Not for School but for Life We Are Learning Contents

Not for school but for life we are learning Contents Rector’s Report .......................... 2 Staff 2002 ................................... 5 Editorial ...................................... 6 School Diary ............................... 8 Board of Trustees ....................... 9 PTA Report ............................... 10 Old Boys Association ............... 10 Honour our ANZACS ................ 12 Students Work .......................... 16 Catering Report ........................ 20 Prefects .................................... 22 Sport ......................................... 23 Class Photos ............................ 48 Prizegiving ................................ 62 125th Jubilee Registration ........ 71 Page 1 Back Cover Oringinals by Matthew Leaf-Morton ~ Year 11 Woodcut Print Brad Andrew ~Year 11 Portfoilo on S.B.H.S. Compiled & Typeset by Sandie Manning Design/Layout by David Graphics 03 218 1856 Printed by Craigs Design & Print Invercargill, New Zealand the southlandian 2004 Not for school but for life we are learning The Rector’s Report whole school. There will be significant gains for all staff in our shared professional development sessions. The review has brought significant resource to your school. A much needed refit of audio-visual and IT equipment is now possible. It is also possible to employ more resource for our learning support and extension programmes. We are planning to start work next year on a gymnasium extension as a combined project with the Old Boys’ Association for the 125th Jubilee. Next year will unquestionably be a time for consolidation In 2005, we become the first Year 7 to 13 of best practice both within and outside the classroom. state boys’ school in New Zealand. Our response during this period of consolidation will be to reinforce our core values and practices to help all of our This is no accident. I believe there were students achieve the very best that they are capable of. three major factors leading to this decision. These practices include building on the Honour Level First, we had spent four years prior to the System to help boys manage their own behaviour by announcement of the network review of enculturating our boys in the values of the school, and then developing their understanding of them. We will be schooling in Invercargill, reviewing our own adopting a less tolerant approach to behaviour that reflects values and practices. It seemed obvious that badly both on the school and on the majority of well there was a special place in the 21st century behaved students who work here. With the large number of new students beginning in 2005, this is critical. We are for a school specialising in boys’ needs - very effective at teaching our boys what the school stands academic, physical, spiritual and social. All for through: classroom practice, shed meetings, cultural we had to do was clearly define a set of values assemblies, formal assemblies and sporting fixtures. and practices that would ultimately raise The purpose of the Homework Club will be emphasised. It will be the case next year that boys will not participate achievement for all... in after school activities, including employment, if they are not up to date with their schoolwork. There will be a ... Passion / Pride / Confidence / renewed emphasis on compulsory sport, recreational and cultural activities. This has only become possible because Excellence for All the skills of the new staff, combined with those of our existing staff, allow us strengthen these activities. The announcement of the review therefore did not catch Literacy. We intend to continue with an enhanced reading us unawares and, while no one can prepare for a review, we programme, including the teaching of instructional, had at least experienced a variety of other review processes guided reading approaches in all curriculum areas. There both internally and externally. will be an emphasis on oracy at years 7 - 10 and we are The second reason was pure political expediency. I have no developing cross curricular approaches to writing. doubt that if it suited another government at another time Page Further innovations will include more effective and more they would subject this school to the same process. 2 specific use of assessment data, highlighting the importance The third, and politically the most important reason I of feedback and the need to provide it for students regularly believe we still exist and have expanded, is the parental in class through the use of a variety of appropriate teaching support we received both during the review and strategies in classes. This work will be informed by the subsequently, through increased enrolments. The roll for latest research, which we obtain through our work on the 2005 confirmed by survey is 946 and rising. We have over Ministerial Reference group on boys’ achievement and three hundred at year 7 and 8 and 685 at year 9 to 13. through our recent involvement and registration with the National Quality Schooling Framework, the largest research This number has enabled us to employ 12 new staff for project in the Western world on boys’ achievement. We are the junior school with another five appointments to be one of only four schools in New Zealand to be invited to made in the year 7 to 13 area. This injection of primary join this project. trained practitioners offers huge professional development opportunities. As you know, we are passionate about There are no magic bullets; it is all about having a very reading as the first step towards excellence. We are now in clear view of what we want for our boys and persevering a position to strengthen our approach to reading across the to achieve it. Our commitment to learning is given to each and every one of our boys, so that all can excel and be see staff sitting with boys who struggle with the recognised for the gains they have made. In any one day at basic numeracy and literacy credits of NCEA our school we can measure our success in developing pride, Level One, and insisting that they avail themselves belonging, passion, a desire to succeed in the following of the help they need to achieve the credits. This ways: you could walk into our Junior Shed Meetings and happens before school, during school and after school on a see our boys sharing with their peers a recent learning daily basis through terms 3 and 4. success, whether it be in outdoor pursuits, algebra or Here, there are very low levels of violence, theft and reading. Where else would this happen? Where else would other forms of disrespect that can and often do plague you see boys of this age being challenged, first to learn, other schools. Our boys understand the values behind a and then to publicly share their learning? That is one “telling culture” and respond quickly to help those who are attestation of the unique character of our school. behaving in inappropriate or antisocial ways. Older helps There are others. The Blue Army - a group of boys of all younger, peer helps peer. ages, from all backgrounds, absolutely passionate about All of these things happen because at this school the value supporting their peers in their sporting codes. This is a of building good relationships is never underestimated wonderful, legitimate form of pride in achievement and or taken for granted. All of this school’s family, staff and belonging. Walk into our cultural assemblies and hear the students alike, are encouraged to treat others as they would whole school sing the National Anthem, the school song wish to be treated themselves. They are recognised and and the hymn Cwm Rhonda. Where else do you see a valued as individuals. whole school support each other through appropriate and respectful performance of haka? It is a source of inspiration and confidence to see that the original ideals of the ancient Olympics reflect those of our The significant numbers of boys in Year 9 and 10 who own schools: that “…people should develop their body, excelled in Australasian and Australian Maths, English, will and mind equally by learning about, experiencing and Science, Language and Computing competitions is further enjoying art, music, drama and sport so they will learn to evidence of very high achievement. The sheer volume of become better and more interesting people.” those who participated shows the willingness of our boys to increasingly step up and take a learning risk. Here you Core values are timeless. Page 3 the southlandian 2004 Not for school but for life we are learning EXCELLENCE IN STAFFING Rector Mr I M Baldwin BA, Dip Tchg Deputy Principal Assistant Principal Assistant Principal Mr J R McKinlay BSc, Dip Tchg Mr D J Murcott BA, Dip Tchg Ms L M Dalzell BA, Adv Dip Tchg,TTC HEADS OF DEPARTMENTS Dip Tchg, Mrs K Strang FTCL. Art: Mrs J Adamson Dip FA, Dip Tchg Ms A Hope, Mr J Hendry, Ms W Humphries Commerce: Mr R K King BA, Dip Tchg ADMINISTRATIVE STAFF Computing: Mr D K Roberts BE (Hons), Dip Tchg Executive Officer: Mrs P Jones Education Outside the Classroom: Management Secretary: Mrs D Parsons Mr R A Ward BA, Dip Tchg Finance Officer: Mrs J Boniface English: Mr P McDowall BA, Dip Grad, Dip Tchg Student Finances Officer: Mrs E Buick Guidance: Mr P H Downey MA (Hons), Dip Ed Word Processing/Computer Technician: Mrs S Manning (Guidance), Dip Tchg Administrative Assistant: Miss L Maclean Library: Mrs L Hepburn MA Hons Reprographic Assistant: Mrs R Munro Mathematics: Mr J M Moore BA, Dip Tchg Music and Learning Support: ASSOCIATE STAFF Ms J R WilliamsonTTC, Dip Tchg Arts Co-ordinator: Mrs K Herman Physical Education and Health and

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