Celebrating outstanding service – NZ Boarding Schools’ Association conference

Last week, Christchurch hosted the New Zealand Boarding Schools’ Association conference. As a part of the week, it was wonderful that the association celebrated the service and commitment of six of our staff. It is wonderful working with these dedicated and tireless women who are often unsung heroes of the College community.

They are:

• Yvonne Pitcher (Richards House) 33 years as cleaning/domestic staff
• Kathleen O'Malley (Flower’s House) 31 years as cleaning/domestic staff
• Robyn Taggart (Flower’s House) 21 years as cleaning/domestic staff
• Sharon Cryer (School House) 17 years as residential matron
• Colleen Bateman (Flower’s House) 15 years as cleaning/cosmetic staff
• Karen Adams (Flower’s House) 15 years as residential matron

Extra optional tutoring for boarders

An opportunity has arisen for boarders to take part in a specialist one-on-one tutoring programme offered by the Hazlett Tutoring Centre.

This is an optional service for any boy wanting extra help with subjects beyond what our College staff and residential tutors already provide. College will provide the facilities and the supervision for this extra tutoring in the evening during the students’ prep time. College does not benefit from this relationship and all arrangements – including costs – are made directly with the Hazlett Tutoring Centre. Tutoring will be available from Term 3.

To learn more about Hazlett tutoring, please click here.

If you are interested in the programme, please complete this form here.

Boarding activities

Our boarders have had a wonderful day at Timezone, stepping into a virtual world, gearing up to race cars, and shooting a few hoops with friends.

What's for dinner?

View the Dining Hall menu produced by the talented team at Spotless.

Your views count on interview interface

Last Thursday, we had another great round of student/parent/teacher interviews – this time, for our Year 9 whānau.

This follows on from interviews for the other year groups at the start of term. As previously mentioned, we opted to hold these interviews online – using provider Whereby – after canvassing parents last year. We were told that this was more convenient for most families and the quality of the feedback was just as good (in fact, rated better by some parents).

However, I am cognisant that our current environment is different from when we first sought feedback. Concerns over Covid-19 have dissipated, we are connecting quite freely in social settings, and it is nice to have normality in these interactions.

On the other hand, the pandemic offered us the opportunity to re-evaluate a lot of practices as a society and there were some things that we could change for the better. The question is – are online parent interviews one of those things?

On Friday, I posted a Schoolbox notice to parents with a survey asking for feedback on that question. If you have not had a chance to complete that survey yet, we would highly value your opinion by clicking here. I can assure you that your voice does count and we will take this feedback on board for the Diploma and NCEA interviews in the latter part of the year.

You belong here

During our school's Wellbeing Week, I had the honour of addressing our school community by delivering a sermon at our Wellbeing Chapel Service. This special week revolved around promoting awareness of our Ways to Wellbeing at College, while also fostering a sense of belonging within our school culture. Here is my sermon below.

You belong here. Three simple words that hold immeasurable depth and significance. They should never be a casual statement or empty phrase, but a profound affirmation of your worth, your place, and your value within our College community. You belong here may resonate with many of us. For some, this may not be the case yet. The journey of belonging is unique to all of us and journeys can take time.

From a Wellbeing perspective, belonging is a fundamental human need that drives us to seek out connections with others, to form relationships, and to feel a sense of purpose and meaning in our lives. As social creatures, we are wired for belonging, and it is a powerful force that can shape our identities and influence our behaviours. When we belong, we can be ourselves. We feel that we are respected and that we matter. Our stories matter. We feel included. Our own identity and that of those around us can happily and safely co-exist.

Yet, despite our longing for belonging, the world presents us with a contradiction. We live in a world that often values individualism over community, and that can leave many of us feeling isolated and disconnected. It can be tempting to try to fill that void with other things, such as material possessions, accolades or worldly success, but these can never truly satisfy the deep need for belonging that we all feel.

Instead, true belonging can only be achieved through genuine human connection, empathy, and acceptance. It is not about conforming to a specific mould or fitting into predefined categories, but rather about embracing and celebrating our unique identities and experiences.

So how do we nurture our culture of belonging at College?

During my conversations with the Year 13 students last term, we delved into the concept of belonging and its significance to their experience at College. I applauded their courage to share their own stories and experiences and greatly appreciated their honesty in written responses. Their insights shed light on the multifaceted nature of belonging and its impact on their lives within our College community.

They identified the Houses, sport, productions, friends, classes, and curiosity as the enablers of belonging at College. Interestingly, Houses, sport, and friends were also seen as barriers to belonging, alongside stereotypes and judgement. Houses, sport, and friends present a paradoxical nature as both enablers and barriers to belonging at College. On one hand, they offer avenues for connection, support, and shared experiences, nurturing a sense of inclusion and identity. The close-knit environment of Houses, the camaraderie within sports teams, and the emotional bonds formed through friendships can all foster a strong sense of belonging. However, on the other hand, these same factors can inadvertently reinforce stereotypes, create cliques, and perpetuate divisions among students. Navigating this paradox requires promoting inclusivity, challenging stereotypes, and fostering an environment that encourages curiosity over judgement, ensuring that these enablers truly promote belonging for all.

In our College community, we need to continue to nurture a culture of belonging. It starts with each and every one of us recognising the value and worth of every individual, regardless of their background, culture, beliefs, or abilities. It requires us to actively listen to one another, to seek understanding, to be acutely aware of the language we use and how we speak with one another. It asks of us to hold one another accountable to the virtues of our school. Our virtues of honesty, learning, respect, spirituality, justice, compassion, and stewardship, no matter whether in the classroom, around our campus or on the side of the sports field. All of us are College. Students, staff, Old Boys, those who have come before, we are all part of this community and in order to foster belonging our virtues are paramount.

Belonging is not a one-time achievement. It is an ongoing journey that requires effort and commitment from all members of our community. It means actively reaching out to those who may feel excluded, and creating spaces where everyone's voice can be heard and respected. Creating a culture of belonging involves fostering an environment where diversity is not only accepted, but embraced and celebrated. It means recognising that each person brings a unique set of perspectives, strengths, and experiences that enrich our community. By actively seeking out diverse voices and creating platforms for all to be heard, we can learn from one another and broaden our own understanding of the world.

College is not just a collection of individuals. It is a vibrant tapestry of diverse stories, cultures, perspectives, and talents. Each thread in this tapestry is essential and contributes to the richness and strength of our community. By coming together, supporting one another, and championing inclusivity, we can create an environment where everyone feels seen, heard, and valued.

You belong here. This is a space where your presence matters. In the realm of these three words, you are free to explore, to stumble, and to rise again. You are invited to bring your questions, doubts, and aspirations, knowing that you will be met with compassion and understanding. This space, College, offers you the opportunity to grow, to learn, and to make lasting connections that will shape your journey in profound and unexpected ways.

You belong here.

Weaving together our cultural strands

Tēnā koutou katoa.

Peace to you all in the name of God.

This month marks 166 years since the signing of the Constitution for the Anglican Church in New Zealand. The Constitution was revolutionary for its time in many respects, ushering in a form of governance – the Synod – where bishops, clergy, and lay people were granted more or less equality of vote on the direction and mission of the Church. This form of governance – the brainchild of Bishop George Augustus Selwyn – has subsequently been adopted across the Anglican Communion, and by other denominations. Well done Bishop George.

However, as is often the case when retracing 19th century New Zealand history, there was one obvious flaw. Despite Māori still making up some 40% of this nation’s population in 1857, not one Māori signature is affixed. Māori were not invited to the table.

Gracefully, and not before due time, Māori and non-European Kiwi Anglicans gradually and successfully lobbied for a full and equal share in the governance of the Church in these lands. The 1992 revised Constitution of The Anglican Church of Aotearoa New Zealand, and Polynesia – Te Pouhere acknowledged and gave a degree of self-governing autonomy to a three tikanga (cultural stream) church. Today, Māori, Tangata Tiriti (Pakeha), and Polynesian branches of the Anglican Church work together, while enabling each group to work within its own cultural context.

On Sunday, we gathered as a College community to celebrate our three tikanga church. The rich and venerable service of Anglican Evening Prayer was augmented and enhanced by the use of te reo Māori with the first singing of the new College waiata in a worship service, and our Pasefika students inviting others to join them in traditional Fijian anthems.

We each have a way to go in the reconciliation of relationships, which is Christ’s design for humanity. We ought to rejoice in the small yet successful waymarks on our individual and corporate journey. Te Pouhere Sunday is such an occasion for celebration.

Yours in Christ,
The Rev'd Cameron Pickering

Uniform Shop opening hours

Term 2

1 June–30 June (Term time)
Mondays, 10am–4pm
Tuesdays, 10.30am–4pm
Wednesdays, 10am–3pm

11–14 July (School Holidays)
Tuesday to Friday, 11am–3pm

Term 3

17 July–15 September (Term time)
Mondays, 10am–4pm
Tuesdays, 10.30am–4pm
Wednesdays, 10am–3pm

3–6 October (School Holidays)
Tuesday to Friday, 11am–3pm

Term 4

9–31 October (Term time)
Mondays, 10am–4pm
Tuesdays, 10.30am–4pm
Wednesdays, 10am–3pm

November 2023–February 2024 will be published soon.

CHRIST'S COLLEGE & CCOBA EVENTS

SAVE THE DATE

Upcoming careers dates

Christ's College CareerWise

The Christ’s College careers website, CareerWise, is a rich source of information about all things related to career information. Check it out and sign up for weekly alerts by subscribing here.

Below are recent postings on the College careers website:

• Victoria University of Wellington – Open Day

• NZ Broadcasting School – On Air Broadcasting Workshop

• Komatsu Apprenticeship Programme (heavy diesel mechanic)

• UC scholarships and accommodation applications

• Experience Ara

• UC Space Research

• Anaesthetic technician

• University of Otago Information Evening

Thinking about university?

With school-leaver decision making in full swing, Universities New Zealand — Te Pōkai Tara’s 2024 Thinking about university? resources are now live at www.thinkingaboutuni.nz.

Money Hub – Scholarships

A guide to scholarships for any student planning to start university in 2024. MoneyHub has also published tips for scholarship application.

Victoria University of Wellington – admission and enrolment from 2024

Admission applications and course enrolments are now a two-step process at Victoria University of Wellington. Students first choose a degree and apply for admission, and then – after accepting an offer – they can enrol for their courses. The university encourages students to start their application process once they have decided on their degree. Students will have to register for a Pūaha account to apply for admission, scholarships, and accommodation. For the first time, all these applications are in the same place. Read the steps to enrol.

University of Otago scholarships and eVision

Students no longer select a specific scholarship for Otago. They now answer a series of questions, and, based on the information they provide during the applications assessment process, the best scholarship fit is found. Students will be asked if they wish to be considered for scholarships focusing on specific attributes, such as leadership experience, co-curricular activities or financial and family circumstances, and taha Māori or Pacific Island community involvement. All applications must be completed via eVision. Applicants should use a personal email when using eVision. For more information, go to Otago Scholarships.

UC Scholarships

Applications for 2024 UC scholarships open on 20 June and are due by 15 August. Future student advisors will visit some schools, and there is also a video online with tips and advice on how students can submit the best application possible.

CCRF – Term 3

The New Zealand Common Confidential Reference Form (CCRF) is an online university accommodation reference form. Students fill in the form at the same time as they apply to the halls of residence for their chosen university (or universities). They can register for accommodation at several universities on one form. Once boys have completed and submitted the form, their Housemaster will complete the school section. Applications for halls of residence open on 1 August and close about 27 September. Go to the student registration for the CCRF.

Bachelor of Product Design

There is growing industry demand for people who are both creative and technically literate. A Bachelor of Product Design at the University of Canterbury brings together design, business, science, and engineering to produce skilled and creative designers who understand aesthetics and technology.

There are three majors:

• Chemical Formulation Design (CFD)
• Industrial Product Design (IPD)
• Applied Immersive Game Design (AIGD)

You can find more information here about the Bachelor of Product Design Faculty of Engineering.

In Black & White – Careers

I share a range of relevant information with parents and boys via In Black & White. However, I am aware that not all boys read the school newsletter, so I hope parents will use the information provided as a springboard for investigation, discussion, and inspiration to support their sons as they consider their futures. Please contact me with any suggestions regarding careers, or if you require any career-related advice for your son.

CCOBA vs EPS

Until Simon Martin (6540) emailed and then visited with five cricket score books, several photographs, and an envelope of associated papers, I had no idea what EPS was. I quickly discovered it was English Public Schools (EPS) and that the cricket score books detailed a game that had begun in 1905 and celebrated its 75th game in 1978.

The origin of the match can be attributed to Beauchamp Ranald (Beechy) Macdonald, (1082), who came to College from Christchurch Boys’ High School in 1883 and played in the 1st XI from 1884–1886. He later played in the South Canterbury XI. His obituary describes not only his involvement with cricket, but with a wide range of interests and community service. He was Mayor of Geraldine from 1919–1921 and 1931–1938.ⁱ

The cricket score books record results from 1905 but not the players. Therefore, it is necessary to return to the accounts in the Temuka Leader. Four matches were played in 1905.ⁱⁱ The newspapers reported that the English and Scotch Public School Old Boys won the first match on 20 January 1905.

In the first match, the CCOBA was represented by John De Renzy (1740), Charles Montague Ormsby (1376), Beauchamp Ranald Macdonald (1082), Algar Bowdoin (Bob) Temple (1235), Charles Woodhouse Lee (758), Arthur George Nalder (1196), Charles Leslie Orbell (1794), Angus Guy Macdonald (1315), John Christopher Rolleston (1544), Guyon Alister Macintosh Macdonald (1169), and Thomas James Maling (748), while the following English public schools were represented: Radley, Winchester, Westward Ho, Rugby, Bloxham, Edinburgh Academy/University, Eton, Clifton, Marlborough, and Oxford Military College.

In the Collection, there is a photograph of the 1927 team. This match resulted in a win for the CCOBA.

The names on the back suggest the players below.

Back from left: James Piercy Hargreaves (802), James Wynyard Davison (2299), Francis Walton Sercombe (2595), Thomas Christopher Maling (3474), and Norman George Barker (2304).

Front from left: John De Renzy (1740), Charles Godfrey Cracroft Harper (1751), Algar Bowdoin Temple (1235), Beauchamp Ranald Macdonald (1082), John Patrick Peter (996), Ernest Vincent (1255), and Angus Guy Macdonald (1315).

This time, the English public schools were represented by Marlborough, Cranleigh, Westward Ho, Swanage, Hereford, Wellington, Loretto, Sherborne, Bloxham, Bromsgrove, and HMS Worcester.

In 1937, the photograph included both teams.

The names on the back of the photograph suggest the following.

Back from left: Paul Moore Harper (3891), Harold Taylor-Smith (EPS), Ken Tovey (EPS), Cyril Keel (EPS), Jack Mullins (EPS), W/R? Miller (EPS), and Robert (Robin) Hinds Howell (4328).

Middle from left: Canon Coursey, Bobby Jones (EPS), Edward William Desmond Unwin (3326), Ynyr Hamilton Robinson (2366), David Boyle (EPS), John Patrick (Jack) Peter (996), Ham Sinclair-Thomson (EPS), W/R? Miller (EPS), and Pat Barker(?).

Front from left: Brian Saville (EPS), Charles Leslie Orbell (1794), Beauchamp Ranald Macdonald (1082), Cotsford Carlton Burdon (2237), Charles Godfrey Cracroft Harper (1751), Algar Bowdoin (Bob) Temple (1235), and Guyon Alister Macintosh Macdonald (1169).

Norman George Barker (2304) is included in the team list, but not in the photograph.

By 1947, the English Public Schools are occasionally, and then more regularly from the early 1960s, recorded in the score books as Old Publicans. Ian Malone Hamilton (3345) makes a reference to this in his 75th anniversary speech and suggests, with some irony, that Cotsford Mathews Burdon (6005), while gathering a team together, accepted those who had spent time in an English pub. Hamilton also mentions the unique nature of the Geraldine cricket ground and the generous afternoon teas.

The last CCOBA Old Collegians game against the Old Publicans in the score book is dated New Year’s Day 1982. Surprisingly, it included Richard Bromley (6861) and Peter Barton in the EPS team. Simon Martin recalled that finding Old Publicans became increasingly difficult and anyone who “had a whiff of the old country” qualified for the team.

ⁱ Christ's College Register, August 1940
ⁱⁱ The Temuka Leader records matches played on 20 January, 17 February, 14 April, and 14 December 1905.