ACADEMIC Departmental Reviews
Finally, congratulations to Oscar Chen on winning the 2024 Penlington Cup. It is awarded to the student who displays consistent effort throughout his time in the Art Department. Oscar has achieved this and more. He has set the benchmark in Art in Year 12 and again this year, being awarded the Painting Prize for Year 13. He submitted an in- depth Scholarship presentation and exhibited many high-quality works in College exhibitions in recent years. Well done Oscar. To all of our leavers, we wish you all the very best for the future. Nga¯ mihi nui. Darryn George HoD Art CLASSICAL STUDIES This year has been another wonderful experience, teaching Years 12–13 Classical Studies to two groups of enthusiastic students. Classical Studies attracts students who have grown up reading tales of mythology – Percy Jackson is a popular retelling – and those who are curious about the foundations of Western society. This subject has something for everyone, from warfare and democracy to ruins and enduring monuments, all featuring stories that have stood the test of time. Though small in numbers, students who engage with this content find its relevance across multiple subjects. Our connection with the University of Canterbury and the Teece Museum of Classical Antiquities remains strong, enabling students to discover fresh avenues of learning beyond the traditional classroom. This approach is especially beneficial for students who are visual learners or who thrive on variety, offering experiences beyond the four walls of a classroom. The positive student feedback has been overwhelming, and I am proud of their hard work and results. It has been rewarding to see so many students attain Merit and Excellence grades, driven by their enjoyment of the subject and dedication to
their studies. Engaging in Classical Studies empowers our students to cultivate an array of specialised skills, including research and analysis
Students have the agency to choose alternative assessment methods, including presentations and visual artworks. This approach has proven highly successful for individuals who encounter challenges with written tasks. Teaching English, I always have my literacy hat on, supporting students in achieving their goals while ensuring they enjoy the subject. I recognise the learning challenges some students face, and I work closely with them to overcome these hurdles and meet their
of art and literature. Moreover, it nurtures highly transferable
knowledge, such as abstract thinking, collaboration, self-expression, and constructing narratives. Notably, our curriculum enables students to attain all necessary University Entrance credits within Year 12 and/or Year 13 courses, a distinct advantage attributed to the nature of our academic pursuits. It is rewarding to see so many students earn their literacy reading and writing credits for university, and I am grateful that my subject can contribute to this achievement. It is especially fulfilling to see students facing challenges secure the credits they need to pursue tertiary education. Classical Studies curriculum In Years 12–13, students are encouraged to establish connections between historical civilisations and the contemporary world, fostering their ability to envision potential futures. Within our curriculum, we delve into literature, significant historical events, and the realms of art and architecture from the Classical era, enabling students to grasp how the past continually shapes the present. By exploring the rise and fall of influential figures and empires, the ingenuity displayed by artists and engineers, and the formation of ethical frameworks – including the progression of social justice ideals – students gain an awareness of the debt owed to Classical Greece and Italy. The department appreciates the collaborative efforts of the Learning Centre, which works closely with some Classics students to facilitate Each boy at his best. The proficiencies honed through Classical Studies translate effectively into both tertiary and non-tertiary pathways. Significantly, this subject accommodates students with diverse learning needs, as it is thoughtfully structured to allow for flexible information presentation.
ART I continue to be amazed by the wealth of creative flair that flows through the Art Department every year. The boys seem to produce new styles, take on new conceptual problems, and bring a new and dynamic energy to the department. This comes through a dedication to the subject and a passion for what they are making. In all, 2024 has been a great year and I congratulate the boys on their achievements. In achievements outside the classroom, William Studholme was a finalist in the Artstart competition, featuring in an exhibition of work by the best Canterbury students. There were more than 2000 entries, so well done to William on his recognition. We also had a major exhibition in the Assembly Hall this year. The show brought together work by professional artists, along with student work from College, St Margaret’s College, The Catherdral Grammar School, St Michael’s Church School, and Medbury School. The College boys submitted great paintings, including Max Johnson’s beautifully crafted expressionist canvas, Jonty Gray’s textured architectual painting, and Oscar Talbot’s highly detailed landscape work. Notable works from Tasman Daly, Sam Pilbrow, and William Marsh were also on show. Both James Hadden and Mattias Holmsen gained Merit awards for their incredibly detailed paintings. There were many highlights within the classroom this year. Year 9 students Jake Hallenstein, Tom Wilson, Ollie Gordon, Tawhai Anglem, Charlie Saunders, and James Diprose all produced an
exceptional series of drawings and paintings, with strong drawing skills to boot. In Year 10, William Marsh, Mattias Holmsen, and Sam Pilbrow produced considered and nicely rendered submissions for core painting. In the core photography classes, Ben Withell, Sasha Young, and Kiniwai Morgan generated stunning images that formed the basis for books on their own personal histories. The technical understanding displayed in the range of shots and the care taken in the production of their books were exquisite. Congratulations boys on your fine work. The prep painting class was a pleasure to teach. The students quickly worked through the foundational parts of the course, looking at how to develop ideas. They then launched into their own research area. The work created in this phase was at a high level. Louis Fogarty made a series of refined surrealist landscape paintings and Cam Hill let loose with his expressionist landscapes. At the other end of the creative spectrum, Bill Cross submitted a quiet, yet sophisticated series of Morandi-inspired still-life paintings. Meanwhile, Henry Jones demonstrated the range of tones that you could bring out with a single colour in his textured landscapes. Kiki Anglem’s paintings of New Zealand landscapes with interspersed human structures were also beautiful. I congratulate the whole class for taking risks and stepping outside your comfort zones. The Year 11 photography
Payne constructed multi-image photographs drawn from personal interest. The quality of their final works would stand strong in any Level 3 Photography portfolio. We congratulate you on your art research and willingness to experiment post-production. The Year 12 painting class was very strong. James Hadden Max Johnson, Oscar Talbot, Tasman Daly, Noah Goodfellow, and Jonty Gray all submitted original painting portfolios of a very high standard. As a teacher, it is exciting to see the interests and particular strengths of a student shine in portfolios. This was very evident in the range of styles that came through in their work. It was great to have new students in this Year 13 class and see them find subjects and styles that fit who they are as people. Blake McCarthy gave us a glimpse of rural life on the farm while William Studholme shared his family’s history through nostalgic paintings of the farm. Masahiro Miyazaki gave us layered paintings of rugby boots and sporting culture (keep an eye on him as a future international rugby player). Louie Nelson gave us a sense of the colour in Central Otago gardens while Dom Botherway gave us a mythic image of the Central Otago landscapes. Henry Thin reminded us to take note of the everyday items that surrounded us in our domestic environment. Thomas Hansen painted farm life but gave it a spirtual twist, with his farmers hovering mysteriously over the land as the kaitiaki of the whenua. Oscar Chen gave us rich, layered paintings traversing history, culture, and religion. Well done to all the students for your great efforts and compelling works.
personal goals. Olivia Austin TiC Classical Studies
COMMERCE This year has been a time of transition for the Commerce Department, with Katie Southworth stepping into the role of Acting Deputy Principal – Teaching & Learning, and myself undertaking the role of Acting Head of Department. I am grateful to my colleagues, who have not only offered their support but also seamlessly adapted to the changes. Their ability to get on with things has made this transition smooth and enjoyable. I am fortunate to work with such a dedicated and supportive team and I value the collaborative spirit we continue to share. We have also been excited by the return of Robbie Turrell. Robbie has brought his expertise and fresh perspectives to the department, teaching Commerce, Economics, Business Studies, and Financial Literacy. His passion for teaching and ability to connect with students have been great assets. A particular highlight has been the success of three start-ups from College’s 2024 Year 13 business incubator programme. Students delivered impressive elevator pitches to a panel of judges, including PWC’s Mike Crawford and Old Boys Ben Williams and Luke Alderton. Congratulations to Alpine Autos, a high-end mobile vehicle detailing start-up founded by Patrick Anderson and Louis Hastie, which took 1st place. The judges were impressed by the quality of the boys’ presentations.
class created visually strong bodies of work. Oliver Sloan, Robert Nesselrode, and Jack
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