Preparing for prep in the best setting

Following the end of the nationwide lockdown last year, the Boarding community has changed its approach to prep.

In recent years, we have taken our Year 9 and Year 10 boys to the library to complete prep. The idea being that the boys would make good use of the allocated prep time and have ease of access to a tutor. In reality, it became an extra lesson in an open plan classroom. Adequate, but not the best experience it could be.

Post-lockdown – and while we were coming down through the levels – we brought the tutors into the House in an attempt to keep the ‘bubbles’ a little closer. The unintended benefits were soon obvious, with the relationship between the boys and their prep tutor beginning to flourish. Not surprisingly, the prep tutor had a chance to really get to know the boys. For staff, not only were the boys getting their prep completed, but they were also benefitting from another positive role model in their boarding life.

As a result, each evening in all three Houses the boys will begin their prep after roll call at 6.30pm. They have an outside, non-residential prep tutor, plus one – and sometimes two – House staff on duty, where the boys can do prep and also seek help when they need it.

We follow the Ministry of Education guidelines, which argue that homework is more productive when the boys have time to unwind, have eaten and have a relaxed but quiet environment to work in and can decide with the staff how long they need to complete prep to make it manageable. The outcome has been more positive for all involved.

Leave change under Alert Level 2

We have made some alterations to the leave system under Covid Alert Level 2.

In the past, we had restricted boys’ leave and the places they could go, depending on their Year groups. We have now decided to allow the boys to access the same locations available during Level 1. The reasoning being that their friends who are Dayboys are still able to visit those sites and our boys meet them, and see them in class.

We have asked that all boys download the Government-sponsored Covid app. We have also been reminding the boys about the importance of scanning at all the places they visit.

Old Boy Sam Darry visits

We were so lucky to have very recent Old Boy and Auckland Blues rugby player Sam Darry visit Flower’s House to catch up with the Year 9s and personally deliver a signed Blues rugby jersey.

Lesson in learning for everyone

It is hard to believe that we are more than halfway through the term. My first Curriculum News referred to how short this term is, and we are certainly feeling it.

I know a lot of assessment is underway in various classes and the boys are starting to feel the pressure in certain pockets. I would reiterate the ‘consistent effort’ message as being vital to managing these stress loads.

The Centre for Teaching Excellence & Research (CTER) has been thinking deeply about assessment and best practice for boys’ education, led particularly by the research work of Melissa Campbell. The philosophy that is evolving for us ties in to how the boys are viewing their learning and assessment and the connection this has to these stress spikes. NCEA has, for many years, shaped students to see assessment as a discrete task, separate from their day-to-day learning. And therein lies the rub.

In education circles for many years there has been the catchphrase of ‘Assessment for Learning’, which means that we as teachers have continual little ways to ‘assess’ learning that doesn’t have to be a traditional test or major assignment. Every day, teachers are using learning activities to understand where their students are at and where they need to be next.

What we’ve identified at the CTER is our major goal needs to be about having our students see how this is happening. As we develop the Christ’s College Diploma, this is a great opportunity to develop this understanding in our students. If everyday learning holds value for the students, the ‘formal’ assessments, although important, or more manageable, can appear to be less high stakes and they hopefully go into these moments aware and confident in their ability.

By explicitly feeding back on this curriculum progress rather than just a NCEA-style task, this gives the opportunity to ensure that students are more holistically prepared at a cognitive and skills level for any type of NCEA assessment. A big step in shifting this view was started last year with our ‘live reporting’ through Schoolbox. As parents, you may have noted that there are times where teachers provide feedback only. Having the students understand the value of the next step rather than just a grade is the driving force behind this shift. You will start to notice these comments coming through in the next few weeks.

Our Schoolbox Parent Portal gives you access to the live reports and will enable you to be part of this learning conversation and shift in assessment focus.

I mentioned above that this all ties into our work for the Christ’s College Diploma. Our parent consultation groups have begun this week and we invite you to sign up for the future dates and be part of this conversation. Note that April 1 will be junior Student/Parent/Teacher interviews (with sign up to be sent later this week), so our lunchtime session on this day is specifically aimed at any boarding parents who may be in town for this event.

One last event reminder. We have had to postpone the NCEA Evening twice because of Covid Alert Levels. With the return to Level 1, we can reschedule this event. This will take place on Monday 29 March. If you have previously signed up for this, your registration remains in place. Further registrations are welcome.

Parent Education Evening – Teenagers, sleep and the digital age

Wednesday 24 March, 7pm, Chapman Room

Presented by John Quinn and Dr Sarah Anticich, Directors of Wellbeing & Positive Education for Christ's College

Your teenager finally falls asleep after struggling to quiet his mind. Less than two hours later, he is awake. Without thinking about it, your teenager reaches for his phone to distract himself from worry and starts scrolling.

Your day is finally over. Having juggled work, relationships, children, and life, you’re exhausted and can’t wait to finally get some sleep. You plan to catch up on sleep after too many late nights or early starts. Then you opt for a last-minute check on any missed texts, emails or recent Facebook posts.

If these scenarios sound like common challenges in your family, you are not alone.

Technology hygiene is a skill that needs to be taught and modelled by adults so that we can enable our children to engage in a healthy and effective manner with technology. We will cover some of the most common questions that we receive from students and parents.

• What is the link between phone use and sleep quality?
• How much sleep is enough?
• How do I help my teen manage their technology use?
• What is the impact of excessive technology use on mental wellbeing?

Join us for this informative evening – register here

Chapel

Unfortunately, because of Covid-19, we went to Level 2 (it is wonderful that, at the point of my writing this, we seem to have the 14 February cluster under control and we are moving down the levels). This meant that our Lent 2 Sunday Chapel service and weekday Chapel services last week were cancelled.

Covid-19 brings with it some ethical considerations.

Last year, when we studied ethics and different ethical theories (Year 11), euthanasia and legalising marijuana were the ethical issues of the day. The vaccines against Covid-19 seem to be developing into one of the ethical debates of this year.

To be clear: when it is available for me, I will get a Covid-19 vaccine. And I urge you strongly to do so also. I stand with Pope Francis who said “I believe that morally everyone must take the vaccine. It is the moral choice because it is about your life but also the lives of others”.

Some people are dissuading others from being vaccinated. Some are spreading misinformation and scaremongering, especially online.

As well as the discussions about whether individuals will be vaccinated or not, there is also the (ethical) issue of distributing vaccines across the whole of humanity. It is true that none of us is safe until all of us are safe. If we do not help those less well-off than we are (Africa can be an example), then this can become a laboratory for mutations that will evade immunity. “Survival of the fittest” is not the ethical way forward. It must, at the very least, be “survival of those who cooperate”.

To return to individuals debating whether to be vaccinated, (and not focusing on those who are so misinformed, they think that the vaccine puts Covid-19 – or a microchip! – into your body), there is the issue that some vaccines have been developed from human fetuses aborted decades ago.

I’ve already mentioned Pope Francis, who was vaccinated, urges his Church members to do so. So is there an Anglican position? The Bishop of Christchurch (our Warden) asked me to reflect on the ethics around this. The question arose around the ethics of receiving the AstraZeneca anti-Covid-19 vaccine when (in lay terms) its (distant) origins include the use of tissue from an aborted fetus. I would hope that our students in Years 12 and 13, having studied ethics in Religious Education in Year 11, could articulate (or at least follow) the Natural Law approach of my six points.

1) the Pope has consented to the use of the AstraZeneca vaccine by following through the logic of Natural Law – one of the systematic ways to make decisions on morals;

2) using organs from a human being who died unethically is not thereby endorsing the immorality associated with the death. If someone is murdered, using any part of the body – say by organ donation – is not thereby endorsing the murder.

3) If the creation of the vaccine was the motivation for the abortion, that, in Natural Law, would make such a vaccine unethical. That is not the case here.

4) The vaccine production does not require the continuation of abortions.

5) Not being vaccinated would lead to more deaths – including the person not being vaccinated possibly causing deaths.

6) Some may have a choice between a vaccine that is not sourced in an abortion and one that is – in such a case, the vaccine not sourced in an abortion may be preferred.

There is also, at this link, a document, COVID-19 vaccines and their link with abortion – a Christian moral perspective by Dr John Kleinsman – Nathaniel Center for Bioethics and Dr Graham O’Brien – InterChurch Bioethics Council.

Centre for Ethics & Spirituality

I also remind you that on Thursday 18 March at 7.30–9pm, in the Chapman Room at Christ’s College, with opportunity for questions and discussion, concluded with refreshments, the Chaplain in partnership with the Centre for Wellbeing & Positive Education will present:

Fullness of life
Hauora, positive psychology, and healthy Christian spirituality

This is a free introduction and opportunity to discuss how these three dimensions connect.

Upcoming careers dates

Christ's College CareerWise

The Christ's College careers website, CareerWise, is a rich source of information regarding all things relating to careers. Check out the website and sign up for weekly alerts here.

Lincoln University

I recently attended the Lincoln University Careers Advisors Extravaganza. The Acting Vice Chancellor, Bruce McKenzie, spoke about Lincoln being a research-intensive university, with very good job statistics. He mentioned the development occurring around the campus, and future plans to ‘decarbonise the campus’. This year, there is a 30% increase in undergraduate and a 300% increase in post-graduate students. Very informative presentations were given by the Agribusiness and Commerce Faculty, the Agriculture and Life Sciences faculty and the Environment, Society & Design faculty. A confident group of young students provided an impressive panel, talking about their student experience. The final presentation on day one covered student wellbeing, accommodation and scholarships.

Future US College Athlete Summit

11 March, 6.30pm, Merivale Lane Theatre, Rangi Ruru Girls' School
The summit will provide tips and insights on the recruitment process, building your athletic and academic candidacy, and how you can secure a scholarship and gain admission to a best-fit university. Contact Mr Sellars for details to register.

Maori Education Scholarships

The 2021 Secondary Scholarship Programme is made up of the following scholarships:

• Edward Carlton Holmes Memorial Scholarship
• Māori Education Trust Year 10 to 13 Scholarship
• RJ Graham Scholarship
• Rose Hellaby Scholarship
• Sister Anne Henry Scholarship
• Tī Maru Māori Trust Secondary Boarding Scholarship
• VW & LM Rosier Scholarship

Click here for more information.

Employment picks for 2021

In a recent New Zealand Herald Premium article (published 11 January 2021), Kirsty Wynn spoke to the experts about where the top jobs will be in the pandemic-altered future.

Below is a summary of their top employment picks for 2021:

Health, especially nursing – “There is an absolute shortage of nurses; you get to help people and it’s a job where you can move around.”

Agriculture, especially dairy – “There are jobs available across New Zealand’s entire rural sector, with more than 750 advertised in dairy alone.”

E-commerce – “This year will see further demand for web designers, IT technicians, digital marketing and workers with technical skills.”

Online learning and EdTech – “With schools and educational facilities thrown into lockdown, it’s a digital transformation. It’ll be the usual STEM careers – the software engineers, digital marketers, data scientists.”

Creative tech – “When 5G becomes more successful, there is going to be huge growth in creative tech, and the film industry is crying out for production assistants, runners, and assistant directors.”

Transport and logistics – “The flow-on effect from the growth in e-commerce means more demand for transport and logistics.”

Trades – “Builders, plumbers and electricians are doing well and will be in demand in 2021, especially with the popularity of renovation.”

Engineering and construction – “There are so many construction and infrastructure projects going on, and these create jobs across the board.”

Call centre and customer support – “E-commerce growth and people working from home has added to the growth of contact centre roles.”

UC Stay in Touch

Complete the online form in the link below to ensure you’re kept up to date on key dates and important information – https://www.canterbury.ac.nz/engage/school-resources/liaison/stay-in-touch/

UC Information Evening, 9 June

Click the link to register – https://www.canterbury.ac.nz/events/tours-and-events/info-evenings/

UC Year 12 Discovery Day

This is a very worthwhile event for Year 12 boys. Unfortunately, this is in the school holidays –13 April – but I hope many will attend. Click here for further information and registration. Registration will be available on Eventbrite in the future.

Otago Tertiary Open Day

18 boys have signed up for the University of Otago and Otago Polytechnic Open Days on Sunday and Monday, 23-24 May. This is an opportunity for the boys to see Dunedin, attend lectures or information sessions and look at accommodation options. This is a school trip. We do not allow boys to drive their own vehicles with other students but parents can travel to Dunedin with their son independently if they choose. The boys will be given booklets to help them plan their day. I will inform parents whose sons have signed up.

Churchill Julius

This week, one of the Wardens will disappear from the Dining Hall. Why? Because the painting of Churchill Julius needs to be assessed for conservation and restoration.

Churchill Julius c 1925
Photograph 2020: Stephen Goodenough for Christ’s College

This conservation project has resulted in many of the paintings spending time in Edward Sakowski’s studio, with more to be completed. So, from time to time, there will be other gaps on the Dining Hall walls.

Why is the portrait of Churchill Julius in the Dining Hall? Because he is the third Warden of College.

The position of Warden was created by the Deed of Foundation, signed on 31 May 1855. The first Warden was George Augustus Selwyn, the Bishop of New Zealand. He had responsibility for the whole country and Melanesia. Gradually, he resigned portions of this large Diocese so that local Dioceses could be formed.

The Diocese of Christchurch* was the first, so when Henry John Chitty Harper became Bishop of Christchurch on 25 December 1856 – after being installed in the pro Cathedral of St Michael and All Angels – he became the second Warden.

With the resignation of Harper and the consecration and installation of Churchill Julius as the second Bishop of the Diocese of Christchurch, Julius became the third Warden in 1893.

The New Classrooms 1905-1908. Now Harper-Julius
C S Thomas Album CCPAL5/11/1

Obviously, Julius House is named for this third Warden. Julius was a man of many talents. He liked nothing more than tinkering in his workshop and was well known for his ability in clock restoration.

He came to the Diocese of Christchurch from Ballarat. This town was part of the 1850s Victorian goldrush. Both there, and in his previous positions in Islington, near London, he showed he was a person with a social conscience and had a keen interest in education. The foundation of St Margaret’s College is one example. He regularly held services for the youth of the Diocese in the Cathedral. He was also responsible for bringing Edith Mellish to New Zealand to found the Community of the Sacred Name, and, in 1904, the addition of the chancel and transepts enabled the completed Cathedral to be consecrated.

Churchill Julius was painted by Archibald F Nicoll about 1925. He is wearing the academic gown of an Honorary Doctor of Laws from Cambridge University, over a dark purple cassock.

A pectoral cross rests on his chest and, if you look closely, you can see an episcopal ring on his left hand.

His portrait will be back later this year, conserved, restored and with a museum Perspex covering to prevent further deterioration.

*The Diocese of Christchurch at that time included Otago and Southland. The Diocese of Dunedin was formed in 1871.

Further information about Churchill Julius can be found at:

• Brown, C. 1993. “Julius, Churchill. Dictionary of New Zealand Biography https://teara.govt.nz/en/biographies/2j8/julius-churchill
• Elworthy, G. 1971 A Power in the Land. Christchurch, Whitcomb & Tombs

Framingham Wine Rowing Fundraiser

The College Rowing Committee is excited to launch the Framingham Wine Rowing Fundraiser, just in time for 2021 rowing season.

This collection of beautiful wines is perfect for those long summer days and will make a fabulous gift for friends and colleagues. Framingham Wines are very generously donating $40 per case sold, to Christ’s College Rowing.

Proceeds from the fundraiser will go towards supporting and developing the Christ’s College rowing squad, to enhance our position as one of New Zealand’s leading schools in boys’ rowing. The purpose of this fundraiser is to help buy new rowing equipment, while also minimising the cost for all participating in the rowing programme.

Wine is purchased in dozens, with mixed cases available if preferred. Cases will be delivered freight free within three days of receiving your order. Click here to view the information sheet.

Orders close on Sunday 21 March 2021.

Please click here to take you to the online order form. Please share this link with friends and family. Your support of our Christ’s College rowers is greatly appreciated!

Noho ora mai

Rowing Committee

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