WIDE SKY Rangi Ruru Girls' School | Spring 2018 - Rangi Life
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WIDE SKY Rangi Ruru Girls’ School | Spring 2018
EDITORAL TEAM
The Rangi Ruru Community Relations and
Rangi Ruru Old Girls’ Association Teams
For information about this publication, to advertise or to update or
change your details for circulation, please contact Georgie Wilson
g.wilson@rangiruru.school.nz
PHOTOGRAPHY
Ken Baker www.kenbakerphotography.com
EDITORIAL Ned Dawson Planet Hockey Magazine
Kevin Clarke www.cmgstudios.co.nz
As one of New Zealand’s oldest and
most successful schools, Rangi Ruru has PROOF READING
established a proud tradition and heritage. Rowan Billing, Janet McGiven and Barbara Smith.
Our name Rangi Ruru means Wide Sky
COVER IMAGE
Shelter, and these words are at the heart
International Womens’ Day - Ken Baker Photography
of who we are as a community. WIDE
SKY magazine, is a biannual publication
produced by the team at Rangi Ruru Girls’
School to showcase the many achievements Rangi Ruru Girl’s School
and successes throughout the academic 59 Hewitts Road, Merivale
year. In these pages we celebrate Christchurch 8014, New Zealand
Rangi today including the thoughts and Tel +64 3 983 3700
experiences from our students and staff, Email office@rangiruru.school.nz
and stories of the fascinating and varied
lives of some of our Old Girls. www.rangiruru.school.nz
Contents
LEADING LIVING 46 ART
2 We Know Girls 20 Home Away from Home
48 PERFORMING ARTS
6 2017 Academic Results 22 It does take a Village
10 Strength in Sisterhood 26 Strategic Career Pathways 50 MUSIC
28 Student Leadership
LEARNING 29 PTA
RROGA
12 NCEA 33 Gobal Classroom
52 President’s Report
14 Learning - Life Long 58 Philanthropy
SPORTS
16 Role Models Part 1 62 Our Alumnae
41 Athletics
42 Equestrian 70 Reunions
43 Swimming
44 Rowing
DATES 2019
Term 1 28 January - School begins - Years 7,9, new students
29 January - School begins - Years 8,10-13
5 April - End of Term 1
Term 2 29 April - 5 July
Term 3 29 July - 27 September
Term 4 14 October - 3 December
1
DR SANDRA K HASTIE - PRINCIPAL
LEADING
We Know Girls
I have had the privilege of teaching In a girls’ only school there is space for More importantly the teachers who
both in co-educational contexts as young women to learn mathematics teach in our school choose to teach
well as in single-sex boys’ and single and science at their own pace. They girls and are interested in working
sex girls’ schools. play the entire range of orchestral with them. To be successful we
instruments, take all of the speaking recognise that our girls need more
Most parents who have raised boys and leadership roles, can swim and than just a feeling of support. That
and girls will agree that there appear do athletics with each other without support must translate into actions
to be specific differences. This is due the pressures of body image when geared towards student success.
to the way in which male and female boys are present. They fully engage in Having a connection to their teachers
brains develop. focused classrooms. In fact, in a single- and their teachers knowing them as
an individual is an important part of
Our younger girls get to see and work with strong their emotional development and we
female role models in terms of our Senior Leaders.
recognise this.
Our programmes focus on the development of As a result of this girls are more likely
teamwork over other qualities of leadership while the
to consider majoring in Mathematics,
Science and Technology compared to
qualities of confidence, compassion, and resilience girls who attend co-ed schools.
also feature strongly at Rangi. Our younger girls get to see and work
with strong female role models in
Girls enjoy the variety of subjects and sex environment girls are far more terms of our Senior Leaders.
events and like many things to be likely to take risks - from the awkward
happening all at the same time while teenager who feels shy about putting Through our Rangi Values and their
boys, on the other hand, prefer a more her hand up in class, to the go-getting identification of self we see our
structured and compartmentalised extrovert who desperately wants to girls develop an understanding of,
approach to learning. It is no surprise play the lead in the school musical. and empathy towards, others and
I am sure that girls verbalise much we hope that they are empowered
The effect on overall achievement
more effectively than boys, using to deal with diversity regardless of
is clearly evident. In analysing
twice as many words in conversation. gender. This determination of self
examination results, girls in girls’
They read sensory information more schools consistently outperform their and values is the asset our graduates
efficiently using all five senses to female counterparts in coeducational talk about that helps them to be
read situations and moderate their schools. When we look at the 2017 thoughtful, ambitious, confident
behaviour. They have greater capacity University Entrance results Girls’ but above all caring towards others.
to remember information than their schools achieved a pass rate of 77.2% These values set down by our
male counterparts and have more compared with 64.3% across New founders, the Gibson sisters, 129
highly developed hearing across a Zealand for those girls who are in Co- years ago are still evident, relevant
wider range of frequencies. educational schools. and seen in the Rangi girl today.
2 Spring 2018
LEADING
When we look at the 2017 University
Entrance results Girls’ schools achieved a
pass rate of 77.2% compared with 64.3%
across New Zealand for those girls who are
in Co-educational schools
3
LEADING
NICKI CARTER
Board Chair
Rangi Ruru has a tradition of providing support to all Rangi girls so that each I would like to recognise the gift that
the very best opportunities for its girl can learn, grow and excel. my predecessor, Stuart Nattrass, and
girls, and it is only able to do so today the Governors that he led whilst Chair
The Canterbury earthquakes provided
due to the generosity of so many of the Board have given Rangi. Those
unprecedented challenges and
people over the last 129 years. The Governors generously and voluntarily
opportunities for Christchurch and
school was established in 1889 by the gave their time and current Rangi
its communities. Rangi, like so
Gibson sisters and their generosity girls benefit, and future generations
many communities, was significantly
and dedication to the education of of Rangi girls will benefit, from Stuart’s
affected by the earthquakes and that
girls is the foundation on which the and his Governors’ dedication,
opportunity was used to develop an
school is built. foresight, strategic thinking and wise
enduring masterplan for the campus,
choices following the earthquakes.
As a Rangi Old Girl, I am very conscious which is centred around Te Koraha.
that the opportunities that I was given And, impressive purpose specific As an independent girls’ school,
at Rangi were due to the generosity of buildings have been built in the first Rangi relies on the generosity of
others. First, the generosity began at stages of implementing the masterplan. its community for ongoing capital
home with my parents paying my tuition
fees. Secondly, I benefited from the
facilities at Rangi, which existed due to
support from the community, families
and individuals. For instance, during
my school years, St Andrew’s Church
was a relatively new addition to the
Rangi campus, and the funding to shift
the church to Rangi Ruru in 1987 was
provided by Brian Perry’s Family Trust –
Rangi girls today still benefit from that
generosity. Finally, I benefited from the
dedication and support of my teachers
and the Rangi staff at the time. One
of the pleasures of being on the Board
of Governors has been observing that
nothing has changed in the sense that
today’s teachers and staff are just as
committed to giving opportunities and
4 Spring 2018
STEVE ANDERSON - FOUNDATION CHAIR
LEADING
William Pike
investment. I personally believe it is a
very worthwhile choice to give to Rangi
– the varied and interesting pathways
that Rangi girls pursue following
About Us
their school years is testament to the The Rangi Ruru Foundation plays Whangarei, a student attending
value of a Rangi education. There a fundamental role in providing for the South Island Secondary
are many ways to support the school the school’s future. The Foundation Schools’ Basketball Tournament
including: paying the Wide Sky is the caretaker of funds, prudently and the Years 7 and 8 hockey team
Vision with Fees donation; donating managing monies raised by and for attending the AIMS games.
to the annual appeal; including a the school through annual appeals,
• Towards school hosting expenses
bequest to the Rangi Foundation in bequests and other school fundraising
for the William Pike Challenge
a will; or providing a legacy gift to activities. Its purpose being to build on
presentation
the Rangi Foundation to enable the the contributions of past generations
to look to the future and ensure these • Supporting a student to attend
school to continue implementing
funds are used for the purpose they the 2018 International Choral
the masterplan. The current Board
were intended. Festival in Asia
has reaffirmed its commitment to the
masterplan, and future progression Honoured to be currently managing • Assisting five Years 12 and 13
of the masterplan. And, the Rangi just over $3million worth of funds, the students who travelled to the
Foundation is the custodian of funds Foundation distributes a percentage of International Future Problem
given to the school to ensure that these for the maximum benefit of the Solving competition in the United
they are applied for the purpose given school and its students each year. States of America
and to provide separation from the To date, this year the Foundation has • For video analysis software to aid
operational budget. distributed $24,289.50 and supported our staff and talented athletes in
It is a privilege for me to be on the students and the school through the their various sporting endeavours
Board, and to currently be so closely following grants:
The breadth of events and talents
connected to the school. I am excited • Towards the travel and tournament of the students and staff at Rangi
about Rangi’s future, and look forward costs for several different teams from Ruru never ceases to amaze the
to providing ongoing governance various sporting codes including our Foundation. We thank our donors,
guidance to Dr Hastie and the school senior water polo team travelling to past and present, for their foresight
and also helping steer the school Dunedin, nine students attending and generosity, which enable us to
towards progressing to the next phase the NZSSXC Champs, the 1st XI support the staff and these wonderful
of the masterplan. attending the Federation Cup in young women in their pursuits.
5
NCEA RESULTS 2017
LEADING
2017 Examination Results
Academic excellence is at the heart of what we do. Rangi Ruru’s outstanding
Scholarship results came only three weeks after NCEA results cemented our position
as a standout amongst decile 8-10 and independent schools across New Zealand.
Rangi Ruru girls once again delivered against our longstanding reputation as one of
New Zealand’s leading independent girls’ schools. Assistant Principal-Curriculum
at Rangi Ruru, Juliet Collins, says the results are very pleasing and not unexpected.
“We know our students well and so working alongside them closely means there
are no surprises for us or them in these outstanding results,” she says. “To see our
girls setting goals, being supported to reach and even exceed them is incredibly
satisfying.” Ms Collins also cites ongoing professional learning for teaching staff as
being crucial to the NCEA and overall achievements of students.
“Our teachers are outstanding and are constantly involved in professional learning
and development,” she says. “When you consider that the jobs many of these
girls will have at the end of their education don’t even exist yet you can appreciate
how important it is for us as educators to keep ahead of those changes.”
Level 1 2017 Results National RR 2016 RR 2015
Achieved Level 1 100 86 99.1 100
Endorsed Merit 32.4 34.7 31.8 30.7
Endorsed Excellence 66.7 19.9 64.5 61.4
Level 2 2017 Results National RR 2016 RR 2015
Achieved Level 2 97.5 90 98.3 100
Endorsed Merit 45.1 26.4 33.9 34.5
Endorsed Excellence 43.4 16.3 54.8 44.8
Level 3 2017 Results National RR 2016 RR 2015
Achieved Level 3 96.5 84.2 97.3 96.5
Endorsed Merit 40.5 27.5 41.8 48.2
Endorsed Excellence 41.4 15.6 38.2 24.1
UE 2017 Results National RR 2016 RR 2015
Achieved UE 93.90 73.8 Marisol Hunter 2017 Dux
6 Spring 2018
2017 SCHOLARSHIP RESULTS
Congratulations to our amazing girls, Jessica Anderson Music
LEADING
Isabella Gregory and Marisol Hunter who Charlotte Bowman Painting, Printmaking (Outstanding
were Proxime Accessit and Dux for 2017. Performance)
Isabella Gregory gained four Scholarships, Anna Bruce Drama, Painting, Printmaking
three at Outstanding Performance level. Eden Cotter-Longworth Photography
She was also the ‘Top Subject Scholar’ Kate Donald Drama
in two subjects - Art History and Music.
Kathryn Ford Painting
Isabella received a ‘NZ Scholarship Premier
Award’ – the top accolade available and is Zoe Gilpin Biology, Geography
one of only ten recipients in the country. Isabella Gregory Music, Art History, English
(Outstanding Performance), Physics
Marisol Hunter gained six Scholarships,
Marisol Hunter Statistics (Outstanding
one at Outstanding Performance level and
Performance), English, Biology,
received an ‘Outstanding Scholar Award’.
Chemistry, Physics, Calculus
Anna Bruce gained three Scholarships, Xiaoling Liu Design
and received a ‘Scholarship Award’,
Amanda McBride Painting, Geography
Charlotte Bowman gained a ‘Top Subject Isabella Pownall Drama
Scholar Award’ in Printmaking for the top
Georgia Reynolds English
mark in New Zealand.
Maasa Takahashi Japanese
Nina van Pallandt, Zoe Gilpin, Charlotte Nina van Pallandt Painting, Printmaking
Bowman, Abigail Williams and Amanda
Abigail Williams Painting, Printmaking
McBride each gained two Scholarships.
Chelsea Yu English
Premier Scholarship Award Winner
ISABELLA GREGORY - THE ONLY SOUTH ISLANDER TO RECEIVE A
PREMIER SCHOLARSHIP AWARD
More than 9800 students entered New Zealand Performance Scholarships, two more than last year and
Scholarship last year across 35 subjects. Of those who sat a record number for any school In the South Island.
New Zealand Scholarship, 2413 students were awarded “Well-deserved and inspirational” is how Juliet Collins,
one or more scholarships. Rangi Ruru Girls’ School’s Assistant Principal-Curriculum
described the results. “These results are a clear indication
Isabella Gregory (Yr 13 in 2017) was the only South Island
of the strength of our academic programme. We were
student to receive a Premier Scholarship Award and the
delighted with the outcomes for the girls,” she says.
only one in New Zealand to receive ‘Top Subject Scholar’
“The Scholarship examinations test high-level critical
in two subjects - Art History and Music.
thinking in addition to specific subject knowledge, and
Thirty two Scholarships were awarded to Rangi Ruru it is important to recognise and reward this combination
students from the 2017 exams, including five Outstanding of attributes.”
7
NCEA RESULTS 2017
LEADING
Girls are Empowered to Think Deeply
and independently and to have
confidence in their own decision making
TOP SCHOLARS, 2017 ISABELLA GREGORY AND CHARLOTTE BOWMAN
In the Visual Arts Faculty our girls are repeatedly told Last year Isabella Gregory was awarded Top Scholar in Art
“You’re the boss - Kei a koe te tikanga!” With this as History (and Music) and Charlotte Bowman was awarded
our faculty foundation across Art, Art History and Media Top Scholar and Outstanding Performance in Printmaking.
Studies, students are empowered to think deeply and Anna Bruce, Nina van Pallandt, Charlotte Bowman and
independently and to have confidence in their own decision Abigail Williams all gained Visual Arts Scholarships in
making. We encourage risk taking and our students know both Painting and Printmaking, with Amanda McBride and
they will learn more from the least successful aspects of Kathryn Ford being awarded scholarships in Painting, Eden
their work, than they will from the successful elements. We Cotter-Longworth in Photography and Xiling Lui in Design.
believe this pedagogical approach and philosophy is why, Year 11 external results were outstanding with 88% of
again last year, our students received wonderful results, students gaining Excellence in their portfolio submissions
well above national standards. Thirteen of the thirty two worth 12 credits. These results were particularly pleasing
NCEA scholarships awarded to Rangi Ruru students in 2017 given all students needed to complete the course by the
were to Visual Art Faculty students. They consistently gain end of Term 3, as folios were due for assessment on the
around 40% of Rangi’s NCEA scholarships. first day of Term 4!
8 Spring 2018EMMA CUSHING - HEAD OF SCHOOL
LEADING
Strength in
Sisterhood
IS IN RECOGNITION OF OUR BELIEF THAT WE’RE AT OUR
STRONGEST WHEN WE STAND TOGETHER.
This speech was made by Head of best place for them to be. Our goal so special, it really is like a family and
School Emma Cushing at a Full School is for the girls to feel like they have an our community is like no other. We are
Assembly at the start of the 2018 army of sisters who will always be there a real sisterhood.
academic year. In it Emma outlines the to support, encourage and value them.
Our vision Strength in Sisterhood also
Student Leadership Team’s philosophy
I still have to pinch myself that I’m has an acronym of S.I.S, Sis! So when
for leading the girls at Rangi this year
standing in front of you today in the we see each other in and out of school
which is to embrace the ‘Strength in
gold braid as a Year 13 Rangi girl. we have a little symbol we like to do
Sisterhood’. “Our goal is for the girls
When I started back in 2014 in my which you will have seen us doing in
to feel like they have an army of sisters
brand new uniform and shiny shoes the video before. It goes like this…
behind them who will always support,
I remember thinking how grown up “Hey Dr Hastie how are ya? SSSSssss”
encourage, value them.
and sophisticated those gold braided So to do this you put your hands in a
Kia ora, Nau mai tauti mai ki a Rangi girls used to look. Fast forward five C position, the right on top of the left
Ruru. Koutou kua ikapahi mai ki tēnei years and I never imagined that I’d and SSSsss. We’ll try it on 3 ready 1, 2,
whare karakia, tēnā koutou katoa. have gained 642 sisters, be in the 3 SSSSsss!! Ohhh wow, welcome to the
position of Head Girl standing in front
I’m Emma Cushing and it’s an absolute sisterhood.
of you today and have had the time
privilege to introduce myself as Rangi
of my life with these girls. Our school But what would a sisterhood be
Ruru’s Head of School for 2018 and our
was founded in 1889 by the Gibson without the girls in it? Rangi has
vision for 2018 – Strength in Sisterhood
Sisters and their legacy of sisterhood is given me friends for life. We get the
which is in recognition of our belief
stronger than ever today. This place is opportunity to connect with those
that we’re at our strongest when we
stand together. Our vision for the
year is about embracing the Strength “Our goal is for the girls to feel like they have an
in Sisterhood. We want to build on
army of sisters behind them who will always support,
our already powerful family bond and
make everyone feel like Rangi is the encourage, value them.
10 Spring 20182019 Open Day
22 March / 11am-4pm
LEADING
Year 7 – Year 13, Day and Boarding School
above, below and in our year group
forming unbreakable bonds. Our girls
don’t just learn the Rangi values, they
STUDENT LEADERSHIP TEAM
live by them: respect, aroha, endeavor Head of School Emma Cushing
and enthusiasm, generosity of spirit
and integrity. We are all different, all Head of Boarding Iris Lee
unique but are all linked back together Head of Community Isabella Carter
through the sisterhood. Head of Culture Holly Evans
For me, the Year 13 common room is Head of Service Eugene In
a constant reminder of how special Head of Sport Ava Morrow
our girls are. It’s amazing to watch
Head of Sustainability Lucy Costelloe
and notice how comfortable the girls
Head of Wellbeing Emilie Aitken
feel with each other. The fact that
they can have a chat to anyone in the Head of Clan Leaders Alyssa Robinson
room reflects the unique confidence,
kindness and acceptance that Rangi
girls have. We look out for each other
CLAN LEADERS
and no one gets left behind. Heads of Balmoral Jessica Miller and Hilary Royds
So as you can see, this year is going to Heads of Braemar Leah Berquist and Lucy Simpson
be about fun, friendship and thriving Heads of Doune Jane Boyle and Annabelle McCulloch
in the Rangi Sisterhood. We are so
Heads of Dunvegan Jemima Bell and Prue Lange
fortunate to be able to come to a
place as incredible as Rangi and I will Heads of Glamis Kate Boyd and Alice Newbold
treasure the memories I have made Heads of Stirling Alyssa Robinson and Isabella Ullrich
here forever.
11JULIET COLLINS - ASSISTANT PRINCIPAL, CURRICULUM
LEARNING
NCEA
THE NEW ZEALAND CURRICULUM AND NEW ZEALAND QUALIFICATIONS.
The New Zealand Curriculum Rangi Ruru is committed to NCEA Overassessment has impacted on
document was published by the with its flexibility, variety of modes the wellbeing of our girls, something
Ministry of Education in 2007. It is an of assessment, equity of access and we have been aware of for a number
open and broad ranging document, national platform. During the 15 of years.
every bit as powerful and relevant years that we have been working with
Wellbeing for Young People’s Success
today as when it was published. The NCEA, there have been changes and
at Secondary School (February 2015) :
expansive opportunities for learning refinements that have reinforced the
19/02/2015
in the document put alongside quality of the qualification. The NZ
each other the skills, competencies, Curriculum assessed via NCEA allows To help address this, for the last
dispositions and contexts that are the best fit for purpose to prepare our three years Rangi Ruru has, at Level
considered core to the development girls for their (as yet unknown) futures. 1, restricted the number of credits
of understanding of the different The ability to think creatively, work that any subject can offer. We have
learning areas (subjects). This allows with others, learn to self-manage, not changed the courses, or the
us to interpret the curriculum in a way communicate with purpose; these are learning comprised in them, just the
that suits our students. the attributes and transferrable skills number of credits. This may have
We’re committed to NCEA with its flexibility,
variety of modes of assessment,
equity of access and national platform.
Our students need to apply their that will allow for both tertiary success
learning at different levels of and the flexibility to negotiate their
complexity. They need to use pathway in a global marketplace and
knowledge to solve problems, anaylse to prepare them for world domination.
information, make judgments, think Our students achieve at the highest
critically and apply this in different levels and we remain committed to
contexts. To prepare our girls for their the pursuit of individual excellence
futures beyond school, they also need within the framework of NCEA.
to learn to be self-directed, reflective However, there is too much
and practice resourcefulness. This assessment. The assessment
positions learning, and the application outcomes (NCEA) have become
of this learning at the fore, rather than the driver, rather than the learning
assessment outcomes. (curriculum) being the goal and the
The New Zealand Qualifications assessment a measure of this.
Authority oversee assessment NCEA outcomes, (the Achievement
outcomes from this curriculum, Standards) have driven course
namely the National Certificate of construction and have sidelined a
Educational Achievement. love of learning for its own sake.
12 Spring 2018felt restrictive initially, now it seems learners a more engaging, relevant A number of schools in New Zealand
normal. And sensible. We have qualification, reflecting vital skills, have made the decision to step
chosen to help students manage knowledge, capabilities, and away from Level 1 as a qualification
their assessment load by limiting the attitudes. all together. By concentrating on a
LEARNING
number of assessments available. learning programme that prepares
Does this go far enough, or does it
The question now is, is this enough? students for Level 2 over two years,
confuse the over-assessment issue?
The Government has undertaken they are attempting to address
New Zealand is the exception rather
an Educational review that includes than the norm with three years of wellbeing by reducing assessment
a review of NCEA (link: https:// high stakes assessment in our Senior stress and positioning rich learning
www.education.govt.nz/ministry-of- Secondary School. At Rangi Ruru our and innovative teaching. Perhaps
education/consultations-and-reviews/ students do not leave school after this is a better response that the
ncea-review/). Year 11 as a rule, and none leave with suggestions in the NCEA review. Let
There are six ‘Big Opportunities’ Level 1 as their highest qualification. the conversations continue.
presented for discussion and
comment. The first of these:
Big Opportunity # 1: Creating space The ability to think creatively, work with others, learn
at NCEA Level 1 for powerful learning. to self-manage, communicate with purpose; these
What? Rebuild Level 1 as a 40 credit are the attributes and transferable skills that will
qualification – 20 for literacy and
allow for both tertiary success and the flexibility to
numeracy and 20 for a project.
negotiate their pathway in a global marketplace.
Why? Reduces overall NCEA
assessment workload, while giving
The NZ Curriculum assessed via NCEA allows
the best fit for purpose to prepare our girls for
their (as yet unknown) futures.
13MELANIE L’EEF - ASSISTANT PRINCIPAL, TEACHING AND LEARNING
Learning - Life Long
LEARNING
Now, more than ever, teachers need to see themselves as life-long learners who are adapting
to changing needs of students. To support decisions about learning, on how best to provide a
personalised, responsive approach to learners, our teachers are constantly inquiring into the
effectiveness of their teaching, and refining and adapting what they do.
Our vision for learning at Rangi Ruru Our focus for this year is on to see the learners transfer acquired
is to provide Inspiring, Challenging ‘Collaboration’ with teachers skills in both areas.
and Empowering (ICE) learning designing learning opportunities for
Having access to the teaching
experiences that enable students to students around connected concepts
develop the skills and knowledge to or themes, which are explored in practice of one’s colleagues; to model
be actively involved, confident global multiple learning areas by learners and to be modelled to, supports
citizens who think creatively, reason and teachers to deepen learning. This the development of effective and
critically, communicate effectively is a particular focus for a number of responsive teaching, plus students
and learn passionately throughout teachers in Years 7-10. see the value of collaboration.
their lives.
‘Learning doesn’t happen in ‘Now, more than ever, teachers need
We affectionately refer to this as ‘being isolation’. Te Reo teacher, Connor to see themselves as life-long learners
ICE’ed’. This of course, applies to our Matthews explains that the who are adapting to changing needs
most important asset, our teachers! connected learning experience of students’.
There is a rich professional learning culture
at Rangi Ruru, and staff are always exploring
opportunities to further develop their knowledge
and capabilities to ensure learning is meaningful,
relevant and future-focused.
‘ICE time’, school based professional between Te Reo and Science in Year
learning time, allows the space for 8, ‘enabled a depth of knowledge
teachers to come together in Faculty or and understanding that neither one
project based teams to review current of us could provide by ourselves’,
research and innovations, to trial new with Science teacher, Carrie Hartel,
digital tools and to share effective celebrating the experience not just
strategies. Teaching and Learning for the students‘ who developed a
practice is constantly evolving, with deep appreciation of native plants’
technologies, transforming the way and their significance for Maori’,
we all engage when learning. Teachers but for the learning both teachers
and students learn along-side one enjoyed, ‘engaging with a different
another when deciding on how best perspective… helped magnify my
to use digital tools. understanding’ and it was satisfying
14 Spring 2018To support decisions about
learning, on how best to provide a
personalised, responsive approach to Engaging in post-graduate study is just about the knowledge gained but
LEARNING
learners, our teachers are constantly encouraged. Tania Morgan, Leader more ‘what skills students need to
inquiring into the effectiveness of of the Languages Faculty, recently learn to prepare them for their future’.
their teaching, and refining and achieved her Post-Graduate Diploma She has greater clarity of what this
adapting what they do. in Education with Distinction. ‘… means in practice. To her colleagues,
completing this course helped me Tania issues a challenge – ‘to have
This ‘Teaching as Inquiry’ framework empathise with what being a learner first-hand experience of completing
or action research model, underpins involves nowadays for my students. a qualification’ in this 21st century;
teachers’ reflection and professional Having to juggle the demands…was strengthening in ourselves, the very
learning. They know what’s working a challenge in terms of my time and skills we know are essential for our
well and why, they experiment and self-management skills. With almost
students to thrive beyond school.
innovate, in response to data and all of my course being via distance
What terrific role modelling!
feedback from their learners and their learning online, I also had to quickly
colleagues, and most importantly, learn to navigate learning via a digital
they learn from each other by platform. This did allow me to better We are a diverse
sharing the outcome for learners of
understand the different issues (and community of learners,
opportunities) this way of learning
their inquiries. Teachers regularly
presents for my own students.’ collaborating to ensure
observe learning in their colleagues’
‘classrooms’, followed by shared Tania considers she is a ‘more effective everyone’s potential is
reflection and coaching, supports teacher, approaching teaching from developed and fueled.
their continued growth. the learner’s point of view.’ It’s not
15ROLE MO
KATE RIVERS - DIRECTOR OF SUSTAINABILITY
LEARNING
waste reduction and establishing
healthy habits. Prior to changes,
the Sustainability Council surveyed
students and collected alarming data,
CARE FOR THE LAND
showing over a third of our girls aged
CARE FOR THE PEOPLE
between 11 and 14, were regularly
GO FORWARD consuming more sugar at lunch
MANAAKI WHENUA, MANAAKI time than the recommended daily
TANGATA, HAERE WHAKAMUA intake. This evidence contributed to
the decision to adopt a water only
Five years ago, a Sustainability policy and have the vending machine
Philosophy, with specific policies, was removed. Styrofoam and plastic
developed by Rangi Ruru students products have been replaced by
and staff, guided by a commitment reusable water bottles, biodegradable
to care for oneself, each other (across plates, cutlery and cups. Other items,
cultures, distances and generations) such as single-use packaged spreads
and the environment. are gone and instead, cut up cubes of
We kicked off our ambitious initiatives, butter are provided, reducing waste
by displaying three cubic meters of and costs.
rubbish, including the contents of 128
Our healthy food and drink practices
large black rubbish bags of mixed
have been celebrated nationally.
waste. This was strategically dumped
The University of Auckland Food
in our main courtyard. As each person
in Schools Survey, School-FERST
slowly walked into assembly, past the
National Study 2016-2017, outlined
mountainous pile, we were shocked
our healthy habits as an example
into action. It was alarming to witness
of good practice to inspire other
the vast quantities of waste we were
schools. We are committed to being
producing on a daily basis! This
symbolised the end of an era. We are mindful about what we make available
immensely proud of our changes and in our school.
progress to date, particularly our 58% Purchasing Rangi promotes
reduction of waste to landfill. sustainable procurement and
Food and Drink To reduce waste, we procedures, using goods and
analysed where it was coming from, services of high environmental and
and initially made changes to the food ethical standards, from local sources
and drinks we were selling. Through where practicable. Our paper for
preparing nourishing meals onsite, printing is recycled or produced from
rather than buying in highly processed sustainably sourced forestry. Printer
and packaged convenience foods, we and photocopier toner cartridges are
have shown our commitment to both recycled or reused.
16 Spring 2018ODELS
LEARNING
PART ONE
In 2014, Rangi Ruru became a Grounds removal costs, Rangi will produce
certified Fairtrade School, one of only Rangi Ruru’s beautiful grounds bring biogas, thus reducing current gas and
two in Christchurch, committed to students closer to the natural world, electricity costs. In the process, we will
using fair trade products. All eggs are capture their imaginations and help also produce digestate as an organic,
free range and cartons are returned them learn about environmentally odorless fertilizer, as an asset.
and reused by our suppliers, as are friendly practices and biodiversity.
Transport and Travel
milk bottles. On Mondays, meals are We grow fruit, vegetables and
Students and the wider community
meatless, thus significantly reducing herbs, alongside many, endemic
are encouraged to use healthier,
our carbon footprint as a community. drought tolerant species. In the past
less polluting modes of transport.
These actions have heightened three years we have been awarded
The school has helped reduce
awareness of our responsibilities as over six hundred native trees and
traffic by establishing bus links
consumers to respect our planet and shrubs through the Paper for Trees
from communities outside of the
show Rangi Ruru’s strong commitment programme. A number of these have
central city to school and enabling
to the environment, animal welfare been planted onsite, to attract bees
carpooling networks.
and social responsibility. and native birds, while others have
been planted on Banks Peninsula Waste
Carbon Neutral and wider Canterbury region, in Four years ago, we established source
A number of successful student- many cases, protecting the land from separation of waste, by setting up
driven sustainability initiatives, have erosion. We have a worm farm and colour coded bins and an extensive
had great impact and led to Rangi hope to establish a beehive onsite education programme to reduce
becoming carbon neutral. Extensive by the end of this year, following a waste. Thanks to a generous PTA
calculations were undertaken to successful ‘Save the Bees’ campaign donation, we have set up stations
establish our school carbon emissions by the Sustainability Council. in the Boarding House this year,
and to consider ways to further reduce with compostable, compressible
our carbon footprint as individuals Energy We endeavor to design for,
coloured bags. The Boarding House
and as a community. In the year 2016- and operate with energy efficiency,
are shifting to greener and better
2017 our school operations, including using renewable energies and energy
cleaning methods, trialling the use
electricity, gas, and transport/travel conservation strategies. Rangi’s new
of micro fibre, silver lined clothes for
buildings have sensors and design
for school trips, caused just under chemical free, non-toxic cleaning.
features built in to conserve energy
600 tonnes of carbon dioxide to be
and we heat our new buildings with Last year, our Young Farmers in the
emitted. Having a detailed picture of
solar power. Boarding House made an inspiring
which of our activities are the most
short film outlining environmentally
polluting, shed light on areas to focus Planning is currently underway to
friendly practices on their farms
on. We continue to work on reducing establish a digester and biogas
and at Rangi. They were placed first
our emissions and offset through system to convert our green waste
equal in the national AgRecovery
effectively protecting rainforests from to gas. This will enable us to make
Competition.
logging through Cool Earth. The energy onsite and to model a
first step towards the school’s goal sustainable approach, that could Reuse Education around waste
of carbon neutrality was awareness. be established in other NZ schools reduction is a focus of our
This year we are on track to lower our to help meet our government CO2 Environment Club. Newsletters,
emissions by a further 5%. targets. As well as reducing our waste demonstrations and talks provide
17Care for the Land, Care for the People, Go Forward - continued
practical advice on how to make your ‘wide sky shelter’ and indicates, that generation without compromising
own products without the need for from its beginnings, our school has the ability of future generations to
LEARNING
packaging. The Environment Club stood for hospitality and generosity. meet their own needs. However, to
oversee our extensive Reuse Depot, We open our doors to collaboration enable this, we all need to change
collecting food storage products, and have hosted sustainability hui our habits. Sustainability is about the
cling wrap, snap lock bags, oral care onsite. We believe, bringing people relationship between people and
waste, yoghurt pouches, plastic together for a common cause, is a planet and the process that allows
packaging, coffee capsules, mobile hallmark of sustainability. Earth’s natural resources and systems
phones, creative junk, hazardous to be maintained indefinitely without
waste, egg cartons and milk bottles, Years 7 and 8 students enjoyed a
irreversible damage. Our societies
clothes, sports gear and clan gear, Challenge Based Learning Week
(including economies) depend upon
bras and togs, medical braces, moon focusing on ways to reduce waste. This
healthy biological and physical
boots, books, stationery, soft plastics. collaborative learning involved visiting
systems. At present, we are depleting
Many of these products are sent to local CCC compost and recycling
the resources on which we depend
Terracycle to be made into moulded facilities, making connections, taking
for survival. A sustainable society is
plastic products in New Zealand. In action and sharing ideas in the wider
one in which people can lead healthy,
doing this, we build partnerships with community.
satisfying lifestyles which are within
the wider community. the capacity of the planet to support.
We endeavour to practise global
Rangi was invited to be involved in citizenship, enriching our educational With our commitment to sustainability
the Whole House Reuse project and mission with activities and partnerships education through teaching and day
exhibition at Christchurch Museum. that improve both the planet and the to day practices, Rangi is attempting
This showcased the stunning objects lives of people living in other parts to reduce our current impact on the
and endless possibilities of reusing of the world. Through service, ICE earth and prepare students for the
waste. Every part of a house was used productions and Young Enterprise, future where resources are part of a
to produce artworks. many girls form relationships in the cyclical process. Our school values
Upcycling clothing and mending, wider community, connect and get and actions, show respect for other
rather than throwing away, are involved in sustainable projects. people, cultures and the natural
concepts actively encouraged by Conservation and sustainable world, through an underlying sense of
the student Sustainability Council. practices are becoming embedded care and responsibility.
Second hand clothing mufti days in our everyday life at Rangi Ruru. We
We are committed to pedagogy,
celebrate reuse. Awareness and believe in the holistic view that our
to developing deep thinkers who
actions have gained momentum individual wellbeing is connected to
have the capacity to understand and
and shifted thinking and behaviours, the health of the community and the
respond wisely to the challenges of
with many staff and students making natural environment and every one of
creating socially and ecologically
a sustained effort to make positive us needs to show a strong sense of
sustainable societies. We need people
changes and establish new habits. care and responsibility through our
across all disciplines who are literate
everyday actions.
Connections We instill respect for in sustainability principles, who can
human rights, freedoms, cultures and At Rangi, we believe it is possible think critically and laterally, who can
creative expression through our school to meet the needs of the present work cooperatively, who can think
values. Our school motto Whaia to te in terms of systems, relations, and
Rangi – suggested by Māori Chief of connections, and who are prepared
Rāpaki Pa, Paora Taki translates to to participate and make a difference.
18 Spring 2018WELCOME ABOARD
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LIVING
Home Away From Home
This speech was made by Head of before. They were very brave enough and show us in the room how good
Boarding Iris Lee at a Full School to send their daughter 10,000 km away she was. She was an amazing hockey
Assembly at the start of the 2018 and keep her there for six years to have player, but the problem was that she
academic year. In it Iris reflects on her a peaceful life. To be honest with you, wasn’t good at controlling her hockey
six years living in the Boarding House. I wasn’t the nicest sister. I often argued stick, so the hockey ball, instead of
with my brother which only occasionally finding the goal, shot off to the side
Before I start yarning about anything,
led to physical contact. By that time, and through the window. However,
I would like to take this opportunity to
my mum and dad had enough of us, the point is that by smashing the
make it clear who I am. Put your hands
so someone had to go, which turned window, she learnt that playing
up, if you know what Siri is. (you can
out to be me. I am not complaining at hockey inside is dangerous and can
put your hands down now). For those
all about it because I can confidently cause serious damage, and she never
who don’t, Siri is a talking machine on
tell you that I am having an awesome played hockey inside again.
the iPhone that does a million things
life in New Zealand.
such as calling, texting, searching, Every single person will make mistakes
setting alarms, reading emails, In the past six years, I’ve had so many throughout their lives just like Becky,
calculating and even beat-boxing. life lessons and I would like to share a but the most important thing is that
Now, when you spell Siri backwards, it couple of them with you all today. we learn from them. It is such an
goes like this, I-R-I-S. Yes, that’s right. amazing life experience that helps you
That is my name. Firstly, so much is learnt from mistakes
to deepen your knowledge, discover
we make; whether it is a small mistake
Now, I would like to start my story. So, more about yourself, and help to
like playing hockey inside and
if you could have your eyes wide open make better decisions in the future.
smashing the window, (you know who
and pretend that you are listening, it
you are), to a big mistake like someone However, you will be able to do these
would be much appreciated.
buying $500 worth of rugby tickets only if you are willing to learn and make
I have been living in New Zealand from a dodgy website and ending up improvements in yourself. When the
by myself for almost six years. Now, losing money; if you wonder who that same mistake is repeated, it becomes
when I say “by myself”, it means that is, she is somewhere in this chapel a habit and small mistakes become
my family doesn’t live here. In fact, my probably laughing. This person, let’s big. It is good to learn from small
parents have not been to New Zealand call her Becky, decided to play hockey mistakes because once they become
20 Spring 2018LIVING
Iris Lee
bigger, it may be harder to fix them. too crazily but crazy enough to be is not your final destination. Every
So, try to take it as an opportunity to able to trip on my long floaty pants. single thing that has ever happened
make yourself a stronger, better, and Unfortunately, my elbow went right in your life is preparing you for a
greater person. through the wall and into Floyd’s room. moment that is yet to come. You can’t
change the fact that it happened,
The last thing I would like to share People laughed, but it wasn’t funny
but you can learn from it and change
with you is that stuff happens. at all. I couldn’t hide it because
Throughout life, we all have our ups the hole was way too big, so I had your future.
and downs whether you want it or not. to tell someone at the Boarding When things go wrong, don’t feel as
Sometimes, you can take it positively, House. I was embarrassed, and it though you are going through this
but most the time you can’t, and you was humiliating. However, what I alone. Let your friends or family help
question yourself, ‘Why does this learnt from that situation is that stuff you go through the hard moment
happen to me?’. happens, and things go wrong. When with you. It may look really bad at
something bad happens, you have
On the last day of Term 3 break last the time, but it may not be once you
three choices. You can either let it
year, an incident happened in the have people around you. And, girls
define you, let it destroy you, or you
Boarding House. I was just about that is the whole idea of sisterhood;
can let it strengthen you.
to finish packing and my neighbour supporting and encouraging your
(Floyd) put her music on. Both of Whatever you choose to do, just friends, being there for each other
us were singing and dancing not remember this, your present situation and being real sisters to each other.
21JENELLE HOOSON - WELLBEING
It does take a Village
At Rangi Ruru we recognise the must be taught, as we all need them. Committee two years ago, as well
LIVING
importance of Wellbeing as a way Wellbeing research suggests that a as the traditions of community
of life. Studies show improved positive education approach will allow and empowerment established by
levels of wellbeing, in an education our girls to be aware of potential issues the Gibson Sisters, the Wellbeing
setting, are associated with: higher but also equipped with approaches Framework at Rangi Ruru is now
levels of optimism, better academic that can help them to live life to the differentiated at each level. This allows
engagement and results, greater fullest, through times of challenge and the needs of each level to be met so
levels of participation and self-control, times of celebration. Wellbeing studies that each year your daughter can add
less procrastination and fewer levels of show improved levels of wellbeing, in to and develop her Wellbeing tool
depression and anxiety an education setting, are associated kits. Wellbeing sessions are delivered
with: higher levels of optimism, better by tutors in tutor times on Monday and
Why is Wellbeing, or feeling good
academic engagement and results, Friday afternoons, but it is something
and functioning well, so important?
that all staff and students embrace
A person’s wellbeing is about many greater levels of participation and
at all times. As your daughter moves
things, including physical, mental, self-control, less procrastination and
through each level of the programme
emotional and social health factors, fewer levels of depression and anxiety
she is able to gain new tools and skills
and if we can all help our girls to (Robinson, 2016).
to help her develop and thrive, and
develop and balance these factors Building on the wonderful work her teachers will be able to utilise
then we can help them to flourish that was started by the Wellbeing these as well.
in all areas of their lives. At Rangi
Ruru we recognise the importance
YEAR 7 the focus is on developing relationships
of Wellbeing as a way of life, and we
and a sense of belonging. This is connected
all play a part when it comes to the
to the Rangi Value of Aroha and the
Wellbeing of our whanau.
key Wellbeing skills that are focused on
You may read this and ask, “why the are Growth Mindset and developing an
great interest in wellbeing now?” understanding of the Rangi Values. The Year
There are two key reasons, firstly, a 7 tutors provide a wealth of time to engage
rise in mental illness, and secondly, a in conversation with the girls so that a sense
new body of wellbeing research. It can of connection and support is created. As
be confronting to read current Mental just one example of the significance of
Health Foundation NZ (2017) statistics connection, a 75-year Harvard study
such as, “more than half of the New recently concluded that “good
Zealand population will meet the relationships keep us happier
criteria for a mental disorder at some and healthier” (Waldinger, 2017).
stage in their lives.” New concepts are Digital Engagement, helping
also confronting, such as that of the students to feel empowered
Fragile Thoroughbred: an able student and protected online, is also a
who has achieved academic success key focus for Wellbeing at Year 7
but has not faced, or developed the and students have been involved in
skills to face, challenges in doing so. sessions where they consider how
(Randolph, 2010). At Rangi Ruru we they can develop their best possible
accept, without judgement, individual ‘online character’, considering positive
experiences with mental health, and character traits such as perseverance,
feel strongly that the skills of resilience empathy, self-control and humility.
and wellbeing can be taught, in fact
22 Spring 2018The William Pike Challenge YEAR 9 the focus is on developing understanding of yourself
Award is the focus of the and others. This is connected to the Rangi Value of Respect and
Wellbeing programme at at Year 9 the Wellbeing programme is directly connected to the
YEAR 8, which is being run at Peer Support Programme, which is delivered by Year 12 students.
Rangi Ruru for the first time The Peer Support Programme for New Zealand Secondary
LIVING
this year. It involves a focus on Schools, established in the 1980s, has been used successfully at
physical activities, community Rangi Ruru for over thirty years. Building on the Year 7 Wellbeing
service and passion projects. focus, peer support recognises the importance of developing
The focus is on exploring a network of friends and feeling valued, so that students can
your capability and this is achieve and develop their social skills. Having Year 12 girls
connected to the Rangi Value facilitate the groups fosters positive and trusting relationships
of Endeavour. Researchers at across year levels. Across the year, peer support groups cover
UNITEC have recently evaluated topics including self-esteem, values, understanding diversity,
the William Pike Challenge peer pressure, bullying and expressing feelings. Peer support
Award concluding that it plays a key role in developing an environment where all girls are
develops youth in a positive valued and encouraged, which is just one way in which strong
way. According to the study, the links between junior and senior students are created, thus
award helps students develop building a community approach to Wellbeing.
‘belief that they can achieve’
when they try new things and
it helps young people build
stronger connections with
peers, whānau, school and the
community. The researchers
found that the programme
helps young people understand
and respond to other people’s
needs. In other words, it builds
empathy. We are excited to
build our involvement with
The William Pike Challenge
Award in future years. Building on the strong sense of connection developed across
Years 7-9, developing inner strength is the focus at Year 10, which
is connected to the concept of Wahine Toa, Strong Women. The
key Wellbeing skill that is focused on is Character Strengths.
The Values In Action (VIA) classification of Character Strengths,
led by Martin Seligman and Chris Peterson, draws on the
work compiled by a team of over 50 researchers. This study of
human character is considered to be one of the most significant
contributions to psychology in the last century. Through their
research, it has been discovered that the use and knowledge of
Character Strengths boosts wellbeing, improves relationships,
fosters resilience, and creates supportive strong communities.
The VIA survey is one of the most thoroughly validated studies
of character in the world, with over 200 published peer-reviewed
journal articles related to its findings. The survey avoids focusing
on what we like and instead focuses on what we do, and research
suggests that it is through the use of our strengths that we move
towards flourishing.
23WELLBEING
YEAR 10 students, as well as staff, are able to discover
“what is right with you?” (rather than the more habitual
thought of “what is wrong with you?”) using their
character strengths to make positive progress at school,
at home and with personal challenges. Why not try it
LIVING
yourself? It is a key wellbeing focus for staff this year
so feel free to talk to teachers and staff as to how it is
supporting their wellbeing, as well as the wellbeing of
our students.
Positive emotions and education is the core focus of
the wellbeing programmes at the senior level. Sheldon
Cohan’s study on the common cold concluded that those
with greater positive emotions are you are three times
less likely to get sick! Barbara Fredrickson is a leading
expert on positive emotions and after thirty years of
research in this area has concluded that positive emotions
open our minds and hearts, changing our mindsets and
brain chemistry, and through positive emotions people
become more creative, knowledgeable, resilient, socially
integrated and healthier individuals.” Looking after
yourself, and also looking after others, connects with the
well-established community service programme.
YEAR 11 have spent time
looking at Community
Service projects, which are
connected to the Rangi
Value of Generosity of Spirit
and the key Wellbeing skill
of Positive Relationships.
Examples of building positive
relationships, which build on
concepts from junior years,
include Active Constructive
Responding - being genuine
and interested in others -
and the “How full is your
bucket?” theory - when you
‘fill’ someone else’s bucket
you also fill your own, and
therefore both parties
achieve happiness. Our girls
know that every interaction
matters and secure
relationships help them to
feel protected and able to
support others.
24 Spring 2018YEAR 12 builds from the Year 11 programme with a focus on Positive Purpose and Growing Resilience. Researcher
and writer, Stephen Post, believes “If there is one great secret to a resilient life of growth, wellbeing and good
health, it is in never giving up on giving”. Having developed a growth mindset at the junior level, growing resilience
can be developed and discussed to support and manage the academic programme at a senior level. Indeed, all of
the Years 11-13 Wellbeing programmes also have a focus on study skills. In 2018, Patrick Sherratt worked with all
senior students in Term 1 sharing his expertise in meta-cognitive knowledge and performance psychology.
YEAR 13 is a full and busy year and we feel it is important ideas and needs. Rangi Ruru is committed to Wellbeing LIVING
to allow time for the girls to think about their courses, and being open to new initiatives, approaches and ideas.
careers and callings beyond school. At Year 13 the focus We are excited to be a part of the Grow Waitaha Secondary
is on holding onto the experience of their last year at Schools Wellbeing Co-Operative, which has a hui once
school. This is connected to the Rangi Value of Integrity a term. Through this we are able to share experiences,
and the key Wellbeing skill that is focused on is Sense of grow together and develop our cultural responsiveness as
Positive Purpose. a school. It is just one of the many ways in which we can
support your daughters to feel good, function well and face
A real strength of the Wellbeing programme is that it their futures with optimism, hope and positivity. It really
builds on the fantastic courses that are already on offer. As does take a village to support everyone’s Wellbeing, and
part of timetabled classes your daughters are encouraged we feel positive about the community approach we have
to have a voice when it comes to Wellbeing and to suggest developed and will continue to develop in the future.
25You can also read
