Where in the past we have brought you two education specials a year, 2021 sees a combination of our head student and principal features, to bring you a unique insight into those leading some of our most prestigious schools and the visions they have for their school community in the year ahead.
Ashburton College
Principal – Ross Preece
As part of our constant desire to update ourselves and ensure that we are providing the educational foci for our community that is needed in the future, in 2020 we undertook a major overhaul of our key documents, including our Charter and Strategic Plan. This resulted in the changed image that you can see to the right of this article.
Our Mission Statement has not changed. However, as with any language, it is open to interpretation. The concept of ‘Individual Excellence’ to me means that we want our students to be the best they can be in all manner of fields. It might be that a child who has achieved Level 3 with Merit was capable of having achieved Excellence. In contrast, the student who takes two years to complete NCEA Level 1 may have exceeded all expectations. We want our students to excel and finish their time at Ashburton College with a sense of achievement. There is, of course, a huge range of opportunities at our college – be it leadership, academic, sporting or cultural. Our role is to ensure that the openings for individual excellence are presented in a variety of forms.
Our Vision is all about ensuring that our current learners will be prepared for a very different future to that which we have known, and we know that the world of future employment will be vastly different over the coming decades. There are some essential skills that will, however, be transferrable and applicable in the future. These are the ability to connect with others, to communicate clearly and particularly to have effective verbal communication, and also to be creative.
Last year, with the disruption brought on by Covid, we got a small snapshot of how the world of work was forced to change and yet people adapted very quickly. Many of us were required to run enterprises and/or businesses via an online presence. However, co-operation and clear communication were still at the forefront.
As outlined in my first paragraph, the key change to these documents is the visual representation for Ashburton College. We chose the kete because it represents the intertwining of pathways that occur in our college. Our students come from different backgrounds and they interact and meet a wide range of people from our community. We considered many possible changes to prepare for the future and this interaction image is one new feature of those changes. We were, however, very strong in our desire to retain the House System and Colours which are well entrenched and a strength of Ashburton College. Thank you for your continued support.
Head Students
Milli Sullivan & Thomas Patterson
The well-anticipated year of 2021 has begun, and we start with a greater appreciation for the wide array of opportunities this year may hold, all going well, after we were deprived of these due to Covid last year.
As we step into our new-found roles of Head Students, with immense gratitude, we look forward to working in tandem with our deputies Easterlin Faamausili and Alex Rielly, staff and students across all years, towards our goals set for the year.
These goals entail focusing on the growing cultural diversity at Ashburton College and closing the gap that lives between year groups. We are striving to keep the eagerness and enthusiasm that was formed as a result of last year’s lockdown, as we keep those pre-existing connections with the wider community strong.
As we work with our fellow Year 13 leaders we are already seeing consistent goal-setting, and especially a focus on our Junior School students, aiming for them to have the best possible experience at this opportunity-rich school.
Here at Ashburton College we pride ourselves on our cultural diversity and we aim to be united as one within the school and one within our community.
Ehara taku toa i te toa takitahi, engari he toa takitini. My strength is not as an individual, but as a collective.
New Students' Q&A
Year 9 Students PJ Taumaoe, Jorja Abernethy, Sophia Aguila and William Byron-Brown were interviewed in their first week at college
and said what they were enjoying about college was:
+ The diversity and cultures within the college.
+ Meeting students from different schools, in ‘real life’ rather than only over social media.
+ Meeting and getting to know each of their subject teachers, who they described as ‘capable and able to help students grow’.
+ Taking a range of different subjects, and having a variety of subjects to choose from.
All four students liked their ‘fresh new start’ and said they were enjoying college at this stage, and ‘definitely’ enjoying their classes. Once settled into a routine they were looking forward to getting involved in opportunities outside the classroom.
Ashburton College’s Values for all in our College Community are:
Quality/Te Ata Pai
Pride/Manawa Whakahīhī
Respect/Whakaute
Craighead Diocesan School
Principal – Lindy Graham
Given the challenges that COVID-19 threw at all of us last year it was a pleasure for us to complete the 2020 school year together. It would be easy to go back to ‘the way things were’, but the world as we know it has changed forever. What did we at Craighead learn from our 2020 experiences?
First, that student and staff wellbeing is of paramount importance. Being in lockdown highlighted this. Our Whānau groups not only came into their own, but provided vital connections and a sense of belonging, despite the physical separation imposed upon us by the pandemic. Our Senior students provided leadership by keeping in touch via TikTok, Hangouts and Instagram, providing some much-needed light entertainment. Upon returning to school, the post-lockdown House Jump Jam competition was a highlight – motiving us through the winter months and engendering a healthy competitive team spirit.
Secondly, we learned that we must continue to be proactive, resilient, and adaptable.
While we were thrust into a hitherto unknown situation last March, we were able to use our strengths to learn and grow. What an incredible learning experience – learning remotely, using online platforms. Staff became both learners and teachers, as did our students and parents. Together, we became proficient in using the various technologies available today. How quickly our ‘learning-focused’ conversations have adapted and changed. Words such as Zoom, Zui, and Google classroom now seem such a natural part of everyday language!
Finally, we learned that out of adversity comes creativity. For example, the popular Craighead Wellbeing Instagram, developed during lockdown, now has an international following. We invite you to ‘follow’ us! Another example is our new Athlete Enrichment Programme for selected Year 12 students for 2021 – for students to grow as all-round athletes, empowering them with the tools to lead balanced and active lives beyond school. As well as preparation, training and motivation, this exciting initiative will offer sessions on nutrition and sports psychology, supported by mentors and specialists from all around New Zealand.
We are off to a vibrant start to the school year. Building on the lessons of last year, we are ready to learn and to thrive. Relishing being physically together, yet conscious that a resurgence of Covid in New Zealand is always a possibility, Head Students Charlotte Mulder and Rosie Paul have chosen ‘Better Together’ as their theme.
We are confident that, for those looking for a progressive, inclusive values-based Christian education in the Anglican tradition, Craighead can provide a unique education for your daughters.
Head Girl
Charlotte Mulder
I am very fortunate to have been appointed to the role of Head Girl for Craighead for 2021. Coming from Long Beach, near Ashburton, I have been a boarder for the past six years. Boarding has allowed me to develop the skills of independence and organisation – skills which suit my personality perfectly. Boarding since aged 10, I have witnessed much laughter over the years, creating memories and friendships which I will treasure from being part of such a close-knit community.
After coming back from lockdown in 2020, and now as Year 13 leaders, we are more than ready to make the most of our time left at Craighead. This is the reason why our year group has chosen ‘Better Together’ as our theme for the year – to encourage our students to reach out and come together both physically and spiritually. This will link into our Term One focus – Connection, with our emphasis on our Big Sister, Little Sister relationships.
Having witnessed many outstanding Craighead leaders over my time here, I feel humbled to be awarded this leadership role for 2021.
I am thankful to have the support of my family, and to work alongside my Deputy, Rosie Paul and our year group, as we lead the school community together.
At a Glance
+ Craighead is a State-Integrated Anglican Years 7–13 Boarding and Day School for young women, situated in Timaru, South Canterbury.
+ Our Boarding House caters for up to 125 boarders, with a new state-of-the-art Senior boarding wing where a strong sense of community is developed within our family atmosphere.
+ We have small class sizes and offer a wide range of options.
+ Entry to the school is not based on academic ability. We enjoy diversity and support every student to discover her own capabilities, and to pursue her own personal excellence.
+ We offer an outstanding teaching and learning environment, with an emphasis on accessing the technological skills required for today’s learners.
+ NCEA attainment of our students at all levels is consistently high.
+ Learning Support is offered to students who need extra assistance.
+ Student Wellbeing is a high priority, with a range of support systems in place.
+ Our vertical Whānau groups provide connection and a sense of belonging to our school community.
Geraldine High School
Acting Principal – Ryan Wilson
Geraldine High School is a thriving multi-cultural, coeducational school set upon a picturesque campus. Catering to students from Year 7 through to 13, GHS has all the benefits of a city school in a rural environment, which means that our students have a full curriculum, comparable to any city school, with the added advantage of being in an amazing rural environment of mountains and rivers. Our curriculum, coupled with our inclusive school culture, provides an environment for learning that allows all our students to succeed in whatever they put their minds to.
Our school theme for 2021 is ‘Kotahitanga’. This encapsulates the essence of what our GHS culture is aiming to achieve. Kotahitanga, or unity, promotes togetherness and solidarity. In support of this theme we have redefined our traditional form time into Whanaungatanga time which is about relationships, kinship and a sense of family connection. By providing a range of different contexts for our students to build positive relationships through real experiential learning, where they can have a connection to each other through shared experiences and
learning activities, they gain a sense of who they are individually and how they are an important part of our wider Geraldine High School whānau.
Our team is looking to the future and designing curriculum change that prepares our students for a rapidly changing world. We aim for our students to be critical thinkers, have a growth mindset, receive and give effective feedback and be effective communicators, which are all qualities that research has shown employers are looking for when recruiting new workers.
Another area of curriculum change is Personal and Social Education. In this area we are designing programmes that develop relationships and life skills that will help our students successfully contribute to our GHS culture, participate in a wide variety of experiences and be able to positively interact with a diverse range of people.
Project Based Learning is the final area of our future-focused curriculum change. In this area students are able to follow their interests and passions to delve into learning a range of skills and knowledge through topics and problems that engage and motivate them. The aim is to create students who are: more engaged in their learning, more empathetic, better collaborators, active problem-solvers, greater risk-takers and better prepared for the creative economy.
We are extremely fortunate to have a team of amazing educators from a diverse range of teaching backgrounds and experience.
We invite you to see for yourself – we would be delighted to show you around our school.
Head Students
Robert Furrer & Hazel Fisher
Geraldine High School provides learning that is relevant for all students through an emphasis on high achievement, the building of relationships as well as the development of life skills to enable students to become lifelong learners who will be able to contribute, participate and interact with each other, wherever they go, according to Head Students Robert Furrer and Hazel Fisher.
‘Our school’s theme for this year of “Kotahitanga”, which means togetherness
and unity, will inspire all students to learn, connect and succeed with each other in order to rise above challenges and to reach their goals,’ they say.
With both being at GHS since Year 7 they have seen first-hand the development of the school’s culture, and believe students now have greater opportunities to grow their learning and networking. ‘Our school is a vibrant and busy rural school and is one of a kind, with a strong sense of history and community. Our facilities offer plenty of choices whether it be on the sports field, in an academy or academically.’
Head Girl Hazel says during her time at GHS she has been encouraged to try everything and to overcome personal challenges which have led her to grow as a person. ‘The range of subjects at Geraldine High School has given me the opportunity to try new things and further expand my skills.’
It is a sentiment shared by Head Boy Robert. ‘Whether it be academic, sporting or cultural, I have had the opportunity to succeed and grow as a person and gain new skills.’ Being in an established rural community, GHS has also offered Robert a future-focused career path through the school’s Primary Industries Academy – just one of a variety of subject choices which offer learning outside of the classroom.
Both Hazel and Robert are looking forward to working alongside their Deputy Head students as well as the Student Executive to achieve success throughout the school year, as well as leaving a blueprint for the future leaders to fulfil.
Medbury School
Headmaster – Ian Macpherson
As Ian Macpherson commences his fourth year as Medbury Headmaster, the countdown towards the school’s centenary continues, with just under two years to go until Medbury celebrates 100 years of educating boys.
With more than 30 years as a specialist in boys’ education, Mr Macpherson has seen first-hand the difference a boy-friendly approach has on maximising academic engagement and social and emotional development.
This has been a key driver during the past three years in tailoring Medbury’s sub-school structure to cater for the range of learning styles and emotional needs of boys at different ages throughout their primary journey.
This structure works towards Medbury’s Mission to ‘Unlock Every Boy’s Potential’ and builds on the school’s exciting initiative with Swinburne University of Technology aimed at developing emotional intelligence (EI) via the Aristotle EI programme.
According to Mr Macpherson, helping both day boys and boarders to gain a better understanding of themselves and others; build resilience; and master skills, which help them tackle greater obstacles and ask more ‘why’ questions; are key milestones to achieving academic success and wellbeing.‘Our passion at Medbury is to unlock the potential of every boy. It is why we exist – to understand each boy’s opportunities and challenges, then personalise an education which encourages him to strive to be the very best he can be,’ says Mr Macpherson.
The focus is on the ‘whole boy’, and small class sizes enable teachers to deliver a personalised learning programme, ensuring that every boy has the support, extension and encouragement he needs to discover and develop his particular strengths.
Medbury also aims to help boys develop as confident individuals, focusing on a range of personal attributes, such as organisation, confidence, independence and relationships with others.
‘The school’s learning programmes are all focused on a boy’s way of learning, providing him with a structured environment, with competition, boundaries and an opportunity to succeed. Friendships, values and a quiet self-confidence that comes with sound preparation will provide an invaluable foundation for his journey ahead,’ Mr Macpherson says.
‘When a Medbury boy leaves for secondary school, he will leave us a well-rounded individual; a motivated and independent learner; and a critical thinker with high self-esteem, who reacts to others and the changing world around him, with confidence and good grace.’
Head Boy
Henry Murfitt
I started Medbury in the new entrants class in 2013. Since my first day, I aspired to be like the Year 8 leaders who looked after us in our classrooms each morning. They seemed so grown-up and always demonstrated the school’s 12 values.
It is my privilege to be Head Boy for 2021, and it is now my turn to lead the boys by the school’s motto ‘Play the Game’ and adhere to the values.
A previous Head Boy challenged us to try something new each year, which I have done. The school’s mission is to ‘Unlock Every Boy’s Potential’ so we are encouraged to step out of our comfort zone and take part in the wide selection of extra-curricular music, drama, sports and academic subjects. I hesitantly took up the drums and am now in a rock band!
I particularly enjoy the structure of Medbury and the variety of the timetable, which includes specialist subjects like Art, Digital Technologies, Drama, Music, Science and Physical Education, taught by specialist teachers in specialist facilities.
The relatively small roll of Medbury means we get to know all the boys across the age groups. One of my aims as Head Boy this year is to learn every boy’s name – a huge task considering it took me a year to remember my older buddy’s name and his name was Henry too!
At a Glance
As Medbury School prepares for its centenary in 2023, it continues to balance the strong traditions it has established throughout the past 98 years, with innovation in teaching and learning.
Medbury School is the only independent boys’ school on the South Island, offering an education for both day boys and boarders from Years 1 to 8.
The school’s academic programme is balanced by a pastoral focus on emotional intelligence and wellbeing, a focus on manners and respect, and a diverse range of extra-curricular activities.
Medbury enjoys a strong reputation locally, nationally and internationally as a progressive preparatory school, which prepares boys for life in the 21st century. The school has at its core an engaging family feel, which extends both within and beyond the school gate.
Selecting a school to meet your high expectations and your son’s needs is important. Medbury staff and students would like to invite you to Medbury to show you first-hand what sets our school apart as an exceptional Australasian preparatory school.
Selwyn House School
Principal – Dr Lyn Bird
Selwyn House School is a leading girls’ school for Years 1–8, with an on-site Boarding School and co-ed Pre-School. A Selwyn House education is underpinned by the International Baccalaureate Primary Years Programme, which encourages students to be powerful thinkers, problem-solvers and empathetic global citizens.
These are the attributes that are critical in our future workforce and society. Employers across the world have emphasised the need for today’s young people to possess both deep knowledge and critical human skills, a combination that is commonly termed ‘T-shaped’ professionals. Selwyn House is developing young ‘T-shaped’ students by developing deep discipline knowledge across subjects and then teaching students to collaborate and innovate to solve complex real-world problems.
The greatest gifts that we can give our students are the freedom to be curious, a thirst for knowledge, and a belief in their abilities. That is exactly what Selwyn House School is nurturing in
its students through its strong focus on STEAM learning. TEAM stands for Science, Technology, Engineering, Arts, and Maths – a powerful combination of topics that develop the knowledge and skills that will be most needed in the next generation’s workforce. Our STEAM Hub provides every student access to state-of-the-art equipment including 3D printers, a kiln, a laser cutter, sewing machines, and Virtual Reality headsets, and introduces students to subjects such as Mechatronics, Robotics and Artificial Intelligence to ensure they are fully prepared to lead in a future that is heavy in technology.
This approach to learning is particularly important for young female students if they are to denounce the archaic gender stereotypes that see females continuing to be under-represented in careers in the STEAM fields.
The beauty of a girls-only education is that those gender biases do not exist within this environment. With access to the best modern facilities and outstanding teachers, our students develop the vital 21st-century skills of collaboration, creativity, critical thinking, and communication – and importantly, they develop the belief that they can tackle a problem in the real world, without ever questioning whether their gender makes them any less capable of finding a solution.
We are preparing our students to be the future creators, problem-solvers and leaders, no matter where their passions lead them.
Boarding House Manager
Diane McClure
Selwyn House School is proud to offer a safe, nurturing, family-oriented boarding house for girls in Years 4 to 8 (ages 7 to 13). Our Boarding House is conveniently located within the school grounds, offering a home away from home for up to 29 students.
Our boarders come from around New Zealand, particularly rural areas of Canterbury, and internationally, and casual boarding arrangements are also able to be made.
We value the special character that each girl brings to our community, and we support each girl’s passions and interests with various activities offered both on-site and off-site.
The girls are supported by a caring and professional team, who take huge pride in helping each girl reach her full potential. Our Boarding House Managers will provide a warm welcome for your daughter and oversee her wellbeing and development throughout her time in the Boarding House. Our full-time chef will ensure that she receives a healthy, balanced diet, and make provisions for any dietary needs. A team of tutors support the girls with their homework and fulfil a big sister role to our boarders.
We believe boarding is a unique opportunity for each girl and we pride ourselves on creating a positive environment where the girls are able to develop their academic, social and life skills.
Upcoming Events & Key Dates
Open Days
3 May & 20 October 2021
Senior Showcase
12 May 2021
Scholarship Deadline
14 May 2021
Orientation Day
10 November 2021
St Andrew’s College
Rector – Christine Leighton
The St Andrew’s College community has welcomed 2021 with great energy, and a sense of promise and anticipation. We are now in the third year of development under our Strategic Vision, Framing our Future, which continues to guide our priorities for the coming year.
First and foremost, St Andrew’s is a place of learning, with a focus on developing our students’ growth mindset and a love of learning. But the College is about so much more than that. We are strongly committed to the holistic development of our students, and central to all that we do is our purpose, ‘Together building better people for life’.
Our co-curricular programmes, whole-school celebrations, and service activities are an important way for our students to further develop their all-important key competencies – managing self, relating to others, participating, and contributing, which will prepare them for life beyond school. Being part of a team, whether that be in sport, choir, jazz band, debating, robotics,
Theatresports, or Community Service, to name just a few, helps our students to learn many skills and attributes, which complement their academic learning. Despite COVID-19, and the disruption caused by the lockdown in 2020, students at St Andrew’s College went on to thrive, with our academic and sports results better than ever by the year’s end. This was a testament to the resilience of our students, the hard work and dedication of our staff, and the programmes put in place, particularly our comprehensive online learning programme, which stood up to the challenges.
A focus on student well-being has perhaps never been more vital in the COVID-19 environment. We have a full programme of well-being strategies in place at St Andrew’s College, which helps students to develop a broad set of character strengths, virtues and competencies – so important in this unprecedented time.
There are many different leadership opportunities on offer at St Andrew’s College, and this year, we are delighted that our Head Girl, Tapenisa Havea, and Head Boy, Jack Calder, along with the Prefects, have come up with a clever theme, ‘Take One Step’, which encourages students to step into a new direction and try something new.
Our focus for 2021 is for the St Andrew’s community to continue to work collectively to bring our vision to life, and to live the College values of Truth, Excellence, Faith, Creativity and Inclusivity. These values mean so much more to us than words. They are a tangible and visible guide to how we treat each other every day and remind us of the importance of being aware of each other’s differences and needs.
Head students
Jack Calder & Tapenisa Havea
Jack Calder and Tapenisa Havea plan to build on the solid foundation and culture already in place at St Andrew’s College as they settle into their new leadership roles as Head Boy and Head Girl. ‘We hope to enrich and develop what is already a kind and inclusive culture at the College, where people feel welcomed into the team, and know they are part of something special,’ says Jack.
Between them, these positive young role
models are leading an enthusiastic Prefect team, who together, have come up with a clever theme for 2021, ‘Take One Step’. ‘As a group, we wanted to take one step forward from 2020, which was a tough year for everyone. In 2021, we want students to take one step in a new direction and build on this throughout the year. A step could be making a new friendship, checking in on someone, or trying one of the many amazing opportunities available at St Andrew’s College,’ says Tapenisa.
Both students shine in their cultural and sporting pursuits. Jack is a brilliant performer, who has had a lead role in every College production since Year 9. Tapenisa is a highly talented netballer and athlete, who has won national titles in shot put and hurdles.
These multi-talented young leaders are looking forward to representing the 2021 student body at St Andrew’s College, and are keen to be known as approachable, relatable leaders.
Scholarships at St Andrew’s college
Students with exceptional abilities who receive academic, sport and music scholarships at St Andrew’s College are well supported to reach their potential, in an environment with a recognised culture of excellence, top-class facilities, outstanding teachers, and a diverse academic and co-curricular programme.
With funding from the St Andrew’s College Foundation and private scholarships, St Andrew’s offers Academic Scholarships for up to two Year 7 students and up to five Year 9 students; a range of Sporting and Cultural Scholarships for students from Years 7–13; and the George Feilding Hight Scholarships for young men and women from rural communities of the South Island.
Scholarships are also available for the College’s exceptional Pipe Band, which was second in the Juvenile section at the World Pipe Band Championships in 2018.
St Margaret’s College
Executive Principal – Diana Patchett
St Margaret’s College continues to be one of New Zealand’s top schools, combining outstanding academic achievement with a breadth of co-curricular opportunities to develop empathetic and connected global citizens who value personal excellence and strive to make a positive difference.
Our vision for St Margaret’s College is to be a place of world-class teaching and learning, where all girls are encouraged to achieve academic excellence and are able to go on to pursue a range of pathways. We give girls every opportunity to discover their unique strengths and to appreciate and celebrate the gifts of others. We work together, to support them along the way, to help develop relationships and connections that will last a lifetime.
Our aspiration is for our girls to go on to make a positive difference in the world, giving back, uplifting other women, serving others, safeguarding the wellbeing of people and the planet.
As an independent school, St Margaret’s College is able to tailor our curriculum to meet the needs of our girls, and our class sizes and additional expert teacher resources allow us to offer an appropriate and challenging programme for each girl, stretching them to achieve their potential.
Two years ago we recognised the limitations of the national maths curriculum, especially for our Junior and Middle School students, so we developed a programme that better prepares our girls for success. Our science faculty works closely with our Junior, Middle and Senior School teachers to provide a developmental programme across the three schools, including units that introduce the younger girls to our world-class science facilities.
With the impending changes to the NCEA curriculum, St Margaret’s College has again demonstrated the benefits of our independence and will offer a customised Senior School Foundation Diploma in Year 11, maintaining specialist course offerings, strengthening academic rigour and developing the skills and attributes that will better prepare the girls for success in their choice of Senior pathway, NCEA or International Baccalaureate, and then allow them to pursue their post-school aspirations with confidence.
As an independent school, St Margaret’s College is proud of our exemplary record in providing the tailored education services and innovative curriculum, empowering our girls to learn, live and lead.
Discover the benefits of a St Margaret’s College education, either day or boarding, by booking your personal tour today.
Head student
Georgia Lassen
Growing up within the St Margaret’s community, I’ve been provided with a supportive influence that’s allowed me to flourish and grow into the person I am today.
With 2021 being my final year at St Margaret’s, I’m incredibly honoured to have been given the privilege of being Head Girl. As Head Girl I aspire to empower the students of SMC to recognise their potential, pursue their passions, and be the very best they can be. The school has assisted me in learning to balance my extra-curricular endeavours and encouraged me to participate in all areas of the school curriculum – consequently allowing me to discover my genuine passion for service.
Alongside Deputy Head Girl, Maya Laws, and the rest of the Prefect body, we strive to uphold the values of Appreciation, Passion, Diversity, Growth, and Balance, which are promoted through our school theme ‘It’s your Masterpiece’. It inspires girls to recognise that hard work and success begins with a blank canvas.
Masterpieces are the products of determination, resilience, and individuality, and are slowly created over time.
The Masterpiece you create is not a reflection of a year of work, but instead your life as a whole, a legacy that spans generations.
This year is already off to a great start, and with the fantastic leadership team of both teachers and students all working towards making this year unforgettable, I feel confident in saying that 2021 is going to be a truly incredible year!
SMC in the Community
Experience SMC for a Day
Tuesday 4 May for all current Year 8 students
Upcoming community events, everyone welcome.
Selwyn
Thursday 6 May
The Lab, Lincoln at 6 pm
Auckland
Wednesday 12 May
The Northern Club at 6 pm
Wellington
Wednesday 19 May
Foxglove Bar & Kitchen at 6 pm
West Coast
Wednesday 2 June
Woodstock Hotel, Hokitika at 6 pm
Timaru Boys’ High School
Rector – David Thorp
We are really looking forward to 2021. However, despite the disruptions and worries of COVID-19, we still think 2020 was a successful and fun-filled year.
I am starting my second year as Rector of Timaru Boys’ High School and I feel so lucky to be part of our wonderful school community. When the lockdowns and other restrictions were in place, I was thoroughly impressed with the way staff, students, and parents pulled together and found solutions to all our issues, such as the logistics of online learning or the Covid restrictions on sports training. As a group, we were resourceful, resilient and extremely supportive of each other.
I think that the tone and character of Timaru Boys’ are a reflection of our Aoraki community. We are provincial in the sense of being a supportive and egalitarian group, but we believe in setting high expectations and striving for excellence. Our school curriculum is based on the needs of our students – we have a full range of academic subjects, including four Senior
Sciences for those seeking a university pathway, and we have extensive and meaningful courses in Technology, Construction and careers-based learning for those interested in trades and other vocations.
At Timaru Boys’ High, we know that boys will engage with learning when they have a positive working relationship with their teachers – this is a focus for our staff. Also, we feel that extra-curricular involvement in Sports, Arts and other shared activities is vital to developing healthy, happy young men. We want boys to learn how to work productively in a team and to get on with their peers, which are probably the most important skills for the 21st-century economy (not to mention a happy life). Our facilities for Sports and Arts are impressive and the range of extra-curricular activities on offer would compare favourably with many, much bigger, urban secondary schools.
TBHS is a school for everyone – this is one of its strengths. We believe that diversity makes us stronger. Our students are all unique individuals but, regardless of whether they are boarding in the hostel, living in Timaru city or travelling to school on a bus, they quickly become part of our warm and welcoming school family.
The school motto is ‘Mā te Mātauranga te Mana’ – Knowledge is Power. We never lose sight of what we are – a place of learning – but we are also a place that allows young men to make mistakes, build character and develop as leaders. Growing good men is an important but difficult task – a task that we at TBHS relish!
Head Boy
Balkrishna Uniyal
I am absolutely humbled to be named as the 2021 Timaru Boys’ High School Head Boy. I am looking forward to working with my deputies, Robbie Adams and Eul Jaan Su in leading the school and giving back to the exceptional community of Timaru Boys’.
I started my high school life as a shy little Year 9 but over the years, Timaru Boys’ High has had a positive impact on my growth and challenged me to step out of my comfort zone. Participating in various activities and sports has enabled me to gain leadership skills whilst making lifelong friends.
The rich traditions at TBHS have helped grow my passion for various sports including cricket and rugby. Throughout the school year many students have the opportunity to play in traditional school exchanges, including the Waitaki Exchange which is the longest continuous school exchange in New Zealand.
Our student motto for this year is ‘Never leave a door unopened’. We want to inspire students to try new things and
‘open new doors’ for themselves which in turn will create more opportunities.
As the student leadership team, we look forward to what lies ahead and hope to make a positive impact on our school.
At a Glance
Mā te Mātauranga te Mana Knowledge is Power
+ Thomas House, our boarding hostel, provides a caring, extended family environment, where boys feel supported in every aspect of their lives.
+ TBHS offers a full range of academic subjects as well as an extensive programme of trades-based courses to ensure that each boy can follow the pathway that best suits them.
+ Our staff build meaningful relationships with students. We are convinced that this is vital for a boy’s engagement, achievement and development.
+ We believe that involvement in extra-curricular activities in Sport and Culture builds character, resilience and an ability to work together with other people – all prerequisites for a happy, healthy life.
Waihi School
Headmaster – Allan Short
At Waihi School, we take great pride in our history and traditions. Each generation has written their own stories, ‘Behind the Hedge’, from the first three boys arriving in 1907, to the introduction of day boys almost a century later. In 2021, we are excited to create a new chapter in our history book as we become coeducational for the first time. We are looking forward to welcoming your daughters as well as your sons to Waihi and opening the doors to opportunities that are part of our rich tapestry and success.
Waihi’s much-loved aims, ethos and values will remain unchanged. The wonderful happy, creative family atmosphere has been central to Waihi for over 100 years and will remain so.
With a long history of providing an excellent educational environment for boys, our board acknowledged the demand and desire of parents who are increasingly seeking an excellent family prep school that will serve both their sons and daughters. In the past 114 years six girls, all daughters of headmasters, have been educated at Waihi and now we are proud to welcome our ‘foundation girls’ in 2021. These first five courageous young
people are leading the way and adding their strength and character to our proud Waihi whānau.
For more than a century, Waihi has laid the foundations for achievement and success. Young Waihians have enjoyed a remarkable education and created habits and friendships for life.
Our school has been shaped by strong values and the unique boarding experience that we offer, along with our belief that every child is unique and should have access to an education that will nourish them; academically, physically, culturally, spiritually and individually. We understand the formative years of your child’s education are extremely important. The experiences, values and challenges that are presented to them at this stage of their development are fundamental in helping to shape and determine their character, dispositions, and future pathways.
This is a wonderfully exciting time for the future of Waihi. The school continually ‘punches above its weight’; in the classroom and on the sports field as a result of a focus on teaching with pride, passion and positive expectations, together with pastoral care that puts the individual at the centre of all we do.
We invite you and your family to come and visit our unique school to see how we nurture individual success, with opportunity to learn, challenge and grow as individuals. Look through our website to gain an insight into what Waihi can offer your child and family. I especially encourage your family to come and visit us on-site, to gain a ‘real’ sense of the possibilities that are on offer for your daughter or son at our incredibly special school.
Head Boy
Hamish Peck
My name is Hamish Peck. I started Waihi in Year 7. I am a day student and travel each day to school on the bus from Carew.
Starting at Waihi with a love of sport, the opportunities here were out of this world. Last year I was fortunate to make the Rugby 1st XV and 1st XIs for Cricket and Hockey too. We were very fortunate to be able to play the sport we did considering the COVID-19 restrictions. The highlight for me, and the rest of our cricket team, was travelling to the T20 national finals to represent Canterbury in Palmerston North, where we came third, a great team achievement.
Waihi gives you many different sporting, cultural and academic experiences in and out of the classroom. I took up the opportunity to learn to play the guitar and to join the school choir. Both of these opportunities have been great for building my confidence and being more comfortable on stage in front of an audience. I’m looking forward to being part of the school’s Year 8 production this year. We will need to work together and step out of our comfort zones to put on the type of amazing show that Waihians before us have achieved.
I am honoured to be named Head Boy at Waihi for 2021, 55 years after my grandfather was Head Boy ‘Behind the Hedge’. It is a huge privilege for me to be the first Head Boy at Waihi with the school becoming coeducational. I look forward to leading a wonderful group of boys and girls and making sure that everyone makes the most of their time at Waihi and create lifelong friendships.
I’d recommend Waihi to any friends because of the opportunities you are given. The education is amazing, and the teaching staff give you great support in and out of the classroom. You wouldn’t find many schools with such spacious and well-kept grounds where we can climb trees, ride mountain bikes and kick a ball around. From my first day at Waihi I felt welcomed and part of the Waihi family.
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