Wide Sky Summer 2020

THE RANGI RURU BI-ANNUAL MAGAZINE

THE VISION UNFOLDS

A HOME AWAY FROM HOME

S.O.A.R - ING TO NEW HEIGHTS

Building a new legacy for Rangi Ruru

A special shared experience for a Mother/Daughter duo

The High Performance Programme supporting our elite athletes

S U M M ER EDI T I O N • 2020

WIDE SKY

WIDE SKY is produced bi-annually for students and their families, alumnae and the wider Rangi Ruru Girls’ School community.

It provides a forum in which to celebrate the successes of current and past students and staff, while sharing the latest in events, happenings and developments.

DESIGNER Charlotte Wood

EDITOR

WIDE SKY Summer 2020 Christmas Tags When thinking about this issue, we wondered if we could add an extra use to the magazine. On the inside back cover, you will notice some Christmas tags. Cut these out and attach them to your presents this year – we hope you enjoy Christmas as much as we do!

If you have any ideas for the next issue’s back page – a crossword puzzle? Colouring-in page? An origami tutorial? Let us know!

So, what is Wide Sky made from?

Sian Fremaux E: s.fremaux@rangiruru.school.nz

PROOF READING Barbara Smith & Megan Crawley 40

PHOTOGRAPHY • Tony Stewart, photoshots.co.nz • Rowing Celebration • Geoff Soper • Rangi Ruru Teaching & Admin Staff

PUBLISHER Ovato Printing

PRODUCTION ASSISTANCE Jude Connochie & Katrina Topp

RANGI RURU GIRLS’ SCHOOL 59 Hewitts Road, Merivale Christchurch 8014 New Zealand rangiruru.school.nz facebook.com/rangiruru instagram.com/rangiruru

COVER IMAGE 1st XI Hockey: Katie Bond and Charlotte Idiens, photo by Geoff Soper

As a sustainable school, we endeavour to make changes wherever possible. The paper that our Wide Sky magazines are printed on is a PEFC certified stock that is totally derived from resources which are managed to ensure their sustainability for generations to come. The pulp is bleached using processes that do not use elemental chlorine gas, significantly reducing the amount of toxins released. The Programme for the Endorsement of Forest Certification (PEFC) promotes sustainable forest management through independent third party forest certification.

The inks used are formulated using a combination of vegetable oils such as Soy, Linseed and Rape oil derivatives. This provides a colour intense, fast setting ink resulting in excellent print sharpness and good rub resistance.

If you have received your copy in the post, you will be pleased to know that this is a compostable material. Put it into your home compost so it can become dirt and can grow more greens!

QR Codes Finally, you may notice a few QR codes scattered amongst our pages.

You do not need to download an app to view these, all you need to do is be connected to the internet on your phone, open your camera and hold it over the code itself. This should connect and bring a ‘link to view’ notification at the top of your screen – click this and you will be able to view the bonus content.

2

Weathering the Storm

3

Stronger Together

4

The Vision Unfolds

6

Student Centred Education

8

Care & Development in 2020

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From the Chaplain

DR SANDRA K HASTIE

CON TEN TS

SOPHIE PYE

PROJECT BLUE SKY JULIET COLLINS

STEPHANIE BARNETT CHARISSA NICOL

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This Year’s Sporting Action

12

A Range of Opportunities

14

Evita! Highlights

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SOARing to New Heights

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A Home Away From Home

MANDY ANDERSON

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ANNA WAGHORN

FROM A NEW ARGENTINA MANDY ANDERSON SIAN FREMAUX

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The Power of the Mind

22

Sustainability Report

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Green Tips

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Combining Sport and Academics

PAULA RULE

KATE RIVERS

FROM OUR SUSTAINABILITY COUNCIL

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KRISTEN FOX

26

The Joy of Childhood

28

2020 Event Highlights

30

Learning Through Movement

32

RROGA Update

34

From the Development Office

36

Rangi’s Christmas Recommendations

RANGI RURU PRESCHOOL RANGI RURU

DEBBIE ROBERTSON VICTORIA TAIT

BRIDGET WOODHAM

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PRIN CIPA L REPORT

WEATHERING THE STORM Rangi’s Leading Ladies - left to right: Stephanie Barnett (Deputy Principal - Care & Development), Melanie L’Eef (Assistant Principal - Teaching & Learning), Juliet Collins (Assistant Principal - Curriculum) with School Principal Dr Sandra Hastie.

The year 2020 has certainly thrown us some curve balls. Every one of us has had to learn to adapt, adjust and rethink how we could work and live differently, on top of accepting many disappointments such as cancelled events and special occasions. The journey has indeed been a team effort and we have all played our part in some way. The impact of COVID-19 on the world has been immense, and its effect may unfortunately continue to be felt for some time.

The uncertain waters that we have had to navigate have affected us all, with some managing to live in smoother conditions, while others are still in rough waters hoping that a sense of normality will soon return. As a country, we have been so fortunate that our government has ensured that we have so far been able to limit the effects of the virus, enabling us to participate and join together in many activities; a privilege not currently enjoyed by most of the world’s population. We have a lot to be grateful for.

The staff team at Rangi have been outstanding in adjusting so quickly in the delivery of their learning programmes. To move to Remote Learning Delivery at all levels, and maintain continuity in both quality learning and wellbeing, was no easy feat and the team remained focussed on the girls throughout.

We realised early on that being in front of screens all day was exhausting and that powerful learning, which we know can only happen when we are engaged, energetic and focussed, meant we kept online sessions short and meaningful, allowing students to manage their time. We also recognised that at the centre of dealing with the effects of isolation, was wellbeing. Our Deans and Tutors worked tirelessly to ensure that each student was connected on an individual basis and our Psychologists continued to reach out to students who were finding the situation stressful. With their reassurance and strategies, I knew that every one of our girls were being cared for; a huge sense of relief for me as a Principal, running a school remotely, navigating unchartered waters without a manual!

As educators, this experience has given us the opportunity to reassess how we are currently delivering our teaching and learning programmes.

By gathering feedback from students and parents, we have challenged ourselves to set new goals and direction, rather than reverting back to how things were and the comfort of familiarity which would have been so easy to do. Coming back to school, we made changes to our timetable to allow a later start time so that sports and extra-curricular activities could happen at the start

of the day, and lunchtime was limited to 30 minutes with the focus placed on eating, recharging and connecting, not tearing off to attend meetings or practices.

I am very proud of our girls and the resilience they have demonstrated in embracing both the compromises foisted upon them and such a different way of learning. Our students adapted quickly, worked through challenges and were so responsive to each other. Led by our Senior Leaders, the theme of “Live, Laugh, Love” chosen for 2020, couldn’t have been more appropriate, as they collectively set about ensuring that every girl was able to feel that sense of sisterhood and that “we were all in this together”.

Reading through this edition of Wide Sky, you will see evidence of all that has been achieved despite the year that we have experienced. There has still been much to celebrate and appreciate. We look forward to 2021 with the hope of a vaccine and perhaps the chance to travel abroad again, however, should COVID-19 still make an appearance, we know that we are strong enough to face it together.

“It might be stormy now, but rain doesn’t last forever” anon

Words by Dr Sandra Hastie SCHOOL PRINCIPAL

HEA D GIRL F EATU RE

STRONGER TOGETHER Finding the words to describe 2020 was challenging. I don’t think we’ve felt so many emotions in one year.

I’ve watched excitement pour across the room as people reunite, I’ve seen ‘plan c’ be used too many times and I’ve discovered that a pandemic can present opportunities to do things differently. We’ve learnt to live through alternative activities ones that are ‘COVID-19 friendly’.

We’ve learnt that laughter can keep us united even if it’s over a Teams message or Facetime. We’ve learnt the importance of spreading a little bit of love and kindness to others to help them get through tough times.

Throughout 2020 we have celebrated Live Week, Laugh Week and Love Week. As a school we raised $9642 for the 40 hour famine alone - the greatest amount in Rangi’s 40 hour famine history.

Georgina, Asta and their councils held the first ever Pride Day and despite COVID-19 being around, we found ways to enjoy together Boarders Day, International Women’s Day and the Green Market.

But, before all of this, when we were sitting down at the start of the year not knowing what lay ahead, we were asked how we could help bring our diverse school community together.

We decided to start Humans of Rangi - short documentaries showcasing the talent, cultures and background of our Rangi community in Assembly, in the hope that we’d grow together in acceptance. Millie shared her story of her family’s coconut farms in Vanuatu, Molly inspired us with her solo-pilot certifications, and Phoebe and Alice told us about twin life and growing up on an isolated farm.

Elisah taught us about her culture and religion, whilst Jorja spoke to us about her home in the Chatham Islands and Sienna shared bravely about her dyslexia. Our Year 13s, Harriet, Brooke and Daisy gave their advice about how important it is to be kind to your mind. All ten of these Rangi students showed admirable bravery and vulnerability by speaking to our whole school, and it was these stories that we grew from and learnt about the different kinds of people in our community.

2020 has been one for the history books. Our sense of resilience has well in truly been tested, but we’ve ridden the wave of uncertainty, gratitude, and disappointment together.

Words by Sophie Pye HEAD GIRL • 2020

We’ve learnt that laughter can keep us united even if it’s over a Teams message or Facetime.

W I D E SK Y SU MME R 20 20

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The Vision Unfolds It was with much excitement that the Rangi Ruru Board of Governors announced in September it had approved building the next stage of the Project Blue Sky masterplan, a sports and multi-purpose centre.

The Project Blue Sky masterplan was born out of the 2011 earthquakes.

The Board of Governors during this period of time, took the opportunity presented by the earthquakes to masterplan the school campus and rebuild school facilities designed around the needs of tomorrow’s female leaders. 60% of the Project Blue Sky masterplan has been completed since the earthquakes and approximately $45 million spent without seeking full community support.

The next building in the masterplan to be delivered will be a new sports and multi-purpose centre located adjacent to the sports field between the Hewitts Road entrance and the swimming pool. The building will house the physical education and sports programmes. As well as having teaching spaces, sports courts including netball, basketball, volleyball and badminton and a state of the art fitness centre, the building has been designed to provide abundant space to come together as a school and wider community for assemblies, performances and events. This facility will truly transform school life for Rangi girls.

The new build will cost approximately $9million and the Board has set a fundraising target of $5.6million, of which around 65% has already been secured. We are incredibly grateful for the support of a few early and generous lead donors. A significant bequest from Miss Elizabeth Reid (class of 1941) also means the Board has been able to commit to start the build in 2021 for a 2022 opening.

Further community support is still needed. All gifts will take us one step closer to delivering this leading facility, reducing the level of debt the School needs to take on, which in turn allows the School to continue to manage Rangi Ruru’s ongoing financial sustainability.

Today’s Gift Tomorrow’s Legacy

Sport and Multi-Purpose Centre COMING SOON

Show Your Support Today Help us continue to build the Rangi Ruru legacy.

Let’s join together and pay it forward for future generations. If you know this is something you would like to support, please get in touch with Head of Development, Bridget Woodham: b.woodham@rangiruru.school.nz or donate today through the QR code here:

W I D E SK Y SU MME R 20 20

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TEACHIN G & L EA RN IN G

STUDENT CENTRED EDUCATION A major conversation is currently happening in education around whether schools, teaching and the curriculum should be about knowledge or personal agency. A teacher-centered versus childcentered model. The conversation is largely argued from the position of one standpoint having more merit than the other. Like all good arguments, the ideal probably lies somewhere in-between or on a continuum between these positions, certainly this is the case for us at Rangi Ruru.

Student-centred education does not mean handing over responsibility for learning to the individual students themselves. At one extreme end of the spectrum this may be a definition. However, on the continuum between this position and the other - which is an an entirely state or teacher directed content, delivery and assessed methodology lie reason and common sense.

Visual Arts Study

Students learn best when they feel safe, cared for and are interested. A passionate facilitator (the teacher) is a factor. There is a balance to be found between the acquisition of knowledge in a traditional manner and allowing students active participation and ownership in this process. Surveying classes is part of our constant process of reflection at Rangi Ruru. A senior student commented in a reflective performance interview recently that to her surprise, English has been a favourite subject this year. Why? ‘…..In the writing portfolio I have ownership of the topics that I write about’. The writing portfolio is one topic in the Year 12 English programme to which the student referred. Obviously, she needs the skills and knowledge to write, construct and communicate her voice. In addition, she needs to understand the level at which the writing needs to be pitched and may be assessed. Active participation of both student and teacher is crucial in the success of this practice.

Encouraging student agency is a process. Prioritising students’ interests does not undermine knowledge contained in subjects.

Making the knowledge that students need (the essence of that which defines subjects) available, interesting and contextualised allows students access to the vital skills and knowledge to succeed in learning.

Direct teaching, reciprocal teaching where teachers scaffold and support learning, feedback, meta-cognition strategies which empower students to think about their own thinking and learning, all build agency and increase autonomy. Using a portfolio of teaching and learning strategies and tools allows students to experience a range of ways of learning and to uncover which strategies work best for them. This differentiated model is our goal.

Camille Perelini and Petra Dyer (HPL Co-ordinator)

Assist ant Pr incipa l - Juli et Coll ins wit h

Jessic a Woo d, Grac e

Luxon and

Ella Ka uder

He pai ake te matapo i te kite i nga mea mai i te tirohanga kotahi noa.

It is better to be blind than to see things from only one point of view.

A narrowing or defining of what is taught and what constitutes the curriculum will not encourage these opportunities. Neither will allowing or expecting students to decide what they need to learn. Our curriculum document, the New Zealand Curriculum (to visit scan the QR code in this article) positions competencies and values alongside subjects. The development of these competencies – the ability to think critically, to communicate effectively, to be creative – requires the student to have a solid understanding of the subject matter or topic on which to enact these competencies. Creativity is thinking of new ways of doing things.

It is not something that belongs in any one subject or discipline. It often involves thinking of new things to do with existing knowledge, and it is new to the learner, not necessarily

new to the world. In Mathematics, creativity does not require two plus two equalling something that is not four. Four is the answer. When the student in Mathematics is encouraged to focus on learning something new to them, exploring different methods to find a solution, for example, rather than obsessing with the right or wrong answer, their creativity is extended. Teachers who understand how students learn are a crucial factor in this. We have to extract what is right for our girls from the multitude of educational narratives. We must be flexible and creative ourselves about the learning in our classrooms, letting students lead their learning and decision making at the right time.

We need to model this by taking risks ourselves and thus teach our students about risk, albeit in a safe environment.

Being flexible around teacher and learner roles will enable us to develop individualised learning and pathways for our girls. Alongside this, we want to acknowledge a range of aspirations for our students recognising the diversity of all our learners.

Above all, we need to be cautious about assuming that knowledge, particularly the fundamentals of subjects, can only be acquired in one way. Standardised testing will not improve learning. Defining curriculum content will not improve learning.

Changing NCEA will not improve learning. How learning happens is different for everyone. Learning is an alchemic process. A bit science, a bit magic, a bit hard work and a lot of passion and commitment.

Words by Juliet Collins ASSISTANT PRINCIPAL - CURRICULUM

Our curriculum document, the New Zealand Curriculum positions competencies and values alongside subjects. Scan here to visit.

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CARE & DEVELOPMENT

How it’s looking in 2020

Our wrap-around, holistic approach to pastoral care allows us to call on all of the expertise within the Rangi Care & Development Network to support us with directions and solutions. This Network includes the Pastoral Team, Learning Centre, Global Living, Health, Student Development and Leadership Teams; through their programmes and initiatives, we are able to provide opportunities, a strong sense of connection and targeted support for our people.

The Pastoral Team consists of Tutors and Deans who move through the school with their year level and therefore really get to know each individual; the International Dean, Boarding Staff, School Psychologists and Nurses, Chaplain, Careers & Pathways Strategist (Crimson), Wellbeing & Digital Engagement Coordinator and Health Coordinator, all have a much broader knowledge of the students and apply their special lens and expertise to the health and wellbeing of the students.

A common understanding and regular communication ensure we are covering all the bases so each student knows they have at least one, and usually several people, who will be their champions and guides.

In response to the increasingly complex world our young people are experiencing, over the last 18 months we have expanded our Care and Development Network to include two School Nurses and two School Psychologists who job-share their roles and offer choice and professional support. This was a timely move, given the repercussions of COVID-19, lockdown levels and the concerns around mental health, particularly the increase in anxiety that many students and families are facing.

Words by Stephanie Barnett DEPUTY PRINCIPAL

We discovered over lockdown that communication is the essential ingredient and every Tutor, Dean and Boarding staff member ensured contact was maintained and needs were responded to. It became quickly apparent who was thriving at home and who was struggling with the requirements of online learning and a sense of isolation. We all recognised the value of increased connection and the insights into our students as people with lives beyond school and as family members, as well as learners. While exhausting the online connections, particularly video chats, it allowed for more empathetic and creative responses and solutions, and we have all been particularly mindful of the loneliness and additional strain felt by our precious International students. Our student leaders and councils have been magnificent as they also provided tips, activities, things to look forward to, a sense of connection and aroha to support everyone.

Our School Nurses noticed an increase in demand for nursing services, both physically and emotionally:

“Some pre-existing conditions have been heightened in particular with chronic medical conditions and mental health, the knock on effect of lockdown for some girls, as well as an increase in new presentations particularly for anxieties and stress.

We have been actively encouraging the benefits of forming healthy sleep habits, the importance of staying active and eating nutritional food to fuel our mind and bodies.

We are so lucky to be a part of a wonderful Pastoral Care team where communication and care plans are crucial to providing the care and treatment required to help each individual achieve their personal goals academically, socially and emotionally.”

Our sense of partnership with parents/caregivers remains central to our work and the Rangi Values, gratitude and a desire to serve others, underpin our actions. It is a privilege to be part of this mutually supportive and dedicated team.

Left to right : Sophie Py e (Head Girl Presbytery ), Rev Paul Moderator Morrow (S ), Rev Char Nicki Carter TAC Chapla issa Nicol (Chairperso in), Rev An (Rangi Ruru n of Rangi ne Stewart Chaplain), Board of G (Alpine Dr Sandra ovenors), Fr Hastie (Prin ancesca Gal cipal), laway (Hea d of Comm unity).

FROM THE CHAPLAIN

This has certainly been an interesting year to begin as Chaplain at Rangi!

As I write, I cannot help but wonder how much the world will have changed by the time you read it!

It is as if COVID-19 is an invisible boat generating unpredictable waves on the lakeshore of our lives.

Whether riding the waves, tossed about learning new ways to swim, or perhaps in need of a supporting lifebuoy, we are all immersed in this changing reality. My hope is that, guided by Aroha, the Rangi Ruru Whānau offers shelter from life’s buffeting waves by caring for others whereby, “if one falls down, another can help them up” (Ecclesiastes 4:10).

Clearly, we are impacted by each other and the world around us. As Chaplain, I believe holistic well-being is formed and nurtured in community and that it involves physical, social, mental, emotional and spiritual health. Chapel services contribute to fostering our spiritual wellbeing and sense of togetherness.

Whilst many of our existing Chapel traditions were maintained, change was inevitable this year. Celebrating Easter during lockdown meant that our usual Family Services were replaced with opportunities to meet online during Holy Week and that our

Resurrection Sunday message was a soundbite on Rangi’s Instagram.

When the online learning timetable kicked off in Term Two, our weekly Chapel and Assembly Services were pre-recorded and shared via Teams.

I am grateful to those students and staff who helped make this happen - especially to Sophie Pye and the Senior Leaders for their adaptability, and to Agave Yu and the Tech Angels for their assistance.

On our first day back on campus in Term Two, we hit the ground running with an outdoor Harvest Festival Service. Phoebe Sugrue and the Service Council, supported by the Clan Leaders and Chapel Council, promoted the Harvest Festival Collection. Thanks to their hard work and the generosity of the Rangi community, over 1500 nonperishables were donated to the Christchurch City Mission.

Other special occasions in Term Two were the Clan Service and the Founders’ Day Service, both of which were reimagined. Instead of Family attending the Clan Services, Ella Stephens and our Clan Leaders led an exuberant Service that was attended by a selection of students

suitably spaced in the Chapel and livestreamed via Teams to the rest of the campus. The Founders Day Service was a more formal, fabulous celebration that was made available to our wider community online.

In Term Three, it was “business as usual” for our Services and Assemblies in St Andrew’s Church.

A highlight was having Elisah ViliUmaga and the Chapel Committee lead the school in a thoughtful Service. This team, led by Camille Perelini and her deputy Elisah, are to be commended for their work supporting Chapel this year. I also appreciate Mrs Kingsbury and Ms Herangi-Harrison leading our himine.

As the year draws to a close, I am glad that we will celebrate our Christmas Carol Services together as planned. (However, in any case), I am confident that the wellbeing of the Rangi Whānau is in the hands of a loving God who is beside us facing whatever may come.

Words by Rev Charissa Nicol CHAPLAIN

W I D E SK Y SU MME R 20 20

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2020 • SPORT ROU N D- U P

THIS YEAR’S SPORTING ACTION Words by Mandy Anderson DIRECTOR OF SPORT

The school sporting year always gets off to a colourful start with the whole school athletics event, in equal parts a celebration of athletic success and participation. Outstanding individual efforts resulted in Meg Edwards breaking two records and Una Kinajil-Reding setting the bar high in throwing events for Para Athletes.

The school Swimming Sports were altered this year due to non-COVID-19 related factors and the Competitors Only session became a chance to celebrate our top swimmers. Those present witnessed some outstanding individual results including Florence Nelson (Yr 10) breaking four records and Emma Schroder (Yr 13) breaking five records.

While the year started with much sporting promise, the summer season was abruptly cut short and sporting campaigns were unable to finish due to COVID-19. The cancellation of Summer Tournament Week brought huge disappointment for both girls and coaches, however, let’s not forget what was achieved in the shortened summer season of 2020:

Rowing At the South Island Secondary Schools’ Championships, Rangi Ruru were awarded Top Girls’ School and 3rd School overall. The squad achieved four Golds, six Silvers and three Bronzes, with many of our crews racing in the age group above to give them a challenge for Maadi, which was ultimately cancelled.

Tennis A joint initiative with St Margaret’s College saw 20 developing Tennis players having expert coaching each week.

Touch SuperTouch Tahi were finalists in the weekly competition (with the final being cancelled), and were crowned Canterbury Secondary Schools’ Girls’ Champions. The team will contest the NZSS Championships in Rotorua in December. A growth in Touch numbers saw three junior teams and two Supertouch teams playing on Wednesday afternoons.

SEVEN’s The inaugural Rangi 7s team competed in the Condors qualifying Tournament in November. Outstanding effort & commitment by the team saw them reach the final - but more importantly was the enjoyment the girls had along the way.

Waterpolo The Senior A team won the Canterbury Secondary Schools’ Senior Girls Competition after winning all games in the first round.

A long time since Rangi have held the Senior title in Waterpolo! The Junior team are performing strongly in the Term Four weekly competition, currently placing 1st.

Surfing & Dragon Boating It was awesome to see the return of Dragon Boating with an enthusiastic group of girls training hard to compete at the Girls only Secondary School event; and Surfing continued to be a favourite Term One activity with over 35 girls hitting the beach each Tuesday afternoon.

Inaugural 7s team in action at Nga Puna Wai

In the midst of preparing for winter sport, we hit lockdown and turned to technology and online trainings to aid our young sportswomen to prepare for the winter season. Our winter sport coaches alongside our Strength & Conditioning Coach, took on this challenge with vigour, providing innovative ways to keep our girls engaged in their preparation for winter sport.

When the girls finally got back to the turf, court, field and the gym, they were physically prepared and raring to go having created positive connections during their time in lockdown.

With the resumption of competitions, some sporting normality returned. With Winter Tournament Week replaced by South Island and local events, our hockey and netball teams got to experience tournament environments, while our basketball, cycling and football teams were disappointed to have these opportunities taken away.

Highlights of a challenging 2020 winter sports season include:

Cycling At the Canterbury Team Time Trial Championships, our U16 team won Gold and our U20 team won Silver.

Charlotte Spurway placed 2nd in Cycling NZ’s U19 Criterium National Championships, which were held around the streets of Christchurch in November

Football

Hockey

Netball

It was 3rds all round for our top three Hockey teams – with the 1st XI securing 3rd in both the Canterbury Hockey SSL competition and Hockey New Zealand’s Southern Premiership; the 2nd XI placing 3rd in the SSP Div 1 and our 3rd XI placing 3rd in the SSP Div2 competition. A shout out to the Rangi Blue team on their domination of Division 4, winning the final 10-0.

Wonderful to see our seniors wholeheartedly engaged in sport!

Senior A placed 5th in SuperNet and 7th in the Canterbury Regional Senior Tournament. In other Wednesday competitions, U17A (Rangi F) won B Division; 1BB team won Junior Div 2 and the 10A team placed 3rd in Junior Div 1. Our 10A team placed 4th in the Canterbury Regional Junior Tournament and the 9A team placed 6th.

Winner of the Wednesday Div 2 competition.

If nothing else, the 2020 sporting year has helped our young sportswomen to learn to be adaptable and practise gratitude.

The quote “play every game like it’s your last” never rang truer than this year, and is certainly something to remember as we continue to navigate sport in this COVID-19 environment.

Dragon Boating

Football

Volleyball

’s Years 7 and 8 sp ear y or is ts h t f pr o

e as giv to

A RANGE OF OPPORTUNITIES

many sports a sp os s ib l

Words by Anna Waghorn

s

SPORTS CO-ORDINATOR

e

a

go

he key to een t t h es sb ha u c ce s

YEA R 7 & 8 SPORT

e nc

ving every stud • Gi en e ta m m ch a r a g o

Sports Co-ordinator, Anna Waghorn with 10A Netball Team

While the emphasis has been on participation, we have also given the students the opportunity to progress their skills with first-class coaching from the schools elite Rangi Ruru coaches. No matter what an individual student’s level of ability or skills, we have provided an opportunity for everyone to be challenged, inspired and empowered through sport by offering a range of opportunities.

We have tracked the progress of each student and identified the skill development required. As a result, our students have been able to further enhance their skills, which will be invaluable as they further develop in their chosen sporting codes.

We have made sure that the sports programme has offered a meaningful learning experience for all students, providing a lot of opportunities for skill development.

We were fortunate to start Term One by giving everyone a chance to try a sport they were familiar with.

Professional coaching was provided in Frisbee by Canterbury Ultimate Frisbee, Tennis by the Waimari Tennis Club and Cricket by Canterbury Cricket. With the Athletics Sports as one of the first events on our annual sporting calendar, we focused on Athletics - running, jumping, and throwing all of which provide a foundation for all sports.

The COVID-19 lockdown caused an unwelcome disruption to our programme. Even in the immediate aftermath of the lockdown, outside opportunities were limited as many interschool competitions were cancelled.

We seized the opportunity to provide our students with professional coaching in preparation for their winter codes. Students selected their chosen sport and then participated in a skillsbased programme for six weeks. The aim was to encourage students to commit to their chosen sport and gain greater knowledge and understanding of their chosen code. They could either apply the skills learnt to their winter codes and prepare them for the new season or ignite their passion for a new sport in a team environment, working within the same group each session.

A highlight of this year’s programme was bringing in our senior coaches to provide our Year 7 and 8 students with expert coaching.

The coaching line-up this year, included Aaron Ford our 1st X1 Hockey Coach and NZ Hockey Performance Coach, Samon Nathan from the Tactix Netball franchise, Annalie Longo a Football Fern and our own ex-student Ashlee Strawbridge who was selected in the Junior Tall Ferns.

After six weeks of coaching, the students then competed in a Canterbury Intermediate (CAIMS) Winter Sport Competition. We competed with four Badminton teams, three Hockey teams, two Netball teams and for the first time, a Football team. The students thrived on these opportunities and at the end of Term Three, we had four teams compete in a CAIMS tournament across three days,

an interschool opportunity that only a few teams across the school had due to COVID-19 restrictions.

Our sporting endeavours continued to Term Four with the focus on skill development. We have two Korfball teams competing in the CAIMS weekly competition and Canterbury Cricket returns to the school offering their “YEAH Girls� programme. Another exciting opportunity is the Volleyball development programme run by Sandra Matenga, with the assistance from our senior Volleyball students.

During the year, students have represented the school in Swimming, Gymnastics, Huxster Mountain Biking, Tennis, and Athletics (Term Four).

Our Water Polo team which competes on Friday nights was growing in skills every week. Other teams in competitions include the Friday night Basketball teams and Touch teams in Terms One and Four on a Friday after school. A Tennis team competed in the CAIMS tournament in Term One. We also have Fencing, Horse Riding, running training, swimming training and tennis lessons available.

It is such a joy to see the progress and enjoyment that students get from participating in their sport programme which offers something for everyone. I look forward to following their progress to their next level of competition or participation.

W I D E SK Y SU MME R 20 20

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lyrics by

BER YD WEB EW LLO

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music b

d by y directe originall INCE

D PR

HAROL

R E AND

TIM RIC

WE’VE DONE IT AGAIN! Rangi Ruru and Christ’s College have taken this masterpiece of musical theatre by Andrew Lloyd-Webber and Tim Rice and created a compelling, memorable production – and, perhaps channelling the spirit of Eva, they have not let obstacles get in their way.

Alert level 2? Restrictions on audience size? Physical distancing requirements? No problem. They got creative, found a solution, got permission to live stream the production, booked cameras, outside broadcast facilities and satellite venues and made sure the show could go on.

And what a show it was!

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S.O.A .R PROGRA MME

SUPPORTING OUTSTANDING ATHLETES AT RANGI RURU Person first, athlete second.

In a year where many events have been removed from the sporting calendar, we have been excited to announce the relaunch of the S.O.A.R programme.

S.O.A.R (Supporting Outstanding Athletes at Rangi Ruru) is a unique sports programme which provides support and guidance for student athletes who demonstrate talent, potential and determination. By the latter part of 2019, over 40 girls applied to be part of the first intake of the new-look programme and 14 were selected; representing a range of sports including Cricket, Athletics, Waterpolo, Cycling, Hockey, Touch, Rowing, Equestrian, Ice-hockey and Netball.

At the heart of S.O.A.R is the philosophy that better people make better athletes. The focus is on empowering and challenging our

student athletes to become the most outstanding version of themselves in their journey through sport and ultimately life. Underpinning the programme is a focus on building a platform of behavioural traits which positively contribute to sporting performance but also to life outside of sport (see table on next page).

A key component of the delivery of S.O.A.R has been utilising guest speakers who ‘story-tell’ their journey through and in sport, with a reference to these traits. To date the athletes involved in S.O.A.R have heard from Rangi Old Girls who spoke about courage, perseverance and team spirit, from an Olympian who spoke about adaptability, a former Silver Fern who spoke about work ethic and the importance of a Plan B, and from sportswomen working in the media who spoke about authenticity and knowing your brand.

Alongside the story-telling, was the introduction of the AthleteDISC profile. This is a personalised, comprehensive tool which helps individuals to perform more consistently in their chosen field through identifying the behaviours which equate to their best performances. After completing a questionnaire, each member of S.O.A.R had a session with Paula Rule, our Mental Performance Coach, to unpack their profile with the intention of creating self-awareness of their sporting behaviours, preferences and personal style. The expectation is that this will ultimately allow our girls to become more effective in their communication, build stronger relationships with coaches, team mates and others, and have a deeper understanding of their motivation, strengths and areas for development.

Morning conditioning with Strength & Conditioning Coach Ross Kennedy

The feedback to date has been extremely positive with S.O.A.R athletes reporting that the DISC profiles are helping them in their interactions with coaches and team mates, while also helping them understand more about themselves.

All students involved in S.O.A.R have also had the opportunity to undertake Body Balance assessments with our on-site physiotherapist and individualised programmes with Ross Kennedy, our Strength & Conditioning coach and continued with their Mental Performance 1:1 sessions with Paula.

This year we laid the foundation for S.O.A.R and we are excited to continue to build on this momentum in 2021.

Given the disrupted year that 2020 has been, athletes in this year’s intake who are returning to school will have the opportunity to roll their involvement over into 2021, rather than apply again.

We will then open-up the opportunity to the wider school for more student athletes wanting to join us on this journey. Reflecting on our whakatauki, we want student athletes at Rangi to continue to keep reaching for their goals but also to remember to cherish the things that happen along the way and the development of themselves as people first.

Being a part of SOAR for 2020 has allowed me to understand myself as an athlete.

I now know what makes me tick and what I need to do to get myself and my horses where we want to be. The knowledge and understanding I have gained is something I will hold onto for the rest of my life. To be given such an opportunity to discover myself as an athlete is something I feel has been very beneficial, which is also something I have noticed in my results.

Annabel Jones

YEAR 13 EQUESTRIAN

Reliability

Self-efficacy

Team Spirit

Work Ethic

Skill

Initiative

Authenticity

Competitive Greatness

Enthusiasm + Endeavour

Conscientiousness

Perseverance

Humility

Aroha

Growth mindset

Accountability

Patience

Honesty

Co-operation

Adaptability

Responsibility

Grit

Mana / Integrity

Respect

Courageousness

Self-discipline

Kindness

Generosity

B OA RDIN G F EATU RE

A HOME AWAY FROM HOME With few Senior Leadership roles available for Year 13s, the role of Head of Boarding at Rangi stands apart as one of the special few.

The Boarding House at Rangi is more than a house – it is a home. A safe and special place for our girls who come from other areas across the country or even overseas. It’s not often that a Senior Leadership role runs in the family, however for Roberta and Emma Schroder – this Mother/Daughter duo have a particularly special shared experience. Roberta took on the role of Head of Boarding in 1987 and Emma this year, 2020.

We caught up with both Roberta and Emma to hear a little bit more about their experience Boarding in the “same house” albeit different years…

Roberta Could you tell us about your time at Rangi and your experiences as a Boarder and Head of Boarding in your final year?

It was a privilege to be at Rangi and a massive privilege to be Head of Boarding. The most special occasion during my role as Head of Boarding was to speak at the opening of St

Andrew’s Church at Rangi Ruru. My grandmother had been married in the same church where it was previously situated at the hospital. It was a very auspicious occasion.

Te Koraha was our Boarding House for the first two years with its ancient corridors and all the different shaped rooms. Some terms we would be in a room with nine other girls and sometimes only with two. I remember being very homesick. We

were only allowed home every third weekend when the boarding house closed and had limited other leave to use throughout the year.

The oldest part of the current Boarding House was built during our time at Rangi and boy was it flash!

We had to do duties; with the least favourite being breakfast duty, where we had to get up early, cook the toast and lay everything out.

We had so much fun, we shared clothes, sunbathed on the roof of Te Koraha, played sport, walked together to church on Sundays, boarders haka practice, rowing on the Avon, boarders dances, boarders favourite and so much more.

Coming back to campus with Emma, has anything changed?

What has it been like to see the school over the last five years?

So much has changed, but with Te Koraha still as the centre of the school it feels the same. The school has provided such a supportive and welcoming environment for us as parents and especially for Emma.

Roberta, if you could give any advice to a parent thinking about Boarding at Rangi for their daughter, what would it be?

Don’t hesitate! The family of the Boarding House has been amazing. The staff promote a supportive and happy environment, which the girls thrive on.

Emma Cast your mind back to just before you were about to start at Rangi, are there any stories or advice from your Mum that made you look forward to becoming a Rangi Boarder?

Before coming to Rangi, my mum had lots of stories to tell me from her own boarding experience, when back then, they were living in Te Koraha.

Her biggest advice to the small farm girl who was about to live in Central Christchurch was to be open minded with every opportunity you get and with anything you do.

Moving away from home and boarding is a big change, how has your experience been in the Boarding House over the past five years and as the 2020 Head of Boarding?

Coming to Rangi in 2016 was a big change from the small-town school I used to attend. Years 9 and 10 were a bit of a blur for me as I spent most of the time crying and wanting to go home. After a bit of a reality check, the tears stopped and the 24/7 sleep over with all my friends begun. Over the past five years I’ve gained many life lessons and created lifelong memories along the way. With a huge switch in perspective towards boarding since

2016, my mum now has to try and convince me to come home for the weekend. Throughout this unusual and unpredictable year, I’ve been lucky to have consistent support and guidance from all the boarding staff, which has created a smooth sailing and enjoyable year for me as Head of Boarding.

Coming to the end of your Rangi journey, what have been some of the highlights from your time here?

A highlight from over the five years in the Boarding House is the annual Boarders’ Concert we have.

It’s a very entertaining night to say the least, with girls stepping out of their comfort zones and showing some hidden talents. Another highlight of being a Year 13 boarder are the flats. The flats are something every Boarder looks forward to, finally being in a single room and being able to have cooking facilities to use at your own convienience. It creates a good insight into having a sense of independence for future university flatting years.

Emma, if you could give any advice to young girls who are about to come to Rangi as a Boarder, what would it be?

Be grateful for the opportunities you’ve been given. I was lucky enough to go to the New Zealand Boarding Schools’ Associations conference earlier in the year and it gave me a huge appreciation for the facilities and food we have here, in comparison to other Boarding Schools around the country.

Coming into the “Big City” (Christchurch) was a bit of a shock to the system for me, especially not knowing anyone.

Making an effort in the first term to get to know people will make the Boarding House a more homely environment, because if you ever need help or are feeling low, you will always have someone to go to.

Te Koraha was our Boarding House for the first two years with its ancient corridors and all the different shaped rooms.

MEN TA L PERFOMRA N CE

Paula Rule and Rangi Old Girl (2019) Ashlee Strawbridge, current Junior Tall Fern

THE POWER OF THE MIND

The Mental Performance Programme at Rangi Ruru has been running for four years and continues to go from strength to strength.

Run by Paula Rule, sessions have a holistic approach and aim to create a foundation for girls to build self-awareness, self-belief and mindsets that positively contribute to the school and wider community. The addition of the Mental Performance Programme has helped students at Rangi Ruru achieve local, regional, national and international success. While predominately sport focused, the Programme is also offered to students involved in the Stellar Music Programme.

At the heart of the Mental Performance Programme are four key objectives: 1

To empower Rangi girls to be the

2

o provide an environment where T students can openly discuss barriers to performance without fear of judgement, whilst being challenged to understand their specific behaviours and make adaptations to these behaviours where necessary

best versions of themselves

3

T o help understand that students identity as an athlete or musician is not directly linked to their identity as a person

4

o provide the girls with skills and T strategies to become mentally tough and resilient in both life and their chosen field

Common behavioural themes in these sessions include: • I mproving self-awareness by

recognising and understanding emotions

• I ncreasing situational awareness to be

able to respond in an effective way

• Understanding that the greatest test

of mental toughness is the choices that are made, when how we feel doesn’t always align with what we need to do

•C reating the mindset required, for

the action needed

Words by Paula Rule MENTAL PERFORMANCE COACH

•E ffectively managing focus

With my competitive nature, Paula has taught me to control only what I can control to ensure I am in ‘race zone’. Previous to these mental performance sessions with Paula, I wasn’t aware of the importance that the head played such a vital role in getting the most out of my sport and keeping a great balance in my life. Since my sessions, I have seen results in my chosen sport that I can thank Paula for.

Charlotte Spurway Y13, CYCLING

Over the past year, not only has working with Paula boosted my confidence as a person, my main takeaway from my sessions has been realising that talking about yourself is such a beneficial thing to do. Taking time out of your busy schedule to be aware of how you are feeling is imperative for your wellbeing. If it wasn’t for Paula I wouldn’t understand the extent of this. She has been an incredible mental skills coach, teaching me life skills and how to deal with performance anxiety along with so many other things. On top of everything she has become a person I trust. I can’t speak highly enough about the work Paula has done with me; she is insightful, smart, kind and so good at what she does.

Holly O’Loughlin Y13, STELLAR MUSIC PROGRAMME

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A SUSTAINABLE

SCHOOL A GREAT PLACE TO

SU STA IN A B IL ITY

LEARN A sustainable school prepares young people for a lifetime of sustainable living, through its teaching, values and its day to day practices. It is easy to imagine a community that shows respect for other people, cultures or the natural world if they possess an underlying sense of care. Care instils responsibility, and as a school we accept the responsibility to develop this within our community.

2019 was a very successful year for our Sustainability project, with highlights including being acknowledged as national finalists in the Sustainable Business Network Awards and KNZB Sustainable Schools Awards.

Rangi now has a national reputation as a school leading learning around sustainability and empowering students to take action. Students and staff mentor other schools and lead environmental and regeneration projects within the wider community.

In 2019 Sophie Pye was selected as a member of the Environment Canterbury Youth Rōpū and many girls demonstrated leadership and enthusiasm in student driven projects.

Carbon emission graphs show travel by road and air has the greatest impact on our school carbon footprint. Data shows a reduction in emissions.

In 2018, our cumulative annual emissions were 567.99 tCO2e. The 2019 business year saw this drop to 338.41 tCO2e.

I would like to acknowledge our team of passionate students driving sustainability initiatives. These young women are caring and active environmentalists with a strong sense of social responsibility.

Our Sustainability teams thank the Rangi Ruru Board and Management for their ongoing support.

Ngā mihi maioha,

Kate Rivers

ECO-ACTION NURSERY

DIRECTOR OF SUSTAINABILITY

We established an Eco-Action Nursery growing native plants for the red zone, potted over 1000 native seedlings into bags and planted 800 natives at QE2 through our Eco Action project in collaboration with Christ’s College and Shirley Boys’ High.

We will meet our collective goal to plant 5000 native trees in the red zone in the next three years.

PLASTIC REMOVAL

Rangi students helped the Christchurch City Council and Botanic Gardens staff sort plastic from flowers following the mosque shootings. Rangi provided volunteers each day for a week during the term break, to help separate compostable from non-biodegradable materials. Students also provided morning tea for the teams helping with tributes.

GRE

H O

US

E

Botanical artworks were produced and sold at a stall during the PTA House and Garden Tour. Money raised contributed to purchasing a greenhouse and gardening tools. The remaining greenhouse funding was generously donated by the PTA. Students are currently constructing the greenhouse and this is expected to be up in late 2020.

EN

Scan here to see our Sustainability Report:

GREEN TIPS A collection of tips brought to you by the Sustainability Council of 2020

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STU DEN T ATHL ETES

As a unique addition to career services, Crimson Education & Rangi Ruru provide an athletics track focusing on gaining athletes both domestic and international scholarships in addition to supporting student-athletes through the entire recruitment process. As this can be a complex journey, wrap around support is essential. As evidenced by our graduated student athletes, sport can be a fulfilling and prosperous route to take!

To say Holly Ffowcs Williams, 2019 Rangi Ruru graduate, is an accomplished young woman is an understatement. Holly is a celebrated athlete competing in both Cycling and Multisport events in addition to studying a conjoint degree of Environmental Science and Business at Auckland University of Technology after receiving their Academic Excellence Scholarship. Holly chose her current degree based on her experiences as an athlete and for having a passion to preserve our planet.

As Holly puts it: “By studying this degree, I would be making positive steps in preserving our planet and the human race from the biggest threat we have ever faced, global warming. As an athlete, I am constantly outdoors and each year I am feeling the temperature differences through the seasons and the effect it is having on my local environment. I also understand the effect it is having on farmers especially as there is often not enough rain in the summer months when they desperately need it.

Droughts and fires are becoming more frequent in the summer across New Zealand as temperatures rise each year. I was out training in the area where the 2017 Port Hills fire started, and my family helped get people out of the valley it originated.

This was a terrifying experience and burnt through huge amounts of friends’ farmland which I have helped restore. I have experienced first-hand the devastating effects of an event contributed to by climate change, and this is one of my motivators to be part of a desperately needed change”.

As a leader during her time at Rangi through her involvement as the Rangi Cycling Captain and coaching the U14 girls time trial team for South Island and Canterbury events, Holly had a positive effect on those around her. In addition to her service to others, Holly gained Excellence endorsements in NCEA Levels 1, 2, and 3 while placing at multiple South Island and Canterbury level cycling and multisport events. She even competed at the Future ChampioNZ triathlon festival in the duathlon event placing 1st in the Junior Girls – her first win at a National level competition.

As Holly wraps up her first year at University, Rangi cannot wait to see where the amazing feats her passion, athleticism, and academics take her.

Isabella Carter, 2018 Rangi Ruru graduate, is a powerhouse. During her time at school, Isabella balanced academics, sport, and community service with grace. As Head of Community in her last year at Rangi Ruru, Bella championed school spirit, managed and organised the Community Council, while leading multiple school wide events such as the much-anticipated Senior Dance.

Given her leadership potential and proven track record, she was selected to represent Rangi Ruru at the 2018 Alliance of Girls’ Schools Australasia Student Leadership conference at Bond University in the Gold Coast, Australia.

Principal Sandra Hastie presenting Isabella Carter with 1st History and the Friends of Rangi Ruru Prize.

Isabella also received The Sophie Savill Cup for Outstanding Sportswoman and Head of Community.

Holly and her friend, William, cycled the length of New Zealand as a fundraiser for Alzheimers NZ and in memory of William’s Grandfather.

In addition, Isabella represented Rangi Ruru in both Rugby and Rowing in her senior years. She was highly commended at the regional secondary schools’ Zonta awards for the best all-round young sportswoman who has achieved in more than one sporting code. Rowing would go on to prove to be her main sport as evidenced through her various sporting awards, including recipient of the cup for Most Outstanding Oarswoman 2016 and 2018. Isabella was selected to trial for the New Zealand Junior Rowing Team 2018 as a result of her rowing accomplishments and results in the

legendary Maadi Cup Regatta. Globally, Isabella began to be recognised for her rowing talents, and started to be recruited by elite US universities.

Ultimately, Bella was offered full ride scholarships to the University of California Los Angeles, University of Southern California, University of Virginia, University of California Berkeley and the University of Washington. After a fully funded trip to the US to tour universities, Isabella chose the University of Washington and was awarded a scholarship of $446,945 over four years.

Words by Kristen Fox CRIMSON EDUCATION

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RA N GI RU RU PRESCHOOL

SHARE THE JOY OF CHILDHOOD WITH US Being small is wonderful.

Our place within the Rangi Ruru Girls’ School family means so much to our children, their families and our teachers. As part of the wider school community, we are fortunate to have the amazing resources of the school on our doorstep. These add a rich depth and complexity to the learning opportunities we can plan for and engage children in.

Here at Rangi Ruru Preschool we work with families to ensure that there is continuity between the Preschool and home environments, with shared values and aspirations for children’s learning. Our guiding principles are Whanau Tangata – family and community are integral to engaged learning; Nga Hononga – supporting responsive and reciprocal relationships with people, places and things; Whakamana – empowering children to learn and grow; Kotahitanga – reflecting the holistic way that children learn and grow.

These, along with the Rangi Ruru core values of Respect, Aroha, eNdeavour and eNthusiasm, Generosity of Spirt and Integrity, guide our amazing teaching team in the planning, delivery and assessment of our childcentred daily programme.

Our teaching team is made up of highly experienced and qualified Early Childhood Teachers. Our commitment to children’s learning is matched by our commitment to have fully qualified and registered teachers supporting their learning.

Our established team have been together for many years and feel very privileged to teach within our school community.

by regularly spending time together, sharing ideas, and testing out their work at various points along the way.

Alongside working with the students come many opportunities to learn from the expertise of Rangi Ruru teachers. A real favourite for us was exploring crazy and exciting dry ice experiments with Mr Van Rossen whilst the big girls were on study leave.

Over the last months the teaching team and children have been out and about, making ourselves known in many areas of the school. We have really enjoyed working alongside faculty members and students in a range of areas. Helping the older students with their assessment work is a real joy for us. Recently we have particularly enjoyed working with the two Year 7 and the Year 12 Digital Technology classes. Our involvement as ‘clients’ of the girls has meant that they have used their skills to produce authentic products, such as colouring books (made from images of the preschool children and our activities) and web applications designed with games and activities to engage and challenge young learners. We have been able to assist the girls during their studies

A true highlight of this year has been our Annual Trike-a-thon. Whilst COVID-19 has had a significant impact on all of us, we have observed a very positive outcome for our Preschool children. Many of them spent time learning how to ride two-wheeler bikes! This meant that we had to upgrade the Trike-athon track from the school rose garden, to double the size in front of Mana Wahine. This was the first year we have held our Trike-a-thon during a school lunchtime, and what a success it was. The event was supported by huge numbers of students and faculty members; cheering for the children, helping them on their way when little feet got tired, and treating themselves to the sausage sizzle and baking fundraiser.

We are fortunate to have the amazing resources of the school, right on our doorstep.

Outdoor Play

The children completed a combined total of 763 laps of the track and raised an amazing $1600 in sponsorship to put toward outdoor play equipment.

The quiet halls of Te Koraha regularly play host to our preschoolers, who take great delight in exploring offices and asking questions of all the staff.

They have a strong sense of place in the school and have developed a wonderful relationship with Dr Hastie (‘Sandra’ to anyone under six years of age!). No trip past her office is complete without the mandatory jumping up and down, waving

Pirate Day

furiously, trying to get her attention – and she doesn’t let us down – no matter who is in a meeting with her, we can always trust she will respond in kind with a wave. Recently we also took over Te Koraha on ‘International talk like a pirate day’. Our band of fearsome pirates stormed the house and took over the staircase.

It was wonderful to have so many administration staff come out and join us.

We have recently said ‘a happy goodbye’ to children heading off to Primary School. It has been sometime since we have had places open within

Fun in the outdoor barrel swing

Painting

the Preschool and their departure has meant that we currently have limited places available. We look forward to welcoming new families into our wonderful Rangi Ruru whānau, and we warmly encourage our school community to let family and friends know that spaces are now available, and invite them to come for a viewing if they are considering enrolment now or into 2021.

Nāku noa, nā

Words by Linda Scanlan

CENTRE MANAGER

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Preschool Trike-a-thon Day 2020

2020

EVENT HIGHLIGHTS Though 2020 has been an interesting year, we’ve still been able to have some fun! Check out the highlights from some of our events!

Every year we enjoy welcoming Grandparents, Aunties, Mothers and Sisters back to Rangi Ruru for our annual Grandparents’ and Generations’ Day. We had an amazing turn out this year and enjoyed a special church service and afternoon tea. We look forward to seeing all our Grandparents’ and Generations back at Rangi again soon!

R D E AY P U S

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PE F EATU RE

LEARNING THROUGH MOVEMENT Physical Education is about learning in, through and about movement.

In other words, we have the wonderful and unique opportunity to use movement as a way of helping students learn. Our key concept focuses on the wellbeing of self, other and society and all our curriculum and learning stems from this key principle and interestingly has done so for the last 20 years.

Although we have key learning intentions, we co-construct the programme with the students wherever possible. We find this improves engagement. One example is that we allow the students to often choose the context or physical activity as this is not relevant to the actual focus of our lessons or what we are trying to achieve.

Contrary to what many people believe, developing students’ physical skills is only 1 of 15 key objectives within The Physical Education and Health Curriculum. Equal emphasis is placed on other objectives such as attitudes, personal health, identity and interpersonal skills. Hence, whether the students choose “Colours” or “Capture the flag” is often not important when the learning focus is Decision Making or Hauora.

Our Year 7 students have spent the year learning the “what, how and why” around our school values and more specifically, what they look and feel like in real life. We have built on this with learning to make positive and effective decisions and more recently a deeper understanding of Hauora. It has been really pleasing to see the students understand that being physically active not only impacts physical Hauora, but their spiritual, emotional and mental wellbeing also.

Year 8s on the other hand have been facilitating their own learning

by running Dodgeball and Unihoc competitions within their class. The key focus has been around improving their social responsibility and looking beyond themselves to the needs of others. It has been wonderful to witness some students displaying high levels of social responsibility outside of the Physical Education environment.

Our Year 9’s have been focusing on improving their self-management and perseverance. We chose the context of Gymnastics to help the students with these key life skills.

Their reflections indicated how much they enjoyed working outside their comfort zone and that they can achieve more than they realise when they persevere at an activity. This is such wonderful learning that we hope they use in other aspects of their school life.

Similarly, our Year 10’s has been focusing on Leadership where each has taken the chance to lead their peers in an activity of their choosing.

They have needed to plan, facilitate, and review their session and the strengths and weaknesses in their leadership, communication and planning. We have been delighted with the excellent organisation and implementation many of our Year 10 students have displayed and the willingness to invent new activities and games. Their personal reflections on this experience have highlighted the improvements in their self-belief, willingness to work outside their comfort zone and eagerness to have more leadership opportunities.

All our junior classes have also partaken in Health classes throughout the year. We have placed emphasis on communication skills, friendships, decision making and ensuring they have the necessary

information to make safe choices.

These health classes play an integral and important part in our learning programme.

Our Level 1 optional classes have used their year to learn about biophysical principles around anatomy and biomechanics and applied this to a skill of their choice.

They have also examined the involvement of the Gen Z generation in physical activity and the reasons for opting out. Our final learning focused on risk management whilst mountain biking and participating in a high ropes course. Students at Level 2 enjoyed their surfing practical at the beginning of the year and the opportunity to critique their own training programmes. In Term Three they began working with a student from Ferndale, a special needs school nearby. This wonderful and unique relationship has been underway for over 25 years. The students planned a physical activity programme for each of these students. Unfortunately they had only undertaken three sessions with their students before COVID-19 restrictions meant they were unable to continue. However, the experience and learning the students took away from those sessions was immense.

The Level 3 Health students have had a very interesting year delving into several interesting and very relevant topics as part of their NCEA course.

Students have had the opportunity to investigate issues around alcohol, alternative health practices and more recently, have taken an indepth investigation around Euthanasia.

This has been extremely pertinent as many of these students voted for the first time this year.

Our

Level

3

Physical

Education

Year 9 PE in the Pool

students have spent time recently looking at “issues” within physical activity and sport. These range from drugs to transgender to the advantages and disadvantages of sports scholarships. It has been really pleasing to see the level of critical thinking some of these students are achieving. We also have five students undertaking Scholarship PE which involves completing a major research assignment on a topic of their choice.

We are delighted with the programme we have from Year 7 to Scholarship, the learning undertaken and the results we achieve both at NCEA but more importantly in the students themselves. However, much of what we focus on at the junior level cannot be “tested” or objectively quantified. However, as teachers we see changes in attitude, confidence, interpersonal skills, and the willingness to persevere and undertake new challenges and work outside their comfort zone. It is these personal attributes and achievements that, as a learning area we are most proud of.

We co-construct the programme with the students wherever possible.

Words by Debbie Robertson HEAD OF LEARNING AREA – PHYSICAL EDUCATION AND HEALTH

Debbie Robertson teaching Year 9 PE

31 Year 10 PE in the Gym

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RA N GI RU RU OL D GIRL S’ ASSOCIATION

PHILANTHROPY The Committee of the Rangi Ruru Old Girls’ Association has always been a strong advocate of supporting the school, its pupils and alumnae in the most generous way it can. Our first committee set it out very clearly in the Constitution: 3.1

he primary objects of the T Association shall be:

3.1.1 to promote the interests of

the School;

3.1.2 to leave a lasting and

permanent legacy for Old Girls;

3.1.3 to promote good fellowship

amongst Old Girls of the School by reunions, sports, educational events, social functions or any other form of activity the Association sees fit;

3.1.4 to offer such scholarships,

bursaries or exhibition to girls at the School or Old Girls, as funds permit;

3.1.5 to make donations towards

School activities, and improvements of the buildings and grounds of the School as the Association sees fit;

Over the 95 years of its existence, through prudent and wise investments from our treasurers and accountants, the capital base of Life Membership funds, legacies, fundraising and donations has been built up to enable the Association to grant a variety of scholarships, bursaries, exhibitions and donations to a large number of recipients, both in the School and community.

Two very special funds are named for their benefactors – The Gibson Webb Exhibitions and the Alison Kay Sports Awards. Rather than a donation to one cause, the Association chose to invest and grow these bequests using the interest to benefit many girls.

This way, we are also able to honour and remember the donors every year.

The Gibson Webb Exhibitions are named after the Gibson sisters who founded Rangi Ruru, and Betty Webb, a past President and Patron of the Old Girls’ Association. These are awarded each year by the Rangi Ruru Old Girls’ Association to direct descendants of Old Girls in their senior year at Rangi who show outstanding endeavour and citizenship. These are girls who have maintained a sound level of academic achievement, and also demonstrated qualities that make the school and the community a better place in which to live. These qualities might include courtesy, reliability, persistence, sensitivity to the needs of others, as well as strengths in academic, sporting or cultural areas.

The Alison Kay Sports Award. Alison Margaret Kay attended Rangi Ruru from 1930 to 1939 as a boarder from Little Akaloa. She was very much a sportswoman enjoying Netball, Lifesaving and Tennis while at school and continuing to play Tennis for many years afterwards. Alison served on the committee of the Old Girls’ Association from 1957 until 1962. The Association was indeed honoured to receive a generous legacy after her death in 2016. After consultation with Alison’s brother, David, the committee at the time decided to invest the legacy and to use the proceeds to assist present or past girls in their sporting pursuits at an elite level. This assistance would be offered annually, upon application to the committee of the Old Girls’ Association. Since 2017, awards have been given to several individuals and also to the school’s SOAR programme.

To read the full RROGA Magazine scan here:

1940’s Boarders

Philanthropy Amounts For the year ended 31 March, 2020 S.O.A.R Sports Programme (Alison Kay)

$4,000

Grand Piano

$5,000

Contribution to Archivist

$5,000

End of year prizes

$1,139

Years 7 and 8 Old Girls’ Scholarships

$8,000

Gibson Webb Exhibitions

$2,250

Since Balance Date Forgiveness of EQ loan

$25,000

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FROM THE DEVELOPMENT OFFICE Well that certainly was one out of the box.

2020 was a year that hurled a multitude of challenges at our community requiring us to be nimble, patient and supportive. In a disruptive year with so much distress caused by the ensuing instability of a somewhat unknown landscape, it has been heartening to see communities around the globe rally together, support one another and navigate their way through it all.

During this unstable time, the strength shown, and the support extended by our Rangi Ruru whānau, shone through and exemplified what it means to be part of this special community. Thank you to everyone who gave to the COVID-19 Fees Assistance Fund, established to help the school underwrite tuition and boarding fees so current Rangi girls, whose families may be significantly impacted by COVID-19, can remain enrolled at Rangi. At the time of writing, 119 generous people had donated $55,190 and to date, nine girls had been supported. On behalf of those families you helped support, thank you for making a difference.

As the end of the year is nigh, it is opportune to also share gratitude to a myriad of champions who have supported the school in various ways.

Thank you to our generous sponsors, whose support helps enrich our programmes: 1st XI Hockey sponsor Archibalds and Volvo, rowing sponsors Pak’nSave, Thermatech, Forsyth Barr, Pye Group, Sun Smart? Why?, Au Natural Skinfood, Brannigans, Minaret Station, Alpine Helicopters, Logic Wireless and

Matson & Allan Real Estate, as well as Eco Action project sponsor House of Travel Merivale/Shirley and Black Estate, Giesen and Wairau River Wines for their support of Spring Soirée. Rangi is also appreciative of the grants received in 2020 from the Jansen Trust and NZCT for the rowing programme.

We are incredibly grateful for all those who volunteer their services throughout the year. Reader/Writers, those who manage and assist our co-curricular teams, the wonderful people who come in to our community and share career and personal insights with our students and wider community, our wonderful PTA, those who serve on the Rangi Ruru Board of Governors, the Old Girls’ Association, and the Foundation, those who attend performances and events, and who simply cheer us on from the side lines – we salute you all.

One gift deserves a special mention.

Earlier this year Rangi Ruru received a substantial bequest from Rangi Ruru Old Girl, Miss Elizabeth Reid, (Class of 1941). Miss Reid may no longer be with us, but we were fortunate to get to know her and share with her our intentions. This incredible gift has allowed the Board to give the green light to the next stage of the Project Blue Sky masterplan – a Sports and Multi-Purpose Centre. Thanks to Miss Reid, in 2022 Rangi Ruru will have a new facility, one which will transform school life for Rangi girls for the next 50 years and beyond.

If you too would like to celebrate your family legacy through giving, please don’t be a stranger, give me a call, email me at b.woodham@ rangiruru.school.nz or donate via the QR code below. Every gift towards the new Sports and Multi-Purpose Centre really makes a difference.

So, as we leave 2020 behind, I look towards 2021 with hope. I know that whatever the world throws our way, our close knit community has a lot of tools in the old toolbelt to throw right back. We have a community ready to rally if needed and a special bond that will take more than a pandemic to break. May your Christmas holidays be filled with love. Bring on 2021!

Words by Bridget Woodham HEAD OF DEVELOPMENT

During this unstable time, the strength shown, and the support extended by our Rangi Ruru whānau, shone through and exemplified what it means to be part of this special community.

W I D E SK Y SU MME R 20 20

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CHRISTMAS RECOMMENDATIONS Books Catch up on reading: • Hamnet, Maggie O’Farrell • The Book of Two Ways, Jodie Picoult •S leeps standing Moetū, Witi Ihimaera with Hēmi Kelly •H ow Do We Know We’re Doing It Right? Pandora Sykes • How to Fail, Elizabeth Day •H ow to Be an Antiracist, Ibram X. Kendi • American Dirt, Jeanine Cummins

Enjoy

Podcasts

Things to do:

Have a listen: •D esert Island Discs, BBC 4 Radio

• Walk the Abel Tasman or another one of New Zealand’s Great Walks

•U nlocking Us with Brené Brown

• Get off the grid and go camping

• Stuff You Should Know

• Dust off the bike helmet and hit the Rail Trail

• The Michelle Obama Podcast

• Set an early alarm and catch a sunrise up Roy’s Peak, Wanaka

• The High Low, Dolly Alderton & Pandora Sykes •F rench and Saunders Titting About, Dawn French & Jennifer Saunders

• Get in some sun, sand and surf at one of the gorgeous beaches up the east coast of the country

• Table Manners, Jessie and Lennie Ware

• Catch some of NZ’s brilliant bands and artists at a summer gig

• Nuku, Qiane Matara-Sipu

Movies Enjoy the classics: • Home Alone • The Santa Clause • Love Actually • The Grinch • Die Hard • The Holiday • Rise of the Guardians

Or catch the following movies in cinemas: • The Witches • Wonder Woman: 1984 • Soul • The King’s Man • Death on the Nile • Baby Done

Giving If giving is your thing, try donating to one of the following causes: • The Rangi Ruru Project Blue Sky Sports Centre

• Prostate Cancer Foundation

• The Rangi Ruru Leadership fund or Principal’s Koha Fund

• Women’s Refuge

• The Eco-Action Nursey Trust (Donate your time and/or set up your own satellite nursery) • Pink Ribbon Breast Cancer Foundation

• Rainbow YOUTH • Grab your copy of ‘Spoonful of Spice’; a Rangi student publication with all proceeds going to Immigrant Resettlement Services in Christchurch

MERRY CHRISTMAS

To:

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Have a Merry Christmas To:

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Merry

MERRY CHRISTMAS

You

Merry Christmas

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From: From:

CUT OUT YOUR OWN TAGS Be sustainable this Christmas and use our cut-out tags to label your gifts.

59 Hewitts Road, Christchurch 8014, New Zealand p: +64 3 983 3700 | e: office@rangiruru.school.nz

Kaua e whakamā ki te kōrero Māori, ahakoa he iti, he taonga.

Don’t be shy to speak Māori, no matter how little, treasure it.

rangiruru.school.nz