Wide Sky 2023 Summer Edition by Rangi Ruru Girls' School

SUMME R E D ITION • 2 0 2 3

WIDE SKY THE RANGI RURU BIANNUAL MAGAZINE

HARNESS YOUR INNER HERO

A Checklist for Self Discovery, Self Care and Personal Growth

EMBRACING THE MALLEABILITY OF THOUGHT Assuming the Role of the Anti-hero

THE LENS OF LIQUID LANDSCAPES

One Alumna’s Journey to the Ice

Wide Sky is a biannual magazine for the wider Rangi Ruru Girls’ School community to celebrate the voices of students, teachers, leaders and other members of the Rangi Ruru whānau.

DESIGNER

Alyssa Robinson

EDITOR

Bridget Woodham b.woodham@rangiruru.school.nz

PROOFREADING Bill Keay

PHOTOGRAPHY

Alyssa Robinson Melissa Cleine Rangi Ruru Teaching and Administration Staff

PRINTER Blueprint

RANGI RURU GIRLS’ SCHOOL 59 Hewitts Road Christchurch 8014 New Zealand

rangiruru.school.nz facebook.com/rangiruru Instagram.com/rangiruru linkedin.com/rangi-ruru

COVER IMAGE

Abi Gibbs (Year 13), Olivia Thompson (Year 7) and Arabella Acland (Year 13) on the first day of school 2023.

CORRECTION

In the 2023 Wide Sky winter edition two names were omitted from the ‘Welcome to the 2023 Daughters of Old Girls’. We apologise for this error and wish to welcome the following daughters and granddaughters of alumnae: Lulu Pringle Year 7, daughter of Amy Pringle (née O’Rourke) Class of 1989 Eva Walls Year 7, granddaughter of Lynda (Christine) Walls née Palmer Class of 1963

W ID E S K Y S UMME R 2 02 3

WIDE SKY Summer 2023

EDITOR’S NOTE This edition of Wide Sky is dedicated to celebrating our heroes – individuals whose extraordinary acts, whether big or small, light up the lives of those around them. We all have our own hero, and I am no different. My father passed away at the young age of 47, leaving my mother to continue to raise four children alone. She was super strong. Oh yes, she cried in the shadows where no-one else could see but in the light of day she rallied her little tribe, tried to see the good in life and continued to navigate life, with remarkable strength and resilience. She is the much loved matriarch of our family; her values are strong and good, and she is always there, at the drop of a hat, to help others. If I grow up to be a fraction of the woman she is, I will be happy. She is my hero. As you delve into the following pages, you’ll read stories about our very own band of everyday heroes within our Rangi Ruru whānau. You’ll discover that heroes often walk amongst us, quietly and without fuss. Often, they don’t even know they are one. You’ll hear about the people who keep the cogs turning smoothly here at school, the quiet heroes who work tirelessly behind the scenes to help make Rangi Ruru what it is. Furthermore, you’ll read about people who inspire others through their actions, whether it’s a teacher who goes the extra mile to ignite a passion for learning or a student who stands up for what they believe in. Their stories remind us that heroes are often found in the most unexpected places. Perhaps the most compelling theme throughout these pages is that each of us has the potential to be a hero in our own right. Small, everyday acts of kindness and compassion can have a profound impact on the lives of others. In this issue we explore how we can all be heroes, not by performing grand gestures, but by making a difference, one small deed at a time. I would like to extend my thanks to those who contributed to this publication; the writers, photographers, the editorial team and individuals who opened their hearts and shared their stories. In embracing the 2023 Harness Your Hero theme led by our student body, your collective efforts have given life to this edition. I hope it inspires you to recognise and celebrate the heroes in your own life, and to cultivate the hero within yourself. Wishing you all a safe and happy festive season.

Words by Bridget Woodham EDITOR AND COMMUNICATIONS MANAGER

contents

4 The Power Within 5 Anyone can be a Hero 6 RROGA Greetings 7 Gibson Webb Exhibitions 8 Championing Mātauranga Māori 10 A Kiwi Adventure 12 Creating Brave Classrooms 14 Uniting in Action - Green Tips 16 Championing Diversity and Inclusivity 18 Celebrating the Backbone of the Game 20 The Lens of Liquid Landscapes 22 Alumnae Stories: The Catch Up 24 Lights, Camera, Action! 26 Venturing Beyond the Classroom 28 Embracing the Malleability of Thought 30 A Journey of Self-Discovery 32 Our Deep Cove Connection 34 Highlights Reel 36 Shining a Light on our Unsung Heroes 38 Daily Acts of Kindness 40 RROGA Photo Gallery 42 Alumnae Stories: The Catch Up 46 Harness Your Inner Hero 48 Who is Your Hero 50 A Community Service Superhero 52 Exploring Extreme Frontiers 54 Kia Pai with AI 56 Capeless yet Courageous 57 Our Youngest Heroes Shine 58 Celebrations 59 Gone but not Forgotten 60 The Faces of RROGA 62 Acknowledging Acts of Manaakitanga 64 Food Literacy & Embracing Wellness

DR SANDRA HASTIE ARABELLA ACLAND AMANDA DICK RROGA

CONTENTS

JULIET COLLINS

BRIDGET WOODHAM MELISSA CAMPBELL KATE RIVERS

DYLAN MILLIKEN

MANDY ANDERSON RROGA RROGA

PETER RUTHERFORD MARGY GILPIN

ANGAM VRAICH

JANET KINGSBURY

JOHNANN WILLIAMS TERM 3 IN PHOTOS SARAH MASON

ANNA VAN DER MEER RROGA RROGA

MELANIE PATTERSON & BRINLEY MCINTOSH A COLLECTION OF STUDENT VOICES

TANIA MORGAN RROGA

OWEN FLATTERY

LOUISE STANTON PRE-SCHOOL RROGA RROGA RROGA

KATE RIVERS

ROBIN REES & LESLEY JOYCE

W IDE SK Y SU M M ER 2 0 2 3

the

P R I N C I PA L

POWER WITHIN

The theme for this Wide Sky is centred around the senior leaders’ theme of ‘Harness your Hero’. Throughout history and in contemporary society, heroes have played a significant role in our lives. They inspire us, instil hope, and remind us of our potential for greatness.

hile heroes can be a source of inspiration, it is equally important to recognise the power within ourselves to be our own heroes. Each one of us possesses unique strengths, abilities and greatness. By embracing our inner hero, we can tap into our resilience, determination, and courage to overcome obstacles and achieve our goals. To harness our inner hero, we must cultivate self-belief, self-awareness, and self-motivation. Recognising our strengths is equally as important as owning our weaknesses, allowing us to set realistic goals and work towards self-improvement. Additionally, practising self-care, maintaining a positive mindset, and nurturing our emotional wellbeing can empower us to face challenges head on. When we become our own heroes, we not only transform our own lives but also build the potential to inspire and impact others. Our actions, choices and achievements can motivate those around us, creating a ripple effect of positive change. The journey of self-heroism is indeed a lifelong process. One of the hardest things to overcome for all of us is to learn to silence the critic from within, that small voice that reminds us of our failings or where we are not measuring up. It is important that we are patient and kind to ourselves as we navigate through life’s ups and downs, recognising that perfection is an unachievable goal; instead we should strive to be the best version of ourselves, individuals who recognise that they are continuously a work-in-progress. Words by Dr Sandra Hastie

PRINCIPAL

W ID E S K Y S UMME R 2 02 3

When the student leadership team met at the start of the year, our vision was clear; we wanted to unite our school community and empower each student, so what better mantra to have than whakamahia tō tuawahine/ harness your hero.

e smashed through the stigma that to be a hero you must be perfect, emphasising that anyone can be a hero through small acts of kindness and by being themselves. Your superpowers are your strengths, your characteristics, it’s what makes you, you! Our goal was for each student’s super-power to shine brighter than ever. A very special part of our theme was our super-squad, made up of students ready to cheer on their peers; afterall, we all need to be surrounded by a super-squad to uplift us. I’m proud to say our super-squad was the strongest it has ever been. One of my favourite super-squad moments for 2023 was at the final of the 1st XI hockey. On a cold Friday night, a crowd of Years 7 to 13 students gathered to support the team. The side line was electric, and a sea of blue and gold students was a sight that will stay with me forever. The performance of our school haka to celebrate the win, not only shattered stereotypes, but lifted our school spirit to a whole new level. Love, pride, and happiness filled the hearts of all students that night. In 2023, our theme of harness your hero, ignited students and allowed them to see that they can be anything they want to be. They can take risks, adapt, and make mistakes, and not let these things stop them from trying new experiences. If there was ever a better time to try new things, then it is right now at Rangi Ruru, where you are backed by your super-squad every step of the way. 2024 will be a year full of endless possibilities. I wish the Year 13 cohort all the best and I cannot wait to see how we all continue to grow the special bond that we and our school community have.

Words by Arabella Acland

2023 HEAD OF SCHOOL

W IDE SK Y SU M M ER 2 0 2 3

HEAD OF SCHOOL

ANYONE can be a HERO

RANGI RURU OLD GIRLS’ ASSOCIATION

greetings

Kia ora koutou. I am delighted the theme of this Wide Sky is heroes as this gives me an opportunity to acknowledge my hero, Mel L’Eef. Many Rangi Ruru alumnae will know Mel, or Miss L’Eef, for her tireless devotion to the school. She was a student from 1978-1982, a teacher and Assistant Principal – Teaching and Learning from 2014-2021.

el’s dedication to her students went beyond the classroom, shaping not only our academic interests but also our character. Her passion for history was infectious; it fuelled my enthusiasm for travel and life-long love of learning. In 2015 Mel suggested I attend the Rangi Ruru Old Girls’ Association (RROGA) Annual General Meeting (AGM). I loved my time at Rangi Ruru, and am an ardent supporter of girls’ education, so I thought why not. I was not entirely sure what I was getting myself into when I joined the committee, but I am delighted I did.

With Christmas just around the corner, I would like to take this opportunity to wish our Rangi Ruru whānau far and wide, a safe and happy festive season. Words by Amanda Dick

RROGA PRESIDENT

RROGA’s 2023 AGM was held in August. I would like to take this opportunity to thank those who attended and encourage alumnae to attend next year’s AGM, either in person or virtually. For those attending in person, there is the benefit of the famous Rangi Ruru fudge being on offer! I wish to also share the news of a beautiful piece of art RROGA presented to the school to celebrate Rangi Ruru’s historic move 100 years ago from Webb Street to Te Koraha. Blue Poi, by Anna Gedson is now proudly hung in the main administration office in Te Koraha. I am proud of RROGA’s contributions to Rangi Ruru and our alumnae whānau. From our cherished Gibson Girls to our most recent members, the committee exists to reconnect Old Girls with each other and the school. I love being part of the reunion weekends and I look forward to meeting many of you in February 2024 for the decade’s reunions (19342014). The committee is also excited to host this year’s Leavers’ Ball at Te Pae and welcome the next group of students to RROGA.

W ID E S K Y S UMME R 2 02 3

ick aD and m A Mel L’Eef and

RROGA

THE GIBSON WEBB exhibitions 2023 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 RROGA to direct descendants of Old Girls in their senior year who show outstanding endeavour and citizenship.

hree Gibson Webb exhibitions were announced at the Term 2 Awards ceremony in the school chapel. The recipients were Phoebe Wallis, Alice Wallis and Emma Townend.

llis Wa e b Phoe

We asked the students to share what they love about Rangi Ruru, and what their futures might hold. Tell us what you love most about Rangi Ruru. PHOEBE: The culture! The school’s Spirit Squad come and support various teams and events. I think this makes Rangi Ruru unique. A highlight was when I joined the Spirit Squad to support the 1st XI hockey final, Rangi Ruru won and to celebrate, we performed our school haka for them. ALICE: I really enjoy the environment at Rangi Ruru. Being at a smaller school, I have the opportunity to meet so many lovely people. Whenever I’m in the boarding house, I feel at home; everyone is so close and supportive.

llis Wa Alice

EMMA: What I love most is the people, and the environment. I have been fortunate to have met so many amazing friends and teachers who have all had a significant impact on who I am today. I also enjoy our themed weeks and school trips, where so many memories have been made. As someone who has been involved in sport at Rangi Ruru over the last 5 years, I have truly enjoyed the opportunities I have been given, such as travelling around New Zealand for tournaments. These moments outside of the classroom have been crucial in my time here; the opportunities, and friendships formed are what I have enjoyed the most. Tell us about your hopes for the future, as well as your current interests and passions. PHOEBE: I have a strong passion for sport, in particular rowing. I plan to continue with my rowing along the New Zealand pathway as well as attend university where I hope to study a double degree of commerce and law. ALICE: A passion developed during my last five years here is rowing. From day one, I fell in love with the culture and traditions of the programme, as well as the support from our experienced coaching team. Rangi Ruru not only allowed me to pursue my interest in rowing but also helped me maintain high academic standards, which was very important to me. Looking ahead, I am hoping to continue along the rowing pathway and study at Lincoln University.

nd ne Tow a Emm

EMMA: Many of my passions involve sport, particularly hockey. Sport has enabled me to form strong friendships and connections, many of which I would not have without it. For 2024, I intend to study health science at the University of Otago. In the future I also hope to travel overseas; it would be amazing if my studies can allow me to do so.

W IDE SK Y SU M M ER 2 0 2 3

championing

MĀTAURANGA MĀORI

Te Mātaiaho is the refreshed New Zealand Curriculum. ‘Mātai’ means to study deliberately, to examine, observe and ‘aho’ describes the many strands and threads of learning.

o examine the strands of learning within a New Zealand and broader perspective is the responsibility of all subjects. We do not aspire to and practise the principles and dispositions because we must, but because they are right. This is our whakapapa – our line of descent linking us to the past and to all people and living things. The term ‘Mātauranga Māori’ is used to describe the tenets and knowledge from the Māori world within teaching and learning. Foundational to New Zealand’s national identity, history, and culture, it is a significant and vital component in Te Mātaiaho – the refreshed New Zealand Curriculum. This document connects learning areas, using the same structure to formulate a coherent curriculum designed for all students, ensuring equitable outcomes through highquality learning experiences. Our classroom teachers are the heroes of the curriculum changes, encompassing Mātauranga Māori into their teaching and learning programmes. As we prepare your daughters for what they will encounter in this world and beyond Rangi Ruru, they must be able to respond to the uniqueness and diversity of all. Employers today are looking to appoint people who understand the Aotearoa New Zealand of now, encompassing the principles of participation, protection and partnership. Currently in New Zealand they need to be prepared for identities, languages and cultures beyond their own and to understand that there are multiple ways to belong, feel valued and be successful. Te Tiriti o Waitangi is a central pillar in New Zealand. It is within this document that the principles for realising the vision and aspirations for New Zealanders are articulated. Our obligations that guide how tangata Tiriti and tangata whenua operate with mutual respect are clear. They reflect many of the values and dispositions that are at the core of our Rangi Ruru guiding documents – our Strategy, our Pillars, our Graduate Profile and our Values. The principles of rangatiratanga, partnership, equity, opportunity, participation, active protection are already substantially embedded in who we are, even if our descriptors are different.

W ID E S K Y S UMME R 2 02 3

Within subjects, Mātauranga Māori is being connected to learning experiences. In the Year 10 French ‘Kai and Manaakitanga’ unit, ākonga learnt about different regions of France and the French speaking world, with the focus on traditional food and rituals surrounding the preparation or celebration. In one example, classes compared the city of Annecy to Queenstown and how Annecy was Italian and then French and how Tahūna had a Māori settlement and then was renamed Queenstown. This activity helped raise awareness about Māori traditions as many ākonga were not aware that Tahūna/Queenstown was inhabited before colonisation. In 2022, a group of Year 13 Innovation students designed an augmented reality filter for Instagram and Snapchat, which helped people learn the names of the whetū (stars) of the Matariki cluster. The filter utilised computer vision and has been engaged with by thousands of people worldwide. Their endeavour is an example of the growing movement to revitalize indigenous languages and cultures through digital means. In Performing Arts, students learn that pieces of dance, drama and music are social documents and waka to explore diverse worldviews. Exploring both the original context of a piece, and its relevance to us in Ōtautahi today, helps us to make meaning of both the piece and the society within which it was created. Our students will be the leaders, the heroes within New Zealand – whether this is around a board table or around a dining table, within a hospital or a home. It is our imperative that they are prepared within current social practice and society in Aotearoa New Zealand.

Words by Juliet Collins

ASSISTANT PRINCIPAL - CURRICULUM

C U R R I C U LU M

Students weaving putiputi/flowers using harakeke

“

As we prepare students for what they will encounter in this world and beyond Rangi Ruru, they must be able to respond to the uniqueness and diversity of all.

W IDE SK Y SU M M ER 2 0 2 3

A KIWI

adventure

For centuries, people have crossed the globe in pursuit of knowledge and in search of an adventure.

W ID E S K Y S UMME R 2 02 3

STUDENT PROFILE

s connected as we are as a global community, it still takes courage to embark on a journey that takes you to the other side of the world, especially at the age of 15. Marisa Reeg (Year 11), however, embraced this challenge. In Germany, it is not uncommon to spend a year abroad to improve your English. Inspired by the experiences of her friends, Marisa decided to follow suit. But instead of travelling to the UK or America she made the bold choice to venture 18,000 kilometres away from home and head to New Zealand. She meticulously researched the country and school she wished to attend, presented her case to her parents, and embarked on a life-changing journey that brought her to Rangi Ruru. Living so far from home poses its challenges but it has also fostered personal growth. “For me the most challenging aspect of being far away from home is that I am always in charge of myself and it’s hard being so far away from my family. I can’t just go home on the weekends and take some time out.” Driven by the absence of a quick weekend at home, Marisa has chosen to fully immerse herself into life in New Zealand, making the most of every opportunity provided. She excels in sports, including hockey, rowing, volleyball and adventure racing. “One highlight for me was the hockey season. Playing with an amazing team, we played our best and had a great season. I also really enjoy adventure racing.” When she can, she also helps the EcoAction Nursery Trust. Marisa enjoys challenging herself with extension opportunities beyond the classroom. She was a member of the team who travelled to Dunedin to successfully compete in Brain Bee, an international neuroscience competition for Year 11 students. She firmly believes in the significance of science, describing it as the most effective way to comprehend our world and our role within it. Her fascination with neuroscience stems from its ability to explain human behaviour and actions. Furthermore, Marisa is also attending the Oxbridge Summer Scholars

Programme at Oxford University at the end of the year alongside fellow student Polly Lee. For two weeks, joined by students from across the globe, she will reside and study at Oxford - participating in the science, technology and society stream, exploring the intricate interplay between society and STEM fields. It’s clear to see that Marisa is making the most of her time here, even admitting she is now used to the different daily class structures. “Back home, I used to always stay in the same room except for science, art, and PE. Joining Rangi Ruru, I have had to get used to walking a lot during a school day.”

“

For me the most challenging aspect of being far away from home is that I am always in charge of myself and it’s hard being so far away from my family.

She has also adopted our Kiwi cuisine with open arms. A few favourites include her new morning-tea ritual of indulging in a toastie and discovering our black forest chocolate bars. “That chocolate and hokey pokey are now a part of my life I never want to give up, for sure.” Despite the geographical distance, Marisa’s family remain close in her heart and never far from her thoughts. Unsurprisingly, her hero resides a thousand miles away - her beloved Mum. “She has always been there for me and always believes in me.” Marisa will be home in Germany and reunited with her family in the blink of an eye, but her stay won’t be for as long as everyone first thought. Marisa has adored her time here so much she has decided to complete her education at Rangi Ruru, making Germany’s loss our gain. We cannot wait to welcome her back next year, hear all about her travels and support her in the next chapter of her Kiwi adventure.

Words by Bridget Woodham

EDITOR AND COMMUNICATIONS MANAGER

W IDE SK Y SU M M ER 2 0 2 3

CREATING

brave classrooms

Brave classrooms are places where we are curious, test assumptions, make mistakes, reflect, and try again. Brave classrooms are modelled by brave teachers who show learners how this is true for everyone in the process of learning.

hen teaching dispositional qualities to young people, an old adage rings true – it’s not what you say that makes the difference, it’s what you do that they remember. This year many of our rangatahi will remember their teachers venturing into a new world of reflective practice using IRIS Connect video technology to support their practice in the classroom. Fifteen Rangi Ruru teachers have conquered the fear that arguably comes with using video technology to evaluate one’s practice in the classroom. ‘The Rangi Ruru Video Clubbers’ are moving forward on a bold new path of teacher development as part of their Professional Growth Cycle. IRIS Connect gives teachers the opportunity to record classroom-based teaching and learning using an app and discovery kit. In our secure Rangi Ruru Iris Connect cloud-based platform, teachers can reflect on teaching and learning, analyse practice, add reflective comments, edit their videos and – if they wish – share with colleagues, coaches, or leaders for feedback. Research out of the Centre for Education Policy Research at Harvard University (the Best Foot Forward Project, 2015) has shown that this approach can improve the quality of mentoring support we can provide, and our teachers improve their teaching through more effective self-analysis and peer coaching. This professional learning tool is increasingly being used in New Zealand schools and tertiary institutions to enable teacher reflective practice. More than 40 schools around the world are utilising IRIS Connect video technology in their teacher development programmes. Teacher Mark Cotham shares his experiences to date, “IRIS has really streamlined the traditional classroom observation. Rather than arrange for a colleague to visit, read over their interpretation of the lesson, and have a follow-up meeting to discuss the feedback; we can see ourselves in action with an unfiltered lens. It has been a great way to judge the success of a particular aspect of a lesson.” Sonrisa Rogowski agrees, “It is helpful to be able to look more closely at what the whole class is doing; it acts a little like eyes in the back of your head.” Whilst Amy Martin-Bowen comments, “I didn’t appreciate the impact that the video technology would have on my practice until I watched myself in action. It is confronting but

W ID E S K Y S UMME R 2 02 3

also motivational; the assumptions and guesswork are taken away and it is easier to identify what needs to happen to effect positive change within the class. I felt compelled to improve.” Teaching in the 21st Century is brave. Engaging young people and ensuring they successfully learn from you requires relinquishing the traditional power relationship relied on by teachers of old to ‘teach’ teenagers and make them ‘learn’. Instead, it means modelling the reality that we are all learning – every day, including and especially the teachers. Given the changes technology brings to our young people’s relationship with knowledge acquisition, it is more critical than ever before for teachers to prioritise the metacognitive skills that will set ākonga up for their future. The literature on ‘becoming an expert’ highlights the importance of metacognitive skills. Experts have highly developed metacognitive skills. They are more aware of themselves as learners and regularly reflect to understand why their chosen strategy is working (or not). They monitor their progress and know when to check for inconsistencies, which allows them to attempt alternative strategies. (NRC, 2000; Berliner 1994). This is what the use of video technology in the classroom supports us to do; to learn to become more ‘expert’ practitioners but more importantly, to actively demonstrate the process of learning we go through ourselves, for our ākonga. Heroism is relative. If teachers deserve to be associated with such qualities, it’s teachers such as these, who are walking the talk with this ultimate learning experience we all want for our rangatahi because as Dewey said, ‘we do not learn from experience, we learn from reflecting on experience.’ Therein lies the critical thinking, self-reflection and resolve to try and try again. A measure of success this educator stands by.

Words by Melissa Campbell

ASSISTANT PRINCIPAL TEACHING AND LEARNING

T E AC H I N G & L E A R N I N G

“

It is confronting but also motivational; the assumptions and guesswork are taken away and it is easier to identify what needs to happen to affect positive change within the class.

W IDE SK Y SU M M ER 2 0 2 3

uniting in action : GREEN TIPS

Collectively as a kura we are uniting to tackle the climate emergency through education and taking hands-on action.

The increased number of cycle lanes is certainly encouraging more people in our community to take to their bikes. Our staff sustainability heroes are modelling these behaviours, with some cycling long distances daily. Dallas Smith, one of our school gardeners, loves biking from Kaiapoi each day, whizzing past congested traffic and enjoying the financial savings. Maths teacher, Angela Lidstone, regularly cycles a 16km round trip from Westmorland to school. This winter she sustained this habit “double-buffed and double-gloved,” commenting, “It is a magical experience.”

W ID E S K Y S UMME R 2 02 3

Use an online carbon emissions calculator to track your emissions. Establish specific, measurable, realistic goals, with the aim to reduce your emissions by 1% per month. In doing this you can expect to halve your emissions by 2030 (as recommended by the International Panel on Climate Change). Enjoy the rewards of your actions! When we commit to taking steps towards social and environmental responsibility, collectively we pave the way for a more sustainable future.

Words by Kate Rivers

DIRECTOR OF SUSTAINABILITY AND HEAD OF VISUAL ARTS

H RT

YOU CAN DO

refuse, reduce, repair, reuse, recycle, recover I

Consume less; only buy necessities Buy second hand items; repair and mend Reduce electricity consumption by switching to LED lights Turn off appliances and lights when not in use Establish a compost system and grow fruit and vegetables Ensure you know what goes in each bin (use CCC app and game to help) Collect rainwater and greywater Attend clean-up initiatives Return soft plastics to supermarkets for recycling Support Rangi Ruru’s Reuse Depot to prevent resources from going to landfill

Dr. Rod Carr, Aotearoa’s Climate Change Commissioner, recently spoke at a climate change forum at Rangi Ruru. When asked what schools and communities can do to create positive planetary outcomes, he explained that the most important actions we can take today relate to how we travel. To enable sustainable commuting, routes to schools must be safe and well lit.

TRACKING YOUR PATH TOWARDS POSITIVE PLANETARY IMPACT

S NG

SUSTAINABLE TRANSPORTATION Choosing eco-friendly modes of transportation has a great impact and is an easy way to lower emissions. Walking, cycling, carpooling and using public transport reduces pollution and congestion. Even parking a few blocks from your destination and walking part of the way has impact, accumulating over time to lower emissions.

PLANT TREES Trees are the lungs of our planet, absorbing carbon dioxide and providing oxygen. They combat the negative effects of greenhouse gas, provide habitat and food, improve air quality, provide shade and reduce soil erosion. At Rangi Ruru we are creating change for the good of the planet, people and eco-systems by growing over 12,000 native plants onsite this year through Eco-Action Nursery Trust. Together with 25 other schools, whānau and community groups, we planted 30,000 trees over winter, creating hectares of native forest in the Red Zone. This helps carbon sequestration, bird habitat and creates areas for recreation. Getting involved in planting trees, at home or in the community, has a significant positive impact for Papatūānuku Mother Earth. We invite you to join with us in ‘greening’ Ōtautahi.

nowledge is power, and we all have a pivotal role in advocating for change, conserving natural resources, caring for eco-systems and taking steps towards reducing our carbon footprint. When we commit to operating with a social conscience, we cultivate positive outcomes for the environment. Positive environmental action feels good too, with evidence showing that taking even a few sustainable steps can improve ecosystems, our own health, increase feelings of wellbeing, save time, money and resources. So how can we make the most impact as individuals?

OTHE

S U S TA I N A B I L I T Y

Mary-Jean Linton by the Reuse Depot where 100,000 items are collected and redistributed annually

W IDE SK Y SU M M ER 2 0 2 3

Pride week cel ebr atio ns

W ID E S K Y S UMME R 2 02 3

CHAMPIONING

R A I N B OW R A N G I

diversity inclusivity & In an ever-evolving world, where diversity and inclusivity stand as cornerstones of societal progress, groups like Rainbow Rangi shine as beacons of hope and change.

ainbow Rangi is a group of inspirational rangatahi, dedicated to spreading awareness and knowledge about the LGBTQIA+ community and advocating for acceptance and understanding. In this interview we invite you to meet Dylan Milliken, Head of Pride, discover the vision and passion behind the group and explore the importance of having the courage to simply be yourself. Tell us a little about yourself. I am a Year 13 student and have been at Rangi Ruru since Year 7. I have been boarding since Year 9 and am from a small community called Springfield. A big passion of mine is painting and I hope that my future career involves art in some way. I am a big believer in being inclusive and understanding toward everyone. What is Rainbow Rangi? Rainbow Rangi is a student-led group that creates a safe space for anyone. We place great importance on spreading awareness and knowledge of the LGBTQIA+ community and promoting inclusivity throughout the school with school wide activities such as Pride Week and interschool events that students from all over Christchurch can attend. How does Rainbow Rangi support students be themselves? As a group, we encourage and welcome everyone to be open about who they are and to accept every difference in every student. We help to foster our authentic selves and to strengthen and support each other in what we do. Why is it important to raise awareness about the LGBTQIA+ community amongst our student body? An important value at Rangi Ruru is fostering a sense of belonging. Another important value is to be you. It is important to raise awareness as it has such a big impact on more students than you think. It is important to encourage inclusivity throughout the student body, so everyone has the courage to be themselves while still feeling that they belong.

If you could change one common stereotype about the LGBTQIA+ community, what would that be? If I could change one stereotype it would be that everyone fits under a label. Needing to conform to labels or a square has always been a rigid social ideal. As humans we have the ability to carve our own identities which may be different from our neighbour, and I think that it is a quality that should be celebrated and not suppressed. Do you have a hero or someone you look up to? My hero is anyone who has the courage to be open and proud of themselves and who they are as a person. Do you feel role modelling is important/Do you hope to be someone else’s hero one day and why? I feel that being a role model is very important. When I was younger, I never had anyone to look up to that was like me, so I never understood or thought about how I could be different. I hope that I am being, for younger students, the role model that I never had. What advice would you give your Year 7 self? Going to school with around 700 students from a 40 student school was a major change for me and I needed to adapt quickly. Advice to myself would be to get over being shy and to create strong and lasting relationships with people who have my back and support me for who I am. We would like to thank Dylan for sharing these thoughts with us. These words remind us of the importance of having the courage to be oneself in an ever changing and diverse society. At a time when young minds are shaping their identities and beliefs, groups like Rainbow Rangi provide invaluable support and guidance, fostering environments of acceptance and empathy. And that’s something we can be proud of here at Rangi Ruru.

W IDE SK Y SU M M ER 2 0 2 3

Supporters at the 2023 Canterbury Water Polo Secondary School final

W ID E S K Y S UMME R 2 02 3

CELEBRATING THE BACKBONE

S P O RT

of the game

School sport can often be associated with the dazzling performances of star athletes and the triumphs of championship-winning teams and individuals.

owever, while these aspects are an important part of school sport, not just at Rangi Ruru but across many secondary schools around the country, there exists a lesser-acknowledged but equally essential component —the unsung heroes. They often exist behind the scenes but deserve an acknowledgement for their role in supporting all that school sport is and should be. The silent pillars of support in school sport are volunteers – those who tirelessly give their time, energy, and expertise to ensure that school sport events run smoothly. Without volunteers supporting transportation, coaching, managing or supervising teams many opportunities would not exist. This year Rangi Ruru sport has been enhanced by whānau who have given their time to support basketball, hockey, football, water polo, netball, dragon boating, cycling and adventure racing. Our volunteers embody the spirit of selflessness and hapori (community), making school sport a reality for many students. Other lynchpins of sporting events and activities are the umpires and officials. Tasked with ensuring that the rules are upheld, these individuals often face immense pressure and criticism, yet they persevere, driven by their love for the sport and their interest in supporting it. Every week our sports staff call out for volunteers – predominantly students – to assist with umpiring or refereeing. This year up to 20 students ensured that, by offering to officiate, others got to play. From the Craighead junior exchange to the St Andrew’s College Year 7/8 exchange, weekly Wednesday sport to Saturday netball, the willingness of our student volunteers to take up a whistle, makes them indispensable heroes to the Sport Department, let alone the whole school sporting community. Behind every successful athlete is often a coach or coaches who have played a pivotal role in their development. Coaches are not merely instructors; they are mentors, motivators, and role models. Their dedication to nurturing talent, instilling discipline, and fostering teamwork is immeasurable. At Rangi Ruru, we pride ourselves on not just the quality of coaches on offer, but also the manner in which our coaches

create environments where athletes can reach their full potential. And finally, while competitive teams often take the spotlight, our non-trialling social teams make up a huge part of sport at Rangi Ruru. Students in these teams get involved for the love of the game and the hononga (connection) which comes from being part of a shared experience, emphasising camaraderie over competition. When there is so much pressure on young people to be, act or do certain things, opportunities to play with friends, without the requirement to trial or train, remind us that sport is also about the passion and joy that come from playing. With 10 social volleyball teams, 15 social basketball teams, plus opportunities to play informally in football, badminton, touch, netball and tennis, it is clear there is an important place for this. What characterises the unsung hero? They are selfless, prioritising the needs of others and sport itself over personal recognition or gain. They are consistent, showing unwavering commitment regardless of the challenge. They are passionate – and share that passion by playing for the love of playing or by creating an opportunity for someone to feel that passion, and they appreciate the sense of community that comes from being part of something that is bigger than themselves. The unsung heroes in school sports can be overlooked because their contributions are not measured in goals scored or games won. But their impact is seen in the character development of athletes, the smooth operation of sports’ events, and the overall growth of the school sporting community. Ngā mihi to these unsung heroes, the backbone of school sport, who help make Rangi Ruru sport what it is.

Words by Mandy Anderson

DIRECTOR OF SPORT

W IDE SK Y SU M M ER 2 0 2 3

the lens of

LIQUID LANDSCAPES REWA EPSTEIN 1986-1991 DAUGHTER OF GAYNOR ASHFORD (CLASS OF 1960) AND MOTHER OF MOLLY NOLAN, YEAR 10.

Rewa Epstein flew into Rangi Ruru from the Snowy Mountains, Cooma, New South Wales, as an 11 year old boarder in 1986. She was quickly drawn to the Art Department and under the tutelage of a favourite teacher developed a love for photography. Alumnae Charlotte Gray (Class of 1987) caught up with Rewa to ask about her passion in life.

WHAT IS YOUR FAVOURITE MEMORY OF SCHOOL? One of many was setting up the first darkroom at Rangi Ruru and developing my first black-and-white image. Inspired by Rev. Mackenzie, a war photographer who wove his stories of resilience and grit into our chapel service, I wrote to the Board proposing we find a suitable space for a darkroom. With our new facility, we were able to process our own film and develop our own pictures, which was a significant achievement. Completing a photography folio for my 7th Form Bursary exams, the sense of accomplishment and the echoes of Alistair McKenzie’s voice remain a cherished memory. IN 2006 YOU TRAVELLED TO ANTARTICA AND CREATED A BODY OF WORK THAT CONTINUES TO RESONATE STRONGLY TODAY, NOT JUST FOR ITS BEAUTY, BUT FOR ITS STATEMENT OF TIME AND PLACE. TELL US ABOUT YOUR ANTARCTIC EXPERIENCE. With more camera gear than underwear I set sail aboard the Evohe, a 25m ketch captained by Steve Kafka. Together with 12 other explorers we started our sixweek adventure with a five-day crossing of the Drake Passage from Ushuaia, South America, to the tip of the Antarctic Peninsula. The first sign of land was the colossal ice sculptures, hand carved by mother nature. I took with me a Hasselblad XPan for panoramic shots and

W ID E S K Y S UMME R 2 02 3

the Stereo Realist for 3D images. The twin lenses of the Realist, produce an image that draws you in and makes you feel as if you are there. Scaling the heights of peaks that remained unexplored, skiing on uncharted terrain, carving fresh turns amidst the awe-inspiring dance of whales and icebergs on the distant horizon. I was humbled by the realisation that I was merely a snowflake in the vast and infinite landscape that we are all connected to. WHAT HAVE YOU DONE WITH THE WORK YOU PRODUCED? The work titled ‘Liquid Landscapes’ has been exhibited in several galleries in Australia and New Zealand and continues to be available for public exhibition. Limited edition prints are available for purchase. Each image acts as a portal for the viewer to step into this landscape and to contemplate the interconnectedness of our actions and the fragility of our planet. The immersive photographs not only remind us of the immense beauty that lies beyond our comfort zones but also encourage the viewer to become part of the narrative and explore a landscape that will soon be extinct. THE ANTARCTIC CLEARLY INSPIRED YOU – TELL US MORE. I had to go back, but this time through the lens of the heroic pioneers, retracing the footsteps of Frank Hurley and Herbert Ponting who captured the essence of early Antarctic expeditions. Today, I find myself

creating contemporary ambrotype (glass plate) and tintype images, through the lens of my replica 1856 bellows camera. Using the time-honoured wet plate process that embodies a sense of magic. Little twists of fate, light, chemistry, temperature, subject and story. All the different threads weave together to reveal their own unique beauty. Arresting the flight of light, transforming it into a tangible image, is a pure and utter joy that never fades. DO YOU HAVE ANY WORDS OF ADVICE FOR CURRENT STUDENTS? Take the time to stop, observe, accept and let go. Be grateful for each moment, the good and the bad. You are the hero of your own story, write the best one you can think of. Absorb the light around you and let it shine through your eyes and your heart.

A LU M N A E

TAKE A LOOK AT MORE OF REWA’S WORK HERE WWW.REWARENDALL.COM OR SCAN THE QRCODE TO EXPLORE REWA’S WORK.

W IDE SK Y SU M M ER 2 0 2 3

ALUMNAE STORIES:

the catch up

ANGELA CLIFFORD 1984-1988 Angela is the driving force behind Eat New Zealand, a national food collective with a not-for-profit mission.

t its core, this organisation is committed to forging connections between people and the bounties of our land and oceans through food. Eat New Zealand is a vibrant amalgamation of some of our nation’s finest food producers, culinary artisans, event orchestrators, storytellers, health professionals and changemakers. Angela’s journey with Eat New Zealand is the culmination of a lifetime immersed in food and wine and a profound understanding of permaculture. Angela along with her husband and three children live on a small farm in North Canterbury called The Food Farm. There, they cultivate most of their own food whilst also imparting this knowledge to others. The philosophy at the core of their work revolves around the concept of community sufficiency, rather than self-sufficiency. She strongly believes that everyone should have access to good food. Reflecting on her school days, Angela reminisces about her role as Head of Pastoral Care in her final year. It was the first year there was a leadership cohort that included the arts, sport and other specific areas. It took her quite a few years to fully grasp the nuances of ‘pastoral care’ in that context. However, her approach has remained consistent; she sees her role in the world as one of building communities, nurturing individuals to become the best version of themselves and fostering meaningful connections. To those still at school, Angela’s advice is simple yet profound: focus on what you love. Find your purpose. This will mean your work will never be boring or even really feel like work! You have one short life. Pursue happiness relentlessly. Take big leaps of faith and don’t be afraid of failing. If you do fall down, pick yourself up, dust yourself off and get after it again quickly. Hold onto those friends you have now. Almost 40 years later Angela’s friends from Rangi Ruru are still some of her dearest. She would do anything for them, and she knows they feel the same way - “There is nothing more precious.”

W ID E S K Y S UMME R 2 02 3

JANET BARBARA PARKINSON NÉE WREAKS 1932-1939 A LU M N A E

Barbara started school when she was six in 1932, in Standard 3 with Miss Wilson, affectionately known as Willy.

iss Helen Gibson took art class and Barbara remembers doing a lot of hand sewing and sitting under the big trees outside when it was hot. “We would all be making the same squares, a useless kind of thing just to learn stitching. I remember Dawn Milliken and I, we won the prize every other year for sewing.” She remembers Rangi Ruru being a very happy place, but it was also rather strict, no nonsense allowed. That didn’t stop Barbara and her classmates from playing up though – she remembers writing lines – 50 times of I must not talk. I must not talk. I must not talk. In Form 3, which was the equivalent of Standard 6 or Year 9, she had Mavis Reese for her teacher. In 4B2, the girls learnt maths (previously it had just been arithmetic), Latin, and French. There was no science taught, it wasn’t introduced as a subject until she had left school many years later. Mrs Stokes taught English and Mrs Hutchinson brought her dog Joe to school. He sat under the tree and got taken for a walk during lunchtime. Barbara loved sport whilst at school and was crazy about tennis, as well as swimming, which was taught by Miss Winifred, the youngest of the Gibson sisters. She recalled that the whole school would travel to the tepid baths in Manchester Street by tram where the Breward family taught swimming and the girls also learned lifesaving. The day Barbara left school the war broke out. She was 18 years old and there weren’t many jobs about. She worked for another old girl, a podiatrist named Eileen Wilson. Every day she travelled to the Dominion Building, on the corner of Colombo Street and the Square. As an apprentice, she was trained on the job ‘to do feet.’ Barbara turned 102 on 21 September 2023. She believes longevity runs in the family; her mother was 101 and her aunt 103. It seems that despite the many writings of ‘I must not talk’ Barbara, for the benefit of us all, fortunately failed to learn her lesson. She spoke very fondly of her time as a pupil at Rangi Ruru, sharing some marvellous stories from back in the day!

Barbara (r ight) at

Rangi Rur u circa 19 37

W IDE SK Y SU M M ER 2 0 2 3

lights, camera,

ACTION!

“Harness Your Hero” has certainly been a key facet of the Theatre Arts co-curricular programme this year.

e started the year with auditions for our dance companies, as well as our senior production, Translations. With auditions complete, Director of Theatre Arts Peter Rutherford, with support from Kerry-Anne Murnane, Ekaitz Espino, cast and crew worked to pull together the ambitious production in the Merivale Lane Theatre. Translations’ storyline about a group of English soldiers mapping Ireland as an act of colonisation resonated with New Zealand’s historical narrative. The inspiration for the choice of play came from the conversations in Aotearoa that were taking place around the adoption of bi-lingual road signs and the use of te reo Māori in government departments. The last week of Term 1 saw three senior students perform their five-minute piece from William Shakespeare’s Richard III in assembly and then at the local Sheilah Winn Shakespeare Festival. They were one of only two performances from 18 to be selected for the National Shakespeare Festival over King’s Birthday weekend. Term 2 saw Translations performed, with audiences acknowledging the excellent work of the cast bringing an Irish play to life. Our Sheilah Winn team performed at the National Shakespeare Festival in Wellington and, among 48 groups from around the country, were the only group from Ōtautahi to receive performance awards. The two awards were ‘Most Original and Innovative Production’, and a special adjudicators’ award ‘Combat in Corsets’ for their energetic stage combat in costumes that made movement, let alone stage fighting, difficult. Congratulations to Amelia Kauder who directed and performed, with Pippa Anderson and Georgia Dann also performing. The accolades didn’t end there with Georgia being nominated to attend the National Secondary Schools’ Production, a week-long exploration of Shakespeare’s plays directed by industry professionals in the last week of September. In Term 3, Head of Drama, Georgia Dann, directed a 20-minute play she penned herself for the local TheatreFest with a cast of five senior students. Her comedy ‘Dead Girl Play’ received plaudits for

W ID E S K Y S UMME R 2 02 3

the ensemble work. Term 3 was also a busy time for our dance troupes. After months of preparation, 59 dancers from Rangi Ruru participated in the regional DanceNZmade Festival at the Aurora Centre in mid-August. With 11 solo dances, three duos and six dances from five teams, our dancers showed their talent and generosity of spirit in the way they supported each other and the dancers from other kura over the two days of the regional event.

competition. Rimu danced with passion and represented Rangi Ruru magnificently.

Olivia Ballance and Ava Fitzsimmons had their solo performances nominated for the National Festival, and our Rimu Company, who performed two pieces in the open division, were

Words by Peter Rutherford

first and second in their division. The pieces they performed were ‘Overthinker’ choreographed by former student, Head of Dance, Makayla Barrett, and ‘Difference’ choreographed by Acting Head of Dance, Ekaitz Espinio. ‘Difference’ won Rimu Company the title of Christchurch Champions and Overall Regional Champions which gave the team automatic entry into the National Festival. At the national DanceNZmade Festival in Palmerston North Ava Fitzsimmons and Olivia Ballance placed 2nd in the Year 9 section, and Ava placed 3rd in the Year 12 section. Both of these dances were choreographed by Ava. Three duos also performed: Mollie & Emily Brickwood (Year 12), Zara Johnson and Olivia Ballance (Year 9) and Aoife Maher & Holly Dickinson (Year 11). Zara and Olivia won the Year 9/10 duo/trio competition and placed 3rd overall in the whole national duo/trio

We acknowledge all the students involved in these performances, which enrich the lives of our community with a shared passion for dance and drama and thank the parents for their willingness to support these students to harness their hero.

DIRECTOR OF THEATRE ARTS

T H E AT R E A RT S

Annabelle Stalker of the Kouka Dance Company W IDE SK Y SU M M ER 2 0 2 3

VENTURING BEYOND the classroom Heroes are not afraid to take risks. Extension opportunities available in science allow ākonga to compete against rangatahi from other kura, providing them with new experiences and challenges, whilst having fun along the way.

ne such opportunity is the Australian and New Zealand Brain Bee Challenge. This is a competition for Year 11 students, which requires them to learn about the brain, its functions and diseases via online lessons. This work is self-driven and ākonga learn the content independently before sitting an exam to qualify for the South Island Brain Bee Challenge hosted by the University of Otago. This year, our team of Polly Lee, Aurora Li, Marisa Reeg and Cindy Liu placed first equal with Lincoln High School after the teams competition and ended up second after a sudden death elimination round, which was an outstanding result.

W ID E S K Y S UMME R 2 02 3

The actual competition was only part of the experience. The team were also allowed access to the Anatomy Museum, listened to seminars given by current neuroscience PhD students and did a brain dissection. You can never underestimate the impact an opportunity such as this can have. Students from Rangi Ruru have gone on to pursue degrees in neuroscience, including Poppy BlakeManson (Class of 2017). She says, “The Brain Bee competition was an amazing opportunity to extend beyond the classroom, support my curiosity and give me a taste of university life. Exploring the Anatomy Museum sparked a personal

interest in me to greater understand the brain and cognition. This led me to study neuroscience at the University of Otago, where I am astonished daily at the complexity and beauty of the brain. Extension opportunities such as Brain Bee were vital in igniting my passions and challenging me to become a more critical thinker. Putting yourself out there, and having a go is key to making the most of these exciting opportunities.” These thoughts are echoed by the Rangi Ruru 2023 Brain Bee team. Cindy Liu really enjoyed the sheep brain dissection. “It was really fascinating to see

SCIENCE

Brain Bee competitors Polly Lee, Aurora Li, Marisa Reeg, Cindy Liu

“

Exploring extension opportunities can act as curiosity catalysts for ākonga, igniting a spark and opening a world of discovery.

what the brain looks like in real life, rather than in a textbook.”

the learning more relatable and it was a unique experience”.

and to be able to apply them to problems presented within this competition”.

“My favourite part of the Brain Bee experience was the team competition, where we collaborated and contributed together to tackle the quiz questions. It fostered a sense of connection and intellectual excitement that made the Brain Bee experience unforgettable” Aurora Li

Another opportunity offered to science learners is the New Zealand Physics and Maths Competition, which is an advanced exam that tests candidates’ ability to use their physics and mathematics knowledge to tackle a wide range of problems. This year, Cate Ambury (Year 10) and Tiantian Chen (Year 9) were selected for the South Island final held at the University of Canterbury. Both students represented the school exceptionally well and Tiantian was the only Year 9 student (and the only female student) to make it to the top 10!

Extension opportunities often require students to take risks, by challenging themselves intellectually, stepping outside their comfort zones, navigating different social dynamics, and investing in longterm personal growth. But with risk comes reward. Venturing beyond the classroom and exploring extension opportunities can act as curiosity catalysts for ākonga, igniting a spark or passion that boosts their thirst for knowledge, and opens a world of discovery.

Polly Lee agreed “It allowed us to learn about neuroscience in depth and provided learning opportunities that we wouldn’t normally get in the classroom. I loved spending time with the team in Dunedin, exploring the Anatomy Museum and meeting like-minded people”. For Marisa Reeg, “Visiting the University of Otago and dissecting a sheep brain made

“Participating in the 2023 NZPMC was a great way to extend myself beyond my comfort zone. It was a challenge for me to grasp the many ideas within physics

Words by Dr Margy Gilpin

HEAD OF SCIENCE

W IDE SK Y SU M M ER 2 0 2 3

“

Debating is more than just a battleground for ideas; it’s a crucible of empathy, critical thinking, and effective communication.

Angam Vraich debating at Parliament in the New Zealand Schools’ Debating Competition WDE ID ESSKKYYSSUMME UMMERR2202 0233 28 WI 28

embracing

D E B AT I N G

THE MALLEABILTIY OF THOUGHT Critical thinking, effective communication, and the ability to articulate ideas concisely are the skills required to be a strong debater. With the absence of choice in the positions one must defend, occasionally debaters must assume the role of the anti-hero, advocating a stance that contradicts their own beliefs. Year 12 student Angam Vraich, who was among the trio selected to represent Canterbury at the New Zealand Schools’ Debating Competition in Wellington earlier this year, can attest to the challenges and experiences associated with this. She offers valuable insights to our readers.

n the hallowed halls of academia, two teams face, ideas are conferred, rhetoric reigns supreme, and one team flourishes. Debating is not just about discussing global issues, politics, and current events, it is also a journey where you learn about the power of speech and empathy.

The nature of debating means at times you are assigned to advocate for ideas and concepts you vehemently disagree with. We must learn to understand the nuances of another side to craft a compelling argument that can persuade an impartial adjudicator better than the opposing team. It challenges your biases on complex issues and allows you to better understand opposing viewpoints. Earlier this year when I was required to present the arguement for the side of legalising the use of performanceenhancing drugs (PEDs) in major sporting events, I was very disheartened. I thought it was unfair. However, my team and I engaged our analytical muscles, and at the end of the half-hour prep, we had a full case for PEDs being legalised in major sports events. We were forced to think of the extent to which this was already happening and going unnoticed; how this would allow athletes to recover strength, and endurance following an injury faster; how athletes’ careers could be lengthened if this passed.

Atticus Finch tells us that “in order to understand a man, we must walk a mile in his shoes”. Debating tells us to stand in them and argue for him. Engaging in debates like these reveals the physics of disagreements and encourages us to consider an opposing slant to ours in more depth. It teaches us to uncover flaws in our thinking and employ tools for self-improvement. Beyond speaking, debating emphasises the value of listening. Although debating is popularly associated with an image of stubbornly repeating your side of an issue – it is far more. Listening is an integral part of debating and is also a key component of empathy. In a polarised world where shared values and thoughtful and empathetic arguments seem scarce, debating cultivates these skills. It compels us to argue positions where we have neither chosen the idea nor the side. We learn to truly listen to the other side and understand them, to be able to respond to them. This nurtures empathy. You learn to understand diverse perspectives and respect them. Debating is more than just a battleground for ideas; it’s a crucible of empathy, critical thinking, and effective communication. It challenges us to see the world from different angles, fosters understanding, and equips us to engage in more thoughtful and inclusive discussions. Ultimately it teaches us to embrace the malleability of thought and appreciate the multifaceted nature of complex issues.

Words by Angam Vraich

YEAR 12

IDESK SKYYSU SUMMMMER ER22002233 WWIDE

29 29

Madeleine Glossop Year 11 performing at the 2023 Rock On concert

W ID E S K Y S UMME R 2 02 3

a journey of

SELF-DISCOVERY E

veryone has their own heroes that are admired for different reasons – maybe for how they look, or how good they are at a particular pursuit, or how they position themselves in the world to make a difference. Having heroes can help young people identify qualities they might aspire to. In the music industry there is no shortage of musical heroes. Heroes may be global performers such as superstar singers Adele or Beyoncé, or virtuoso violinist Hilary Hahn or cellist and social/ environmental activist Yo-Yo Ma. Or they may be a musical colleague, teacher, friend, or family member. Young musicians often look to their musical heroes for inspiration

as they navigate their own learnings and pathways through the complexities of the music industry, and indeed life. And in turn, they will inspire those after them, who follow their steps. This is so true at Rangi Ruru. The continuous cycle of inspiration and learning built on the legacy of students who have moved on from Rangi Ruru is an important part of our ethos. The development of younger musicians is fostered through inspiration from senior students, who then move on to make room for the younger ones to move through. Our alumnae often keep in contact and return to engage in workshops and mentoring with current students. Maybe the biggest and most important hero of all is that which is within each student. Embracing the concept of being your own hero is an empowering journey towards self-discovery, resilience and personal growth. It’s about tapping into your own inner strength and embracing your unique ability to make a difference. An authentic hero is someone who has the courage to grow, the determination to unlock their potential, and the wisdom to learn from their experiences.

MUSIC

In the fast paced world we live in, images and stories of heroes, from fictional superheroes to real-life figures are ever present.

Below are some ways that students can find their own authentic hero within themselves through the music programme at Rangi Ruru. Identify passions: Students can discover what aspects/genres of music give them joy and fulfilment. These may serve as indicators of their inner power and capabilities. Set clear musical goals: Students are supported to set goals with their vocal/ instrumental teachers, and group directors. Honest and constructive feedback is sought, allowing valuable insights into student areas of strength and potential areas for musical growth. Feedback is used in a positive way, with failure and disappointment considered valuable learning opportunities. Learning is not linear - it does not take a direct route. The scenic route is far more beneficial and interesting. Good things take time. Always seek out challenges: Students are encouraged to step outside of their comfort zone by taking on new learning experiences through workshops, masterclasses, concerts, gigs, and performances. There are opportunities to experience a range of styles/genres of music, allowing students to be open to new ways of thinking. Collaboration with others happens in a constructive and meaningful way. Some of the most powerful and beneficial learning can come out of the most difficult of challenges. Cultivate a positive attitude: Students are surrounded with positive influences and supported to maintain a growth mindset - believing that their abilities can be developed through hard work and selfbelief. Taking on the role of being the hero in your own life involves remaining true to yourself, regardless of the situation or circumstance. Becoming your own hero is a personal journey of growth and selfdiscovery, one that enables you to stand strong, take responsibility for your actions, and inspire others along the way.

Words by Janet Kingsbury

DIRECTOR OF MUSIC

W IDE SK Y SU M M ER 2 0 2 3

our

DEEP COVE

connection

Between 1933 and 1941, when she was converted to serve as an Australian Hospital Ship, the MS Wanganella plied the trans-Tasman route between Australia and New Zealand.

n 1947, while making her first transTasman voyage after the war, the Wanganella struck the infamous Barrett Reef in Wellington Harbour and was laid up for lengthy repairs before she could resume service. The expansion of air travel ended trans-Tasman passenger shipping and in 1963, shortly before she was due to be scrapped, engineers working on the construction of the Manapouri Power Station in New Zealand acquired her. For the next few years the Wanganella was moored in Doubtful Sound and used as a hostel for workers building the tailrace tunnel, and the Wilmot Pass access road. The built environment of Rangi Ruru changed in the 1960s, and a handbell was no longer sufficient to sound the changing periods to the whole school. Mr Bob Round whose daughter Elizabeth was a Rangi Ruru student, was employed as an engineer while the Wanganella was in Deep Cove. A ship’s bell is a prized possession when a ship is broken up. Engraved with the ship’s name it is synonymous with the ship itself. He was able to secure the anchoring and lookout bell for the school and presented it formally in 1964. The handsome and substantial bell, one hundredweight of cast brass, was housed in a shingled belfry in the Margaret Patrick courtyard for many years, ringing out the progress of the school day, before being replaced by electric bells. In 1992, Michaela-Jo Figgess, an old girl of Rangi

W ID E S K Y S UMME R 2 02 3

Ruru, donated a bell rope, having been urged to do so by her sailor father who had been appalled that the bell did not have a decent one. Following building work the bell was removed and stored in the archives for safekeeping. The proposed raising of the level of Lake Manapouri as a later part of the Manapouri Project became hugely controversial and the Save Manapouri campaign signalled an awakening of this country’s environmental consciousness. Water from the Manapouri Power Station’s tailrace tunnels is discharged into Patea/ Doubtful Sound. The project and the campaign raised awareness of the beauty and significance of the remote Fiordland National Park, and the Deep Cove Education Trust was established in 1971 to help promote and educate school aged children and tourists on the importance of conservation and environmentally friendly practices. The Trust operates a hostel and programmes at Taipaririki /Deep Cove, and school parties and other visitors can experience the area and discover its flora and fauna, geography, and rich history. They have recently set up a small museum and a representative of the Trust approached Rangi Ruru enquiring after the Wanganella Bell and wondering if it could be displayed as a key part of their collection. Rangi Ruru had no plans or safe place to rehang the bell and the aims of the Trust, education, and conservation, together with

the shared history of the Wanganella, aligned with the school’s values and gave weight to the request. It was agreed that the bell should be returned to Doubtful Sound on long-term loan. In July, Billy Williams, the Deep Cove Hostel Manager, made the long trip to collect the bell with its rope and return it to Deep Cove where Meridian Energy has agreed to hang the bell by the museum so it can once again be rung to sound out over the water. A reminder of an important time in the history of the area, and a tangible reminder of the MS Wanganella.

Words by Johnann Williams

ARCHIVIST

more ALUMNAE STORIES: the catch up

Keep reading to hear what other alumnae have been up to since leaving the hallowed grounds of Rangi Ruru. Iso be l

ish hu el M

I completed a master’s in business and marketing, while still working. Meanwhile, at home, I worked with my partner growing his sheep stud, and creating an on-farm sale and social media presence. After four years at my job, I sought a different challenge and joined PGG Wrightson. Married to Ben, we live on a farm near Tai Tapu where we continue to grow our two sheep studs in our spare time. Greatest achievement to date: Completing my degree and master’s and marrying my now husband.

ISOBEL MELHUISH 20182022 What have you been up to since leaving school: I moved to Paris and am studying fashion business management at École Supérieure des arts et techniques de la Mode (ESMOD).

Words of advice for today’s students: When selecting your subjects, pick what you’re passionate about and enjoy it.

cy Lu

k ric tte Bu

Greatest achievement to date: Definitely moving to Paris, it took a lot of work but I’m here! This move has been something I’ve dreamed about since I was a child, so it’s pretty surreal.

What have you been up to since leaving school: BLA with hons and BRS at Lincoln University, lived and worked in Dubai in 2000 and 2001, now working as a Director and Principal Landscape Architect whilst bringing up family here in Christchurch.

But to be honest I loved school, boarding and all the opportunities that were right at our fingertips.

SOPHY WEENINK (NÉE DEANS) 1987-1991 What have you been up to since leaving school: After gaining a BA in history and a Law Degree with honours, I worked as a telco/IT lawyer, living first in Wellington, then London, Singapore, Qatar and France. Greatest achievement to date: Working and travelling my way around the world with my husband, Scott, and four children. Favourite memory from school: As a boarder, getting the pick of day girls’

Words of advice for today’s students: When at crossroads with a major choice in life, do not ‘just go with the flow’. If you make a well-considered decision, even if extremely difficult, back yourself and know it was the best choice for you, at that time.

p Ho

W ID E S K Y S UMME R 2 02 3

ANDREA HOPPING (NÉE BRYANT) 1990-1994

ea dr An

W ee nin k

Favourite memory from school: Toss the Clan Leader! This was the day I flew because we had a united strong clan.

Words of advice for today’s students: Embrace change. It can be daunting, but life continues on, and everything works out, if not in the way you expect.

What have you been up to since leaving school: I went to university in Wellington to study law but quickly realised law wasn’t for me. I switched to Massey University the following year to study marketing and communications. After graduating, I travelled around Europe for three months with some dear school friends. Upon returning home to Christchurch, I secured a job with the Foundation for Arable Research. Three years into the role during COVID

Greatest achievement to date: Bringing up two incredibly happy caring boys in a fairly hectic and crazy old world.

Favourite memory from school: Lunchtimes during Year 13. I would just sit and chat about anything and everything with my friends.

LUCY BUTTERICK (NÉE MCPHERSON) 2009-2013

Words of advice for today’s students: Be curious and look for opportunities in everything. When you are feeling restless it is time for change or to do something differently. Cherish your friendships from school.

ph So

Favourite memory from school: The boarding house was a highlight, including the lifelong friendships and connections made, as well as the comradery and new experiences we got to do together.

lunches on hot chips day in the boarding house.

pi ng

r Sa

La wr en ce

SARAH LAWRENCE 2015-2019 What have you been up to since leaving school: After graduating, I initially pursued a law degree at Victoria University, with dreams of wealth and success. Instead, I fell down the rabbit hole of the Wellington arts scene, and after two years I took a big risk, dropped out, auditioned and gained admission to Toi Whakaari: New Zealand Drama School. I train eight hours a day with some of the country’s most exciting practitioners. Beyond acting we’re encouraged to explore our artistry. This year I wrote and performed in my first play, composed soundtracks for film projects and published my first collection of poetry, Clockwatching.

Greatest achievement to date: Being mother to my four beautiful children Ella (10), Tom (9) and Olivia and Lucia (5) Favourite memory from school: Liz Johns and I were clan leaders for Dunvegan. Seeing our clan spirit, pride, energy, enthusiasm, comradery, and thirst for ridiculous purple get ups, for every clan event, will always resonate deeply with me. Words of advice for today’s students: Be yourself and back yourself. Know that you will always have the love and support of your friends and school forever because Rangi Ruru nurtures something pretty rare and special.

Greatest achievement to date: Running a half marathon. I’m the least athletic person in the world. Favourite memory from school: Spending way too many hours playing music with my best friends.

where I stayed for 22 years, transitioning after this to be a Business Relationship Manager until 2016. I’ve been a Rotary member for 30 years, served as President and helped run the Children’s Charity Ball for 21 years raising over $1.3 million. I served as the first female President of the Canterbury Club, currently chair the Nurses’ Memorial Chapel Trust, the Windsorcare Retirement Village Board and am involved with multiple NGOs. Greatest achievement to date: Apart from my two wonderful daughters, being awarded the QSM for services to the community. Favourite memory from school: French with Miss Tobin. Playing the piano to accompany singing in assembly (I didn’t have to march in and out). Being athletics captain. Friendships that are still alive and well today! Words of advice for today’s students: Make the most of the opportunities presented to you. Don’t be afraid to make mistakes.

n by Ro

Words of advice for today’s students: Try as many things and meet as many people outside of the Rangi bubble as you can - it’s a wonderful bubble to be in but the world is so much bigger!

set Bis

CATH GRANT 1990-1994 What have you been up to since leaving school: I did a B.A in psychology and master’s in public health and worked in public health for 14 years. After having 4 children I reconnected with my artistic roots studying floristry, then opened a flower business ‘Flowers on Friday’ in Auckland. Sadly, my husband died suddenly last year so I closed the business, and we moved back south to be closer to family and friends. Tragically three months later my father was killed in a workplace accident, so we moved to Akaroa to live with my Mum, supporting each other through our life changing tragedies. During this sad time, I reconnected with my brushes; painting provided the necessary escape, focus, direction and optimism for life

Ca th Gra nt

ROBYN BISSET QSM (NÉE LYTTLE, FORMERLY SKELTON) 1957-1963 What have you been up to since leaving school: I graduated as a nurse in 1967 and worked in the operating theatre at Christchurch Hospital before heading on an 18-month OE. I returned home to nursing then moved to Whangarei in 1972, married, and continued nursing part time whilst raising two daughters. Moving back south in the 90’s, I worked at Burwood Hospital before establishing and managing the Day Surgery at St George’s Hospital W IDE SK Y SU M M ER 2 0 2 3

A LU M N A E

ahead. I rebranded and started my new business Cath Grant Creative. The children and I are now settled in Christchurch finding our new normal forward.

harness

YOUR INNER HERO

What is a hero? We all have one, two or maybe more. Heroes look different to all of us, but they all have one thing in common - we admire them. We admire their achievements, their actions, or their qualities. We strive to be like them.

Why not be your own hero? Have a go at harnessing your inner hero using the tips below – it’s not as hard as you think!

SELF CARE Start with looking after yourself! Check in with yourself, take stock of where you are at and talk honestly to the people around you. If you’re not in a great place, and people offer to help - accept it! Valuing and prioritising your own needs is not selfish - it’s helping you to be on top of your game so you can be there for others and do the things you love. There are endless ways to engage in self-care, everyone will have different ways which work for them. The key thing to remember is to make the things you do for yourself a priority, with dedicated time in your week to do these things for yourself. Don’t wait till you need it, do it now, do it regularly. Examples include exercising, a gym class, a sewing class, gratitude diary, journal writing, a bath, socialising, counselling.

SELF DISCOVERY Heroes are passionate right? They believe in a cause, and they fight for it. Or they set a goal, and they strive for it. So, what’s driving you? This can be a daunting question, but it doesn’t need to be - keep it simple! What is important to you? What are your values? What do you believe in? If you can strip it back to these core ideas, you will start to ground yourself, and find your purpose and motivation. From there you can start to bring in the things that you enjoy that align with these values and see how the people and the things in your life bring you joy. Focus on spending more time doing these things and you will find a deeper sense of purpose and identity. This could be being part of a team, creating art or music, advocating or volunteering for a cause that you believe in, or learning more about things you love.

W ID E S K Y S UMME R 2 02 3

OUT THERE DOING IT - PERSONAL GROWTH

YO U R I

NNER H

CHECKL sel f care

P SYC H O LO G I S T S

Now, if you are doing the things that you love to do, you’ll do them more often and do them well! You will achieve goals, set new goals, and have the motivation to keep pushing to the next level, whatever that may look like for you. Your enthusiasm will be infectious, and will likely inspire and motivate others to come along on your journey or start their own. Pretty heroic, right?

Words by Melanie Patterson and Brinley McIntosh

ERO

IST

PSYCHOLOGISTS

s e l f d i s co v e r y personal gro wth

Melanie Patterson and Brinley McIntosh W IDE SK Y SU M M ER 2 0 2 3

WHO IS your hero? We asked our current students…. 1. What makes a person a hero? 2. Who is/are your hero/heroes? 3. Why are they your hero/heroes?

1. A hero is someone who exhibits exceptional courage, selflessness, and bravery in the face of danger or adversity. Heroes come in various forms and can be found in every walk of life.

Mya Ta

ylo rY e

and here’s what they had to say…

2. My heroes are both my parents and my grandmother.

ar e Y

13 1. A hero is someone who pushes themselves and people around them to change and grow in a positive way. 2. My heroes are Bex Skinner, David Newton, and Nicki Pooley.

Jess

Gl as s

3. They work hard to provide for their family and try their hardest to be there for us all.

3. They are all such inspirations to me, always so dedicated to making peoples’ days better, always ready to lend a hand to anyone in need, and overall, just great, fun people.

1. Someone who inspires others and stays humble. 2. Taylor Swift and Florence Pugh.

Ha rs

h i

Year 11 jja a iS

ok ro

ing Year 9

Gra c

3. Taylor was such an inspiration because she helped me understand that I don’t have to be a man to be powerful and create impact. Florence is an inspiration to me because she never replies to the mean comments on the internet and doesn’t care what other people think.

1. Someone who will help you no matter what. They will support you and get you through the tough times. Someone who you feel comfortable and happy around. They make you smile and are comfortable with who you are. 2. Sjaan Bowie - My surf lifesaving coach. 3. Because she makes me feel happy and supported. She helps me through challenges and teaches me new things.

W ID E S K Y S UMME R 2 02 3

-Harris Yea r9

1. Someone who can help others be a great leader and be inspiring. Someone who supports you. 2. My sister, myself, and my mum.

r 12

Lu cy

e rn

a Ye

S T U D E N T VO I C E

3. My sister is my hero because she helps me to figure things out and she shows me new opportunities. She is really inspiring and supportive. I am my own hero because I take on my own challenges and I push myself and lead my life. My mum is my hero because she helps me out and she is always there for me.

Made le in

1. I think just being a good person, showing kindness and helping others is what makes someone a hero. 2. My Grandma is my hero. 3. Grandma always puts others before herself, even after Grandad had passed away, she still made sure to turn up for our sport games or events with a smile on her face. Grandma is such a strong person and is always there for us which is why she is my hero.

Year 12

Ge or g i

ll ba

1. Being a hero is to be inevitably, authentically, and proudly yourself. It is about looking at where you are in life and creating that life for yourself and others. Because when you are in a life that you love and are being a hero to yourself, that is when you can truly be a hero to others. 2. My heroes are my family; my brother, mum and dad.

1. A hero is someone that steps out of their comfort zone to make a positive change in this world. 2. Florence Nightingale.

A li c e W all is

3. My family have supported me through everything I have done. They have followed me as I embarked on my journey to Rangi Ruru and have been by my side from near or afar. My brother has been an incredible role model for me, through his endeavours to achieve highly and follow his dreams. My parents have worked incredibly hard throughout their life so that their kids may live a life of happiness, success and honour. My family have inspired me to chase a life I dream of, to put myself out there, to discover what passions make the world move for me. Without my family, I would not know how to harness my hero, but I do because of them.

3. She rose to the challenge of transforming the quality of care in times of war, and her efforts later led to improvements in healthcare on a global scale.

W IDE SK Y SU M M ER 2 0 2 3

a community service

SUPERHERO

Recently we acknowledged the phenomenal effort one of our ākonga has made giving her time in service to our community. Jess Glass, our Year 13 Head of Sustainability, has given over 500 hours of service during her five years at school.

ess’s amazing achievement was acknowledged at assembly in Term 3 when she was presented with her gold Student Volunteer Army (SVA) service badge. Jess is one of only three students to achieve this award since the SVA service awards were introduced at Rangi Ruru in 2020. I got to chat with Jess about what drives her passion for service. Mrs Morgan: Congratulations Jess on achieving your gold SVA service award – that’s an amazing achievement. Can you please tell us about your contributions to service at Rangi Ruru. Jess: One of the main contributions I’ve given to Rangi Ruru is the Eco Action tree plantings I’ve been going to for the past three years. This year and last year especially I tried to go to them three times a week. This has been awesome and has really shaped my awareness of sustainability issues. The people that go there are awesome people to be around! In addition, there’s been a couple of cleanups I have attended and helped organise. I’ve also tried to raise awareness and create safe places for people to talk about climate change and climate anxiety. Mrs Morgan: In what ways do you think that you are helping our environment with the service that you are doing? Jess: I think the main thing I’m doing is talking about it and showing up to events, especially if I don’t know if people are going to show up – for the smaller community events and even the bigger ones. Just being there is really important. Mrs Morgan: What inspires you to help others? Jess: Having the privilege of going to an independent school has been quite massive for me. Just knowing that I had the opportunity, taking it and wanting to continue on with it, was huge. Coming from a farm I’ve always grown up around people pushing the blame (for climate change) onto farmers. I wanted to be part of the group that shifts it away from agriculture and focuses instead on what we can do to fix problems instead of just blaming people.

W ID E S K Y S UMME R 2 02 3

Mrs Morgan: Have there been any particular turning points for you? Jess: After planting in the red zone a few years ago, I went back this year and saw the growth of the native bush that I’d help plant – this was a major turning point for me, and it was interesting to see that what I was doing actually made a difference. Also, the people around me have been really inspirational – like David Newton from EcoAction at Christ’s College. After tree planting, he always gives a mini speech about what we’re doing, and it really sticks with me every time. Mrs Morgan: Why do you think students at Rangi Ruru should get involved in Community Service? Jess: Firstly, it’s good for your wellbeing and it’s good to get out in the fresh air and pick up some rubbish or do some tree planting. It also gives you fresh perspectives on the environment, building your connection to the environment and the feeling of seeing change, as I was talking about before with the red zone. It’s just such a euphoric feeling and it comes from being involved in the movement for change. Mrs Morgan: Do you have any plans for continuing to give back to the community in the future? Jess: I don’t think I’m going to study this at university, but when I’m older I see myself working in an agricultural firm as a sustainability advisor or something along those lines. I also hope that in the future that I’m still showing up and organising these kinds of events and helping to make it easier for people to get involved.

Words by Tania Morgan

HEAD OF LANGUAGES LEARNING AREA & HEAD OF COMMUNITY AND GLOBAL CONNECTIONS

S E RV I C E

Jess Glass (centre) with Mary-Jean Linton (left) and Catherine Vogt (right) in the school’s nursery

W IDE SK Y SU M M ER 2 0 2 3

exploringEXTREME

FRONTIERS MIRANDA SATTERTHWAITE 1983-1987

Miranda’s journey through life has been nothing short of extraordinary. Her love for the outdoors and astronomy led her to explore the realms of alpine skiing, education, space, and everything in between.

iranda’s endeavours have taken her to some of the most extreme environments on earth and her mission is to prepare the next generation for a future that is still unfolding. Miranda’s story is a testament to the power of passion, resilience, and the pursuit of knowledge in a world on the brink of new frontiers. WHAT IS YOUR MOST MEMORABLE MOMENT FROM SCHOOL? My most memorable moment at school was going up into the Craigieburn Range for outdoor education and biology. I loved experiential learning, being together with friends in the mountains, solving problems in an extreme environment and exploring the native beech forests. WHAT DID YOU DO AFTER LEAVING SCHOOL? I studied physiology, anatomy and psychology at the University of Otago, transferred to the University of Canterbury and graduated with a Bachelor of Science. I had a passion for physics and astronomy, which I went on to teach at Christchurch Boys’ High School, where I also managed Alpine Sports and Robotics, whilst completing a Master of Educational Leadership. I also qualified both in Austria and New Zealand as an ISIA ski Instructor, specialising in survival in extreme alpine environments. TELL US ABOUT YOUR CAREER SO FAR. After working overseas for several years, I took on the role of STEM Coordinator at the Ara Institute of Canterbury and was given the opportunity to not only direct the first Mission to Mars programme in New Zealand but experienced STEM education across a range of NASA Centres

W ID E S K Y S UMME R 2 02 3

in the US. I trained in rocketry at the NASA Marshall Flight Centre USA with Space Camp, undertook the Mission to Mars at the Kennedy Space Centre, trained in fixed wing including the NASA SOFIA Mission at Armstrong Flight Centre, and learned about Astrobiology in NASA Ames. I then went on to work at the Ara Institute of Engineering, as well as the University of Canterbury Faculty of Engineering inspiring students into STEM tertiary pathways. I held the role of Antarctic Academy Director at the International Antarctic Centre for several years and more recently was trained by Rocket Lab to be a Rocket Lab Educator. I am currently the Academy Manager for the Aotearoa Aerospace Academy as well as tutoring at Lincoln University. WHAT MOTIVATES YOU TO GET OUT OF BED EVERY MORNING? I love aerospace and the incredible group of international people I meet each day through operating in this sector. It takes only 90 minutes for a satellite launched by Rocket Lab to orbit the planet so my work makes the world smaller. Much of my family live overseas - I have one sister Juliet in Spain and the other Gabriel in USA, so my work provides me with the opportunity to be close to them even though they may be geographically far away. WhatsApp, LinkedIn and Facebook have been made possible by aerospace technologies so I can communicate with a range of international professionals and friends in a way you could not have dreamed of when we were back at school. I also love to know that I am preparing students for a future that they cannot see yet but for which they must be prepared.

WHAT ADVICE WOULD YOU GIVE SCHOOL LEAVERS WHO ARE SEEKING A REWARDING CAREER? The most important thing to consider is that the job you will be doing in 20 years’ time and the tools and technologies that you will be dealing with have not been invented yet. That means that your most important skill is to not just to understand the fundamentals of mathematics, science and communication, but to be collaborative and resilient enough to adapt to a changing world of work. University is only one pathway; trade institutes and working straight from school also provide important learning. Your ability to problem solve and test out solutions, as well as accept and learn from failure is more important than perfection. As a woman you also need to expand and shrink and expand your career during different stages of your life. This is where careers in programming and engineering are fantastic for women. Finally artificial intelligence and robotics will change the job landscape so get used to working with them and being able to provide the humane team skills that a robot cannot in a future that may lead us to be a multi planetary species. Most of all have fun - the friends you make now you will need for life, so enjoy and store up all that love and care now for the challenges you will face later. SCAN THE QR CODE TO READ MIRANDA’S FULL STORY.

A LU M N A E W IDE SK Y SU M M ER 2 0 2 3

“

AI and Generative AI have very much been a part of our discussions this year, for the risks and threats they present, the possible opportunities for better teaching and learning, and for the development of future ready skillsets.

W ID E S K Y S UMME R 2 02 3

The emergence of new technologies and innovations provide us with exciting opportunities and challenges, and as a school we must be both innovative and adaptive in response.

o, what has been important for us in 2023 has been to tackle the rise of Generative Artificial Intelligence (AI), which has been a constant in headlines around the world since the release of OpenAI’s conversational agent, ChatGPT, in November 2022 and the wave of competitors that quickly followed. Generative AI is a type of AI that can generate new media (text, image, video and audio), all from simple instructions given in natural human language. No complex programming skills are required. What makes this more impressive is that the media generated is often indistinguishable from that which a human could create. As the technology gets better, it becomes harder for us to discern what is created by a human or generated by a machine. This intelligence is challenging some long-held assumptions we have had in education about teaching, learning, assessment, creativity, and the future of work. It’s likely within the next year that Apple, Google and OpenAI (and likely a bunch of lesser known technology companies) will each release new versions of these AI tools. We don’t know what their capabilities will be, but we should assume that the AI we have now is the worst it will ever be. New models will be more capable and more convincing and inevitably, more ubiquitous. More and more of the elements we interact with in our culture and society, our work, our stories, our language and our relationships, could be AI driven. AI and Generative AI have very much been a part of our discussions this year, for the risks and threats they present, the possible opportunities for better teaching and learning, and for the development of future ready skillsets. It is predicted that Generative AI will have a significant impact on society, so we must not be passive

spectators on the side line of it all but ‘players in the game’. Even beyond that we should be helping shape the rules of the game. And we are. We have been building the understanding and capability of our community around it. We have staff exploring its use, we have held staff professional learning sessions and parent information evenings, as well as working with students to help them build their AI knowledge and skillset. This year our student theme was “Harness Your Hero”. For me, this is about seeking out opportunities for growth or for positive change, rising to challenges, operating outside of your comfort zone. Without sounding cliché, it is about realising your potential, being the best version of yourself in whatever challenges you pursue or are presented to you. In the context of an AI-driven future, our theme can be distilled into a simple mantra: “Kia Pai with AI - Be Good with AI.” This means becoming AI experts; equipping ourselves with knowledge, a critical mind and a high level of adaptability to change and disruption. It means fostering our ability to innovate with AI; to be creative, curious and capable of utilising AI to create new value or solve problems. Finally, it means being respectful; being a responsible, ethical, and mindful citizen. By doing so, we prepare our students to be the heroes who not only thrive in an AI-driven world but also harness their capabilities to bend their future; a future that transcends boundaries and inspires positive change.

Words by Owen Flattery

HEAD OF INNOVATION AND ENTREPRENEURSHIP

W IDE SK Y SU M M ER 2 0 2 3

RANGI X

KIA PAI with AI

I N T E R N AT I O N A L

capeless yet

COURAGEOUS

The adage “not all heroes wear capes” truly comes to life in Rangi Ruru’s international students. These students, by choosing to study abroad, often alone, embody the spirit of ‘harnessing their hero’. They show remarkable bravery and resilience, courageously navigating every facet of their journey in New Zealand.

or more than two decades, Rangi Ruru has opened its doors to international students, welcoming over 260 young individuals from all around the world into the heart of our school. In our increasingly interconnected world, they are a cherished and integral part of our community. Stepping into a foreign land far from home is an act of courage in itself. International students leave behind the familiar, embracing the unknown. Their daily lives reveal their resilience, emphasising that courage isn’t always about flashy acts, but often about quiet determination. Away from home comforts, and often dealing with homesickness and culture shock, these students step out of their comfort zones, rising above challenges with remarkable courage.

Inside and outside the classroom, they continue to harness their inner heroes. The differences in cultural and social norms fuel their inner strength. Unwavering in their commitment to academic excellence and personal growth, they set an inspiring standard. The inclusive environment at Rangi Ruru contributes to our international students’ success and becomes a catalyst in their journey, providing the necessary support to help them flourish. Their impact and influence extend beyond their own growth and individual experiences, as they bring diverse perspectives and experiences to class, enriching discussions and promoting global awareness. Furthermore, their stories and traditions facilitate cultural exchange that shapes an open-minded, internationally conscious community.

As the international Dean, I’m immensely proud of our international students and feel privileged to support their journeys at Rangi Ruru. “Harnessing Your Hero” is more than a phrase; it encapsulates their passage and growth at our school. They embody heroism through bravery, resilience and determination. These heroes, capeless but courageous, transform not only their lives, but also those around them. Their presence enriches the tapestry of our Rangi Ruru family, fostering a culturally diverse and globally conscious community that celebrates connection and mutual understanding. These students light the path, proving that greatness lies within our hearts, minds and choices. Words by Louise Stanton

INTERNATIONAL DEAN

W ID E S K Y S UMME R 2 02 3

Rangi Ruru Girls’ School may be a Year 7 to 13 school, however it is the Rangi Ruru Pre-school which takes the honour of caring for our youngest tamariki.

atering for boys and girls from age two until Year 1, the Pre-school has a small roll capped at 30 children; often you will find 15-25 in on any given day. We asked some of the tamariki who their heroes were and received answers ranging from Elsa and Moana to Batman, however asking their parents you get a different response – the staff at Rangi Ruru Pre-school. The five teachers/ kaiako, who have been at the centre for over 36 years combined, believe being part of the wider school community is something pretty special. “The unique collaboration with Rangi Ruru Girls’ School and the wonderful opportunities

that the school involves the Pre-school and wider community in is what makes this place so special”, says centre manager Keri Granger. The Pre-school students are often seen around campus, interacting with staff and students from Rangi Ruru Girls’ School, otherwise known as ‘the big school’. Ākonga from Rangi Ruru also get the opportunity to experience the Pre-school, and many obtain service hours by volunteering their time helping after the ‘big school’ bell. Pre-school is a time when foundational learning and development take place, and the staff at Rangi Ruru Pre-school

encourage whānau to be involved as much as possible in their child’s learning, ensuring alignment between home and the school environment, and building a partnership of care. It is this sense of partnership and community that build a strong sense of belonging for both tamariki and their whānau, ensuring our youngest heroes can shine. SCAN HERE TO VISIT THE PRE-SCHOOL WEBSITE

W IDE SK Y SU M M ER 2 0 2 3

P R E- S C H O O L

OUR youngest heroes SHINE

MARRIAGE

celebrations

A W H A L A N-B E ANN arried Nicolas Bell in LL (NÉ

Tek apo E W on HA 18 Ma LA rc h 2

)C LA

3. 02

SS OF

4 200

EMMA WRIGHT C

n (2 05 Hayde 20 aura

LA n Wellington on 28 iso i S Oc eF k tob S u L O e d r2 rie 02 F ar 2, m

as a bridesm 005) w aid .

F SO

2002 .

2023 AS in April L C ka

CC ma rri A ed SM Ll oy d S

a LE n Wan E i E r

W ID E S K Y S UMME R 2 02 3

te et

CY LU

B U T T E R I C K (N

ÉE

2009 SS OF CLA 023. N) ruary 2 SO in Feb ER rick

mar M rie d B CP en H Bu tt

A LU M N A E

If you would like to celebrate alumnae nuptials, births or acknowledge the passing of an Old Girl in the Wide Sky 2024 winter edition, please con tact the RROGA Coordinator on rroga@rangiruru.school.n z

gone but

NOT FORGOTTEN Aldwyth (Aldy) Butcher (née Taylor) Class of 1934

Alison Kinraid (née Dangerfield) Class of 1949

Gwynneth Cheshire (née Otley) Class of 1936

Pamela Hobbs (née Prisk) Class of 1950

Geraldine Houston (née Allison) Class of 1938

Jenifer Bryden (née Whitehead) Class of 1951

Deidre Neill (née Wardell) Class of 1938

Catherine Polman (née Young) Class of 1951

Esther (Anne) Darling (née Reese) Class of 1939

Robin Sheppard (née Cleland) Class of 1952

Jocelyn Jarmey (née Wauchop) Class of 1940

Virginia Barnes (née Nicholls) Class of 1954

Judith Spring (née Hudson) Class of 1941

Julie Cotton (née Sullivan) Class of 1954

Rana Taylor (née Stewart) Class of 1941

Marise Thacker Class of 1954

Patricia (Pat) McCook (née Boyd) Class of 1941

Faye Barclay (née Wilson) Class of 1955

Jocelyn Hay (née Bell) Class of 1942

Runa Irving (née Collins) Class of 1956

Sheila Dunbar (née Hutchison) Class of 1942

Jacqueline (Jonnie) Macdonald (née McBride) Class of 1956

Helen Kitson (née Robilliard) Class of 1943 Molly (Louise) Somers (née Morison) Class of 1943 Faith Thomas (née Godfrey) Class of 1943 Rosemary Winstone Class of 1943 Helen Dunn (née Bonifant) Class of 1945 Janet Stokes (née McIntosh) Class of 1946 Eileen Manson (née Adams) Class of 1946 Eileen (Lorraine) Roozen (née Anderson) Class of 1947 Nancy Beale Class of 1947 Barbara Heard (née Smith) Class of 1948 Janette Hamilton (née Bruce) Class of 1948 Annette (Anne) Deans (née Goodwin) Class of 1948 Pauline Lee (née Hartshorne) Class of 1949 Helen Bradbury (née Orchard) Class of 1949 Elspeth Whitmore (née Dixon) Class of 1949

Geraldine Turner (née Gilbert) Class of 1957 Denise Harley (née Hall) Class of 1958 Rosemary Lanyon (née Parnham) Class of 1958 Helen Green Class of 1963 Rosemary (Louise) Royds (née Denham) Class of 1964 Lesley (Natasha) Hay Class of 1974 Jan Early (née Allan) Class of 1979 Jacqueline Chant Class of 1986 Nicola Flint (née Syme) Class of 1986 Helen Acheson Class of 1993 Anna Wilson Class of 1995 Olivia Harvey (née Ward) Class of 1998 Holly Madden Class of 2011 Scarlett Hyde Class of 2020 W IDE SK Y SU M M ER 2 0 2 3

the faces of

RROGA

Belonging, friendship, fun and giving back are the foundational pillars of the Rangi Ruru Old Girls’ Association, inspiring committee members to return year after year. As we celebrate RROGA’s centenary, we see it as the perfect moment to introduce you to the dedicated individuals giving their time and working behind the scenes, reuniting alumnae, creating opportunities to rekindle connections, and simply staying connected as a whānau. We asked them about their favourite memories from their school days.

C L AS S O F

198 8

Amanda has served on the RROGA committee since 2015 and is the current president.

A D

JO AN

1987 OF

LOTTE G

MAN

1968

W ID E S K Y S UMME R 2 02 3

G) C OF

“One of my favourite memories was playing drums in Mr Hawes’ jazz band.”

ÉE DOWLIN

Mandy has been on the RROGA committee for 6 years.

R HA

1968

O N) “I loved my school days for the music, for the wonderful teachers and the opportunities offered to all”.

) RD

(N IER

Jo has served on the RROGA committee since the early 1990s and is the RROGA Patron.

Charlotte has served on the RROGA committee since 2018.

O F 19 6 6

E BAS H (NÉ F

“My school days were happy days! I have so many memories such as lining up in clan lines outside Te Koraha before the Colonel Bogey March played over loud speakers, to encourage us to walk briskly to the assembly hall.”

Liz joined the RROGA committee after her 50 years on reunion in 2016.

DGSHUN

LIZ WRI GHT

O AD

“One of my favourite memories is from 2A (Mrs Alper’s 1987 Form 2/ Year 8 class), when we moved our desks outside onto the hockey field and set up the classroom on April Fool’s Day.”

“I enjoyed my years at Rangi Ruru and all the opportunities it offered - academically, culturally, and sporting within a caring and supportive environment. One lasting memory I have is from 21 July 1969 when to our delight, our patriotic American teacher in Form 4 (Year 10) cancelled our lesson so we could watch in wonder the grainy black and white pictures of the first moon walk! TV screens in a classroom how modern!!”

S OF 1968 (N

S ÉE

C A C R E S SW E

RROGA

MITH) CLAS

95 19

CLA

Rebecca started with the RROGA committee in 2023. “Some favourite moments include farewelling the brown knee high socks when we changed uniform; German exchange with Miss Hassell in 1998 (my exchange partner is still one of my dearest friends).”

C BE

“My best memory of Rangi Ruru was singing in the first specially formed 9 voice choir - The Triple Trio under the legendary Beverley Bell.”

E L L (N É

197

L AS Felicity has served on the RROGA committee since 2008, was Vice President 2016-2018, President 2018 – 2022.

ITH

W N) RO

) C

“I gained good friendships while at Rangi Ruru and continue to keep in touch with these school friends. When I started, I was known as “Nicola’s sister”. I guess it was a bonus having an older sister at Rangi Ruru.”

Steph has served on the RROGA committee for 8 years.

S T E P H A NI

L L I A M S (N É E W AL

T CI

I YW

Also on the RROGA Committee are

A EISH CHADD E

1985

“There were a lot of positive opportunities to participate in at school but now I enjoy the lovely and supportive people with diverse experiences we are able to connect with.”

OF Kelli started with the RROGA committee in 2023.

N (N O RT

ÉE WAL

R) S OF 2000

“My enduring memories are the times my dorm mates and I would sneak out of the boarding house at night and were never caught, ever!”

OTT CLA

Robyn has been on the RROGA committee for over 30 years.

C IS

JENDY JUDD CHARLOTTE BRYDEN TREASURER & OLIVIA LING - RROGA COORDINATOR

S 969 F1

ROBYN CAR TW

GOOD)

H IG

NÉE T(

Aleisha has been on the RROGA committee since 2020. “My favourite school memory is the time spent with my now lifelong friends and performing in the infamous ‘6th Form Revue’.”

SAVE the DATE 2024 REUNIONS 16-17 FEBRUARY

(IT’S YOUR REUNION IF YOU WERE IN FORM 3 OR YEAR 9 IN 1934, 1944, 1954, 1964, 1974, 1984, 1994, 2004, 2014)

COMBINED GOLF TOURNAMENT 15 MARCH GIBSON GIRLS’ LUNCH 22 MARCH

W IDE SK Y SU M M ER 2 0 2 3

acknowledging acts of

MANAAKITANGA

ithin the Visual Arts whānau we have marvellous ākonga who generously give their time, share their expertise and support others. Every Thursday after school following a busy sixperiod day, a large group of enthusiastic students flock into the art rooms. Greeting Art Club members with friendly smiles and calm demeanours are our fabulous Year 13 art tutors who lead this initiative, Harriette Jolly (Head of Art Club), Ellie Bennett and Hannah Thorburn. These kind, patient and fun-loving heroes of our faculty generously share their knowledge, helping others to extend their repertoire of art-making skills. They create a warm atmosphere where there is a strong sense of sisterhood, with Year 7 to Year 13 students developing techniques, sharing ideas, and chatting alongside each other.

W ID E S K Y S UMME R 2 02 3

In this student-led initiative, Harriette coordinates all aspects of Art Club, from planning to administration and managing resources. The three tutors have high expectations and work alongside individuals to develop personalised projects specific to their strengths and interests. We acknowledge Harriette, Ellie and Hannah for their manaakitanga, care and expertise. Ngā mihi maioha.

Words by Kate Rivers

DIRECTOR OF SUSTAINABILITY AND HEAD OF VISUAL ARTS

V I S U A L A RT S

Ellie Bennett, Harriette Jolly and Hannah Thorburn

ELLIE BENNETT

HARRIETTE JOLLY

HANNAH THORBURN

Oil painting

Intaglio print

Oil painting

Detail of oil painting W IDE SK Y SU M M ER 2 0 2 3

embracing

WELLNESS

As another year draws to a close, many of you may be reflecting on your health and wellness journey and beginning to think about what you would like to achieve in the year ahead. This can be quite exciting but also a little daunting!

ecoming a hero of your health and wellness is to embark on a journey of trial and error to overcome challenges that modern lifestyles often entail. As wellness is likely to mean something different to all of us and is somewhat unique, it is important that you set yourself up for success. You should begin by recognising and acknowledging all that you have already achieved, no matter how small celebrating your achievements is a great way to stay motivated. When considering what you would like to achieve, remember that small yet achievable steps towards a chosen goal are far more likely to be successful than giant-sized strides. Think 1% better every day.

YO U R

WELL

So, where can your journey begin? Self-awareness and an understanding of your body’s signals, its strength and vulnerabilities, is the foundation upon which health is created. In addition, recognising the importance of the following key pillars can reap the rewards of our efforts and fuel our ambition to succeed.

NESS

KL CHEC

IST

s l ee p who lefoods m o v e m en t

hy dration con nection

ll m en t a l w e health care balance

W ID E S K Y S UMME R 2 02 3

Restorative sleep: sufficient for overall well-being. Nourishing wholefoods: a balanced and nutritional diet that provides essential nutrients.

bein g

Movement and exercise: regular exercise to maintain fitness and cardiovascular health. Hydration: drinking enough water for proper bodily functions. Social connection and wellbeing: maintaining positive relationships and social interactions. Mental wellbeing: practising mindfulness and meditation for mental clarity. Preventative healthcare: regular checkups and screenings to catch potential issues early. Work-life balance: finding harmony between work, personal life and leisure activities. As you traverse the labyrinth of health choices, remember that knowledge is your most potent weapon. Equip yourself with wisdom and critically evaluate the merit of each choice to forge a path that is tailored to your unique needs.

Words by Lesley Joyce

FITNESS CENTRE MANAGER

H E A LT H & W E L L B E I N G

FOODliteracy

In a world full of junk food advertising and misinformation on social media, being food literate is becoming increasingly useful.

ood and nutrition at Rangi Ruru focuses on food literacy – building a set of skills including cooking techniques, knowledge of food groups and nutrition guidelines and sustainable food practices. Being able to follow a recipe, confidently making substitutions and using equipment, are skills that allow students to develop their creativity and experience a sense of accomplishment. Seeing the difference between a recipe from the 1930s which gave the sole instruction ‘cook in a hot oven’ and the modern day equivilent which gives a detailed step by step method, allows students a glimpse at the knowledge and skill of previous generations. A student recently brought a family recipe book to school. It had started out as a blank spiral bound notebook given to her parents on their wedding day. It is now filled with hand written recipes gleaned from magazines, friends and family. What seemed to be a letter fell out as we were looking through the book – it was a recipe sent from the student’s great grandmother to her grandmother. Family recipe books such as this are such a taonga, offering vital connections through the generations and giving insight into a time when food was the domain of women and mothers who showed their

love through the preparation of wholesome food for their family. Knowledge of food groups and nutrients is crucial for food literacy. The Ministry of Health promotes ‘making healthy choices the easy choice’ which is easier said than done in a food environment where fruit now comes as jelly strings in a plastic wrapper, and some breakfast cereals contain as much fat, salt and sugar as a can of fizzy and packet of chips. It is only by comparison of the nutrient information in fine print on the back of packets that we are able to make the best choice. The cultivation of food literacy is now more essential than ever, enabling ākonga to make informed, healthy choices in a complex food landscape, connect with culinary heritage and understand the ever-evolving field of nutrition.

Words by Robin Rees

HEAD OF FOOD AND NUTRITION

W IDE SK Y SU M M ER 2 0 2 3

WIDE SKY

puzzler

ACROSS 6. Massive 9. One of 5 Rangi Ruru values 10. Money to influence 11. Tallest mammal 12. Exclamation of wonder 14. Clan of green 15. Narrow flat bottomed boat 17. Rangi Ruru campus masterplan (3 words) 19. Song: ____ of the Tiger 20. School award 22. Top 23. Gets out 24. Steal 25. Stroller 26. The House at Rangi Ruru (2 words) 27. Study 28. Armed Forces hierarchy 30. Rangi Ruru airplane 32. Hero 34. One with unconditional love 35. Artificial bite 37. NYC neighbourhood 38. Scone topping

DOWN 1. A favourite Rangi Ruru treat 2. I ____, you are 3. 2023 high grossing movie 4. Famous Rangi Ruru bell 5. A celestial body 7. Founding sisters 8. Hat 11. Stick together 13. A scientific instrument 16. Year 13 (2 words)

17. 5th Principal’s surname 18. Affirmative 20. French capital 21. Kodak 29. Model: ______ Campbell 30. Get back together 31. Pirate beverage 33. Eusocial insect 35. Martial arts space 36. Girls ____ the world

ACROSS 6. Mega 9. Endeavour 10. Bribe 11. Giraffe 12. Gee 14. Doune 15. Punt 17. Project Blue Sky 19. Eye 20. Pocket 22. Lid 23. Scrams 24. Rob 25. Pram 26. Te Koraha 27. Cram 28. Rank 30. Rererangi 32. Superman 34. Mum 35. Denture 37. Soho 38. Jam DOWN 1. Fudge 2. Am 3. Barbie 4. Wanganella 5. Comet 7. Gibsons 8. Beret 11. Glue 13. Telescope 16. Gold Braid 17. Patrick 18. Yes 20. Paris 21. Camera 29. Naomi 30. Reunion 31. Rum 33. Ant 35. Dojo 36. Rule ANSWERS

W ID E S K Y S UMME R 2 02 3

Luxury that cares. Discover the new level of luxury where instant power comes with low or zero tailpipe emissions. Volvo Recharge technology combines sustainable materials and innovative design to elevate your driving experience. Experience Recharge plug-in technology in our XC60 and XC90 PHEV models. Offering a choice of pure electric, hybrid, or power mode, and giving you full control of your driving experience while reducing your carbon footprint. For those seeking a quieter and more sustainable driving experience, our C40 and XC40 Recharge pure electric models are powered by a high-voltage battery and dual electric motors, delivering pure progress on the road ahead with zero tailpipe emissions and reduced noise levels at all speeds.

VOLVO RECHARGE. ORDER YOURS TODAY.

Archibalds Volvo Cars. Proud to provide the Rangi Ruru 1st XI with a zero-emission Volvo C40.

38 Tuam Street, Christchurch 03 377 5200 - Emma Schuyl www.archibalds.co.nz/rangiruru

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