Strata Magazine Term 1 2021 by ACG Schools

Strata The ACG Strathallan Magazine TERM 1, 2021

Top in the World ‘The Outstanding Cambridge Learner Awards celebrates the success of learners taking Cambridge examinations in over 40 countries around the world’

Mia Willis IGCSE Design & Technology

After a turbulent 2020, there were a number of anxious students (and teachers) awaiting the release of the Cambridge examination results earlier this year. However, despite the numerous interruptions caused by the COVID-19 pandemic last year, our senior students achieved some of the best results ever achieved in the history of the College. The Cambridge International programme is widely regarded as one of the best pre-university courses in the world and our overall pass rates were outstanding with 100% at A-Level, 91% at AS-Level and 92% for IGCSE. A staggering 52% of the grades at IGCSE were A*/A. There were also a number of exceptional individual performances that resulted in five students receiving prestigious awards from Cambridge Assessment International Education to acknowledge their outstanding performance in the November 2020 Cambridge examination series. With the increasing number of Cambridge International students around the world and the unprecedented • Top in the World - Aiko Trapski (IGCSE Design & Technology) • Top in the World - Mia Willis (IGCSE Design & Technology) • Top in New Zealand - Blaine Mcdonald (IGCSE Information & Communication Technology) • High Achievement / Top in New Zealand Gianni-Mia Attrill-Dowling (AS-Level Drama) • High Achievement / Top in New Zealand Tegan Allan (A-Level Digital Media and Design)

Aiko Trapski IGCSE Design & Technology

Mia Willis

challenges of the past year, achieving such phenomenal results was a true testament to the hard work and enthusiasm of our students, the dedication and commitment of their teachers and the ongoing support of their parents.

The Cambridge curriculum continues to set a global standard for education, and it is held in high regard by universities and employers worldwide. The curriculum is flexible, challenging and inspiring, and it provides teachers with a structure and approach that Aiko Trapski allows them to help students to develop an informed curiosity and a lasting passion for learning. It helps students discover new abilities and gives them the skills they need for life, so they can achieve at school, university and work.

ACADEMIC

The Preschool Project Approach Have you ever wondered how fish swim? A new approach to learning in the senior pre-school is seeing children build on their own natural curiosity to find the answer to questions just like this. ‘The Project Approach’ was introduced this term and involves an in-depth exploration of a topic that may be child or teacher initiated. After exploring a range of possible topics, a ‘project’ is selected based on its potential for learning and growth. Students then actively investigate the topic through questioning, researching and engaging with experts. This term’s project is all about fish. Pre-school manager, Angela Lunam, explains how it came about: “Many children had been talking about going to the beach and fishing trips with their families when they returned from their summer holidays. While discussing possible project topics it was evident that a lot of children were showing an interest in sea creatures.” After much discussion and play, it became clear that the children were most fascinated with the physical characteristics and habits of fish. They were encouraged to come up with questions that they wanted to know answers to, such as ‘How do fish swim?’, ‘Can fish swim upside down?’ and ‘How can they see under water?’ and are then supported in finding answers to their questions. So, how do fish swim? “Before we went looking for answers to this question, we asked the children how they think fish swim,” Angela explains. “Most of them answered, ‘by using their tails,’ so we then set about finding out if this was the case.” After much research and watching informative videos, the children discovered that fish use their fins, tails and side muscles to swim and also learnt that they have a swim bladder that helps them move up and down. “We discovered more about the swim bladder through our research. It works like a balloon. When it is filled with gas/air, the fish can float up and when the gas/air is released, the fish can swim downward. We decided to do an experiment. We needed toy fish, a glass jar, balloons, water and a large container/bowl. We submerged the toy fish in the water, but it floated up to the surface quickly because it was made from plastic which floats in the water. We decided to try something that did not float in water so placed the swim bladder inside a large glass jar and submerged the whole thing so that the water entered the jar. The jar normally would have stayed submerged because of the water in it, but with the swim bladder inside, it floated on the surface. We found that a swim bladder really works!”

ACADEMIC

And the children have been passing their new-found knowledge on. As one parent explains: “I was so amazed when Lucas told me how fish swim. He told me each fin has a different job to help the fish move around on the water. He also told me fish do not have eyelids. I learnt something new from my son!” The fact that the children are able to recall their learning and confidently share their knowledge using a range of new vocabulary is definitely an indication that the projectapproach is having a significant impact in the pre-school.

Peer Mediation Leaders Traditionally, discipline procedures in schools require an authority figure to monitor student behaviour and resolve conflict. Whether it is repeated homework infringements or minor disagreements between students, it is usually the teacher or dean who arbitrates, teaching students that they need adults to resolve disputes and modify behaviour. While adults may be regarded as more skilful in managing situations of conflict, by using this model, students do not learn the skills, attitudes and processes required to constructively resolve conflict in their own lives - at home, at school, at work and in the community. The introduction of the Leadership Through Peer Mediation programme at Strathallan seeks to change that by teaching students to solve their own problems and regulate their own behaviour, both in and out of school. Students apply to become peer mediators at the end of year 10 and successful applicants then receive training from representatives of the Peace Foundation in early February, where they learn about conflict resolution, effective communication and forming empathetic responses. This year’s peer mediation team is made up of 20 year 11 students, their goal being to establish a school community that feels comfortable reaching out to the team and empowering students to build trusting and successful relationships. As Year 11 student and peer mediator, Ellie Quinn, acknowledges, school conflicts can be both challenging and complex, which is why she believes that the peer mediation team are best placed to support their peers in overcoming some of those hurdles. “The peer mediation team provides the vital link between students of all year groups, and works to build a safe, supportive network amongst Strathallan pupils.”

And it is not just the students in conflict who benefit from this model. The programme also provides aspiring leaders with essential skills and conflict resolution strategies, as David Grey attests. “Peer mediation leads to a happier state of being for all involved. Those being mediated can resolve their conflict in a constructive way and the mediators can come away truly satisfied, knowing they have helped a peer out. Also, becoming a Peer Mediator teaches valuable life skills, such as empathy and effective communication.” Ellie agrees. “The communication skills we learn are invaluable, and we’ll be able to implement them throughout our professional careers and personal lives.” The peer mediators are already having a significant impact on the culture of the school. After going through the mediation process with a group of younger students, Ellie was “so excited by how much of a difference we were able to see in the students’ confidence and ability to combat friendship-related challenges in such a short window of time.” By training students to manage conflicts constructively, students are empowered to solve their own problems and regulate their own and their classmates’ actions. And our team of mediators have some great goals to drive them to success: “We want to see Strathallan embrace the Peer Mediator program and welcome the opportunity to lean on our senior students for support. To establish a culture where junior students feel safe, supported and heard by our senior pupils would be the ultimate goal for our team, and through creating the option of a private and productive mediation session, we believe we’re on track to meet this target.”

LEADERSHIP AND SERVICE

Prefect Leadership Camp Leadership Camp for our 2021 prefects was held in Huia, West Auckland, two weeks before school started. It was a great opportunity for the newly elected prefects to bond and build on skills and values that would guide them through the year. Through taking part in various activities such as tramping, sea kayaking, raft building, and caving - parts of it blindfolded and accompanied by wetas - the team were able to identify norms of unity, trust, support, teamwork, courage and communication. Ashleigh Currie and Annie Pan, our Communications Prefects, reflect on the experience: “We set off early on Friday morning to Whatipu, a half hour drive west. Our ‘Big Foot’ Instructors were waiting for us and after some brief introductions and a short game we made our way to our first challenge - the sea caves. Equipped with helmets and head torches to explore deep inside these cave systems, we crawled through tight spaces, often skewing our bodies to the side to get through. It was most certainly an act of team building as we supported each other to make sure everyone was feeling comfortable and safe in this environment. In places we came across bodies of water spanning the width of the cave which meant we were forced to wade thigh deep to make it through. Although a challenging experience for everyone in a physical sense, there was overwhelming agreement that this activity was great fun and at the end we actually wished there were more caves to come! We then made a trip to Mount Donald McLean, where after a short hike to the summit we were able to admire the simply stunning 360-degree views of the Waitakere Ranges, as well as the ocean beyond, and gain an appreciation of the history of the area.

After coming back down from the summit, we formed teams and used maps to find our way to our accommodation for the night at Huia – about a 5km walk. Given that there were delicious nachos at the end of the hike, we did not dawdle, other than to play a fun little bush bingo along the way, a mildly challenging but hugely enjoyable immersion into nature. A highlight that evening was coming together to discuss the book ‘Legacy’ by James Kerr which reflects on how to be the best you can possibly be in a team and in yourself. It really helped us think about what we can bring to the prefect team this year and how we can implement these essential values in everything we do around the school. It certainly gave us all something to think about and provided some great motivation for the year ahead. The next day was to be spent on the water either raft-building or kayaking, again with team building and communication the focus – and plenty of competitiveness! Skit night followed, generating much hilarity, along with some enthusiastic singing, and a game of flashlight. For all of us, leadership camp provided an opportunity to develop friendships and build a strong team but also to set goals and reflect on the values that will be the core of everything we do this year. And we came away very prepared to take on the year ahead and leave our own very significant legacy.”

Year 7 Camp Our year 7 students started the school year with a four-day camp at Raglan. Jaime Ruiterman shares her experience. ‘Welcome to Raglan’ said the sign … and what a welcome it was. After arriving at camp and stowing our bags in the cabins and tents, we were straight into our activities, which for my group was the coastal walk. It was low tide as we walked across the sand, and the beach was strewn with objects all washed ashore. As it turns out, Mr Smart knows a lot of things about the ocean so our walk became a lesson about shells, mussels, crabs and plants - and we even saw a shark’s skeleton! The next day the weather was perfect for surfing, our first activity! After struggling into our wetsuits, we raced down to the beach, sheltering under surf instructor Nina’s surfboard when it started to rain. “You see a wave. What do you do?” “PADDLE!” When we had run through the procedure of catching a wave a couple of times, we were off and in the water. After starting in the shallows, we quickly went on to the big waves, with some of us even managing to stand up on our boards. We were now professional surfers! Another activity was Waka Ama which was lots of fun. Did you know that waka means transport in Māori? That’s just one of the things that I learnt on camp. The first Māori that discovered New Zealand came all the way from Hawaiki

LEADERSHIP AND SERVICE

on their waka. Our group was pretty good, but I don’t think that we could have paddled all the way from Hawaiki to New Zealand! Kayaking was also a favourite – and my arms still ache from the memory of it! We played a game of paper-scissors-rock and depending on who won we either had to sit, kneel or stand on the kayak - all while trying to keep the kayak stable! I managed to stand for fourteen seconds before I lost, but others were able to stand on one leg, do a bridge and even do a handstand for a few seconds. There was also lots of fun to be had in the evening. The first night we had a tutor quiz which involved much puzzling and plenty of screaming and the next night there was a series of challenges, including an eating competition which was hilarious to watch. The parents also got into the spirit of things, and interestingly came out on top (they were very competitive!). All too soon it was time to return home. As the bus rolled up the hill and the sound of the sea faded away we drove past a sign that said, ‘We hope you enjoyed your time in Raglan.’ We most certainly did.

EXPERIENTIAL EDUCATION

National Youth Jazz Competition Easter Weekend is usually about chocolate and hot cross buns, but for some of our students it was also all about Jazz as a group of musicians headed to Tauranga to compete at the National Youth Jazz Competition. Our Jazz band, “The Stocktakers”, and the senior jazz ensemble, “Minho and the Drongos”, both outdid themselves at the festival, competing well, showcasing their talents, and receiving extremely beneficial workshops from elite jazz musicians from around the country. What’s more, both groups came away with silver standard awards - a huge achievement, and a real testament to their talent and efforts. The students were also fortunate enough to be asked to perform at the Tauranga National Jazz Festival which provided invaluable performance experience, playing to larger crowds than they have ever played to before, with Saturday morning’s crowd on the Tauranga waterfront exceeding 300.

According to music teacher, Josh Mckay, the experience was overwhelmingly positive, and one he hopes to repeat again in coming years. “This has really set us up for more competitions in 2021 and provided us with valuable feedback on what we need to do to take out gold in the future! Huge thanks to the students, parents, and staff, for working together and creating a fantastic, memorable weekend full of jazz!”

Maadi Cup This year we sent our largest contingent ever to Maadi Cup, with twenty Strathallan students competing against 2432 students from 123 schools across New Zealand. Maadi is the national secondary schools’ rowing championships and was held this year at Lake Karapiro, Waikato. A growing sport at Strathallan, many students see rowing as a great way to stay active while having fun at the same time. Regarded as one of the most physically demanding sports, our students take part in land and water-based training sessions six days a week; land training to improve strength and endurance and water training to work on technical skills, drills and teamwork. It’s a full body workout, burning calories and toning just about every major muscle.

Event U16 Boys Single Sculls U17 Boys Single Sculls

Rowing is also considered the ultimate team sport. All athletes in the boat must work together and trust each other to do the same thing at the same time or the boat won’t move smoothly through the water. They must all be committed and accountable and willing to put team success over individual success, skills which would apply equally to all aspects of their life. We are so very proud of our students’ achievements at Maadi and congratulate them all. They conducted themselves well both on and off the water and are to be commended on their performances. We particularly want to acknowledge the time and effort Mike Ruiterman has invested in coaching and preparing our teams for Maadi and other regattas, and thank him for his ongoing commitment to growing this sport at Strathallan.

Name Jack Clark Jacob Kearns Angus Percy, Jack Clark, Harry Winter, Nathan Lang, U18 Boys Quad Sculls Cox: Justin Wang Angus Percy, Jack Clark, Harry Winter, Nathan Lang, U18 Boys Single Sculls Cox: Justin Wang U18 Boys Double Sculls Angus Percy, Harry Winter U18 Girls Double Sculls Caitlyn Parker, Emma Davies Ella Wallace, Phoebe Twiselton, Jasmin Kearns, Sam Wallace, U16 Girls Quad Sculls Cox: Hannah Twiselton U18 Girls Single Sculls Emma Davies 06

SPORT, CULTURE AND THE ARTS

Finals Result National Placing 8th A Final 8th 4th B Final 12th 6th B Final

14th

2nd C Final 6th C Final 7th C Final

18th 22nd 23rd

7th C Final 8th C Final

23rd 24th

SPORT, CULTURE ANDACADEMIC THE ARTS

Physical Education and Sport: the Primary Programme Physical Education and Sport is a valued core learning area within our holistic programme in the Primary school. All students in Years 0-6 take part in a full period of Health and Physical Education, along with a separate period of Sport every week. Each of these subjects has an important place in our balanced Primary programme. They must be carefully planned to ensure complete coverage of curriculum objectives and each of the sporting codes. It is important for primary-aged students to take part in a wide range of sports from a young age, for them to develop fundamental movement and co-ordination skills while they discover their own sporting passions. Our Physical Education and Sport programme is led by our Primary Sports Co-ordinator, Mr. Ben Worsop. From the beginning of their primary years, students are exposed to multiple sports as they develop the movement concepts and motor skills required to successfully take part in a range of sporting codes in the future. Ben oversees the planning of these sessions and is the specialist PE teacher for students in Years 4-6.

ACG Strathallan 0800 222 899 | T +64 9 295 0830 | E strathallan@acgedu.com Address: 50 Hayfield Way, Papakura, Auckland 2580

Weekly Sport sessions are also overseen by Ben. Students are provided with the opportunity to practise the movement skills learnt in P.E. within game situations, while also learning the rules of the game. Our Primary Physical Education and Sport programme exposes students to a wide range of sports such as Cricket, T-Ball, Rippa and Touch Rugby, Hockey, Football, Netball, Basketball, Swimming and Water Safety, Gymnastics, Athletics, Cross Country, and Orienteering. Interschool events are held for students in Year 5&6 within Swimming, Summer Sports (T-Ball, Hockey, Cricket, and Touch Rugby), Winter Sports (Netball, Basketball, Football and Rippa Rugby), Athletics, Orienteering, Cross Country, Jump Jam Kids Aerobics, and Gymnastics. Some of these events also lead to Zone and Auckland Championship competitions. This learning area makes a significant contribution to the well-being of students beyond the classroom, particularly when it is supported by our Education Outside the Classroom programme, all of which ensures our students continue to develop health bodies and healthy minds.