi for organizing the special celebrations!


Imelda LapthorneDean of International Students


Prizegiving Night 2019


PRIZEGIVING & COMMENCEMENT CEREMONY AWARDS 2019Presentation Date Wednesday 13 February 2019

UNIVERSITY AWARDS FOR 2018 Monash University Excellence in EAL Apapist (Peacy) PANICHEWA University of Sydney Year 10 Academic Excellence Oscar MIKIC Melbourne Schools Partnership International Award (MSPI) Yutian (Emily) HE Kwong Lee Dow Year 11 International Award Phone (Victor) SI THU Kwong Lee Dow Young Scholars Award Oscar MIKIC Kyle LAFFAN Korean Language Award Sun-Min (Kelli) KIM

ARTS, COMMUNICATION & SPORTS AWARDS FOR 2018 Year ART AWARD MUSIC AWARD DRAMA AWARD 4 Matias EDMONDS Lisa GALLAGHER 5 Nelly BLANCHOT Caitlyn BRINCAT 6 Amber MEUWISSEN Renisa PAUL 7 Ella CLARK Harrison HILL Mariam GALLOWAY 8 Eden HOPKINS Casey JENSEN, Joel BLANEY Eden HOPKINS 9 Hiu Lam (Helen) MAK Petra MERLO, Bradley BEATON Peo OSBORNE10 Charlie NUSKE Evelyn (Eve) SIMNER Nicholas PHAROAH Yucheng (Rain) XIE Chayawan (Wan) NIVATVONGS

Year COMMUNICATION AWARD SPORT AWARD 4 Rudransh KOHLI Dominique LITTOOIJ, Emily BEATON 5 Katie JONES Aidan LING, Ella MILLER 6 Amber MEUWISSEN Lucy BEATON 7 Harrison HILL John KNIGHT 8 Grace HEYWOOD Reave PALEG, Casey JENSEN 9 Jaimie RYAN Joshua SQUIRE, Taryn FURLETTI10 Oscar MIKIC Stephanie CALDERWOOD Lachlan HEYWOOD Zachary (Zach) SQUIRE

PRINCIPAL’S ACADEMIC AWARDS FOR 2018Year 5 Ella MILLER, India PALEG, Katie JONES, Bryce MEUWISSEN, Zeik MITCHELL, Ruixuan (Elizabeth) KAN, Aidan LING, Brahmleen KAUR, Caitlyn BRINCAT, Riley EGAN, Benyamin LITTOOIJ Year 6 Oliva EXELL, Victoria SULLIVAN, Hana KHODABOCUS, Stella BOWCOTT, Anika EDMONDS, Dayna FORD Amber MEUWISSEN, Ella PETSCHEL, Chloe MOTT, Renisa PAUL, Claire GALLAGHER, Hemoor KAUR Lucy BEATON Year 7 Harrison HILL, Jasmeet SINGH, Sebastian COSTA, Xingkun (Kim) WANG, Kishan JASHAD, Abby WALTERS Maclaren EGAN, Maddison LING, Mariam GALLOWAY, Georgia FLETCHER, Ryan HAQUE Phuong Nhi (Jacqueline) LAI, Ella CLARK, Aarushi SODHI Year 8 Montana DANIELLS, Bhavneet KAUR, Tiffany LAMB, Anastasia MINTER, Declan FORD, Jye GIBB Hannah CALDERWOOD, Mansimer Kaur GUJRAL, Aliyah LAFFAN, Fiona DIMOVSKI Lucas EDMONDS, Casey JENSEN, Snehdeep KAUR, Macklin SPICER, Junze (James) ZHANG Grace HEYWOOD, Reave PALEG, Leo HALFORD MOLINARO

Year 9 Niamh IRELAND , Zijian (Lee) LI, Ann BAIJU, Lyrothna (Astro) NOU, Joshua SQUIRE , Hannah MOORE Jaimie RYAN, Minjin KIM, Jeremy KRIETEMEYER, Tran Thao Hien (Daisy) PHAN, Yiwen (Evan) ZHANG Taryn FURLETTI


Year 10 Hannah GIBSON, Hanmeng (Diana) LI, Bryan Kenneth HANDOKO, Binh An (Jack) LE, Thi Ngoc Hau (Hazel) VU, Theresa STAHL , Daniel GOWER-HALL, Anh Phi VU, Yi (Arthur) XU Natasha BOURNE, Kyle LAFFAN, Remi LEZON, Charlie NUSKE, Snehaa SATHISH KUMAR Evelyn (Eve) SIMNER, Prabhsimar Singh AUJLA, Tuan Phong (David) VU, Indika EGAN, Janelle ENG Jiezhen (Jen) HE, Thitiporn (Aom) ISARAKARNKUL, Tran Thao Ngoc (Alexis) NGUYEN Viet Dung NGUYEN, Minjiahua (Anna) ZHENG, Oscar MIKIC Year 11 Apapist (Peacy) PANICHEWA, Zachary (Zach) SQUIRE, Jaskirat Singh DEOL , Yitong (Christina) JING Nadya WIDJAJA, Yunchang (Yolanda) YOU, Nuo (Katherine) CHEN , Yutian (Emily) HE Jingqi (Christy) HUANG, Shifei (Sophie) LIN, Timothy SPAIN, Michael MEEHAN, Lachlan HEYWOOD STUDENT LEADERS 2019 House Captain – Hudson (Red) Semih DOKTOROGLU, Apapist (Peacy) PANICHEWAHouse Captain – Hume (Blue) Wei Shuek (Jay) HEW, Sun-Min (Kelli) KIMHouse Captain – Rutledge (Yellow) Matthew SPAIN, Evelyn (Eve) SIMNERHouse Captain – Mitchell (Green) Jaskirat Singh DEOL, Kriti BHOOMLA HOUSE CHAMPIONSHIP SHIELD 2018 Mitchell House

School Captains Year 12 Lachlan HEYWOOD, Shufan (Sophia) GUO Deputy Captains Year 12 Zachary (Zach) SQUIRE, Kate RIDER International Captains Year 12 Phone (Victor) SI THU, Chayawan (Wan) NIVATVONGS International Deputy Captains Year 12 Seungyeon (Sean) KIM, Sen-Ai (Isabelle) HUANGYear Level Captains Year 11 Oscar MIKIC, Tran Thao Ngoc (Alexis) NGUYEN Year 10 Indirveer SINGH, Hannah MOORE Year 9 Leo HALFORD-MOLINARO, Grace HEYWOOD Year 8 Harrison HILL, Aarushi SODHI Year 7 Claire GALLAGHER, Lucy BEATON Primary Benyamin LITTOOIJ, Caitlyn BRINCAT International Captains Year 11 Binh An (Jack) LE, Thi Ngoc Hau (Hazel) VU Year 10 Lyrothna (Astro) NOU, Tran Thao Hien (Daisy) PHAN Publication Captains Year 12 Huiting HE, Marina SATO Year 11 Jutapha (Beaw) CLUNGRATRANA Year 10 Jaimie RYAN, Petra MERLO Publication Committee Year 12 Yutian (Emily) HE, Nadya WIDJAJA, Fatima SAEED, Lingjie (Lisa) SHEN, Yunchang (Yolanda) YOU, Shifei (Sophie) LIN

COMMUNITY AWARDS School Sport Victoria Academic & Sporting Achievement Medal Zachary (Zach) SQUIRE ADF Long Tan Leadership Award Stephanie CALDERWOOD International Student of the Year Award Nur (Shuhada) ZAIMICaltex Award for Excellence Timothy SPAIN Global Citizenship Award (presented by Elke and Dale Lapthorne) Lachlan HEYWOOD SENIOR SCHOOL COLOURS Arts Chayawan (Wan) NIVATVONGS Academic Lachlan HEYWOOD, Michael MEEHAN, Timothy SPAIN Sport Zachary (Zach) SQUIRE Service Lachlan HEYWOOD


I was privileged to attend the IBDP Awards Ceremony at Deakin Edge in Melbourne, along with my colleagues, Mrs Eliza-

beth McCormick and Mr Ross Wright, and to witness the public recognition of our 40+graduates. Phoebe Nadenbousch

and Jack Heanly were announced and called up to the stage to receive a Certificate of Distinction for their outstanding

results in the November 2018 DP session. It was a very proud moment to celebrate with their families in attendance as

well as a large representation of the IB World Schools in Victoria and Tasmania. Some of the other schools represented

were Carey Baptist Grammar School, Geelong Grammar School (hosting the event), Ivanhoe Grammar School, Kardinia

International School, Lauriston Girls’ School, Methodist Ladies’ College and Presbyterian Ladies’ College.

We were in fine company, proving that, as a smaller rural International School, we too are delivering a fine IB educa-

tion, relevant subject and careers advice, and a caring, supportive learning environment to the young people in our

care. This inspires me to continue supporting our IBDP students -our seniors, our young adults- to achieve the great

goals they set for themselves. Congratulations to our graduates of November 2018 and here’s to the future success of

our graduates in the 2019 sessions!

IB Awards Ceremony


Welcome to the IBDP in 2019TKIS is an IB World School (IBWS) that takes great pride in delivering the IB Diploma Programme (IBDP) at years 11 and 12. This programme includes our whole school community, and asks that we all understand, follow, facilitate and promote the IB principles and philosophies. These principles seek to “develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world”. They are most easily represented by the IB Learner Profile, a list of attributes that encapsulates the essence of what an IB student is and the young people we are sending into the global arena. Understanding our aims is a key to success for students and their families.

Staff at TKIS are trained in their subject areas to deliver the IB subject courses. Many of them are examiners in these subjects and work collaboratively to excel in their fields. This translates into a commitment to developing the knowl-edge and skills of their students. We all aim for best numerical results but success also comes from meeting the needs of our individual students and their future goals. To this end, we approach the IBDP with a focus on ‘Academic Care’, a concept that takes into account the personal needs of students as well as their academic aspirations.

‘Academic Care’ is given inside and outside of the classroom. It is represented in the Homeroom programme, the infor-mal conversations during recess and lunchtime, the focused tutorials after school and the contact via email with many of our dedicated teachers. In this way, students are always learning and always growing. Part of the ‘Academic Care’ involves their increased time in the self-contained IB centre (IBC) in which year 11 and 12 students are given greater trust and responsibility to be young adults. Students are encouraged to use the building as a centre for learning and to respect the privilege of the IBC’s openness as a shared facility. The building gives them Homeroom space and identifies them as the seniors of the school, and soon enough, they will take their IB examinations in this space, making it a very formal and serious environment. Their Homeroom teachers and Wellbeing Leaders are located in this building, offering immediate support when required.

Through these regular newsletters, my aim is to share the information that all year IBDP students and their parents must know, including specific details about assessments and IBDP requirements. The first IB deadline for the school is March 15th, when teachers of our May session students of Thai A, Vietnamese A, Hindi B and German ab initio will be submitting the final tasks to the IB Internal System. This means students will be submitting these tasks earlier to allow for necessary authentication and final checking. After this, students will await the upcoming final examinations in these subjects. More details about the dates for these examinations will be provided in the next newsletter and the full May session schedule can be found at https://www.ibo.org/programmes/diploma-programme/assessment-and-exams/ex-am-schedule/ . The November 2019 schedule is also located at this site for those wanting to be extra-organised A reminder that the newly formatted IBI and IBII Senior School Diary now contains important information, like the exam-ination schedules, for students and families to refer to as needed.

Of particular importance is the news that TKIS will be undergoing its five-yearly cyclical review with the IBO. This pro-cess involves professional reflection and accounting of our programmes and of our ability to implement IB priorities in our teaching practices. This IB review necessitates collaboration with all our stakeholders, from the governing Board to teachers, from boarding staff to parents and guardians. Students will also have a voice in the reflection process, helping us to identify the ways we can grow to be the best IBWS possible. I invite parents to become part of this self-study and to contribute to the growth of the school via the Parent Survey I will be sending out in Term 3. More information will follow in future newsletter articles about how you can help us.

All essential documents related to the IBDP, the General Regulations and various policies, are located on the TKIS website at http://www.kilmore.vic.edu.au/learning/the-international-baccalaureate/ . PLEASE read them online as a matter of priority. Discuss and reinforce them with your child and help TKIS establish the partnership needed for your child’s future path. We model the IB Learner Profile attributes by being communicators and by becoming knowledgea-ble, by reflecting on choices and making principled decisions. We are all on the same journey and each of us has a key role to play in the success of our young adults.


The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Here at TKIS, staff model the Learner Profile traits by encouraging students to be thinkers, to be principled and to seek balance in their IBDP by caring for their academic progress and their health and wellbeing.

- Inquirers. They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained through-out their lives.

- Knowledgeable. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

- Thinkers. They exercise initiative in applying thinking skills critically and creatively to recognise and approach com-plex problems, and make reasoned, ethical decisions.

- Communicators. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with oth-ers.

- Principled. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

- Open-minded. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and eval-uating a range of points of view, and are willing to grow from the experience.

- Caring . They show empathy, compassion and respect towards the needs and feelings of others. They have a per-sonal commitment to service, and act to make a positive difference to the lives of others and to the environment.

- Risk-takers. They approach unfamiliar situations and uncertainty with courage and forethought, and have the inde-pendence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

- Balanced. They understand the importance of intellectual, physical and emotional balance to achieve personal well/being for themselves and others.

- Reflective. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

The IB Learner Profile

Deanna KrilisIBDP Coordinator


UN Youth Young Diplomats TourYear 12 Lachlan Heywood

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 di-plomacy. 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 Com-munism 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 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 op-portunity 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-Birk-enau. 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 with-out 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 oppor-tunities 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 friend-ships 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.


My Exchange Trip to GermanyYear 11 Stephanie Calderwood

I had the great opportunity to be chosen to go to Germany on an exchange program. I left on the 20th of December and I got home on the 4th of February. For about two weeks I stayed with family friends who live on a goat farm near Heidelberg because when I got to Germany it was during the school holidays. Whilst I was there I got to experience a lot of the German culture. I got to go to a Christmas market, many castles and I tried a lot of German food. I found that my favourite food was pretzels, not the snack kind but bread pretzels. I also got to go to the black forest, there was the first time I saw snow, I loved that so much. If you know me, you know that I love the cold so the weather in Germany did not phase me at all. However, I did get sick, but I didn’t care to much because I got to see snow.

After the two weeks I made my way to Salem. Salem Schloss Schule is well known across Germany. The school has three campuses I was in the middle school campuses in Salem. My exchange partner you might have meant was Vanessa, she was here last year. She was in one of the other campuses, so I only got see her once when I went to meet her in Konstanz. When we meet up we talked about everything that gone on since we saw each other and some other things. Whilst I was there I saw lake Konstanz. I went to Konstanz again the next week with friends that I made whilst at school. Furthermore, I got to go on a trip to Zurich which is a city of Switzerland with the rest of the exchange students. On the way we stopped at Rhine Falls although it’s very cold it was an amazing sight. Whist in Zurich I went around with my Spanish friends shopping. I personally didn’t buy anything because it was very expensive but look around at the scenery.

The school life in Salem is mostly different but some was the same as TKIS. The first difference for me was boarding. Although TKIS has boarding unlike our school almost everyone boards which creates a different atmosphere. The school work was not challenging because I was 6 months in front of them however it was still enjoyable. I had a least 3 class of 90 minutes and on Tuesday, Thursday and Friday there was a class after lunch. It was compulsory to go to at least 4 events a week one in which was your service and the rest could be MUN or sports. I joined fire brigade on Mondays and did swimming 2 times a week on Tuesday and Thursday and fitness on Wednesday.

I recommend for anyone thinking of doing German or doing should strive have the same opportunity as me. I learnt a lot whilst there and I feel that I become much more independent and this experience only come once in a life time. I have made life longs friends from all over the world. Germany, America and Russia Peru are some of the few places where my friends come from. I am truly grateful to have this opportunity.


Young AmbassadorYear 9 Mansimer Kaur Gujral

This is the first year that The Kilmore International School has participated in the Shrine of Remembrance Young Am-bassador program. This program provides an opportunity for young people currently studying in year 8 and 9, and to those who are fond of history. To participate in this program Macklin and I had to submit in a resume, a letter of ap-proval from our parents, a photocopied version of our student ID and lastly a letter of recommendation from a teacher at the school or the principal. My letter of recommendation was written by Ms Mumberson and Macklin’s was written by Mr Taylor..

On the 8th of December, Macklin and I were invited to the induction day where we were given a welcome pack by the Education officers, which contained two badges and an ID card lanyard and we met the other 8 Young Ambassadors for 2019, We were also given a guided tour of the Shrine of Remembrance.

Our first day as Young Ambassadors was on the 21st of January. We were given our Young Ambassador Blazers (which we must wear when at the Shrine in our role), told the kitchen code, how to sign in to allert the staff, that we are on duty. It has been a very enjoyable experience so far. Macklin and I both look forward to be working with the Shrine for the rest of the year.


Year 10 Excursion to the Werribee Open Range Zoo

On the first Friday of the term, the year 10 cohort visited the Werribee Open Range Zoo together. We had lots of fun getting to know different people and sharing moments as we saw all the animals.

There were some activities that we did together such as an open savannah bus tour and later a educational program about the gorillas in the Democratic Republic of Congo. We learnt about how Coltan mining is endangering the spe-cies and what is being done to prevent their extinction. We also explored different perspectives in a case study. During our free time at the end of the programme, we all wandered around the zoo to see the different animals such as the zebras and lions.

We were given a task to think about the ethics involved in keeping animals in zoos, in connection with our camp to the Gold Coast towards the end of Term 1. Some questions we could consider would were “What type of animals should be kept?”, “Is it morally acceptable to transport animals around the world?”, “When we keep animals in captivity, are we preserving them or conserving them?” etc.

One student commented that… ‘it was good that we discussed that possible reasons that animals like gorillas are being hunted and killed’.

The trip to the zoo was also a way of welcoming new students to TKIS. It was a great opportunity to learn about them and make new friends. The Australian native animals were quite popular amongst the international students and some of us even saw some sleepy koalas!


Year 8 Harrison Hill

On Friday the 1st of January, year 8 and 9 of TKIS took an icebreaker trip to Funfields, a water/theme park in Whit-

tlesea. When the students arrived they got into small groups to go on the rides. Many students were in groups with

people they did not know very well. There were rides for everyone, including go-karts, a pirate ship, waterslides,

miniature golf, as well as the new wave pool. At two o’clock , everyone came back to have lunch and talk with the

new friends that they had met. Everybody had a great time, and even some of the teachers enjoyed the mini golf. At

Funfields everybody got to meet new people, learn to take risk in a safe environment, and spend some quality time

with their friends. Thank you to all those who organized a good day out for the year 8 and 9 students that provided an

opportunity to meet new friends.

Year 8 Excusion to Funfields


Year 7 Lucy Beaton and Claire Gallagher

Friday the first of February was an exciting day as year 7 headed off to Latitude. The bus was full of noise as students sang to their favourite songs and chatted with their friends.

When we arrived, we separated into our two homeroom groups. Many students were excited as they received their flourescent pink latitude socks! For the first hour and a half, both groups were introduced to a few different activities by an instructor. We enjoyed, dodgeball, rock climbing and different forms of trampolining. The elevated obstacle course was not only enjoyed by students but teachers as well. Though, the students were able to make it out of the foam pit at the end of the course with a little bit more agility. For the next hour, both groups were able to join and mix and do any of the activities. One of the most popular being the ninja warrior course. Many students also enjoyed playing dodgeball (girls vs boys) with the instructors. Those of us with gymnastic talents enjoyed showing off new flips learnt on trampolines over the summer.

Once we had finished bouncing, we went to Bundoora park to eat our lunch. Where we spent some time socializing with the new friends we had made.

Latitude Excursion

New Arrivals

With a new year comes new arrivals. We, in the Language A Faculty, welcome Mr Duke Tran, our new Vietnamese A teacher. This means that our Vietnamese A students no longer have to attend classes in the evening and the course shifts from the Self-study course to the full course. Of course this means that we have lost the wonderful support of Ms. Nguyen, although she has promised to make herself available to our students preparing for the May session exams.

It is these offers of assistance beyond the 8:30- 3:30 that allow our students to feel supported in their IB goals. We thank both Mr Tran and Ms Nguyen for this smooth transition.

We also welcome Ms Judith Harbour who will be taking Mr Winardi’s Indonesian A and B classes while he is on long service leave. Her extensive knowledge will be an asset to the school.

Our final welcome is for the new IB Language A course. Changes to the curriculum will be seen by the Vietnamese A and Thai A students starting the IB in Semester 2, while other Language A subjects will see these changes introduced for the cohort starting the IB in 2020. Such alterations always prove challenging to well established ideas, yet also allow us to reinvigorate our curriculum and draw inspiration from new sources.

We look forward to the year ahead and welcome all these new arrivals to TKIS.


Year 4 Nishelle

On Friday we went to a water park in Wallan. If you wanted to you could have ordered McDonalds and eaten it there. There were wet stuff and dry stuff. One of the wet stuff was a bucket that had water in it and it tipped over so we got splashed and there was a little spa that we could sit in. One of the dry stuff was two zip lines, one was a chair and the other was like a stool. There was a huge playground but the slide was super slow. It was a dry playground.

The teacher told us to go on the dry stuff first and then the wet stuff so we listened. We played and played. There were so many things to do. There were things with a little amount of water and things that had lots of water.

Most of the dry stuff was to do with spinning around or going side to side and sometimes up and down.

We only had 10 minutes to get changed. There were toilets but there were only three cubicles to get dressed in.

Year 4 Jessica Dahiya

On Friday the primary school went to Wallan to a Water Park. So now let me explain what we did when we got there.

First, we had to do four periods of work and recess. In the last two periods of school we wore our swimming clothes, after that the whole entire primary school got on to several buses. Year 4 which was my class, got on the biggest bus with Year 5, Year 6 got on the middle size bus and Year 3 got onto the smallest bus.

Second, when we got onto the bus Ms Ling and Miss Daniels checked that everyone all had seat belts on. When we all had seat belts on Mr Archer the bus driver drove us out the school then out of Kilmore onto the highway then off the highway into Wallan then to the park.

Then, we went to McDonalds because we had an order sheet. We had to sign and order something and while other people were getting their order other people ate their own lunch.

Last, when we got to finish our lunches we got to play on the playground. The teacher said to play on the dry activities first then the wet ones so, that’s what we did. When it was time to go we had 10 minutes to get dressed so, we got into our school clothes and we got back from Wallan then went home. It was a very fun day.

Year 4 Excursion


Our Golden RulesIn Year 3 we have been investigating how we want our classroom to LOOK SOUND AND FEEL. Through our Play is the Way program we discussed the Golden Rule –“ Treat others as you would like them to treat you”. The students brain-stormed how they would like to be treated and each group came up with the same number 1 goal…….RESPECT! We decided on 5 Golden Rules we want to try to follow…..

Our Golden Rules BY Year 3- We all agree that being respectful is the most important thing in our classroom- We always include everyone- We know that kindness goes a long way- We will always be friendly to everyone- We like to have fun

Hadfield Park ExcursionOn the 8th of February grades 3-6 went on an excursion to Hadfield Park. Before we left we got changed into our swim-mers so we could go in the wet section. Everyone jumped onto the bus and we left the school yards.

Firstly we needed lunch so the people who had ordered McDonalds went across the road to pick up our delectable lunch.When we got back to the park we all ate our meal. As soon as we munched them down some people went straight to the water although some people (like me) went on the playground and had a run around. Some played tag, some went on the flying fox and some went on the swings and slides. Then my friend and I got changed and had a splashing time in the water. At first, the water felt really cold but then you got used to it. In the water there was this bucket and when it filled up it would tip on all the people under it. Now that was really cool. The best thing at the park was the big swing. The swing is gigantuan. I did not go on it that day, however when I go there my dad pushes me and I go flying! I think I could touch the clouds! I saw a couple of people on it and they looked like they were having a huge amount of fun.

Finally, we had to get dry and head back to school, reluctantly. As we went back to school the buses had faces of satis-faction inside them. We all had a whimsical time!


Cambodian Kids Foundation


Careers Latest News1. EARLY ANU applications for 2019 onwards

New combined application process for admission, scholarships and accommodation. Called ASA.

For Domestic Students ONLY

The application will be assessed on 3 requirements:• the co-curricular or service requirement, and• academic requirements (Year 11 IB results for your conditional offer and Year 12 results for your full offer), and• additional program requirements like prerequisites or portfolios as applicable to the program you apply for.

Timeline for this process:

4 March 2019 Applications open31 May 2019 Applications close1 August 2019 Conditional Offers released5 September 2019 Conditional Offer acceptance deadline9 January 2020 Final Offers released (International Baccalaureate)23 January 2020 Final Offer acceptance deadline17 February 2020 ANU Orientation Week25 February 2020 Classes commence

Further details please go to:http://www.anu.edu.au/study/apply/new-admissions-for-2020

2. 2020 Tuckwell Scholarship Program (ANU)

This is the most distinctive scholarship in Australia. Offering $21,700 p.a. in 2017 (with inflation increase for 2020) and available for up to 5 years at ANU. The final 75 applicants either receive a Tuckwell Scholarship (25) or another very supportive scholarship.

The Scholarship is also unique in that it allows you to study a single or double undergraduate program, including Honours and vertical degrees (degrees that combine undergraduate and graduate study, across a range of disciplines, completed in a reduced time-frame), in any discipline offered at ANU for up to five years.

Key dates to apply for the 2020 Tuckwell Scholarships

Stage 1 Applications open: 4 March 2019Stage 1 Applications due: 3pm (AEDT) 28 March 2019Teacher Referee form due: 3pm (AEDT) 4 April 2019Interview weekend 5 – 7 July at ANU – (mandatory)

Join the Mailing List to receive updateshttps://tuckwell.anu.edu.au/applying/tuckwell-scholarship-mailing-listFurther details from www.tuckwell.anu.edu.au

NEW Medical Aptitude Test for Australia, replacing the UMAT

University Clinical Aptitude Test for Australia and New Zealand (UCAT ANZ)


The University Clinical Aptitude Test (UCAT) is an admissions test used by the UCAT ANZ Consortium of universities in Australia and New Zealand for their medical, dental and clinical science degree programmes.

The UCAT ANZ test will replace the UMAT (Undergraduate Medicine and Health Sciences Admission Test) from 2019 (for university entry in 2020).

The test helps universities to select applicants with the most appropriate abilities and professional behaviours re-quired for new doctors and dentists to be successful in their clinical careers. It is used in collaboration with other admissions processes such as interviews and academic qualifications.

The UCAT ANZ is a computer-based test delivered in Pearson VUE test centres throughout Australia, New Zealand and at some overseas locations.

Please note that some pathways to medicine / dentistry / clinical sciences will not require the UCAT. For some appli-cants a different test may be required.

Applications close: FRIDAY 17 MAY

Testing on selected dates, 1 – 31 July 2019

International students will continue to sit the ISAT

Careers Tutorial Meeting to discuss this change will be held on Monday 18 February at 4.30pm in Room 103

the kilmore international school newsletter...message from director of student wellbeing dear tkis...

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