Widesky, Belong Edition by Rangi Ruru Girls' School

THE RANGI RURU BI-ANNUAL MAGAZINE

THE RANGI GRADUATE

THRIVE IN THE HIVE

SUPPORTING STUDENTS

Essential attributes for fulfilling lives

Bee-ing you and bee-longing at Rangi Ruru

A collaborative and inclusive approach to learning

WI NT ER EDI T I O N • 2021

WIDE SKY

WIDE SKY is produced bi-annually for students, their families, alumnae and the wider Rangi Ruru Girls’ School community. It provides a forum to celebrate the successes of current and past students and staff, while sharing the latest in events, happenings and developments.

DESIGNER

Melissa Walter

EDITOR

Morgan Tait E: m.tait@rangiruru.school.nz

PROOF READING

Barbara Smith, Kerry-Anne Murnane and Kristin Schumacher

PHOTOGRAPHY

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

PUBLISHER

Ovato Printing

PRODUCTION ASSISTANCE

Jude Connochie and Katrina Topp

WIDE SKY Winter 2021

EDITOR’S NOTE Welcome to the first edition of Wide Sky for 2021. This issue explores the school theme for the year, ‘Belong’. Belonging grounds us to people and places; it is a sense of connection to something outside of ourselves. As School Principal Dr Sandra Hastie outlines on page four, students who feel they belong have increased motivation, improved academic achievement and positive social, health and wellbeing outcomes. In the following pages you’ll hear from students, teachers, and school leaders about how belonging is cultivated throughout school life at Rangi Ruru; connections are nurtured from the classroom to the sports field, the stage – and even to Aoraki Mount Cook. It is heartening to hear not only from the school leaders who are embedding this important concept (read about the Rangi Graduate on page 6) but from students, in their own words. One of my personal highlights comes from Year 13 Student Leader Brooke Endacott who shares her learning journey on page 17. Brooke’s touching story exemplifies the true meaning of belonging; it is not about changing yourself to fit in – but having the courage to be yourself. Because when we feel comfortable to be who we are, imperfections and all, we feel that there is a place for us in the world. This sentiment is, serendipitously, at the core of the Year 13 Student Leaders’ theme for the year, as outlined by Head of School Sam Senior on page 20. By encouraging students to “bee” themselves, they can thrive.

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

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COVER IMAGE

Year 13 Student Leader Saskia Simmers welcoming students on the first day of school for 2021

Words by Morgan Tait EDITOR AND COMMUNICATIONS MANAGER

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P R I N C I PA L R E P O RT

WHAT DOES IT MEAN TO BELONG?

elcome to our first edition of Wide Sky for 2021. The articles in this issue are connected around our theme for the year, ‘Belong’. Belong is one of the four pillars at Rangi Ruru and as such is an essential element for all that we want to create and celebrate this year. Belonging is the sense of being somewhere you can be confident that you will fit in and feeling safe in who you are. A sense of belonging is a basic human need, just like the need for food and shelter. Throughout history the idea of belonging to a ‘tribe’ or a ‘people’ has helped us to protect and define ourselves. Feeling that you belong is important for seeing value in life and in coping with the difficult days that inevitably arise for all of us, with a resilience to know that others care about you.

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Belonging helps us feel valued, needed and accepted by others. That our beliefs are valid, that our efforts are worthwhile and that we can just be ourselves. Without a strong sense of belonging, we can feel anxious or isolated and as a result we are less likely to interact with others. Research has shown that students who feel they belong have increased motivation, improved academic achievement as well as positive social outcomes including health and wellbeing. As well as each of us having an individual sense of belonging, we need to ensure we allow others to belong. We can do this by joining conversations, being open to include others in our friendships, cooperating, accepting different viewpoints and perspectives and allowing each person to be themselves - an

individual of worth and someone who matters. It is our desire that every student feels they belong at Rangi: that they feel connected, cared for and that they matter. That they can recognise their strengths, as well as identify and recognise areas for growth, and they accept that failure is an essential part of that growth. That they have the courage to just be themselves, recognising they are not alone, but rather there are many champions who will believe in, support and encourage them, share their joys and disappointments, and allow them to be themselves. That they are a person of worth and a young person who belongs – just as they are.

Words by Dr Sandra Hastie SCHOOL PRINCIPAL

REFLECTING ON 33 YEARS AT RANGI At the end of Term 1 we said goodbye to Assistant Principal of Teaching and Learning, Melanie L’Eef, who left the school after more than three decades. Before she left to move to sunny Hawke’s Bay, we asked her a few questions about her time at Rangi.

What was your first memory as a teacher at Rangi Ruru? “Appointed as a Geography and Social Studies teacher, I was a bit shocked on my first day to see Economics and Christian Living on my timetable, but with the support of a formidable Head of Department’s detailed teaching plans, and willing and engaged students, I got through just fine. Christian Living was a general life skills programme, the precursor to Global Living; self-defence with the boys from StAC was a very popular learning experience at the time. The following year, I became immersed in teaching History and that became my passion from then on.”

teachable, measurable skills that enable you to do your job effectively with what he calls ‘human skills’— those attributes that we need to be better people. I agree with him, there’s nothing soft about those! The nature of teacher-student relationships has also changed. We know more about each other, and teachers try to leverage students’ narratives and interests when learning. I believe, however, that teachers still need to engage in those important conversations with students that are difficult to have at times, without fear that the relationship will be bruised or their wellbeing compromised.”

How have you seen learning evolve over your career here?

What are some highlights from your time at Rangi?

“So much has changed. I could talk at length about this, but one thing is that we have a better understanding of the way the human brain learns, and this has resulted in massive disruption in how we enable learning. From making learning personal, responsive and accessible, to the way we design and use learning spaces.

“The thing that has given me the biggest joy and made me feel most proud, is what teaching is all about - helping people learn and grow. There have been so many magical moments when learners’ light bulbs have been activated, where the complex or confusing has become accessible and understood. Whether it be providing tools and strategies to help students solve their own problems or demystifying weighty content, or coaching teachers on how to inquire into the effectiveness of their practice

The strength of student voice is integral to learning now. It’s about celebrating quality questions and inquiry, rather than the ability to retrieve and regurgitate information. I’m not a fan of the classification ‘hard skills’ vs ‘soft skills’. I think it’s Simon Sinek who distinguishes those

so they can positively impact their learners. Creating an environment where people feel safe to take risks and learn from error, to challenge with deep thought and care and where their opinions and ideas matter, has always been key for me. Not to mention having a lot of fun and laughter along the way. People need to know that you believe in them and that they can succeed, whatever that may look like for them.” What’s next for you? “To contribute to some educational projects that, if successful, will result in system wide change – I hope! I am also looking forward to having more time to invest in family and friends, learn more about gardening and to maximise all that living in Hawke’s Bay has on offer.”

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

THE RANGI GRADUATE

Placing wellbeing and success at the heart of developing future-oriented learners

his aspirational profile contains those essential attributes we believe will enable our students to thrive and will equip them to live fulfilling lives in the future – a future that will without doubt contain a high degree of uncertainty and complexity. The Rangi Graduate Profile (below) is a result of comprehensive research and encompasses our school values, our strategic pillars—Belong, Be You, Be Your Best and Be the Change—and the skills and dispositions required to develop these core strengths.

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The self-management and discipline required to study, plan and succeed within the content and context of subjects in classes feed attributes

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The Leadership and Teaching team have a shared understanding that all these experiences contribute to the Rangi Graduate. As such, we embrace

There is significant overlapping and blending between the pastoral and academic portfolios, and much conversation happens about the symbiotic nature of learning in this environment. Goal setting in the students’ Personal Development Plans includes wellbeing, academic and co-curricular reflections, and the day-to-day experience feeds into all of these.

This Graduate Profile is what we consider to be the essence of a future-oriented learner. For 2021, we are focussing on the inclusive nature of ‘Belong’ and what this means for us at Rangi Ruru. Connections are paramount: we firmly believe all aspects of a student’s involvement— social, pastoral, academic, spiritual, emotional and co-curricular— contribute to this profile.

a holistic approach to wellbeing and success. Students learn best when they feel good and function well in an environment that knows and cares about them.

These attributes are developed and strengthened in all aspects of students’ diverse learning experiences at Rangi Ruru. The essential behaviours that underpin this profile are modelled by teachers

who provide strong scaffolding and deliberate teaching. Students learn how to effectively reflect on their developing capabilities and to identify areas they need to work on.

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Understanding other peoples’ viewpoints and experiences

Building positive relationships

Having confidence to share feelings, thoughts and opinions

Being encouraging of other peoples’ efforts

Feeling connected and involved in groups and activities

Whakataka te hau ki te uru, Whakataka te hau ki te tonga. Haumi e! Hui e! Tāiki e! Get ready for the westerly and be prepared for the southerly. Join! Gather! Intertwine!

encapsulated within the Rangi Graduate profile. Learning how to manage assessments and examinations is a skill students need in their lives beyond school. They gain significant confidence and resilience in their success and failures on the sports field and in learning. Tasks which students perceive as, or find, difficult will enable them to tackle difficult problems in the future.

Our staff work across the areas of student experience. In addition to being subject specialist classroom teachers, the vast majority are tutors. Deans are also classroom teachers, and some are also Heads of Learning Areas. All teachers are involved in co-curricular activities. This gives them exposure to the students in a range of contexts, all of which adds value to their knowledge and understanding of the students.

Learning and wellbeing go hand in hand at Rangi. Our ability to integrate, adapt and respond is proving beneficial for students and staff alike.

Words by Juliet Collins, Melissa Campbell and Stephanie Barnett ASSISTANT AND DEPUTY PRINCIPALS

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

W I D E SK Y W I N T E R 20 21

D E V E LO P M E N T

ts on Giving Year 9 studen

Day

FROM THE DEVELOPMENT OFFICE T

he simple act of dropping an object into a body of water creates a ripple. The impact is felt in waves and grows incrementally. In 2020, when Covid-19 hit the shores of New Zealand, the impact was immediate and the magnitude of the ripple immense. Although faced with a multitude of challenges since, there have also been opportunities for gratitude, growth and connectedness which appear to be leaving an impression on us, strengthening our sense of belonging at Rangi. There certainly is a buzz around school, an air of positivity, reinforcing that we are part of something truly special here at Rangi. This sentiment feels like it has been building for some time and the school is on the cusp of something great. Perhaps the lockdown intensified and strengthened this state, brought us together faster, made us stronger? Afterall, community is, and

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will remain, a key part of who we are so, looking out for each other is vital. Connecting through business We knew some of our families experienced challenges after Covid-19 hit, so the school tried to encourage a sense of kinship through the introduction of the Community Business Directory. The uptake from our Rangi Ruru whānau has been incredibly positive. We hope that this small gesture of bringing awareness of businesses owned by current families has had a positive flow-on effect and that those registered are seeing the result of this initiative. If you are new to school, own your own business and would like to list your company, please register at the QR code to the right.

time high. Perhaps having regular school life taken away and remote learning thrust upon them has resulted in heightened gratitude for what, in the past, was the norm. The benefits of being connected, learning and living side-by-side, is something the students will probably never underestimate again. Is this gratitude reflected in the activities they have been participating in over the last few months? It certainly feels like they have been putting their hearts and souls on the line, are on a bit of a winning streak and, most importantly, having a blast while they’re doing it. Whether it is academic, sporting, cultural or social pursuits our students are giving it their all. The sisterhood is in great heart.

Connecting through camaraderie This feeling of connectedness has also been felt in the student body. Camaraderie seems to be at an all-

Connecting through giving The powerful beat of the sisterhood is clearly reverberating into the community as well, and was reflected

in the extraordinary outcomes of the 24-hour Giving Day on 31 March. Generous members of our Rangi Ruru whānau - 433 of them to be exact celebrated their love for the school through giving, and helped raise $276,720 towards our new Sport and Multi-Purpose Centre, the next stage of the Project Blue Sky masterplan. The anticipation of this new development, along with a growing roll, is generating huge confidence amongst our community, and with this comes excitement about a bright future. Someone who wanted to ensure Rangi continued to blossom for generations to come was Elizabeth Reid. The school is incredibly grateful for Miss Reid’s belief in its future. Her generous bequest in excess of $2million is the largest gift the school has ever received from an old girl, and part of the reason the Board gave the green light to the project. By the time this goes to print, the foundations will be complete and the above-ground work will be well underway. The immediate effect of Miss Reid’s bequest, along with gifts from other donors, will be felt when the building opens in 2022. But with $1.6million still to be raised, I hope such acts of benevolence will be contagious, that others will see the magnitude of giving

and the difference it could make for Rangi Ruru. How wonderful it would be if Miss Reid’s gift caused a ripple effect, one that would transcend through generations to come. A buzz of belonging So, the buzz. What has caused it, how long will our hive thrive and are we experiencing something unique right now? As much as I like to think it is, the truth is, it is not unique. We are not experiencing anything different than any others who have gone before.

For 132 years, generations of Rangi Ruru whānau have belonged to our community and felt the strength it can generate when members look out for each other, seen the impact incredible gestures of goodwill can harvest around our campus, and have always known the Rangi sisterhood’s beating heart intensifies with each new student who walks through the gates. Rangi is a special place. A place to belong. Let us all acknowledge this, celebrate this and toast a bright future.

Words by Bridget Woodham HEAD OF DEVELOPMENT

ere te h a n Do

W I D E SK Y W I N T E R 20 21

MUSIC

FINDING YOUR PLACE THROUGH MUSIC B

elonging to a community enables us to find our own identity – we often describe ourselves through relationships with people and places. During adolescence, peer groups become increasingly important for young people, providing opportunities for belonging and social identity. Educators play a critical role in supporting this sense of belonging and connection to learning.

with, learn from and work alongside students with common and diverse interests. This is so very true of our musicians. Students involved in Rangi’s music programmes often comment that one of the defining and most rewarding features is being part of a like-minded whānau, across all levels of the school, where there is support for each other in a wide range of musical endeavours.

Rangi students are part of a range of communities within the school that provide opportunities to engage

A person’s identity is also influenced by the environment in which they spend their time. The Performing

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Arts building, with its well-appointed and spacious social spaces, naturally engenders a sense of belonging by allowing students to ‘hang out’ with their friends and colleagues, without judgement or pressure to be anyone other than themselves. As a result, there is a vibrancy and real zest for learning as students gather for classes, lessons, rehearsals and performances. It is a happy and collegial place where staff and students feel at home and enjoy making music together.

Life-long connections Time spent at Rangi is fleeting – at most seven years, for many five years – starting as children in Year 7, and leaving as wonderfully competent and confident young adults at the end of Year 13. Through music, life-long connections are forged and, for some, a realisation that music will continue to be a vital and vibrant part of their lives in some capacity through the communities they live and work in.

Music connects us with people of all ages, from all walks of life, from all cultures, right across the globe.

There are many tangible examples of how this sense of belonging is borne out in Rangi’s music programmes. Students have opportunities to specialise in a particular field if they wish, but many become involved right across the spectrum of musical genres and styles. Co-curricular groups consist of musicians with common interests and musical ability, regardless of year level or age. Some examples – the Rangi Sinfonia, rock bands, percussion ensembles, and chamber music have students from Years 7 to 13, the Jazz Band students from Years 9 to 13, Rangi Voices Years 7 to 10, and Resolutions Years 11 to 13. The Stellar Enrichment Programme (StEP) supports music scholars at all levels. Students meet weekly for an enrichment programme, deepening learning and understanding appropriate to the interests and talents of those involved. A sense of belonging encompasses wider communities

as well. For example, at the end of Term 1, the Rangi Sinfonia was part of an Orchestral Extravaganza, joining orchestras from St Margaret’s College and Christ’s College for an afternoon of workshops and rehearsals, culminating in a public concert. Our music groups take part in festivals – local (like Jazz Quest), regional (Southern Jam Youth Jazz Festival) and national (Big Sing, Chamber Music, Rockquest)—where, most importantly, students can connect and make music with other likeminded students. Rangi’s music alumnae are connected throughout New Zealand, and further afield – with a strong connection and sense of belonging being forged here at Rangi. They study together (in a vast array of disciplines), keeping in touch with each other through their common interest in music and because of the strong friendships and sense of belonging that are nurtured at Rangi.

Words by Janet Kingsbury DIRECTOR OF MUSIC

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T H E AT R E A RT S

BELONGING IN

DANCE, DRAMA AND THE WORLD T

he concept of belonging is endemic in the performing arts of drama and dance, both in the classroom and in co-curricular groups and events. Belonging is more than participation; it requires a level of engagement to be a part of the creative process - a willingness to explore the ideas and themes within the work to make it successful. Dance and drama provide opportunities for students to belong by encouraging empathy and greater understanding of other people and their experiences. Dancing in a style from another culture, or performing a play involving characters different from ourselves, is a window into an understanding of the wider world, which builds open

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mindsets and greater respect and empathy. Belonging also extends to our place in the world as citizens of Aotearoa. Giving students a choice of play to perform encourages their voice in the classroom and also encourages belonging across the school curriculum. Reading Hone Kouka’s Waiora allowed Year 11 students to make links between the prejudicial attitudes in the play and their research into the rugby tours to and from apartheid-era South Africa, complementing the work they are doing in History.

the characters, and challenge them with plays featuring characters quite different from themselves. Approaching plays in which the experiences differ from their own can challenge the students to consider how they might behave in similar situations. It also requires them to consider their own experience and, if they have not experienced what the character has, what similar experience of their own they might bring to bear to perform the character in an authentic way.

In Drama, we encourage students to find scripts where they can relate to

We have a range of opportunities for our

students in the co-curricular sphere in Theatre Arts, with six dance companies and clubs giving an opportunity for students across the school from Years 7 to 13. As a part of our co-curricular work we select festival-style competitions that are more about celebrating the art form than winning awards or medals. The dance festival DanceNZmade has been a success story for us with the students’ high level of engagement and enthusiasm for the day spent at the James Hay Theatre. Run with a similar ethos to DanceNZmade, the Shakespeare Globe Centre New Zealand University of Otago Sheilah Winn Shakespeare Festival is not only the festival with the longest name in Aotearoa, but also a celebration of Shakespeare’s work.

Head of Arts for 2021, Georgia Moynihan (Year 13) directed a five-minute piece which took her team of three actors and herself to the National Festival in Wellington in June. The opportunity for these students to travel and meet other students just as passionate about performance is one of the reasons we return to these festivals each year. Our dancers come from a range of dance backgrounds. Our dance groups include a recently formed ballet group, initiated by the students. Head of Dance Makayla Barrett has expertise in a range of modern dance forms as a student and teacher, with a particular passion for hip hop. This connection between what happens at school and what happens outside of school is core to what we do. Georgia Moynihan is a

member of the Court Youth Company, and Justine Berry (Year 13), who has worked extensively on our productions in a technical capacity, also works as a casual technician for White Audio and KiwiOB. We also have students who have left the school that return to work as technicians in our theatres. If you have any questions about our subject areas or opportunities for your daughter in co-curricular dance or drama, please contact the Director of Theatre Arts via email at p.rutherford@rangiruru.school.nz.

Words by Peter Rutherford DIRECTOR OF THEATRE ARTS

Scan here to learn about drama at high schools

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S P O RT

SPORT AT RANGI EVERYONE BELONGS S

port here at Rangi Ruru is as much about participation and fun as it is about competition, challenge and success at the top level. A vital component of this is a sense of belonging. Research suggests fostering a sense of belonging is integral to keeping students involved in sport and physical activity. Not only does belonging keep students in sport, it supports them to perform. At Rangi Ruru, our aim is to create a lifelong love of sport and recreation by creating environments which: • Are safe and welcoming; • Foster lifelong interest in, and awareness of, the value of taking part in sport and recreation; • Empower students to strive for their full potential and, importantly; • Provide a positive experience and lasting social connections. However, simply being in a team does not in itself bring a sense of belonging.

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Social connection is not guaranteed when a team is formed; rather it must be nurtured. This often falls on leaders within the team to develop a culture that enhances this sense of belonging. Old girl, Gabi Newman, understood what it meant to create such an environment. Recently Gabi spoke to students involved in our Supporting Outstanding Athletes at Rangi (SOAR) programme. SOAR is about empowering and supporting our student athletes to be the best version of themselves in and out of sport. Guest speakers present their journey through sport, with reference to character traits. In Term 1, Gabi (class of 2017), spoke about leadership and reflected on her time at Rangi through this lens. Alongside Gabi’s authenticity, there was a real sense that, for her, leadership was defined by inclusivity. As a leader, Gabi understood the role that all team members play to help others feel connected to the team or group they are representing.

“It’s important to appreciate everyone’s individual contribution and constantly remind yourself what it’s like to feel welcome. I can’t emphasise enough how much of a positive influence you can unknowingly have on someone, just by connecting with them and making them feel like they belong.”

Gabi Newman RANGI RURU OLD GIRL

Different teams do different things to stay connected. Looking around Rangi Ruru, you can see a variety of ways sporting groups connect. During trainings and games, the SuperTouch team high-five the whole team every time they walk off the field, whether it be half time or the end of play; just as the hockey team high-five when they sub on and off the turf. Whether

it’s a look, a raised eyebrow or a special team gesture, it’s all about making each person feel part of the group. Belonging means feeling part of something bigger than yourself. The Rangi Spirit Squad supports the notion of belonging in sport. Even if you aren’t in a team, girls can feel connected to the wider sporting whānau by going along to support their peers in action or even watching them play online. Recently the Senior A Waterpolo team competed at the New Zealand Secondary Schools’ (NZSS) Premier Championships in Auckland. While sister students could not be in Auckland to watch, there was a real sense of connection with supporters going online to watch their team play via the livestream link. That was the power of belonging. Belonging is also why Clan spirit and whole school events are important.

These support and cement the sense of belonging for our girls. It is why the Cycling Squad train together on Friday mornings, rather than all cycling separately. It is why Year 13 student Tamsin Mills talked about teamwork and enjoyment as the highlights of the NZSS Waterpolo campaign, and it is why the creation of regular connecting sessions for our riders involved in the Equestrian Programme has been so important. It is about working towards a culture of inclusivity and connection. A sense of connection is something our coaches and managers strive for, knowing that connected groups and teams not only perform better but, just as importantly, also contribute to a greater sense of wellbeing for all. It is also a key reason why reviewing our programmes is important. In a culture of continuous improvement, we strive to consistently reflect on what goes well and what can be improved—ensuring

girls feel connected to and through their sporting experience. Regardless of what level of sport students are experiencing, our strive for excellence should not detract from the sense of belonging. “Success isn’t always directly associated with points on the board” was a another wise statement from Gabi Newman. At the end of the season, year or school life, if every girl could look back on her sporting time at Rangi and confidently say that she belonged and that she felt connected through her sporting involvement, that in itself would be success.

Words by Mandy Anderson DIRECTOR OF SPORT

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sense of belonging and acceptance is a vital part of our wellbeing as it provides us with a frame of reference and sense of identity, motivation or purpose, kinship and security. As psychologists at Rangi Ruru, we have been working to increase our visibility and accessibility to all students so they feel a sense of belonging within our services. During Term 1, we ran a six-week programme with all of our Year 8 students to introduce them to some key elements of understanding and managing their wellbeing. It also gave us the opportunity to get to know the students and provide them with an understanding of the support we can offer. During Term 2, we worked with the Wellbeing and Pastoral teams to ensure we had opportunities to engage

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and interact with other year groups during Hui and Whānau Times, to continue to ensure we have a visible presence in the school and remind students we are accessible to all. This year we have an online booking system available via The Hub which is a way of removing potential barriers for students who wish to access us. For some students, supporting them to overcome barriers such as anxiety means they are able to access activities or teams they have previously not had the confidence or ability to engage with, and we are therefore able to help them find their place of belonging within our school community. For others, they may be struggling academically or socially, or have difficulties outside of school life which are weighing on them. These things can impact motivation

and concentration levels and, at times, students can find it difficult to maintain their sense of belonging within their class, friendship group or extra-curricular activities. This loss of belonging often compounds the initial issues, so we work alongside students in the first instance to re-establish and/or repair these connections so they gain back that sense of belonging as we look to work through their other concerns. Encouraging students to strengthen connections and nurture their sense of belonging will continue to be a focus of our work during 2021 and beyond.

Words by Brinley McIntosh & Melanie Patterson SCHOOL PSYCHOLOGISTS

L E A R N I N G S U P P O RT

’S ST OR Y

KE O O

SUPPORTING STUDENTS TO BELONG “The Learning Centre has made my time at Rangi the best experience I could ask for. It has provided me with a safe and encouraging environment where I can truly be myself. I have been allowed to fail, to cry and to truly celebrate my successes. The 10-year-old Brooke with dyslexia and anxiety, who started at Rangi, would never have believed how far she could come. I’m the Year 13 Student Leader of the Learning Centre, studying Calculus, Chemistry, Biology, English and FDN. The Learning Centre has helped me accept me for who I am. I now feel I truly belong at Rangi Ruru. I realise how amazing my successes are and I am also accepting of when times are not so good, but with encouragement and support from the Learning Centre, I know I can do it. I back myself, and now I have the confidence and opportunity to tutor Rangi students.” Brooke Endacott, Year 13

Scan here to watch Brooke speak about her learning journey

tudents may experience difficulties with an aspect of their studies through their life. This may be because they have a learning difference or a life event which impacts their ability to learn, or it may be because they need assistance with study skills or exam techniques. Rangi Ruru is an inclusive school with a strong drive to instil a sense of belonging in all students. Our Learning Centre services are designed to support any student who requires assistance with their studies by replacing stress with courage to connect with those around them and to fully access the curriculum. The Learning Centre is for all students to access, and for students, whānau and teaching staff to understand that neurodiversity is not a measure of intelligence. Students are supported by professional, experienced staff who work with compassion and connectedness, ensuring deeper fulfilment from the students. The Learning Centre relies on a collaborative approach to identify, support and monitor the learning needs of each student. We have an

open-door policy and are always willing to discuss the changing needs of a student. The importance of belonging is a significant pillar that drives the Learning Centre. As a team we acknowledge neurodiversity through schoolwide professional development, individual assessments, Personalised Learning Conferences, Individual Education Plans and liaising with outside agencies. There is a schoolwide ‘Celebrating Neurodiversity Day’, we have a Year 13 Student Leader of Learning Centre, senior students tutor fellow students and speak at open days, and teacher aides work with insight and understanding to ensure positive relationships. Our role is to ensure all students have an opportunity to reach their true potential through scaffolding of specific skills, which will ensure they leave Rangi Ruru as a self-managing Rangi Graduate who is well placed to thrive in our world.

Words by Rebecca Meachen LEADER OF LEARNING SUPPORT STAFF

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AH H I S TO RY

TO RY S I

NGI

For its long history, Rangi Ruru has been dedicated to educating and equipping students to take their place in a changing world. The school has been served by dedicated teachers and principals, and supported in this by families, old girls and the Board. The school started as a family venture, and has grown to become a place of belonging for a larger and more diverse family than the Gibson Sisters could have ever imagined.

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It began with the land In the beginning, there was the land. The area that was to eventually become the site of Rangi Ruru was grassland with nearby tussock swamps and streams. By the 1700s, Ngāi Tahu had assumed customary authority and used the land for the rich food and fibre resources it provided. European settlement saw farms, and then houses develop and change the land to accommodate the growing population. In 1889, Captain Frederick Gibson purchased the goodwill of Hessle House School from the Gresham sisters, and with a small group of 18 pupils, his daughter Helen Gibson opened Miss Gibson’s Private School for Girls in Arawa House on Papanui Road. Helen was to continue running what very soon became known as Rangi Ruru until her death 49 years later in 1938.

From the very beginning, Rangi Ruru centred around family. Boarders lived and learnt in the family home. Spurred by growth, Captain Gibson purchased a section on the corner of Webb Street and Papanui Road in 1890 and had a large house built to home the school and family.

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Wide Sky Shelter

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Whilst under construction, it was gifted the name Rangi Ruru (Wide sky shelter, a place for hospitality and generosity) by Ngāi Tahu leader and former warrior from Rāpaki, Pāora Taki.

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The original sisterhood The Gibson sisters—Mary, Beatrice, Helen, Alice, Lucy, Ethel, Ruth and Winifred—with the support of their brothers—Frederick and Thomas—and their parents, all helped in some way with teaching, the boarders and the ongoing life of the school. Mary was the Principal at Christchurch Girls’ High School from 1898 to 1928 and lived with her family for that time. Whilst keeping in close contact with her family, Beatrice left home and was Principal at Nelson College for Girls, from 1890 to 1900, before her marriage to Dr Alfred Talbot.

1923

A growing legacy By 1923, the school had outgrown the Webb Street premises, so the sisters made the bold decision to purchase the Te Koraha property from the Rhodes family, and the school moved to its present site.

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For the next 80 years, Te Koraha (The Wilderness) was to serve as home to generations of Rangi Ruru boarders. The larger grounds meant sports could develop, a pool was built, classrooms added, the roll grew and the teaching staff expanded. After her sister Helen’s death in 1938, and after 42 years teaching at Rangi Ruru, Ethel Gibson took over the running of the school. By 1946, with the difficult war years behind them, Ethel and her remaining sisters were ready for a well-earned retirement!

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Our special character

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The Christchurch Presbytery had long envisaged a sister school for St Andrew’s College and purchased Rangi Ruru in 1946 to provide this school. The school went from being a private family run school in the Anglican tradition to a Presbyterian school controlled by a Board of Governors. The school became officially known as Rangi-ruru Presbyterian Girls’ School.

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An ever-changing campus

Resilience and development In a bold move in 1986, the historic St Andrew’s Church building, (built for the first Presbyterian congregation in Canterbury and with strong links to the early settlers) was moved to the Rangi Ruru site to provide a chapel for the school. The Canterbury earthquakes from 2010 damaged many of the buildings on the site. But, with the resilience that has been a hallmark of the past 130 years, the Gibson Centre, a new Science Block, Mana Wahine, and Performing Arts building have been built. Te Koraha, St Andrew’s at Rangi Ruru, and the Arts and Technology building have all been restored. The work for the new Sport and Multi-Purpose Centre has begun.

Movin gS tA nd

Some things remained the same. Rangi Ruru has continued to be led by strong women with a vision for girls and their education. The school Board has supported this vision with ongoing upgrades of buildings and facilities to equip the students for their future. Science, Music, Art and Technology and improved Sports facilities have enhanced the strong teaching core. Boarders moved out of Te Koraha into a new boarding house.

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Collated by Johnann Williams ARCHIVIST

W I D E SK Y W I N T E R 20 21

STUDENT LEADERS

THRIVE IN THE HIVE T

he year 2020 was one we will never forget. We had to weave our way through the challenge of being at home in lockdown without being able to feel the warmth of a hug from our schoolmates. I began 2021 incredibly proud of all Rangi students and how they tackled the issues we faced last year. Every year the Student Leadership Team chooses a theme. So, when coming together as a leadership group, everyone had reflected on the previous year and what we thought would bring everyone back together. I then met

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with Dr Hastie, who mentioned the overall Widesky theme is ‘Belong.’ As soon as I heard that word, a big grin grew on my face as the theme that the leadership group decided on was, ‘Thrive in the Hive. Bee you. Bee-long.’ I broke this Thrive in the Hive theme into three parts: thrive; hive; and bee you, bee-long. First, ‘thrive’ is a powerful word which can mean many different things. It may be making everlasting friendships, excelling in your chosen co-curricular activity, succeeding in your schoolwork

or simply being kind to other Rangi bees. Thrive can also mean to become a better bee than when you began, or to help other bees achieve their goals. Thrive is an empowering word that creates hope and encourages one to prosper and flourish. Second, within a hive you will find the honeycomb, shaped like a hexagon, which represents harmony and balance. Inside the Rangi ‘hive’ we have many different hexagons: year groups, clans, sports teams, teachers, musical and dance groups and parents.

Rangi hexagons have, and will always be, important and this year we want to focus on how our hexagons can work together to make the hive complete and allow all bees to thrive. As you will know, hives produce that golden liquid that we all love and call honey. Every Rangi bee has the opportunity this year to have their own ‘honey’ goal, and as a hive we can work together to make those sweet dreams become a reality. Third and last, every Rangi girl can ‘bee-long’, by bee-ing themselves. The wider school community has connected with the theme already, and Term 1 was a fantastic start to the year. Our bees are buzzing all over the school as

we encourage ‘bee-ing yourself’. Bees pollinate environments by transferring pollen from flower to flower so I want to see all Rangi bees spread further than the schoolgrounds. We will spread aroha as our pollen and make our environment flourish after one of the most trying years our bees have had to go through. We want to see everyone bee-long not only to the Rangi whānau, but also to our wider communities – Ōtautahi, Aotearoa and the world. A commonly known film, Bee Movie, has an opening quote, “According to all known laws of aviation there is no way that a bee should be able to fly. Its wings are too small to carry its

little body off the ground. However, the bee of course flies anyway, because bees don’t care what others think is impossible.” We are the bees, thriving in our hive, and we can achieve what others think is simply impossible. I am fortunate to work alongside an incredible leadership group, who were all on board with this theme from the beginning. I’m absolutely buzzing to see what this year brings and I hope that you are, too. Welcome to the hive – come along and thrive with us.

Words by Sam Senior HEAD OF SCHOOL

STUD

STUDENT LEADERS

LEA T D N

Ehara taku toa i te toa takitahi, engari he toa takitini My strength is not as an individual, but as a collective

his year’s student led theme of ‘Thrive in the Hive’ perfectly encapsulates the desire of our community to foster belonging to both place and one another. The manaakitanga of students to their peers, and the wealth of opportunities available, enable students to belong to a range of groups within our community. Six Senior Councils provide guidance and leadership on areas of importance to our school community. Each has a specific focus and is chaired by a Senior Leader who embodies not only our shared school values but also the principles of servant leadership.

Scan here to learn more about our student leaders

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Collaboration sits at the heart of the team dynamic of the Senior Leaders and their respective Councils. Whilst each of the Councils (Arts, Community, Service, Sport, Sustainability and Wellbeing) has its own objectives, a commitment to a collective theme ensures the teams move in the same direction and that there are ample hands on deck to make the magic happen. The teams learn the importance of networking and the challenging skill of delegation. They learn to trust, challenge, and, where necessary, constructively critique one another, equipping them with lifelong skills in the process.

Senior Councils understand the importance of student voice and Te Māngai provides a perfect platform for this. Formed from our Years 7 to 11 Form Captains and chaired by Sam Senior, our Head of School, Te Māngai is a forum at which Form Captains share the views of their peers. This is often ground zero for some of the best ideas in school and allows Senior Councils to pitch ideas, gauge interest in projects and, crucially, listen to their peers.

hen joining Rangi Ruru, each student also joins one of our six school Clans. Named after Scottish castles, Clans celebrate our past, champion whānaungatanga in the present and provide lifelong memories for the future. Daughters of alumnae are welcomed into the same clan sisterhood, enriching the sense of belonging. Vertical in nature, connecting students from Years 7 to 13, Clans allow students to collaborate and compete in sporting, cultural and artistic endeavours, all contributing to the coveted Clan Cup. Clans meet bi-termly to provide an opportunity to connect, reflect, share thoughts and opinions and celebrate successes, often over kai. Whilst fiercely competitive, participation and excellence are equally rewarded. Students understand they have a role to play in

CLANS

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their Clan’s success, be they a New Zealand representative athlete or a novice in the pool. Summer highlights of the Clan programme make the most of the warm weather and typically involve all students hitting the athletics track and diving in the pool, with the first student and last over the line equally applauded.

Clan Singing typically marks the final opportunity for Clans to come together and share in one final collective endeavour. With the outcome often tipping the Clan Cup in one direction, students know there are equal points up for grabs for cohesion and involvement of all team members and for the quality of voice.

Clans provide a springboard upon which students look outward, beyond the school gates. Clan Leaders drive involvement with charitable giving, service, and community projects, none more visible than the lead up to Harvest Festival. Clan collections in aid of the Christchurch City Mission often number in the thousands and provide an opportunity for students to be thankful for what they have and reflect upon the immediate needs of others.

The connections across year levels, trust, encouragement of others’ efforts and positive relationships, builds to a memorable outcome, often a highlight of the year for both students and staff alike.

Words by Jon Kimber HEAD OF STUDENT DEVELOPMENT AND LEADERSHIP

W I D E SK Y W I N T E R 20 21

WELLBEING

WELLBEING, THE RANGI WAY

Wellbeing is a focus for most organisations, groups and individuals throughout the world. So what makes Rangi Ruru’s approach different?

e started on this journey in 2015 by introducing a Wellbeing programme in what we thought was a bold, brave move. Our intention was to provide an integrated approach that aligned with our values of Respect/ Whakaute; Aroha; Enthusiasm and Endeavour/Rikarika and Ngāna; Generosity of Spirit/Manaakitanga, and Integrity/Tika. Yes, it spells RANGI. We wanted a model that was sustainable, flexible, evidence-based and firmly rooted in established practices around positive psychology and growth mindset. So we consulted with Dr Lucy Hone, who then represented the International Positive Education Network and was an expert on building resilience. With Dr Hone’s guidance, we established a development team of staff with the skills and motivation to build a comprehensive and multi-faceted programme. All staff received training, but were given the freedom to use their own initiative and lenses in their approach with students. Our programme is based on leading psychology and positive education researcher Professor Lea Waters’ SEARCH Framework (Strengths,

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Emotional management, Attention and awareness, Relationships, Coping, Habits and goals). It is differentiated at each year level, delivering a programme specifically designed for Rangi that flexes to meet the needs of our community members. Each student has a Personal Development Plan which involves reflection and goal setting, skills development, and the preparation of a work/life-ready portfolio. While Tutors and Deans (who move through the school with the year level from Years 9 to 13 and remain consistent at Years 7 and 8) have continued to provide the fundamental aspects of the programme, all students are supported by a network. This includes the Wellbeing Coordinator, teachers, boarding and other significant staff, Senior and Clan Leaders, Year 13 Form Seniors, Peer Support Leaders, the Wellbeing Council, school psychologists and nurses, Chaplain, and the Global Living Programme, all of which reinforces the culture of wellbeing that permeates every aspect of the school. It has become a way of life for us, and the programme adapts and responds -

for both staff and students. Our language has evolved, too: We’ve focussed on “feeling good and functioning well” and on being “kind, compassionate and connected”. And above all, having a strong sense of whānau and belonging. We know the importance of good sleep and eating habits; physical activity; responding to anxiety, depression; mental, emotional and social health; reflection, resilience and connection, and we ensure our students acquire the resources, skills and strategies to manage these aspects of their lives. Whānau Time (see page 25) at the start of the day, Chapel, Assembly and weekly Hui Time are all intentional moments in the week to develop that feeling of belonging and personal and communal wellbeing. We know this will empower our students to be more optimistic, more engaged, more self-managing and more in control of their lives when we are in a constant process of change, unpredictability and adaptation.

Words by Stephanie Barnett DEPUTY PRINCIPAL, CARE AND DEVELOPMENT

WHĀNAU TIME

NURTURING BELONGING WITH WHĀNAU & WELLBEING We understand the value of wellbeing. We know it needs time dedicated to maintaining it and as part of our Wellbeing Programme, we have timetabled time every day where wellbeing is something to be discussed, developed and nurtured.

wo ways we nurture wellbeing at Rangi are through Whānau and Hui Time. These embrace both wellbeing and belonging for every one of our students, and provide helpful skills and knowledge to be comfortable, happy and healthy. Whānau Time occurs nearly every morning for 10 minutes and is where the students meet in their tutor groups with their tutor teachers. This is a daily chance to check in and connect with each other and discuss anything that is needed. The one morning a week where we do not start the day with Whānau Time is the day we have Hui Time. Hui Time is a 30-minute session just before lunch on Wednesdays. During this time, the

students come together either as a tutor group, a year level or occasionally as a combination of groups to learn and do an activity related to their wellbeing. We try to make this time as relevant as possible and the students often contribute ideas and suggestions of what is important for them. We sometimes have outside speakers or performances on topical matters.

the students to become successful Rangi Graduates.

Term 1 saw a focus on goal setting. The students reflected on their strengths and created achievable goals, relevant to them as individuals. They reflect on these goals regularly and adapt as necessary. Reflection time for these goals is crucial, as is the chance to celebrate achievements. We aim to make goal setting and reflection a natural part of the psyche which helps

Words by Sally Fail

We also have Form Seniors (Year 13s) working with Years 7 to 11 as we know how effective role modeling can be. These students run a Whānau Time once a week and aim to take at least one Hui Time a term.

WELLBEING AND DIGITAL ENGAGEMENT CO-ORDINATOR YEARS 7 AND 8 DEAN

W I D E SK Y W I N T E R 20 21

2021

2021 EVENTS

EVENT HIGHLIGHTS After a disruptive 2020, a nearly full calendar of school events has been welcomed back with enthusiasm for 2021. Check out some of our favourite photos from the first day of school and Love Week! The first day of school for the year is important, which is why our Year 13s make a big effort to ensure the younger school whānau are welcomed with a buzz of activity to show they belong at Rangi Ruru (below). The love was felt again during Love Week, Rangi Ruru’s annual week-long, student-run Valentine’s celebration (opposite page). A lunch-time concert and mufti-day were just some of the lovefilled activities on the agenda.

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W E E EK V O L

W I D E SK Y W I N T E R 20 21

My mentor has helped me settle into the Boarding House so much and made it fun, she cares about me. I love it!

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M E N TO R I N G I N B OA R D I N G

T O E B C

The Boarding House Mentoring Programme is part of our foundation for helping new boarders settle into their first year. We want each student to build strong relationships, have confidence and security in who they are and ultimately have a place of belonging within our community. When we designed this programme, we wanted to achieve three objectives:

Every student feels well-informed and understands routines and aspects within boarding by forming a trusting one-on-one relationship with a senior student to help settle them into a new environment

Senior students are given an opportunity of responsibility to lead and mentor. An opportunity which in turn helps them develop key skills in communication, empathy and organisation

Create an inclusive culture between seniors and juniors, break down barriers and encourage more interaction. Every student is given a strong sense of inclusion and place of belonging

The programme is run by senior students (the mentors) who are allocated a new student (mentee), that they meet once a week for 12 weeks. Throughout the weeks, topics covered include learning about one another, goal setting, peers and relationships, life in the Boarding House, self-management, pastoral care time, school values and self-reflection.

biggest challenge, and it is important we get this right. We know our senior students’ personalities well; however, we may have only met the new students once or twice. As we complete personal home visits of our new girls and learn more about them, we are then able to best decide the pairings.

It is evident through our annual Pastoral Surveys that the programme is working and achieving what we designed it to do. We have seen a culture shift within the Boarding House to one of more interactions and inclusiveness within all year groups. Students are settling quicker, gaining a healthy confidence and are happy being themselves and thriving in the Boarding House.

All senior students are given the option of becoming a mentor, and every year most seniors take this opportunity. Pairing the mentors and mentees is the

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The mentoring programme is now in its fifth year and over 130 students have completed it. Each year we adjust the programme, taking suggestions from students and staff to strengthen and improve the programme even more.

Words by Kyleigh Lyth DIRECTOR OF BOARDING

BELONGING, TOGETHER T

he Peer Mentoring Programme at Rangi Ruru exists to build and strengthen ties between junior and senior students throughout the school. Student tutoring enables students to receive extra help in a range of subjects, supporting the learning they complete in class. This learning targets areas the students need support in while giving them the confidence for future progression in NCEA and beyond. By pairing up younger students with a senior buddy, not only are academic needs catered for, a pathway for relationships to flourish between different year groups is provided. Thus, the programme enhances each student’s sense of belonging to the Rangi community and sisterhood. Senior students also benefit from being the

tutor by strengthening their learning and understanding of supporting others. These benefits are reflective of the open and supportive school environment – allowing for all students involved in the tutoring programme to be rewarded with the positive progression made through the year. Charlotte Beasley, a Year 12 tutor, has commented that the programme allows each girl to thrive. “Peer tutoring is a great opportunity for a senior student to, not only help a junior with her schoolwork, but also to get to know her, support and guide her as she first starts at Rangi,” she says. “It helps students gain a sense of belonging as they know there will always be an older student who will be there to support and help them.”

These benefits are shared by younger students being mentored, such as Year 9 student Tessa Langman. Tessa says her tutor, Rosa, helped her gain confidence. “More importantly, she always greets me with a friendly smile and a nice chat. It’s amazing having a good connection with a senior,” she says. Charlotte and Tessa’s experiences illustrate the fundamental reason why the peer mentoring programme exists – to enhance student learning with the added benefit of building the Rangi sisterhood.

Words by Poppy Blake-Manson HEAD OF PEER MENTORING, YEAR 13

What the students say: “Peer tutoring is a great opportunity for a senior student to not only help a junior with her schoolwork, but also to get to know her, support and guide her as she first starts at Rangi. It helps students gain a sense of belonging as they know that there will always be an older student who will be there ready to support and help them.”

Charlotte Beasley YEAR 12, PEER MENTOR

“She always greets me with a friendly smile and a nice chat. It’s amazing having a good connection with a senior.”

Tessa Langman YEAR 9, MENTEE

Peer mentor Charlotte Beasley (Year 12), with Lily Van Rooy (Year 7)

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SCIENCE FOR CITIZENSHIP SCIENCE

CONNECTING TO NATURE In a global context, Aotearoa is considered unique for the vast diversity in its landscapes and climates, as well as its iconic flora and fauna. While these characteristics make our home a stand-out on the wish-list for many an intrepid traveller abroad, we as New Zealanders can often be found guilty of not exploring the wonders in our own backyard.

ith this in mind, a core emphasis of the Level 2 Science for Citizenship programme at Rangi Ruru is to help students develop a stronger understanding of, and connection to, the unique natural landscape of Aotearoa, with a specific focus on one of Aotearoa’s greatest treasures, Aoraki/Mount Cook National Park. To gain some real-world experiences of the geological and ecological concepts that were being explored in class, the students of Science for Citizenship partnered with Level 2 Geography students and embarked on a journey to Aoraki at the beginning of Term 2.

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A perfect autumn day greeted the students on day one as they took to the skies with Mt Cook Ski Planes to explore the national park from above, culminating in a landing on the Tasman Glacier. Greeted by fresh knee-high snow, the students gathered important climate data and gained an unrivalled first-hand experience of the scale of the Tasman Glacier that has shaped the national park. Having explored the top of the glacier in the morning, the students spent the afternoon with Glacier Explorers to learn more about what is taking place at the terminus of the Tasman Glacier and its lake. The guides negotiated the boats around

numerous icebergs, where the girls took part in some hands-on learning about the ice nearing the end of its several-hundred-year journey down the glacier. This was followed by a tour towards the wall of ice of the Tasman Glacier, where students learnt about the unrelenting calving of ice that takes place from both 40-metres above and 250-metres below where they sat. On day two, the students were joined by two outstanding staff members from the Department of Conservation’s Learning Experiences Outside the Classroom (LEOTC) programme, spending a morning exploring the visitor centre, and learning more about the natural

Scan here to see more photos from the trip

history of the park and the role humans have played in its story. With the expertise of a DoC guide, the students embarked on the final journey of the field trip - a hike up the Red Tarns track. Rising 300 metres above the village, the students were able to gather important data to help them understand more about the unique climate and plant life that exists at various elevations. While many were burdened with tired legs at the top, the girls were rewarded with a stunning view of the village across to the mountains to cap off their experience.

This opportunity gave our students a number of once-in-a-lifetime experiences in an environment that most had yet to explore. While these are opportunities to deepen learning, these are also opportunities to connect with the land and understand our role within it. From the scarred landscape behind the rapidly retreating Tasman Glacier to facing off with the array of introduced predators in the visitor centre, there were many fingerprints of human impact left across the park that made it clear to our students that Aoraki is not

immune to human activity. While the experiences throughout the trip helped create a sense of belonging within us to a truly exceptional place that commands our admiration, it is these critical insights that help to raise our awareness that Aoraki is also a place that desperately needs our kaitiakianga, empowering our students to be better guardians of our local treasures now and in the future.

Words by Simon van Rossen PHYSICS AND SCIENCE

W I D E SK Y W I N T E R 20 21

S T U D E N T A RT WO R K

STUDENT ARTWORK E

stablishing a community of deep thinkers and learners who support each other is impotant to us all in the Visual Arts faculty. This culture creates an environment centred around care and belonging.

“Celebrating different body images.” Izzy Lee, Year 13 Oil painting

We believe in sharing ideas and learning from each other. Many brains contributing ideas helps bring a wealth of possibilities to explore through art making. Having student art works displayed inspires others and allows students to share concepts, including their culture, whakapapa, identity or sense of tūrangawaewae (places of significance). Whole class critiques are empowering and inform next learning steps. These provide regular opportunities to reflect, analyse and to celebrate success. Our open learning environment allows for team teaching and students as peer teachers. Team teaching and having teachers as learners in classes creates a vibrant environment where expertise from many fields is shared. By creating a culture valuing reflection, discussion and questioning, we develop independent thinkers confident in their decision making and willing to be themselves. Our focus is on enabling every student to achieve success, whatever that may look like for them, and to feel they belong and can be their best.

“In the Art department I’m able to be myself and develop my skills and ideas based on my own interests.” Annabel Cargin, Year 12 Oil Painting

Words by Kate Rivers HEAD OF VISUAL ARTS

“This artist book shows my whakapapa and sense of belonging to iwi and whānau. It reflects my identity and connections.” Aggie Weston, Year 11 32

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“Belonging in my mind.” Stella Prescott, Year 13 Oil painting

“My works express ADHD visually.” Brie Freeman, Year 13 Drawing

“I like how we are encouraged to be ourselves and how we get excited about the diversity of other peoples styles in art.” Evie Laidlaw, Year 12 Watercolour painting

“A close bond and connection to my aunty, cousins and the Kaikōura area.” Penny Frost, Year 13 Drypoint etching and drawing

“These plants represent a sense of belonging in Aotearoa, reminding me of walks in the native bush with my family. I like seeing how everyone in our class has different styles and interpretations of this subject.” Issie Matson, Year 11 Watercolour painting

“I like that I can be me, no matter how different that is. I am encouraged to look to my Samoan roots for inspiration in my artmaking. This has informed my vibrant colour palette!” Camille Perelini, Year 13 Setting up a still life

“This drawing symbolises my life growing up surrounded by sisters and parents who have a love of performance.” Charlotte McSweeney, Year 12 Pencil drawing

W I D E SK Y W I N T E R 20 21

WELCOME TO RANGI N E W S TA F F

MELISSA CAMPBELL

Assistant Principal, Teaching and Learning

Kia ora tātou, I am very proud to be joining the Rangi whānau with its rich history and wonderful people. Rangi’s commitment to a holistic education speaks to the studentcentred and values-based educational philosophy I believe is fundamental for young people to thrive and to develop a strong sense of self. Having worked in both the private and state sector, I have a rich and varied background in education, including curriculum and pastoral leadership roles. I come to you from the Christ’s College whānau where I was Head of Teaching and Learning for English and the Humanities in the Centre for Teaching Excellence and Research. On a personal note, I lead a full and busy life as the mum of 12-year-old Millie and threeyear-old Archie. My husband, Ben, is also involved in educational leadership. I come from a rural background and love nothing more than escaping the city for time in the mountains or by the sea.

CHELSEA COPE Teacher of Dance and Drama

Kia ora, kō Chelsea Cope tōku ingoa. I am a graduate of NASDA where I studied Performing Arts, majoring in Musical Theatre. I have always been passionate about the arts and its value, which led me to studying at NZGSE to become a teacher, sharing my enthusiasm of performing with students. In my spare time you will find me at the theatre, either rehearsing, performing or sitting in the audience.

EMILY NAPOLITANO

Head of Textile Technology

Kia Ora! Thank you for your warm welcome! Teaching is my second career; I started out working in academia as an archaeologist in Egypt before moving sideways into teaching. When not at school, I enjoy many hobbies including dance and jewellery making. I teach silversmithing classes on the weekends at Workspace Ltd and I am a company member and choreographer for Rebound Dance Company.

KISTINA WU Head of Digital Technology

Kia ora! My name is Kistina and I graduated from the University of Otago, majoring in Information Science. More recently, I studied Teaching Computer Programming and Implementing Computer Science at the University of Canterbury. I like to snowboard in winter and mountain bike in the summer. I am passionate about Digital Technology education and my aim is to ensure that our students at Rangi recognise the enormous opportunities available in this field and beyond for today and tomorrow’s global society.

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WELCOME TO ALL OUR NEW STAFF FOR 2021 Wendy Brockett Data Administrator Nicky Allan-Caney Social Science and Commerce Jo Calder Science Kate Grinter Head of Geography Emma Hanson Events Co-ordinator Sarah Harrison Dance and Drama Richard Houghton Operations Manager Bronwyn James Mathematics Kristin Schumacher Careers and Pathways Strategist (Crimson Education) Kylie Searle Teacher Aide Heather Shaw Attendance Officer and Relief Co-ordinator Alina Solomkina Mathematics Morgan Tait Communications Manager Tamara Tait RROGA Administrator Jordan Walker Development Co-ordinator Melissa Walter Graphic Designer and Digital Co-ordinator

FROM THE CHAPLAIN

(Left to rig ht) Ella New berry, Tess a Reid, Sam Nicol (Chapl Senior, Char ain), Harrie issa t Fletcher and Tamsin Mills

FROM THE CHAPLAIN Engaging with our Christian roots and values contributes to our sense of belonging and connection.

he capacity for us to gather, celebrate and worship as the Rangi community is a blessing we might have taken for granted if not for last year’s experience. Yet here we are, with a deep sense of gratitude for being part of New Zealand and for belonging to the Rangi whānau. It is truly wonderful when whānau dwell together in peace (Psalm 133:1)! Our year began with a series of joyful gatherings. Two highlights were the particularly warm welcome extended to our new members at the Mihi Whakatau and the Boarders’ Chapel Service. At our first assembly, the new Student Leadership Team launched their theme for the year, ‘Thrive in the Hive.’ This aspiration affirms the power of collaborating women (worker bees are female!) and spurs us to work together to flourish by becoming our best selves and supporting others to do so. The school meets weekly for Chapel and Assembly, which both contribute

to a sense of belonging and connection with each other, our Christian roots and values. Towards the end of Term 1 there were two particularly significant services. The Easter Communion Service acknowledged the life, death and resurrection of Jesus. It also included a stunning performance from our Resolutions Choir and the opportunity for students to receive communion or a blessing if they wished. The final assembly of the term was particularly poignant as it was led by Ms L’Eef and was her last time with the whole school after being part of our community for over 30 years. She featured as the first staff “Human of Rangi” and was acknowledged by an impassioned school haka at the end of the service. Taha Wairua (spiritual wellbeing) is a significant aspect of our holistic wellbeing, and is by no means confined to what happens in the Church. Our Rangi values and motto, “Whaia to te Rangi—Seek the Heavenly Things,” inform a school culture that is

conducive to individual and collaborative holistic flourishing. Our commitment to aroha is outworked through things like service and generosity of spirit. An example of this is our Harvest Festival collection of non-perishable goods, which were donated to the City Mission after the Clan Harvest Service in May. In the Religious Studies component of Global Living, the students gain an understanding of world religions and world views, and, in doing so, increase their capacity for empathy. They are stimulated to explore their own perspectives, as well as others’, and think through the rationale of their opinions. By respecting our own ideas and the diversity of others’ beliefs at Rangi, we create a place where we can grow together, learn from each other and experience a sense of belonging and acceptance—a true “wide sky shelter.”

Words by Charissa Nicol CHAPLAIN

W I D E SK Y W I N T E R 20 21

Y E A R S 7 &8

BELONGING IN A

YEARS 7 TO 13 SCHOOL

eing a Year 7 or 8 student in a Years 7 to 13 school may feel like a big transition. Moving from a primary school structure to a high school structure is not to be understated. Our students have come from a place where they know one (or two) teachers well and have had them for much of the day, every day. At Rangi Ruru, students have their tutor teacher, who they connect with each morning, and a different teacher for each subject. It is a big change for parents as well – they must become acclimatised to leaving their daughter at the gate and supporting them in the high school way of doing things. What we see, after an initial settling in period, is these students (and parents) adapting quickly and managing themselves in a way we would expect from students a couple of years older. They feel as though they belong here. They step up naturally to the challenge of managing themselves, their schoolwork, homework and extracurricular activities.

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They thrive having small classes where the teachers know them as individuals, and they thrive having senior students as role models, ensuring they feel a part of the team. The students soon understand the special character of the school and are proud to belong to a buzzy, busy environment. There are four classes (two at each year level), and they have the usual subjects - as well as some other tasters which are only available in the secondary setting. They have specialist classrooms for Science, Food Technology and Textiles. They perform in the Merivale Lane Theatre and, in Terms 2 and 3, they compete against other schools in the Christchurch Intermediate Sport Competition. As Year 7s and 8s following a secondary school model, these students are getting the best of both worlds: they have their own base and their own tutor teacher as well as a range of subject teachers. Not only does this make them

feel they belong to their own class and year level, they also belong to a bigger school family with over 660 ‘sisters.’

“What we see…is these girls (and parents) adapting quickly and managing themselves in a way we would expect from girls a couple of years older. They feel as though they belong here. They step up naturally to the challenge of managing themselves, their schoolwork, homework and extracurricular activities.” Words by Sally Fail YEARS 7 AND 8 DEAN

eflecting upon the last year, our journeys are all different, yet the same: a year of discomfort; a year of uncertainty; a year of challenge; a year of so many firsts – online learning, working from home and, of course, lockdown. For the international students at Rangi Ruru, 2020 was a year where they dealt with an extraordinary amount of uncertainty. A year when they couldn’t go home and see the families they missed, and still do, terribly. It’s fitting, then, that our 2021 theme is ‘Belong.’ Our need for belonging likely hasn’t ever been greater, so having a strong connection to a place, group, or person when you are so far away from home provides comfort. At Rangi Ruru, being able to be yourself and a part of our school family - past, present, and future - is what belonging is all about. Connecting with culture We support our international students to feel they belong to the school community and see it as their home. We encourage story sharing about their journey, cultural traditions, and backgrounds to help the girls feel understood, whilst also translating the

rich experiences they have had to our domestic students and staff. We engage in a variety of activities to help our students feel connected, from International and Languages Weeks and dinners out to activities with other schools and celebrating international holidays and student birthdays. This year we highlighted Lunar New Year, which is the most important and festive annual holiday for more than a quarter of the world’s population and about 10 percent of Rangi Ruru’s students. A lot of our students and faculty don’t know much about it. So, by showing images and telling their stories, Jenny Lu from China and Seoyeong Lee from South Korea, helped us understand its significance and taught us about the traditions celebrated in their cultures. Connecting with cuisine When you ask the students what they miss most, the answer is often, “food!” Followed quickly by family and friends, of course. Sharing a meal has been a fun way of connecting, and we try to do this at least once a term. Whether it is making dumplings or hotpot or going to the beach for fish and

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

CREATING HOMES AWAY FROM HOME chips, eating together confirms the sense of belonging and being part of a community. A globally minded curriculum Part of fostering a sense of belonging for all students means being inclusive when looking at the curriculum. Whenever possible, course content, materials and assignments are developed with a global mindset to reflect our diverse student body and different learning styles. Further, the general environment, from students being encouraged to use their given names and teachers making a conscious effort to properly pronounce them to domestic students engaging with international students in group and project work, all help build a climate of learning that is welcoming and inclusive. At Rangi Ruru, we value every background and inclusiveness is part of who we are.

Words by Louise Stanton INTERNATIONAL DEAN

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RROGA

PHILANTHROPY The Committee of the Rangi Ruru Old Girls’ Association has always been a strong advocate of supporting the school, its students and alumnae in the most generous way it can. Over the 86 years of its existence, through prudent and wise investments, the capital base of Life Membership funds, legacies, fundraising and donations has been built up. This enables the association to grant a variety of scholarships, bursaries, exhibitions and donations to a large number of recipients, both in the school and community.

Philanthropy amounts for the year ended 31 March 2021 End of year prizes $1,487 Years 7 and 8 Old Girls’ Scholarships $8,000 Gibson Webb Exhibitions $3,000 Donation to Project Blue Sky* $300,000 *Incorporating Alison Kay’s bequest

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UPCOMING EVENTS AGM 16 August, 2021 2021 REUNIONS 1 & 2 October, 2021 It is your school reunion if you were in Year 9 (Form 3) in 1941, 1951, 1961, 1971, 1981, 1991, 2001, 2011 GIBSON GIRLS’ WHAEA ORA MORNING TEA 19 November, 2021 LEAVERS’ BALL 3 December, 2021 2022 REUNIONS 4 & 5 March, 2022 It is your School Reunion if you were in Year 9 (Form 3) in 1942, 1952, 1962, 1972, 1982, 1992, 2002, 2012 ANNUAL GOLF TOURNAMENT March 18, 2022 at Waimairi Beach Golf Course ANNUAL BRIDGE TOURNAMENT 26 May, 2022 GIBSON GIRLS’ LUNCHEON 2 June, 2022 Please contact RROGA Administrator Tamara Tait for additional information rroga@rangiruru.school.nz

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

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