WIDE SKY THE RANGI RURU MAGAZINE 2019 EDITION

130 YEARS OF RANGI RURU GIRLS’ SCHOOL

The vision of the Gibson sisters lives on

FLOURISHING THROUGH NCEA

A pathway for our students both nationally and internationally

GLOBALLY MINDFUL – LOCALLY ACTIVE

Word renowned Conservationist and Primatologist Jane Goodall comes to Rangi WIDE SKY is produced bi-annually for students and A word from their families, alumnae and the wider Rangi Ruru Girls’ School community. It provides a forum in which to celebrate the Editor the successes of current and past students and staff, while sharing the latest in events, SIAN FREMAUX happenings and developments. EDITOR

DESIGN It’s my absolute pleasure to bring you the Justine Taylor, justinetaylor.nz new Wide Sky Magazine in 2019. PROOF READING Rowan Billing & Sian Fremaux This edition brings together a mixture of all that Rangi has to offer, and ties into this 130 YEAR IMAGERY AND year’s school theme of ‘Flourish’. INFORMATION Johnann Williams, Archivist The interpretation of Flourish in each of + various archived sources the pieces following is a testament of the PHOTOGRAPHY diverse and thoughtful minds of so many · Tony Stewart, photoshots.co.nz members of our community. · Geoff Soper, Hockey · Linton Photography, Leavers This edition is a celebration, a new Ball photos beginning and has been a blooming good · Rangi Ruru Teaching & time to make. Admin Staff

PUBLISHER Throw the kettle on and settle in if it’s Ovato Printing cold or immerse yourself in your own flourishing backyard in the sun and enjoy PRODUCTION ASSISTANCE Victoria Tait, Jude Connochie this magazine. We can’t wait for you to see & Katrina Topp what’s inside and we’re already looking forward to our next issue.

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

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COVER IMAGE Holly Ellis by Tony Stewart CONTENTS

2 What does it mean to “Flourish”? Dr Sandra K Hastie 3 Encouraging girls to Flourish Rachel McSweeney 4 St Andrew’s Church at Rangi Ruru Nicki Carter 5 Globally Mindful – Locally Active Sian Fremaux 5 6 Leading learning Melanie L’Eef 8 Who owns the learning in Global Living? Jude Morgan 10 The power of music to nurture Janet Kingsbury 12 Transformative Teaching and Learning in Theatre Arts (Dance and Drama) Peter Rutherford 14 Finding your Sporting North Mandy Anderson 16 Flourishing inside and out Hannah Clarkson 17 Pastoral Care Rangi Style Stephanie Barnett 18 130 years of Rangi Ruru Girls’ School 20 Change Makers – Trail Blazers Rosetta Brown 22 A Pathway to Global Opportunities 18 Kristen Fox 24 Creating Positive Relationships in Year 7 & 8 Sally Fail 25 When the campus is your oyster! Linda Scanlan 26 Mentoring in House Kyleigh Lyth 28 Flourishing through NCEA Juliet Collins 32 Qiqi Wang – 10,000 km from home Louise Stanton 34 Rangi Ruru Old Girls’ Association Felicity Williams 36 Legacy Bridget Woodham 28 What does it mean to “Flourish”?

DR SANDRA K HASTIE PRINCIPAL

This year the Student Leadership and wise counsel are needed as well as learning support. It is this flexibility Team came up with the theme maintaining the important partnership that allows us to ensure that each “Flourish”. They described this term as between home and school. girl has the best possible chance of the process that a seed goes through success. from when it is first planted to the Another essential part of enabling final stages when it has matured into each girl to flourish comes from Demonstrating care and collegiality a strong plant. Using this theme, the teaching the importance of setting towards all those who work at Rangi Student Leadership Team encouraged goals that are realistic and achievable, Ruru is also important. We need each girl to plant a seed this year, with the focus on the mastery steps to ensure that we are maintaining “a new goal’ and see it through to and the journey rather than just the a culture where our staff team are the final stages and, importantly, be performance outcome. It is by doing known and appreciated as individuals. reflective and celebrate. this that we are able to strengthen Having the opportunities to continue her self-efficacy as she learns to to grow as a team and to take time “Flourishing”, according to the recognise that it is the setting of for fun, laughter and the recognition dictionary is defined as“a state personal best goals against herself of effort and personal achievements where people experience positive rather than comparing against others allow us to role model these essential emotions, positive psychological which will allow her to reflect, review traits to our girls and to maintain a functioning and positive social and most importantly acknowledge positive working environment. functioning most of the time”. her achievement however small that may be. Underlying all of the above, I believe How do we ensure as a school that the foundation to ensure that that we are providing that state of Our programmes of learning need to each girl can flourish is through her experience to our girls? I believe that ensure that we are providing the best personally adopting and living by one of the underlying keys necessary experience for each girl to flourish. our school core values of Respect, is our need to ensure that we have As a school we strongly believe in Aroha, Endeavour and Enthusiasm, established a sense of connectedness, NCEA, the (National Certificate of Generosity of Spirit, and Integrity. each girl being personally known Educational Achievement) which is a It is my hope that by being in a and celebrated as an individual. globally recognised qualification and community which Inspires, Challenges Maintaining our roll size with our is well suited to how girls like to learn. and Empowers and a community classes and creating opportunities for With its modern, broad and varied that knows and cares about her, she our girls to know each other through curriculum, and the flexibility it gives will flourish as an individual, have our year levels and our vertical Clan to us in terms of course design and belief in herself, confidence to pursue groups open the pathways for this academic outcomes we are able to her dreams and, after leaving our to happen. Coupled alongside this personalise the level of study to each gates, she will continue to contribute is ensuring that our Wellbeing and girl’s individual strengths and interests. positively to her communities as she pastoral care programmes continue to This may include study at multiple makes her way in the world.  identify the touch points in each girl’s levels, acceleration and the ability to life where support, encouragement tailor for those who require greater

2 WIDE SKY 2019 Encouraging girls to Flourish

RACHEL McSWEENEY HEAD OF SCHOOL

What an opportunity! Head of School. Rangi does really well, and what we have found their feet, have started to This was something that I had only thought could be developed. The believe in themselves and are taking dreamed about, and it was now a strengths we saw were a strong the first steps to trying new things. reality. sense of community, a good peer The excitement continues to grow support system and a great sense with this theme and we couldn’t be 2019 was our year to make a of belonging. However, we felt there happier with how it is going.  difference. After finding out the was an opportunity to focus on the Student Leadership Team for this year, individual Rangi girl. Rangi girls do a I spent some time scribbling ideas great job at supporting others, but down for the year ahead. sometimes they forget to support themselves. While trying to decide Every year the Student Leadership on a theme, we wanted to choose Team chooses a theme. Before the something that would be inclusive of year had even begun, our team FLOURISH the whole school, yet still adaptable wanted to come up with a theme for every girl. We threw many ideas IS ABOUT which Rangi girls of all ages could around, some of which were great and relate to, something they could use GROWING AS A others not so good, but they all led as a platform to achieve their goals us to our final decision, which is the and something that would push them PERSON AND theme Flourish. outside their comfort zones, allowing AS A SCHOOL them to challenge themselves. I Flourish is about growing as a person personally think having a theme is also and as a school. We want everyone a great way of creating bonds within to challenge themselves to take the year groups. The Seniors become risks, to try new things and to not more involved with the Juniors and be afraid of failure. Flourishing is from there special connections are also about spreading kindness and made. These connections help the support to others when they seem school become an even stronger down. In spreading these things, a family than it was before. I can chain of kindness would be created remember nearly every theme we within the school, making the girls have had during my years at Rangi feel empowered and encouraged to and I wanted the girls to remember step outside of their comfort zone, the year of 2019. So, I knew this year knowing that if they don’t succeed had to be something special. the first time they have cheerleaders around them who will help them get Before choosing the theme, we took back up and try again. So far, our girls a step back and looked at what

WIDE SKY 2019 3 St Andrew’s Church at Rangi Ruru

NICKI CARTER BOARD CHAIR

This year the Board resolved that to relocate St Andrews to Rangi the school assumed an ongoing strengthening and major repair and Ruru. The project was a centennial responsibility for the church. As part maintenance works to St Andrew’s at project, and on 31 August 1986 the of the arrangement, the Presbyterian Rangi Ruru be undertaken. church building was divided into Church Property Trustees paid funds four parts, Christchurch roads were to the Rangi Foundation to hold St Andrew’s at Rangi Ruru is an closed and the church was relocated for the strengthening, repair and integral part of the Rangi campus and to Rangi Ruru. We are also indebted maintenance works that have been it provides a strong connection to to Mr Brian Perry for the gift made undertaken this year and for the our Presbyterian heritage. It is a very in memory of his wife, Janice, and ongoing upkeep of the church. special space for the whole school to which was used for the relocation and gather, pray, reflect and celebrate. It is reconstruction costs. St Andrew’s at On behalf of the Board, I would also a space that we continue to share Rangi Ruru was opened in March 1987 like to thank Mr Stewart Barnett with the church congregation and the and, by the time of the centennial for managing the strengthening Rangi community for church services, celebrations in 1989, St Andrew’s was and repair works. Mr Barnett is an christenings, weddings and funerals. a key part of the school. Honorary Governor, and his generosity in overseeing and managing the works The church building is historically Even though St Andrews was for the Board means that St Andrew’s significant, and was built near relocated to Rangi Ruru, the is in good condition, well-kept and Christchurch Hospital in 1856-1857. Presbyterian Church retained strengthened, and the school is We are indebted to foresight of the ownership of the church building. meeting its on-going obligation as a Governors who worked with the In 2017 ownership of the church good custodian of St Andrew’s.  Presbyterian Church in the 1980s was transferred to the school and

4 WIDE SKY 2019 Globally Mindful – Locally Active

SIAN FREMAUX EDITOR & CREATIVE AND COMMUNICATIONS LEAD

It’s safe to say that world renowned the work the school has done to be a implementing sustainable action Primatologist and Conservationist, leading sustainable school/business. projects, we have locked in ambitious Dr Jane Goodall’s visit to Rangi Ruru sustainability policies, embedding new was nothing less than inspiring. After delivering a powerful habits and initiatives to reduce impact presentation to the wider school on the planet. The establishment of Dr Goodall was in town as part community, Dr Goodall met with a bio-digester on site is the current of her worldwide Roots & Shoots some of our student leaders and a project being driven by students in programme, supported by the Jane small select group of other students the Sustainability Council and Energy Goodall Institute New Zealand. The from around Christchurch, to discuss Action Group, and they plan to start University of Canterbury Community sustainability and world issues in a fundraising for the project shortly. Engagement Hub was very more intimate question and answer instrumental in setting up her visit to session. This was an incredible The bio-digester will convert school Rangi Ruru. opportunity for our girls to personally green waste to biogas, and allow us to ask and discuss their ideas and issues eliminate the need for non-renewable Being globally mindful and locally first hand with Dr Goodall, who energy. This will further reduce active has been an attitude and ethos provided many words of wisdom and our carbon footprint while making the students and staff here have gems of knowledge. significant savings to reinvest into adapted as a leading sustainable innovative, new sustainability projects, school – this also happens to be Following this session, Dr Goodall with the hope that this initiative the leading statement for the Jane finished her time at Rangi by visiting will become a model for other New Goodall Institute Community Program, the science lab that is named after Zealand schools and institutions in Roots and Shoots, that we are also her and then planting a Kowhai tree the future. proud to be a part of. in one of our beautiful gardens. It was evident that she left a lasting Our Stainability development plan The Roots and Shoots programme impression on our community and looks to not only place us at the empowers participants to implement definitely inspired our girls to continue forefront of sustainable schools, but sustainable action projects which have their efforts in sustainability and also sustainable business, and we positive impacts for people, animals conservation. continue to support and take part in and the environment. We were ongoing positive action in our local delighted to host Dr Jane Goodall in Fitting with Dr Goodall’s Roots and global communities.  discussions about her programme and and Shoots Programme ethos of

WIDE SKY 2019 5 Leading Learning

MELANIE L’EEF ASSISTANT PRINCIPAL – TEACHING & LEARNING

It has long been recognised that the This involves meeting with individual Teachers are provided with single biggest in-school influence teachers to help them set and monitor opportunities to learn from each other on student outcomes is high-quality, their professional learning goals and by observing their colleagues, along learner-focused teaching. Professor to identify aspects of their teaching with being observed themselves John Hattie (2018) extends this further that they want to develop further. by their Leader of Learning. This is in his ground-breaking research They plan and design approaches not a judgement laden exercise nor “Visible Learning” in which he ranked together, revelling in the learning- tick box compliance-driven activity, 138 influences that are related focused conversations that take place. but is growth focused; a chance for to learning outcomes from “very They interrogate data, reflect on teachers and their Leader of Learning positive” to “very negative” effects. student voice, engage in research - to scrutinise data gathered from Ranked number one currently is what connecting theory to practice, and set observations in order to enhance how he terms Collective Teacher Efficacy the framework for observations which they teach and enable learning. which is teachers working together to are based on teachers’ goals and learn from each other to increase their their inquiry into their practice. Some Jeremy believes that observing collective expertise and capability, teachers are motivated to pursue colleagues has ‘made him a better fed by evidence of their impact on collaborative inquiries, targeting a teacher by exposing him to new student learning. shared class or group of learners ideas and ways of doing things’. within a particular class. Music teacher, Henare Kaa ‘values It is this teachers’ belief that the chance to discuss teaching and through their collective action, Jeremy considers that ‘a real strength learning’ and to consider different they can positively influence student of the Leader of Learning model ways to make learning accessible outcomes, that is at the heart of Rangi is building horizontal connections for his students. He can see what is Ruru’s commitment to continuous between colleagues and enabling ‘successful and why, along with what improvement and teachers’ conversations that focus on teaching could be developed further.’ performance development. and pedagogy, rather than subject- specific content. Discussing teaching Teachers clearly value the opportunity A core part of this process is the way and learning with a colleague from a to reflect on their teaching in this in which our teachers critically reflect different learning area adds another ‘non-threatening, sustained and on their teaching and the culture of dimension to reflective conversations.’ meaningful way’. An aspect of this learning in their ‘classrooms’. They learning relationship that teachers constantly evaluate the impact of their Libby has been ‘humbled by how also appreciate is the coaching that actions on their students and adapt colleagues have embraced this new may result following observations. and refine what they do to meet the role. Through their enthusiasm, their Constructive feedback, encourages needs of diverse learners, ensuring intellect and their ability to reflect, teachers to interpret aspects of their that all learners experience success. the conversations have been rich, and practice in different ways, or they Teachers do not do this in isolation: their inquiries and goals have been may even have assumptions about they work collaboratively within and targeted and ambitious.’ She has a particular strategy or intervention across learning areas to focus their ‘been struck by the variety of learning challenged. In doing so, teachers energies on the areas that they believe approaches our students get to are provided with qualitative and will make the biggest difference for experience, and how well our teachers quantitative data on which to make their students. know their students and constantly informed decisions and crucially, an strive to get the best out of them.’ invested coach to guide them along With our focus on continuous the way. Furthermore, teachers improvement, three Leaders of Margy too feels that teachers have receive recognition for their efforts Learning have been appointed this embraced this new way of providing and feel affirmed and valued. They year. Margy Gilpin, Jeremy Thin professional mentoring, and it has are encouraged to take risks and feel and Libby Sheehy, are in the most reinforced for her that the students confident to do so and, importantly, privileged of positions. They work have very passionate teachers. ‘They students see their teachers modelling alongside teachers on a daily basis to are passionate about their subject areas the learning behaviours they expect support inquiry into their teaching and and strive to create an environment… from them. learning practice, along with ensuring that will allow students to learn and teachers’ ongoing professional learning. flourish to the best of their ability.’

6 WIDE SKY 2019 This collective teacher efficacy, ensures that everyone can flourish in an ‘open to learning’ environment.

LEARNING FROM LEADERS

In partnership with colleagues from Christ’s College, we have organised seminars to build leadership capacity within our schools. This year, we have been privileged to learn from Christ’s College Old Boy, and internationally renowned rugby coach, Robbie Deans. Peppered with humorous anecdotes, he shared his perspective on leadership, along with the peaks and troughs of his extensive coaching career.

Robbie emphasised the importance of developing a strong organisational culture, characterised by a commitment to continuous improvement and positive relationships. He stressed how important it is for leaders to listen more and he believes profoundly in building the capacity of others to be leaders in their own right. He challenged us to ensure that we maximise the collective capacity and expertise of our people. It is through opportunities like this, that we do just that! Thank you, Robbie! 

TEACHERS CLEARLY VALUE THE OPPORTUNITY TO REFLECT ON THEIR TEACHING IN THIS ‘NON-THREATENING, SUSTAINED AND MEANINGFUL WAY’

WIDE SKY 2019 7 Who owns the learning in Global Living?

JUDE MORGAN HEAD OF LEARNING AREA – GOBAL LIVING

‘When you embrace Global Living STUDENT VOICE AT RANGI – MAKING AN IMPACT – time it can be very beneficial and YEARS 11–13 ICE PRODUCTIONS YEAR 12 SOCIAL IMPACT valuable to your learning,’ reflected a Year 11 student. But what is Global SHELTER magazine is the first in an A new course this year, the vision is Living time and how are our students expanding suite of print publications to support students to be leaders embracing it? which are written, designed and within our community. Paigan McLean, produced by our students. In its fourth Claudia O-Shannessey and Lily Ellis Global Living aims to provide a year now, SHELTER has been sold ‘’decided to take a stand as students, pathway for all students which will around New Zealand – you may have and create a badge...that symbolises... enable them to participate fully in their even seen it in a Koru Lounge. Alara how we can uplift each other [post life at Rangi. We move girls from being Gurevin, Deputy Editor of the third, March 15]. This group approached a inspired, challenged and empowered Endeavour Edition of SHELTER, wrote, New York artist who agreed to design in Years 7–10, to becoming agents of ‘I joined the SHELTER team because an image. ‘This badge is [intended change through Years 11–13. I was interested in being involved in to be] a symbol of hope for students a magazine. As it turned out, I got a community wide and a symbol of our Over the last five years, we have lot more than I bargained for when strength as we go into the future.’ noticed a change in the way students I realised how much work it actually are wanting to take ownership of their was. SHELTER has been a great Last year as a Special Project, Phoebe Global Living time. More students project based learning experience for Sugrue decided to challenge student are wanting to undertake their me. I learnt a lot more about software, leaders across Christchurch to commit own projects, and for longer. Our collaboration with others and time to promoting a culture of service in students want to engage with their management than I think I would’ve if the community. This culminated in a learning and are willing to work both this whole process was set out more one day conference at the beginning collaboratively and autonomously. like a graded NCEA standard.’ of this year. Phoebe and her fellow Year 12 students organised speakers Our learners are evolving and we needed Last year, a group of Year 11 students from the University, the Student Army to evolve with them. Our girls are redesigned the 2019 Student Diary. and Adam McGrath from Lyttelton beginning to understand that they can They learned some valuable lessons band, The Eastern share their stories express themselves as global citizens through this process, including how and then lead workshop activities by being able to inspire, challenge to work within creative constraints. for student leaders from a number and empower at a local, national or The original design, while beautiful, of Christchurch schools. This year, even global level. In recognition of was too expensive to produce. In Phoebe and her team are working this there are an increasing number of overcoming this hurdle, the Editorial on creating an Instagram promoting opportunites for girls to participate in Team produced a successful and Sustainability. ‘Global Living has given self-directed projects which have real engaging diary. One of the students me the time and resources to create world outcomes. wrote, ‘Working on the Student Diary, I the change I want to see. I always got to work with a variety of different thought I’d have to wait until I was girls that I don’t normally work with.’ out of school. If I want something The current Editorial Team is now done, I can do it now. It promotes tackling challenges raised by this independence which I haven’t had GLOBAL LIVING HAS year’s diary; most notably, the binding. elsewhere in school,’ said Phoebe. 

GIVEN ME THE TIME An exciting addition to our student AND RESOURCES TO publications this year is a journal Experience the perfect space for work, play and relaxation with Business CREATE THE CHANGE for parents of premature babies Class on Singapore Airlines. An all-in-one business panel with in-seat power comissioned by NICU at Christchurch I WANT TO SEE. Hospital. The Year 12 Editorial Team supply keeps you plugged in, while convenient stowage areas keep your – PHOEBE SUGRUE led by Ella Kauder and Ruby Green are belongings within easy reach. The 28-inch wide seat features new reclining working closely with staff at the hospital. positions for maximum comfort and transforms into a fully flat bed for a good night’s rest. Every feature is thoughtfully designed with you in mind.

8 WIDE SKY 2019 Experience the perfect space for work, play and relaxation with Business Class on Singapore Airlines. An all-in-one business panel with in-seat power supply keeps you plugged in, while convenient stowage areas keep your belongings within easy reach. The 28-inch wide seat features new reclining positions for maximum comfort and transforms into a fully flat bed for a good night’s rest. Every feature is thoughtfully designed with you in mind. 10 WIDE SKY 2019 The power of music to nurture

JANET KINGSBURY DIRECTOR OF MUSIC

One of the meanings of flourish, as from Rangi is an important part of our At the start of her Rangi journey, a a verb, is ‘to grow or develop in a ethos. The development of younger girl arrives as an individual. During her healthy or vigorous way, especially as musicians is fostered by them being time here she retains and develops the result of a particularly congenial inspired by senior students, who her individuality, through becoming environment’ – Oxford Dictionary 2019. then move on to make room for the part of the Rangi family – a family younger ones to move through. Our which consists of many varied sizes Girls involved in our music music alumnae often keep in contact, and types of groups. There is change, programmes often comment that one and return to engage in workshops unpredictability, difficult times, times of the defining and most rewarding and mentoring with current girls. of self-doubt. Involvement in music features of music at Rangi is the nurtures girls through a process opportunity to be part of a family Recent international studies have of discovery, understanding, and of like-minded girls, of all ages, who shown that students between the enlightenment – helping them to support each other in a wide range ages of 11–18 who are involved in understand what being human is. of musical endeavour. After five, and extended musical engagement There is enjoyment through learning in some cases seven years in this do on average one full year better and working together for the common congenial environment, girls emerge academically than non-music peers. good. This is what it means to flourish. as confident young women who are Achievement in music also predicts able to use music to connect with the academic achievement particularly communities that they will live and in the areas of Maths, Science and work in. Music is a vehicle for personal English. growth and self-expression, through the development of capabilities such This is borne out very strongly here at as time management, resilience, Rangi. The school strongly supports self-belief, problem solving and NCEA as a robust and highly regarded IT IS PRECISELY relationship building. academic qualification, with our BECAUSE NEITHER results consistently being amongst INDIVIDUALS NOR It is a privilege to play a part in the the highest in New Zealand. These SMALL GROUPS CAN BE development of these young women. include Outstanding, Top Scholar, and FULLY SELF-SUFFICIENT The range of musical endeavour is Premier Scholarship awards, with each extraordinary: choirs, orchestras, category including musicians from THAT COOPERATION chamber music groups, jazz bands, Rangi. In the past 11 years 68% of the IS NECESSARY TO rock bands, percussion ensembles, winners of Rangi’s senior Gold Braid HUMAN SURVIVAL AND song writing and recording, Academic and Leadership awards FLOURISHING. composition, musical theatre, solo have gone to girls involved in some – TOM G. PALMER performance. All of these groups aspect of our music programme. consist of girls across the year levels Many of these girls receive offers of at Rangi. The girls all learn from scholarships, both in New Zealand and and support each other – they give overseas for tertiary study. In the last freely of their time to work beyond 15 years, seven Head Girls have been the school day to further develop musicians, with many other music girls and deepen musical skills and holding further senior leadership roles. understandings. Tom G. Palmer, author of “Realizing Senior music students often achieve Freedom: Libertarian Theory, History, at the highest level nationally, both and Practice”, says that ‘It is precisely in academic music and through because neither individuals nor small performance. The continuous cycle groups can be fully self-sufficient that of learning as a result of the legacy cooperation is necessary to human left from girls who have moved on survival and flourishing’.

WIDE SKY 2019 11 THE PLEASURE OF WORKING WITH STUDENTS AS COLLEAGUES, WITH A SHARED PASSION FOR THE PERFORMING ARTS, IS AS CLOSE TO PROFESSIONAL PRACTICE AS POSSIBLE

As with many aspects of learning Transformative in the Performing Arts, the most engaging opportunities to flourish come through performances in Teaching and Learning front of audiences. Whether these opportunities stem from our curriculum lessons, or from the multitude of exciting and engaging co- in Theatre Arts curricular activities offered by Theatre Arts staff and students at Rangi Ruru, performance opportunities (Dance and Drama) that friends, family and the general public are welcome to attend provide those who participate the greatest PETER RUTHERFORD opportunity to demonstrate their mettle. The dedication and focus DIRECTOR OF THEATRE ARTS of our dancers, actors, technicians and their tutors are evident in the successes in performance festivals in previous years.

In 2019 our senior students performed the Kiwi comedy Wheeler’s Luck, created by three actors who devised the show, toured it successfully, and then wrote the script as an

12 WIDE SKY 2019 afterthought. The willingness of these that the skills associated with studying Year 8 student cohort, presented work actor/writers to allow us to adapt Drama – developing empathy for at the Dance Made NZ festival at the people and places within the text characters with different backgrounds, James Hay theatre. Both these events was a large part of the success of our having a greater understanding of took place in mid-August. production, as it gave our performers why people behave the way they the license to make the play their own. do, as well as an ability to read an Co-curricular Drama extends to The pleasure of working with students audience and to use the voice to two groups that meet at lunchtimes as colleagues, with a shared passion make an impact in front of different during the school week. Drama Club for the Performing Arts, is as close audiences - were skills central in a has a focus on building confidence to professional practice as possible. lawyer’s craft. for junior students and Improv club This can mean long hours, particularly has a focus on learning the skills during technical and dress rehearsals, The co-curricular opportunities in associated with TheatreSports with a and this is where the greatest learning dance are extensive at Rangi Ruru, view to participating in the schools’ happens. with five dance groups catering for TheatreSports competition run by a range of ages and abilities. Dance Court Theatre. Improv club accepts Dean of Law at University of groups include: Junior company, students from any year level. Student Canterbury, Ursula Cheer, addressing Senior company, Elite company, Year groups regularly participate in theatre teachers in 2017, identified that 7/8, and Dance Club. festivals and go on to represent the students who took Drama at a senior school at a national level. level at school were at an advantage All groups perform at Evening of in tutorials and presentation-based Dance in late November, with the year In mid-November our junior students assessments as their performance 7/8 dance group also performing as a will perform High School Musical 2 confidence, learned through the part of Kids in Town. Elite, Junior and Junior with Christ’s College students practice of regularly performing in Senior dance companies performed under the tutelage of staff from both front of audiences, gave them an at the Performing Arts Showcase: schools. We look forward to seeing advantage. She also acknowledged ‘Seasons to Shine’ at the Piano, and you there. Please keep an eye on all the dance groups, plus the entire Rangi Ruru events to buy your tickets. 

WIDE SKY 2019 13 Finding your sporting north

MANDY ANDERSON DIRECTOR OF SPORT

The 2019 year started with change teams who may benefit from focusing we need to understand what else is as I took on the role of Director of on improving their performance happening in their life outside of sport. Sport from Jo Fogarty, who left a by learning to control their minds strong legacy of sporting success efficiently and consistently. The focus With the winter sports season and solid processes at Rangi, and the of Paula’s work with individuals has now completed, our teams had appointment of Melissa Brooks as the extended this year to support those many fantastic results at Winter Assistant Director of Sport. Melissa’s ‘workhorses’ within teams – not just the Tournament Week. This year over 70 contribution to Rangi is already evident stars or those on a national pathway, girls, across five teams competed in her management and administration but those players who continue to against their peers for the honour of of Athletics, Basketball and Volleyball, do the grind every day of every week being the best in their region or in and has been key to ensuring the to make a significant contribution to New Zealand. Tournaments provide continuity of what and how we deliver their team. The identification of these a wonderful opportunity for girls sport at Rangi. students, and the support they have to grow in self-control, persistence, been provided, hopefully allows them positivity and resilience through Every year it is intriguing to see what to grow in their roles both within being tested both physically and the new students to school will bring teams, and in their own sporting mentally. The experiences the girls to the sporting environment. It is no endeavours. gain from attending tournament helps understatement to say that our Year 9s them to become better players, role started the year with a roar, showing Our Strength and Conditioning Coach, models and leaders within our school up in large numbers for Summer Sport Ross Kennedy, continues to work with community. Importantly, girls learn Trials, and proving themselves to be over 100 students on a weekly basis, how they can push themselves under capable in different sporting arenas assisting them to be stronger and fitter stressful situations and to collaborate from the pool to the court, the field to to take on the demands of their sport. through playing and living with their the athletic track. Their enthusiasm for However, while the girls might view team mates. While not all our teams all the joy that sport brings has been their S&C sessions to be about being will came home with medals or podium infectious! fitter, the true value of Ross’ work with finishes, there is no doubting the our girls is reflected in the reduced experiences the girls gained – on and Our coaches continue to be the injury rate, particularly significant knee off court - will stay with them for life. foundation of the quality sporting injuries. Ross’ ‘Now We Work’ mantra programme that we offer. Investing in is about teaching the girls that success Finally, while we finish this article by our coaches allows our students to be comes with hard work. If you put listing all the successes that Rangi exposed to experienced coaches who the Mahi in, you will get the treats – sports teams and individuals have assist them with the skills, mentoring whatever you may define those to be! experienced to date, flourishing in and development that they need to sport at Rangi is not only about achieve their sporting goals. We are In the past few years, Wellness winning – or even coming second. It’s fortunate to have retained key coaches Monitoring has become another key also about finding your sporting North. in the majority of sporting codes and element to what we offer in the Rangi What will inspire you to get up in the have also added to our coaching team Ruru sport programme. This year we morning and come to training when it’s with new appointments, including are utilising a new platform – dark and cold and you are tired. What the addition of experienced coaches KOMODO – to help us monitor how joy you will find through participating working with our Yr7/8 students. our sportswomen are doing. The in weekly sport with your peers or, concept of wellness monitoring has for many, competing at the highest Our programme at Rangi continues unquestionably had a positive impact of levels in sport. What friendships to offer opportunities for the girls on our sports programme. It provides you will make, and memories you will to flourish as athletes but equally, opportunities for our sports staff to create. We hope that in sport at Rangi, if not more importantly, as people. initiate conversations with students each girl can find their true North and Mental Performance coaching has who are negotiating the study/school/ experience a passion for being active, established itself as a key component sport/life balance on a weekly and not just during their time at Rangi, but of the sports programme, with Ms sometimes daily basis – acknowledging for life.  Paula Rule available for individuals and that for our girls to flourish as people,

14 WIDE SKY 2019 SPORTING HIGHLIGHTS TO DATE

• NZSS Athletics – three Golds, six Silvers, three Bronzes • Netball – Yr 9 Team – Junior SISS Tournament – 4th

• Cross Country/Road Race – Yr 9 – Gold in the • Rowing – four Golds, six Silvers, three Bronzes at Maadi Canterbury Secondary School Cross Country and Road Race teams events, followed up with a Silver in • NZSS Tennis Champs – Senior team 5th; the 3 and 6 person events at the NZSS Cross Country NZSS Tennis Cup – Yr 9 team 3rd Championships • Waterpolo – 2nd SISS Senior Tournament • SISS Road Cycling Champs – U14 Team Trial – Gold; • Basketball – 3rd SISS Senior Tournament U17 Individual Road Race – Silver

WIDE SKY 2019 15 Stepping into the role of Wellbeing delivering important messages at the Flourishing Co-ordinator has been an absolute times when they are most needed. pleasure and I am constantly amazed by the resilience, strength and Our Student Leadership Team are very compassion shown by our girls. We passionate about wellbeing and this inside has been clear from the beginning have a strong culture of wellbeing that is developing within the many layers of the year when they decided upon of the school, and a great deal of the theme of Flourish. This speaks and out our new initiatives are being created volumes. Girls and staff see wellbeing and driven by the girls. Student voice as key, we all want the very best is imperative for us if we want to for each other and we know that a HANNAH CLARKSON develop a programme that will have a flourishing student will eventually HEAD OF WELLBEING positive impact on as many students leave Rangi and experience success in as possible. all areas of her life. Sam Summerfield is our Leader of Wellbeing for 2019, This year we have Whanau Time and her Wellbeing Council is trying happening every week. This is a to dig deeper into the areas in which chance for each tutor group or year our students might need more help. level to focus on specific areas of They have created a wonderful survey their wellbeing. It may involve learning which will go out to all students this about managing stress, decision year to analyse areas that may be making or coping with change, lead currently overlooked. The best judges by our wonderful psychologists. It of whether our current programme could be a session where they look is having a positive impact are our at different ways to study for an students and we are looking forward assessment, a talk about keeping to analysing the results. Our aim is safe online, a discussion with their to have the programme grow and tutor about relaxation or even a tea develop along with the needs and party where they can share food the hopes of our students and, as we and conversation. We have used the head into the future, we will continue experiences of staff and students to offer the experiences and learning from the past five years to inform around wellbeing that will allow our these sessions and believe that we are students to flourish.

Collaborate with anyone, anytime, anywhere.

To know more about Ricoh’s scalable, powerful visual communication tools contact [email protected] or 03-3748388 Pastoral Care Rangi Style

STEPHANIE BARNETT DEPUTY PRINCIPAL

We say “We Know Girls” and we and Global Living teams; the Student • Coaching; the SOAR programme promise that at Rangi Ruru, girls Development & Leadership team who which provides a support network will be “inspired, challenged and coordinate a range of programmes for outstanding athletes; the empowered within a community that to achieve both vision and cohesion STELLAR programme which knows and cares about her”. To do this across the whole school. These supports talented musicians; the we ensure we have the right people include leadership and development HPL programme which provides and systems in place. opportunities such as Community mentoring and caters to those girls Service, Exchanges, Service and recognised as High-Performance We want our girls to flourish, and Discovery trips, Peer Support and Learners; the PDP process which so we take an holistic approach to Duke of Edinburgh/Hillary Awards. ensures every student has an annual pastoral care which embodies the Personal Development Plan which Hauora philosophy of health and All of these people provide a sense establishes her goals and promotes wellbeing – the Physical, Mental of connectedness to school and to balance and development in all & Emotional, Spiritual and Social others through positive learning aspects of school life dimensions. experiences and good health. They create a space and a place where • The Boarding House which provides Highly effective Pastoral Care relies girls feel they belong: for some this a Mentoring programme involving on great people and teamwork. happens quickly, while for others it Years 12 and 13 students, a Big Sister Collaborative leadership is provided by can be more of a struggle. programme in Year 10 and a Buddy the Care & Development Network, a System. group of teams who provide access to Supporting the people is the process. on-site specialist knowledge and care, Affiliation and a sense of whānau are These processes and programmes and offer choice to students through provided by: mean the girls are known academically their services and programmes. and socially, their strengths and areas • Years 7&8 – Dean and Specialist for development are identified and The Pastoral Care Team consists Tutors their wellbeing is at the forefront. of Tutors, Year Level Deans, the • Years 9–13 – Deans and Tutors International Dean, Boarding staff, Rangi Ruru maintains a strong focus remain with the Year level for 5 years School Nurses, School Psychologists, on being in partnership with parents the Chaplain, the Pathways and • 6 Clans – a vertical grouping with and caregivers, and on Service as Careers Strategist (Crimson), the familial links giving to, and working in the interests Health Coordinator and the Wellbeing of others enhances the wellbeing of all. & Digital Engagement Coordinator • Clubs, Teams, Groups – both social We are proud of our provision of who all provide education, direction and competitive and across year pastoral care but are also aware that and support for both staff and levels we need to keep researching and students. • Chapel Services and Assemblies evolving so that our girls can flourish Supporting these people and the girls • Camps, Education Outside the and thrive in an unpredictable and are the Learning Centre team; Health Classroom, Overseas Exchanges rapidly changing world. 

WIDE SKY 2019 17 18 WIDE SKY 2019 130 years of Rangi Ruru Girls’ School

CONTRIBUTORS – JOHNANN WILLIAMS, SIAN FREMAUX, VARIOUS ARCHIVED SOURCES

Rangi Ruru is the oldest independent By 1923 the school had outgrown education for girls is very different girls’ school in Christchurch, and it the house on Webb Street, and its from the way it was in the closing owes its foundation to the hard work half-acre of land. In consultation years of the 19th century when a very of a remarkable family and group of with their brothers, Frederick and young Helen Gibson took on a bold women. The Gibson sisters devoted Thomas, Helen Gibson and her sisters new venture. But the foundations their lives to the education of the made the bold decision to purchase were strong and the core values have young women in their care. They Te Koraha for £9,000 when it came remained: the commitment to girls’ supported one another and set a up for sale. Ironically, the late owner, education, supporting students to model for sisterhood that continues to Arthur Rhodes had been one of fulfil their potential and to step out this day. the politicians ‘stoutly opposed to confidently into the world, the strong allowing women to vote’. sense of community, and care for In 1881 the Gibson sisters won others. scholarships to Christchurch Girls’ The move to the large house with 4.5 High School, and in time like many acres of land would allow them to 130TH BIRTHDAY CELEBRATION other young women who were from take up to 40 boarders, and at the ‘good’ but not particularly wealthy start of 1924 there were 216 girls on To celebrate 130 years of Rangi families, went on to university. At the roll, and increased staff. The fees Ruru, we hosted our Winter Warmer this time there were few career sat at around 6 guineas a term for celebration. It was so wonderful to see opportunities outside of teaching for seniors. The classrooms from Webb so many members of our community female university graduates. Helen, street were hauled in to supplement come together for a great evening of Alice, Lucy, Ethel, Ruth, and Winifred the classroom space. The stables entertainment and dancing. Gibson, all taught at Rangi Ruru. Mary were converted to classrooms. Finally A birthday wouldn’t be a celebration Gibson, the eldest Gibson sister was to there was enough space for Hockey without a cake, and our Principal Dr be principal of Christchurch Girls’ High and other games. In 1925 Netball was Sandra Hastie and Board Chair Nicky School for 30 years, and Beatrice was introduced to the school, and tennis Carter kicked off the night by cutting Principal at Nelson College for Girls. took on new life. The first school our special 130th Birthday Cake, which Their brothers supported the venture magazine was produced. was enjoyed by all later in the evening. with business advice throughout the Singapore airlines also generously Gibson Years. Gibson descendants In 1938 after nearly 50 years as Principal, donated return flights to London for have continued to be part of the school. Helen Gibson died suddenly. Her sister, Miss Ethel took over. Although Ethel one of our lucky attendees which was By 1889 all the town sections had might have hoped to retire, the Second a great end to a fun filled night. been sold and large homes were World War intervened, and she was to Happy Birthday, Rangi! Here’s to the being built beyond the city centre. continue as Principal until May 1946 next 130 years.  The Gibson family was living in Arawa when the Christchurch Presbytery House on Papanui Road, where took over the school, and after 57 Selwyn House is now, and it was there years as a family run school, one that the school opened in May 1889 unique chapter closed and a new with 18 pupils. chapter in the school’s life began.

The venture looked set to succeed Over the next 73 years Rangi Ruru IT WAS SO WONDERFUL and very soon the Gibson family would grow and undergo many bought land on the south-east corner changes. There would be more TO SEE SO MANY of Webb Street and Papanui Road. students and staff. Buildings would MEMBERS OF OUR There they built a large house with come and go, the site would expand COMMUNITY COME two schoolrooms and bedrooms for and the curriculum would broaden; TOGETHER FOR A boarders. While the house was being new sports would be introduced, GREAT EVENING OF built, Paora Taki of Rapaki, who had and Music and Drama would become ENTERTAINMENT AND known Captain Gibson in the family’s special features of school life. Now, Lyttelton days, gifted the house the in 2019, the school has been largely DANCING. name Rangi-ruru, or Wide sky-shelter. rebuilt around Te Koraha, and

WIDE SKY 2019 19 Ma tini ma mano ka rapa te whai Leadership opportunities create Change a sense of wellbeing and increase By many, by thousands, the work will engagement and ownership of be accomplished. Many hands make projects. As students we believe that Makers – light work. Unity is strength. with determination and persistence, schools can lead the way in helping This Mãori whakatauki reminds us of to meet government greenhouse gas our strength in uniting and sharing emission reduction targets to ensure Trail Blazers responsibilities. We believe young New Zealand is carbon neutral by 2050. people are capable of driving positive change when we work together. In May, Year 12 student, Sophie Pye ROSETTA BROWN coordinated a group of fifty Rangi As students, we are passionate about HEAD OF SUSTAINABILITY students on the Mother of All Clean our Sustainability projects and believe Ups, collecting rubbish from around they need to be led by us, from start Kerr’s Reach. to finish, in order to maximise deep learning opportunities. In June, Addison Drake won the Art Award for her poster on deforestation Our Director of Sustainability and staff in the Christchurch Speaking for mentors step aside and empower the Planet competition, and the students to take full charge. To Sustainability Council organised a establish new initiatives students Green Market selling second hand undertake thorough research and clothes, beeswax wraps, vegan food, investigation, develop proposals, and Young Enterprise products. This peer critique, seek funding and event was popular and raised enough approval, present plans, meet with funds for our carbon offsetting, while suppliers and plan implementation. encouraging waste reduction and reuse. Students are involved in all aspects of projects, allowing us to gain a We are proud of our support of range of important skills including Cool Earth, with funds supporting management and leadership. communities to continue to live in

20 WIDE SKY 2019 rainforests and protect fauna and service in the wider community. All Rangi students have a proven record flora. To date we have protected an produce will continue to be donated for delivering results on sustainability area the size of our school grounds to Women’s Refuge, or used when projects. This was acknowledged from deforestation. Funds from our staff cook at Ronald McDonald House when Rangi became finalists in the extensive Reuse Depot and from and the City Mission. NZI Sustainable Business Awards Sustainability Council fundraising last year. Through creating greater events go directly to Cool Earth. Through a collaborative project with awareness, students and staff Christ’s College, we have established continue to develop a broadened Through assembly presentations a satellite nursery at Rangi growing understanding of environmental and weekly Intouch newsletter native plants for the red zone. issues. In doing this we are all part of publications, our Sustainability Council Students have also given their time the solution. promote green tips to help our on a long term community project community make informed decisions regenerating Drayton Reserve. So why do we, as students, believe about living with less impact on the so strongly in the need to live environment. Rangi was very fortunate to have Jane sustainably? We know the world Goodall spend time at our school needs people who have the capacity Our Global Living classes have been recently and share her wisdom with to understand and respond wisely developing projects to benefit the us. A key message was to do our bit in to the challenges of creating socially wider community and environment. our own backyard. She was impressed and ecologically sustainable societies. Year 12 Global Living students have with Rangi’s sustainability initiatives, We need people across all walks of established gardens to grow fruit especially Meatless Mondays, an life, who are literate in sustainability and vegetables for our local Battered effective way to reduce carbon principles, who can think critically Women’s Trust/Women’s Refuge in emissions and our impact on the and laterally, who can work together, Merivale. The Sustainability class held planet. We hosted a forum for youth who can think of systems, cooperative a stall at the House and Garden tour environmental leaders from across relationships, and make connections. and received generous funding from New Zealand in collaboration with the We need people who are prepared the PTA to establish a glasshouse University of Canterbury and the Jane to participate and make a difference. onsite. This provides an opportunity Goodall Foundation. After this event, Those people are us!  for the Science Department and Dr Jane Goodall planted a ceremonial Preschool students to use this learning kowhai tree to celebrate the beginning space as a classroom and provide of Rangi’s Enviroschool journey.

WIDE SKY 2019 21 A Pathway to Global Opportunities

KRISTEN FOX CAREERS & PATHWAYS STRATEGIST (CRIMSON EDUCATION)

Rangi Ruru has always been an early start is imperative when it comes Evident in her actions throughout institution steeped in tradition, but to achieving the best results. her school years, Emma is a thought with an innovative wild side. Rangi leader. Braided throughout the events is the first school in New Zealand to It only continues from there. With she had planned, organized, and adjust their Career programme to one-on-one support for each student executed for the Rangi community, match the evolution of the global throughout her Senior years, each Emma always had a component of trends in careers and pathways girl has the opportunity to devise fundraising or education of important education. For this, Rangi sought a an individualized plan complete issues – both on a community, partnership with Crimson Education. with action steps. No two plans look national, and international level. With exactly the same, and this is the the spirit of a social entrepreneur, Crimson Education was founded beauty of it all. Girls are empowered Emma worked diligently to go to to supercharge students’ ability to to take control of their futures and great lengths to give back to those get accepted into the world’s most make steps towards achieving their around her in any way she could– competitive universities. Since 2013, own success. Whether it is work, a gap whether it be time, financial help, or Crimson has helped students around year, or tertiary education, students awareness of important issues. This the world to secure 193 Ivy League get to decide their futures. complete focus on making the world offers, 57 Oxbridge offers and over a better place was so profoundly As Rangi Ruru focuses on guiding USD$67M in scholarships and refreshing to see – especially in a their students to be their best selves, financial aid. young woman with big dreams. Many the achievements of our old girls are of those big dreams landed Emma Crimson’s approach is simple, they nothing to take lightly. Representing on a stage, where she excelled as strive to help students gain admission the Rangi spirit all over the world from an actor and speech competitor. to the best universities in the world studying Medicine in Pecs University With too many productions to by building personalized and strategic in Hungary to studying Geophysics at count, Emma had taken the roles roadmaps based on each student’s Imperial College London, our old girls she was given, and portrayed them academic ambitions through hands-on are succeeding on an international in the most beautiful ways. With mentoring and support every step of stage. With a range of achievements the utmost ease, Emma performed the way. both domestically and internationally, at extremely high levels, and with Rangi’ Ruru’s Old Girls are brilliant. Rangi Ruru saw the value in that candor. After a Rangi career full of approach; hence the first New On the domestic stage, Rangi achievements both in and outside Zealand School partnership of its’ took home 42 scholarships across the classroom, Emma decided to kind was born. After 4 years, real universities nationwide. One incredible take the leap and apply for New York success has been documented. This achievement was that four Rangi University. She was offered a coveted kind of progress has yielded results students from 2018 (Ruby Blake- placement in New York University’s for students that are unparalleled at Manson, Lucy Costelloe, Eleanor Tisch School of The Arts. To clarify other schools. With 100% increase in Lester, and Valerie Xiang) received how incredible an achievement that scholarships, a variety of pathways the University of Otago’s Academic is, NYU received more than 75,000 chosen, and over 50 scholarships Excellence Scholarship with a value admissions applications in 2018, and across the class of 2018, Rangi is a of $140,000 in total– and that is only accepted the top 19%. The 2018 leading force in careers and pathways at just one university. These four acceptance was NYU’s most selective education. students were selected based on and most diverse class in history – and criteria of their involvement in Emma was a part of that. Starting in Y10, students are school and community activities, Transforming the traditional school introduced to careers and pathways exemplifying leadership qualities, and careers model, Rangi Ruru has through a formal and required course. achieving NCEA Level 2 endorsed stepped out of the box, and their This early introduction to careers and with Excellence. Using the skills they students results continue to prove tertiary options has made the path gained during their Rangi experience, that this uncanny choice was indeed less daunting and given students the these girls were able to achieve at the the right one. Between Rangi Ruru’s gift of time. They can explore different highest level. options without the pressure of having development of students and to make a decision. At 14 years old, On an individual scale, as Rangi Ruru’s Crimson’s global resources, Old Girls students begin generating a holistic Head of School 2018, Emma Cushing will continue to astound the country plan for their future school years. This continues to crush glass ceilings. and world with their achievements. 

22 WIDE SKY 2019 WIDE SKY 2019 23 We are all aware of the impact of In Y7 & 8 we have created a “no Creating positive relationships in our lives phones” policy. The girls hand them and the importance of developing in each morning and sign them in the social skills to enhance these and they are kept safely and securely Positive relationships. In Year 7 and 8, this is a locked away in my office. At the focus and we aim to create a positive end of the day, the girls collect their social and learning environment that phones and sign them out. A number allows the girls to grow and develop. of girls have stopped bringing phones Relationships altogether as they have realised they In Term 1 and 2 this year we have had aren’t as essential as once thought. a focus on belonging, as well as being We introduced it in an attempt to in Year 7 & 8 kind and respectful to others. We get the girls to interact and connect have had whole year group sessions more and, from that aspect, it is a with the psychologists learning about huge success. We have girls seemingly SALLY FAIL “Traffic Light” friendships. Ms Clarkson, happier, talking to each other and our wellbeing coordinator, also ran a not spending time on their phones. DEAN session on accepting differences. We also expect girls to be off their computers at intervals and lunchtimes Once a fortnight we work as a year as well as before school unless they group or altogether during our are doing work. Overwhelmingly, the Year 7 and 8 Meeting time. This is a majority of girls’ are pleased about specific time for us to put some work the phone policy and have noticed into creating and maintaining our a difference. We, as staff have also relationships. During these times, the noticed a difference and a reduction girls can partake in Council in their of friendship issues so we are putting classes where they discuss pertinent that down to the phone policy too. issues, work on their wellbeing, or do some activities to help promote By changing the phone policy in Year a positive and inclusive environment. 7 & 8, we have created more time For example, the Year 7s made for girls to relate to each other, and “warm fuzzies”, which are notes of work on their communication skills, positive comments/compliments, for which is the foundation of positive each other and the Year 8s put on relationships.  an Amazing Race for the Year 7s to celebrate the end of term.

Venue for Hire

The School has an extensive range of venues and spaces for hire by private, community and For bookings and enquiries contact Eddie Cropley on commercial groups and organisations. They are available to be hired outside of school time, 03 9833703, [email protected] including after school, nights, weekends and during term breaks. or visit www.rangiruru.school.nz/facilities Rangi Ruru Preschool flourishes as Library - which has the area designed When the part of the Rangi Ruru Girls’ School and resourced for the preschool, community and working alongside Science, Music and Drama areas) are the ‘big girls’ (as our pre-schoolers’ available to add complexity to our Campus is call them) is an integral part of what strong programme. This can provide makes ‘sharing the joy of childhood’ greater ability to extend a child’s our key belief, here at Rangi Ruru interests, that may not be as readily your Oyster! Preschool. available in other early childhood services. We are fortunate to have Here at Rangi Ruru Preschool, we strong relationships with many LINDA SCANLAN believe that small is definitely better. teachers within the school, and work HEAD OF PRESCHOOL Our daily group size of 30 children with them, particularly our regular means that every child is provided sessions with teachers in the Art with individualised care, teaching and studios and for Digital Media projects. learning. In addition to our amazing team, we are privileged to be the This year we have had more only service in Christchurch who opportunities to work alongside has a working relationship with the the ‘big girls’ on extended learning University of Copenhagen, Denmark projects, which has been of benefit to and we have had two teachers the learning outcomes for both the experiencing six-month placements preschoolers and our Rangi girls – here with us. This year we were recognised are just a few: Sharing stories of New by the Christchurch City Council Zealand with year 9 Social Studies for our extensive edible garden classes, PE lessons planned and spaces within the preschool, which delivered by Year 11 classes, Art classes are flourishing under the care and together, support with our Preschool dedication of the children. sports day and annual trike-a-thon, Kapa Haka lessons with the seniors, We have well established links with and daily visits from our big girls the school and almost every day undertaking community award work. we can explore and join in with something occurring within our Involvement in experiences such as school community. We are extremely these, is possible due to our place fortunate to be able to provide our within the Rangi Ruru Girls’ School children with access to the amazing community. These engagements also resources of our school, which add offer wonderful learning opportunities transformative depth and complexity for the high school students in which to their learning. Our teachers take to refine and put their own knowledge individual children’s interests and and skills into action and to provide develop them further by working them with occasions to mentor, coach with our colleagues within the school. and communicate in diverse ways. This means that a large number Exciting times are ahead for both of activities, resources, and school our pre-schoolers and our Rangi premises (such as the gym for our Ruru Girls.  Friday perceptual motor programme,

WIDE SKY 2019 25 Mentoring in House

KYLEIGH LYTH DIRECTOR OF BOARDING

The Boarding House Mentoring Why we undertook this project? Mentors (seniors) meet with their Programme is a significant part of our mentee (junior) once a week for the Pastoral Care and wellbeing in the There were a few things we wanted to first term. Throughout the rest of the House. Every Year 13 student has the achieve. year they have regular ‘check ins’. opportunity to be a mentor to a new 1. New Students to the Boarding Any learnings on reflection junior student coming into the House. House are informed of all the The Mentoring Programme goes for 12 different aspects of Boarding Each year we have made changes to weeks and the students meet weekly. through a one on one session, help the Mentoring Booklet, and have taken is provided so new students can Throughout the programme new suggestions from the students and settle into the new environment and students learn all the aspects they staff to strengthen the programme a trusting relationship is built with a need to know about boarding. By the even more. senior student. end of the programme they are well It is evident that the programme familiarized with the various routines. 2. Senior students given an is working and achieving what we A key component to the programme opportunity of responsibility to lead designed it for. is developing a strong and trusting and mentor. Help develop key skills relationship with each other. It is also in communication, empathy and Outcomes of our project a great opportunity for our senior girls organisation. to increase their leadership skills and The Mentoring Programme is in its 3. Create an inclusive culture between pass on knowledge they have learnt third year at Rangi Ruru Boarding seniors and juniors, breaking while boarding. House. There has been a culture down barriers, encouraging more shift with more interaction and interaction and a strong sense of MENTORING PROGRAMME inclusiveness within all year groups. inclusiveness and belonging for all New students have also settled faster students. Overview of the project/work being and feel more confident in routines undertaken and are happy. Action/steps we took to complete The Mentoring Programme is for our project We complete surveys annually. Each senior students to mentor junior year the results are improving: In 2018, students during their first year in the We designed a booklet that mentors 98% of the senior students said the Boarding House to help establish use for the 13-week programme. Some Mentoring Programme was hugely them into the new environment, of the topics covered include: learning beneficial to the Boarding House. build relationships and give them about one another, goal setting, peers confidence and security. and relationships, life in the House, reflections, self-management skills, pastoral care time, school values.

26 WIDE SKY 2019 COMMENTS FROM OUR 2018 SURVEY COMMENTS FROM OUR 2018 SURVEY FROM SENIOR STUDENTS FROM JUNIOR STUDENTS

‘I think it is good because we get to see the ‘I really like it because it helps me connect with junior girls more often and we get to know more senior students’. about them’ ‘Yes, I really like my Year 13 mentor she is super ‘I really enjoy having someone to go and check nice and caring and helpful’. on. It makes me feel good and positive about the boarding house that the juniors have ‘It is the best idea and I think it should be carried confidence and are comfortable about coming on because I’ve made a really good relationship to see you if they have a problem or even just with my mentor’. to talk’. ‘I think the programme is really good as there is ‘I have found it a really good way to connect always someone you can trust and talk too’. with the younger girls and make them feel more ‘Another person I can go and talk to if I ever need at home’. help with something and she is a friend to me’. ‘Mentoring is great! I hope my buddy feels I ‘My mentor has helped me settle in so much and have helped! Just time with your buddy talking made it so much easier, I love it!’. is the most beneficial thing I think, regardless of the booklet’.

WIDE SKY 2019 27 Flourishing through NCEA

JULIET COLLINS ASSISTANT PRINCIPAL – CURRICULUM

The New Zealand Curriculum is across subjects remain possible, and • Encouraging girls to strive for Merit wonderful. It encourages context and in fact, larger achievement standards and Excellence endorsements that cohort tailored learning opportunities may encourage this. One of NCEA’s recognise their efforts and allows us to develop programmes strengths is that it encourages and of learning that are a best fit for us. assesses skills and attributes that • A mix of Internal and External are not subject specific – research, modes of assessment that NCEA provides a flexible assessment analysis, critical thinking, for example. encourage learning to be a habit, structure to reflect this content. An Standardisation, rote learning and not an event NCEA qualification provides a pathway regurgitation, hallmarks of previous, • Rewards that are cumulative – it’s for our students both nationally and and some alternative, assessment not all or nothing on the day internationally, and our girls flourish systems, do not prepare students for with this qualification wherever they the future, whatever that might be. We • Facilitating outcomes that suit the chose to continue their learning journey. need to be mindful of pathways into individual e.g. extending students Our students achieve at the highest further education and the workforce with optional standards or reducing levels and we remain committed to that will require capabilities such as the number of assessments to suit the pursuit of individual excellence creativity and collaboration. Students the individual students within the framework of NCEA. need opportunities at all levels of school that allow them to practise these. • Having high expectations – all will NCEA changes are imminent. As we succeed on their own terms; we aim have had the current assessment At Rangi Ruru we are experts in for the best possible outcome that paradigm in place for more than NCEA. Focusing on our national we believe they can achieve 15 years, we welcome change that examination system we provide expert reflects the changing nature of service through: • Innovating around traditions. Rangi learning and the learners. The changes Ruru has a reputation for high levels will be phased in over the next three • Knowing each girl to support her of achievement in exam results. years: those of most relevance for learning and hence her outcomes What we know is that assessment us include limiting the number of results follow learning practices • Helping each girl find her learning assessments, strengthening literacy that are personal, engaging and passion and knowing that she will and numeracy skills. empowering.  do better if she loves what she does At Rangi Ruru, the move to larger – designing learning opportunities achievement standards will likely result to support the range of passions in most subjects using three standards and individual strengths each year. Larger assessments will allow for rich, in-depth learning • Personalisation of learning in both outcomes to be reflected. In programme design and learning addition, interdisciplinary, integrated outcomes. We tailor a programme programmes that encourage learning for an individual and for a cohort

28 WIDE SKY 2019 2018 NCEA RESULTS

We are very proud of the girls’ 2018 Rangi Ruru 2018 Actual # NCEA results. The results are a team Year 11 Year 12 Year 13 Achievements not achieved effort – the teaching and learning within school, the support and encouragement NCEA Level 1 1 99.1% of families and a concerted and sustained effort to achieve personal NCEA Level 2 nil 100.0% success from each girl. NCEA Level 1 3 97.3% The school’s statistics, based on the University Entrance 5 95.5% provisional results, indicate that the girls were very successful in their assessments, both internal and external, for 2018. The number of certificates Rangi Ruru 2018 Actual # Total Achieved Merit Excellence gained with endorsements is wonderful Endorsements endorsed M & E and the girls are to be congratulated for this. Gaining an endorsed certificate NCEA Level 1 115 3.4% 36.1% 62% 98.1% is a goal well worth striving for and NCEA Level 2 114 12% 39.3% 49.5% 88.8% is available to those who commit themselves to a rigorous programme of NCEA Level 1 111 28.7% 35.7% 37.8% 73.5% study, particularly at the academically uncompromising Level 3.

Behind these statistics lie personal achievements for each individual girl, and we acknowledge and celebrate this.

SCHOLARSHIP

These examinations test high- Ruby Blake-Manson English, Mari-Clare McLaughlin Accounting, level critical thinking in addition to Biology (Outstanding Performance), Economics, Statistics (Outstanding specific subject knowledge, and we Statistics (Outstanding Performance) Performance) admire the combination of attributes acknowledged in these awards. These Charlotte Corkery Printmaking Alyssa Robinson Painting, Printmaking results are achieved at two levels, (Outstanding Performance) Abigail Croot English, Spanish, ‘Scholarship’ and ‘Outstanding Economics Danielle Rutter Printmaking Performance Scholarship’. Rose Hadley English Valerie Xiang English, Chemistry, Music From the 2018 Scholarship exams, the girls gained 26 Scholarships Molly Halpine Painting • Ruby Blake-Manson is a recipient of including 6 Outstanding Performance an ‘Outstanding Scholar Award’ of Scholarships. Two of these were Year Xuran (Gloria) Hu (Y12) Chinese which there are only 46 nationwide 12 students. ($5000 each year for three years). Eugene In English (Outstanding Five girls gained three Scholarships Performance), Music • Alyssa Robinson is top in New each and two gained two each. Zealand in Printmaking and receives Sarah Lawrence (Y12) English a ‘Top Subject Scholarship Award, Eleanor Lester English, Biology, Classical of which there are 34 nationwide Studies (Outstanding Performance) ($2000 each year for three years).

Yu (Clare) Liu Statistics

WIDE SKY 2019 29 UNIVERSITY SCHOLARSHIPS 2018 RECIPIENTS

Leah Berquist University of Otago, Leaders of Tomorrow Entrance Scholarship 2019 Hannah Davies University of Otago, Leaders of Tomorrow Entrance Scholarship 2019 Holly Manning University of Otago, New Frontiers Entrance Scholarship Eva Weir University of Otago, New Frontiers Entrance Scholarship Maddi Halliday University of Otago, New Frontiers Entrance Scholarship Sarah Casey University of Otago, New Frontiers Entrance Scholarship Karishma Singh University of Otago, Vice-Chancellors Scholarship High Distinction Valerie Xiang University of Otago, Academic Excellence Entrance Scholarship Lucy Costelloe University of Otago, Academic Excellence Entrance Scholarship Ellie Lester University of Otago, Academic Excellence Entrance Scholarship Ruby Blake-Manson University of Otago, Academic Excellence Entrance Scholarship Eugene In University of Otago, Performance Entrance Scholarship with Distinction Emma Stephens University of Otago, Performance Entrance Scholarship Kate Boyd University of Otago, Performance Entrance Scholarship Emilie Aitken University of Otago, Performance Entrance Scholarship Lucy Simpson University of Otago, Performance Entrance Scholarship Abbey Heale University of Otago, Performance Entrance Scholarship Valerie Xiang University of Canterbury, Engineering High Achievers Gabby Dodd-Terrell University of Canterbury, Business & Law First Year Award for Excellence Mari-Clare McLaughlin University of Canterbury, Business & Law First Year Award for Excellence Ruby Blake-Manson University of Auckland, Top Achievers Scholarship Eugene In University of Auckland, Top Achievers Scholarship Yuna Chon University of Auckland, Top Achievers Scholarship Valerie Xiang University of Auckland, Top Achievers Scholarship Ellie Lester University of Auckland, Top Achievers Scholarship Mari-Clare McLaughlin University of Auckland, Top Achievers Scholarship Molly Halpine University of Auckland, Faculty of Arts Undergraduate Scholarship Abby Croot University of Auckland, Faculty of Arts Undergraduate Scholarship Gabby Dodd-Terrell Auckland University of Technology, School Leavers with Academic Excellence Emma Cushing Auckland University of Technology, Academic Excellence/Significant Student Charlotte Gambrill PwC, Accelerate Programme Rose Hadley Central Lakes Trust, School Leavers Tertiary Scholarship Valerie Xiang Victoria University of Wellington, Kahotea Scholarship for Outstanding Achievements Ellie Lester Victoria University of Wellington, Tangiwai Scholarship for Excellence Leah Berquist Victoria University of Wellington, Tangiwai Scholarship for Excellence Charlotte Corkery Victoria University of Wellington, Tangiwai Scholarship for Excellence Mari-Clare McLaughlin Victoria University of Wellington, Tangiwai Scholarship for Excellence Prue Lange Victoria University of Wellington, Tangiwai Scholarship for Excellence Gabby Dodd-Terrell Victoria University of Wellington, Tangiwai Scholarship for Excellence Hilary Royds Victoria University of Wellington, Tangiwai Scholarship for Excellence Emma Cushing Victoria University of Wellington, Tangiwai Scholarship for Excellence Rose Hadley Victoria University of Wellington, Tangiwai Scholarship for Excellence Isabella Carter University of California Los Angeles UCLA Isabella Carter University of Southern California UCS Isabella Carter University of Virginia Juliette Ward AMDA College and Conservatory of the Performing Arts, Los Angeles, US Juliette Ward Village Nation, Sydney Juliette Ward The Next Step Performing Arts, Sydney Aimee Hayward Wagner College Connie Taylor Western State University, Missouri

30 WIDE SKY 2019

Qiqi Wang – 10,000 km from home

LOUISE STANTON INTERNATIONAL STUDENT DEAN

What motivates parents to send their students were encouraged to think to go out and see the world and try child halfway around the world to and question, and the opportunity to different experiences, so when they a distant country, where they may study a broad range of subjects was realized their cousin was living in not know anyone, to attend school? enough to pique her interest. Four and Christchurch, they didn’t hesitate to For Year 12 Rangi Ruru Girls’ School a half years on and Qiqi is a bona fide get in touch. I didn’t know a lot about student Wang Yin Qi, or Qiqi as she Rangi girl and her family are firmly Rangi Ruru before coming to New is affectionately known, moving from established in our wider Rangi family – Zealand to visit, but I was told it was Hangzhou in China to Christchurch Rangi for Life! the best school in Christchurch and in Year 9 was initially her parents’ that the students and wider school idea, but one that she was happy to Rangi Ruru is currently home to 30 community were very happy. It was go along with. There was already a full time international students across quite scary at the start, but four and family connection with Rangi Ruru, years 7-13, 20 of whom live in the a half years on I am happy to say that and after hearing about the school, Boarding House. Being on campus, it has been the best experience and I the seed was sown. For Qiqi, the the Boarding House is a popular choice have made some very special lifelong chance to experience a new teaching amongst our international and domestic friends.” Living on campus Qiqi has and learning environment where families as it provides a supportive embraced boarding life and become ‘home away from home’ living very independent. She has been a environment and the students have the huge support and role model to her school’s facilities on their doorstep. peers, as well as a big sister for new international students. Qiqi first arrived in New Zealand I DIDN’T KNOW A LOT mid-way through 2014, and when She says one of her biggest the family came to visit Rangi, what ABOUT RANGI RURU challenges was being able let go of impressed them, apart from the the need for academic success at all BEFORE COMING TO beautiful campus, was the wrap costs. It is hard for us to understand NEW ZEALAND, BUT around support the school gives the academic pressure that Chinese I WAS TOLD IT WAS to international students. From the children are under and it is ingrained International Student Dean and a THE BEST SCHOOL IN in them that it is the only thing that strong Pastoral Care team, to ESOL matters. For Qiqi, studying abroad CHRISTCHURCH AND classes and a dedicated Christchurch comes with its own expectations, but THAT THE STUDENTS based Caregiver, the girls are fully she says the teachers at Rangi are WERE VERY HAPPY. supported in their educational journey. amazing and constantly go above and beyond for their students. She loves – QIQI WANG Qiqi commented: “My parents thought that students can discuss things in it would be good for their daughters

32 WIDE SKY 2019 class and are expected to question and express their opinions, promoting critical thinking and inquiry. In China, there is still a hierarchy of ‘academic’ subjects, meaning that the things Qiqi loves, Music and Art, are not seen as important. Rangi’s holistic approach to teaching and learning, encouraging student engagement in the process, has been something that Qiqi has fully embraced and succeeded in.

Her family are so proud of the young woman she has become, and what she has achieved, that it is all worthwhile. Qiqi’s mother, Wang Liehong, said: “I am very proud of Qiqi and her achievements at Rangi. She is such a different girl now and I can see how she has flourished. I am very happy with her being here”.

A highlight for Qiqi has been getting to know everyone in her year group and blending in so well. She is also very proud of that as well, as what she has achieved in Music. Upon coming to Rangi, Qiqi took up the opportunity to take music lessons and chose the Cello, an instrument she has completely fallen in love with. With little over 4 years playing she is at Grade 8 and plays in both Rangi Symphonia and the Chamber Music group. She also started singing and has been in Resolutions since Year 11. She says: “At Rangi I love that the Music Department is like a big family. All the muso’s hang out in the music rooms. We enjoy ourselves a lot and I have met some wonderful people. The teachers are dedicated and have high standards, so we are encouraged to perform to our best.”

If she had to give one piece of advice to an international student, Qiqi would say to them to give international study a go and when you have the chance of doing it, really hold on to it. Don’t think that your English is too bad that you can’t talk, you just need to try. Take the chance and use it wisely, don’t waste it as not everyone has the opportunity to travel abroad to study.

Looking to the future, Qiqi is hoping to study Music or Art at university. Mum hopes she will stay in Christchurch but Qiqi is also considering moving closer to home; perhaps Hong Kong, where she can immerse herself in both Eastern and Western cultures and enjoy more local food, which is one of the things she misses most about home. 

WIDE SKY 2019 33 RROGA – Rangi Ruru Old Girls’ Association

FELICITY WILLIAMS PRESIDENT

PHILANTHROPY

The Committee of the Rangi Ruru Old Two very special funds are named for PHILANTHROPIC AMOUNTS Girls’ Association has always been a their benefactors – The Gibson Webb strong advocate of supporting the Exhibitions and the Alison Kay Sports For the year ended 31 March 2019 school, its pupils and alumnae in the Awards. Rather than a donation to SOAR Sports Programme $1,500 most generous way it can. Our first one cause, the Association chose to committee set it out very clearly in the invest and grow these bequests using Grant for UK Alumnae Event $4,000 Constitution. the interest to benefit many girls. This way we are also able to honour and Camp Quality $50 1.1.1 The to offer such scholarships, remember the donors every year. bursaries or exhibition to girls at The Rangi Ruru Capital Campaign the School, as funds permit; The Gibson/Webb exhibitions are (The fifth donation of five) $20,000 named after the Gibson sisters who 1.1.2 to make donations towards founded Rangi Ruru, and Betty Webb, *Alison Kay Exhibitions $2,400 School activities, and a past President and Patron of the Old *Year of End Prizes $1,310 improvements of the buildings Girls’ Association. These are awarded and grounds of the School as the each year by the Rangi Ruru Old Girls’ *Year 7 & 8 Old Girls’ Association sees fit Association to direct descendants of Scholarships $8,000 Old Girls in their senior year at Rangi. Over the 95 years of its existence, The awards are made to girls who *Gibson Webb Exhibitions $2,250 through the prudent and wise show outstanding endeavour and investments from our treasurers and citizenship. These are girls who have Since balance date accountants, the capital base of Life maintained a sound level of academic Membership funds, legacies, fund- Rameau Grand Piano $5,000 achievement, and also demonstrated raising and donations has been built qualities that make the school and the up to enable the Association to grant Archivist $5,000 community a better place in which a variety of scholarships, bursaries, to live. These qualities might include *denotes a yearly grant exhibitions and donations to a large courtesy, reliability, persistence, number of recipients, both in the sensitivity to the needs of others, as School and community. well as strengths in academic, sporting or cultural areas.

34 WIDE SKY 2019 Linton Photography LEAVERS’ BALL 2018

Iffy weather in the late afternoon was bothersome, but didn’t dampen the enthusiasm and enjoyment of around 330 attendees on Wednesday 5th December 2018. Later on, when there was a torrential downpour we were all ensconced snuggly in a huge marquee on the lawn opposite Te Koraha. The band played, there was food, excitement and laughter underneath a silken canopy of twinkling starry lights. Many thanks to Moveable Feasts who were caterers and event managers. It was a tremendous success!

The Rangi Ruru Old Girls’ Association Linton Photography is delighted to welcome these brand- new alumnae into our ranks. Make sure you keep in touch with us!

GIBSON WEBB AWARD

On June 10th 2019, Rebekah Thomas-Hiddlestone, Vice President of the RROGA, had the privilege of presenting this year’s Gibson Webb awards to the following recipients:

1 Hazel White

2 Izi Newman

3 Skye Calder

We were thrilled to hear these girls upheld the Rangi Ruru values highly, so it is with great delight that Rangi Ruru Old Girls’ is able to fund scholarships to reward such values. We wish the girls all the best with their future endeavours.

WIDE SKY 2019 35 Legacy

BRIDGET WOODHAM HEAD OF DEVELOPMENT

Legacy by definition means a gift by will of money or other difference, leave something for a new generation, for people personal property. I’m not sure why the term ‘leaving a I have never met but who share a similar dream. It feels legacy’ has a nuance that implies wealth. Unquestionably, right. It feels good. many wealthy people make bequests but just as often it’s everyday, hardworking folk who choose to do it. Leaving a gift in your will to Rangi Ruru is a powerful way to honour and celebrate the part Rangi has played in your life, For me, legacy is a special opportunity to do something the opportunities it provided you or your daughter with, the wonderful, to leave my mark on the planet in some small doors it helped open. way. Don’t get me wrong, looking after my family is of course a priority however, I also want to know I can make a To be able to show gratitude and celebrate someone’s intended giving while they are living is incredibly special. And understanding the ‘why’, adds a richness to Rangi’s story in a way like no other.

Rangi’s legacy society the ‘Gibson Circle’ celebrates intended generosity as well as acknowledging those who have already made bequests. If you have already named THE TRUE MEANING OF Rangi Ruru in your will and would like to be a part of this LIFE IS TO PLANT TREES, very special group, the ‘Gibson Circle’, please let us know*. UNDER WHOSE SHADE YOU What will your legacy be? DO NOT EXPECT TO SIT IN. To find out more about making a bequest to Rangi Ruru, please contact Bridget Woodham, Head of Development on – NELSON HENDERSON [email protected]

*Anonymity is provided, at your request.

RANGI RURU GIRLS’ SCHOOL IS APPRECIATIVE OF THE GRANTS RECEIVED IN 2019 FROM

Southern Trust NZCT Four Winds Pub Charity $2,500 $5,000 $2,000 $7,000 for Athletics Champs for rowing trailer for Performing Arts for Basketball Premierships venue hire in Palmerston North

36 WIDE SKY 2019 THIS YEAR WE INVITE YOU TO GIVE TO:

MANA WAHINE PRINCIPAL’S RAMEAU FUND KOHA FUND GRAND PIANO Student leadership Assisting families in A much loved opportunities difficult times musical instrument

EVERY GIFT, BIG OR SMALL, MAKES A DIFFERENCE FOR OUR RANGI GIRLS

GIVE TODAY

WWW.RANGIRURU.SCHOOL.NZ/SUPPORT OR

CONTACT BRIDGET WOODHAM, HEAD OF DEVELOPMENT 03 983 3745 | [email protected] Whaia To Te Rangi

59 Hewitts Road Christchurch 8014 New Zealand

For further information contact T +64 3 983 3700 E [email protected] rangiruru.school.nz