Dio Today - June 2025

JUNE 2025

OUTDOOR EDUCATION LEARNING BEYOND THE TRADITIONAL CLASSROOM ENVIRONMENT

LEARNING

LIVING

LIFELONG FRIENDS

76 Big dreams & bold moves

Young scoops

ON THE COVER

As part of the annual EOTC Week, Year 13 students embraced ‘Thinking and moving beyond boundaries’. They were asked to reflect and be challenged to explore the contribution they can make to the future. Students experience some of New Zealand’s most beautiful locations and the activities provide an immersive experience in New Zealand’s great outdoors, not only promoting physical fitness, but also teaching essential survival and safety skills in different environments. One of the Year 13 activities was rock climbing in the

From the editor

In the Living section of this issue of Dio Today, we feature our Dio counselling team who do wonderful work helping our students navigate life’s challenges. Assisting them in their work is Miles, their canine colleague, a great hit with the girls.

Of course, we also have a feline companion at Dio – Ollie, lord of all he surveys, who pops up all over the campus, and can be seen attending events, curling up in the scrap fabric box in the materials technology area or assisting the Principal’s PA in her office.

Apparently, founding Headmistress Mary Pulling, was very fond of cats, and no doubt since her time many a cat has graced School House with its presence. I wonder how many alumnae circa the early 1990s remember the grey fluffy cat who used to roam the campus, particularly the Science Block, with its intriguing rodent residents and other ‘wildlife’.

This Dio cat ended up as part of our family after the then caretaker pronounced that if he found her shut up in School House once more he was going to ‘deal to her’. She was somewhat predictably named Fluffy, and lived a long and pampered life with us, ending her days in Whitianga.

Animals play such an important role in our lives, blessing us with their devotion and unconditional love. In his famous poem, Song of Myself, American poet Walt Whitman writes about animals not sweating and whining about their condition, not being “demented with the mania of owning things”.

“I think I could turn and live with animals, they are so placid and self-contain'd, I stand and look at them long and long.”

What lessons we can learn from our furry friends of all sorts. May we ever be grateful for the joy, humour and companionship that they bring to our lives.

Liz McKay, editor

Fluffy with a little

Whakapapa area of National Park. Pictured is Georgia Galloway. Photo: Rob Boasman.

Below:

Dio visitor one Open Day in the early 1990s Right: Ollie lapping up attention from the girls.

FROM THE PRINCIPAL

IN PURSUIT OF EXCELLENCE

Tena¯ koutou katoa – I wonder how many of you have been drawn in by advertisements on your phone offering to test your IQ – or intelligence quotient - only to find you have been duped by an advertising ploy where you are then asked to provide further personal information. It seems that we are all fascinated by our potential intelligence and think of it as some magical brain power – that we may in fact be a real genius and not know it! In discussing this topic at a recent school assembly, we were pleased to note that our girls understood that IQ tests were a reasonably flawed measure of intellectual ability.

What we celebrate at Diocesan is not some magical or innate level of intelligence – we celebrate students who demonstrate that intelligence is something you build for yourself. Moreover, it involves learning about yourself along with important foundational content. As Michelle Obama says: “The only limit to the height of your achievements is the reach of your dreams and your willingness to work for them.” Behind the scenes of every achievement, we celebrate the inspiration, creativity and analysis of content as well as the resilience to work and strive for what we believe in. Learning is a unique human endeavour and while sounding quite scientific, learning and achievement is far more an art than a science. It occurs at the intersection between thoughts, cultures,

languages, values and beliefs and is therefore not easily assessed.

At our recent Scholars’ Awards evening, the Head of the Academic Council and Academic Prefect Belle Opie beautifully articulated the importance of balancing the desire to achieve excellence while also maintaining a healthy balance of being open to new ideas, with time to explore and engage in activities where you find out most about yourself. She confirmed that while learning content was challenging and engaging, discovering who you are as a person, testing your values, and using knowledge to form your character and resilience were even more important aspects of pursuing excellence.

Our guest speaker Conor Tarrant, who was joint Dux at Dio in 2018, discussed her experience of using her outstanding examination results to define herself. At university she realised that her single focus on excellence was getting in the way of her personal development. During her medical training, she reflected on the deeper values learned at Dio and how they were just as important when dealing with patients. As a doctor at Nelson Hospital, she expressed how patient needs were more important than grades, and this involved engaging her personal attributes and empathy to provide reassurance and confidence in her medical practice.

The development of the ‘whole’ person is a journey that we continue to

experience our entire lives. As education providers, it is even more important to learn what it means to thrive in life –not just through learning content, but through meaningful engagement with each other, through ethics, languages, and building cultural knowledge as learned through our Service Learning, Mãtauranga Ma¯ori, Ethics, Futures Thinking and Religious Education programmes.

With extensive sports, EOTC and arts activities, our students enjoy an impressive breadth of curriculum and technological support. While AI is capturing headlines with the ability to provide individual feedback to every student in an instant, we also hold on to the values of humanity – to have faith and hope for the future. The recently appointed Pope Leo XIV delivered in his first homily his worry about the focus on technology, money, and a loss of faith in society that has been tragically accompanied by the loss of meaning in life. In response to these emerging trends, education is evolving as the world changes and narrow views of intelligence have not served us well in feeling purposeful and in knowing how to thrive.

Thriving is also about learning at your level of challenge, along with the exploration of creativity and mental strength through comprehensive experiences. What it means to thrive in life will always be part of our Dio Difference, “to be more than you ever

“Academic excellence is at the heart of everything we do. We’re proud of our girls’ successes each year as we remain one of the top achieving schools in New Zealand.”

Heather McRae, Principal

imagined”. We believe that intelligence and excellence are inextricably and wonderfully intertwined with whoever exhibits them. We believe that each person’s version is uniquely shaped and an expression of that person’s individuality. Excellence is not the opposite of failure – it has its own pattern as a human endeavour. At Dio, excellence is cultivated and unforced and we are proud to pursue this dynamic human activity with purpose and determination.

Educator Jana Stanfield’s song resonates: “I cannot do all the good the world needs, but the world needs all the good I can do.” From this purpose grows a generation of girls who understand an emerging and more complete definition of intelligence.

Kia kaha, kia maia, kia manawanui. Ut Serviamus

Heather McRae, Principal

Diocesan School for Girls

Clyde Street, Epsom, Auckland, New Zealand

Private Bag 99939, Newmarket 1149

P. 09 520 0221

E. office@diocesan.school.nz

DIOCESAN.SCHOOL.NZ

BOARD CHAIR

Mrs Jenny Spillane

PRINCIPAL

Ms Heather McRae

CHAPLAIN

Reverend Sandy Robertson

ASSISTANT CHAPLAIN

Reverend Bryan Haggitt

HEAD OF SENIOR SCHOOL

Mrs Margaret van Meeuwen

DEPUTY PRINCIPALS SENIOR SCHOOL

Mrs Dian Fisher

Mr Simon Walker

ASSISTANT PRINCIPAL

Mrs Kate Burkin

HEAD OF JUNIOR SCHOOL

Mrs Sue Cattell

DEPUTY PRINCIPAL JUNIOR SCHOOL

Ms Nicole Lewis

DIRECTOR OF BUSINESS

Mr Paul Sherris (from Term 3)

DIRECTOR OF MARKETING

Ms Shelley Johnston

DIRECTOR OF DEVELOPMENT

Mrs Angela Coe

DIRECTOR OF RECRUITMENT AND PEOPLE

Mrs Melissa Karl (from Term 3)

DIRECTOR OF ADMISSIONS

Mrs Kate Jones

HEAD PREFECT Lotosina Tavui

DEPUTY HEAD PREFECT Ivy Barrington

DIO TODAY is produced through the Marketing Office of Diocesan School for Girls and is designed and published by Soar Communications Group Limited. For information about this publication, contact:

Editor, Liz McKay

E. lmckay@diocesan.school.nz

Alumnae editor and proofreading, Deirdre Coleman, E. d.g@slingshot.co.nz

Commissioned photography by: Nicola Topping | Real Image | realimage.co.nz

Craig Butland | Craig Butland Photography | craigbutlandphotography.com

Blake Armstrong | Craig Butland Photography | craigbutlandphotography.com

Board of Governors

As much as we try and resist it, change is a constant in our lives, and so it is with the Diocesan Board of Governors. As a school we are incredibly fortunate to have board members who are not only very smart and skilled, but who also have a remarkable sense of service to Diocesan and its community. Servant leadership is a principle that stands at the heart of what it is to be a Dio girl, and I am constantly impressed with the extent to which it is also demonstrated by all members of the Board of Governors. So, when we sadly have to farewell a highly valued member of our team, they’re able to leave knowing that the school continues to be served by quality governors who have a passion for Dio and all that it offers.

As I write this, we are farewelling Indy Sena from the Board of Governors, which he joined in 2021. That Indy has been an asset to the Board somewhat underplays all that he has overseen. As Chair of the board’s Finance, Audit and Risk Management Committee, and with significant experience in financial reporting and financial risk management, Indy has maintained a laser focus on the financial performance of the school – and Dio enjoys a strong position as a result. Indy’s tenure has also coincided with a period of increased attention on cyber security and he has ensured that this, and health and safety, have received the full and proper attention of the Board. All board members will miss Indy’s contribution, which has always been delivered with the perfect balance of professionalism and good humour. Thank you, Indy Sena, for the incredible service you have provided to Diocesan School for Girls.

At the same time, it is my pleasure and privilege to introduce two new board members, both of whom joined at the start of 2025.

Indy Sena is succeeded as Chair of the Finance, Audit and Risk Management Committee by Jonathan Oram. Jonathan, a certified chartered accountant, is the Executive General Manager Corporate Banking at ASB Bank and was previously Chief Financial Officer at The Warehouse Group. With an extensive background in financial services and a strong governance background, the Board collectively feels very fortunate to have Jonathan at the table and leading the Finance, Audit and Risk function. Jonathan’s links to Dio extend beyond the board table. He is the father of three, including Olivia in Year 9, and is married to Amber, a Dio Alumna and former secretary of the Alumnae Association.

...the Board collectively feels very fortunate to have Jonathan at the table...

Jonathan Oram

The Board is also delighted to welcome Alexandra (Alex) Burgess, who is already adding tremendous value to the work of the Campus Development Committee. Alex is a chartered civil engineer specialising in infrastructure risk and delivery management. In her professional life, Alex’s passion is working on projects that make a difference for our community and the environment. With the building work throughout the school, we are delighted to be the beneficiaries of that passion. Alex and her husband, Chris, have two daughters. As a family they also enjoy experiencing the environment through mountain biking and activities like beach clean-ups and tree planting.

As we say goodbye to Indy and welcome Jonathan and Alex, it’s indeed timely to reflect on how fortunate we have been, and continue to be, to have such a quality group of individuals on our Board of Governors who are all equally committed to leading and being of service to Diocesan School for Girls.

Jenny Spillane, Board Chair

Alex’s passion is working on projects that make a difference for our community and the environment.

How will your daughter make her mark?

The world is changing, and the role of women is changing even faster. Meet the people and explore the place that will encourage, challenge and inspire your daughter to be more than she ever imagined

Open Day

Wed 22 October, 9AM – 11AM

Join us at our Open Day and experience the world-class opportunities awaiting your daughter at Dio Register at diocesan school.nz

Alexandra (Alex) Burgess

Jasmine Future Broadway Sound Designer

Heritage Foundation grants

The Diocesan Heritage Foundation is delighted to have awarded numerous grants over the past 18 months, supporting a wide range of disciplines. These grants empower students and staff to learn, grow and excel in their chosen fields and beyond the classroom.

Grants have been awarded for:

• Staff professional development

• Sport – lacrosse, rowing, water polo, underwater hockey

• Academic

• Future problem-solving

• Performing arts – Kapa haka, Irish dancing

“Service has become a guiding part of my life – both in giving and receiving. I’m deeply grateful for the generosity that has allowed students like me to attend Dio and benefit from its life-changing opportunities. Dio has given me more than an education. It’s offered enriching experiences, lifelong friendships, and the confidence to step into the world as a thoughtful global citizen, representing New Zealand in the International Public Speaking Competition, which was made possible by the Diocesan Heritage Foundation. This support inspires my own commitment to service. As Mahatma Gandhi said, “The best way to find yourself is to lose yourself in the service of others.”

Edith Li – 2024 Head Prefect

“I am deeply grateful for the generosity of the Dio community in providing opportunities beyond academic study, such as the arts.

The Diocesan Heritage Foundation’s support over several years has allowed me to have many experiences at a national level, such as my involvement and successes in the SCGNZ Shakespeare Festival. The service spirit here at Dio is truly incredible and is one of the many aspects that makes our community so special.”

Amanda Yu – PY2024

The Heritage Foundation is proud to support Diocesan’s kapa haka group through the purchase of 50 piupiu, 14 pari, and taonga, including pounamu earrings and necklaces. These garments are more than attire

– they embody whakapapa, deepen students’ connection to the whenua, and celebrate cultural identity. This investment will benefit generations to come, with each piece carrying the kōrero and mana of those who wear them. We are honoured to support and uphold the cultural pu¯manawa of Aotearoa.

Kapa Haka

Amanda Yu (right)

Edith Li Diocesan’s kapa haka group

Grandparents’ Day –A family celebration

Over two sunny autumn mornings in March and April, we welcomed more than 800 grandparents and special guests to Diocesan School for our annual Grandparents’ Day. This event provided a wonderful opportunity to celebrate family connections and acknowledge the important role that grandparents and special guests play in the lives of our students.

A highlight for many students was the chance to share the place where they spend much of their time learning and building friendships. After a warm welcome in the Performing Arts Centre, guests joined their grandchildren for a guided campus tour and classroom activities, offering a glimpse into everyday life at Dio.

For some grandparents, it was a return to familiar surroundings, allowing them to reconnect with old friends, revisit memories, and see how the school has evolved. For others, visiting Dio for the first time, it was a chance to experience the school community firsthand and see Dio through their grandchild’s eyes. New facilities, evolving learning spaces, and the energy of today’s students serve as a reminder of how Dio continues to grow while honouring its traditions. The day is always a special occasion in our Junior School and Junior High, eagerly anticipated by both students

and staff. Sue Cattell, Head of Junior School, says this year was no exception.

“As the grandparents arrived, the atmosphere was filled with excitement and pride, with the girls enthusiastically welcoming their grandparents into the classrooms,” she says. “It was heartwarming to witness the joy and connection between the students and their grandparents as they proudly

guided them through our beautiful school environment.”

Grandparents’ Day remains a cherished event on the school calendar, offering a chance to strengthen connections, share experiences and reflect on the community spirit that continues to shape Dio today. We are grateful to all who attended and helped make the morning so memorable.

Left to Right Kevin Gordon, Lola Gordon, Wendy Gordon,  Macy Gordon John Skilleter and Pauline Skilleter

Grandparents’ reflections

Grandparents share their thoughts on the day, from time spent with their granddaughters to reflections on school life and what it means to be part of the Dio community

Lily Fong, grandmother of Elizabeth Johnstone (Year 6)

“While schools are made up of facilities and people, what sets Dio apart is its heart.

It is a vibrant community of impressive young women, guided by dedicated teachers and staff, driven by a strong commitment to excellence, care and service. That spirit is what makes Dio truly special.”

Trish and Michael Watt, grandparents of Stephanie Watt (Year 7)

“We had a wonderful morning at Grandparents’ Day with our granddaughter, Stephanie, who is in Year 7 and proudly part of Cochrane House like her mother before her. Diocesan is a wonderful school that encourages excellence in academia, sport and the arts. It also fosters a spirit of kindness, tolerance and courtesy, making it a truly special place.”

Christine and Harry White, grandparents of Molly and Sadie Hickling (Years 7 and 5)

“Grandparents’ Day was a lovely time with our granddaughters. It was impressive to see the incredible facilities that have been added since my own time at Dio. We know it’s the perfect fit for Molly and Sadie – a caring environment grounded in strong faith and values. The girls have every opportunity in front of them and are encouraged to make the most of each one. Just like I did, they’ll form friendships and connections that last a lifetime.”

Susan Haigh, grandmother of Florence and Jemima Nathan (Years 8 and 6) – also attending were Susan’s sister Kathleen and her husband David (great aunt and uncle)

“Dio is the perfect school for my granddaughters. It’s a nurturing environment where the girls receive an excellent education, form lifelong friendships, and develop a strong sense of values. The variety of subjects and opportunities available is outstanding. My sister and I both said we wished we could go back to school ourselves!”

Rody and Bill Davies and Hueline Massey, grandparents of Lilian and Madeline Massey (Years 5 and 9)

“Our day spent with our granddaughters was an absolute delight. We loved seeing the cross-section of the Dio community and experiencing the warm, caring environment that exists within the school. The girls are fully engaged, and we firmly believe they’ll gain as much as they give. The lifelong connections they’re building here will be invaluable.”

Barbara and Tony Clephane, grandparents of Clare (Year 2)

On Grandparents’ Day, the highlight for Barbara and Tony was spending time in Clare’s classroom. Barbara shared, “We loved seeing who her reading buddy is, learning about her classroom responsibilities, and spending time with her in the playground. It was a wonderful morning.”

Jesu Pandey with her granddaughters

Aarya, Ryna, Kavya and Amyra (Years 9, 6, 4 and 2)

“It has been such a joy to share this special day with my granddaughters. I’m grateful to be welcomed into the Diocesan community – a place that is clearly nurturing, inspiring and full of opportunity.”

Campus update: BUILDING FOR THE FUTURE

It’s hard to miss the development currently under way across our campus. In Term 1 we had a crane onsite, and we now have two wrapped buildings, fences up, and construction teams busy at work. This is one of the most transformative periods of construction our school has experienced in recent years.

However, these projects aren’t just about buildings; they’re about preparing our learning spaces for the future while honouring our past. In this update, we’re keen to share progress on three key areas of development: the transformation of the Shrewsbury Building, the restoration of our Chapel, and the temporary teaching village located on our school field.

SHREWSBURY BUILDING TRANSFORMATION

To meet the growing demand for classroom space in our Creative Industries and Arts Departments – and to reflect the evolving ways these subjects are taught – we’re reimagining the Shrewsbury Building. This will

create purpose-built spaces designed for open, dynamic and productive learning.

The Shrewsbury Building has long been a cornerstone of creativity and innovation at Dio. Home to 16 specialist classrooms, it supports a wide range of disciplines including painting, photography, printmaking, design, materials technology and food technology. It’s a space many students and families hold close, and in 2025, it’s undergoing an exciting transformation.

Construction is already well under way. The building is currently wrapped and the full interior strip-out is almost complete. Its original structure has been strengthened, forming the foundation for a completely reimagined learning environment that will soon showcase our students’ creative achievements. The redesign includes the addition of a mezzanine level –significantly enhancing the flexibility and functionality of the space. The project is on track for completion by early 2026.

Most importantly, the transformed building will better support a variety of learning styles and teaching approaches. Whether students are working independently, collaborating in small groups, or engaging in hands-on creative production, the new Shrewsbury Building will be purposefully designed to support their success and inspire their potential.

Melissa Brady, our property manager, shared her thoughts on the scope of the project: “Shrewsbury will house new purpose-built spaces fit for teaching in a more open and productive way. The comprehensive upgrade creates additional space at mezzanine level, with new stairs, an upgraded passenger lift, new roofing, aluminium joinery, new wall cladding, improved thermal performance, upgraded ventilation, removal of high-risk weathertightness areas such as membrane roofing and internal gutters, as well as water reticulation and photovoltaic panel array.”

Project Timeline: Construction throughout 2025 | Expected completion: early 2026

The Shrewsbury Building is being reimagined to better support a variety of learning styles and teaching approaches.

CHAPEL RESTORATION

The Chapel of our Glorified Lord (1922) and St Barnabas (1865) have played a vital role in school life for generations. From weekly services and major school celebrations to quiet moments of reflection, they hold a special place in the hearts of students, staff and alumnae alike.

The current restoration project, which began in 2024, has two main goals: to preserve the historical integrity of the buildings and to ensure their long-term safety and usability. The work is being guided by expert heritage architects and engineers who are working closely with our Property Team to deliver a respectful and thoughtful restoration.

This work is part of a wider effort to protect and enhance the historic buildings precinct on our campus, ensuring this central area of our campus remains strong and resilient for decades to come. Our Chaplain, Rev’d Sandy Robertson, shared her thoughts: “We are eagerly awaiting having our beloved Chapel open again to our community. We have missed our Chapel as a quiet place of reflection and spirituality within our busy campus and lives. It is such an important part of school life. It has been dearly missed while it has been wrapped.”

Project Timeline: Restoration underway

Expected Completion: September 2025

Project Timeline: Village in place throughout 2025 | Removal planned early 2026

THE TEMPORARY TEACHING VILLAGE

While the Shrewsbury Building is being upgraded, learning continues – but with a temporary twist. As the technical infrastructure required for creative industries classes (the multiple ovens, darkrooms etc) couldn’t easily be replicated in a temporary setting, an alternative solution was needed.

To make the best use of resources and space, the English Department – whose teaching requirements are less reliant on specialist equipment – has been relocated to the village for 2025. Susy Carryer, Head of the English Department, reflected on the experience so far: “Staff and students have settled in well to these classrooms. They are spacious and comfortable, and during the summer months, we enjoyed the

LOOKING FORWARD

option of students sitting outside to practise speeches or create dramatic interpretations of their texts. We are particularly grateful to Lorraine Marshall, our faculty administrator, for the creative solutions she has found to ensure that we still have easy access to the resources we need.”

The temporary teaching village is located on the school field. This custom-built facility features six double prefabricated classrooms. These modern prefabs are fully climatecontrolled, filled with natural light, and designed to support a smooth continuation of teaching and learning. We’re proud of how our staff and students have adjusted, and we’re grateful for their flexibility during this time of transition.

While any major campus development brings temporary challenges – whether it’s fences around buildings, relocations or noise – it also brings enormous opportunity.

The transformation of Shrewsbury, the creation of our temporary teaching village, and the restoration of our Chapel are not just about buildings. They represent our commitment to future-focused education, to student wellbeing and to preserving what matters most about our school culture.

We are grateful to our community for your patience and support during this busy time. We’re excited about what’s to come, and we look forward to sharing more progress with you in the months ahead. Thank you for being part of this journey.

The temporary teaching village on the school field has housed the English department while work continues on the Shrewsbury Building.

Restoration of the Chapel of Our Glorified Lord is nearly complete.

Standing TALL together

Speech delivered by Head Prefect Lotosina Tavui at the first assembly of the 2025 academic year.

Talofa lava, malo e lelei and good morning. My name is Lotosina Tavui and I have the honour of being your Head Prefect for 2025. I’m looking forward to working closely with our outstanding Deputy Head Prefect Ivy Barrington, our amazing prefect team, our Year 13 cohort, Ms McRae, Mrs van Meeuwen, Mr Cheetham and, last but not least, all of you, the students.

When I first started at this school, I was in Year 5. I was a little nine-yearold Samoan kid who wasn’t sure how to fit into this new environment. Everything felt bigger, faster and harder than what I was used to, and I didn’t know where I belonged. I felt like an outsider. As far as I knew, I was the only scholarship student here and that made me question everything. I looked around at all the confident faces and at the friendships that seemed so effortless. This school felt so unfamiliar. I questioned myself every day and always thought, “Am I good enough to be here?”

There were days when I felt like I didn’t belong. As a scholarship student, I sometimes wondered if I had earned my place here or if I was just filling a

space. I watched as my peers excelled in ways I didn’t think I could. There was this constant fear of being judged and falling behind.

But over time, my perspective began to change. Slowly but surely, I found my footing, I made friends, discovered my passions and started embracing what made me unique: my culture, my perspective and my voice. Those feelings of self-doubt didn’t disappear overnight, but they gradually faded as I realised that everyone faces their own challenges. Dio helped me understand this.

As I began to reflect on my journey, I started to see a pattern. How every small step, every struggle and every triumph played a role in shaping who I was becoming. I learned that belonging isn’t about blending in or being like everyone else. It’s about finding strength in your differences and recognising that you’re here for a reason. Slowly, as I found my place, came a new sense of empowerment.

Empowerment is such an important word. It’s not about standing alone or feeling superior; it’s about standing firm in who you are and embracing the

unique story that brought you here. It’s about recognising your worth and the worth of those around you.

Ivy and I strongly believe that reflecting on where we’ve come from helps us stand strong as who we are. That’s why as a Year 13 cohort, we are incredibly excited to announce our theme for this year: 'Tu¯ ki te Ao, Tu¯ ki te rangi', which translates to ‘Stand in the world, stand in the heavens’.

Tu¯ ki te Ao, tu¯ ki te rangi speaks to the strength that comes from knowing your identity and standing proudly in it. It reminds us that everyone has a place in this world, and that we belong, not by chance, but because we have something unique to contribute. This theme challenges us to reflect on our individual journeys, our challenges, our triumphs and the lessons that have shaped us, and to use that understanding to stand confidently in our place in the world and reach new heights.

It’s about recognising that our past, present and future are deeply connected. When we acknowledge our challenges, celebrate our differences and embrace who we are, we empower ourselves to make a meaningful impact

Head Prefect Lotosina Tavui (right) with Deputy Head Prefect Ivy Barrington

on the world around us. Together, we hope this theme will inspire all of us to stand tall, knowing we belong, and to contribute to our shared community with confidence and pride.

When you break it down, Tu¯ ki te Ao can be understood as standing strong in the world, acknowledging your place within it and the impact you can make. Tu¯ ki te rangi, elevates this idea, challenging us to stand with pride and reach for greater heights, as though the sky is the limit. Together, the phrase is a call to step forward with confidence, to stand tall in who you are, and to embrace the journey that has brought you to this moment.

Our theme Tu¯ ki te Ao, tu¯ ki te rangi aligns with ko ta¯tou and the school values. Ko ta¯tou – ‘This is us’ is a powerful concept that reminds us that we are stronger as a community and as a collective. But before we can truly embody ‘This is us’, we first need to embrace ‘This is me’.

The journey of ‘This is me’ isn’t always easy. It requires honesty, courage and sometimes weakness. It’s about looking inward, acknowledging your challenges and celebrating your differences. For me, that journey meant embracing my culture, my faith, my perspective, my past and my voice, even when I doubted my place. It meant learning that belonging doesn’t start with trying to blend in, it starts with being true to yourself.

Once we’ve embraced ‘This is me,’ we can begin to see how we fit into the larger picture of ‘This is us’. It’s taking our unique selves and bringing them together to create a community that is greater than the sum of its parts. When we each stand tall in our own identity, we create space for others to do the same. We create an environment where diversity is not just accepted but celebrated, where everyone feels they have a place, and where we grow stronger because of our differences.

As we embark on this year, I encourage all of you to take this journey for yourselves. Tu¯ ki te Ao, tu¯ ki te rangi challenges us to stand strong in who we are, to reflect on our experiences, embrace our identity, and recognise the value we bring to the world. It calls us to acknowledge our past, stand confidently in the present, and strive for greater heights in the future.

Think about what this means for you. How can you stand tall in your own identity? How can you use your strengths to empower yourself and those around you? And how can we, as a school, create a community where everyone feels seen, valued, and capable of reaching their full potential?

Because when we stand firmly in who we are and lift others to do the same, we’re not just finding our place in the world –we’re shaping it.

Tu¯ ki te Ao, Tu¯ ki te rangi. Let’s stand tall – together!

The Dio

apart is how everything comes together to help our students learn

Our excellent academic record stands for itself. But Dio stands for more than that. We walk alongside every student, helping them grow into confident, compassionate young women who are more than they ever imagined

Our People

Great teachers love to teach

We have passionate teachers who spark a love of learning and create a one-of-a kind learning experience with our students.

Our Place

Our students learn in small class sizes within our stunning campus. Our campus blends heritage and purpose-built teaching facilities, designed for discovery.

You

Our teachers, ideas, curriculum and facilities are the building blocks of a great education.

Our Faith

A strong Anglican foundation nurtures strong values, purpose, service and reflection. Every girl is encouraged to think deeply about the world around them.

Leadership

As an all-girls school, all leadership positions are filled by girls, preparing them to be future leaders and to lead with empathy and impact.

Choice

Dual academic pathways create choices in educational choices beyond the classroom to explore passions in sports, arts and more.

energy, spirit and potential our students bring to Dio. journey.

Independence

As an independent school we have the freedom to re-imagine education through future-focused programmes.

We believe education is an adventure one filled with creativity, courage and connection.

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Reasons to choose a girls’ school

At a girls’ school, students feel empowered to defy gender stereotypes

Students at girls’ schools are more confident, self assured and resilient

3 Participation in STEM is higher in girls’ schools

4 Higher participation in sport and physical activity

5

At girls’ schools, students do better academically, socially and emotionally

6

7

Students experience less bullying and greater respect at girls’ schools Girls’ schools better prepare students for career and life successes

9

Students from girls’ schools have higher aspirations and ambitions

8 Students from girls’ schools are happier and feel they belong At a girls’ school, wellbeing comes first

Source:

ACADEMIC YEAR

in full swing

The academic year is in full swing now as we have passed the mid-point of the year. We were excited to complete the MYP authorisation visit in early May and had the ERO visit this term as well. It’s always good to get feedback from outside organisations so we can measure ourselves against external benchmarks.

It is important to note that the outstanding rates of endorsement (Excellence and Merit) that our students achieve are not the national norms. More than 90% of our students at Level 2 and 3 do this, which is more than double the national rate and well ahead of schools with a similar demographic to Dio. This success does

not come without the hard work of everyone involved – students, their teachers and the parents who cheer their daughters on. But at Dio, we are equally concerned with that full experience – the life lessons learnt in the myriad of sports, arts and service opportunities are also important parts of learning.

We celebrated the success of our scholars at the annual awards recently and their names are in this edition of Dio Today . I reminded the girls that the word ‘scholar’ is from the Latin for school, and you may also recognise other words that are similar, such as scholarship and scholastic. Traditionally it was a person

“Being a scholar is about more than the grades and results; it’s about the learning and the drive to keep learning, and sharing the results of that with others.”

Margaret van Meeuwen, Head of Senior School

whose subject speciality was in the humanities rather than the sciences, but its meaning is wider now. Most academic institutions use the word scholar to describe high-achieving individuals, but that doesn’t stop anyone from demonstrating the characteristics of a scholar: curiosity, creativity, persistence, analytical skills, a passion for learning, and the ability to collaborate and be a team player. Being a scholar is about more than the grades and results; it’s about the learning and the drive to keep learning, and sharing the results of that with others.

Margaret van Meeuwen, Head of Senior School

2024 Examination results

The results for our NCEA Level 2 students are nothing short of impressive, with an exceptional 99% of students achieving the Level 2 standard. This reflects the consistent effort our students put into their studies throughout the year. Moreover, 93% of students received an endorsement with Merit or Excellence, highlighting the exceptional quality of work and commitment to academic excellence displayed across the cohort.

Our NCEA Level 3 students also delivered excellent results, with 96% of students achieving the Level 3 standard. The high level of success demonstrates the strength of our academic programme and the unwavering determination of our students. Additionally, 90% of our Level 3 students received an endorsement with Merit or Excellence, solidifying our school’s position as a centre of academic excellence.

Diocesan also had 96% of girls achieving University Entrance, which is more than double the national average.

NCEA Level 1 results are missing in 2024 because we did not implement the new Level 1 NCEA standards. Instead, Dio ran its own academic programme. Many schools across the country have also dropped Level 1 because the new standards did not meet the academic standard required to support high achievement in Levels 2 and 3.

We are also delighted with the achievements of our International Baccalaureate Diploma Programme students in 2024. Lucy Kilgour (41) and Jessica Gao (40) were our top IB scholars. Achieving an IB Diploma score of 40 points or more places these students in the top 6% of students across the world. We are very proud of their achievements and watch with interest where their studies take them in the future.

Huge congratulations to the students and many thanks to the teaching staff who all worked so hard to attain these exceptional results.

SCHOLARS’ AWARDS

The annual celebration of the scholars of the previous year was held in May and we welcomed alumna Conor Tarrant (PY2018) back to be the guest speaker. Conor was an exceptional academic at school, culminating in NCEA Dux in 2018. She was the Junior High School Dux in Year 10 and received the Dorothy Shrewsbury Bursary for the top Year 12 student. Conor was also a nationally ranked swimmer and was Cowie House Prefect in Year 13. She has spent the last six years at Otago University studying towards her medical degree and since graduating she now works at Nelson Hospital.

Conor had a near perfect academic record across all of her five years at Diocesan. While she has been similarly successful at university, she talked about how chasing academic success can become something of an Achilles' heel. Current students know that spiral, where E8 becomes the only acceptable grade and anything else results in despair, tears and catastrophising. Conor encouraged the award winners to place their own personal happiness at the centre and to not measure their worth by academic success.

Coincidentally, Belle Opie, Academic Prefect 2025, presented a similar theme. Our world celebrates personal achievement and independence. But as a quiet act of rebellion against the myth of perfection, we should broaden our definition of success, she said. We should value empathy as much as intelligence and kindness as much as achievement, and create a culture where people are not afraid to ask for support. In doing so, we can be shaped not by individual strength but by the people who stood beside us.

The future is in great hands when we have such wise souls in the generations about to take their place in the world and influence social behaviour.

This year we made a change to the nature of the awards. In the past they

have been silver badges at Year 11, a gilded badge for a second award at Year 12 and a gold award at Year 13. We decided to simplify things this year by creating a bronze for Year 11, a silver for Year 12 and a gold for Year 13, which will be more sustainable going forward. This year the bronze awards were presented for the first time as we phase out the silver and gilded awards.

YEAR 11 AND BEYOND

The successful examination results of 2024 resulted in a bumper crop of award winners. For the first time, the Year 11 awards were based on the completely internally assessed courses offered at Diocesan, rather than the new national Level 1 standards, which are still being developed. We knew that teaching our own courses (essentially what we’d always offered) would prepare the students well for Level 2 in 2025. We didn’t regret that decision as the confusion continued throughout the year for those schools who did opt in (aspects of standards changed during the year as schools were teaching them). The new roll-out of curriculum and standards has again been paused as NCEA Level

2 is now due to be fully implemented in 2028, and Level 3 in 2029.

Some schools have offered a ‘Dio Diploma’ or equivalent to their students at the completion of the Year 11 course. This generally sets expectations around attendance, service and co-curricular involvement. We believe there is no need to further induce Dio students to commit to their studies and activities outside the classroom, where high attendance, involvement in the sports, arts and service programmes and commitment to the values of Diocesan are the norm. Activities like the Duke of Edinburgh scheme and the Year 11 Relay for Life fundraiser for the Cancer Foundation are highlights for this year group.

In 2025 we have strengthened the acceleration programme and invited several Year 10 girls to skip a Year 11 course and enter into a Year 12 course, where their level of ability is appropriate. There are two full classes in maths (these girls have been in an advanced programme since Year 8 and so are already ‘on that bus’) but there are several students across most curriculum areas.

Alumna Conor Tarrant (PY2018) speaking at the Scholars' Awards.

YEAR 11 BRONZE SCHOLAR AWARDS

Awarded to students with a grade average of 90 or more across Year 11 subjects.

Alice Berry

Laura Bowden

Millie Bridger

Inès Cullinane

Aimee Dasler

Sophia Davies

Alba Erikson

Genevieve Fail

Lucy Gibson

Scarlett Gwin

Sophia Haines

Mia Hanton

Sofia Hitchen

Lucy Hoey

Aimee Horton

Xinyu Jiang

Zara Khan

Rosa Lambert-Oakley

Melissa Lau

Meredith Leu

Alice M Li

Claudia Lim

Alyssia Lowe

Michelle Luo

YEAR 12 GILDED SCHOLAR AWARDS

Lucy Maud

Olivia McDonald

Jemma McKinley

Hannah McManus

Catherine Neal

Zara Oliyath

Sophie Pearce

Mia Platt

Zoe Pook

Chloe Pritchard

Linda Qian

Mielene Schuetze

Year 12 students receiving their second award receive a Gilded Scholar Award.

Isobella Baggaley

Ivy Barrington

Ella Bosselmann

Holly Bricklebank

Daisy Buchanan

Madeleine Christiansen

Boh Curran

Chloe Dasler

Isabelle Dunlop

Evie Hope

Jane Li

Leer Mao

Alice McKendry

Ria Michaels

Jennifer Ni

Isabel Opie

Yasmin Phillips

Julie Qian

GOLD SCHOLAR AWARDS

To qualify for a Gold Scholar’s Award a student must achieve 40 points and above in the Diploma, which is the level that the national awards ceremony also honours, or three or more Scholarship awards.

This year we have five Gold Scholars: Jessica Gao, Hannah Wellington, Leer Mao, Zoe Wong and Lucy Kilgour. (Continued overleaf)

Charlotte Sawden

Zoe Schnuriger

Molly Sherrard

Violet Tucker

Emma Wang

Isabella Wesney

Nina Wilson

Athena Wong

Sophie Schulze

Amelia Self

Jessica

Shuttleworth

Annabel Smith

Beatrice Taniguchi

Anya Taylor

Amy Thorpe

Audrey Tse

Celest Vo

Eloise Voss

Ruby Walker

Sophie Walter

Yolanda Wang

Abbey Wei

Harriet Wells

Chloe Xiao

Janice Yang

Emilia Young

Laura Zhu

YEAR 12 SILVER SCHOLAR AWARDS

Awarded to Level 2 NCEA students with a grade average of 90 or more across all subjects. Year 12 Diploma students who receive Academic Honours or Academic High Distinction in the previous year’s Prize Giving, are awarded a Scholar’s Award.

Alexa Anso-Palmer

Aimee Herrod

Annie Hope

Jacqueline Nasrabadi

Sophie Yan

Right: Gold scholars, from left to right – Guest speaker Conor Tarrant, Lucy Kilgour, Zoe Wong, Principal Heather McRae, Hannah Wellington and Leer Mao. (Jessica Gao was unable to attend the awards.)

Jessica Gao achieved a score of 41 in the Diploma last year, which meant she was acknowledged at the national awards ceremony in February. Part of the Diploma programme asks students to complete a CAS course – creativity, action and service. Jessica took on diverse roles, from being a makeup artist for the Frozen production to participating in the Model United Nations, which helped her develop new skills and step out of her comfort zone. Alongside these challenges Jessica performed consistently across all her subjects and demonstrated a motivation to succeed and an ability to manage challenges along the way.

Leer Mao’s Gold Scholar Award is quite exceptional, as the criteria for a gold scholar is 40+ in the Diploma or three Scholarships in the NZ Scholarship examinations. Both of these are generally completed by Year 13 students students, so to have a Year 12 student achieve Scholarship passes is outstanding. This is just the seventh time in the 30 years of this award that it’s been achieved. However, Leer smashed that criteria out of the park. She achieved a Scholarship pass in Chinese and Outstanding passes in three subjects – history, English and religious studies. This also qualified Leer as an Outstanding National Scholar. In May, she received that award from the Prime Minister, along with a $5000 cash prize for three years. As well as her academic excellence, Leer has made continued contributions across the school landscape in ethics, St Cecilia Singers, Young Enterprise and more.

Lucy Kilgour completed a stellar education at Diocesan in 2024, culminating in being named the IB Diploma Dux at the Senior Prize Giving. Her joy of learning, passion for her subjects and incredible work ethic impressed us all and was a great deal to do with her final outcome – a score of 41 for the Diploma and recognition at the IB awards as a National Scholar. Lucy’s time at Diocesan included a considerable commitment to the life of the school – across debating, mooting, underwater hockey, ethics and Mathex coaching. Through all of this she set herself lofty goals and worked

with laser focus to achieve them. Lucy maintained a balanced approach to her workload, always exhibited kindness to others, and had a great sense of humour. Lucy is a worthy winner of a Gold Scholars Award for her Diploma result of 41 and her Scholarship results in economics and German.

It’s hard to see how Hannah Wellington had any time for her studies while she was at Diocesan – she was in the Concerto and Symphony orchestras and the Dio Dilworth Big Band, played netball and water polo, coached junior flippa ball teams, performed in Night of Dance and supported backstage in senior productions, and was a chapel server. She also found time to complete her Gold Duke of Edinburgh award. But study hard she did, and one of her teachers commented last year that she was a “delight” to have in his class. “She made many insightful comments, demonstrating a mature understanding of the nuanced state of the debate about the complementarity of science and religion. Her contributions to class discussions have been valuable, often sparking thoughtful debates and showcasing her critical thinking skills.”

Hannah achieved Scholarships in religious studies, history and health and physical education. It’s typical of Hannah that on the day the results came out, she was in the Dio pool offering her services at our annual Swimming Sports. In Zoe Wong ’s report last year the word ‘outstanding’ was used five times as a descriptor and in the one comment where it was not, she was described as ‘tenacious’.

Zoe’s journey through Diocesan was defined by her unwavering commitment to excellence. Year after year, Zoe demonstrated a drive to achieve her best, coupled with an organised and thoughtful approach to everything she did. Zoe contributed to a wide range of activities alongside her academic studies – Arts Council, backstage crew, netball, chapel server and after-school care support. Zoe received a Gold Scholar Award for her 2024 biology, DVC and history Scholarships.

Yasmin Phillips, Annabel Phillips, Emma Kate Hope and Annie Hope

Dr Simon Young, Emilia Young, Clara Young and Mrs Maria Trogolo

GRAND FINALE TO THE AWARDS EVENING

The Diocesan Tertiary Scholarship is awarded to the student who had the best results in the New Zealand Scholarship examinations in the previous year. This award is for the value of $5000 and is awarded regardless of the university selected, either at home or overseas. It is open to students who sit the Scholarship exams in Years 12 or 13. The school would like to thank the Board of Governors for this generous contribution and ongoing support of Diocesan students to be more than they ever imagined.

This year our winner of the Diocesan Tertiary Scholarship was Leer Mao.

Ivy Barrington and Violet Tucker

Rach Stotter, Alba Erikson and Nick Erikson

Board Chair Jenny Spillane with Diocesan Tertiary Scholarship winner Leer Mao

Eugene Clayton, Ngo Va, Celest Vo, Debbie Vo and Syleena Vo

Aimee Herrod, Belle Opie and Jacqui Nasrabadi

creativity to life BRINGING

A familiar face and well-known creative force is now leading the Visual Arts Department at Dio. Toni Carter, a passionate educator, has stepped into the role of Teacher-in-Charge (TIC) of Visual Arts within Dio’s award-winning Arts Faculty.

A dedicated and accomplished teacher with over 30 years’ experience, Toni considers herself fortunate to have spent 20 of those years teaching in the classrooms and art facilities at Diocesan.

“Teaching art has provided opportunities for me to work across a range of disciplines that I love. When I started at Dio in 2003, I remember being very excited about the opportunity to work with then Head of Visual Arts, Shelley Ryde. She shared her knowledge and skills in art education with me, and I’m very grateful for the time we have worked together. I know the skills and knowledge I’ve gained from working with Shelley will be invaluable as I take on my new role.”

A JOURNEY IN ART AND EDUCATION

Growing up in the Waikato, Toni began her academic journey at Waikato University, where she earned a degree in education and a Diploma of Teaching. Her first teaching role was at Te Kauwhata College as the Head of Department (HOD) of Visual Arts. After teaching in London and travelling, she returned to New Zealand to take up the HOD Visual Art role at Waiuku College. She first started working at Diocesan in 2003 and completed her Master of Fine Arts in 2005. Since then, Toni has worked in both full-time and part-time roles at the school as she juggled family, artistic endeavours and her passion for teaching.

LEADING VISUAL ARTS AT DIO

The Visual Arts Department at Dio offers a broad range of disciplines, including painting, design, photography and printmaking, with the latter two being Toni’s areas of expertise. Students can also study visual art through the International Baccalaureate Diploma pathway. As TIC, Toni oversees the curriculum in all areas and leads an experienced team of specialist teachers.

“Our art teachers are incredibly passionate about what they do,” she says. “They are specialists in their subject areas and create engaging and innovative programmes that allow students to realise their creative potential and excel in the visual arts.”

When asked about her love of photography and printmaking, Toni shares: “I enjoy the experimental approaches and the often-unintended outcomes that printmaking processes can provide. I am always drawn to strong in-camera photography but appreciate post-production manipulation as a way to communicate more complex ideas. I am looking forward to working across both of these disciplines and finding new ways to combine the two.”

Senior students who take printmaking and photography this year will benefit from Toni’s extensive knowledge as they develop their work.

Toni believes Dio’s resources for students taking art are outstanding, providing visual art spaces that foster creativity, critical thinking and problem-solving.

Looking ahead, she says, “We are very fortunate to be moving into the newly renovated Shrewsbury Building in 2026. The renovation will create amazing open studio spaces for senior visual arts students that promote collaboration while providing individual work areas, similar to tertiary art studios. It will include new photography, design and digital print studios. The new mezzanine floor will also have spaces designed to exhibit artwork, enhancing students’ experience and exposure in the visual arts."

WHY STUDY ART?

When asked why students should study art, Toni emphasises that students should study what they love and are passionate about. For many, she says, this passion lies in the visual arts.

“Studying visual arts nurtures creativity, critical thinking and problem-solving skills. Visual arts subjects play a vital role in promoting personal growth, as students are encouraged to explore ideas that hold personal and cultural significance. As a teacher of visual art, it is always a privilege to be part of this journey and the stories our students tell through their artwork.

“Whether they pursue careers in the arts or not, the skills gained through visual arts education enhance innovation, collaboration and self-expression – essential qualities for success in any field.”

A YEAR OF SUCCESS FOR VISUAL ARTS AT DIO

Toni is extremely proud of the visual arts scholarships awarded to Dio students in 2024.

“We’ve just had one of our best years in terms of Scholarship success. Eight Scholarships were awarded across photography, painting, design and printmaking. This acknowledges our

talented students and the strength of our programmes and teachers in the visual arts.”

Each of these students has cultivated a strong visual vocabulary within their chosen disciplines of painting, print, photography and design. Their portfolios showcase a cohesive body of work, synthesising ideas and subjectspecific conventions, all while demonstrating a high level of technical skill. Our Scholarship programmes have encouraged them to develop a thematic proposition for their portfolios that resonates personally, socially or culturally. This approach fosters an authentic journey as students explore new ways to expand and deepen their ideas, promoting critical thinking and the ability to make wider connections across various contexts.

One particularly notable achievement was by Mina Kelleher whose painting portfolio, Tracking the Land, has been selected for the prestigious NZQA 2025 Top Art Touring Exhibition.

Toni is looking forward to introducing new and exciting learning opportunities, continuing to help students thrive and excel in the visual arts.

ART AND FUTURE ASPIRATIONS

When asked about her own art, she says: “I love to work on my own creative projects and believe this to be an important part of my growth as an art educator. However, at the moment, I’m focused on my new role at Dio and providing opportunities for students to explore their creative potential in a supportive and inspiring space.”

With her wealth of experience, enthusiasm for the arts, and deep connection to Dio, Toni Carter’s appointment as Teacher-in-Charge is an exciting moment for the Visual Arts Department and the entire school community.

Final board of Catarina Young’s 2024 photography portfolio. Catarina explored her passion for music and the range of emotions that come with the many hours of practice, preparation and performance. Catarina was top in photography at Senior Prizegiving and was one of eight students to be awarded a Visual Art Scholarship.

STUDENT ART IN 2025 TOP ART TOUR

Celebrating excellence in visual arts

Top Art is an annual touring exhibition featuring a selection of NCEA Level 3 portfolios that achieved Excellence in Visual Arts in the previous year. Five fields are covered: design, painting, photography, printmaking and sculpture. It gives secondary students and teachers an opportunity to see what’s required to achieve Excellence at Level 3. It also allows members of the public to see the high-quality art created in schools. More than just an academic benchmark, the exhibition is a celebration of student creativity and artistic achievement.

This year, Dio 2024 graduate Mina Kelleher has earned a place in this prestigious touring exhibition with her painting portfolio. This recognition not only acknowledges Mina’s remarkable artistic talent but also highlights her ability to weave a compelling personal narrative – one that centres around her personal connection to a family-planted redwood tree block in the North Island.

Mina’s portfolio will tour the North Island and Dio art students will get the chance to view her work when the exhibition arrives at Dilworth School later this year.

Mina was awarded NCEA Scholarship in painting and was the recipient of the Cropper Award for Art at 2024 Senior Prizegiving.

TRACKING THE LAND: A PERSONAL JOURNEY

Mina’s body of work, entitled Tracking the Land, explores the evolving landscapes of New Zealand. She describes her theme as a dual exploration: the metaphorical idea of ‘tracking the land’ – observing how landscapes shift over time – and the physical reality of ‘tracks in the land’, where human impact leaves a lasting imprint.

“I chose the setting of my family’s redwood forestry block because it represents the transition from untouched land to cultivated forestry,” Mina explains.

A key theme running through her work is the sublime experience of nature and the sense of reverence it inspires. “In my first artwork, the landscape’s untouched beauty evokes awe. In contrast, the final artwork, with its structured redwood trees, retains a sense of reverence but in a different way,” she reflects. When asked about her painting style, Mina shares: “This was my first time painting full landscapes. I had to perfect the correct way of painting leaves and bushes, however over time I discovered that using different brushes and techniques with acrylics, worked effectively to capture my themes on the land.”

A TEACHER’S PERSPECTIVE

Shelley Ryde, Head of Visual Arts (1983-2024) and Mina’s painting teacher in 2024 remarks: “For Mina, painting has been more than just an artistic exercise in which she excelled; it has also been an opportunity to connect with the landscape, its history and its transformation over time on a personal level. Through her work, Mina traced the land’s journey from untouched wilderness to human-shaped terrain, capturing both its original essence and the marks left upon it.”

With Mina’s success and Dio’s continued achievements in the arts, it is clear that visual arts remains a thriving and inspiring discipline at the school. We look forward to following the journeys of Mina and other future Dio artists as they explore and push the boundaries of their creativity.

'Tracking the Land' is the theme of Mina Kelleher's NCEA Scholarship Art portfolio. It explores the impacts of humans and nature on her family's redwood forestry block.

EXPLORING TAONGA WITH VISITING ARTISTS

ART THROUGH THE LENS – EXPLORING TAONGA THROUGH PHOTOGRAPHY

Our Year 11 visual art students continued to delve into the concept of Nga¯ Taonga following their workshop with artists Ngahina Bolton Bodsworth and Te Ra Awatea Kemp. Through the medium of photography, the students creatively expressed their understanding of taonga by making connections to their own personal and cultural objects of significance.

Students Molly Baker, Tilly O’Brien, Beatrix Sharpe and Jade Kirby were inspired by the work of Aotearoa artist Fiona Pardington. They have produced some outstanding photographs that thoughtfully use their own taonga to reflect personal and cultural narratives, paying careful attention to lighting and compositional arrangement.

Our Year 11 Visual Art classes had the privilege of participating in an inspiring workshop with visiting artists Ngahina Bolton Bodsworth and Te Ra Awatea Kemp. Both artists, who are currently completing their Masters of Visual Arts at AUT, shared their artistic journeys, discussing their creative ideas and processes with our students.

As part of their curriculum, our Year 11 students are exploring the concept of Nga¯ Taonga (treasures). Ngahina and Ra provided valuable insights into how they incorporate taonga into their work as contemporary Ma¯ori artists, enriching our students’ comprehension and appreciation of this concept.

The workshop included two engaging activities that allowed students to apply these insights practically. The students

explored colour and a significant place to them, using painting and collage techniques. Ngahina and Ra also talked to Year 12 and 13 painting students, having individual discussions with them.

This was a valuable experience that not only introduced the students to contemporary art practice but also strengthened their connection to cultural heritage and identity.

Hana Carpenter, our new painting teacher who organised the workshop, has just been selected as a finalist for the National Contemporary Art Award. This is a major art award in New Zealand. Hana is a very accomplished painter who is currently finishing her master's degree. She has recently completed a workshop with our senior IB/painting students on oil painting.

Choir

National Choir on tour in China

Art workshop

Top left: Photography by Molly Baker, Top right: Photography by Beatrix Sharpe, Above: Photography by Jade Kirby, Right: Photography by Tilly O'Brien

ANANYA LAHOTY’S EXPERIENCE IN INDIA A journey home

At Diocesan, Year 12 students have the option to pursue the International Baccalaureate Diploma Programme (more commonly referred to as IB) as an alternative to NCEA. IB is a two-year programme and includes the unique Creativity, Activity, Service (CAS) component, designed to encourage students to engage in meaningful experiences beyond the classroom.

For Year 13 student Ananya Lahoty, CAS became a transformative journey that took her to India for eight weeks where she immersed herself in her cultural heritage alongside her father. Her project, which began in August 2024, is ongoing.

Rather than travelling as a tourist, Ananya aimed to listen, participate and reflect, exploring the everyday traditions and values of her extended family, participating in generational rituals, and connecting with people from diverse backgrounds.

Through her Instagram blog, Ananya documented her experiences, sharing powerful stories and images, highlighting the richness of her surroundings and addressing global issues – an important CAS learning outcome.

Dio Today sat down with Ananya to hear more about her journey, and what she discovered, not just about India, but about herself.

What inspired you to take this journey with your father and use it as your CAS focus?

While my dad has made similar journeys with my mum and older sister, I’d never had the chance to experience something like this myself. I have always taken pride in my Indian heritage, but it was limited to visiting and touring my home state, Rajasthan. I was curious to experience more about India beyond the places I knew – the culture, the environment and the diversity. Once the decision to travel was made, I decided to use this amazing opportunity to both learn about India and share my learning with others.

On your Instagram blog @ananya.vatika, you discuss the usual tourist experience and taking the time to connect with your culture. Tell us more about what that looked like and how it felt.

Growing up outside India, I’ve noticed a disconnect between my experiences and how India is often portrayed in travel content. Tourists typically focus on famous landmarks like Mumbai, the Taj Mahal and Jaipur, which, while significant, offer only a narrow view of India. Without the luxury of time to become immersed in the culture, it’s easy to fall into generalisations about the country’s state or way of living. I had two months to explore, visiting 14 out of 28 states,

"Being away from home for two months, having to adjust to things like the fluctuating weather, the squatting toilets, and the sheer amount of people, was challenging to say the least."

travelling on different modes of public transport, exploring rural towns and metro cities, and venturing from the coast up to the mountains. It was truly an eye-opening experience that showed me just how much diversity and richness exists within Indian communities, and the stories of the individuals who make up these communities.

Every journey comes with its challenges. What did you find most difficult during your time in India, and how did you handle it?

The first challenge was stepping out of my comfort zone to participate in the longest and hardest trip of my life. I don’t particularly enjoy travelling (it stresses me out), and I’d never done a trip like this before, so the sudden transition from New Zealand to India was jarring. Being away from home for two months, having to adjust to things like the fluctuating weather, the squatting toilets, and the sheer amount of people, was challenging to say the least. I coped by staying in the moment. If I was thinking negatively, I would try to bring those thoughts out in reflection and analyse what my surroundings said about India, and how I could incorporate those ideas in my blogs. It didn’t always work, but a lot of the time it proved to be a productive distraction from my anxiety, letting me enjoy the good parts of the situation rather than hyperfocus on the negatives.

Ananya wearing a fresh flower garland (Varanasi, Uttar Pradesh)

The other was facing the realities of India. Yes, India is beautiful, but she comes with deep gashes: The beggars in the temple – many, young and old, raise their palms to us, the patrons. A man selling food stands in the sweltering heat for hours on end in front of an air-conditioned Udupi restaurant. A boy and a girl who hardly know each other are joined in the union of marriage for the rest of their lives. These small observations held quite a heavy weight over me – they still do – but over time, I realised that confronting reality, not sugarcoating my understanding, is the most important thing I could ever do to connect not just with the Indian culture, but with individuals in my ordinary life too.

Your journey to India formed the basis of your CAS project. How were you able to meet each of the three components during your time there?

My project focused on the Creativity strand of CAS. After exploring how India is portrayed to tourists on social media, I considered whether I could offer a different perspective. This led to my Instagram blog and goal to raise awareness of the lesser-seen sides of India.

Though I prefer working independently, I realised that I could not have undertaken this journey without my father’s enthusiasm and passion. I also greatly appreciated his company throughout the trip, knowing that we had worked together to make it happen.

Now that you’re back in New Zealand and can reflect back, what part of the experience had the greatest personal impact on you?

I think the biggest aspect of the experience that I’ve taken away from the trip is the overarching idea of perspectives. This trip has helped me truly understand how, when we make the effort to look beyond ourselves, to see through another’s eyes rather than just our own, more opportunities arise to break down the

barriers that have been etched into the soil of our society. I think that’s had a significant effect on how I see the world now.

A lot of people have asked me what place or moment of the trip resonated the most with me, and I can’t give one answer –all the experiences combined contributed to this journey being so enriching for me.

A word from Kate Burkin, Assistant Principal and Ananya’s CAS coordinator:

Ananya’s project beautifully captures the essence of CAS –self-management, creativity and deep reflection. Her decision to document a more authentic view of India demonstrates a clear connection to the Creativity strand, and her thoughtful use of Instagram shows both initiative and purpose. She’s engaged critically with her audience and sought meaningful feedback to enhance her storytelling.

Travelling with her father and sharing the experience challenged Ananya to rethink how she collaborates with others, something she’s approached with real maturity. Her developing global awareness and willingness to explore complex cultural narratives highlight the kind of personal growth CAS is designed to inspire. This journey has not only deepened Ananya’s understanding of India but also her sense of identity and purpose. A wonderful example of CAS in action!

QR code to link to Ananya’s Instagram blog

Ananya and her father outside the Mahakaleshwar temple (Ujjain, Madhya Pradesh)

Ananya’s family group with her cousin and sister-in-law at their wedding (Bhilwara, Rajasthan)

Republic Day celebrations in Ananya’s father’s hometown (Ratangarh, Rajasthan)

RIDING THE AI WAVE

HOW OUR SCHOOL IS PREPARING STUDENTS FOR THE FUTURE

THE COMING TIDE

Artificial intelligence is no longer a concept reserved for science fiction. It’s becoming part of our everyday reality. A recent open letter from leading AI research company Anthropic suggested that by 2026 or 2027, we could see AI systems capable of Nobel-level thinking across multiple disciplines. These systems, with the ability to reason, automate digital tasks, and even interact with the physical world, bring enormous opportunities, and serious challenges, for society and especially for education.

So how do we prepare students for a world where AI is everywhere? At Diocesan, we believe the answer lies in embracing AI thoughtfully. We focus on teaching critical engagement, building digital confidence, and reimagining how learning and assessment are designed in this new era.

THE GLOBAL CONTEXT: A WORLDWIDE SHIFT

Across the world, education systems are moving quickly to respond:

• Estonia is providing free AI education tools to all secondary teachers and students.

• China will introduce mandatory AI literacy from the age of six starting this year.

• The United States has declared AI literacy a national K–12 priority in a 2025 executive order.

• Other countries, including Australia, Singapore, the UK, France, South Korea, Finland, the UAE and Canada, are all actively integrating AI into their schools.

This global momentum highlights the urgency and importance of preparing the next generation for an AI-enabled world.

HARNESSING AI FOR LEARNING: OPPORTUNITIES AT OUR SCHOOL

We don’t see AI as a threat. We see it as a powerful amplifier for both teaching and learning. Here’s how our students and teachers are already seeing the benefits:

FOR STUDENTS:

• Faster, deeper research: Tools like Google’s Gemini and Perplexity help students gather, organise and summarise information in minutes.

• Instant feedback: Custom AI apps provide real-time, constructive feedback. It’s like having a teaching assistant available 24/7.

• Language support: Students learning English as an additional language can instantly translate complex texts.

• Reading at the right level: AI adjusts reading complexity to suit each learner.

• Tailored learning assistants: Teachers are building AI tools customised to specific subjects and topics.

• Diverse formats: AI transforms content into summaries, quizzes, diagrams and more, supporting all learning styles.

FOR TEACHERS:

• Smarter tools: The same apps supporting students help teachers deliver more targeted and effective lessons.

• Faster assessment: AI assists with grading, moderation and feedback, improving both speed and consistency.

• Data insights: AI can quickly highlight learning gaps and trends.

• High-quality resources: Teachers can generate engaging and accurate content more efficiently.

• Extended capabilities: AI helps educators tackle projects that once felt out of reach.

NAVIGATING THE CHALLENGES: ETHICS, ASSESSMENT AND THE PACE OF CHANGE

We’re also fully aware that AI brings challenges, and we’re addressing them openly:

• Trust and accuracy: AI can ‘hallucinate’ or provide incorrect information. We teach students to question, verify and evaluate AI outputs critically.

• Assessment rethink: If AI can write the essay, what are we really measuring? We’re using the AI Assessment Scale (Leon Furze et al.) to redefine how and what we assess and moving beyond outputs to deeper thinking.

• Ethical use: We’re developing clear school guidelines around privacy, safety and responsible AI use.

• Cognitive offload: We’re asking tough questions about how much thinking should be done with AI versus by AI. Our approach is to use AI to enhance, not replace, student thinking.

• Rapid change: Technologies are evolving faster than policies and mindsets. Preparing students to adapt and lead through uncertainty is one of our biggest responsibilities.

TOOLS WE USE: AI IN PRACTICE AT DIOCESAN

To support this journey, we’ve carefully chosen AI tools that are safe, effective and aligned with our values:

Playlab.ai

A secure, school-friendly platform where teachers build custom AI tools to support learning. Playlab gives us access to top-tier models from OpenAI, Anthropic, Google and others, all in one place. This allows us to personalise lessons, offer instant help and engage students in smart, responsible ways.

ThingLink

Used to create interactive images, videos and virtual tours. Whether exploring historical sites or breaking down complex ideas, students can click, explore and engage with content in rich, visual ways.

Gamma

An AI-powered presentation tool that helps teachers create clean, professional slides quickly. It’s ideal for making complex topics clear and visually appealing.

“The

path ahead is still unfolding, but our direction is clear: thoughtful innovation grounded in great teaching and learning. The future may be uncertain – our commitment to it is not.”

Rob McCrae, ICT Director

Gemini (Google)

Gemini supports research, summarising and content generation across all subjects. It’s particularly useful for adapting materials to suit different age groups and learning levels.

NotebookLM (Google)

An AI research assistant that helps teachers and students manage and understand large volumes of information. They can upload notes and documents, then ask questions and get structured, helpful responses – just like a digital study coach.

THE IMPACT: WHAT WE’RE SEEING

We are still early in our use of AI across the school, but the benefits are already becoming clear, both in how students learn and how teachers teach.

For students, AI enables tailored content for every learner, fast, accessible feedback and support, and tools that support learning at home. It ensures equitable access to knowledge, and lets students develop critical, future-ready skills. AI also offers them engaging, creative ways to express ideas.

Teachers benefit in terms of time savings when planning and marking, as well as smarter student tracking and differentiation. They can dedicate more time to teaching with less time needed for admin. AI also enhances teachers’ ability to design and present units and lessons, and gives them greater professional confidence.

CONCLUSION: CHARTING THE COURSE

Artificial intelligence is reshaping the way we live, work and learn, and education is no exception. At Diocesan, we’re not waiting to catch up; we’re actively exploring how AI can be used responsibly, creatively and meaningfully in our classrooms. By integrating these tools with purpose, addressing the challenges with care, and focusing on the skills students truly need, we’re helping them become adaptable, critical thinkers who are ready to engage with whatever the future brings.

Rob McCrae, ICT Director

SHAPING FUTURES WHERE HER OWN BEGAN

As a school, Dio is actively involved in the training of teachers, ensuring that the graduates are well prepared for life in a classroom. We are members of The Teachers’ Institute, which offers a Postgraduate Diploma in Teaching. Prospective teachers gain teacher registration in just one year, while learning hands on at our school. This programme is perfect for anyone considering a career change, returning to work after a break, or even after an OE.

For Hannah Barber-Wilson, the path to becoming a teacher feels natural – rooted in her passion for education and her love for geography, which she now brings to life as a teacher trainee at her alma mater, Diocesan School for Girls. Hannah’s journey into teaching has been a blend of passion, reflection and a desire to give back to the community that shaped her.

“I’ve always wanted to give back to my school,” Hannah shares, reflecting on the profound influence Dio has had on her. Education was a cornerstone of her upbringing and her passion for teaching emerged early, starting with creating YouTube tutorials as a child. “I used to make videos teaching people how to make various things to put on the internet. So, I probably began teaching back as a toddler!” she laughs.

After finishing university, Hannah realised she was ready for something different. The corporate world didn’t call to her, nor

did the idea of continuing in academia full-time. That’s when she discovered The Teachers’ Institute, an opportunity she describes as a “no-brainer”.

“I’ve always considered teaching as a profession, but didn’t know when would be the ‘right time’. Learning about The Teachers’ Institute made it clear that the time was now,” she says. However, her path hasn’t been without hesitation. Coming from a diverse background, which enabled her to attend excellent schools with abundant opportunities, she noticed that teachers often weren’t accorded the respect they deserved. “Even though I benefitted from exceptional teachers, I never felt they were granted the esteem and importance they deserved.”

Hannah’s passion for geography blossomed during her years at Dio, thanks to an inspiring teacher and a curriculum that resonated deeply with her. A pivotal moment came in Years 12 and 13 while studying for her International Baccalaureate Diploma, when the human geography aspect of the curriculum brought her interests together. “It was compulsory to take a humanities subject and I unexpectedly gelled with geography,” she explains. Now, as a teacher trainee, she’s eager to make the subject dynamic and relatable for her students.

“Geography has the unique aspect of being learned and experienced in real

time. Students can see theories come to life through evolving case studies in both their immediate world and the global environment.”

Hannah’s approach to teaching is holistic. She aims to inspire her students by encouraging them to bring their whole selves into the classroom and fostering a lifelong curiosity for learning. For her, teaching is a reciprocal relationship. “I hope to learn as much from my students as they (hopefully) learn from me. That’s one of the fantastic aspects of teaching, the ‘people factor’.”

Returning to Dio as a staff member has given Hannah a fresh perspective on a familiar environment. “It’s entertaining seeing what I must have looked like as a student!” she says. She also expresses admiration for the school’s ethos, its beautiful grounds and the staff, all of whom make it a joy to teach there.

“Linking back in with the students who are now in the position I used to be in has been a surprisingly rewarding and enjoyable full-circle moment.”

As she looks to the future, Hannah’s teaching goals are far-reaching. At the heart of her ambitions is a desire to see students’ learning translate into meaningful contributions to the community. She also hopes to adapt teaching methods to meet diverse learning needs while ensuring her students feel seen and valued in an increasingly diverse country. “With the increasing diversity in our country, I believe it’s important for students to ‘see’ themselves at school – and be seen.”

For those considering a career in teaching, Hannah offers sage advice: “Teaching involves stepping outside of the more alluring professional slipstreams in terms of income and perceived societal status. It’s not for the faint-hearted – kids are hard work! But I believe teaching in Aotearoa New Zealand will increasingly show its potential as a fantastic pathway, especially with initiatives like the school-based Postgraduate Diploma in Teaching at The Teachers’ Institute.”

Story by Ally Watt, Selection and Enrolment Manager, The Teachers’ Institute.

RESEARCH GRANT FOR HEAD OF MATHEMATICS FACULTY

Educating and empowering students worldwide, the International Coalition of Girls’ Schools (ICGS) is the leading advocate for girls’ schools. According to its vision statement, the coalition is “united in elevating women’s leadership worldwide by educating and empowering our students to be ethical, globally minded changemakers”.

HOF Mathematics Susan Jackson was successfully selected for the IGCS action research project. The Global Action Research Collaborative Girls’ Education (GARC) programme consists of online monthly meetings and training to help complete the project. Fellows attend two conferences, in Pennsylvania and Toronto, with further workshops and a range of presentations relevant to girls’ education.

GARC is a comprehensive programme that encompasses training, research,

writing and presentations. Fellows are invited to explore intriguing research topics as part of a collegial global cohort of educators. Their work is then shared with the broader community of girls’ schools and girls’ education, and awards are presented to those whose work is particularly innovative.

“Diocesan School for Girls supports this initiative by allowing me to conduct a research project over the next year, including attending conferences in Philadelphia and Toronto,” explains Susan. “This action research project, titled ‘AI-Enhanced Mathematics Problem-Solving and Critical Thinking’, explores how AI-enhanced tools can improve mathematics problem-solving and critical thinking skills among female students at Dio. The research focuses on integrating AI-generated contextual prompts and guidance into the

mathematics investigation cycle MPTC –‘Make sense, Plan approach, Take action, Convince yourself and others’.”

Susan says the aim of this integration is to enhance how girls approach mathematical problem-solving and develop critical thinking skills.

“The anticipated benefits of teaching at Dio include improved problemsolving abilities and increased student confidence in tackling complex math challenges. The project is expected to provide insights for teachers on effectively integrating AI tools into mathematics instruction and new strategies for implementing the MPTC cycle using AI support.”

Susan hopes this research will ultimately empower young girls to have a positive, yet critical approach to problem solving.

Ethics

LOVES-ME-NOT – 10 YEARS OF IMPACT

2025 marks the 10th anniversary of Diocesan’s involvement with the Loves-Me-Not programme, which focuses on healthy and equal relationships, educating students how to recognise unhealthy relationships and to seek help.

Loves-Me-Not was developed following the horrific 2008 murder of Sophie Elliott, a university graduate who was attacked by her ex-boyfriend. Sophie’s mother, Lesley Elliott, felt strongly that students should be educated to recognise unhealthy relationships and have the skills to act upon these, both for themselves and others, so that other families need not face the same tragedy. The programme is run by the

New Zealand Police and with the support of tutor teachers it currently runs as part of the EOTC activities for our Year 12 students, focusing on keeping ourselves and others safe.

Although the information presented can be challenging for students and staff, the valuable lessons will remain for the rest of their lives. We saw this through the reflections of our students who participated earlier this year, with many calling it a highlight of their year.

A massive thank you to all the teachers and tutors who have been involved in the programme, and a special thanks to Constable Gordon Campbell (School Community Officer) and the many other

SENIOR SCHOOL SOAPBOX 2025

Term 1 also saw a very successful Soapbox competition. Over the weeks leading up to the final, more than 200 students bravely stood on the soapbox and shared their views about issues that matter! It’s great to hear so many students, with especially large numbers from our Years 7 and 8 students, encouraging action around important global and local issues of concern. Our final was held on 10 April and our judges had the unenviable job of choosing winners from our nine amazing speakers. Congratulations to all students, and in particular, Seraphina Tse (Year 7) and Zara Oliyath (Year 12) for their winning speeches.

police officers who have been involved in the leadership of Loves-Me-Not over the past 10 years. Dio’s students are better equipped for healthy and fulfilling relationships because of your work with them.

“I believe all students should participate in the Loves-Me-Not programme before leaving high school. The programme equipped us with valuable skills, allowing us to recognise dangerous situations and protect ourselves against them. We learnt about consent, respect and setting healthy boundaries, which will help us build positive relationships in the future.”

- Eloise Voss

ETHICS OLYMPIAD INTERNATIONAL FINAL

In February, one of our Middle School Ethics Olympiad teams competed in the International Middle School Final. This event is held over Zoom to be able to connect students from throughout the world in the discussions. Our team placed 17th out of the 42 teams involved. Teams competing in this event had placed first or second in the regional competitions held in November 2024.

I continue to be encouraged by the large number of students who take part in ethics events here at Diocesan as it shows a commitment to engaging in often challenging, yet important, discussions.

Rebecca Berry Eden, Director of Ethics

POWERING THE FUTURE

THE SENIOR SCHOOL EXPLORES THE FUTURES OF ENERGY

This year, our senior students have been diving into one of the most important and complex challenges facing Aotearoa and the world: the future of energy. Building on their technical learning in science, this theme has allowed students to explore energy as a powerful force shaping environmental health, economic prosperity, transportation, food production, and even the media landscape. Some students noticed links back to last year’s investigations into entertainment and media futures, where they explored the roles of advertising, propaganda, influence and technology in shaping public opinion and behaviour.

While students began with a solid understanding of the science behind energy – how it’s stored, transferred and transformed – what surprised them was how little they knew about the systems that underpin our national energy use. Many assumed New Zealand’s reputation for being clean and green meant most of our energy was renewable. So, it was a shock to learn that over 50% of our total energy still comes from fossil fuels (we sometimes forget about all the cars and gas boilers in factories). Even more surprising: our biggest use of energy isn’t transport, but agriculture, and per person, we use more energy than people in the UK, Japan or China.

From there, the learning journey widened. Students examined a range of trends transforming New Zealand’s energy system, from the gradual decline of fossil fuel use and the rise

of electrification to the adoption of renewable energy sources like wind and solar. They also tackled more confronting issues, such as the growing risk of energy poverty, where households struggle to afford basic energy needs.

What made this learning especially powerful was the shift from being aware of these changes to understanding the systems driving them. Students explored feedback loops, such as how demand for solar panels can drive down the costs of production, which in turn increases demand/adoption. Or how household wealth affects who can afford energy-saving technologies like solar panels or electric vehicles –those who can invest early benefit from long-term savings, which increases their wealth, while those with less are locked out and face rising energy costs.

To bring their understanding to life, students are currently taking part in role-playing tasks where they ‘play government’, making tough decisions about taxes, subsidies, partnerships and regulations. They develop policies to encourage behaviour change, redesign energy pricing systems, and debate when to intervene and when to let market forces take the lead. They also explored how events outside their control,

such as disinformation campaigns about renewable energy, economic decline, trade tariffs, or innovations like nuclear fusion might impact the system.

What became clear through this process is just how interconnected everything is. As one student put it, “Everything we change impacts another system or has an effect on something else.” Another noted, “I found the session interesting. I learnt that there is no one solution that can fix energy poverty or carbon emissions because everything is so linked and complex.”

In an era where soundbites and slogans often replace serious thinking, our senior students are learning that real leadership in 2025 requires more. It requires the ability to think in systems, anticipate consequences, and navigate complexity with care.

Chris Clay, Director of Leadership and Futures Thinking

Wind turbines: MBIE expects a 90% increase in demand for electricity by 2050. Harnessing more energy from the wind will be one way we might meet this.

The world’s largest experimental nuclear fusion reactor located in Naka, Japan.

Energy systems: Students used interactive system models to explore how change could happen and how possible futures could emerge.

The OUTDOOR CLASSROOM

In Week 5, our campus went quiet as our Junior High and Senior School students stepped beyond the traditional classroom environment and into a world of hands-on learning, adventure and personal growth as part of our Education Outside the Classroom (EOTC) Week.

At Dio, we understand that learning isn’t confined to textbooks and classrooms. EOTC Week offers our students an opportunity to develop life skills and engage with their environment in meaningful ways. Whether it’s self-defence training, first aid, yoga or martial arts, every experience is curated to be age-appropriate and impactful. Our goal is to ensure our students gain confidence, independence and resilience –essential qualities for their future endeavours.

The varied programme is an essential part of our curriculum, designed to equip our girls with practical skills, real-world experience, and a deeper connection to their surroundings.

Each year level’s programme is tailored to their stage of growth and learning. For example, in Year 7, we focus on making new friends and teamwork, whereas our Year 13 students, on the brink of their next life chapter, are encouraged to think beyond boundaries. Ethical decisionmaking, accountability and embracing new experiences are at the heart of their programme, preparing them for life beyond Dio.

Every alternate year, students venture further afield to camps in some of New Zealand’s most beautiful locations, such as Raglan and Tongariro National Park. Activities like hiking, kayaking, and national park excursions provide an immersive experience in New Zealand’s great outdoors. These activities not only promote physical fitness but also teach essential survival and safety skills in different environments. Those students staying closer to home are encouraged to explore Auckland and its rich cultural, historical and natural landscapes. Engaging with local iwi, learning about the history of our country, and participating in community-based experiences allow our students to develop a strong sense of place and belonging.

Each activity is led by specialists who bring real-world knowledge and experience to the table. Whether it’s outdoor survival experts, cultural historians, or leadership mentors, our girls are learning from the best. This exposure to experts helps students build valuable skills they can take forward into adulthood as hobbies, careers, or simply lifelong passions.

Beyond the physical and experiential learning, EOTC Week is about fostering lifelong interests. By introducing our students to a range of activities, from rock climbing to communityengagement projects, we provide them with the foundation to pursue these interests beyond their school years. We want our students to leave Dio with not just academic excellence but also a set of experiences that enrich their personal lives.

Diocesan School is proud to offer such a comprehensive EOTC programme, one that not only aligns with our academic goals but also our mission to nurture well-rounded, confident and capable young women. This initiative reflects our dedication to preparing students for life beyond school, ensuring they are equipped with the skills, knowledge and mindset to thrive in any environment.

To our parents and community, thank you for your continued support in helping us make this programme a success.

Find out more: EOTC in the Junior High School www.diocesan.school.nz/junior-high-school/eotc/ EOTC in the Senior School www.diocesan.school.nz/senior-high-school/eotc/

Year 8 students enjoyed snorkelling at Goat Island during EOTC Week

JUNIOR SCHOOL

NAVIGATING CHANGE Head of Junior School FROM THE

EMBRACING NEW CURRICULUM THROUGH THE PYP LENS

Education in Aotearoa New Zealand is undergoing an exciting transformation. With the introduction of the refreshed English and mathematics curriculum documents, schools across the country are rethinking how best to meet the diverse needs of today’s learners. At Dio, we are embracing these changes with enthusiasm and integrating them seamlessly into our teaching and learning through the IB Primary Years Programme (PYP).

The updated curriculums place a strong emphasis on foundational skills, critical thinking and real-world application. In mathematics, the focus has shifted from rote learning and speed to deep understanding by developing number sense, pattern recognition and the ability to reason and problem solve. English now incorporates a broader approach to literacy, including structured phonics, oral language, reading comprehension and writing for authentic purposes.

These changes support the holistic approach of the PYP, which encourages students to inquire, reflect and take ownership of their learning within realworld contexts.

To ensure that every student thrives, we’ve introduced targeted support and extension programmes across the school. Our newly appointed mathematics specialist teacher works alongside classroom teachers to enrich mathematical learning and provide targeted interventions. This ensures that students who need extra scaffolding receive it, while those ready to be challenged are given rich opportunities to extend their thinking.

In English, we’ve expanded our Literacy Support Programme. Specialist staff

run small group sessions focusing on early reading, writing development and structured literacy. This targeted approach ensures that needs are met and students gain the confidence that develops alongside competence.

This is a transformative time in education and we are proud

to be leading this change with thoughtfulness and care. By combining the strengths of the New Zealand Curriculum refresh with the inquirybased, globally minded PYP, we are preparing our students not just to succeed in school, but to flourish as lifelong learners and future-ready citizens.

FROM BUSINESS TO THE CLASSROOM: LINDA HALL BRINGS REAL-WORLD MATHS TO DIO

Linda Hall has joined the Junior School at Dio as Mathematics Specialist, bringing with her a unique blend of business acumen and educational expertise. With a background as an accounting manager and with a Bachelor of Business Studies, Linda transitioned to teaching in 2012, inspired by her son’s early passion for problem-solving.

“He was placed in a Year 6 maths class while still in Year 1,” she recalls. “Observing his learning made me realise how much I wanted to be part of that world.” Linda went on to complete a Graduate Diploma in Teaching at the University of Auckland and has since taught in upper primary classrooms, most recently at Titirangi Primary, where she also led the maths curriculum.

“Spending, saving and understanding needs versus wants - these are vital life skills that fit naturally into the curriculum.”

At Dio, Linda supports teachers with lesson planning and delivery while offering targeted learning support and extension for students. “It’s about building confidence - helping students say, ‘I can’t do this… yet’ and believing in their ability to grow.”

Building on Dio’s already strong mathematics programme, the school employed Linda to further enhance and extend the opportunities available to both students and staff. She works closely with teachers to support lesson planning and delivery, while also providing targeted support and extension for students. “It’s about ensuring teachers feel supported and confident, and giving students the chance to grow – whatever level they’re at.”

Her approach includes rich, real-world problem-solving tasks, and she’s especially excited about integrating financial literacy into everyday maths. “Spending, saving and understanding needs versus wants - these are vital life skills that fit naturally into the curriculum.”

This term, Linda is guiding students through Maths Olympiad and is preparing engaging activities for NZ Maths Week. Term 3 will be busy supporting our Dio students in the Mathex Competitions. Her overarching goal is simple: “I want every girl to feel confident and positive about maths. That’s the foundation for everything.”

THE POWER OF COMMUNITY

One of the most powerful aspects about being part of a school is knowing that we are not just a collection of classrooms, we are a community. As Head of Junior School at Dio, I’m continually reminded that learning thrives when there are positive relationships between students, teachers and wha¯nau.

This year, our commitment to building and celebrating community has been a priority, and we know the strength and joy these shared experiences bring to our school. Our year began with the always-popular Meet the Teacher evening – a chance for families to connect with their child’s classroom teacher, see the learning environment, and hear about the year ahead. These early conversations are so important in setting a tone of trust and collaboration, where students know the adults in their lives are working together to support them. The turnout was fantastic and reminded us of how deeply our families value their connection to the school.

Following closely was our Community Picnic, held on the school grounds, with food, music, games and laughter echoing through the evening. These informal gatherings allow students to proudly share their space with family and friends, and offer an opportunity for new families to feel welcomed and included. Whether it was a blanket shared on School House lawn or children racing across the lawn together, the picnic was a joyful reminder that belonging matters.

One of the most moving events of the term was our Grandparents’ Day – a celebration of the wisdom, love and history that grandparents bring to our community. Classrooms were filled with stories, hugs and shared laughter as students welcomed their grandparents into their learning spaces. For many, it was a chance to say thank you and to connect across generations. It was also a powerful reminder of how the values we hold dear are passed down and lived out through families.

Towards the end of Term 1, we gathered to celebrate Mothering Sunday, a beautiful opportunity to honour the mothers, grandmothers and caregivers who play such a vital role in our children’s lives. We acknowledged the historical significance of it being an important day in the church calendar, a day when people returned to their mother church and families would reunite. Our service was held at The Holy Trinity Cathedral and is always a very special event on our Junior School calendar.

These events are not extras; they are core to our philosophy. A strong school community builds confidence, fosters meaningful engagement between home and school, and cultivates a shared responsibility for student success. When children see their families actively involved, they feel valued and supported. When adults build relationships across the school, the whole learning environment benefits. As an IB PYP school, we believe in nurturing the whole child, and that means recognising and celebrating the social and emotional development that flourishes in connected, inclusive communities.

Sue Cattell Head of Junior School

Grandparents' Day

Picnic Day

IGNITING CURIOSITY

You’ve probably heard the term ‘STEM’ (science, technology, engineering and mathematics), but what does it really mean for our learners from Year 0 through to Year 6? More importantly, how are we bringing STEM to life in a meaningful, hands-on way right here in our Junior School classrooms so every student can see themselves as a curious thinker, a problem-solver and a future innovator?

STEM isn’t just a set of subjects, it’s a way of thinking, questioning and solving problems that’s accessible to learners of all ages. It’s about understanding the world around us through science, using tools and systems to create solutions with technology, designing and building through engineering, and using logic and patterns in mathematics to make sense of information.

In the New Zealand Curriculum, STEM learning flows through science, mathematics and the technology learning areas, including digital technologies. It builds the essential capabilities our girls need from day one: critical thinking, creativity, collaboration, communication and resilience. STEM has traditionally seen a gender gap, and we’re passionate about changing that story. By offering hands-on, engaging experiences, we’re breaking down stereotypes early and building confidence from the beginning. We want our girls to see themselves not just using technology, but creating with it by leading, innovating and shaping the future.

In the Junior School, we're incredibly fortunate to have a dedicated STEM space brimming with resources designed to captivate and challenge students across all our primary year levels.

VIRTUAL WORLDS AND IMMERSIVE LEARNING

Step into our Year 5/6 STEM classes and you might find students seemingly transported to another world using our VR headset! We integrate this powerfully with Thinglink, allowing students to create their own interactive virtual museum exhibits. While this specific platform might be used by the older students, the principles of exploring digital worlds and using technology for creative expression are introduced in ageappropriate ways for all students.

3D PRINTING AND PROGRAMMING TOOLS

Got a brilliant design concept? Our 3D printer is where imagination takes physical form. Students learn design thinking principles, creating digital models and watching their prototypes build. This process, adaptable for different complexity levels, illustrates the journey from concept to tangible object for learners of all ages.

STEM KITCHEN

Our STEM room kitchen serves as a laboratory for food technology and kitchen chemistry across all year groups. Younger students engage in simple mixing and observing changes, while older students experiment with advanced techniques such as spherification.

FABRIC TECHNOLOGY

Learning fundamental sewing skills is valuable at any age. Younger students might start with simple stitching, while older girls tackle more complex projects, exploring materials, design and construction.

ROBOTICS

Our Sphero Bolts and Bluebots introduce digital technology and robotics in ways suitable for Years 0 to 6. Simple directional commands and block-based coding allow our youngest students to engage, while older girls tackle more complex programming challenges, learning the fundamentals of computational thinking.

SCIENCE AND OBSERVATION

Our dedicated science lab space, with microscopes, glassware and various tools, supports scientific inquiry across all year levels. Simple observation tasks for younger students evolve into more structured experiments and analyses for older girls, fostering curiosity and analytical skills throughout their primary years.

Through these hands-on tools and activities, which our students experience from Year 0 right through to Year 6, we’re doing more than just teaching subjects. We’re building essential skills. We’re encouraging our girls to stay curious, to ask ‘why?’, to tinker, test and see mistakes as part of learning. Most importantly, we’re helping them learn how to collaborate and think creatively to solve problems together.

Mia and Emily (Year 5) examine how the colours separated in their chromatography experiment.

Mia (Year 2) practises creating a three-step sequence using block coding with a Shero Bolt.

Elsa and Mia (Year 1) build a Lego marble run to demonstrate their engineering design skills.

A UNIQUE LANGUAGES JOURNEY

In our Junior School, learning languages is a joyful, purposeful experience – one that sparks curiosity, builds confidence and opens windows to the world. Our languages programme is unique, not only in the range of languages we offer – French, Spanish, Te Reo Ma¯ori and Mandarin – but in the way we approach learning itself. Our students are immersed in a communicative approach that encourages them to explore new ways of thinking and expressing themselves.

From their very first days at school, our students are immersed in the sounds and rhythms of new languages. Foundation and Year 1 learners begin with Spanish, building their communication skills through songs, games and storytelling. Having started their language learning journey in French, the girls in Years 2 and 3 are continuing with French, deepening their understanding of how language works and how we use it to connect to others. In Year 4, all learners try all four languages on a term rotation allowing them to choose for Years 5 and 6, based on their interests and cultural curiosity, and fostering a sense of ownership and enthusiasm for their learning. The girls are learning how to learn a language – a skill that will serve them well into the future.

Our programme places emphasis on communication and developing learners who are confident, adaptable and culturally aware. Through music, art, storytelling and celebrations, we explore the cultures, histories and traditions of the countries where our languages are spoken. We teach languages not just so our students can speak them, though they do, but so they can understand the world from different perspectives.

Our languages programme is a reflection of our PYP programme fostering curiosity, respect and global citizenship. It is a joy to watch our students grow in confidence, embracing not just new words, but also new perspectives, and that’s something truly worth celebrating.

¿Cuántos años tienes? Foundation class put their Spanish numbers into action

Girls practised buying food in Mandarin using cards and paper money. They had fun role-playing and using the language in real situations

To celebrate Lunar New Year, girls enjoyed writing Chinese calligraphy on red paper, experiencing traditional culture hands on

Titiro mai, whakarongo mai me pānui pukapuka tātou

YEAR 5 BRINGS Finding Nemo JR

TO LIFE

Year 5 put on another fantastic show this year with their production of Finding Nemo JR. From the very first rehearsal, the girls showed incredible enthusiasm, energy and commitment, working tirelessly throughout the first term to bring this muchloved underwater adventure to the stage. And just like Dory’s famous advice, they ‘kept swimming’ all the way to the final bow!

Featuring memorable songs such as Just Keep Swimming, Fish are Friends, not Food and Go with the Flow, the production transported audiences into the vibrant world of the ocean, telling a heartwarming tale of family, friendship and perseverance.

Beyond the excitement of the performance itself, productions like Finding Nemo JR provide invaluable opportunities for our Junior School students to develop confidence, creativity and teamwork. Taking part in drama and music allows students to express themselves, build resilience and strengthen their communication skills. Learning lines, mastering choreography and singing in harmony all require dedication and discipline, fostering a sense of achievement and pride. Performing on stage also nurtures

empathy, as students step into the roles of different characters and bring stories to life.

A huge heartfelt thank you to Sarah McDowall, who not only directed the show with passion and creativity but also took on the roles of costume designer and prop maker, ensuring every detail was just right. A special thank you also to Madeleine Walker for her fantastic choreography, which brought the characters and story to life through dynamic movement.

The show was further elevated by the stunning props, colourful costumes and our extraordinary theatre technicians – Olwyn, Alek and Bill – who worked their magic to create a truly enchanting underwater world on stage.

It was another Year 5 show to remember and the Dio community was delighted to dive into the adventure with the talented Year 5 cast. Bravo to all involved!

Mehernaz Pardiwalla

At Diocesan School for Girls, we know that teaching is not just a profession – it’s a vocation. And like all vocations, it calls not only on our skills and knowledge, but also on our hearts and our deepest values. This year, a group of 15 teachers from across our Junior and Senior Schools have chosen to step off the treadmill for a few Saturdays and engage in a different kind of professional development, one that nourishes the inner life of the teacher. ‘The Courage Way’ is a three-day Courage & Renewal® retreatbased programme inspired by the work of American educator and writer Parker J Palmer, author of The Courage to Teach Palmer’s core insight is simple yet profound: “Good teaching cannot be reduced to technique; good teaching comes from

the identity and integrity of the teacher.” In a data-driven educational environment where teachers are often asked to deliver more with less, this programme invites teachers to pause, reflect and reconnect with their passion and purpose.

This pilot programme at Dio is facilitated by Mennie Scapens, a seasoned educational leader and Courage & Renewal facilitator, alongside our school chaplain Rev’d Sandy Robertson, an experienced educator, who recently also became a Courage & Renewal facilitator. It creates intentional, trustworthy spaces called ‘Circles of Trust’ where teachers can reflect on who they are, why they teach, and how they might bring more of their authentic selves into the classroom and collegial life.

A framework for better teaching THE COURAGE WAY: RECLAIMING THE HEART OF TEACHING AT DIO PARENT PRAYER GROUP

The parent prayer group is comprised of Christian parents who meet fortnightly during term time to pray for our schools, children and families. Our current members are mainly Dio parents but other local schools like Epsom Girls Grammar and Auckland Grammar are represented too.

The group originated at Victoria Avenue School in Remuera and was affiliated with the Mums In Prayer International organisation. As our children started leaving primary school, the group continued to meet and pray together. One of our long-time members had daughters attending Dio for their high school years and this was how the link to the school was made.

More recently we moved out from under the Mums in Prayer umbrella so that fathers could be involved as well. We have been able to put an annual notice in DioConnect for the past few years and have seen numbers of parents make contact and join the group.

We offer support to our schools by praying for the principal, leadership team, staff and boards as they undertake their vital roles in our children’s learning and development. We also pray about specific issues that arise in our schools, nation or world, as well as challenges or difficulties that certain children and families are facing. Our members also appreciate the encouragement, support and advice we can offer each other.

The group meets fortnightly on Friday afternoons from 1.30 –2.45pm, starting in Week 2 of each term, in the home of one of our members, located in Greenlane.

For more information or to join the group, please contact Melanie at chad.melanie@gmail.com.

Melanie Lethborg

Each retreat explores a core theme. The first retreat, We Teach Who We Are, invites teachers to explore the ‘who’ question: Who am I as a teacher? What gifts and values do I bring to my work? Through poetry, metaphor, journaling, deep listening and shared stories, teachers reflect on the personal pathways that led them to education and rediscover what makes their teaching come alive.

The second retreat, The Courageous Teacher, focuses on cultivating courage, trust and resilience. Participants explore how trust in oneself, in others and in the wider purpose of education underpins the ability to teach with integrity. Through the use of individual reflection, structured sharing, poetry, art, movement and music, the retreat models what safe, creative and collaborative spaces for learning can look like, and how these can be cultivated in classrooms and staffrooms alike.

The final retreat, Embracing Paradox and Complexity, asks teachers to sit with the ‘tragic gap’ – the space between what is and what could be. As Palmer puts it, this gap is the daily reality of teaching: we stand between the present struggles of our students and our hope for their flourishing. It is tempting to fall into despair or disengagement, but the programme encourages a third way: to ‘stand in the gap’ with courage, creativity and grace.1

What makes The Courage Way different from many professional development programmes is its refusal to treat teachers as

mere technicians. Instead, it honours the humanity of educators. It affirms that self-care is not selfish, but, as Palmer says, “good stewardship of the only gift I have, the gift I was put on earth to offer others.”2

The pilot programme will be thoroughly evaluated through detailed feedback and will hopefully become a regular feature of professional development at Dio and other schools.

This is timely work. With burnout and attrition at crisis levels across the education sector, fostering a school culture of trust, collaboration and integrity is more important than ever. Research shows that high-trust school cultures lead to stronger student outcomes and greater staff wellbeing. But perhaps more importantly, they make our schools places where both teachers and students want to belong and can thrive.

For Dio, The Courage Way is more than a professional development series – it’s a sign of the kind of community we want to be. A place where educators are valued not only for what they do, but for who they are. A place where we teach with courage, integrity and hope.

Rev’d Sandy Robertson, Chaplain

1 The Courage Way programme has been created by Mennie Scapens for Diocesan School for Girls. 2. Palmer, P. J. (2000). Let your life speak: Listening for the voice of vocation (p. 30). Jossey-Bass.

PROVIDING SPACE FOR ‘healing feelings’

At Diocesan School, we believe that success is about thriving in all aspects of life. However, with the pressures of exams, friendships and personal growth, students can sometimes feel overwhelmed.

That’s where our dedicated counselling team steps in.

Dio’s counselling team, from left to right: Fiona Pritchard, Alison Chuang and Clare Norton with Miles, the therapy dog.

Whether it’s navigating social challenges, managing stress, or simply needing a quiet space to regroup, our expert counselling service provides a safe, supportive environment to help students build resilience, confidence and emotional wellbeing.

An environment where every student can thrive

The Dio counselling team consists of three full-time counsellors: Clare Norton, Fiona Pritchard and Alison Chuang. Offering face-to-face sessions for students and staff as part of the school’s pastoral care network, they are all from teaching backgrounds, have master’s degrees in counselling and hold full registration with the New Zealand Association of Counsellors.

From mental health concerns such as anxiety and depression, to navigating friendships, managing grief, and handling workload pressures, our team is equipped to offer guidance, strategies and emotional support. Understanding that each student’s situation is unique, the counsellors tailor support to fit individual needs. Some students may require brief check-ins to manage stress, while others may engage in ongoing sessions to develop coping mechanisms for more complex challenges.

The team works closely with year-group deans, teachers, parents and others in the school community to help students deal with a range of personal or social issues that may impact their overall wellbeing and academic performance. By working together, we create an inclusive and supportive school environment where every student can thrive.

Empowering students for life

At the heart of our counselling philosophy is a personcentred, strengths-based approach. We aim to equip students with the tools they need to manage their own lives effectively, fostering resilience, independence and emotional intelligence. Whether it’s developing healthy coping strategies, improving social skills, or finding balance in a demanding schedule, our counselling team is committed to guiding students toward a future of health and happiness.

A safe space for reflection and growth

One of the standout features of our counselling services at Dio is the dedicated counselling suite. This suite includes the Quiet Room – a unique and invaluable space for students who need a moment of respite during the busy school day. Whether a student requires a place to self-soothe, reflect or simply take a break, this room provides a peaceful sanctuary within the school. One student aptly described the Quiet Room as the place to come for ‘healing feelings’.

Lending a paw

Lending a paw and a listening ear is the newest member of the team, Miles, our beloved pet therapy dog. Miles is a friendly three-year-old Golden Retriever who visits the school at least once a week and is based in the Counselling Suite for most of the day. Miles is a real drawcard for students who may not be aware of the counselling services we offer here at Dio from the Foundation Class through to Year 13.

Removing the barriers

Our counsellors actively engage with the school community through assemblies and classroom discussions, ensuring that students understand the value of seeking help. Students mostly self-refer to the counselling service, while parents, teachers, and even friends may also suggest or encourage students to seek support. The service is entirely free and accessible to all students, reinforcing the message that taking care of your mental wellbeing is just as important as your physical health.

Expertise and collaboration

In alignment with the Ministry of Education’s Te Pakiaka Tangata: Strengthening Student Wellbeing for Success guidelines, our counselling team plays a vital role in Dio’s pastoral care framework. A unique strength of Dio’s counselling team is that all our counsellors had a background in teaching before pursuing their master’s degrees in counselling. This dual expertise enables them to understand the pressures of academic life firsthand and provide more holistic support to students. While everyone in the school has a role in supporting student wellbeing, the counsellors provide specialised expertise to ensure that each student receives the care they need.

“Our counselling services play an essential role in maintaining a supportive, nurturing school environment where students feel empowered to overcome challenges and reach their full potential.”

Supporting students to reach their full potential

Our counselling services play an essential role in maintaining a supportive, nurturing school environment where students feel empowered to overcome challenges and reach their full potential. Through our dedicated counselling team, our Quiet Room, and even the comforting presence of Miles, we are proud to provide a space where students can seek guidance, find solace and build the resilience needed for a fulfilling life.

Pastoral care network

Student wellbeing is key at Dio, and we have a network of people who provide support for our girls through their school journey. Our pastoral network includes tutor teachers, deans, chaplains, counsellors and nurses. These professionals provide academic, emotional and medical support, ensuring a nurturing environment for students. Diocesan also monitors student wellbeing through the NZCER survey, assessing school climate, student culture and teacherstudent relationships. While we are proud of our efforts, of course this is an area that is developing over time, in line with the changing world around us.

& A touch of magic a great deal of heart

‘The ordinary is made extraordinary through a touch of magic and a great deal of heart...’ That seems to sum up the performing arts so far this year.

From a ‘practically perfect’ senior production of Mary Poppins, our Dio Mega Crew winning the national trophy at HHI for the first time, and classical musicians delivering outstanding performances at NZCT Chamber Music

and Big Sing regionals, to thespians’ emotionally charged performances at the Shakespeare Festival and the buzz of Night of Dance – this energy, dedication and infectious joy of performance sees our students outclass and deliver in the arts across the motu.

With an extraordinary creative team of professionals leading the way,

their passion, resourceful and tireless devotion to produce and maintain the exceptionally high standards across the disciplines never ceases to amaze me. Thank you to everyone involved – it’s a joy to lead a team of dedicated staff and super talented students.

Shelagh Thomson, Director of Performing Arts

SHAKESPEARE FESTIVAL

Congratulations to all 60 drama students from Years 10-13 who participated in the 2025 SGCNZ Shakespeare Festival, hosted by Epsom Girls’ Grammar School. Our talented thespians amazed audiences with their original interpretations and skilful direction of Shakespearean scenes.

Highlights included standout performances by Ella Bosselmann, Joia Jackson, Gabriella Mitchell, Katie Lott and Libby Nicholls, who

brought the stage to life with a 15-minute version of A Midsummer Night’s Dream. The judges praised Diocesan’s innovation and mature portrayals of complex themes and characters.

A special mention to Joia Jackson and Isobella Baggaley for their exceptional portrayal of Emilia and Desdemona in Othello, who were runners-up for the Best 15-Minute Scene, and to Zara Nausbaum (Year 10) for receiving the Best Newcomer prize.

In the design aspect of the competition, we also had huge success with many of our entries for poster, static image, essay and video title card winning prizes. These students were:

Hayley Liu – 1st place Essay and Video Title Card

Regina Xu – 2nd place Poster Design

Janet Xie – 3rd place Poster Design

Emily Webster– 2nd place Video Title Card

At the SGCNZ nationals in Wellington over King’s Brithday Weekend, Hayley Liu gained three awards – two firsts for her essay and video title card and a Highly Commended in costume design.

Congratulations to everyone for their creativity, dedication and remarkable achievements at this year’s festival!

Hayley Liu

The Shakespeare Festival is an Arts curriculum event which is organised and run by the Drama Department staff within the Arts Faculty.

HIP HOP INTERNATIONAL COMPETITION

During the April holidays, our Dio Mega Crew competed in the Mega Schools Division of the Hip Hop International competition. This high-profile event attracts the best from across Australasia. All the groups were of a very high standard and the top teams were tightly placed. But Dio did it, and the Mega Crew came away with first place!

This is an amazing achievement by the girls as there is always fierce competition from Alfriston College, who have traditionally taken gold. We are very proud of our hip hop teams, and their coach Ashley Metcalfe, for their commitment and dedication.

DIO CONCERTO COMPETITION 2025

Our annual Concerto Competition attracted over 50 auditioned entrants, with 22 finalists selected: 11 students from Years 7-9 and 11 from Years 10-13.

With standards rising year on year, the repertoire on display was advanced and very challenging. Adjudicator Mark Bennett commented on the sophisticated and poised performances. Both he and the audience were blown away by the unbelievably mature and musically stylistic performances from these young musicians.

Nearly all of the contestants are multi-instrumentalists and choristers. They form the core of our ensemble programmes here at Dio and give so much back to the school by representing Dio in our Symphony Orchestra, Chamber Orchestra, Concert Band, chamber groups, rock bands and our choirs.

JUNIOR CATEGORY – YEARS 7-9

1st= Emily Wang (piano) and Emma An (harp)

2nd Angela Liu (flute)

3rd Yolanda Zhang (violin)

Most Promising Instrumentalist - Claire Nichols (cello)

SENIOR CATEGORY – YEARS 10-13

Overall winner - Eve Lu (violin)

Violin cup - Eve Lu

Cello cup - Madeleine Christiansen

Wood Wind cup - Chloe Xiao (oboe)

Flute cup - Erin Bao

Piano cup - Vevina Wang

Left to right: Madeleine Christiansen, Chloe Xiao, Eve Lu, Erin Bao and Vevina Wang

Emma An (left) and Emily Wang

Mary Poppins

We were delighted to kick start the year with our Dio/Dilworth production of Mary Poppins. It was a resounding success for students and the wider community who enjoyed every unforgettable moment.

This iconic and timeless musical is a favourite with everyone, and our team created a magical experience for cast and audience alike, capturing the heart-warming story of a family rediscovering what was always there: love, laughter and each other.

With a fantastically talented line-up of leads and a strong ensemble of dancers and singers, this cast was superbly led by our 2025 Arts Prefect, Joia Jackson as Mary Poppins and Aleki Wilson as Bert. The cast of 75 ranged from Year 8 to 13 and filled the stage with a super-charged energy.

We were fortunate to have the professional skills of our ‘in house’ international opera star, Andrea Creighton, who

directed the show, trained the singers and actors, and brought professionalism to the stage. Her vision was complemented by the choreography of Tim Hoskins and the brilliant behind-thescenes magic created by set designer and projectionist Olwyn Davidson who transported us seamlessly from scene to scene without any moving of set.

With unsurpassed box office takings, super enthusiastic responses from all our audiences, young and old alike, the bar has again been set very high and the Performing Arts team are buzzing with creative ideas to bring life, energy and joy to our Dio community in a theatre we are so proud to have as a performance space.

Thank you to everyone involved and to our supportive audiences who made the show come alive. The students were a joy to work with and their level of professionalism was quite unbelievable.

MATARIKI TE KANIKANI WHETŪ Night of Dance:

Our 2025 Night of Dance was a vibrant celebration of community, culture and creativity, brought to life through this year’s theme: Matariki – Te Kanikani Whetu (The Star Dance).

The event captured the essence of Matariki – honouring new beginnings, renewal, remembrance, unity and the brilliance of our akonga: shining together. Held over two exhilarating evenings, the show played to a full house, with an enthusiastic packed-out audience gathering to celebrate the art of dance at Diocesan. Our students gave themselves wholeheartedly to the process – creating, rehearsing, and refining their performances with passion and purpose.

This year, we had an outstanding number of participants with over 400 performers from Years 7 to 13 who took to the stage. This remarkable level of participation reflects the strength and inclusiveness of both our curriculum and co-curricular dance programmes.

The evening opened with a moving performance by our Kapa Haka group, who welcomed in the spirit of Matariki through a waiata and poi dance. This beautiful introduction grounded the evening in tikanga Maori, setting a tone of reflection, connection and celebration. The programme featured a rich variety of dance styles, including Bollywood, Chinese, Spanish, Pasifika, jazz, lyrical, hip hop and contemporary. Highlights included expressive pieces by our senior and junior curriculum classes and a high-impact performance by our award-winning Hip Hop Megacrew.

We are incredibly proud of our students and deeply grateful for the ongoing support of our wider school wha nau. At Diocesan, we believe in the transformative power of the arts. Through dance, our students continue to develop as creative thinkers, collaborative leaders, and confident communicators – skills that will support them far beyond the stage.

The Night of Dance is an Arts curriculum event which is organised and run by the Dance Department staff within the Arts Faculty.

Swimming Sports

SENIOR WINNERS:

Xanthe Miller (13NE) earned herself the Champion of Champions award and senior title for 2025 by winning the 100m backstroke, 200m individual medley and 50m backstroke overall, and also winning the 50m butterfly and backstroke for her age group. Olivia Patterson (12NE) and Celest Vo (12RO) placed second and third respectively to round out the senior age group.

INTERMEDIATE WINNERS:

Frankie Dodunski (12CW) won gold in the intermediate age group, taking out the 100m freestyle, 100m individual medley, 50m backstroke, 50m butterfly and 50m freestyle for the age group.

Henrietta Yarrell-Stevenson (10RO) placed second, followed by Indie Williams (11MP) in third.

JUNIOR WINNERS:

Sophia Ng (10MP) won the junior age group. Sienna Webby (9RO) came second and Rosie Karpik (9CW) placed third.

YEAR 8 WINNERS:

Catherine Li (8SE) won the Year 8 competition, with Anna Li (8RO) and Ella van Schaik (8MP) in joint second place.

YEAR 7 WINNERS:

The Year 7 competition was won by Anna Zhang (7ED). Helena Fu (7MP) came second and Annabel Croft (7RO) third.

HOUSE POINTS RESULTS:

In no particular order, fifth to eighth place, Mary Pulling, Selwyn, Roberton and Neligan. Mitchelson (396) came fourth, with Eliza Edwards (449) in third and Cowie (477) in second place behind winners Cochrane (526)

Diocesan held our annual Swimming Sports on Monday 10 February in our Aquatic Centre facility. Our competitive swimmers put on an outstanding show for all of us, with only milliseconds between the finish times for many races.

We had many students competing in our fun events and our supporters

HOUSE COMPETITIONS

created an amazing atmosphere for our swimmers to compete in.

The manu competition returned for the second time with Selwyn winning the overall competition with a combined total of 15 points out of 20. Elenoa Ngata (13ED) was the highest scoring individual, earning a brilliant 9/10.

Special thanks to Gabby Oloapu for organising such a fantastic day, which was brilliantly led by Kiani Smith on the microphone, and our amazing Year 13 House leaders. Congratulations to everyone who competed throughout the day and represented their houses with pride.

Above: Highest points scorer in the manu competition, Elenoa Ngata (centre) being cheered on by her fellow competitors. Right: manu competition – Sam Ford.

Swimming champions – Back row: Sienna Webby, Sophia Ng, Indie Williams, Ella van Schaik, Catherine Li, Frankie Dodunski, Henrietta Yarrell-Stevenson, Olivia Patterson. Front Row: Anna Li, Celest Vo, Helena Fu, Xanthe Miller, Anna Zhang, Annabel Croft, Rosie Karpik.

Athletics Day

On the field, Sina-Maria Su’a continued her dominant performances in discus and shot put with two further school records – 15.14m in shot put, and an extremely impressive discus throw (and personal best) of 46.45m.

Hannah McManus also continued to impress from last year, with two school records – 2.18.03 in the 800m and 32.00m in the javelin. The previous javelin record was for a throw of 29.98m, set in 2000 by Elizabeth Ryan.

The day finished with the Staff versus Prefects relay, with the teachers putting on an awesome performance, ahead until the final 100m, where our athletics code captain, Jacqui Nasrabadi, took control of the baton and the race, to pip the teachers at the post.

House results, in no particular order, fifth to eighth places: Roberton, Neligan, Eliza Edwards and Mary Pulling. Fourth place went to Cochrane (633), third place to Selwyn (643), second place to Mitchelson (706) and our winners were Cowie (714)

OVERALL WINNERS:

Senior

1st Jacqui Nasrabadi

2nd Sophie Pearce

3rd Iris Tooman

Intermediate

1st Hannah McManus

2nd Tessa Lepionka

3rd Petra Craddock

Junior

1st Eden Brettell

2nd= Amy McPike and Phoebe Kelt

Year 8

1st Georgia Anderson

2nd Stella Leach

3rd Phoebe Ulmer

Year 7

1st Issy Keenan

2nd Lily Vonn Southcombe

3rd Flossie Kirkpatrick and Sofia Mrkusich

Top: Sina-Maria Su’a continued her dominant performances in discus and shot put with two further school records.

Above: Athletics Day winners Georgia Anderson (Year 8), Jacqui Nasrabadi (Senior), Hannah McManus (Intermediate) and Issy Kennan (Year 7)

Left: Eden Brettell (Junior Athletics champion)

Cross Country

Smiles, spirit and speed featured at our 2025 Cross Country – along with lots of rain and thunderstorms. Students displayed individual success as well as encouraging house spirit.

First up were our Years 7 and 8 runners who made it back before the rain began. A long break followed due to the unpredictable weather.

Junior, intermediate and senior competitive runners competed in the afternoon on a challenging muddy and slippery track. Thankfully there were no injuries. Despite the weather, the students who participated ran incredibly well, all the while displaying great sportsmanship and making memories with fellow students.

A fun non-competitive run will be held later in the year.

Congratulations to all runners. Here are year and age-group results:

Senior

1st Sophia Haines

2nd Sophie Pearce

3rd Izzy Coney

Intermediate

1st Maddie Worrall

2nd Hannah McManus

3rd Tessa Lepionka

Junior

1st Abi Bethell

2nd Phoebe Kelt

3rd Noomi Riley

Year 8

1st Phoebe Ulmer

2nd Olivia Sanders

3rd Stella Leach

Year 7

1st Orla Loveridge

2nd Flossie Kirkpatrick

3rd Lily Vonn Southcombe

Years 7 and 8

Olivia Sanders Yr 8 (2nd) and Orla Loveridge Yr 7 (1st)

Junior winners 1st Abi Bethell 2nd Phoebe Kelt 3rd Noomi Riley

Intermediate winners

1st Maddie Worrall

2nd Hannah McManus  3rd Tessa Lepionka

Senior winners

1st Sophia Haines

2nd Sophie Pearce 3rd Izzy Coney

DIO GRADUATES TAKE ON THE WORLD

Alex Campion and Brooke Chandler’s overseas scholarship journeys - where sport and academics converge.

Two recent graduates of Diocesan School for Girls, Alex Campion and Brooke Chandler, are taking their talents across the globe on generous scholarships to prestigious American universities.

ALEX CAMPION: SWIMMING AT NORTHEASTERN UNIVERSITY

Alex Campion graduated from Diocesan in December 2024 and in September 2025 she will begin her next chapter at Northeastern University in Boston. She’ll compete in Division 1 swimming while pursuing a business administration degree. Her scholarship, valued at approximately NZ$85,000 per year, covers tuition and other expenses, allowing Alex to focus fully on her studies and athletic career.

“I was lucky enough to talk to several American universities during the recruitment process,” says Alex. “In the end, Northeastern stood out to me for its strong academic reputation and incredible swimming programme. The university is highly competitive, with an acceptance rate of just 5.2%, which made it an even bigger honour to be accepted.”

Drawn to Northeastern for its academics, Alex was also motivated by the opportunity to compete at an elite level. “Being able to swim at a Division 1 programme is a dream,” she explains. “I’ll be competing alongside some of the best swimmers in the world, and I can’t wait to challenge myself both in the pool and in the classroom.”

Alex also appreciated the flexibility of the US university system. “Being able to explore different areas before committing to a major takes the pressure off. I’m keeping an open mind, and Northeastern’s resources make it possible to balance my academic and athletic goals.”

She credits the Dio Career Development team for their crucial role. “Their help was invaluable,” Alex says. “They made sure everything was submitted correctly, which was critical for my acceptance into such a competitive programme.”

BROOKE CHANDLER: FIELD HOCKEY AT HARVARD UNIVERSITY

Similarly, Brooke Chandler, who graduated from Diocesan in 2023, will begin her studies in September 2025 at Harvard University, where she will play Division 1 field hockey.

For Brooke, Harvard was the clear choice. “Harvard’s academic reputation is unmatched, and their hockey programme is consistently one of the top teams in the country,” she says. “They’ve won the Ivy League multiple times and are regularly ranked in the top eight D1 teams.”

Brooke deferred her start at Harvard to focus on equestrian eventing, having been named in the New Zealand High Performance Talent ID Squad and selected for the 2025 Oceania U-21 Championships. “Taking a gap year allowed me to fully commit to this goal,” she explains.

Brooke has remained connected to Dio hockey, actively coaching the Dio 2nd XI hockey team and the Year 7/8 team. “It’s been really rewarding to give back to the programme that shaped me,” she says. “I’ve loved helping develop younger players and sharing what I’ve learned from my own journey.”

Academically, Brooke plans to study

finance and economics at Harvard through its renowned business school. “I’ve always had an interest in finance, and Harvard will give me the opportunity to explore this passion through world-class teaching and resources.”

Like Alex, Brooke acknowledges the Dio Career Development team. “Their support was fantastic in helping me navigate the US application process and ensuring everything was submitted accurately,” she says.

THE JOURNEY AHEAD

Both Alex and Brooke have exciting journeys ahead. For Alex, the chance to compete in Division 1 swimming while studying business in Boston is the perfect blend of passion and purpose.

“I can’t wait to meet like-minded people and experience life in the US,” she says.

Brooke is equally enthusiastic about what lies ahead. “It’s a huge step, but I’m ready,” she says. “Harvard offers the chance to grow in every way – on the field, in the classroom and as a person.”

These two young women exemplify what it means to be a Dio graduate: ambitious, focused and prepared to take on the world. Their journeys are just beginning, but their foundations were built right here at home.

Changes to international student access to US tertiary education being brought about by the current US administration have recently been widely reported. At the time of writing, Harvard in particular has been in the spotlight, and this impacts on Brooke’s 2025/2026 study plans. With the start of the US academic year approaching, she is watching developments closely with the hope that her plans may still come to fruition.

Alex Campion (left) and Brooke Chandler (right) with Career Development Director Grace Birdsall

Summer Tournament WEEK

Congratulations to Dio’s sports teams for their achievements during Summer Tournament Week at the end of Term 1.

The Senior B water polo team won the Division 2 North Island title, while the Premier and Senior A teams secured impressive places at the Division 1 Championship, with the Premier team taking bronze. Annabelle Imlah was named the Most Valuable Player at this tournament.

The College Sport Golf Stroke play championships were held at two courses: Day 1 was at Windress Farm Golf Course, followed by Day 2 at Clark’s Beach Golf Course. Blessed with stunning weather, all girls played amazing golf over the 36 holes.

After the nett results, Queenie Lang was 3rd = and younger sister Lulu Lang brought home the gold.

In the overall results on gross, Queenie restored the balance taking away 2nd place, Lulu 10th and Angela Guan 26th (20th on nett).

The sailing team competed admirably at the Auckland regionals, securing 10th place overall and second placed girls’ team.

The rowing squad shone at the Maadi Regatta, claiming one gold, two silvers and a bronze – Dio’s best result since 2016.

The cricket, futsal and volleyball teams also performed commendably during the week, showcasing skill and determination across various matches and competitions.

Sailing

Volleyball

Back: Kate Howse, Mielene Schuetze, Ava Wu, Flora Stevens Oskam, Jessica Lee. Front: Florence Sharpe, Caitlin Taylor

Left to Right: Sophie Macdonald, Eseta Tavui, Elle Wong, Charlotte Johnston, Sofia Felderhoff, Elenoa Ngata.

Rowing Maadi medal winners

Front

Senior A

Back row: Poppy Williams, Olivia Willis, Chloe Sandor, Annabelle Imlah, Amelie Schnauer, Indie Williams, Juliette Laury, Charlotte Manks.

Front row: Aimee Horton, Jemima Helm, Hannah Ngare (coach), Ashley Cheeseman.

Senior B

Back row: Angie Winstanley-Smith (head coach), Charlotte Sanders, Zoe Lines, Maritsa Radich, Violet Higgins, Indie Coa, Libby Gault (coach), Sophie Gardiner (coach) Front row: Clara Wemyss, Stella Hammond, Maddie Green, Claudia Sundstrum, Demi Coe, Catherine Li.

Girls U-15 coxed quad – Silver: Evana Main (coach), Sofia Glass, Emily Dick, Lucinda Day, Pippa Forman, Kate Miller

Girls U-18 single scull – Bronze: Sybilla Thompson (right)

Girls U-15 coxed octuple – Silver: Ella Ryan (coach), Amelia Mackenzie, Lucia Bartle, Isabella Turner, Pippa Forman, Mika James, Lizzie Hawksbee, Vittoria Broadhurst, Sofia Glass, Florence Struthers

Girls U-15 coxed eight – Gold: Evana Main (coach) ,Issy Berry, Sofia Glass, Isabella Turner, Lucia Bartle, Emily Dick, Caspar Hammond (coach), Lucinda Day, Mika James, Lizzie Hawksbee, Amelia Self.

Premier

Back row: Sienna Hirst, Paige Ellis, Grainne Aitken, Leni Webster, Liv Patterson, Henrietta Yarrell-Stevenson, Sophie O’Leary, Jemma McKinley, Erin Veal.

row: Abby Welsh, Sophie Walter, Charlie Sawden, Violet Smith, Holly Bricklebank, Lucy Gilleece.

JUNIOR

SCHOOL SPORTS:

THREE KEY INITIATIVES UNDERWAY

We are delighted to see such large numbers of junior girls participating in after-school sports, and we think that’s because our programme has a large emphasis on fun. We are committed to delivering a wellorganised and effective development programme but, above all, our girls adhere to Michael Jordan’s maxim: “Just play. Have fun. Enjoy the game.” This is our central premise.

In a climate where results, trophies, medals and certificates seem to be so highly valued, and the inclination is to push our youth hard from a young age, we know this is not what growing great athletes is about at primary school age. In fact, this tends to turn young children off. If they focus too heavily on results, then enjoyment drops, they may think they’re no good and give up. This is most definitely not the Dio way, and this is also why junior sports offers such a valuable opportunity for developing strong young girls.

The best learnings happen when our girls are simply having fun with their friends. They are learning to show up to training, put in some real effort, show grit, be resilient, take responsibility, challenge themselves, and work positively with others in a team. These are the behaviours that will most likely be key indicators of future success in sports when they are older, regardless

of their skill level at primary school age. Our girls learn, grow and develop at different rates during their formative years, and early results do not predict future success in sports.

This year we have a few key initiatives under way in our junior sports programme. The first is our focus on sportsmanship. We are running about 30 teams across netball, hockey and flippa ball, and our girls have worked together to create team charters, including their shared values and agreed behaviours. Each week our coaches recognise a player for their sportsmanship contribution. We are also running Best Sportsmanship competitions in each code to find our top teams. There will be prizes, fun, laughter and learning along the way.

The second initiative focuses on skills development and the introduction of a formalised transition programme spanning Years 5 to 8. In netball and flippa ball, we’ve employed lead coaches specialising in this transition space. Our aim is to have a hockey lead coach in this space soon. We’re running a master-hub format at trainings where centralised content is delivered to all Year 5 and 6 teams, and is aligned to development objectives and the expected skill ability for intermediate versions of the game. In this way, we can provide a consistent and progressive development framework. Our younger

girls are also receiving planned development modules, following code-specific coaching for SmallSticks Hockey, FutureFerns Netball, and our very own Dio flippa ball coaching programme.

Thirdly, we are developing our cohort of senior student coaches. We are so lucky at the Junior School as we have access to around 60 student coaches who, combined, are projected to provide more than 2000 hours of service and leadership over the year. They are a highly valued part of our sports community, and they too are learning. Our hub format provides structure for them, and our lead coaches are teaching and mentoring these student coaches. Many of them were Dio Junior School girls, returning to give back. Thank you to our amazing Junior School parents for helping these coaches, and offering transportation and support.

In Term 2, we’re running 11 sports codes, and 36 teams are in action playing netball, hockey, flippa ball, or preparing to compete in artistic gymnastics, rhythmic gymnastics, jump jam and ski racing. We’re also offering football training, taekwondo, recreational gymnastics and playball. The results will follow, but meanwhile the fun is under way!

Lucinda Batchelor, Junior School Sports Co-ordinator

HIGH-PERFORMANCE EXPERIENCES THAT SHAPE MORE THAN SPORT

In April 2025, students from Dio embarked on four international sports tours – football, netball, hockey and water polo – in Europe, the UK and Australia. These tours provided more than a chance to compete and train in world-class sporting environments; they were designed to foster resilience, leadership,

cultural understanding and personal growth. Across all four codes, students experienced what it truly means to perform on the international stage, gaining insight into the demands of elite-level sport while deepening their appreciation for the global sporting community. From the bustling streets of Paris to the hallowed sporting grounds

of London, the world-class hockey hubs in the Netherlands, and the competitive aquatic arenas of Perth, this was a journey that transcended sport alone. These young athletes represented Diocesan with pride, living out the school’s values in every interaction, training session and challenge encountered.

NETBALL TOUR

Growth through challenge, coaching and culture

The netball team’s two-week tour of the UK began in Manchester, where the students were immediately immersed in the northern English netball scene. They faced competitive fixtures against DNA Netball Club and YWCA Bury, clubs known for producing strong junior athletes. The intensity of play gave Dio students immediate insight into the physicality and pace of UK netball.

In addition to match play, the team benefitted from a coaching clinic with Manchester Thunder player Elmeré van der Berg. Her professional insights added fresh layers to the students’ tactical understanding. The group also attended a Manchester Thunder vs Leeds Rhinos match, allowing them to observe the strategies and athleticism of Super League teams firsthand. Seeing professional players in action contextualised their own training and goals.

After a busy few days, the team headed to Loughborough University, widely regarded as one of the UK’s elite institutions for sporting excellence. Their stay at the Elite Athlete Centre gave students a glimpse into the lives of high-performance athletes. The group took part in coaching sessions led by Vic Burgess, Head Coach of Loughborough Lightning and one of the most respected figures in UK netball.

These sessions were tailored to the team’s specific needs, giving them tools to improve both as individuals and as a collective.

The players also participated in a performance lifestyle workshop, an invaluable opportunity to reflect on what it takes to succeed not only in sport, but in managing the demands of life, study and wellbeing. These sessions promoted balance, focus and mental resilience – critical elements for young athletes navigating multiple pressures.

Matches against Loughborough Lightning youth teams challenged Dio to bring their best, while a day at Alton Towers theme park provided a fun and welcome break. The group then travelled to London, where the sporting and cultural itinerary continued to impress.

Training under former Australian Diamond Karyn Bailey was another

standout moment. Her sessions focused on defensive structure and new game strategies, which students were able to apply in matches against Kingston High School and Bromley Girls’ High School. Strong performances, including wins for both Dio Tika and Dio Pono, reflected how far the students had come over the two weeks.

Sightseeing in London added to the magic of the tour. From the historic grandeur of Westminster Abbey to the modern splendour of the London Eye, each outing was a chance to experience the diversity of the city. The Easter Sunday service at St Mary’s Church in Kensington created space for reflection, unity and gratitude. These cultural moments added real depth to the sporting journey, reinforcing the importance of balance and perspective.

Top: Netball players at Kingston with Dio supporters. Below left: Manchester coaching clinic. Below: London Pulse game.

HOCKEY TOUR

A deep dive into European excellence

The hockey tour commenced in the Netherlands, a country revered for its excellence in the sport. Upon arrival in Amsterdam, the team jumped straight into a training session with MHC de Kikkers Hockey Club. Despite their jet lag, the students embraced the intensity, and the challenge served as an immediate introduction to European standards.

A true highlight came in the form of a two-day coaching series with Jeroen Hertzberger, a three-time Olympian and one of Dutch hockey’s most accomplished players. Jeroen’s attention to detail, emphasis on creativity, and elite-level experience gave the students a unique window into the mindset of a top-level athlete.

Cultural exploration in Amsterdam included guided tours of Dam Square and a moving visit to the Anne Frank House. These excursions added historical significance to the trip, reminding students of the enduring power of courage, resilience and the human spirit.

Match play continued against MHC De Kikkers and HC Rotterdam, exposing the team to varied playing styles. The next stage of the tour took the team to Den Bosch for the European Hockey League (EHL), where they watched elite club competition and met international stars, including Frédérique Matla and Yibbi Jansen. These moments provided rare inspiration and tangible proof of what’s possible in the sport.

In the UK, the tour resumed with intensive training sessions at Surbiton Hockey Club, led by Will Fulker and former England captain Barry Middleton. The focus was on developing fast-paced passing and dynamic running, culminating in hightempo games that pushed our students both physically and mentally. These skills were quickly put into action, with the team drawing 1-1 against Kingston Grammar School and delivering a commanding 8-0 victory over Bromley High School.

The week concluded with an exciting final match against a formidable

Surbiton U-16 side. Although the team fell 5-1, they rose to the challenge, matching Surbiton’s pace and intensity and left the field with lots of learnings.

A highlight of the UK leg was the double-header game day, which tested the team’s endurance, teamwork and adaptability. Post-match functions with opposing teams allowed the students to reflect, socialise, learn new languages and share their experiences with peers from different backgrounds. The tour concluded with a visit to the Harry Potter Studios – a fun, lighthearted way to mark the end of an unforgettable journey.

The Dio Europe hockey tour team pictured with the Rotterdam U-16 4s hockey team.

Captains Livvy Barker and Kate Wyber exchanging banners with Bromley High School Hockey team after an 8-0 win for Diocesan.

Girls being coached by the European Hockey League legend and top goal scorer Jeroen Hertzberger as well as former Black Sticks captain Frances Davies.

FOOTBALL TOUR

Competing with confidence in France and the UK

The football team began their tour in the iconic city of Paris. The players had the chance to train at the worldrenowned Paris Saint-Germain Academy – a rare opportunity to step inside a professional environment that fosters some of the planet’s top football talent. The facilities, coaching quality and pace of play challenged our students to adapt and elevate their game quickly.

On the pitch, the team faced formidable opponents, including players in national development pathways. The challenge was intensified by the language barrier, with most opposition players speaking only French. Yet, these obstacles became avenues for growth. The girls quickly discovered that football had its own universal language, and through moments of play, shared celebration and post-match exchanges, strong bonds were formed. One of the French teams had even been using Duolingo to learn English, a shared moment of fun that helped bridge the gap and underscore the commonalities between young athletes worldwide.

Cultural immersion was equally powerful. In Paris, students visited iconic landmarks such as the Eiffel Tower, the Champs-Élysées, and the historic district of Montmartre, where they admired the Basilique du SacréCoeur. The significance of stepping into places steeped in history was not lost on the students. These experiences gave greater depth to their journey and

created lasting memories beyond the competition.

Moving to London, the team continued their development with elite training sessions at Chelsea FC and Tottenham Hotspur. Here, players were introduced to advanced tactical frameworks and refined their technical skills. Each session was designed to reflect the intensity of the professional game, helping the students better understand the rigour and mindset required at the top level.

A major highlight was attending a live Premier League match between Chelsea and Fulham at Craven Cottage. The electric atmosphere, the precision of professional athletes, and the sheer scale of the event offered powerful inspiration. Watching players they admire performing under pressure in real time, reinforced their own aspirations and appreciation for the sport.

London also offered a chance to explore some well-known historical sites. Visits to the Tower of London, Big Ben, Kensington Palace and the London Eye helped bring history to life. These enriching moments contributed to the tour’s broader goal: to develop wellrounded individuals who learn just as much off the field as on it.

At Kingston Grammar School in London (6-2 win)

Our tour of Parc des Princes, the home of Paris Saint-Germain Football club with our guide.

Our first game in London, against Bromley Football Club (4-3 win).

WATER POLO TOUR

Breakthrough success at the Australian Youth Championships

Our Premier and Senior A water polo teams travelled to Perth in April to compete at the prestigious Australian Youth Championships. Preparations began with training games against local sides at New Wave Water Polo Club, leading into the tournament, which kicked off on Monday 14 April.

In a historic achievement, the Premier team finished eighth overall in the

Division 1 competition, becoming the first New Zealand girls’ team in three years to break into the top 8. This milestone result is a testament to the team’s skill and perseverance, and the strength of our programme – offering critical development ahead of the NZSS nationals the following week.

Meanwhile, Senior A delivered a phenomenal campaign in Division 2,

bouncing back from a challenging opening match to win every game thereafter, culminating in a thrilling gold medal victory against Brisbane’s Mermaids Club. The tournament provided crucial game time for the team, which faces limitations in the NZSS draw as a second-tier side, yet consistently proved they could match top-level competition.

AN EDUCATION BEYOND THE CLASSROOM

These international sports tours reflect the holistic values at the heart of Dio. While competition and performance were central, the tours also fostered adaptability, cultural intelligence, and strong interpersonal skills – all essential attributes for young women stepping confidently into the world.

Each tour was thoughtfully designed to provide a balance of elite sporting exposure, cultural immersion and

moments of shared joy that will stay with these students for life. They were not just players on tour; they were ambassadors of Dio, engaging with the world around them through curiosity, courage and connection.

A sincere thank you to the coaches, staff, families and supporters whose dedication and generosity made these experiences possible. For the students who took part, this was more

than a sporting journey, it was a transformative life experience that will inform their futures, both on and off the field.

As Dio continues to empower its young women through diverse opportunities, these tours stand as a shining example of how high-performance sport can serve as a powerful vehicle for leadership, growth and global understanding.

Senior A water polo team won a gold medal against Brisbane’s Mermaids Club.

Idon’t often introduce myself in these articles, though I will this time. My name is Robin Bell. I have three daughters who have been/ are students at Dio and I have had the immense pleasure of serving as Treasurer and President of P&F for the past nine years. It is now time to pass the baton and so I am writing my final P&F article for Dio Today.

When parents join the P&F Committee, their first reaction is surprise, the second is curiosity, the third is engagement. Surprise comes with learning the sheer magnitude of what this association has achieved and continues to achieve over the years. Curiosity comes as one wonders… how? Engagement, of course, follows, as the committee is just that – engaging.

It is surprising to learn that over the course of the past nine years P&F has donated more than $1 million to the school. These donations have gone towards large projects such as the Arts Centre, redeveloping the Junior School playground and food technology gardens, redesigning the cafeteria

Our committee works hard and with a great sense of pride, knowing that P&F has contributed to, and will continue to contribute to, so many incredible projects and worthy causes.

dining area and refitting the cafeteria kitchen. At the same time, donations have been made to smaller projects including the Buchanan Scholarship, gear for various Dio sports and refurbishing Whanau spaces, as well as to numerous external charities, including the SPCA, Police Dogs NZ, ATWC, and the City Mission – to name a few.

This giving back is one of the association’s greatest achievements and how P&F manages this is no small feat. Funding has come through numerous sources, big and small. Large fundraising activities have included Dio house tours, the Dio

cookbooks, quiz nights and auctions. Smaller events include our annual Father/Daughter Breakfast and sale of the Dio charms. But our best-kept secret is the Dio Café.

This business, which we run within the school, has grown substantially over the years, with sales doubling over the past nine years. The thriving Dio Café has created a steady source of donations for P&F, as all net proceeds are donated back to the school or other organisations. Furthermore, the association has been able to build a solid base of investments whose earnings fund our commitment to the Buchanan Scholarship.

Our committee works hard and with a great sense of pride, knowing that P&F has contributed to, and will continue to contribute to, so many incredible projects and worthy causes. It’s hard not to want to get engaged when you see what we have achieved!

Of course, it’s not all about the money, as a key focus of P&F is bringing our community together, and the opportunity to do so is incredibly rewarding. It starts with the annual Welcome Picnic and the Open Days. We love hosting these events to see the new and potential Dio families on

campus, meeting one another and experiencing Dio hospitality.

Our annual Father/Daughter Breakfast has been a sellout for as many years as I can remember. The photographs captured of dads and daughters show heart-warming moments that we love to see year in year out. And of course, wrapping up the year is our Cocktail Party. It’s always a treat to offer parents a chance to catch up with friends new and old and share stories of the year gone by.

Not surprisingly, 2025 has started as another wonderful opportunity for P&F to engage through these events,

including our recent Father/Daughter Breakfast with speaker Alexis Pritchard, Olympic Boxer and Mindset and Empowerment Coach.

I look forward to watching the continued growth and success of the Parents & Friends’ Association and express immense thanks to all committee members, past and present, for their time, effort and engagement with this incredible community. Thank you, Dio P&F, for the opportunity you have given me to serve and the friendships I have made over these past nine years.

Robin Bell, retiring President

Alumnae Association update

We’re already halfway through the year, but I’d like to reflect back on a memorable end to 2024. In December, we officially welcomed the Class of 2024 to the ranks of alumnae at the Graduation Ball. The night was nothing short of incredible and we will be following the journeys of these remarkable young women as they step into the next chapter of their lives.

Leaving school can feel daunting. I encouraged the girls to ‘Follow your star’ but reminded them that if that star doesn’t feel quite right, it’s perfectly okay to choose another one. Changing direction and finding a new path are all part of the journey.

This message aligns with our new

series ‘Alumnae Thriving on the Road Less Travelled’, where we showcased on our Facebook page some of our amazing alumnae who have taken a less conventional path. We’re also planning a special event aimed at connecting women in business. Stay tuned for more details as these plans take shape.

Our Engagement Survey results provided some valuable insights. Here are a few key takeaways. You can read more on the opposite page:

• Strong sense of community: The majority of you feel a strong connection to the Dio alumnae community, with many wanting more frequent and varied opportunities to reconnect.

• Desire for career-focused events: There’s a clear interest in events

AUCKLAND DIOCESAN ALUMNAE ASSOCIATION (INC)

PRESIDENT

Emily Steel (Houlker)

VICE PRESIDENT

Sheryl Tan

TREASURER

Felicity Buche (Olson)

EXECUTIVE ASSISTANT

Nicki de Villiers (Dods)

EDITOR – LIFELONG FRIENDS PAGES

Deirdre Coleman d.g@slingshot.co.nz

COMMITTEE

Sarah Mackenzie (Macalister)

Damaya Pasupati (Rasanathan)

Sarah Liebmann (Gibbons)

Liz Eglinton (Tingey)

Nicky Gadsdon (James)

Auckland Diocesan Alumnae Association PO Box 28-382, Remuera, Auckland 1541

that foster career development and professional networking. This is one of the key reasons we’re planning a dedicated Women in Business event.

• Alumnae support: Many alumnae expressed a desire for mentorship and peer support, particularly from those in similar professional fields. We’re actively working at ways to facilitate these connections.

We’re grateful to everyone who participated in the survey – your feedback is invaluable in shaping the future of our alumnae community.

Ut Serviamus

Emily Steel President, Diocesan Alumnae Association

GET INVOLVED AND HELP US FLOURISH

We’re looking for Dio Old Girls to join the Diocesan Alumnae Association committee. You don’t have to have a daughter at the school. All you need is a bit of enthusiasm and a willingness to attend DAA meetings once a month, plus a couple of events each year. The DAA is a fun team of women

with varied skills. Whether you have specific expertise or just want to help keep our community vibrant and relevant, we’d love to welcome on board.

Contact Nicki de Villiers: dioalumnae@diocesan.school.nz

YOUR VOICE

engagement survey results

A huge thank you to the 650 Diocesan alumnae who responded to last year’s Alumnae Association Engagement Survey. We were encouraged to learn that 69% of you look at Dio Today thoroughly or read parts well and skip others. “I like to keep up to date with what is happening at the school – so different from my day in the ’50s,” noted one alumna. A slight majority of you prefer the hard copy magazine, while others see digital copies as cost-effective but admit you’re less likely to read them electronically.

The survey results indicate a high level of interest in reunions, with nearly two-thirds (63.6%) of respondents having attended a reunion. For the remaining third who have never attended a Dio alumnae event, some have only just graduated, for others, location and/or other commitments make it difficult to attend, and Covid cancellations have also been an issue.

A quarter of you felt that alumnae events haven’t been relevant to you. We’re working hard to ensure our gatherings are appealing and low cost or family friendly to include a wider range of alumnae.

Despite that, year group reunions are high on your list of ways you’d like to engage with the DAA. Other preferences included guest speakers and city-specific events and reunions, as well as industry-focused events and professional networking.

“I think there’s great value in establishing professionally based networks across the alumnae,” said one alumna, and we are working on ways to do this. Another suggested some less formal events “to gradually bring those people back into the fold who have lost all connection.”

Nearly three quarters of you said you’d use a dedicated Dio alumnae website, and we’re thrilled to announced that our new site www.diocesanalumnae.co.nz goes live in a couple of months. You can read more below.

“Everyone is important and not everyone has made it onto the world stage,” commented one alumna. “I would like to hear relatable stories from anyone who had a passion for what they are doing or have done to inspire others.”

In response to suggestions that we showcase more of our alumnae who have taken a less conventional path in life, we launched the Facebook profile series ‘Dio Alumnae Thriving on the Road Less Travelled’. We’re also working to include more stories of adversity and challenge in future issues of Dio Today and are keen to profile alumnae with an unusual/ interesting passion or vocation. If that’s you or a former classmate of yours, please email Deirdre Coleman, DAA editor: d.g@slingshot.co.nz.

WE HAVE OUR OWN WEBSITE!

Until now, Facebook has been our main channel for connecting online as a community. We’ll still be posting there but we’re excited to announce that in a couple of months, the DAA will be launching our brand-new website dedicated to all things Dio alumnae. It’s a place where you can learn about upcoming and past events, reunions, awards and bursaries, and read the latest news on our blog. Check it out soon at www.diocesanalumnae.co.nz

SHINING ON THE SILVER SCREEN

New Zealand feature film Tina¯ was released in February with four Dio alumnae in the cast. Filmed in Auckland and Christchurch in late 2023, it’s the inspiring story of a grieving Samoan mother who mentors her newly formed choir at an elite Christchurch school through to the final of The Big Sing.

In her first feature film role, Talia Pua (PY2016) plays Mei-ling. The choir cast also includes Dio alumnae Kate Wong She (PY2015), Naushiha Aravinthan (PY2018) and Leo Sun (PY2022).

“I couldn’t have asked for a more warm and fun experience,” says Talia. “Learning all the choral music took me back to my Big Sing days at school… and doing my own stunts was definitely a highlight!”

For Kate, being involved in Tina¯ was a huge honour. “After being in The Big Sing at school, it was amazing to bring that choral experience to screen and incredible to work with so many talented people.”

Kate Wong She (fourth from left) and Talia Pua (third from right) celebrating the release of Tina with some of the cast. Talia and Kate (far left) on location.

Alumna Merita

&

Ut Serviamus Awards

On Friday 14 March, two exceptional Diocesan alumnae were honoured for their service and achievements. Maria O’Connor (PY1995) received the Alumna Merita award for her contributions in the fields of law, finance and business; and Angela Caughey (Wilson, PY1947) was given the inaugural Ut Serviamus award for her work as an author and dementiacare advocate.

MARIA O’CONNOR ALUMNA MERITA 2025

1995 Head Prefect Maria O’Connor has had an impressive career in asset management and law. She studied law and commerce at Otago University and was a visiting scholar at the University of California, Berkeley in 2001, studying at Boalt School of Law and Haas School of Business.

After being admitted as a barrister and solicitor to the High Court of New Zealand in 2002, she joined a US law firm in San Francisco where she specialised in fund distribution, hedge and private equity funds, acquisitions and US securities law compliance. Maria then worked as legal counsel at Barclays Bank and spent four years as Director of Product Development at BlackRock, advising on investment strategy and fund structures.

Eight years ago she co-founded Fund HQ in London – a consultancy company that provides advisory, legal counsel, COO and compliance services to investment funds and their managers. She’s been recognised for her work through numerous awards in the finance industry, including ‘Most Influential Asset Management Leader for 2024’ and a shortlisting for the ‘Unsung Hero’ award at the Women in Investment Awards – reflecting Maria’s passion for improving

“What’s stayed with me all these years and has built in the confidence that I’m so proud we have as a Dio tradition is the attitude that we, as girls and women, can do what we want, what we put our mind to – the world is our oyster.”

equality and diversity in board representation and in the workplace and across the industry. Maria was shortlisted for ‘Best Outsourced Service Provider’ at the 2024 Hedge Fund Manager Awards and one of her key achievements last year involved $800 million in new fund launch assets.

She was launch CEO and advisor for Getty Capital Limited and established the hedge fund arm for the Getty Family. Maria supports financial literacy and education for women in her role as an advisor for The Curve, a platform to help women learn about investing. She also offers pro bono advice to Rise and Fall, a female-founded start-up company.

In her spare time, Maria enjoys food, wine, travel and being a mum to her six-year-old daughter. She has a background in culinary arts and writes a food travel blog with a special interest in nutrition.

Maria was represented by her mother and aunt at the Alumna Merita Assembly but pre-recorded a short video message expressing her gratitude at receiving the award. Despite having lived in London for nearly two decades, she fondly remembers her days as a Dio girl.

“What’s stayed with me all these years and has built in the confidence that I’m so proud we have as a Dio tradition is the attitude that we, as girls and women, can do what we want, what we put our mind to – the world is our oyster. Carrying that spirit and feeling into the world away from Dio is a really unique thing. And I’m really grateful that was instilled into me.

“I do think the old adage ‘you cannot be what you cannot see’ can really ring true. Seeing oneself represented in various roles and industries can be crucial for motivation and self-belief. For that reason I’m so grateful for this confidence and self-belief instilled at an early school age. It’s been a powerful tool that I have needed.”

Maria’s achievements will hopefully give current Dio students the confidence to pursue their own path to success.

Representing Maria were her aunt Madelene Strong and mother Rosemary, pictured with Emily Steel and Heather McRae.

Maria O’Connor joined the assembly from London. On stage are (L to R) Diocesan Head Prefect Lotosina Tavui, Reverend Sandy Robertson, Maria’s mother Rosemary, Principal Heather McRae, DAA President Emily Steel and Ut Serviamus recipient Angela Caughey.

ANGELA CAUGHEY UT SERVIAMUS AWARD

Angela is an extraordinary alumna who exemplifies the values of excellence, perseverance and service that Diocesan holds dear.

A lifelong learner, she pursued her Bachelor of Education extramurally from Massey University and later became a published author. Her writing, spanning seven books, has touched the lives of many, particularly in the field of dementia care, where her insights have been translated into multiple languages.

Her commitment to service is equally inspiring. As a Life Member of both NZ Marriage Guidance and Remuera Heritage, and through her tireless efforts caring for her husband after he was diagnosed with Lewy Body dementia, she has demonstrated compassion and resilience.

In 2013, Angela published her internationally acclaimed book Dealing Daily with Dementia. Five years later she wrote How to Communicate with Someone with Dementia. She followed this up in 2022 with A Better Brain for Life about preventing dementia and other chronic diseases, drawing from scientific research and her own experience. She’s also written books about Auckland’s founding families and New Zealand’s early settlers.

At 95, Angela Caughey is sharp as a tack. Her charm, humour and humility had the assembled Dio senior classes, teachers and guests hanging on her every word as she recounted her days at Diocesan in the late 1930s and 1940s when the entire School had just 350 students.

An accomplished athlete, Angela played in Dio’s top cricket, tennis, hockey and netball teams against the other four girls’ schools in Auckland at the time: Epsom Grammar, Takapuna Grammar, Auckland Grammar and St Cuthbert’s.

“We didn’t have sports uniforms, we just wore our summer

frocks or our winter gyms,” she remarked. “We used to go to Takapuna Grammar to play matches. We’d eat our lunch and get together with the games’ mistress and the equipment, and we’d go down to the Great South Rd and catch an electric tram to the bottom of Queen St. Then we’d get a ferry across to Devonport and then a bus to Takapuna Grammar, play our hockey game, three cheers for the umpire and come home. It was war time. There was no petrol, no cars, no parents watching, but it was a lot of fun.”

Over the years after school, Angela continued to achieve in sport, excelling in tennis and golf, and securing multiple club and regional titles.

Despite how different school life was 80 years ago, Angela told the senior girls that she and her classmates were still very much Dio girls.

“We were those who shone and the others who just went through their school careers in the background. They didn’t feature in Dio Today or the school photos, but they all had their future in front of them. Your school career is tiny compared with the next 50, 60, 70 years ahead in which you can make your mark. But it’s over to you. Go to it.”

Ut Serviamus award recipient Angela Caughey had the crowd in stitches as she shared stories of her school days.

DAA President Emily Steel with Angela Caughey.

Angela Caughey and Diocesan Director of Development Angela Coe.

Angela Caughey (centre) with her son Philip and daughter-in-law Momoko, and Principal Heather McRae.

TO MAKE AN IMPACT Never too late

Alumna Leslie Harris (PY1987) is proof you don’t have to be an eager young graduate to make your mark on the world. Her website, Harris List, has become a lifesaving resource for New Zealanders dealing with dementia, she’s now a peer reviewer for the World Health Organization, and is studying law with the goal of improving policy around dementia care.

In her 50s and a single mum to three teenage and young adult children, Leslie enrolled in a one-year Diploma in Dementia Care through the University of Tasmania. It was 2020, the Covid pandemic was raging and her father had just passed away after seven years of living with dementia.

“Learning wasn’t my thing at school and I was a bit naughty,” laughs Leslie. “I left at the end of 6th form (Year 12) and moved to Sydney. I wish I’d gone to university straight out of school, but it’s never too late. At 50 years old, it’s not easy embarking on tertiary study, but getting my diploma has been a wonderful experience that’s opened my world up. I didn’t think I was bright enough, so I was pretty proud to go to Hobart and graduate with my fellow online students.”

The pain and frustration of her father Garth’s battle with Alzheimer’s prompted Leslie to educate herself and then help others living with dementia.

“My father’s dementia appeared around 2013. He was a civil engineer with a PhD and spent his life researching. We were fortunate he was diagnosed by a specialist

connected to a new brain study at the University of Auckland’s Centre for Brain Research. He was the first participant with Alzheimer’s, and being dedicated to research, he was an enthusiastic participant for a number of years.”

Leslie embarked on the ambitious project of bringing New Zealand’s dementia-care resources into one place. Her site and newsletter, Harris List, is a pathway to all the information people living with dementia, carers, loved ones and GPs might need.

“It’s very hard to find resources in New Zealand – there are many different organisations but no one place you can go. Navigating the way through is confusing. As a member of the WHO, New Zealand was supposed to have its dementia care plan ready by 2025. We are miles away. We have too many organisations and no collaboration to streamline the system. Harris List is booming and it feels great to know that it’s valuable.”

Leslie’s work is becoming increasingly important with dementia numbers expected to triple by 2050. Currently four out of five New Zealanders know or have known someone living with dementia, and care partners are providing over a million hours of unpaid care every week.

“Australia and New Zealand are taking a while to realise what a health crisis dementia is,” notes Leslie. “Dementia doesn’t discriminate but as it creeps into so many people’s lives, they’re beginning to educate themselves. The more people know about it,

the more understanding there will be.” Leslie advises and advocates for people looking for care or support for their loved ones facing dementia. It’s all voluntary work, but she’s grateful for sponsorship from MetlifeCare to help keep Harris List operational.

Now a peer reviewer (one of just 100 in the world) for the World Health Organization’s dementia platform, Leslie also provides feedback on the papers and websites being produced around the world. “It’s great to see what other countries are doing but it’s also a bit depressing because you see them advancing beyond what we’re doing here.”

As if she wasn’t busy enough, Leslie is back studying. This year she began a Bachelor of Law at the University of Waikato, following in the footsteps of her youngest daughter, Arabella (PY2003), who is studying law and psychology at Canterbury University.

“I’m interested in policies and procedures and there are a lot of policy-related things that could be improved in dementia care,” she says.

Leslie has a unique connection to Dio. Her great-great grandfather William Cochrane was a proponent of women’s education and one of Diocesan’s founders. He served on the School Council from 1906 until his death in 1914 and would undoubtedly be proud of his descendant, whose service to others epitomises the school motto.

Learn more at www.harrislist.co.nz

Sharing BUSINESS WISDOM

At the sixth Women In Business event in March, three Dio alumnae shared their advice about entrepreneurship, their learnings from managing businesses, and their insights into the resilience required to succeed.

Fourth-generation Dio student Kylie Matthews (PY2000) is a champion in the sustainable business space. The founder of AWWA period care and Kai Carrier is a business mentor and a steering committee member for Climate Action Marlborough. Kylie began her working life as a social worker but switched her focus after the birth of her first child. She developed Kai Carrier, a sustainable alterative to single-use baby food pouches, expanding the business into a range of reusable packaging alternatives.

In 2018, she and friend Michele Wilson launched AWWA. The now B Corp-certified period underwear business got off the ground thanks to a successful Kickstarter campaign. To date, AWWA has prevented 55 million pads and tampons going to landfill and has donated 26,000 pairs of period underwear to help eradicate period poverty.

Kylie says we need to change how we do business for the better of the planet. “Profit can no longer be the sole measure of success. Sustainability is no longer a nice to have, it’s a non-negotiable.”

Amy Wilkinson (PY2001) is GM of Johnson & Johnson Medtech NZ. Her inspiring career began in strategy management consulting and led her to a leadership role in the medicines and medtech industries.

Amy has worked across the strategy, HR, customer experience, marketing and sales, innovation, digital and market access verticals in the healthcare industry, gaining a unique perspective of global healthcare systems. As Innovative Medicines country manager for Johnson & Johnson, she advocated for better medicines access for New Zealanders. She’s now responsible for ensuring that high-tech products (used in everything from trauma care and surgical procedures to joint replacement and treating atrial fibrillation) are available to people when they need them.

Throughout her working life three key mantras have guided Amy’s approach: 1) a genuine care for the business you lead and the people you serve; 2) embracing challenges, even when the path is uncertain; and 3) staying true to your values to make decisions you’ll be proud of in the future.

“What helped me most was having clarity around what I truly stand for, knowing which principles I wouldn’t negotiate on, even when it meant making difficult choices.”

For Erin Coldham (Lovich, PY2002), pivoting has been a key theme of her exciting career to date. After several years working in advertising at Colenso BBDO and an inflight concierge role at Air New Zealand, she found her passion and the ideal outlet for her creativity. Erin combined her talents for organising, styling and problem-solving into a thriving eventplanning business called Wonder Events, arranging hundreds of weddings, parties, family celebrations and corporate events. It’s a business that’s given her the flexibility to structure her work around raising her children.

“You may have many careers or jobs in your life and all that experience adds up and counts,” she says.

Admist all the challenges and triumphs, Erin says she’s learnt the power of doing a good job, that relationships are everything, and that word of mouth is one of the biggest marketing tools you can have. Plus, if you’re good, someone will find out.

(Left to right) 2025 Women in Business speakers Kylie Matthews, Amy Wilkinson and Erin Coldham with student presenters Boh Curran, Honor Small and Mia Montgomerie.

DIO’S SUMMER DRESS EVOLUTION

The introduction of our new uniform this year is the perfect time to reflect on the evolution of Dio’s summer dresses. Over the decades, the uniform has undergone several transformations, balancing tradition with practicality while adapting to the times.

The first notable change came in 1936 when a blue-and-white checked dress was introduced. However, during the war years, material shortages led to a temporary shift, allowing the use of other blue-printed fabrics. Among these, a floral design became the most popular and was officially adopted in 1946. A surviving example of this floral dress, worn from 1946 to the mid-1960s, is featured in our archive collection.

In 1968, a new blue-and-white check pattern was introduced. This design was briefly replaced in 1983 by another floral variation. However, the material faded quickly and was not well liked by students, leading to another change in 1984 to a larger check pattern, which remained until the uniform’s full redesign in 1996.

Each version of the summer dress tells a story of the school’s history and traditions. The iconic sailor dress continues this legacy while embracing a modern, practical design.

Explore Dio’s uniform history and view additional archival images at dio.recollect.co.nz

Abby McWilliam –Development Coordinator & Digital Archive Content Creator

OPENING DOORS TO A CAREER IN SCIENCE

Alumna Katherine Handley (PY2024), who studied earth and space science, physics and chemistry at Diocesan, has been accepted into the prestigious Science Scholars’ Programme at the University of Auckland. She is currently pursuing her BSc in earth sciences and a BCom in economics.

The three-year Science Scholars’ programme was created for exceptional undergraduate students who are passionate about exploring the fundamental questions of science. It offers an immersive approach to scientific discovery,

encouraging deep engagement through discussions and reflections, allowing students to tackle big questions about how the world works.

Katherine says the programme is a unique opportunity to learn from professors across the university’s Faculty of Science and distinguished guest lecturers from diverse scientific fields. She’ll also benefit from one-onone mentoring with leading scientists, early research opportunities and specialised seminars.

(Top left to right) 1940s summer dress, 1960s summer dress, 1980s summer dress, 1997 summer uniform.

&Big dreams bold moves

After training and working as an architect, Jessica Young (PY2011) has made the move into footwear and scored a coveted role as a designer at Nike.

In May of this year, Nike debuted the signature A’One basketball shoe for US women’s NBA player and MVP A’ja Wilson. Dio alumna Jessica Young was part of this exciting project, designing and modelling the shoe in 3D, and helping A’ja and the team bring her vision to life through visuals of the design, colours and materials. It was Jess’s first project with Nike and a dream come true.

“From the initial concept to the final samples, I was involved every step of the way, ideating and refining design features along the way,” says Jess. “It’s been an incredible honour to work with the amazing A’ja Wilson and such a talented Nike team. Having this as my first project at Nike will always be a memorable milestone.”

How does a former Dio student end up working for the world’s most famous shoe brand? It’s a story of dreaming big, taking risks, asking for help, and having the support of people who believe in you.

“I started at Dio in 2005 and throughout my school years, I was very passionate about creative subjects, particularly graphics, music and English. Graphics was my favourite subject, and I really appreciate the support and encouragement of my graphics teacher, Ms Ikin. She was able to see potential that I couldn’t at the time.”

AN ESSENTIAL DETOUR

After receiving a Chancellor’s Award for Young Pacific Island and Maori students, Jess studied architecture at the University of Auckland.

“Initially international business and marketing was my goal, but Ms Ikin encouraged me to try architecture, and

I ended up loving it. Five years later, I graduated with a Master of Architecture with First Class Honours. I honestly think if I didn’t have that push towards studying architecture, I wouldn’t be where I am today!”

Jess’s first job as an architectural graduate was a four-year stint at Warren and Mahoney Architects where she worked on the award-winning Te Arikinui Pullman Auckland Airport Hotel, collaborating with Tainui iwi.

“Throughout my time at Warren and Mahoney, I learnt so much about design processes and I’m thankful for the mentors who helped me along the way.”

PIVOTING IN A NEW DIRECTION

It was while working at Warren and Mahoney that Jess came across a very talented Nike innovation designer from New Zealand. Matt Holmes had received the DINZ (Designers Institute of New Zealand) Black Pin award for Outstanding Contribution to design.

Inspired and intrigued, Jess reached out to him and asked to connect.

“Matt has been a great mentor who helped me connect with other New Zealanders in the footwear industry. He took time to look over my portfolio as I built it out and gave me feedback on what Nike would be looking for.”

Keen to pursue footwear design further, Jess began a side hustle designing self-briefed footwear projects. She used Instagram as her public portfolio and connected with people in the industry via cold email or social media platforms.

In 2021, she left Warren and Mahoney to pursue more creative options within design. She was looking to deepen her skills in 3D design and creative direction. As a freelance designer, she worked with Kelvin Soh from design studio DDMMYY and Jamie McLellan from Allbirds and did creative direction remotely for New York-based Insomnia Labs. It was a chance to learn and experiment.

STEPPING INTO HER DREAM ROLE

Putting herself out there has paid off massively for Jess. Her Instagram portfolio caught the eye of a Nike recruiter and she was headhunted for a role at the footwear giant.

“They saw my work and thought I’d be a great candidate for a job they had,” she says. “Funnily enough, the hiring manager for the role also had a background in architecture.”

As a senior 3D footwear designer, Jess is currently working across women’s basketball signature shoes for athletes such as A’ja Wilson and recent WNBA champion Sabrina Ionescu.

Jess modelling the Nike A’One sample pair of signature basketball shoes she helped design for WNBA star A’ja Wilson.

“My role is to help with design options, accurate proportions and exploration, as well as assisting in athlete meetings, where I often visualise and animate the shoe in 3D so the athlete can understand what their shoe would look like. I love being so close and involved in a product and seeing athletes wear something on court that I helped design.”

Jess also loves the creative culture at Nike, where she’s surrounded by so many talented designers.

“It’s infectious in the best way and I’ve been lucky to meet so many people in other areas of Nike through intermural sports leagues. We have such amazing campus facilities – there are four full-size gyms, two basketball courts, outdoor running trails, and spas and saunas. It’s absolutely incredible and I’m constantly grateful for the amenities.”

Despite always wanting to live and work in the US, Jess says her move there was initially quite tough, but she’s grateful for the opportunity and it’s been excellent for her personal and professional growth.

“I have such exciting opportunities lined up for me right now, I couldn’t be happier! Hopefully you will be seeing more footwear products from me in the next few years, particularly in basketball. Watch this space!”

NO EASY ROAD

While it seems like a dream run, Jess’s journey has been peppered with setbacks that have helped shape her. She says it took a great deal of resilience and perseverance to overcome the rejections she encountered trying to even get into the footwear industry. But a key driving force has been the memory of her dad who succumbed to cancer during her final year at school.

“My father taught me resilience and it’s given me perspective of the important things in life and made me cherish family moments,” she says. “He was my greatest supporter in everything and would always help me come up with creative concepts in my graphics studies. Dad encouraged me to dream crazy and to always keep going. My first design concept that got me curious about footwear was a rehabilitation

shoe for him while he was undergoing surgeries and rehabilitation after his stroke. I think making it here at Nike really has been a full-circle moment, after speaking it into existence together. I really hope he’d be proud of me and my siblings.”

In addition to family support, Jess says Dio gave her opportunities to grow and develop her potential. “Dio really gives you a mindset of wanting to be the best and giving everything your all, because you’re surrounded by such talented young women that it only makes you want to be better.”

Follow Jess’s journey on Instagram: @jess.jyoung

Alumna Jess Young has realised her dream of working for global footwear company Nike.

As a woman of Chinese Māori descent, Jess would love to see more Indigenous Pacific Island women in the design industry. “There’s such talent in New Zealand that we need to bring to a global stage.”

Jess reached out to legendary sneaker designer Tinker Hatfield via cold email after watching his segment on the Netflix series Abstract. He’s since become a great mentor and friend.

Jess with her mum and her sisters Gen and Lucia Young (also Dio alumnae) at Nike WHQ in Portland, Oregon.

CHRISTCHURCH REUNION

Dio alumnae are in every corner of New Zealand and the world, and not even a state of emergency could keep them away from the Christchurch reunion on Thursday 1 May. Despite the terrible weather, nearly 60 alumnae gathered at the OGB Bar in Cathedral Square.

The room was full of laughter, chatter and the unmistakable

BURSARY APPLICATIONS OPEN IN DECEMBER

The Diocesan Alumnae Association (DAA) Bursary was established for daughters or granddaughters of Diocesan alumnae who are unable to attend Dio without financial assistance. It covers up to seven years of schooling from Years 7 to 13. The DAA Bursary is for partial financial assistance (up to 50%) towards tuition fees only, as well as the cost of life membership to the Diocesan Alumnae Association. Successful recipients are expected to complete their secondary school education at Diocesan School for Girls.

Applications for the 2027 academic year are open from December 2025 to 20 February 2026.

For more details, visit www.diocesanalumnae.co.nz

energy of old friends reconnecting. It was lovely to see so many alumnae – now studying, working or settled in Christchurch –come together, still eager to hear how school life is going and to catch up with each other.

A huge thank you to Angela Coe, Emily Steel and Heather McRae for organising and attending this wonderful event.

UPCOMING EVENTS

• Founders’ Day: 1 November. Including decade reunions for peer groups from 1975, 1985, 1995, 2005 and 2015.

To receive information about this event, update your details at www.surveymonkey.com/r/ DioStayConnected

• Diocesan Graduation Ball: 29 November.

• 5-year-out Reunion (PY2020): 12 December. La Zeppa, Freemans Bay.

• 1-year-out Reunion (PY 2024): 12 December. La Zeppa, Freemans Bay.

Notice of ANNUAL GENERAL MEETING

The 114th Annual General Meeting of the Auckland Diocesan Alumnae Association will be held on Saturday 1 November at Diocesan School for Girls, Clyde Street, Epsom.

Nicki de Villiers – DAA Executive Assistant dioalumnae@diocesan.school.nz

SPECIAL

CONNECTIONS

On Tuesday 8 April, the Diocesan Alumnae Association hosted a special group of women in the foyer of the Arts Centre. At the Alumnae Mothers’ Breakfast, around 40 mothers of current students who are also proud alumnae gathered over the essentials: coffee and great company.

With 10% of today’s girls having direct alumnae connections, it was a heartwarming reminder that while many things change, some things – like the spirit of our school and the friendships formed here – never will. Despite the new buildings and new faces, the essence of Dio remains the same. Speaking to the gathering, DAA President Emily Steel said: “Our girls are fortunate to walk the same journey we did, filled with the same spirit, values and sense of belonging that make this school so special.”

Patricia McKelvey (Kestie) and Susan Tapper.

Rachelle Sutton and Sue Cattell.

Jessica Brewer and Hannah Henderson (Wills).

Anne O'Hanlon (Crockett), Joanne Lim, Sarah Stead (Hunter) and Anagha Pasche (Mahagaonkar).

DAA committe member Liz Eglinton (Tingey), Diocesan Board Chair Jenny Spillane (Orsborn) and past DAA President Penny Tucker (Macdonald).

Grabiel Ng and Emma Harrison (Britton).

DAA committee members Nicki de Villiers (Dods), Nicky Gadsdon (James) and Emily Steel with Heather McRae.

Anna Nathan (Haigh), Kate Morrissey (Murphy), Sarah Walter (Springhall) and Abby Maire (McComb).

MILESTONES

Achievements

Alexandra French gained a BCom in Accounting and Marketing from the University of Canterbury in 2024.

Juantia Fuatavai graduated from Massey University with a BCom in Finance in 2017 and an MBA in 2019. Jessica Hunter graduated from UNSW, Sydney, with a BEng (First Class Hons) in Civil Engineering in 2024.

Births

Juantia Fuatavai – sons Akira on 30 April 2016, Kobe on 20 September 2019 and Kairo on 22 July 2021

Olivia Nomura (Upton) – sons Taiki on 29 October 2021 and Yuma on 5 November 2024

Marriages

Sheena Chen to Thomas Cheung on 25 January 2025

Pippa Dearing to Lance Sutton on 18 March 2023

Juantia Fuatavai to Jeremy Tiumalu in June 2013

Imogen Wells to Matt Gibbs on 26 October 2024

Deaths

Prudence Burleigh (PY1963) on 7 January 2025

Ailsa Close (Miller, PY1955) on 26 February 2025

Adrienne De Berry (PY1962) on 8 December 2024

Rosalind Demas (Owen, PY1953) on 27 July 2024

Judy Donovan (PY1962) on 24 March 2024. Judy went missing while tramping in Waikato’s Pureroa Forest and was found in February 2025.

Robin Fazakerley (PY1950) on 31 July 2024

Patricia Gibbes (Esdaile, PY1949) on 26 January 2024

Dawn Gibson (Richardson, PY1955) on 5 November 2024

Christine Harrison (Robertson, PY1960) on 23 November 2024

Christine Hempleman (Odlin, PY1958) on 23 October 2024

Elizabeth Holden (Moss, PY1949) on 30 January 2025

Jane Jackson (PY1969) on 19 February 2025

Bronwen Junge (PY1962) on 5 December 2024

Rosemary (Annie) Kitchener (PY1967) on 5 April 2024

Louise Lornie (PY1974) on 18 October 2024

Jocelyn MacKay (Clarke, PY1946) on 18 February 2024

Tessa Marshall (Dacre, PY1962) on 2 December 2024

Dorothy Jean (Dorjean) Massey (Moore, PY1941) on 16 September 2024, in her 101st year.

Barbara McIntosh (Calder, PY 1953) on 23 March 2025

Barbara McWilliam (Brown, PY1955) on 2 November 2023

Charlotte Mill (PY1982) on 16 February 2025

Suzanne Millard (Lea, PY1986) on 31 October 2024

Nicola Mitchell (Ellis, PY1964) on 13 May 2024

Julia Moran (MacFarlane, PY1958) on 23 March 2025

Beverley Newton, formerly Blackwell (Bullock, PY1942) on 25 July 2024, in her 100th year.

Rosemary Nicholson (Buchanan, PY1954) on 5 July 2024

Alice Osborne (Erson, PY1942) on 25 October 2024, in her 100th year.

Gay Pasco (PY1962) on 10 June 2024

Margaret Russell (past staff member, Associate Old Girl) on 8 November 2023

Kathryn Sandiford (Fraser, PY1979) on 21 February 2025

Ngawini Smallfield (Carter, PY1944) on 29 June 2024

Natalie Toft (Learwood, PY1944) on 28 November 2024, in her 99th year.

Melanie Webber (PY1992) on 9 April 2025

Margaret (Peggy) Williams (Graham, PY1978) on 3 February 2025

Barbara Wilson (Simpson, PY1946) on 18 September 2024

Yvonne Wotherspoon (Barr, PY1941) on 8 February 2022, in her 99th year.

Note: PY is short for ‘Peer Year’ and indicates the year an alumna (Old Girl) would have been in Form 7 (Year 13) had she continued her schooling at Dio through until the end.

If you have any deaths or achievements to share, please contact development@diocesan.school.nz or use the Stay Connected form in the latest Diocesan Alumnae Association email.