Wide Sky Winter Edition 2024

HONOURING TRADITIONS, EMBRACING THE FUTURE Introducing our new Principal

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.

DESIGNERS

Emma Smith

Alyssa Robinson

EDITOR

Bridget Woodham b.woodham@rangiruru.school.nz

PROOFREADING

Michele Stephens

Jude Connochie

PHOTOGRAPHY

Alyssa Robinson

Rangi Ruru Staff and Students

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

Cecilia Diefenbach Oliveira, Olivia Fryer and Anya Patel, all Year 8, enjoying International Women’s Day, 2024.

Winter 2024 WIDE

EDITOR’S

NOTE SKY

When my daughter turned 18, I created a reel (short video) celebrating the milestone moments of her life and set it to Green Day’s iconic single, ‘Good Riddance (Time of Your Life)’.

The lyrics resonated with me: within the next four weeks, her school days would be over, and the big wide world would beckon - It’s something unpredictable, but in the end is right / I hope you had the time of your life. Her five years at Rangi Ruru had not only reinforced her personal values but equipped her with an abundance of tools, empowering her with the confidence to navigate the obstacles and opportunities that undoubtedly lay ahead.

At Rangi Ruru, we believe the essence of individuals thriving lies not merely in academic excellence, but in the cultivation of personal attributes that enable our students to live deeply fulfilling lives. This issue of Wide Sky delves into the aspirational profile of the Rangi Graduate, showcasing the essential qualities we hold dear—being grounded, compassionate, self-managing, adaptable, innovative, curious, a critical thinker, and resilient, amongst others. You can read more about the Rangi Graduate profile, specifically the power of being resilient, on pages 10-11.

The Rangi Graduate attributes form the cornerstone of our educational philosophy, fostering a holistic growth that extends well beyond the classroom. Through the compelling stories within these pages, you will encounter the legacy of the Rangi Ruru spirit in full colour. Current ākonga exhibit and embrace our values, as illustrated in the student profiles on pages 12 and 30, and our alumnae, who also exemplify these virtues, share their journeys on pages 16-19, demonstrating that there is indeed a special alchemy at work here.

I would like to extend my heartfelt thanks to those who generously contributed to this publication. To the writers, photographers, editorial team, and individuals who shared their stories—your collective efforts have brought this edition to life.

As you immerse yourself in it, I think you’ll discover that many of the Rangi Graduate attributes speak to your own principles. These qualities collectively foster grounded, well-rounded, curious and contributing global citizens—there’s a reason why they are at the centre of everything we do. And by continuing to embrace and uphold these attributes, we continue to build the testament of our enduring Rangi Ruru legacy.

Happy reading

Words by Bridget Woodham EDITOR AND COMMUNICATIONS MANAGER

18 Reminiscing About School Days

20 Ngā Mihi to

28 Rembering Nancy Beale

52 The Boys of Rangi Ruru

HONOURING TRADITIONS,

embracing the future

In February 2024, the Board of Governors announced Tracy Herft as the 11th Principal of Rangi Ruru Girls’ School. Tracy, who will officially start in her role in July, joins us from Strathcona Girls Grammar in Melbourne, a high-performing independent girls’ school. She has been at Strathcona for more than 15 years, holding roles such as deputy principal, acting principal, head of mathematics, and dean of studies.

Tracy is a strong advocate for girls’ education and is thrilled to be returning to New Zealand, where she began her primary education when her father worked in Auckland for several years.

Before starting at Rangi Ruru, Tracy spent time walking El Camiño in Spain, and we kindly asked her to share some reflections on the experience.

As I write this article, I am yet to officially start my journey at Rangi Ruru Girls’ School. Currently, I am sitting in a café in a quaint village in Galicia, Spain. I am privileged to be travelling overseas, embarking on a three-week solo walking journey of the Caminho Portuguese da Costa, more commonly known as El Camiño. This pilgrimage concludes in Santiago de Compostela and has been travelled by thousands since the 9th century. While it has traditionally been a Christian pilgrimage, many now undertake this journey to improve fitness, find time for reflection, and seek personal discovery. For pilgrims, it is essential to let go of preconceived ideas, to believe and trust in the path ahead, and to know it will provide all that is needed: food, shelter, friendship, and solitude. The messages and lessons from walking El Camiño are transformative, and I recognise that some of my experiences parallel those of our students.

Walking El Camiño, I have been mindful of its traditions while also observing the integration of new ways and thinking. I have followed the traditional shell symbols marking the path, while also utilising phone apps that guide the way. In schools, it is a delicate balance to honour traditions while being innovative and at the leading edge of education. As Rangi Ruru’s 11th principal, I am committed to upholding, respecting, and cherishing the traditions and heritage established by my predecessors. I embark on this journey with an open mind, eager to learn and lead Rangi Ruru to even greater heights.

El Camiño requires inner bravery, belief, and willingness. It has been an enlightening lesson in accepting occasional failure and uncertainty (especially when getting lost and walking extra kilometres!). Meeting people from diverse backgrounds along the walk has shown me the importance of being open to new ideas and perspectives. This journey has also provided time for self-reflection, helping me understand my own motivations, resilience, and purpose. At Rangi Ruru, we aspire for our students to approach experiences in this way—not seeing challenges as negatives but as opportunities to learn from both success and failure and to have a set of skills to draw upon when needed. As a school, we create educational opportunities for our students to meaningfully learn how to manage, adapt, and respond to challenges.

“

I am committed to upholding, respecting, and cherishing the traditions and heritage established by my predecessors. I embark on this journey with an open mind, eager to learn and lead Rangi Ruru to even greater heights.

It is a great honour and privilege to join Rangi Ruru, and I am excited to learn more about our school and community. I look forward to working in partnership with our families, students, alumnae and staff to maintain a safe, welcoming environment that inspires, challenges, and empowers students. I am eager to see what will be accomplished together and look forward to meeting you soon.

Words by Tracy Herft RANGI RURU PRINCIPAL

ENDURINGvalues

Rangi Ruru’s founder, Helen Gibson, wrote to parents and described the Rangi Ruru graduate, “Our primary aim is to build up character – it is scholarship that trains the mind and intellect, it is drill and sport that improve the physique, but a partnership of the two is necessary if we are to hand back to you, girls who will prove strong in body, pure in mind, and cultured in intellect.” Although times have changed, the principles of Rangi Ruru, to prepare well-rounded students who are curious about the world and equipped for the future, remain.

My grandmother, Natalie Dick, née Wood (1919 – 1924) was a Gibson Girl and a prefect one hundred years ago. Natalie was Chair of RROGA’s Dunedin Branch in 1950 and 1966. It seems I was destined to be President of RROGA and I love that I have this connection to her. Thankfully, opportunities for women have greatly improved since my grandmother’s graduation but even then, the Gibson

sisters and Rangi Ruru alumnae were seeking the heavenly things and achieving highly in their chosen fields.

I was privileged to attend the Years 7 & 8 Belonging Project Day in 2017 when Arabelle McGuckin, Annabel WynnWilliams and Mary Flatman were in Year 7 (Form 1). Fast forward seven years to the 2023 Prize Giving, the final one for this cohort, where students received awards for sporting, cultural and intellectual achievements. Not everyone receives an award, but all students graduate with the skills required to lead fulfilling lives. It certainly felt like time flew as I welcomed these students into the Rangi Ruru Old Girls’ Association (RROGA) at the Leaver’s Ball. I felt very proud to be associated with these incredible wāhine.

Rangi Ruru encourages each student to be their best, to be critical thinkers, and to question and analyse before forming judgement. By providing tools, resources

and opportunities students are inspired to strive for excellence with passion, compassion and integrity.

The school instils in its students the conviction that they have the power to be the change. Students have a sense of social responsibility to make a positive impact on their communities and they learn that by collaborating they can achieve a greater outcome.

This is Rangi Ruru’s alchemy. The Gibson sisters established a wide sky shelter, a supportive and inclusive environment where all graduates belong and are bonded to the school and their friends. As we move through life it is wonderful to connect with RROGA alumnae from all years as we share these same dispositions. It is reassuring to know there is a place where you are always welcome, can thrive, and where you can always be your authentic self.

1924 Prefects: Amanda Dick’s grandmother, Natalie Dick (née Wood) stands third from the left.

Our primary aim is to build up character – it is scholarship that trains the mind and intellect, it is drill and sport that improve the physique, but a partnership of the two is necessary if we are to hand back to you, girls who will prove strong in body, pure in mind, and cultured in intellect.

The Gibson sisters created an extraordinary legacy which will endure for generations to come. I’m sure they would be proud of us and the legacy they created.

SCHOOL PRIZES

Prizes sponsored by the Rangi Ruru Old Girls’ Association awarded at the end of year Prize Giving 2023 are:

Special Prize for Excellence in Year 12

2017 Years 7 & 8 Belonging

Project L-R Arabelle McGuckin, Amanda Dick, Annabel WynnWilliams and Mary Flatman

Sophie Cusiel

Lydia Felton

Alice Ferguson

Angam Vraich

Special Prize for Excellence in Year 13

Jessica Hickling

Gracie Liu

Florence Nelson

Lucy Wilson

Words by Amanda Dick RROGA PRESIDENT

All Rangi Ruru alumnae are invited back to school to reconnect, reminisce and take a stroll down memory lane.

RROGA

THE RANGI GRADUATE embodying

The Rangi Graduate profile is a group of attributes and values that students will champion as they leave school and venture into the future and the unknown. My time at Rangi Ruru has taught me incredible amounts about myself, what I value, my strengths, and my weaknesses. Our four key pillars - Belong, Be You, Be Your Best and Be the Change, are at the heart of how we grow, learn, play, and connect. Each pillar has a range of qualities that contribute to the Rangi Graduate, but I want to focus on the qualities that have been an integral part of my journey.

#BEYOU

- CURIOUS

Curiosity is seeking to learn both in and beyond the classroom. Moving from Australia to New Zealand in Year 11, my curiosity about Māori culture has grown, as well as the values that form my identity. Rangi Ruru aims to provide students with a love of learning and equip them with the ability to pursue their learning passion.

Ko te mana, e kai ana, i te miro, nōnā te ngahere. Ko te mana, e kai ana, i te mātuaranga, nōnā te ao. The bird that consumes the miro owns the forest. The bird that consumes knowledge owns the world.

#BELONG

- CONNECTED

Connection is at the centre of our goal to create a whānau-centric community; one where students hold genuine relationships with other students and staff. At the heart of success is relationships, which is why small interactions, such as smiles, whole-school dances and acknowledging students through ‘Gem of the Week’ are so important. If you have engaged with school events, you will know how truly special and unique the bonds within our school are.

Whiria te tāngata. Weave the people together.

#BEYOURBEST

– POSITIVE

I always speak of Rangi Ruru as a vibrant, love-filled community with positivity in every pocket of the school. Through school traditions, themes and simply the way we engage as a kura, our school is a beacon of genuine love and positivity. We are open and recognise that navigating school life isn’t easy but creating a positive environment where students can overcome this is a special part of who we are.

Te piko, o te māhuri, tērā te tupu o te rākau. The way in which the young sapling is nurtured, determines how the tree will grow.

#BETHECHANGE - ADAPTABLE

Life is not linear, change is always present; this is something I have learnt to champion through my many moves, highs, and lows. This year, my final year, has been and will be a year of profound change, but what remains is the light that Rangi Ruru creates. This change means adaptability is needed to find a new rhythm, but I have no doubt that as a school, students, and staff, we will continue to shine.

Tuakua kia tū, takitahi ngā, whetū o te rangi. Let each star in the sky shine its own light.

These pillars are the warm and fuzzy feeling you get from belonging to the Rangi Ruru whānau. They are the smiles on faces, the cheering from sidelines, doing the school dance, and wearing your uniform with pride. They are embedded within everything we do, and they are responsible for the way every student shines here at Rangi Ruru. To everyone who is a part of our kura or whānau, thank you for championing these values and being an integral part of who we are, and how we shine.

Words by Georgia Rumball HEAD OF SCHOOL

A DAY INthe life

Wake up and get ready for gym

Spin class

Head home, shower and get ready for school

Breakfast

Head to school and meet with the Principal Class time

Morning tea/Meet with the Assistant Principal - planning upcoming events

Class time

Lunch time! Head to the common room to enjoy some kai

Catch-up with Ms Lidstone about this week’s assembly

Class time

End of school day, afternoon tea with the boarding house girls

Admin and study time -working on internals, revising schoolwork and planning leadership admin (job rosters, risk forms, teams’ messages, birthday messages etc)

Dinner time!

Walk around Hagley Park with some of the boarders

Shower, tea and get into PJs for the night

Do some last-minute admin to set myself up for the day tomorrow. Get schoolwork in bag, prep diary and note down any meetings or catch-ups scheduled for tomorrow!

Hang out, chilling in the flat with my roommates

We asked Georgia to tell us what a day in the life of Head of School looks like. To be fair, no one day is the same, but every day requires her to lean on the graduate attributes in some way or another. Whether it’s being curious in class, connected during breaks, positive through exercise or adaptable to try and fit everything in, Georgia is leading by example. 6:15am 6:45am 7:15am 7:50am 8:15am 8:45am 10:55am 11:15am 1:05pm 1:25pm 1:35pm 3:20pm 3:45pm 5:45pm 6:15pm 7:00pm 7:30pm 8:00pm 8:45pm 9:30pm

In bed and wind down time. This might be reading my book, chatting to my parents, or watching an episode of my go-to TV show. I’ve been loving the Lincoln Lawyer or Fool Me Once!

Sleep time!

THE RANGI GRADUATE: growing resilience

The Rangi Ruru offering places students at the centre with academic outcomes, values, dispositions and pillars circling and embracing them. Our core business is to enable teaching and learning and although the graduate dispositions are relatively new, they are an extension of the values encapsulating and describing what we have long encouraged.

Termssuch as ‘equipped for the future’, ‘adaptable’ and ‘courageous’, are aspirational skills learned through experience, with resilience – the capacity to withstand or recover from difficult decisions – being something that many will face. Dr Paul Wood, who recently spoke to staff, left us with some important anchors — my favourite being: stress + recovery = growth. Recovery is the key here, but it takes practice. If you never face adversity, you lack the skills to be able to recover. Additionally, you don’t want the first time that you need to be resilient to be related to a major incident.

Experiencing setbacks can be tough, even if they’re not the biggest challenges you’ll face. They’re the minor bumps in the road that can still throw you off balance. Getting a lower grade than expected or desired, experiencing a friendship disappointment, or missing out on a team selection might not be as significant as a major life event, but they still sting. It’s important to acknowledge these disappointments and find healthy ways to cope and move forward. This is learning for life - opportunities for growth and self-reflection will build psychological wellbeing and the understanding that one is able to heal and move forward.

If issues, frustrations, and disappointments are smoothed or cushioned by whānau or others, how can our students learn the capacity of recovery and an understanding of resilience? As your daughter moves through life, beyond school, do you want them to be able to bounce back, negotiate disappointment and restore relationships?

Resilience is not a trait that you are born with – that you either have or don’t have, it is a learned and practised skill. In the English curriculum, speeches form a part of the programme for Years 7-13. Students write a speech and then present it. The senior assessment requires students to deliver a speech using ‘oral language features appropriate to the audience’. Clearly, this task is encouraging students to build skills in speaking and

communicating to an audience and it does not serve them well to have this devolved to speaking only to a small group or recording the speech without an audience. Students start off saying ‘I’m too nervous, I can’t do it, my nerves will impact my grade’. Most people suffer from nerves when speaking in public. The more that you do it, the more familiar the experience becomes. I encourage all students and parents to support the intention in the task and develop this competence.

Emily in Year 12 has suffered considerable anxiety in the past and has worked hard to overcome it. When faced with her speech assignment, although nervous she spoke with her teacher about how she felt. She says “I wasn’t so afraid to fail, I was nervous about the event. Then I thought, everyone gets nervous, it’s normal. Normalising the fear was important for me. I said to my teacher, I’ll just get up and do it. Adrenaline kicked in, my heart was pumping, but I just did my best. Once it was done, I felt relief and a real sense of accomplishment. It gave my confidence a real boost – next time something is hard, I know I can do it.” Kua pai te mahi, Emily.

I am heartened by the young people I meet who show resilience. The common factor among them is an acknowledgement of the stressor and an ability to look forward for ways to improve or resolve a situation. Dwelling on what or why some difficulty occurred is not helpful. Acknowledging it, adapting to the situation, coping with change, looking for a solution, restoration and taking steps to work out a challenging situation all build resilience.

Persistence goes hand-in-hand with resilience, as does courage. We can all work together to help grow resilience and courage in our ākonga.

Words by Juliet Collins DEPUTY PRINCIPAL - CURRICULUM

Every week 12 Kiwi families find out their child has a heart condition. For over 40 years, Heart Kids New Zealand has been providing crucial, lifelong support, information, connection and hope so that heart kids and their whānau never face their heart journey alone. Scan this QR code to donate to Heart Kids today.

OF BRAVERY a symbol

If you met Dimity Sheild on the street, you’d be forgiven for thinking she was your typical teenager. Fiercely independent, kind, empathetic, a good friend and always reliable, Dimi, as she is known, according to Boarding House Director Kyleigh Lyth, is a bit of a superstar. But underneath her bright demeanour and confident exterior lies a story of a brave young wahine, who wears a daily reminder of the battles she has faced and the challenges she has overcome.

Dimifaces unique health challenges every day due to a heart condition, mitral stenosis. Characterised by the narrowing of the mitral valve in the heart, this condition has significantly shaped her life and experiences.

Within a week of being diagnosed, Dimi underwent her first operation to repair her mitral valve when she was just five years old. A Starship kid, Dimi and her family flew to Auckland for the surgery and her recovery, only to find themselves back there seven years later when her valve needed replacing. That’s two open heart surgeries before the age of 13! A testing experience for anyone. Mum, Alice, says she doesn’t know what she would have done without the support from Heart Kids; “They helped us through, providing support and making Dimi’s hospital stays more comfortable. The team were so kind to us; they do an amazing job.”

Living with mitral stenosis involves meticulous daily routines and medical vigilance, and as a boarder, it falls on Dimi to manage this herself. She explains, “Every night I have an alarm set on my phone at 5:15pm, just before dinner, to remind me to go and tell the matrons that I need to take my medication.” This routine is crucial for her health. She also monitors her medication dosage and her international normalised ratio (INL) blood level, performing regular prick tests, with her personal blood testing machine. “I have a little book where I keep track of the medication I have to take and what my blood INR level is,” she adds. This level of organisation ensures she maintains her health while balancing her school and social life.

Due to the risks associated with contact sports, she has had to adapt her interests and activities. “At the moment, I’m playing badminton: I can’t play contact sports like netball, where I could get hurt easily as I might start bleeding faster than someone, not on blood thinners,” she shares. This adaptation has not deterred her spirit, if anything it just makes her a little more cautious. She assesses risks

carefully and consults her cardiologist before engaging in new activities. “Letting the people I’m with know that I take blood thinning medication and what that might mean if I get injured is a really good idea,” she advises - demonstrating her proactive approach to managing her condition.

Misconceptions about her condition are not uncommon. Dimi has a prominent scar from her surgeries, which often attracts questions and curiosity. “Sometimes you can see the top of my scar and a few people have asked me what it is,” she says. Initially embarrassed about it, she is learning to embrace it. “I used to always feel really self-conscious about my scar but I’m learning to be more confident and prouder of it - it’s a part of me now and it symbolises how brave I have been!”

Outside of school, Dimi enjoys a variety of activities. “I like to hang out with my friends, help my parents on the farm, look after my younger cousins, cook, bake, sew, and craft,” she lists enthusiastically. Her family is an integral part of her life, and they share many adventures together, from tramping and fishing to skiing and boogie boarding. Music is another passion they all share, and they are looking forward to attending Coldplay later this year. Looking to the future Dimi has dreams of travelling with friends and pursuing a career as a preschool teacher.

And her advice to peers who might be facing obstacles is simple: “Share what you’re going through with the people you feel comfortable with, keep giving life your best go, and never give up.” Powerful words, from a brave wahine, who is living proof that it’s possible to overcome life’s challenges with a positive attitude, ambition and courage.

Words by Bridget Woodham EDITOR AND COMMUNICATIONS MANAGER

“The opportunities to be curious about the world and its people are vast at our school and our learners speak highly of the positive impacts this learning has on their lives.

Sc ience for Citizenshipstudentsexploring

2

Spatial Design students explore Ōtautahi.

Aoraki/Mt Cook NationalPark

EMBRACING OUR

beautiful backyard

George Bernard Shaw is quoted as saying, ‘From a very early age, I’ve had to interrupt my education to go to school.’ He has a point. While there is rich knowledge to be gained within the classroom, one’s understanding can be all the richer when we head beyond it. Educationalists now know that integrating learning opportunities outside the classroom into current learning programmes has endless possibilities to engage learners and deepen their understanding.

Schools in Aotearoa New Zealand have a proud history of embracing our beautiful backyard and providing education opportunities outside the classroom. School camps are a great example of this. Rangi Ruru has always acknowledged the value of this authentic hands-on/minds-on learning. Not only does academic learning often make more sense to learners in these settings but the opportunities for character growth are profound. Nothing teaches you perseverance and teamwork like rallying your friends to dig deep and keep pushing up a steep climb to sleep under a bivvy on the Lewis Pass tops.

Our promise is that our learners will be inspired, challenged and empowered. As such, we ensure that the cultural, technological, academic and sporting spheres all provide opportunities to learn and grow beyond the walls of our campus. We know this is central to shaping a curious mind and an engaged citizen.

The intellects behind the recently refreshed Aotearoa New Zealand curriculum agree and have prioritised the need for learning programmes to integrate local curriculum learning into their design. An enriching local curriculum experience might look like many things for Rangi Ruru ākonga - a trip to the local marae to learn about tikanga, or PE/ Health students teaming up with learners at Ferndale school, a state specialist school. It could look like senior accounting students spending time in the Uniform Shop understanding the day-to-day operations and financial processes. There are year level camps, or even heading abroad like our art students recently did to the Sydney Art Biennale, or language students travelling to Spain and France to be immersed in different cultures. It could look like studying local waterways, flora and fauna as part of a science experiment or attending the World of Wearable Arts as a textile technology student.

In Spatial Design, education outside the classroom provides ākonga with valuable realworld experiences to enhance their creativity and understanding. Learners participate in an architectural walk of our city where they observe a mix of traditional and modern structures and discover unexpected spaces. They get to see design

in action which sparks ideas for their own spatial design projects.

“When you walk around the city you usually don’t notice the unique art and architecture. Our Christchurch City architecture walk was explained by a knowledgeable guide who went into some detail about the backstories and meanings of some of our buildings. It was interesting as we got to see how Māori and other cultural influences were woven into real world architecture. Seeing this helped me have confidence in my own work and helped me to incorporate new ideas, which made my designing better.” – Katie Sandison

Level 2 Geography and Science for Citizenship students are fortunate to explore Aoraki/Mt Cook National Park as part of their course, where they gather data on the climatic, geological and biological processes. Pair the data collection with a series of hands-on and immersive experiences within the park, and this helps give students a richer context to the ideas that they have been exploring in the class and a greater appreciation of what makes the national park such an iconic place.

“The Aoraki Mt Cook trip was unforgettable. Exploring the unique landscapes and diverse ecosystems, firsthand was eye-opening. It benefitted us all greatly, highlighting the ideas we have been learning in class and reinforcing our understanding of ecological systems and geological formations, in a way that books can’t illustrate. I was so grateful to be able to call Mt Cook, our classroom for a couple of days!” – Millie Cameron

The opportunities to be curious about the world and its people are vast at our school and our learners speak highly of the positive impacts this learning has on their lives. Despite these opportunities often being linked to particular learning areas, they achieve multiple outcomes across a broad curriculum and enliven our Rangi Ruru graduate dispositions.

Whāia te pae tawhiti kia tata   Explore beyond the distant horizon and draw it near!

Words by Melissa Campbell ASSISTANT PRINCIPAL –TEACHING & LEARNING

Thank you to Emma Beech and Simon van Rossen for contributing to this article.

A REWARDING CAREER a happy accident

JOANNA SWANEY

1988-1992

Kelli Scott recently caught up with Jo Swaney to find out what she has been up to since leaving school. It’s fair to say Jo embodies the Rangi Graduate.

What have you been up to since leaving school?

After school, I went to Otago University to study law and science and graduated with an LLB and a BSc in ecology before heading to Wellington. I thought that a job in environmental law and/or policy was where I was heading, but on being admitted, I applied for a job working for the Residence Appeal Authority, one of several tribunals dealing with immigration appeals. I had studied international law and international human rights law, so it was an area of interest for me, albeit not where I thought I would end up working. It turned out to be a happy accident that shaped my career.

After two and a half years in Wellington, I decided to travel, packing up and moving to London for what I thought would be a couple of years. Twenty-three years later, I am still here.

My first job lasted precisely three days. It wasn’t for me, but the one thing that left a lasting impression in those three days was a trip to Liverpool to accompany a young Afghan asylum seeker to his interview with the Home Office. He had to explain why he had fled Afghanistan and sought asylum in the UK. He was in fear of the Taliban and gave an account of how he had been treated.

I soon moved to a rights-based law firm which had a reputation for defending the rights of some of the most vulnerable people in society. I worked there for just over seven years doing predominantly human rights, asylum, and public law. I applied for my first

judicial appointment in 2005 and to my surprise, was successful. Being appointed a social security judge and an immigration judge, I had a varied portfolio career for several years. I now sit mainly in the Immigration and Asylum Chamber but am also appointed to the General Regulatory Chamber.

I have managed to fit in quite a bit of travel as well. Some highlights include travelling round Morocco by train; overland from Moscow to Beijing on the TransSiberian Express; Venice, which despite its reputation as being crowded, expensive and a bit smelly, is one of my favourite places in the world; Yellowstone National Park; Cuba; and Albania, which as well as being incredibly interesting has some of the best and cheapest coffee I’ve had anywhere.

What is your greatest achievement to date?

My greatest achievement to date is the difference that I have been able to make in the lives of my clients and now the appellants who come before me. Asylum seekers are some of the most vulnerable people in society. They have fled their home and everything they know because they fear persecution simply because of who they are, whether it is because of their political or religious beliefs, their sexual identity, their race, or in some cases, even their gender. As a solicitor I was able to help directly; as a judge, I ensure they are listened to and regardless of the outcome, they come away knowing that they had a fair hearing.

Do you have a favourite memory from school?

I thoroughly enjoyed my time at school, and it is hard to pick just one memory. I loved school camps and field trips and the sixth form biology field trip to the Boyle River was one that sticks in my mind. One night we went down to the river and found a hot water spring and sat there under the stars in the freezing cold, with a few flakes of snow falling.

Are there any words of wisdom you’d like to impart to today’s students?

Make the most of every opportunity that comes your way, even if it doesn’t seem like something you are interested in and regardless of your apprehensions. If I hadn’t spoken to a young Moroccan man on a train

coming into Fez, I would never have experienced the Medina from a local’s perspective, been invited to share a meal with his family, nor been in a position of having to estimate how many camels Dad would require as a dowry! It will never be easier to make the most of opportunities than when you are at school, supported by family, friends and the school community. If you develop a habit of saying yes to new experiences, it will stay with you and enrich your life in ways that you probably can’t imagine now.

Also, celebrate others for the things that make you similar rather than the things that make you different. The more I meet people from all over the world, from different faiths, cultures, and all walks of life, the more apparent it is that despite superficial differences, deep down we all have the same fundamental concerns and interests.

Scan the code to read more about Jo and her work with asylum seekers.

Swaney

SCHOOL DAYSreminiscing about

Rangi Ruru Old Girls’ Association committee member, Liz Wright, caught up with alumna Gillian Miles and asked her to share her memories of her time at Rangi Ruru.

GILLIAN MILES (NÉE TRIBE)

1942-1951

Vivacious Gillian Miles remembers her 10 years at Rangi Ruru with great affection and gratitude. Both her mother and aunt were old girls and Gillian began in 1942, in Primer 1 (Year 1), in Miss Sherwin’s class.

Her schooling was in an era when one listened and did not ask questions; the overall teaching focus was on developing well-mannered young ladies.

Gillian recalls her teachers were Mrs Barton, Miss Paul (a history teacher who also featured on a radio programme called ‘Queen of Hearts’ and used to bring her dog to school), and Miss Horth who taught her class French in Primer 1.

She recalled the Gibson sisters were very English and despite the move to Te Koraha, Gillian remembers there being big classes in the old grooms’ quarters, ‘The Stables’. There were lessons in elocution, squad drill, and exercising/marching to the music of Colonel Bogey was deemed physical education. The writing style taught was straight up and down and impeccably neat.

Only when the Presbyterian Church bought Rangi Ruru Girls’ School in 1946, as a sister school to St Andrew’s College, did the curriculum broaden in content and delivery, and girls were afforded the choice of what extracurricular activity they would like to do for one hour a week.

During this time, Gillian was aware that some girls’ fathers were away at war and their mothers were working to pay their daughters’ school fees; she realised times were tough for many. Surprisingly perhaps, some girls played ‘the Germans versus the English’ in the bush by the Rhodes Street entrance. Not something you would find students doing in their free time today, but the reality of a certain time many years ago. The girls understood they were lucky to be alive yet knew very

little of world events overall. Gillian also remembers the boarders used to have an annual hangi.

Highlights for Gillian were always sports days at Rugby Park, playing on the fields at St Andrew’s College, and Friday night dances at church halls. She would ride her bike there and be escorted home by boys, always polite, on their bikes and remembers these being very exciting times!

Two particularly memorable moments whilst at Rangi Ruru were in 1947 when the whole school was invited to sing at the King Edward Barracks with the newly formed New Zealand Symphony Orchestra, and in 1948 when the whole school attended a Shakespearean performance starring Laurence Olivier and Vivien Leigh, one of the most glamorous showbiz power-couples of the day.

As far as subjects were concerned, Gillian enjoyed English and history but didn’t pass School Certificate and she didn’t care! Her one regret was taking French, rather than art. She remembers leaving school in 1951, aged 17, feeling pretty naïve, with a lovely but limited group of friends. Socialising was often done through attendance at St Mary’s Merivale, then Knox Church, where she sang in the choir. She and some friends organised dances independently at Knox Hall, charged an entry fee and provided supper. These were great fun!

Typing, with Miss Wigley, was deemed a good skill to learn, and jobs were often gained by word of mouth. Gillian didn’t

enjoy her first job with an accountancy firm, but when she joined Skellerup Industries, she felt valued and loved her secretarial role.

Being bridesmaid for a friend resulted in her meeting her future husband and Gillian was married at 28, and then moved to Ashburton, where she had two children and used her secretarial skills in her involvement with kindergarten, Girl Guides, and a writers’ and reading group. Gillian moved back to Christchurch in 2004 and has always enjoyed keeping in touch with her school friends over the years. Now 88, and a daily Code Cracker and crossword fan, she is still an active RROGA member after 71 years.

Gillian Miles c. 1949

TO OUR COACHES nga mihi

The investment in coaches by the Rangi Ruru Board of Governors stands as a cornerstone of the Rangi Ruru sports programme. From former students who understand what it means to be part of the Rangi Ruru whānau, to current and former regional and national representatives; from coaches beginning their journey, to those who are on the national pathway - the network of coaches at school is something special. Through their guidance, mentorship, and unwavering support, ākonga not only excel in their sporting endeavours but also cultivate essential character traits crucial for success at school and beyond.

An important part of success on and off the field is resilience. Rangi Ruru coaches create environments that encourage students to embrace challenges and recognise setbacks as opportunities for growth. As the adage goes, ‘You learn more from losing than winning. You learn to keep going’. From physically and mentally challenging trainings, to testing tournament play, the inevitable ups and downs of sport allow students to develop the grit and determination needed to overcome obstacles and thrive, not just survive, in the face of adversity.

Rangi Ruru coaches emphasise adaptability, recognising the need for students to embrace change. Through quality coaching, students are exposed to diverse situations, encouraging them to think critically and adjust their approach to achieve the desired outcome. By simulating scenarios that require quick thinking - like an injured teammate or a vehicle break down en route to a game - coaches prepare their players not just for the game at hand but for life’s unpredictable challenges.

Importantly, our coaches prioritise understanding their players as individuals, valuing effective communication and individualised support. In return, players learn how to listen attentively and collaborate with their teammates and coaches, respecting and celebrating differences. Utilising our Mental Skills Coach, Paula Rule, our coaches also have the opportunity to explore AthleteDiSC profiles, a tool that provides a framework for understanding themselves and their players. Coaches who have utilised DiSC profiles, speak to the greater understanding this tool has provided which has helped them tailor their coaching and mentor athletes in an individualised way.

They also understand the importance of developing a sense of belonging or hononga, within teams. Coaches foster a supportive environment where student athletes feel valued and empowered to contribute. These connections extend beyond the playing field, fostering lifelong friendships and a strong sense of community among students, whānau and alumnae of the school. Special moments during

the season create some of the best school memories — people forget the score of games, but they always remember the charade nights, the van sing-a-longs and trips for ice cream at the completion of a tournament. Creating these memories is perhaps a key reason why many of our students find their way back to Rangi Ruru to help coach the next generation. Nurturing their players’ self-belief, encouraging them to push beyond their comfort zones and pursue their goals with courage, quality coaches support their players to trust in their abilities. Whether this looks like stepping up to take a crucial penalty shot or delivering a speech before a big game, behind every confident player is a coach who has nurtured their growth and supported their journey. With confidence, students approach their sport with curiosity, and a thirst for knowledge that can extend far beyond the playing field.

Importantly, our coaches prioritise understanding their players as individuals, valuing effective communication and individualised support.

Wherever they might be in their coaching journey, it is clear in their actions and their commitment to sport at Rangi Ruru, that every coach has a passion for helping ākonga be the best they can be, whatever that looks like for each individual. The loyalty, commitment and passion of our coaches is something to be celebrated and reinforces all that Rangi Ruru and sport at Rangi Ruru is about.

Words by Mandy Anderson DIRECTOR OF SPORT

Check out more of the amazing coaches working with Rangi Ruru ākonga.

MEET SOME OF OUR COACHES

Ross Kennedy Rugby Aaron Ford Hockey

Lara Wall Football

Georgia Kellows Cycling Jackson Olds Water Polo

Adam Ling Rowing

Alumnae Hayley McKellow (Class of 2017) and Jess Cooper (Class of 2018) coaching Rangi Ruru Ma hockey team.

WHO WE ARE part of

At Rangi Ruru, giving back isn’t just a virtuous idea; it’s woven into the very fabric of our community. From the first day ākonga/students walk through our gates, they are encouraged to practice kindness in all its forms—whether that’s through sharing uplifting words or through community-oriented charitable efforts. Each small act of generosity can significantly impact someone’s life, and at Rangi Ruru, these acts are a core part of our identity.

The true testament to our values lies in how these acts of kindness transcend the school grounds and ripple out into the wider community. Two initiatives illustrate the powerful difference made when compassion meets ingenuity and collaboration.

THE STUDY HALL: CULTIVATING CONFIDENCE IN MATHEMATICS

The Study Hall (TSH), a Saturday afternoon community tutoring programme, exemplifies Rangi Ruru’s spirit of service. It was founded last year by Polly Lee (Year 12), Elise Tian (Year 11), and Tiantian Chen (Year 10), who saw tutoring as a meaningful way to give back.

“We want students to feel more comfortable and confident with their math skills,” explains Polly, who achieved NCEA Level 2 Mathematics with Excellence last year.

Initially, TSH supported about 15 students from Years 2-8 in two-hour sessions each weekend. They provided all the necessary supplies, including pencils, erasers, and workbooks, along with afternoon tea. Each session was tailored to meet individual student needs, especially during exam preparation.

“If there was an upcoming exam, we would focus the work on preparing them for it,” says Elise, who achieved NCEA Level 1 Mathematics last year. “It’s so great to be able to provide extra academic support.

The feedback from parents and students has been very positive.”

Balancing this initiative with their own extracurricular activities was challenging for Polly, Elise, and Tiantian. Yet, the students’ progress made it all worthwhile. “We’d meet up one evening during the week to prepare the sessions and mark homework,” says Tiantian, who last year earned NCEA Level 2 Mathematics and Level 3 Calculus, both with Excellence. Elise adds, “The feeling we get when we help them with something they’re struggling with is, for me, the most rewarding part.”

This year due to high demand, TSH enlisted two more tutors, and there’s a growing waitlist of ākonga eager to join.

Tiantian Chen, Polly Lee and Elise Tian

TECHSPERTS: BRIDGING THE GENERATIONAL TECH GAP

Another standout initiative is Mya Taylor’s technical support service, which began when she noticed her grandparents struggling with technology during the COVID-19 pandemic. Realising the importance of staying connected and the lifeline technology posed, she started offering tech support at The Russley Village in Burnside in 2022, when only in Year 9.

“We joined the ‘Hero Consumers’ competition run by Fair Go and we won. From that moment, we’ve kept going,” Mya explains.

Initially, it was just Mya (now Year 11) providing help and assistance to the senior citizens at the rest home, but she has since been joined by her friend Mikayla Molloy (Year 11). “We find it better with two of us, but we would love to have one more person join us.”

Mya and Mikayla assist with tasks that seem simple to them but can be daunting for the less tech savvy older generation, like storing and sending photos, scanning documents, and recognising scam emails. In the true act of manaakitanga, not only do Mya and Mikayla solve technical problems but, in some circumstances, they also provide muchneeded companionship.

What Mya cherishes most about her role is meeting new people and making a difference in their

lives. Rosemary, one of their favourite residents, is a shining example of the impact they have. “She is very cheeky, always has a smile on her face, and loves Mikayla and me. She has so many stories to tell; we love her,” Mya shares.

Plans are in place to expand the programme once Mya leaves Rangi Ruru, but in the meantime, she hopes more peers will join the ‘techspert’ crusade and bridge the technical divide.

Through initiatives like TSH and the elderly technical support service, our students are not only making a difference but are also learning the impact of kindness and service in our community. Seeing our values in action, only reinforces that giving is part of who we are at Rangi Ruru, it’s part of our DNA.

Words by Bridget Woodham EDITOR AND COMMUNICATIONS MANAGER

Mya Taylor and Mikayla Molloy working with and a Russley Village resident

BRIDGE a supportive

At Rangi Ruru, we aspire to cultivate future-oriented learners who embody our Rangi Graduate profile. Our Peer Support programme plays a key role in this by providing Year 9 ākonga with a supportive transition to secondary school life, fostering essential skills and values.

Me mahi tahi tatou, mō te oranga o te katoa

We work together for the wellbeing of everyone.

The programme is a vital part of our school community, aiming to empower Year 9 students as they navigate secondary school, which can be a daunting experience. Led by our trained Year 12

Peer Support leaders, the programme focuses on building selfconfidence and resilience through meaningful peer interactions. Groups are intentionally small and structured by clans, enhancing tuakana-teina relationships across various year levels. By engaging with senior students, junior students not only develop key abilities but also form lasting friendships, creating a positive and inclusive school environment. These key principles are emphasised by Samantha Parker, Head of Peer Support.

“Peer Support is about helping the new Year 9 students find their belonging within the school. It provides a space where we can share ideas, give advice, and support them to learn and grow as people, becoming the best they can be. Our clan-based groups have fun with activities while communicating key messages based on the Rangi Graduate and our school values. As leaders, we help our groups form connections and learn about our school culture while having fun and building friendships. It’s great to see them meet and become friends with people outside their normal classes. I love the connections we, as leaders, form with the junior students and how we become like older sisters to them, guiding them through their first year at Rangi Ruru.”

Year 9 student, Ava Marsh, says of the programme, “I’m enjoying Peer Support because we do heaps of fun activities which help us make friends and settle into Year 9. If you’re struggling with anything you can talk to your Peer Support leaders, and they will help you because they know exactly what you’re going through.” This thought is echoed by Georgia Simmonds, “Peer Support has helped me settle into Rangi Ruru because of the kind, supportive leaders and the fun activities they do with us. I also met lots more people from my year through Peer Support, and I can’t wait to engage with the other girls also in my clan.”

The programme offers invaluable benefits that directly reflect the Rangi Graduate profile. For junior students, it serves as a supportive bridge, aiding in their adjustment to school life and fostering a sense of confidence and connectedness. Senior students, trained as Peer Support leaders, not only develop crucial leadership skills but also demonstrate empathy and collaboration as they guide and assist junior students. Through engaging in group discussions and activities led by seniors, students learn to communicate effectively, manage their behaviour, and actively participate, promoting selfmanagement and positivity. This programme effectively nurtures essential Rangi Graduate dispositions such as confidence, empathy, collaboration, and communication, enriching the entire school community.

Words by Lucile Fontaine-Berger HEAD OF PEER SUPPORT

“Our goal is to introduce students to the multifaceted world of digital technology and equip them with a mindset of innovation and adaptability, highlighting its relevance across diverse future career paths.

NAVIGATING THE digital frontier

In the vibrant world of digital technology, technical proficiency is undoubtedly essential. At Rangi Ruru, we recognise that mastery of this multidisciplinary field extends far beyond mere technical know-how. It requires the fostering of vital dispositions such as effective communication, courage, and creative problem-solving; key pillars of success in the realm of technology and its related fields.

The stereotypical image of computer enthusiasts isolated behind screens, typing cryptic symbols, is a relic of the past. Today, the technology industry beckons with a plethora of diverse roles, calling for competent communicators, visionary creators, and adept problemsolvers. Our approach to Digital Technology, therefore, embraces this diversity, emphasising the development of a wide range of skills. Students engage in activities such as crafting multimedia content, establishing online presences for budding ventures, engaging in digital story-telling, exploring cultural narratives alongside programming interactive games and building websites and software applications.

Our goal is to introduce students to the multifaceted world of digital technology and equip them with a mindset of innovation and adaptability, highlighting its relevance across diverse future career paths. Through tailored projects and hands-on experiences, students delve into advanced digital technology concepts, utilising tools such as 3D printers and vinyl cutters to discover the joy and satisfaction of creating something tangible and meaningful. The fully equipped Makerspace at Rangi Ruru provides ākonga with the tools and resources they need to engage in creative expression.

Communication lies at the heart of effective collaboration and innovation.

Our teaching programmes reflect a proactive approach to nurturing communication skills. Students have ample opportunities to refine their communication skills in diverse contexts, whether they are presenting project proposals or collaborating on group projects.

As new tools and technologies emerge, it takes courage to step out of one’s comfort zone and embrace changes. At our kura, we foster a culture of experimentation and risk-taking, encouraging students to explore new possibilities. Learning a new programming language, experimenting with a new software application, or tackling a complex problem are all part of

empowering them to face challenges with confidence and resilience.

Problem-solving is the most fundamental disposition cultivated in the Digital Technology classrooms. Our programmes prioritise hands-on, project-based learning that challenge students to think critically and creatively. They engage with realworld challenges, from troubleshooting technical issues to devising novel solutions; thus, developing problemsolving skills in authentic contexts.

Beyond the classroom, our VEX Robotics programme has evolved into an invaluable platform to cultivate these essential dispositions. Students are not merely

participants; instead, they are becoming enthusiastic collaborators and innovators, immersing themselves in the intricacies of building and programming robots. Students encounter and overcome the myriad of challenges inherent in designing and operating robots, fostering collaboration skills as they work in teams and pool their strengths and expertise to achieve shared goals. The growth of the VEX Robotics programme exemplifies our commitment to holistic skill development.

At Rangi Ruru, Digital Technology is not just a subject; it’s a journey of discovery and innovation. We believe in instilling in our ākonga the dispositions needed to navigate the digital frontier with

communication, courage, and problemsolving. By embracing the transformative power of digital technology, we empower our ākonga with the ability to tackle pressing challenges and positively impact society’s future.

Words by Kistina Wu HEAD OF DIGITAL TECHNOLOGY AND HEAD OF LEARNING AREA

DIGITAL

Lara Campbell, Year 10 working on her 3D printer project.

NANCY BEALEremembering

NANCY JOYCE BEALE

1943-1951

Nancy was born on 3 February 1934; an only child to parents Percy Horace (Horrie) and Ngaire Ashworth. Percy was a commercial traveler by occupation and Nancy lived in Levin for some years before the family returned to Christchurch. Nancy attended Rangi Ruru Girls’ School from the age of nine years, from 1943–1951.

AGibson Girl, she began at school under the tutelage of Miss Ethel Gibson, later, Mrs Mason and Mrs Patrick were also her head mistresses.

Nancy owned a horse and took part in various gymkhanas. The horse lived in a nearby paddock, which today is land that borders the sports grounds of St Andrew’s College.

Nancy was in Balmoral Clan and in her final two years was elected Balmoral Games captain. Whilst at school Nancy loved her sports and was quite the athlete. She was in the Senior A tennis team, was captain of the 1st XI hockey team and received colours for hockey.

After leaving school Nancy gained a degree in accountancy at the University of Canterbury, studying part-time while working full-time. She eventually ended up working at the Public Trust, then the Department of Agriculture for a brief period, before returning to the Public Trust where she remained until she retired.

She is remembered as one who expected a high level of perfection in everything, a personality trait that she demonstrated all her life.

Nancy maintained her interest in sports, notably softball and golf after leaving school.

At the Monowai Softball Club, with Nancy as catcher and her friend Bev Makinson as pitcher, a formidable partnership was formed which steered the Canterbury representative team to six Bensel Cup national titles between 1955-1964; and then Monowai Club to seven Dunstan Cup interclub titles from 1959-1968, five of these consecutive, a record that still stands today. A canny strategist on the pitch, and one of the most powerful hitters, Nancy played senior softball for around 30 years, retiring from play in her fifties.

Being a catcher showed on her hands, where her fingers had the injuries suffered from balls which were pitched. She also had two knee replacements during her life, most likely due to constant squatting as catcher.

Nancy also holds a place in New Zealand sport’s history pages, becoming the first women’s team player coach in New Zealand with the Monowai Club.

Nancy was also a very good golfer. She had a prodigious drive and when she was on her game, drove off the tee more than 200 yards using a wooden club.

Her other passion was gardening, no doubt inspired by her parents’ prize-winning garden in Manuka Street, Nancy tended the subsequent and equally beautiful garden at her Flockton Street home, and in addition had a glasshouse growing orchids and begonias.

Nancy was a smoker at a time when you were able to smoke at your desk in the workplace. How times have changed. She always stated that once the price of cigarettes was $5, she would stop. She was still smoking in retirement, but eventually she gave up, and was disappointed when her friends didn’t notice she’d not smoked for over a month!

A regular and generous benefactor to the school, Rangi Ruru was grateful for the ongoing and loyal support shown by Nancy to several capital campaigns and giving initiatives — most recently as a Matching Donor for the school’s 2022 Giving Day, raising funds for Atawhai — the new sport and multi-purpose centre. A facility that will be enjoyed by our students and community for generations to come.

Nancy Beale died on 31 July 2022, peacefully at Parklands Hospital, Christchurch, in her 89th year.

On her passing Nancy left a generous bequest to the school, one that like Miss Elizabeth Reid’s, would lay the foundations for the school to be able to continue with the next stage of the Project Blue Sky masterplan. Nancy’s legacy is not only one of benevolence but an example of what it means to be a true Rangi Graduate — independent, well-rounded, and a good citizen. Rest in peace Nancy.

Words by Felicity Williams PTA COMMITTEE MEMBER

Thanks to friends of Nancy - Murray Davis, Richard, Russell and Eila Stalker, and Barbara Howley for their contribution to this story.

RIGHT: Nancy playing softball

ABOVE: Nancy with her trophies from a Rangi Ruru Prize Giving

RIGHT: Nancy at home in her latter years

The Committee of the Rangi Ruru Old Girls’ Association (RROGA) has always been a strong advocate of supporting the school, its students, and alumnae in the most generous way it can.

For over 100 years, the RROGA committee has made prudent and wise investments to build and maintain a capital base of life membership funds, legacies, fundraising and donations. This capital base enables RROGA to grant a variety of scholarships, bursaries, exhibitions, and donations to recipients both in the school and community.

2024 COMBINED SCHOOLS’ GOLF TOURNAMENT

RROGA hosted the annual Combined Schools’ Golf Tournament at Weedons Country Golf Club on Friday, 15 March. The field consisted of 49 golfers. Sadly, the weather report was not favourable and after about five holes it began to drizzle. Most golfers continued and braved the cold wet weather. Fortunately, Weedons clubhouse had the fire going when our golfers completed their rounds. A light lunch was enjoyed by all while the raffle winners were announced; thank you to the wonderful raffle prize sponsors. Following lunch, the competition winners from Rangi Ruru, St Margaret’s, Craighead and Columba alumnae associations were announced.

COMPETITION WINNERS WERE:

Betty Murray Cup for best gross: Sally Williamson - gross score of 93

Armstrong Cup for best net: Robyn Willis – score of 68

Ellece Royds Salver for best stableford: Mandy Austin - 35 points, countback from Jo Batchelor, also with 35 points

Parents & Friends Cup: Joanna Craw41 stableford points

Helen Kitson Putting Spoon: Joanna Craw I wish to thank Olivia Ling, Lib Hutchinson, Libby Harrop, Julia Ricketts and Weedons Country Club for their assistance with this successful event.

Words by Stephanie Withell RROGA COMMITTEE MEMBER

GIBSON GIRLS’ LUNCHEON 2024

leading

WITH PASSION

The realms of technology and theatre might seem worlds apart, but this couldn’t be further from the truth. If you’ve been fortunate enough to attend a live concert — think Pink, Ed Sheeran or Taylor Swift, or you’ve been to any stage musical, you’ll know you can’t have one without the other. When a young Carmen Wood, in Year 9 at the time, realised that she could blend her love of music with technology, it was the perfect symphony and as if destiny was calling. Carmen (now Year 11) is our youngest ever head of technology. She recently shared her unique journey from the bright lights of the stage to the intricate wires and circuits behind the scenes, proving that age is no barrier to leadership when you’re passionate about something.

“

I’ve always loved all aspects of musical theatre, and when I became aware of the opportunities available in technology, I was keen to give it a go!” Carmen recalls. Her initial foray into the tech world began with her looking on from the wings, during Years 7 and 8. By Year 9, she was not only a ‘Tech Angel’ but also a ‘Stage Angel’, merging her interests in stagecraft with technology.

Carmen’s ascent to the role of head of technology is a testament to her dedication and enthusiasm. “When I joined, I wasn’t sure if I was going to like it, as I’d never done anything like it before. However, I absolutely fell in love with it,” she enthuses. Inspired by the passion of the then Head of Technology, Laura Yao, Carmen dived deeper into the club’s different activities, eventually catching the attention of the subsequent 2023 leader, Una KinajilReding. “I worked on every event I could, and met inspirational speakers like Sophie Pascoe,” Carmen shares.

Leading technology isn’t just about having technical skills; it’s about passion, commitment, and the ability to inspire others. Carmen humbly downplays her role saying — “All you really need, to become head of technology, is a good work ethic, be able to manage yourself and others, and just have a passion for tech.” Her motivation to take on the role stemmed from observing the joy and fulfilment her predecessors derived from their positions. Despite initial nerves about her leadership abilities given her age, Carmen saw the role as an opportunity to grow and build a supportive community around her.

Balancing her responsibilities as a leader with her academic workload, Community Council duties, as well as being a member of the school’s choir ‘Resolutions’, requires meticulous time

management. “My online calendar is a big help — being able to see what overlaps makes me aware of just how much I can really take on and helps me say no when needed,” Carmen says.

A common misconception about ‘Tech Angels’ is that it’s hard. “Most of the time it’s smooth sailing and everyone is happy, but usually when people are noticing us it’s because something’s going wrong and we’re trying to quickly fix it,” Carmen explains. Despite these challenges, she finds the problem-solving aspect exhilarating, and an aspect of the role that she loves.

Carmen’s dedication shone through in the 2023 senior production. “I absolutely loved doing sound and lighting operations for our senior production, Translations. On top of making so many good friends and everyone being lovely, I also learnt tons of new skills and lots more stagecraft technology general knowledge,” she recounts.

With an impressive 75-80 hours annually devoted to ‘Tech Angels’, for the likes of assemblies and chapel alone before adding in other projects, Carmen’s commitment is unwavering. Her role models, including Una and her younger sister Sophia, inspire her daily. “Una is the most positive person and has had an amazing impact on my life. My younger sister, Sophia, is amazing at everything she tries,” Carmen says, illustrating the strong support system she values.

In her downtime, Carmen enjoys reading, singing, and immersing herself in stage tech, which doubles as her social time. Her wish for a world with more kindness and respect underscores the compassionate leader she is.

Leading by example, with passion and vigour, just as her predecessors did will help ensure our Tech and Stage Angel Clubs will continue to generate strong interest and membership in the future.

Words by Bridget Woodham EDITOR AND COMMUNICATIONS MANAGER

HIGHLIGHTSreel

WELCOME TO 2024 • ATHLETICS DAY •

INTERNATIONAL WOMEN’S DAY • LOVE WEEK • SWIMMING SPORTS

MAIN IMAGE: Isabella Gregory (Class of 2013) completed Music and Arts Degrees at Victoria University and won a Fulbright scholarship to study for a Masters in Flute at the Shepherd School of Music at Rice University in Texas. Currently she is one of 15 International Ertegun Graduate Scholorships in the Humanities from Oxford University.

FOLLOWING

your passion

For those who are heavily involved in music, making decisions on whether music is a ‘viable career option’ post school is often not easy. Careers in performing arts can be perceived as ‘risky’; students ‘don’t know what they don’t know’. An often narrow view of the world may dictate that there should be a defined path with a secure career at the end of tertiary training. More traditional pathways can be perceived as more glamorous, secure or prestigious – with some examples being medicine, law and engineering. There can be a huge amount of self-doubt with thoughts such as ‘Am I good enough?’, ‘Do I want it enough?’, ‘What will my parents/peers think?’

Discussions with some of Rangi Ruru’s young musicians often centre around some of these concepts. However it is equally important that students ask themselves questions such as ‘What is my passion?’, ‘What do I love to do?’, ‘What makes me excited?’ At the conclusion of five (or seven) years at Rangi Ruru, those who are considering further study in music are already performing and creating music at a very high level. If they have any

desire to explore what is on offer in the music world, it is a good idea to do it then. Delaying for even a couple of years may result in lost confidence along with the high level of performance/creative skills attained by the end of Year 13.

Indeed, those students who have toiled with this decision and have decided to pursue music have generally not looked back. They discover many interesting and exciting pathways involving music,

and more importantly, learn a lot about themselves and others. And if music does not turn out to be the correct choice, it will often remain, at the very least, a lifelong interest, whilst other opportunities are explored.

To the right is a snapshot of some of the skills and dispositions that a Rangi Graduate heavily involved in our music programme can develop.

INSET: Amelie Spinks (Class of 2016) studied jazz and upright bass in Amsterdam and is releasing her first EP in 2024.

MeMpowerment - being confident and having the courage to respond positively to challenges in music making, seeing failure as an opportunity for growth (resilience).

CISUUnderstanding – understanding and having empathy regarding the thoughts, feelings and emotions of others, connecting on a deeper level through music. This enables the building of strong relationships, creating a sense of community.

Self-management - being responsible for one’s own behaviours – managing time effectively, being self-motivated, reflective and evaluative, particularly in the practice room and during rehearsals.

Innovation - taking risks with music making through exploring different approaches to problem solving, showing initiative and leadership.

Collaboration and Communication - working with others to achieve common goals. Communicating ideas with fellow musicians, and importantly with an audience.

Critical Thinking and Curiosity - Critically evaluating all aspects of music making, including being curious about finding out about musical contexts - music is a social document, deepening knowledge and understanding.

INSET: Siyu Sun (Class of 2010) is a professional pianist, accompanist and teacher based in London. She completed a postgraduate Artist’s Diploma with Distinction in piano at the

It is heartening to follow the careers of our music graduates, many of whom keep in contact. Later this year we are looking forward to welcoming Bryony Gibson-Cornish (Class of 2006) back to Rangi Ruru to work with some of our advanced musicians. Bryony is currently Professor of Viola at the Royal College of Music in London, as well as a member of the worldrenowned Marmen Quartet. Our music graduates leave a strong musical legacy that inspires current musicians to aim high and follow their own passions. Involvement and high achievement in music whilst at Rangi Ruru will always have a positive impact on pathways post school, regardless of whether that choice involves music or not.

Words by Janet Kingsbury DIRECTOR OF MUSIC

Guildhall School of Music and Drama.

HONOURING 25 years of service

French teacher, form tutor, Deputy Principal, Acting Principal; Stephanie Barnett has had a number of roles in her 25 years at Rangi Ruru. However, none of those roles define Stephanie as a human.

She is first and always foremost a mum to Sophie, wife to Dave, perpetual educator and Francophile. She is a connector and values relationships. She questions constantly and challenges with questions. She is a warm, loving, and no-nonsense human. As she moves from Rangi Ruru to the next phase of her life, what mark does she leave?

The lasting gift that Stephanie leaves is the evolution of the Care and Development network. Under her guidance, the pastoral oversight system has adapted to meet the changing needs of students, incorporating additional support services such as psychologists, nurses, a Digital Engagement Coordinator and a student leadership and development programme.

As Rangi Ruru’s values have expanded to incorporate the Rangi Graduate Profile and the four pillars – Be You, Belong, Be the Change and Be Your Best, Stephanie has developed and led the Te Ara programme. At every level from Years 7-13, Te Ara gives students the opportunity to learn graduate skills and dispositions that Stephanie knows are vital parts of their development as humans – Te Ao Māori, Hauora, Pathways, Citizenship. These opportunities sit alongside the curriculum and add to that which makes a Rangi Ruru graduate special.

As she embarks on her next chapter, Stephanie’s influence will continue to resonate here, shaping the future of Rangi Ruru and all who have been touched by her presence. Stephanie, we thank you for more than the years of service given. We thank you for being you and for allowing all of us to be the recipients of your special character. Nga mihi nui, dear Steph. Go with our love and gratitude.

Whāia te whanaungatanga kia aroha

Whāia te mana kia tū

Whāia tō te rangi!

Seek kinship so that we may love

Stand in your empowerment

Seek the highest!

Words by Juliet Collins DEPUTY PRINCIPAL - CURRICULUM

PLANTING

a seed

Some people (actually most people) tend to get a glazed over look when I start talking about philanthropy, the art of giving or just simply paying it forward. That said, planting the seed, and educating others about the importance of these topics is a key part of my role and something I am passionate about. This part is relatively easy, when the cause is to ensure the progressive legacy of Rangi Ruru continues.

Although not immediately at the forefront of most school students’ or leavers’ minds, in time, hopefully something will resonate with them, something that makes them realise how Rangi Ruru helped shape who they are. It is my hope that when alumnae reflect on their own journeys, which are a product of strong parental guidance, education and being surrounded by excellent role models, they will in turn feel inspired to give back.

Jane Goodall, a role model for both me and my daughter Harriet (Year 8), turned 90 in April. Jane has a strong connection with Rangi Ruru, visiting most recently in 2019. Her mantra is hope; this seems apt in these times, as our students navigate a world full of uncertainty.

In honour of her birthday the Jane Goodall Institute and the charity, Vital Impacts, launched a joint campaign –The Nature of Hope: 90 Years of Jane Goodall’s Impact. This saw 90 wildlife and landscape photographers

from around the world collaborate to produce 90 environmental images for sale, with 60% of the profits going to the Jane Goodall Institute - to advance her research and education programmes. Jane has spent 65 years promoting the importance of research, the environment and being philanthropic on a global scale. We all learn the art of giving from key role models in our lives and once we learn it, the key is to start.

Rangi Ruru recently purchased a selfportrait of Jane from the campaign. This purchase will ensure her presence continues to be felt in the school whilst contributing to the continuation of her work. The environment is front of mind for our mana wāhine toa, and by supporting this collaboration of female

photographers we are giving to a valuable cause that resonates with our students.

Rangi Ruru is leading the way by empowering our daughters to continue living their one wild and precious life.

So I ask, what can you do to help ensure this continues for future generations to come?

Words by Kirsty Rueppell

DEVELOPMENT

AND SPONSORSHIP EXECUTIVE

“It is my hope that when alumnae reflect on their own journeys, they will in turn feel inspired to give back.

EVENT highlights REUNIONS

LEAVERS BALL 2023

ALUMNAE STORIESthe catch up

We love hearing what our alumnae have been up to since leaving Rangi Ruru. The following passages illustrate that no matter what road our alumnae travel, they do so empowered and capable of navigating all of life’s challenges and seizing every opportunity to live fulfilled and purposeful lives. If you would like to share your own story with our Rangi Ruru whānau in the next edition of Wide Sky, we invite you to connect with us at rroga@rangiruru.school.nz.

SOPHIE COPPLESTONE 2007-2013

Since leaving school: I completed a Bachelor of Aviation at Massey University in Palmerston North, where I then worked as a flight instructor. In 2019, I started working as a pilot for Air New Zealand.

Greatest achievement to date: In January this year, I completed my command training and am now a captain on the ATR aircraft flying around New Zealand!

Favourite school memory: I have so many good memories from trips in Year 13! Barbershop in Hamilton, Southern Jam in Blenheim and the Big Sing in Dunedin. They were all so much fun!

Advice for today’s students: Take as many opportunities as you can when you get them! Whether it’s music, sport, exchanges, academics and everything in between, school is such a good time to give anything and everything a go! Also, don’t rush into deciding what you want to do once you leave school. You are way better off taking your time deciding and finding something that you are passionate about, than rushing into something that doesn’t make you happy!

PENNY WELLS (NÉE PARSONS) 1954-1957

Since leaving school: At first, I worked on the farm for my Dad at £3 per week. In 1961, I married and lived in Rotorua. My daughter was born in 1963 and soon after we moved to Konojup, Western Australia, 160 miles south of Perth where I enjoyed pistol shooting for 25 years. I had my second child in 1968. We moved to Perth in 1974 and I became a vet nurse. When

Penn

the kids left school, I completed a threeyear veterinarian course and was accepted to Murdoch University Vet Hospital and put in charge of three theatres and supervising 5th year students’ surgery. I joined the Philatelic Society as President and now value deceased estate collections on behalf of vendors. I have two gold medals for my stamp exhibitions and I am a national Philatelic Judge. Still stamping! Favourite school memory: I always seemed to be at Mrs P’s office with things I was “blamed” for in the boarding house. Advice for today’s students: Make the most of your school days, they are supposed to be the best part of life. Make lifelong friends.

JUNE CLOUDESLEY (NÉE MATTHEWS) 1954-1958

Since leaving school: I trained as a registered nurse and worked in nursing from 1960-1964, then travelled extensively overseas for two years, to the UK, Europe, the Middle East and home via the USA. In 1968 I married Roger Cloudesley and lived in the Chatham Islands and then in the Marlborough Sounds. When our children started to arrive, we shifted to Picton where Roger had a marine chandlery business. Later Roger and I established our real estate business. I was a licensed

real estate agent for 28 years. When I retired, we shifted back to Canterbury nearer to our mountain holiday home, as I am an active skier of 74 consecutive ski seasons.

Greatest achievement to date: I’m a retired New Zealand Master ski racer and was 2nd in the New Zealand National Women’s Ski Championships in 1967. I’m also a proud mum of my two children Annabelle and Thomas.

Favourite school memory: Starting in 1954 in third form at Rangi Ruru with my sisters Wendy and Paula who entered the junior school at Rangi Ruru, and our youngest sister, Gaynor, starting at Selwyn House. Advice for today’s students: Keep in contact with your school friends. Our third form class of 1954 still meet on the first Friday of the month for lunch together. We usually have around 12 girls come along – 70 years on!

REBECCA RYDER (NÉE GLASSON) 2000-2004

Since leaving school: I graduated from the New Zealand Broadcasting School with a Bachelor of Broadcasting Communications, majoring in radio. Following graduation, I

Sophie Copple

joined The Radio Network in Christchurch, before relocating to Melbourne for a fiveyear stint at The Age newspaper (Fairfax) as an agency account manager. Upon getting married in Wanaka, my husband and I decided to return permanently to New Zealand, where I resumed my career in radio as the network promotions manager for ZM in Auckland. With the arrival of children, we headed back home to Christchurch, where I embarked on a journey with Plato Creative, now the largest integrated agency in the South Island. I’ve been there nine years and am now general manager of client services, overseeing a team of 12. Greatest achievement to date: My two beautiful boys - Jack (7) and Ollie (4).

brand with two friends that’s stocked in 50 retailers around New Zealand including Ballantynes and Smith & Caughey’s is pretty cool too!

Favourite school memory: All the clan activities and the community spirit that is created.

Advice for today’s students: Make the most of all the opportunities. But remember school is such a small part of your life, so keep it in perspective and don’t sweat the small stuff because at the end of the day being happy, healthy and surrounded by people you love is the most important thing.

Favourite school memory: I loved sports and have fond memories of netball, volleyball and water polo tournaments plus being surrounded by such an awesome group of girls in my year group. To this day, we remain really good friends and now get to enjoy watching our kids grow up together!

Advice for today’s students: Life experience is key, get out there and be curious! Build relationships as networking and collaboration can open doors to new opportunities and experiences.

KATE BROWN (NÉE LITTLE) 1992-1998

Since leaving school: I’m married with two children living in Christchurch. I work for my family’s company doing administration and sales and have my own accessories brand, Dark Hampton. We design and manufacture beautiful scarves and leather accessories.

Greatest achievement to date: My family! My daughter has just started at Rangi and she’s loving every minute. Creating a

ANNA BASHFORD 1982-1988

grow to love it! Finally, get out in nature, nurture your creativity, laugh a lot, care for your friends, family and yourself.

AnnaBashford

MICHELE SPARK (NÉE CHATTERTON) 1990-1994

Since leaving school: Qualified as a registered nurse and worked for more than 20 years. Got married and had two children, now aged 12 and 15. I also play tennis regularly and enjoy spending time with family and friends.

Since leaving school: I trained as an obstetrician and gynaecologist and have a gynaecological practice at Advanced Gynaecology Auckland. I am also a fertility specialist and consult to Fertility Associates in Auckland. I am married with three children, two of whom are at university now, so not very little.

Greatest achievement to date: Maintaining my spot in the family tennis ladder (debated)… and my family.

Favourite school memory: Performing ‘Beauty School Drop-out’ in the production of Grease, wearing silver painted toilet rolls as hair curlers, netball finals - almost always versus Villa Maria, and Tiddlywinks Club.

Advice for today’s students: Try everything and don’t worry if you’re not as good as you’d like to be. You’ll regret not trying something more than failing at it. Don’t take yourself too seriously. Stop overthinking stuff and let go of stress you can’t control. If you like doing something, practice, practice, practice and you might

Greatest achievement to date: Beating breast cancer!

Favourite school memory: That’s hard... there are so many!

The hot dogs Mrs Duncan used to make from the canteen were amazing. Clan events - especially swimming sports at Centennial Pool and athletics at QEII. Camps and the biology field trip to Temple Basin were all great memories.

Advice for today’s students: Embrace all that Rangi has to offer. Take advantage of all the opportunities and be grateful to your parents for sending you to such an amazing school.

Molloy (Year 11) with the Canterbury Aoraki Conservation Award

Rangi Ruru ākonga working with the Eco-Action Nursery Trust, growing over 60,000 native plants.

guided by ourCULTURAL NARRATIVE

As a kura/school, we acknowledge the people of Ngāi Tūāhuriri, kaitiaki/guardians of the ground that Rangi Ruru stands on. We recognise mana whenua, their histories, sacred places and their connection with Papatūānuku/Mother Earth. We honour te ao Māori ways of being and are guided by this kaupapa. Our Rangi Ruru Cultural Narrative helps pave ways for our community to learn from te ao Māori ways of being.

THE LAND WE STAND UPON

Rangi Ruru stands on the site of a historic kai gathering area – Carlton Mill and the Okarito Stream. The tī kouka/cabbage trees that once acted as navigation markers have recently been replanted on the corner of Merivale Lane and Hewitts Road, as we restore important aspects of the site. A pā harakeke/flax plantation is now growing on site as a resource for learning,

today and in the future. Rangi Ruru has adopted the section of Te Awa Ōtākaro/the Avon River in Little Hagley to care for.

Sustainability students regularly equip themselves with gardening gloves to collect rubbish from its banks and Year 9 science classes help monitor water quality, ensuring we play our part in protecting eco-systems in our backyard.

Mikayla

Delegates at the Waitaha Positive Action for the Environment youth conference.

THE WEAVING OF PAST, PRESENT AND FUTURE

Paora Taki, a land assessor for the Waitaha/Canterbury area had a close connection with our Rangi Ruru founders. He offered the name Rangi Ruru when he saw the original building standing alone in open paddocks – wide sky shelter or ‘home under the skies’, as Helen Gibson referred to it. Shelter, manaakitanga/ generosity of spirit and hospitality have always been at the heart of Rangi Ruru. Today these traditions continue.

WHAKAWHANAUNGATANGA/THE PROCESS OF ESTABLISHING RELATIONSHIPS

The te ao Māori concept of whakawhanaungatanga, flourished at the Waitaha Positive Action for the Environment youth conference at Rangi Ruru recently. Keynote speaker Professor Bronwyn Hayward from the University of Canterbury, encouraged ākonga/students from across Waitaha/Canterbury and Te Tai Poutini/the West Coast to connect and work together to tackle climate change challenges, rather than trying to act as individuals; ‘We, not me’ was the key message. There was a hum of energy as 300 young people shared kōrero and learnings, made connections, and planned collaborative environmental initiatives. We learnt from the wisdom of others and shared our own initiatives including how Rangi Ruru became and sustains, being a water only, Fairtrade, Eco-Action and Enviroschool, alongside

Year 11 Art students drawing at Pūtaringamotu/Riccarton Bush.

managing many collaborative projects. These projects include our reuse depot, edible gardens, propagation nursery, growing a Boulder Copper Butterfly habitat, planting at the Climate Action Campus, hosting events, predator trapping, mentoring primary schools, river and beach clean ups, working with councils on weed control, redistributing reusable resources, and planting native forests. Our Rangi Ruru whakataukī, created by current ākonga speaks of our strong sense of whanaungatanga.

Whaia te whanaungatanga kia aroha | Seek kinship so that we may love

Whaia te mana kia tu | Stand in your empowerment Whaia to te Rangi | Seek the highest

In 2023 Rangi Ruru was a finalist in the Sustainable Business Network Awards — social impact category and co-winners of the Aoraki Conservation Award. These acknowledge all of our Rangi Ruru whānau involved in service and sustainability. Through focussing on building relationships, collaborating and caring for both people and places, of today and the future, together we will be the change.

Words by Kate Rivers HEAD OF VISUAL ARTS AND DIRECTOR OF SUSTAINABILITY

A TAPESTRY OF

art and learning

When we consider a school graduate, we often think about a student’s academic and career pathway and their future. As this edition of Wide Sky celebrates, the Rangi Graduate encompasses so much more than this. Part of the wide-ranging and well-rounded profile of dispositions associated with it is one’s curiosity and creativity, which are nurtured and supported in a variety of ways at Rangi Ruru.

There are many ways to foster this, including encouraging artistic exploration and expression, creating a supportive and interesting environment, exposing students to new experiences and cultures, and encouraging questions and learning. Having a diverse and interesting collection of artworks around the campus helps build these dispositions in our ākonga.

The artworks inspire and tell a story of both our history and our place in the world, and ākonga are encouraged to explore the collection both informally and through the curriculum. In Year 10 science, teachers use the numerous metal sculptures around campus to illustrate the properties of the metals of which they are made. Discussions include how the metals corrode in the outdoor environment, the process of forming them, and the elements of the periodic table that make up the metals. Juliet Collins (current Deputy Principal and previous art teacher) who takes students on a ‘field trip’ around the artworks, says “Bringing different learning methodologies like this to our classrooms is important, as it drives higher engagement and broadens the content appeal for ākonga; bringing together the contexts of art and science is a fantastic way to achieve this.”

Phoebe Hore (Year 10) who recently took the tour with Ms Collins, says “I really enjoyed learning about different metals in the sculptures around the school because it helped me to see how metals looked and worked in a real-life situation, and the thought processes artists went through to create their sculptures.”

Phoebe was so inspired by the tour, she went on to design her own metal artwork, a ‘Wide Sky Shelter’ archway, including steel pillars representing the strength of our school values, and different metals in areas for both strength and aesthetic appeal.

Artworks such as those created by our founding sister, Helen Gibson, can be found around campus and add to our rich tapestry of history over 135

years. Students are also toured around some of our historic artwork, and the works form an important part of our cultural narrative.

The works also celebrate an incredible generosity of spirit, with many having been gifted to Rangi Ruru by our community. Most recently, the Rangi Ruru PTA has supported the larger-than-life knucklebones sculpture by Simon Lewis Wards, which have been placed in front of Te Koraha. The knucklebones are designed to be interacted with, and Simon travelled to Rangi Ruru from his home in Auckland to assist with the installation and celebrate the gift. Claire Sparks, PTA President says, “The PTA is thrilled to support the purchase of the knucklebones sculpture, as we firmly believe in its ability to ignite creativity and curiosity among students, enriching their educational journey. Furthermore, we sought a sculpture that captivated the girls visually and served a practical purpose, allowing for interaction by providing seating or lounging options.”

Families have also donated other artworks. The Bruce family, with daughters Juliet (Class of 2009) and Anna (Class of 2013), donated the laser-cut acrylic work ‘Tekoteko’ by Māori visual artist, Jual Toroa, which hangs at the Mana Wahine entrance. The Rangi Ruru Old Girls’ Association has also donated artworks, including the portraits of past principals in Te Koraha. In 2023, to celebrate 100 years since the move to the current Te Koraha site, they gifted the Anna Gedson ‘Two Blue Poi’, which hangs in reception.

As the art collection onsite continues to grow, the opportunity for our students to learn creatively, and to celebrate a culture of community philanthropy and support for the arts, grows with it.

Words by Stu Munro HEAD OF MARKETING AND COMMUNICATION

Simon Lewis Ward and ākonga with the newly installed knucklebones sculpture generously donated by the Rangi Ruru PTA

Juliet Collins guiding ākonga on an art and science tour around campus

equipped

FOR THE FUTURE

I am often asked the question, ‘Why be a boarder?’ My answer is always the same: it is the best gift you can give a young person. You set them up for life with invaluable lessons learnt, no matter what their future might be or where it will take them.

Ask any past or present boarder who has experienced living away from home, sharing a room with a stranger, having to learn to self-manage without Mum or Dad present or problem solve, and they will undoubtedly say it has strengthened their character and added a different perspective of how they view others. Each has had shared experiences building strong connections with those they live with, just like any family. While they may not always agree and have various opinions, they each learn the skill of seeing other people’s points of view, showing compassion and being a little more flexible in their own thinking and views.

I am a strong advocate of the life skills boarding brings. While living in the 21st century has broadened our mindsets and technological advancements, it has also brought challenges to some of our most basic human skills, personal faceto-face communication, resilience and identity. Being a boarder you are part of a community that is supportive, a safe place to make mistakes, take risks and most importantly, to be yourself.

Effective communication is a key strength all boarders develop. The many face-to-face conversations, with not only their peers but various year groups and adults, are continuous. The art of learning to articulate thoughts and feelings, negotiate and listen, grows confidence for adulthood.

There are house rules that boarders adhere to which are often different to their day peers. At times these are challenging, including different curfew times, handing technology in at night, signing in and out, or disappointments in room arrangements. The resilience a boarder will gain through these experiences is invaluable, while they might not always see it at the time.

Every boarder’s journey is unique, and they will develop independence and gain many friendships along the way. My wish for every boarder who finishes their journey at Rangi Ruru is to take with them a strong sense of self, a great tool kit of life skills and solid values that will benefit not only them but those around them, throughout their life.

Words by Kyleigh Lyth DIRECTOR OF BOARDING

Throughout my years in the boarding house, I have been given endless opportunities to develop and better myself, as well as help to support others in bettering themselves. We are a true family. The decision to send me on my boarding journey has been the best thing my parents ever did. I have seen myself change and become the person I want to be, all because of the loving environment I am lucky enough to call my second home.

Kelly Quirke (YEAR 13)

I didn’t notice at the time but looking back to when I first started boarding at Rangi Ruru, I realised I work well with other people and accept people as they are. You make so many friends here, that perhaps you wouldn’t have if you weren’t boarding.  Learning to live with and like people who are different to you is pretty awesome.

Ruby Rose (YEAR 11)

Boarding taught me the importance of self-reliance and adaptability. I learnt to handle challenges independently, manage my time effectively, and navigate diverse social environments. Living away from home also helped me discover my strengths and weaknesses, developing personal growth and selfawareness. Boarding provided a unique opportunity for personal growth and development. While it may appear overwhelming at first, boarding school offers a nurturing environment where lifelong friendships and unforgettable memories are made. Embrace the journey, and you’ll become stronger, more confident, and ready to face whatever challenges may lie ahead.

Rebecca Harvey (CLASS 2018)

bringing history

TO LIFE

Over the past few years, the Social Science Learning Area has had the mammoth task of integrating the Aotearoa history curriculum into the classroom. This has primarily occurred in social studies and history. While many elements of the history and culture of New Zealand have been present in units of learning, the aim has been to be more deliberate and explicit in classroom teaching, to encourage our learners to gain more knowledge and understanding of our own history and how it fits within the world.

The introduction of the Aotearoa history curriculum offers the possibility that future generations will become more historically aware, engaged and grounded than their parents and grandparents, who often either learned nothing of their own country’s past during their school years or learnt one perspective of it.

Making our local history accessible has been a starting point in our re-design of units. Ōtautahi/Christchurch has a rich and interesting history with many sites of significance within close distance for our learners to walk and visit. Getting outside of the classroom helps learners gain a better awareness of the places they pass every day. These historical and cultural places of significance include Little Hagley Park, Market Square, Pūtaringamotu/Riccarton Bush and Ōtākaro/Avon River. These hands-on activities not only bring history to life but also foster empathy, cultural awareness, and a sense of connection to the past.

In the junior social studies programme our units of work reflect the desire for learners to have a developed understanding of our own history as well as an understanding of New Zealand’s

place in the world. Our courses investigate key aspects of New Zealand’s history and what has made us unique. Aspects covered from Years 7-10 include Māori and European arrival, gold miners and the challenges faced by these settlers, suffrage, local and global poverty, involvement in wars (both nationally and internationally) as well as protest movements. It is just as important for our learners to understand events on the world stage that have shaped the world we live in today, meaning we don’t compromise teaching about key social studies ideas and concepts on a global, geographic and economic scale.

In Year 11, history learners have recently undertaken a study of the Kaiapoi Pā and the sacking of the pā which reduced it from the strong economic and cultural epicentre of Te Waipounamu/the South Island to the empty land that it is today. Learners were fortunate to visit the pā and have a guided tour by a descendant of the pā, where oral history and a Māori perspective of the significance of the site, past and present were given. This learning experience resonated with students, and they gained much from it.

In Year 13 History, the main unit of work for learners is around the colonisation of Aotearoa/New Zealand and the impact that has had over time. Students are encouraged to analyse historical events, narratives, and perspectives through a critical lens. Rather than passively consuming information, they are challenged to question, evaluate, and form their own conclusions. Students examine primary sources such as Māori oral traditions, colonial records, and contemporary accounts to understand the different perspectives surrounding significant events like the Treaty of Waitangi. Through this process, they not only gain a deeper understanding of historical events but also learn to appreciate the diverse perspectives that shape New Zealand’s history.

By engaging with New Zealand’s rich cultural heritage in a meaningful and reflective manner, learners not only gain a deeper understanding of their history but also develop the skills and attributes necessary to thrive in an increasingly interconnected and diverse world. Our learners emerge from Rangi Ruru as informed, empathetic, and analytical global citizens, poised to make a positive impact in their communities and beyond.

Words by Hayley Knight HEAD OF HISTORY AND CLASSICAL STUDIES

THE BOYS OF RANGI RURU:

not delicate enough

When asked recently how many Old Girls of Rangi Ruru participated in World War I, I replied that our records did not show that any had served, I was then asked, “What about the boys?” Between 1890 and 1900 Helen Gibson enrolled 12 boys at Rangi Ruru (then called Rangi-ruru). Rosemary Britten wrote that Ethel Gibson later said these little boys were admitted because “their parents pleaded delicacy.” They were young brothers and cousins, or from families who were personal friends of the Gibsons.

By 1900, the Gibson sisters had decided that boys were too difficult to manage, and apart from a little private coaching and later, some enrolments to carry families through the disruptions of the 2010-11 earthquakes, no more boys were enrolled at Rangi Ruru. There are no existing records indicating how long each one attended Rangi-ruru, but most would only have stayed for a short time before moving on to one of the many preparatory schools for boys and then to high school.

THE BOYS

Henry Francis Devenish Meares, 1887-1968 (RR 1890), attended Christ’s College and went farming after leaving school. He served in World War I with the New Zealand Medical Corp and Rifle Brigade. On his return to civilian life, he farmed the family farm at Waipara, marrying late and leaving a widow and son on his death in 1968.

Charles Hamilton Gould, 1885-1935 (RR 1890), attended Christchurch Boys’ High School. On leaving school he was a cadet on a North Canterbury sheep station. He then headed to Britain to study medicine at Guy’s Hospital in London. He served as a Surgeon Lieutenant with the Royal Navy. On discharge in 1918 he took his MB, BS (London), married and returned to New Zealand. He commenced practice in Christchurch in 1919 and became Assistant Honorary Surgeon to Christchurch Hospital, and later Surgeon Lieutenant in the RNVR, and Surgeon to the Metropolitan Trotting Club. Tragically he died in a boating accident on the Hurunui River in 1935. His daughters Lydia and Pauline both attended Rangi Ruru.

Edwin Henry Brittan Milsom, 1878-1945 (RR 1890), also attended Christchurch Boys’ High School and went on to study medicine at Guys Hospital in London. He seems to have been the oldest of the boys and by the outbreak of war, was well-established in Auckland as a medical practitioner. He had keen sporting interests.

George Bickerton (Peter) Fisher, 1888-1974 (RR 1891), attended Christ’s College and farmed after leaving school. He married and served as a Lieutenant with the New Zealand Army Service Corps during the war, and on discharge settled to farming in Auckland.

Rickards (Rick) Hickman Webb, 1884-1964 (RR 1891) and Steffano Francis Paulovitch Webb, 1880–1967 (RR 1891), both attended Christ’s College. The Webb family were closely associated with Rangi Ruru for many years. Steffano’s wife, Beatrice Buss, was an Old Girl, and both his and Rick‘s daughters attended the school. Rick served as a Sergeant with the 14th Reinforcements, Canterbury Infantry Battalion and was a Director of Aulsebrook & Co. Steffano was a well-known Christchurch photographer.

Arthur Ronald Turnbull, 1889-1975 (RR 1893), went on to Christ’s College. He was another Old Boy to marry an Old Girl, Constance Harrison. Their three daughters and granddaughters also attended Rangi Ruru. Arthur farmed in North Canterbury.

John Victor Tyree, 1888-1973 (RR 1893), his brother, William, and sister, Iris, were another family with a generational connection. John later attended Christ’s College before working in his father’s business. He settled in the North Island. His brother, William Alfred Tyree, 1892-1917 (RR 1897), was the youngest of the boys. He went to Mr Wilson’s Private School for Boys and then to Christ’s College before working in his father’s business. He worked there up to the time of his enlistment with the Canterbury Battalion of the 5th Reinforcement. He was made a Lance Corporal in the Canterbury Infantry Regiment; 3rd Battalion in 1916. William was wounded in the foot, February 1917, but returned to active service and was killed in action in the field in Ypres, Belgium, on 4 October 1917. He lies in Tyne Cot Cemetery, Zonnebeke, West-Vlaanderen, Belgium. The family’s connection with the school continued through their younger sister, Iris (later Pirritt), as well as her daughter and granddaughter, all of whom attended the school.

Linton Charrington Gardiner, 1890-1957 (RR 1895), later attended Christchurch Boys’ High School. He was another Old Boy to marry an Old Girl (Adelaide Wallace) and to have daughters attend the school. He farmed at Waiau and took an active part in farming affairs.

Kenneth MacFarlane Gresson, 1891–1974 (RR 1897), moved to Wanganui with his family and attended Wanganui Collegiate. He studied law and went on to have a distinguished legal career including appointment as a judge of the Supreme Court of New Zealand in 1947. He was proud of his association with the school and his daughter attended Rangi Ruru.

George Ranald MacDonald, 1891-1967 (RR 1897), was another Christ’s College Old Boy. He studied history at Christ Church College, Oxford. He qualified as a lawyer but rarely practised, turning instead to farming, and later undertaking the compilation of a biographical dictionary of colonial Canterbury (the Macdonald Dictionary of Canterbury Biographies), that has proved invaluable to generations of researchers.

Many Old Boys retained a link to Rangi Ruru through their wives, daughters, and sisters, but their stories are quite different from those of the girls they attended school with. It is not until the next decade that we see the young women of Rangi Ruru embarking on paid careers as a matter of course. The boys went on to lead active lives of work, service to their communities, and families — lives that suggest there was nothing delicate about any of them!

Words by Johnann Williams ARCHIVIST

Rangi Ruru Old Boy Rick Webb 1891.

The Gibson family’s Webb Street homestead was named Rangi-ruru. It was their home and school from 1891-1923.

AND MEMORIES brushstrokes

SUSAN CURRIE 1953-1964

Rangi Ruru Old Girls’ Association committee member, Stephanie Withell, recently caught up with alumna Susan (Sue) Currie, who shared her fond memories of her time at Rangi Ruru.

Beautiful Lake Hayes, Central Otago. Oil on canvas panel

Riding the Waves, Akaroa. Watercolour

Suestarted in the ‘primers’ (primary school) at Rangi Ruru during Mrs Patrick’s tenure as headmistress. She enjoyed her school years and liked learning. Science, geography and art were her preferred subjects, and she had a love of illustrating books. She fondly remembers school excursions — a sketching trip by the Avon River near the Carlton Mill Bridge, visits to the McDougall Art Gallery, a biology trip to Taylors Mistake and even a journey abroad to Australia travelling from Brisbane to Cairns via train — remain some of her highlights.

Sue also enjoyed story writing, poetry, swimming and lifesaving. Latin & French were highly regarded subjects at Rangi Ruru. In order to take art as a School Certificate subject in the 4th form, Sue had to fail French so she could become one of only four students studying art, under the guidance of Miss de Lambert. How times have changed.

During her time at Rangi Ruru, Sue also enrolled in an Australian correspondence art course. Her parents insisted she find a job before leaving school, with teaching and nursing being the suggested careers for women at the time. Sue initially worked in an art studio in Christchurch, then a local advertising agency, before landing a job with a Sydney advertising agency.

After six months, she moved to the art department of a large printing and packaging company, designing and illustrating packaging for cakes, biscuits, sweets, pizzas, cosmetics and more. She worked there for nearly five years before going freelance.

Living and working in Sydney was exciting for Sue. She shared a studio with two other artists in a terrace house in Blues Point, which offered a view of the harbour. She often had the luxury of having the studio to herself during the day.

At the age of 26, Sue returned to New Zealand. Once home, she worked for an advertising agency for a year before deciding to paint full-time. Winning a competition in Marlborough when she was 27 motivated her to pursue a career as a fine artist. She began sending her paintings to galleries, marking the start of her career in fine art. Sue likes to paint in oils, acrylics and watercolours with the subject matter dictating which medium she uses. “Always carrying a camera, I’m on the lookout for colour, light and shapes and ‘moments in time’. These are the greatest influences and the reason I want to paint.”

Sue’s passion for painting is unwavering. Inspired by New Zealand’s magnificent landscapes, she finds potential

paintings everywhere she travels. When she needs a break, she enjoys gardening, being close to nature, and spending time on the water. Sue has a great love for the harbour. When she was seven, she had a P class yacht and later sailed various dinghy classes and catamarans at national level. Her grandfather was one of the founders of the Charteris Bay Yacht Club, and Sue spent many hours on Lyttelton Harbour.

Sue believes that learning to swim at Rangi Ruru, as well as the weekends spent sailing, were crucial factors in helping determine her fate during the 1968 TEV Wahine disaster. She swam to shore at Eastbourne, more concerned about hypothermia than sharks. Although a devastating and tragic event, Sue’s love for the water was greater. The following day she was back on the water racing in the Zephyr Class Nationals in Auckland.

For emerging artists, Sue recommends participating in workshops with practicing artists and watching demonstrations on YouTube. She suggests joining art societies for networking, affordable lessons, and readily available information. Her key advice: “Paint at every opportunity — brush hours are what it’s all about. It’s not a nine-to-five job!”

BEHIND

the scenes

The inception of a show often comes out of the post-production haze of the previous show. As producers and directors, we need to know we have the talent base to fulfil the roles in the next planned show. We often look at the Year 11 and 12 students who have shown great promise in the show we have just completed (as well as those in our junior productions), with a view to the roles they could play in productions in the following years. While this sounds like pre-casting, the truth is that we rely on the attributes actors bring to the audition room much more than any preconceived idea of who may be able to play any particular role.

This understanding of our talent to mount large-scale musicals is only the beginning. Factors such as current cultural sensibilities and support from our senior management team for shows are vital. Many shows have content that may have been acceptable when first produced, that simply isn’t now. The greatest issue, however, is the availability of performance rights to perform the show. This was the case in 2024 where the show we first chose was simply not available. Having colleagues with an encyclopaedic knowledge of musical theatre is vital at this point. Not overly blessed with such knowledge myself, I am lucky that Hannah Clarkson, Director of Drama at Christ’s College, is.

Workshops in the final months of the year to prepare our actors, singers and dancers

are also important in giving the students an opportunity to practice and prepare for their auditions in the first weeks of the following school year. For the production team, the audition process is quite the opposite experience for those auditioning. The sense of possibility is exciting for us, and seeing unexpected talent and preparation from students always creates the issue of having many people who could play a role. Recall auditions are most stressful for actors as they are frequently up for roles against their friends and classmates. With so many capable students and limited lead roles, there will always be some disappointment. Once the cast and orchestra rehearsals start (initially they run separately) the show takes on a juggernaut-like inertia. Hundreds of people are dragged into the

On stage with the cast of the 2024 production, Anything Goes.

wake of the beast, without whom these shows would not meet the high standards we have. Costuming the cast begins immediately, as months of preparation time soon turn into weeks and days.

The April/May break (for a senior production) is when the intensity ramps up for the technical aspects of the show in the theatre. Scheduling lighting, sound, stage extension, set scaffold and set dressing into the two and a half weeks before the students return for intensive rehearsals is fraught, but seeing the design concepts come together is exciting. Having practised walking, talking, singing and dancing on a blank stage (and often in a space one-fifth the size of the actual stage), suddenly the actors have to cope with real stairs and balconies in place of lines taped on the floor. Access to parts

of the set is different from what we might have planned, meaning their movement needs to adapt to the reality of what is on stage. Rehearsal tracks are superseded by live musicians and a conductor. Crew have the stressful job of moving set pieces, props and actors so they can realise the vision of the show.

What we have learned from this and so many other productions is the extraordinary versatility of our young performers, crew and musicians.

When we defer to others in the inevitable waves of congratulations after the shows, it is not out of a false sense of humility or embarrassment at our work being acknowledged — it is rather an attempt to acknowledge the huge commitment everyone has made in realising the mad plans we have.

Words by Peter Rutherford DIRECTOR OF THEATRE ARTS

Behind the scenes of the production.

WHAT DISPOSITION

Ākonga were asked which Rangi Graduate disposition resonates with them the most and why; here’s what they had to say…

resonates with you?

ski, Year 9

Madd

Being positive resonates with me because I always try to keep my friends and myself happy, even during negative times. I also believe in pursuing resilience and always looking for the light at the end of the tunnel.

ajja, Year 12

Being an effective communicator is very important to me because often people can see or hear what they want if you don’t convey a message with clear language.

, Year 9

I resonate with adaptability the most. As a first generation Kiwi with Indian parents, I have had to adapt throughout my life during my school years. I barely knew English when I started preschool and had to learn the language which made me adapt because the other kids couldn’t understand what I was saying. Before coming to Rangi Ruru, I went to a primary school in Rolleston. I knew absolutely no one coming to Rangi and was forced to adapt. I was a huge introvert at the time and had to talk to people because I was too scared to sit alone.

Harshi

Geo

mmonds

Curious, because I’m always wanting to find out more; Creative, because I’m creative with what I do; Adaptable, because I can adapt to change and will settle with it nicely after a bit.

The Rangi Graduate attributes that resonate with me the most are being confident, empathetic, well-rounded, curious, and resilient. I can strategically use these important attributes to be the best I can be at our kura, aiding me in developing my skills to be a good listener, and to deal with challenges throughout the school year.

r, Year 11

n Year 13

Independence is something I strongly connect with. It lets me take charge of tasks, adapt to different situations, and keep getting better. Positivity is fantastic too because it helps me lead, stay joyful, and improve.

The attribute of resilience resonates with me as it encourages you not to give up and to keep going no matter the circumstances. To me, resilience builds character and strength which changes an individual for the better.

, Year 12

Year 13

Connected resonates the most with me. Through connecting with people I learn a lot and can become the best version of myself.

Prepping harvest for Women’s Refuge

PATHWAYSbraiding

As the Waimakariri River meanders down from the mountains, its braids of water rush and intertwine with itself on the journey towards the sea. Inspired by our local landscape and the analogy of our river, Te Ara was developed with the aim of offering an authentic, student-centred programme here at Rangi Ruru. The vision is to empower students by providing them with opportunities to become individuals who know themselves and their place in the world.

Through this aspirational area of learning, students develop essential skills and dispositions so when they leave school, they can feel confident and well equipped for the future. These dispositions are connected to our Rangi Graduate Profile - Belong, Be You, Be Your Best and Be The Change.

To nurture these qualities, Te Ara is underpinned by four core strands, and like

the Waimakariri River they also intertwine and change depending on the needs of our learners. From Years 7 to 13, students engage with Te Ara as part of their weekly timetable, rotating through the strands of Hauora, Citizenship, Te Ao Māori, and Pathways.

To be more deliberate, in how we gave students opportunities to develop their dispositions in a more authentic and

meaningful way, there was a consultation process with key stakeholders to update what was previously known as the Global Living programme. From that consultation four key strands emerged, and it is these strands that are used so students can develop their dispositions in the Rangi Graduate Profile. At the end of each rotation of learning, all students complete a reflection task on what they

Knitting for Christchurch Women’s Hospital NICU ward

Mā te kimi ka kite, Mā te kite ka mōhio, Mā te mōhio ka mārama

Seek & discover, Discover & know, Know & become enlightened

Practicing interview questions and techniques

Writing positive affirmations for ākonga

have learnt and how it supported their Rangi Graduate development.

Throughout the programme, we are fortunate to have a number of kaiako/staff who share their expertise in a range of topics. Our kaiako also provide students with unique opportunities for learning that might otherwise be unavailable.

Much of the learning in these classes is experiential, allowing students to learn by doing, for example in Te Ao Māori, all Year 9 students learn how to waka down the Ōtakaro/Avon River, helping them understand the historical significance connected to it.

Throughout all year levels students learn about different pathways and how to

reach their goals when they leave school. What is taught varies from year to year, but a wide range of topics are covered such as study skills, CV writing, interview techniques, university applications, and life after school.

In Year 13, students can opt into a termlong course of their choosing. Through Hauora students learn about health promotion and then choose an activity to carry out that is self-directed and would positively support others in the community.Some students have chosen to grow vegetables and donate the fresh produce to the Christchurch Women’s Refuge while others have learnt how to knit beanies and scarves to gift to the Christchurch Women’s Hospital NICU ward.

Te Ara is a unique and specialised course that offers a diverse range of learning experiences. Opportunities to learn life skills support ākonga to develop a strong sense of belonging and a sense of self. It is through these experiences that students make more sense of the world around them and can be part of the change they wish to see.

Words by Courtney Katene HEAD OF TE ARA

OPENING OUR homes & minds

In today’s interconnected global environment, promoting and valuing cultural diversity and nurturing multicultural understanding are essential pillars in fostering unified and inclusive communities.

Being a homestay host family for international students at Rangi Ruru Girls’ School is an experience packed with positive opportunities and rewards. It opens doors to diverse cultures, offering a deep dive into languages, customs, and perspectives beyond one’s own. Creating a nurturing and supportive environment also enables an international student to thrive academically and socially whilst they are here in New Zealand.

Nao Egashira (Year 13), a short-term student from Keio Girls’ High School in Tokyo, Japan, stayed with the Felton family in Rangiora for three weeks in Term 1. Transitioning from a mega city to a rural setting, Nao was captivated by the stunning sunsets, beautiful starry nights and the animals on the property. The Feltons warmly welcomed her, treating her like family. Her instant bond with host sister Lydia (Year 13) fostered a strong friendship, bonding over shared interests like singing, baking and movies. This friendship extended beyond borders, as Lydia and her mum Tracey recently visited Japan and reunited with Nao and her family, showcasing how such connections transcend geographical boundaries, creating lasting bonds and networks that benefit both students and host families.

The Scott family were delighted to host Riho Ubukata (Year 13), also from Keio Girls’ High School. Riho came here enthusiastic to immerse herself in Kiwi life. She loved school and eagerly explored Christchurch with the family during her free time.

Hosting Riho provided the Scotts with the chance to explore places they hadn’t visited since pre-earthquake days. Observing Riho’s delight at the things we take for granted served as a refreshing reminder that we are blessed to have so much space, easy access to the outdoors and breathtaking views of the stars on a clear night!

Although Riho was only with the Scotts for a short time, she is very much a part of the family.

MAIN: Amelea Scott (Year 13) and mum, Justine Scott with Riho

INSET: Lydia Felton (Year 13) in Tokyo with Nao Egashira

The cross-cultural experience shared together was enriching for all and there is no doubt they will stay connected, with plans in place to visit her in Tokyo in the future!

If you are interested in being a host family in the future, let’s chat!

Words

by Louise Stanton

INTERNATIONAL DEAN

Ubukata.

A TRIP

to remember

The exchange to Argentina opened our eyes and minds, immersing us in the everyday life of a high school student at Colegio Pestalozzi, located in Buenos Aries. Myself and four other Year 12 Spanish students made the 9,910km journey to the capital of Argentina, where, for four weeks we spent our days submerged in the rapid-paced life in one of South America’s most bustling cities.

We were each assigned an exchange ‘sister’ before our departure and during our stay, we lived with our host families, who we grew very fond of and are still in contact with. I was lucky enough to stay with the Barrellas, in the picturesque neighbourhood of Vicente Lopez. This 24/7 immersion in an Argentinian household allowed not only all of our Spanish comprehension and speaking skills to improve immensely, but we also had the opportunity to live like a ‘local’ and have an authentic experience. My host sister, Florencia, helped make my experience one I will never forget. She welcomed me with open arms, and I know our friendship will last a lifetime.

Many memorable highlights from the trip include visiting the infamous La Boca and learning about the fierce football club rivalries. Exploring the graveyard, La Recoleta, which had thousands of lavish graves, and spending the day at the gigantic park in Palermo, where we shopped in markets, ate typical Argentinian foods, and enjoyed the popular herbal tea ‘mate’.

Everything about their school was different to Rangi Ruru, especially the uniforms. It was co-ed ranging from preschool to Year 13, and the students were not allowed to select their subjects. There was a more laid-back teacher-student connection; sharing food and drink with teachers was considered normal, and almost all students were studying English and German.

One highlight of the trip was being able to travel with the school to Mendoza, a city bordering Chile, for a week-long camp. The scenery was out of this world, and we explored it by hiking, boating, ziplining, and rafting our way

through it. The activities often pushed us outside of our comfort zones, but the thrill was well worth it. We also did less exhilarating activities like star gazing, vineyard tours, traditional Argentinian campfire games, and spending time relaxing. The camp allowed us to form stronger connections with our classmates, and dive further into the rich Argentinian culture.

The exchange taught me so much about the world, about other people, and myself. I encourage anyone to explore the exchange opportunities available at school. It’s an experience you’ll never forget.

Words by Meg Edwards YEAR 13 STUDENT

From L-R Florencia Barella (host sister), Meg Edwards (Year 13), Valeria Barrella (host mum), and a family friend at River Plate Stadium, Buenos Aires

CONNECTIONSfamily

Welcome to the daughters, granddaughters, great granddaughters of alumnae who commenced their education at Rangi Ruru in 2024

STUDENT

Isabelle Abbott

India Bennett

Cleo Brown

Annabelle Brown

Polly Callaway

Anna Coberger

Jasmine Collins

Lucy Cook

Milly Dampier-Crossley

Ruby Dormer

Zoe Fahy

Olivia Fry

Emily Gillard

Gretel Gray

Emma Hansen

Brooke Harper

Hannah Harper

Penelope Hassan

Isla Hastie

Lucy Henshaw

Olivia Johnson

Molly Kearney

Tilly Malcolm

Willow McLeish

Holly Miller

Charlotte Rose

Isabella Ruri

Alice Sharpe

Claudia Skinner

Amelia Thomas-Wright

Phoebe Trevella

Ayla Wood

MOTHER

Melanie Souter 1988

Sarah Bennett (Mathewson) 1985

Olivia Brown (Thomson) 1993

Kate Brown (Little) 1994

Georgina Callaway (Gillies) 1995

Elle Coberger 1990

Renee Shearer 1995

Emma Dormer (van Asch) 1993

Sarah Fahy (Sidey) 1992

Anna Gillard (Gray) 1990

Charlotte Gray (Bashford) 1987

Angela Thacker 1991

Katherine Harper (Paterson) 1988

Katherine Harper (Paterson) 1988

Brigit Hassan (Croft) 1988

Kate Henshaw (Satterthwaite) 1994

Charlotte Johnson (Martin) 1988

Caroline Rose 1994

Breidi McLeish (Ross) 1997

Sally Wright 1991

Rosa Pattison 1994

Rachel Sharpe (Glass) 1986

Amanda Judd 1987

Rebekah Thomas-Hiddleston 2003

Louise Trevella (McIvor) 1990

Anthea Wood (Webster) 1990

GRANDMOTHER

Jennifer Gillies (Hilson) 1964 & Belinda Callaway (White) 1968

Gillian McGeorge (Ritchie) 1963

Jill Dampier-Crossley (Stevenson) 1968

GREAT GRANDMOTHER

Barbara Callaway (Foreman) 1937 & Patricia Hilson (Hamer) 1935

Lorna Thomson (Rutherford) 1920

Bridget Chapman (Gray) 1943

Elizabeth Fry (Crawford) 1962

Janet Gray (Marwick) 1963

Dulcie Blakely (Fleetwood) 1923

Dulcie Blakely (Fleetwood) 1923

Joyce Rodie (Cox) 1927

Beverley Hastie (Sail) 1954

Christine Rose (Rhind) 1962

Jill McLeish (Stephens) 1971

Christine Rose (Rhind) 1962

Rae Glass (Campbell) 1955

Jillian Kearney (Collins) 1942

Barbara Rhind (Nicholson) 1930

Barbara Rhind (Nicholson) 1930

CONNECTIONS fostering

The PTA’s mission is to foster connections between our school and our parents through inclusive, enjoyable, and interactive events. We’re committed to cultivating a sense of community. In good and challenging times, it is vital to be united and to support and care for each other.

In 2024, our efforts to strengthen our community have been positive. We kicked off the year with the ‘Welcome to Rangi Ruru’ event for Year 7 and 9 families, featuring drinks and canapés, and fun activities for ākonga. This was followed by the Two Raw Sisters who joined us for a culinary extravaganza in June — an educational and enlightening night enjoyed by many.

Next on the agenda, we ask you to save the date for the Daffodil Day breakfast, to be held at 7.30 am on Friday, 30 August and mark your calendar for the fantastic Mix and Mingle happening on Friday, 27 September. This event is open to all parents and is a wonderful opportunity to meet new families and engage with the community. You might also want to keep your eyes out for a not-to-be-missed special dad and daughter Sunday Roast coming soon!

Moreover, your important contributions through the sale of second-hand uniforms at the Rangi Ruru uniform shop enable us to extend support across

our community. Sellers receive 70% of the sale price on uniform sales, with the remaining 30% reinvested, by the PTA, in school initiatives. You can opt to donate 100% of your sales back to the PTA too, if you wish.

Your support is invaluable in driving student success. Through grants to the wish list and travel funds, we’re proud to contribute a significant $20,000 per year to vital initiatives.

Your ongoing support truly makes a difference. By backing the PTA, you’re directly contributing to the betterment of our school community in meaningful ways.

For any enquiries, please feel free to reach out via our email pta@rangiruru.school.nz.

Warm regards,

The Rangi Ruru PTA

59 Hewitts Road, Christchurch 8014, New Zealand

p: +64 3 983 3700 e: office@rangiruru.school.nz

rangiruru.school.nz