CHRIST’S COLLEGE MAGAZINE
ISSUE 41 WINTER 2021
ISSUE 41 Contents
Expand your mind – advance your skills New College Diploma inspires boys to aspire Jamie delves into leadership and courage Callum zooms onto the world debating stage
04 06 08 09
College excels in winter sport 52 College scores premier titles in exceptional season 60 A season of ‘firsts’ for 1st XI 61
Jewish community opens doors to College
Henry drives the culture of change
Community & Service
Benjamin Thornton Dudley
Service – with a smile
News & Events
College boys help out in the neighbourhood 14 The environment needs you – and so does College 16
School bell rings for Callum
71 72 73 74
College ‘greeter’ whips up a new work recipe Campus custodian pools his talents Sporting all-rounder bats for fresh fields
Adaptable international students embrace challenges 18 Students gear up for fun snow runs 19 Food for thought in diversity 20
Upper West – update
75 76 78 80 82 84
Character, Wellbeing & Positive Education
Giving a good account to nutting out a career Giving Day – our community at its best
When the Prefects join in the fun Taking the lead in weekend intensive
22 23 24 27 28 30 32 34 38 42 43 44 46 48 49
Sponsorship matters at College Paying it forward makes good sense Four more join the Sewell Society
Towards the future
Marae visit resonates with Immerse & Inspire
Opening your mind to growth
Here's the invitation – step up and accept
Brave thoughts – bold ideas
From the President
Building up College trio to succeed
Reunion reports 91 Pandemic plan pioneer Professor Lance Jennings 94 Honours Ties for Sir Michael Fowler and Dr Vaughan Smith 96 Community connections at College 98 New artwork for College 100 What's on – CCOBA 2021/2022 Calendar 101 Deaths 101
As you like it – and we did
Oedipus – still as dramatically dynamic today
Setting the scene for Senior Drama
Merry moments at Shakespearean Banquet Chorus of approval for Big Sing Boys on song for House Music Festival Stunning sounds of secondary school music Somes remains supreme at House Plays 2021
GARTH WYNNE From our Executive Principal
I would not have imagined that my words would again be flavoured by the New Zealand experience of the Covid-19 pandemic. I had been expecting to be living in a community which was Covid-free or already living with the virus. Alas, neither has played out. College again finds itself navigating a second lockdown, online learning and a co-curricular season punctuated by change. When trying to look at the positives of the past 18 months, I have come to realise that in some ways our graduating class is perhaps the most well prepared for post-school destinations, with recorded lectures and the associated technology-driven engagement the norm. I have also sensed that our boys have missed the ‘old normal’ – the helter-skelter of a school day where lunchtime games with their mates complement Chemistry experiments or the contemplation of fiction in an English classroom or the tap of a hammer in the Design and Technology workshop.
As reflected in this publication, College has continued to provide boys with opportunities to come to their best. The path may have changed course, but thanks to the quality of our teachers, the pastoral care and the persistence and flexibility of the boys themselves, much has been achieved. Over the past six months, I have reminded us how fortunate we are. One can only surmise that we, in the South Island, will again be well-positioned to respond and adapt to an uncertain future. These times ask College boys to consider the outcome they hope to achieve and ensure that this takes into account their aspirations. Life often reminds us all that there is no perfect way, just the way one plans, the way one responds to change and the consequent journey itself. College also faces its own journey but always based on the life of a boy – shown here in the stories and pictures of our lives together.
Garth Wynne Christ’s College Executive Principal
Christ’s College Magazine Issue 41, Winter 2021
Director of Advancement: Claire Sparks +64 3 364 6803 firstname.lastname@example.org
College Magazine Writers: Jocelyn Johnstone email@example.com Martine Cusack firstname.lastname@example.org Graphic Designer: Kay Robson-Thomas +64 3 364 8655 email@example.com
Front cover: Artwork from the new College Diploma
Change of Address: Admissions Registrar
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Printing : Caxton
ACADEMIC Expand your mind – advance your skills
When bright students want a challenge, College’s Centre for Advanced Learning steps up. This is the area sought out by students who set exceptionally high standards for themselves and thrive on being constantly challenged by new initiatives.
Head of Advanced Learning Emma Bracken, an English teacher, finds working with College’s brightest young minds an absolute delight, with some students raising the bar well above expectations. Emma has brought an additional strength to her role – the desire to encourage more diversity for advancement across the whole range of learning opportunities on offer at College. However, it is not all about academic learning. The pastoral component must keep pace, and each student’s
maturity, and emotional development needs to be considered. It is all part of the equation, and achieving a balance is critical to the success of the programme and the student. Emma’s introduction to students comes typically via Year 9 and Year 10 testing at the start of each year. However, it can also result from her own call-up – inviting boys whose capacity for extension is obvious and whose classroom teachers have signalled their potential.
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Activities such as debating or speech, creative writing, ethics and facilitating will highlight the students keen to pursue additional challenges. For Emma, it is satisfying to help the boys expand their minds in new directions. This year, she is also supporting seven Year 12 and Year 13 boys who are taking the STAR course at the University of Canterbury, adding university lectures to their already busy schedules. Then there are those keen to be involved in a wide range of opportunities outside the College curriculum. These include the Model Parliament, the Commonwealth Heads of Government Meeting, and the Model United Nations. They all represent chances for the boys to experience something beyond their normal realm, and opportunities to test themselves in a broader setting. “What I find is that the boys who demonstrate interest in a topic are usually both incredibly talented and incredibly motivated,” she says. “Their fascination with a topic, and their curiosity, is amazing to witness. I’m in awe of what they can do, and how they run with opportunities. Their capacity to juggle what they’re already doing here at College, and to take on more, is staggering. There’s no compulsion. They’re happy to do it, self-motivated and self-driven, and they deserve to succeed.” Working with such outstanding scholars is invigorating, she says. “They’re a great bunch of kids to work with. I simply provide the ideas, offer the openings and facilitate their progress. Really, it’s up to them.” Contrary to supposition, not all are necessarily “top scholars”, she says. “However, they’ve got talents and skills and a real interest in what they’re pursuing, and it’s that enthusiasm and curiosity which drives them.”
“The boys who demonstrate interest in a topic are usually both incredibly talented and incredibly motivated.” Emma Bracken
College Issue 41 2021
ACADEMIC New College Diploma inspires boys to aspire
Freddie Coates is relishing the opportunity to “be extended character-wise”, with the launch of the Christ’s College Diploma offering greater choice and scope for boys in Years 10–11.
From 2022, students will be able to achieve the new benchmark in learning – replacing NCEA Level 1 – over two years. The chance to excel – both inside and outside the classroom – sets the College Diploma apart, recognising the breadth and depth of each boy’s abilities. It also redefines ‘choice’ when it comes to subject content and context and deepens learning in readiness for NCEA Level 2. Freddie, a Year 10 student in Harper House, supports the move to incorporate College values –
such as community service and leadership – in the Diploma, along with the strong focus on academic engagement and excellence. “I think it is great that there are classes in our curriculum such as Financial Literacy, Wellbeing, and Te A ̄ o Ma ¯ ori, as these are all very useful skills in today's world,” Freddie points out. “I also hope that the same levels of academic excellence will be maintained as that is very important to me.”
Equally, he welcomes the greater “options to choose what subjects we want to study”. “I’m hopeful the Diploma will have a positive impact on our preparation for NCEA,” Freddie says. “Because of how the Diploma is set up, we will have more time to focus on learning and less on assessments. “However, I think it is still important to educate us about NCEA systems because this can help us understand the systems for Levels 2 and 3 a bit better.
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“I think it is great that there are classes in our curriculum such as Financial Literacy,Wellbeing, and Te AoMa¯ ori, as these are all very useful skills in today's world.” Freddie Coates
“The Diploma also gives us more time to decide what we want to do, because of how we can switch subjects at the end of semesters.” An educator’s perspective For College Head of English Chris Waugh, the Diploma heralds a new era in boys’ education, offering multiple opportunities to “capture their imagination and challenge their skills”. It also recognises that “assessing – while an intrinsic component of education – is not the same as learning itself”. “Setting aside the stress of NCEA assessment – which can sometimes be overwhelming – until the students reach the senior school, allows us to concentrate on creating rich and sophisticated learning experiences, ultimately leaving
the boys in a stronger position to succeed in NCEA from Level 2,” he explains. “In contrast to the ‘one-size-fits- all’ nature of NCEA Level 1, we are able to tailor our work to our own students and our broader objectives as a school to develop the whole boy,” Chris says. “The Diploma structure allows students to take courses that capture their imagination and challenge their skills. There are few educational settings where students in Years 10–11 have a say over which English course they complete. Other schools could look in awe at the 12 distinct English course options from which Christ’s College students can select.” Assistant Principal – Curriculum Nicole Billante believes that the “strengths of the Diploma lie
in the array of choice and greater opportunities to achieve across a range of subjects”. “We want our boys to be inspired to learn and our new Diploma provides that gateway to achievement,” Nicole says. “They may discover an area of learning that sparks their imagination, engaging and inspiring boys to be the best they can be. “Our new Diploma also ensures that the boys do not limit their options in their senior years at College. It opens the door to greater ‘subject taster’ options to help find a path to the right career, while lessening the intense load of ongoing internal and external assessment that can weigh on mental health. With the College Diploma, boys can make a more informed decision without all the pressure to cut off subject options too early.”
Elements of the College Diploma
• Academic Engagement • Character and Leadership • Community and Service • Discovery and Challenge
• Global Citizenship • Sustainable Future • Taha Ma¯ ori
To recognise academic excellence, the top academic students in the year group who are awarded a Gold Diploma will receive their Diploma with Academic Honours.
College Issue 41 2021
ACADEMIC Jamie delves into leadership and courage
Deputy Head Prefect Jamie Barr’s research skills received a boost this year when he became a research ambassador for a project initiated by the Education University of Hong Kong. It started small, but through the process Jamie learnt new skills – about interviewing and note- taking, for example – and about leadership within the Christ’s College community and the school framework to foster boys to make their own decisions as individuals. Speaking to an assembly in May after receiving an award in recognition of his work, Jamie said he was one of 26 research ambassadors worldwide (including 2020 Year 13 Jack Drage) who worked with academic staff from Hong Kong over a 12-month period. They carried out research into cross-cultural student leadership in Round Square schools. It started with answering questions on a Google form, and progressed to a series of interviews. “We were sent a series of questions and we each interviewed two teachers and four students,” he says. “This process sure improved my skills of interviewing and note- taking, as I found methods that were more efficient than others. But I also enjoyed the sense of naturalism the interview format provided for the research, because
“It takes courage to challenge a decision made by friends when you know it will be viewed as a weakness by them.” Jamie Barr to act according to conscience and do ‘what is right’ in the face of popular opposition, shame, scandal, or discouragement.” writing, editing and publishing a report – all these steps led Jamie to specifically explore the depths of courage within leadership. “Those who show courage discover in themselves the ability and willingness to confront fear, pain, danger, uncertainty or intimidation. Their moral courage enables them it became easy to ask follow-up questions, keeping a natural flow of the conversation.” Zoom calls to other representatives; creating presentations about what leadership looked like to him; and
Jamie says through standing up for what is right – “no matter how people react in the face of your decisions” – he has learnt that leadership within the College community shares similarities with schools around the world. “It takes courage to remind peers to make good decisions when they are having fun. It takes courage to challenge a decision made by friends when you know it will be viewed as a weakness by them. It can sometimes take courage to stand up for a victim, too. When wanting to action change in the school environment, it takes courage to bring ideas to the floor.”
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ACADEMIC Callum zooms onto the world debating stage
They couldn’t go to Macau to compete, so in August, Year 13 student Callum Hackston and the rest of the New Zealand secondary schools’ debating team holed up in an Airbnb in Auckland and took on the world’s best via Zoom.
The only South Islander selected in the national team for the world debating championships, Callum soon bonded with the other four members, forming a tightly knit team. “Even though we couldn’t go overseas to compete – because of the Covid-19 situation – it was an incredible experience anyway,” he says. “We’re already planning a reunion.” Callum started debating in Year 9, gave it a rest in Years 10 and 11, but got back into it in Year 12 – because of an injured shoulder, which prevented him playing cricket. Debating quickly became his forte. He was a member of the Canterbury side at the national competitions in June, and although Canterbury just missed taking a semi-final spot, Callum impressed the selectors, securing his place for the World Schools’ Debating Championships. That was in May and then followed several weekends in Wellington and Auckland with his team, attending training seminars, absorbing the expertise of experienced coaches. “We did some debating, had lots of feedback, listened to podcasts, and had some great meals, which they cooked for us,” he says. When it came time for the competition, the team was well- honed, and felt its knowledge base had broadened significantly.
heartened by reaching the last 16 places, losing to Taiwan. When the championship itself began, the New Zealand team would often finish its debate at 2am or 3am (because of international time zone changes), before sleeping until noon. Callum says his debating style changed over the week of the global contest. “For a start, when you’re debating in a New Zealand accent to an overseas panel of judges, they’re all trying to work out what you’re saying, so I learnt to slow things down and to articulate really clearly. And, also, to avoid ‘Kiwiisms’, expressions known only to New Zealanders.” On several occasions he was selected to do the opening speech – setting up the debate – a role he hadn’t previously attempted. And sometimes he would do the reply. “You’ve got to be very precise with your choice of words and your process of argument, which needs to be coherent. I was a bit nervous before the first debate but that quickly went, once we got started. “There were eight rounds and we won five, including beating Oman, Latvia, Nepal, Macau and Indonesia. We lost to South Africa. Canada ended up as champions.” The international experience of competing against the sharpest minds of his peers has made Callum keen for more. Not surprisingly, he will embark on law studies next year.
“When you’re debating in a NewZealand accent to an overseas panel of judges, they’re all trying to work out what you’re saying, so I learnt to slow things down and to articulate really clearly.”
“When you go to the nationals, the information required is quite narrow, but at something like worlds, you need to broaden your thinking markedly.” The world competition – involving 74 countries and conducted in English via Zoom – was preceded by a practice tournament involving 100 teams, including development teams. The New Zealanders were
College Issue 41 2021
BOARDING Henry drives the culture of change
deputy Head of Choir, a Big Band member, Drama productions and House Music, plus sport and his own academic programme. And he has never taken his eye off his goals. “I’m really pleased that I have achieved that first goal with the establishment of the Boarding Committee,” he says. “This has been successful in getting opinions for how the boarding experience can be improved. It’s great to hear what the boys have to say and get other voices, instead of just my own, on how the boarding experience can be improved. “The second goal has proved more challenging. I have been trying to work out how I can initiate a bit of a culture change – and the plans I did have, have had a spanner thrown in the works from Covid-19. However,
in the meantime, I have been talking to staff for ideas.” Henry says he has been trying to set a good example by calling out behaviour and language that is no longer acceptable by today’s standards in regards to racism and homophobia. “There is a general effort from the school and my Prefect cohort in general to progress on these fronts, so to a great extent the attitudes of the boys are already changing, which makes me very happy personally. I’m sure the Head of Boarding and the Prefect group following me will support this trend continuing, and take positive steps towards this goal.” He says compared to when he started at College, the boarding Houses have become more positive environments.
Head of Boarding Henry Briscoe takes heart that his two main goals for 2021 are on target, intact and still viable – despite the disruption of a Covid-19 lockdown, and the dislocation of Term 3. “There have been some real challenges, but the two goals I had for this year have both been progressed, to a greater or lesser degree,” he says. “I wanted to improve the student voice and I wanted to try to encourage wellbeing and create more accepting progressive attitudes within the boarding Houses – to initiate a culture change within the Houses.” With boarders across three Houses looking to Henry for leadership, he took the responsibility in his stride, coping with boarding matters, along with his role as
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“The culture has changed for the better, with attitudes improving and expectations being higher, creating an environment where people feel safe and can foster more positive relationships than when I first started at school,” he says. “That said, there is still work that needs to be done to ensure the environment is more enjoyable for everyone, and aspects that must be refined so the boys become more accepting of all.” One school-wide shift, which he applauds, is the focus on wellbeing and mental health. “It is becoming more and more acceptable to go and see the counsellors and to be proactive about looking after one’s own mental wellbeing. “The school’s push in this field is helping the change occur, and will help staff be more attuned to these matters.” Henry believes 2021 will be a memorable one for boarders, with most remembering a good boarding programme.
“Having small events with staff and the boys around you – like going out to get a burger at Riverside, or having a barbecue with a year group – are the most special experiences, and it’s nice to see more and more of these happening,” he says. “I think having speakers come in to talk to – or hold workshops with – boys about issues important to their age group, social and physical nutrition, acceptance and compassion to those different from them, healthy relationships and so on, would be a good idea. “But we also need to remember not to fill up boarders’ time too excessively, because boys need time to relax, complete school
work, socialise and fulfil other commitments.” Henry says despite all the responsibilities, he has found the role valuable in terms of leadership and interpersonal skills. “My advice to the Head of Boarding next year is to be proactive, but also to look after yourself. Year 13 is a very different year, and comes with a variety of challenges, and so keeping on top of your own wellbeing is important, too. Set reasonable goals, think about what you want to leave behind, and, above all, be a good role model for the boys to look up to – be caring and be someone people can talk to.”
“I wanted to improve the student voice, and I wanted to encourage wellbeing and create more accepting, progressive attitudes within the boarding Houses – to initiate a culture change within the boarding Houses.” Henry Briscoe
College Issue 41 2021
COMMUNITY & SERVICE Service – with a smile
With all the daily activities happening at College, it is easy to become locked in the bubble, insulated from the real world.
Head of Service Charles Lord was determined from the outset of 2021 to maximise every boy’s participation in service to ensure their horizons were kept wide and real. And he and mentor Neil Porter, Assistant Principal – Community Engagement and Special Projects, wanted to make sure the Community and Service Committee worked smarter for better outcomes, particularly in building a better College community. “Sometimes it can feel like Christ’s College is in its own bubble, and a bit of experience in the real world is definitely a learning curve for boys,” Charles says. “Assistant Principal Neil Porter and I did an appraisal at the start of the year and the key goals we agreed on were maximising every boy’s involvement. I was really keen to make sure that every boy could participate and learn. “Service can sometimes be considered just a boring chore on your Sunday morning, so thanks to the committee, the things we are doing are designed to be interesting and fun – but, principally, activities that teach you something about yourself while you’re helping someone else. “Mr Porter and I agreed that last year’s Head Shave achieved some pretty impressive results, and if the two of us could learn from the things that boys support, then
“Sometimes it can feel like Christ’s College is in its own bubble, and a bit of experience in the real world is definitely a learning curve for boys.” Charles Lord
Christ’s College Canterbury
service will become just a normal thing to do. The Head Shave donations were all online – so there is none of this door-knocking activity.” Charles says the year started with some of the Houses, like Harper and Flower’s, working with their own charities, the Child Cancer Foundation and Ronald McDonald House, further cementing community relationships that were already well established. “When I was in Year 9, all the Houses had pretty big involvement with a charity of some sort, and this year I have seen the same spirit at work, which is fantastic.”
The activity which he recalls with greatest pride so far in 2021 is the Blood Bank collection. “The Blood Bank day was a favourite for all this year, I think. More than 70 staff and boys donated blood. It was something everyone could understand and support – that was a terrific effort,” he says. “And collecting for great causes is also something everyone can understand and support. You couldn’t have missed the boys at the front gates of the school collecting for the Northland schools and the City Mission.”
The Northland schools benefited from a “boots for boots” drive to collect rugby and football boots. Each donation earnt the chance to go into a draw to win a pair of boots signed by former All Black Dan Carter (won by Rolleston House student Riley Diver). Charles says his committee of 12 has already achieved a lot this year, but there’s more to come. “I have a long way to go to smash my goals for the year, and there is still a lot on the calendar.” Charles says his own introduction to voluntary service at secondary school has come through the Duke of Edinburgh Awards and a lot of his early memories of service are outdoor ones – working with local councils and organisations needing a bit of “hands-on labour”. “They were my introduction, but Mr Porter has taught me the value that your time and your talent have to the community. “As Head of Service and as a school Prefect, I am acutely aware of what a privilege it is to be a role model, as I can recall how impressionable I was when I was younger, and the respect I had for the school Prefects. I’m hoping that the junior boys can see what a difference the Community and Service activities make to the school life, and to themselves.”
College Issue 41 2021
COMMUNITY & SERVICE College boys help out in the neighbourhood
Flower’s House boys enjoy a long-standing relationship with Ronald McDonald House and this year the bonds have become even stronger. Thanks to the Flower’s House boys, Ronald McDonald House patients, their siblings and families now have four scooters and a balance bike to play on. “When the Ronald McDonald House manager discovered the kids were short of toys like scooters and bikes, our boys decided to own the problem and be proactive about it,” Flower’s Deputy Housemaster Monique Ellis-Martin says. “Instead of taking the easy option and asking their parents for money for a quick fix, the boys raised their own funds by running a sausage sizzle at school in Term 1. They cooked and sold sausages to the boys and staff at College and made a significant sum of money.” The scooters were delivered by a group of boys on one of their regular weekly visits. “It was lovely to see one of the toddlers riding around the lounge on one of the gifted scooters.” Each week, four Year 9–10 boys help at Ronald McDonald House from 6.45–8pm. “There’s no roster these days. I just ask, and there’s never a shortage of volunteers. “Their time is greatly appreciated, and they do a lot of good things
down there, including manual work, such as helping around the property by raking up leaves, tidying toys, cleaning, moving things, filling envelopes, or by taking up a more empathic role such as playing with kids and making food. The boys never know what tasks they will be doing, but each week hands go up wanting to go down and help out.” Monique says the relationship is now at the point that Ronald McDonald staff email if the boys can help in other ways. “For example, we had a group of boys help with moving furniture a while back. And Ronald McDonald kindly gave us a foosball table when they had too many and no space for it,” she says. Monique says the best thing she has seen this year is a Year 13 boy volunteering to be part of the group
to Ronald McDonald because of knowing one of the patients. “The smile on the little boy’s face when he saw a familiar, friendly face was so lovely to see. The boys just played for an hour, and it gave his parents some time to take stock of the day,” Monique says. The experience of giving service to Ronald McDonald House opens the boys’ eyes to the struggle some families are enduring. Having a sick child affects everyone in a family, and while some children are too sick to play, their siblings are very grateful to be able to kick a ball around with the boys, or play a board game. Flower’s Housemaster Lionel Randall says he is incredibly proud of the boys for their work at Ronald McDonald House.
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“It highlights compassion, which is one of the key values of Christ’s College. And I’m so grateful to Monique for giving up her time and helping the boys in leading from the heart.” Rolleston makes its mark at Spreydon Rolleston House boys have continued their volunteer efforts at Spreydon School twice this past term, helping out and further cementing a great relationship. Deputy Head of House and student in charge of the initiative Louis Hitchings says the contact has been established over the last three years and is cherished by both parties. “The boys have been mentoring the students in the classroom, organising break-time activities, helping with projects around the school, and on occasions providing a hash brown shout.” Deputy Housemaster and mentor Carey Prebble says the feedback has been overwhelmingly positive. “It has been great to see our boys flourish as role models and to see a different side of them while they work with the younger students.”
School steps out to support Aviva
Twenty-eight College boys have taken to city streets to help raise funds for Aviva, an organisation that supports wha¯ nau and communities to live free from violence. The School House students supported the street appeal by collecting donations. “The boys in School House were grateful for the opportunity to help those in need. Hearing stories from members of the public about their struggles with domestic violence and abuse made our volunteering feel more than worthwhile as we realised just how real the issue was,” Head of School House Louis Elworthy says.
College Issue 41 2021
COMMUNITY & SERVICE The environment needs you – and so does College
There’s a strong environmental conscience running through the College campus. And if any College boy is concerned about local or global issues, and believes it is time to act rather than talk, then the Environment Committee wants to know. This year has been the perfect opportunity for boys to step up and get involved – to stop theorising and begin the work. It has been the year that the Environment Committee has increased its presence on campus and broadened its scope to engage likeminded members through publishing its actions and strategy on social media, including an Instagram page. Head of Environment Janindu Pahalawatta and his colleagues, including Scott Gregan and Kevin Thiele – all keen environmentalists – have been on board from the beginning of the year. Together with committee members Thomas Currie, William Law, Hamish Falls-Anderson, Angus Gifford, Greg Robertson, Oscar Compton-Moen and Noah Yee, they are committed to the environmental cause and have been supporters of College programmes throughout their secondary education.
“There are loads of environmental service opportunities on offer at College,” Janindu says. “Time can be a bit limiting sometimes, but we want everyone who wants to be engaged in projects to get on board. They just need to get stuck in.” Scott Gregan, who has been involved for a couple of years, says once boys start realising the spin-on effects from choice and sustainability, the impact of their actions on the planet soon has much more meaning and significance.
“And the fact that in the future it’s going to be their world, and much more focused on environmental planning and its repercussions for the planet. Businesses will need to be much more aware of their responsibilities in these areas, for example. You can see this starting already, and councils and local bodies are enacting laws to make it happen.” Janindu says actions taken locally are just as legitimate and worthwhile as those enacted by governments.
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“We feel having an environmental conscience has become part of our lives. It’s part of the way we think, and it influences a lot of our behaviour. “We’ve got so much available in the way of environment projects. We’ve got the Eco-Action nursery when you can come down on Fridays and plant out saplings; sometimes there’ll be 30 of us involved for an hour or so, including students from Rangi Ruru Girls’ School, and then do tree plantings with groups in the red zone when the trees are more established. “There are beach clean-ups, which we’ve all been part of, and had a lot of satisfaction from clearing debris and rubbish from New Brighton Beach. It’s great when you can see how much litter there is, and what a difference you’re making.” They’ve also made an overture to the Christchurch City Council to see if it will attempt a river clean-up.
“We feel having an environmental conscience has become part of our lives. It’s part of the way we think, and it influences a lot of our behaviour.” Janindu Pahalawatta
The committee is also very aware of brands, and of determining those that are attempting to follow sustainable practices and those that are not. “It’s teaching us to be more supportive of clothing brands, for example, which follow sustainable practices.” All the committee members and their supporters feel that their environmental selves are developing throughout their time at Christ’s College. “It’s about making environmentally friendly choices,” Scott says.
“And you can do this about things as small as selecting what you eat, and what with, or what you wear, and where it’s made and how and with what. Moving forward, these concerns are going to affect everyone. We’re all going to need to adapt and realise that whatever we do impacts on our world and everyone in it.” The team wishes future College Environment Committees and their service projects great success and assures them of the ongoing need for their grassroots service projects.
College Issue 41 2021
INTERNATIONALISM Adaptable international students embrace challenges
It’s been another year of interruptions for international students who have relocated to attend Christ’s College.
However, the boys have taken the Covid-19 lockdown, the online learning, and all the changes in their stride. International Student Manager Paul McCarthy says he is proud of the way in which the students have met the challenges. “They’ve been incredibly resilient and flexible and I’m proud of them all,” he says. “In spite of everything they’ve remained very positive and keen to enjoy all the academic, sporting, co-curricular and social aspects of College life. I feel they have embraced the changes and restrictions imposed on them really well. We've all bonded together as a group and engaged in many activities, trips and functions together. It’s been important to try and create a home away in the absence of one, for the boys.”
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INTERNATIONALISM Students gear up for fun snow runs
Swathed in extra layers and excited about action- packed days on the slopes, nine of College’s international students headed to Tekapo during the Term 2 school holidays. Along with International Student Manager Paul McCarthy, the boys hopped on the tour bus, stopping off in Springfield to pick up their ski and snowboard essentials before arriving at the new YHA site on the Tekapo lakefront. The boys kicked off their snow days at Roundhill in superb conditions, with some making the most of lessons while the more seasoned skiers took the T-bar straight to the top of the mountain for their downhill runs. The next day, the group headed to Ohau, with Luke Kim, Michael Li, Elliot Lee, and Ethan Lee taking the chairlift to start their runs while Oscar Chen made the most of a snowboard lesson to show plenty of improvement. Happy but tired, the boys later recuperated with a warm soak at Tekapo Springs. On the final day, the boys returned to Roundhill, and a welcoming 25cm of fresh snow. On the way home, a stop-off in Fairlie proved a highlight, with the legendary local pies living up to their tasty reputations.
College Issue 41 2021
ROUND SQUARE INTERNATIONAL WEEK Food for thought in diversity
From food trucks and a cooking contest to karakoke and kahoot, fun has a truly international flavour during Round Square International Week at Christ’s College.
A student-driven celebration of cultural diversity, the activity- packed week highlights the value of international connections and a global mindset. On Monday, our College community gathered for an International Languages Chapel Service. Later that day, the interhouse karaoke competition was centre stage, with eight performances in languages from around the world. James Currie – singing in French – took the honours for Somes House, and then repeated his effort at Thursday’s assembly. On Tuesday, the boys vied for the top foodie title during the interhouse cooking competition, whipping up a winning mix while wearing outfits representing their culture. Harper House proved
to be the best cooks, followed by Rolleston and Condell’s House. After school, students, staff and members of the wider College community shared stories of their cultures, including myths, legends and children’s stories. An encore performance took place on Wednesday at lunchtime. That night an inter-school global quiz night, organised by Head of Round Square/International Claude Tellick and his committee, featured about 70 students from College, St Margaret’s College, Rangi Ruru Girls’ School, St Andrew’s College, and King’s College in mixed teams. Their collective knowledge was challenged by some tricky questions, with College's Director of Character & Leadership Matt Cortesi expertly running the event and Claude and James the scorers.
Thursday’s school assembly was a Round Square special, entertaining and educative, with Claude as compere, presenting prizes to the winners of the karaoke and cooking contests, and giving a voice to College students of differing cultural backgrounds. Diego Gerbich-Pais, head of Round Square at King’s College, which was visiting during the week, joined in with his story of his school’s Round Square caravan. The caravan serves coffee and hot chocolate on Fridays and helps spread the Round Square messages. Sri Lankan, Japanese, Korean and Scottish – the focus was on interesting details about these nationalities and cultures as shared by students at assembly,
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including insights on kim chee, yum cha, and Olympics’ skateboarding. At lunchtime, food trucks turned the Upham Quad into a gourmet smorgasbord, with great patronage from keen, hungry students. Crazy potato spirals on skewers, Japanese fried noodles, yaki soba, waffles, souvlaki, mixed berry icecream all disappeared in a flash. Just after, the interhouse international quiz took place in the Chapman Room, with 10 rounds of clues and questions testing the boys on their knowledge of countries, leaders, national sports, capitals, and much more. The more quickly they identified the country, the more points on the board. Round Square/International Week wrapped up on the Friday with an International Kahoot, an interactive online quiz on laptops and 30 students taking part at lunchtime. The week can be classified as an unqualified success. Everyone at College was aware it was happening and engaged on some level.
College Issue 41 2021
LEADERSHIP When the Prefects join in the fun
It is all about breaking down barriers and building relationships. For the first time since its inception, the Immerse & Inspire live-in week in Jacobs House has included Prefects sharing the experience with the younger boys.
It has proved to be a novel experience for both groups.
Rostered on in twos for Immerse & Inspire groups from May until the end of Term 3, the Prefects say they have got as much out of it as the Year 10 boys. “Although they’re only three years younger than us, and it was for only a week, you could see they really looked up to us as role models,” Chapel Prefect Kosei Oikawa says. “Year 13s are usually quite scary when you’re that age, and when we were at that stage, we didn’t have a lot to do with Prefects, so the live-in time was a chance to break down those barriers,” Head of Wellbeing Thomas Stephens says. “It was a great initiative to enable us to personally connect with the younger boys. And it has to be good for improving the culture of the school.” Kosei agrees: “Through my interactions with the Year 10s, I think I was able to build on my connections with students in my own House, and, also, to form new friendships with students from other Houses. Another thing – I gained the courage to tell the boys off, when necessary, which I have continued to do in my daily life as a Chapel Prefect.”
Having the Prefects around them in their daily activities throughout the week has meant the younger boys can interact naturally with an older mentor, they say. “That can be intimidating at first, but they adapted well, and really seemed to enjoy having us around.” Both view the prep time as daily highlights. “It was the time we could help out some of the boys with their homework, which they really liked, and also have interesting conversations with them, about possible career pathways, and their futures, in general,” Kosei says. “There was one boy who was really interested in the Prefect role, and wanted to know what we actually did, how we got to be Prefects, and was perhaps seeing himself in the job in the future.” Tom says he has always enjoyed the leadership aspect of being a Prefect and has found the live-in time an excellent way to normalise the relationship between the two groups.
“In the beginning, most of the Year 10s still had their guards up, but by the end of the week, they’d relaxed, and the barriers were down, and we could see their personalities. I felt there was real respect between us and them. They felt they could be normal around us. I think it’s a real confidence booster for the younger guys to be able to make a proper connection with a Year 13. Incorporating this Prefect live-in time is a great way to build a new relationship with people and it adds a new personal experience for us.” Kosei agrees: “There were two- way benefits. I have definitely improved my skills at relating to – and understanding – the young boys, and I’ve taken a lot of very useful life skills away from the whole experience. I hope it continues.” College’s Director of Character & Leadership, Matt Cortesi, says, overall, it has been a very positive
result for everyone involved. “The intention was to give the Prefects more opportunity for
leadership, but also to be there to act as role models, mentors for the Year 10 boys, and also help set a positive tone in each of the programmes.”
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LEADERSHIP Taking the lead in weekend intensive
College Prefects have been reminded that “leadership is not a position or a title, it is action and example” during a new two-day initiative to enhance and extend the school leaders.
All 25 Prefects spent a weekend at Jacobs House this year, improving their team-building capabilities, considering leadership strategies and reflecting on their achievements and those still to be accomplished. Overseen by the Director of Character & Leadership, Matt Cortesi, the boys were immersed in workshops and a range of activities, focusing on growing their leadership skills and highlighting the importance of “action and example”. Prefect George Gearry describes the weekend as “a great time for us to reflect on what we’ve achieved in our roles so far this year, and what we plan to achieve”. “We focused particularly on the idea of leaving a legacy and the forms that could take – from the physical change we could make in the school, to less tangible culture shifts we could lead as a group,” he says. George adds that “Mr Cortesi created a great balance of team- building exercises to improve our collaborative leadership abilities with more theoretical workshops, where we considered what we wanted our legacy to be as a Prefect group and how we could make that happen”. It was also fun to spend time with the rest of the Prefect group,
“Kendall personifies leadership and courage as someone willing to step up to make a difference and benefit others,” Matt says. “Her message was a fantastic way to wrap up the weekend.” “For the first time, we gathered our Prefects together for an intensive ‘Prefects Weekend In’ so that the boys could learn from each other and spend some focused time on student leadership.” Thomas Stephens
many of whom had been friends throughout their time at College. The weekend featured team- building games and leadership workshops and strategies while underlining the importance of a collaborative approach. The boys also welcomed St Margaret’s College Prefects to a dinner in the Dining Hall with guest speaker Kendall Flutey. The 2019 Young New Zealander of the Year and co-founder and Chief Executive of financial education platform Banqer shared her own unique journey with the student leaders.
College Issue 41 2021
CHARACTER STRENGTHS Towards the future
Every College boy has his own unique set of strengths and talents. Here we showcase a selection who are thriving on College life and building character strengths for the future.
Joey Young – Year 12, Julius House Creativity, Leadership, Bravery
Joey is a talented musician, both as a solo artist and band member, whose interest was nurtured when he came to College. Signed up to the band programme from the outset, he quickly found his niche, and has taught himself drums, guitar, bass, and piano. Foremost a singer, he has made recordings and performed gigs in restaurants and bars. As a member of the band Taking Back Friday, he has also enjoyed Smokefree Rockquest success. “I really love performing and put a lot of effort in.” Like all musicians, performing in front of a massive audience is his dream. “I just need to work towards it.” Right now, Joey is also focused on the books – English, Mathematics, Geography, Photography, Drama and Music. “I’m doing my best and things are going well so far.”
Jack Hastie – Year 9, Condell’s House Love of learning, Perseverance Jack came from Cobham Intermediate School, and
rapidly settled into life in Condell’s, becoming part of the brotherhood and making some good friends. He rates Science, Mathematics and Physical Education among his favourite subjects and has adjusted to the daily prep requirements, managing to organise his time well and allowing plenty for sport practices. He’s playing in the under 55kg grade rugby team, a group he enjoys bonding with, and says he’s keen on any sport. Being in the outdoors is his happy place, and he and his family have already walked the Abel Tasman, Milford and Heaphy Tracks, with the Paparoa Track and the Kepler Track next on their list. Jack loves being in these wild environments.
Christ’s College Canterbury
Ethan Jones – Year 11, Richards House Zest, Bravery
Having an older brother at College definitely made the transition easier for Ethan, who came to school this year from Mount Hutt College, and is prop for the rugby 1st XV. He loves taking on new things, involving himself and stepping forward. “Even if it doesn’t work out right, it’s still good to do it. It helps build up mental strength and it makes you try hard.” Ethan has already joined the kapa haka group, relishing the new routines and material; he’s getting to know his House members; and he’s working hard academically. Mathematics and Materials Technology are his favourites, and an American oak-topped hallway table is his current project. He sees his future in engineering. Jack Hansen-Ratter – Year 9, Condell’s House Love, Humour For Jack, the most daunting part of starting at College was finding his way around the school. “The school was massive, compared to what I was used to.” However, with help from his House members, he soon learnt the layout and within a few weeks, felt at home. Jack finds College has a lot on offer and because he likes to be involved, he’s grabbing every chance. The keen tennis and rugby player has found his niche, and is finding Drama and Mathematics to his liking. Getting the balance right takes concentration and organisation – that and having fun in the House. “I like the House spirit; they all give it everything.”
Hugo Helmore – Year 10, School House Leadership, Social Intelligence
Hugo’s transition from Hawke’s Bay to boarding House life was made easier by having big brother George already ensconced. However, he has carved his own niche – willing, friendly, and keen to get stuck into everything. He’s a force, particularly with the international boys, and says learning how to make everyone work together is a skill he’s constantly honing. He’s into clay target shooting this year and loves the elements of working as a team and performing under pressure. So keen, in fact, that he has introduced four of his House peer group to the sport. “Staying calm is the key,” he advises. Hugo is in the Junior A Volleyball team. Academically, he enjoys the Sciences and History.
College Issue 41 2021
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