Goodbye and thank you – it has been an honour

Titiro whakamuri, kokiri whakamua – ‘Look back and reflect so you can move forward’ 

This whakataukī seems fitting as I write my final In Black & White article, from both a personal perspective but also for the school at this time of change. 

In just over a week, I will be concluding my time at Christ’s College, drawing to a close five rewarding years leading the curriculum at this special school. I reflect on what I have seen the boys and teachers achieve over this time with pride and gratitude. We have navigated a pandemic and major curriculum changes in a short space of time. There is a growing culture of the boys investing in all their work, as opposed to solely NCEA assessment, and amazing participation in the increased opportunities for education outside the classroom. As the national curriculum is further revised and the eventual rollout of NCEA Levels 2 and 3 changes eventuate, I have confidence that the teaching and learning programme will continue to develop and flourish to support great outcomes for our boys. 

I would like to take this opportunity to thank all the boys, staff, and parents for the many positive interactions and wonderful memories you have provided. One of the reasons I have felt so connected to this school is the belief that we really are working towards our vision of educating boys to be men of virtuous character who make a positive contribution to society. I look at the young men who have walked through our gates in my nine years here and know that the future of New Zealand is in good hands. Our boys are amazing young men and the opportunity to have contributed to their educational experience has been a career highlight. 

It truly has been an honour to serve the College community. 

Ngā mihi nui. Noho ora mai. 

Balancing achievement – a wellbeing approach

With the Year 11 Prep exams taking place this week and Year 12 and 13 students juggling internal assessments and Derived Grade tests, it is timely to discuss achievement and how we, as parents, whānau, and teachers, frame our conversations around it.

In today’s fast-paced world, it is easy to get swept up in the race for success, particularly when it comes to our young people. We want them to excel academically, on the stage, in sports, and in their wider co-curricular activities. While success is an important component of this, it is crucial to ensure that the drive to achieve does not push our young people into a toxic cycle where their self-worth is tied solely to their achievements.

Wellbeing must be a cornerstone of our approach. Mental and emotional health are just as important as physical health, yet they are often overlooked in the pursuit of success. Encouraging teens to take breaks, practice mindfulness, and engage in activities they enjoy can significantly enhance their overall happiness and reduce stress. It is essential to create an environment where they feel safe expressing their feelings and seeking help when needed. When we foster high-expectation, high-care relationships both in the classroom and at home, we greatly increase the chances of learning and success.

A balanced approach to achievement encourages young people to develop resilience. Life is full of ups and downs, and learning how to cope with setbacks is just as important as celebrating victories. Resilience teaches our teens that failure is not a permanent state but a stepping stone to future growth and success. By fostering a growth mindset that views challenges as opportunities for growth, we help our young people build the inner strength necessary to navigate life’s inevitable difficulties. Emphasising a growth mindset – where skills are built, not born – means valuing mistakes and setbacks as crucial learning opportunities, just as much as we value success.

Ultimately, as parents and whānau, our goal should be to raise well-rounded individuals who value themselves for who they are, not just for what they achieve. It is important to consider the language we use around success and failure, and to emphasise the value of giving our best. By incorporating wellbeing tools, we can help our teens develop into healthy, happy, and successful adults who understand that their worth is intrinsic and not dependent on external achievements. This does not detract from aspiring for excellence or success, but rather balances how and what achievement can look like. Let us encourage our young people to see their mistakes and setbacks as valuable learning experiences, reinforcing the idea that their efforts and personal growth are what truly matter.

Listen to Dr Emma Woodward as she discusses Toxic Achievement Culture as part of a special report from SchoolTV. There is also a poll that parents and whānau are encouraged to complete. 

Getting boys to love reading

We have heard from our English teachers that a common question in parent–teacher conversations is: “How do we encourage our son to read?” Here are some of our top tips.

• Explain why reading matters – Boys need to feel like there is a reason to bother, especially with something that feels like work. Let’s face it, reading does feel like work to emerging readers. Here are some ideas of where to start: Reading does not just make us better at reading (though for students who are struggling, that is an important reason to do it). Regular reading improves how long we can concentrate. It builds neural pathways that enable faster learning of other information, and it improves recall and working memory. Focussed reading for 30 minutes a day literally makes our brains smarter, which makes lots of other parts of life and learning more enjoyable. Plus, once you are good at it, reading is lots of fun.
• Schedule time to read as a family – The College week is very busy and it can be easy to never get around to reading. Setting aside 10–30 minutes before bed to relax and quietly read does not just help with reading, it also calms the mind and can provide better sleep.
• Role model reading – Read in front of your son and share the books you have loved. If you read as a family, this happens naturally. In general, teenages are very aware of parents not walking the talk. If reading is something you have always found difficult yourself, showing your son that you value it enough to keep persisting sends a very powerful message.
• Remove distractions – Reading, especially if you do not do it regularly, can take a lot of focus. Reaching for a phone, laptop, or other screen for a quick burst of stimulation for the brain is much easier to do than reading, which takes mental effort. Creating a space where those distractions are not available makes concentrating that bit easier.
• For teens who struggle, acknowledge that it is hard, but also that we learn more from doing hard stuff than easy stuff.

Chapel Choir European Tour 2024 fundraiser

Join us for the Around the World in 80 Questions Quiz Night in support of the Chapel Choir European Tour 2024. This fun-filled evening will include a raffle, silent auction and prizes for winning teams. Come and test your quiz skills, while supporting our talented boys as they embark on their European adventure. Bookings are limited, so please register now.

Saturday 10 August, 7–10pm, Chapman Room

Celebrating diversity and honouring a remarkable Old Boy

Tēnā koutou katoa.

Peace to you all in the name of God.

At the invitation of Executive Principal Garth Wynne, we have hosted Professor Mazin Qumsiyeh, who has spoken to our students about the ongoing conflict in Israel and Palestine.

Professor Qumsiyeh, a Palestinian Christian and a former lecturer in biodiversity at Duke University and Yale University in the United States, has given an impassioned talk in the Assembly Hall, calling on everyone to celebrate diversity, and asking students to consider the metaphor of “a forest with only one type of tree as an unhealthy forest”.

He has spoken at various venues across the city and nation and we are most grateful to Professor Qumsiyeh for giving us his time at College.

In Memory of Nick Speight

On Sunday 9 June, Jeremy and Simon Speight – together with their wider family and the year group that left College in 1984 – attended Evensong in our Chapel. They were present for the dedication of a plaque to The Glory of God, and In Memory of (their brother, and friend) Nicholas Geoffrey Speight, Head Prefect 1984. Nick was shot and killed in Iraq 25 years ago while working for the United Nations in mine clearance.

Nick was captain of the 1st XI hockey side when it became the first College team to qualify for the Rankin Cup. Graeme Worner, a former coach and senior master at College, spoke about Nick’s commitment on the field and about College, aligned with a strong sense of right and wrong in all he did. Simon Speight reflected on his brother similarly as a person who understood the balance between confidence and humility as an asset for good in the world.

The Christ’s College Old Boys’ Association hosted Nick’s family and friends for supper at the conclusion of the service. Our heartfelt thanks go to Graeme Worner, and Simon, who travelled from Auckland, for sharing their inspiring reflections with us all.

D-Day commemoration address

Year 13 student Angus Whitteker has given an address in Chapel to coincide with the 80th commemorations of the D-Day landings. Angus’s passion for history has been coupled with a challenge to learn lessons from the mistakes of the past. It was a fitting commemoration address.

On a personal note, I conclude the term by farewelling a significant person in many people’s journey at Christ’s College. As Chaplain, one of the great privileges – and joys – has been to report to Garth Wynne weekly. Garth’s personal and leadership qualities reflect the very best ideals of Gospel-inspired education … people. Students and their wellbeing have been at the forefront of his thoughts and actions in the time I have served with him. I believe that Garth and Annie leave College a more loving, humane, and compassionate place than at any time in its proud history. Vale Garth, and may God bless you and your family as God has so richly blessed us with you.

Yours in Christ,
The Rev'd Canon Cameron Pickering

Te reo Māori – speaking to an international audience

Te Reo Māori students Ihaka Cate, Lochie Horne, Hoani Ifopo-Togia, Thomas Visakan, Alfie McLean, and Jack Gorrie, along with Matua Keri Campbell, have hosted three Language Lab sessions via the Round Square platform.

The first, ‘An introduction to the language and heritage’, was led entirely by our College students, while the following sessions, ‘Family’ and ‘Conversation’, have been co-hosted with Wanganui Collegiate School students. It has been a unique and exciting opportunity for Round Square students from all over the world to learn about tikanga and te reo Māori during a series of Zoom calls. It has been impressive seeing our students sharing their knowledge and understanding.

Following the success of the Language Lab, several students are investigating a student-led collaboration offering further sessions to those who wish to continue learning about Māori culture and language.

Meanwhile, our Junior Round Square committee, supported by Head of International/Round Square Lucas Maguire, has worked with Bobalab’s Hannah Chen to offer our Years 9–10 boarders – along with St Margaret's College boarders – an evening of bubble tea-making (boba). They have learnt how to make the tapioca bubbles (boba) before creating a personalised boba drink. 

CHRIST'S COLLEGE & CCOBA EVENTS

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. You can subscribe here.

Aviation Evening – 6 August, 7–9pm, St Andrew’s College 

The Aviation Evening will be supported by Airways New Zealand, the International Aviation Academy of NZ, Christchurch Helicopters, the Air New Zealand Learning Institute, the New Zealand Air Force, the Association of Women in Aviation, and the Christchurch Engine Centre.

Leaving School guide

Check out the Leaving School guide for study and career options for Years 12–13 students.

University of Melbourne

A University of Melbourne representative has recently spoken to Years 12–13 College students about Australian university admissions, ATAR scores, university accommodation, and scholarships. Among the presentation points, all boys need to take Level 3 English, and for those wanting to study either Biomedicine, or Science or Commerce, they must take Mathematics Calculus at Level 3. The university does not accept other English-rich subjects from Level 3.

University of Canterbury – Engineering

Those studying NCEA Level 3 Calculus – whether in Years 12 or 13 – need to understand the ramifications of entry into the Maths programme at UC for Engineering. EMTH118 Engineering Mathematics 1A requires the following: NCEA Level 3 Mathematics, 14 credits (18 strongly recommended), including the standards Differentiation (91578), and Integration Methods (91579). If they do not have these prerequisites, students must take MATH101 at university.

University of Auckland – upcoming events and key dates 

• Apply to study – applications open  
• Scholarships – applications open at the end of May and close at the end of August (scholarship regulations available online) 
• Accommodation – applications open in August, with offers made at the start of October

Victoria University of Wellington scholarships

Applications for the Te Herenga Waka Victoria University of Wellington school-leaver scholarships opened in June, with seven scholarships available. Full details are available here.

University of Canterbury scholarships 2025

If students plan to enrol in the first year of an undergraduate degree at UC in 2025, they can apply for one or more of the Incoming First-Year Scholarships. However, they need to apply for a myUC account first.

University of Otago scholarships 2025

Before applying for a University of Otago scholarship for 2025, students must set up an eVision account.

Lincoln University Scholarships

Before applying for a Lincoln University scholarship for 2025, students must set up a myLinc account.

University of Auckland Information Student Evening

The University of Auckland Information Evening will be held on 4 July, 6–8pm, at the Novotel Hotel in Cathedral Square. Please register here.

Money Matters

MoneyHub has created a comprehensive guide for students, designed to provide essential tools and knowledge for building a healthy relationship with money.

Trades and apprenticeships

For students wanting to learn a trade or explore apprenticeships, check out MoneyHub’s apprenticeship guide. 

School subject and career opportunities

Careers NZ has created posters featuring career opportunities so that students can learn more about career options based on the subjects they enjoy.

CCRF – Term 3

The New Zealand Common Confidential Reference Form (CCRF) is an online university accommodation reference form. Students can 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.

Experience Ara courses and taster days in the July school holidays

The Experience Ara courses and taster days include the New Zealand Broadcasting School, Digital Technologies, Lab Science, Architectural Studies, and campus tours.

Air New Zealand pilot cadetship

A new pilot cadetship programme aims to remove the financial barriers to becoming a pilot through direct sponsorship and facilitated finance.

Ara application closing dates

Click here to see the Ara application closing dates for the Bachelor of Medical Imaging, Bachelor of Musical Theatre, Bachelor of Broadcasting, Bachelor of Music, and Bachelor of Musculoskeletal Health.

AUT study options

Click here to find the AUT courses and study options.

Cartographer (map maker)

Discover how to become a map maker

Specialist areas of medicine

Learn more about the 36 areas of medicine, or ‘scopes of practice’, within which you can be registered and work as a specialist in New Zealand. 

Collars and Studs

If you are an Old Boy reading this In Black & White, I wonder how many of you remember the packet of Robin Starch on the laundry shelf.

Others will remember 1973 when the Bursar, AG Flower, was reported in The Press as saying: “We have a week until the second term starts and enough clean collars for the boarders for a fortnight I should think. It is a sad blow. We will have about 1200 collarless shirts.”ⁱ 

The “sad blow” was the closure of the J Wing Laundry run by Lem Yee and his family in Victoria Street for more than 50 years. Christ’s College’s collars were an important source of business for not only J Wing, but also the Willie Gee Bing Laundry in Armagh Street, where the boys would turn up “regularly on their bikes to drop off and collect their collars”, and later Sun Lee’s laundries in Oxford Terrace and Manchester Street.ⁱⁱ There was a brief respite in 1973 when Mrs Patricia Berryman undertook the work with some other women and Mr W Wong from Timaru offered to come to the rescue at the request of Ballantynes.ⁱⁱⁱ

Turning out a good stiff collar involved 12 steps, according to Lem Yee, with a great deal of individual handling; washing, drying, rolling in the collar roller machine, more drying, and, finally, the step to “restore the curve with the flick of an iron”.^iv

Stiff collars were officially part of the Christ’s College uniform from 1910 until the 1970s.^v Prior to that, stiff collars were regularly worn with the sac suit while younger boys wore Eton collars that covered suit collars. The Housemaster, JES Dudding, is wearing a wing collar.

Once stiff collars formally became part of the uniform, they came in many varieties over the years.

Robin Starch came into its own when the Chinese laundries closed, and starching had to be done at home. Mothers commented that it was very difficult to get the glossy exterior that had been so useful in the collars that were sent to the laundry. The starch and the dirt slid off into the washing water together.

Ultimately, they were superseded by the shirt with the round collar but not before an overwhelming vote by the boys in 1967 that they should be retained.^vi

This, in its turn, was phased out over three years, beginning in 2014. All the shirts now have pointed collars. Previously, the shirt with a pointed collar was worn only with the sports uniform.

This meant the end of lost studs. There was no need for a shirt and collar to be attached by a nut and bolt.^vii

ⁱ The Press 11 May 1973
ⁱⁱ Boileau, J 2019. Starch Work by Experts: Chinese Laundries in Aotearoa New Zealand. Wellington. Chinese Poll Tax Heritage Trust. pp14,16
ⁱⁱⁱ The Press 31 May 1973
^ivBoileau, J p 123
^vWhom was the last Christ’s College boy to wear a stiff collar?
^viThe Press 25 August 1970
^viiThe Press Letters to the Editor 27 August 1970