The Huanuian - Issue #2 by Ash Rouse

July - October, 2021

ISSUE 02

Huanuian the

Dance with Asha Huddleston Alice McGregor discusses Karate Animation with Tony Bone

Alumni News and Mentorship Programme

Contents July - October, 2021

ISSUE 02

SCHOOL EVENTS

OUR PEOPLE

4 School Waterway

18 Student Leaders Have you ever wondered how the Prefects get their responsibilities? Lana Newman describes the process.

6 Literature Week Rachael Jackson Natalya Newman 10 Science Week 12 International Week Guy Oclee-Brown Julia Berweger Junkyu Park 16 Zoom meeting with Author Ngugi Wa Thiong’o 17 David Hamilton takes a Composition Workshop

20 Charlotte van der Zwan Showing, breeding and competitions - Charlotte tells us about her Equestrian world.

28 Asha Huddleston From a lifetime of dance, Asha illustrates what it takes to succeed. 30 Alice McGregor A Karate instructor, and highly qualified martial artist, Alice shares her experience with karate with us.

22 Daniel Mao Daniel reports back from his trip to the NZIBO camp in Dunedin.

32 Gary Payinda Gary works closely with the Rescue Helicopter crew in Whangārei, and shares his insight.

24 Takaimaaina Ngata-Henare Takaimaania wins the Tā Himi Henare Memorial Trophy for Te Tokerau.

34 Jasper Miller-Waugh Jasper explains his teams “Times of Interest”covid mapping tool.

26 Tony Bone Tony Bone is a self-taught animator and writes about his craft.

32 ALUMNI 36 Graduates 37 Alumni President 37 Mentorship Programme Connecting our current Year 13 cohort and Alumni members by pairing them up based on shared interests and career/education paths. Kian Naidoo Lana Newman Jacob Urlich Rufaro Manjala Pippa Benton Emma Wickham

37 We are grateful for all of the help and support in getting this magazine finished. To our writers, photographers, content finders, editors and reviewers: This would not be possible without your creativity, time and efforts - thank you! To our readers: Do you have any stories to submit? Is there anything you would like to see in this publication? Email us! We would love to hear from you.

Issue 02 | July - October 2021

The history of conserving our school waterway Historic Stream Planting In 2010 the Year 10 Global Perspectives class, guided by Kristen Sanderson, took part in a freshwater community conservation education programme, co-ordinated by Kim Jones from Whitebait Connection. Students started by learning about freshwater environments and whitebait in the class, and ventured out to the local stream by the school (below the Agriculture space) to see what they could find. At this time, the stream was part of the nearby grazing paddock. Students found some Koura, Macro-Invertebrates and Freshwater Mussels. From here, the class investigated where the waterway went once it left the school grounds. A trip to the wider Horohora catchment down to the estuary where it meets the sea, showed students how our part of the stream connected the ocean, and thus, was an important resource to protect. As part of their taking action for freshwater project, the students decided that they would restore the wetland area, and were successful in gaining Northland Regional Council funding for fencing. Letters to local plant nurseries resulted in donated trees (Manuka, Kanuka, Flax, Cabbage Trees and the slow growing Kahikatea) of which were planted inside the fenced area near the stream. Ten years on, the resilient trees are growing well, with the slower growing Kahikatea starting to thicken up. This area is now a small canopy for natural re-generation native plants. Horticulture, Outdoor Education and Experiential Education classes have made additional planting to extend the bush around the stream.

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Waterway Planting Maintenance Work: Since 2010, students have used this area as a learning space. They have done activities such as: team building, trust exercises, and learning about fresh water species. Pictured here are some of our Year 9 students removing dead growth from the flax bushes and cabbage trees.

Issue 02 | July - October 2021

Literature Week

a. Staff Winners b. Year 13 Winners c. Year 13 Runner Ups d. Year 12 Winners e. Year 11 Winners f. Year 10 Winners g. Year 9 Runner Up h. Year 9 Winner i. Year 8 Winners j. Year 8 Runner Up k. Year 7 Winners l. Staff Group Shot

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Celebrating Literature Week with a novel load of events such as: The Auckland Writers Festival, Mad Hatter’s Tea Party, Flash Fiction Writing Competition + Prize-giving and a Book / Movie character Dress-up Day with a parade!

Mad Hatter’s Tea Party A mad tea party under the trees at lunchtime with wild hats - even a viking ship hat featured! Cups of tea and biscuits with card games and a wonderful breeze. A strong turn out of hatters, and the king of tea himself, Mr Oclee-Brown!

Auckland Writers Festival A group of eleven students, accompanied by Miss Lark travelled to Auckland for the Writers Festival. It was a really great experience. We watched four different lectures from different people in the literary world. We listened to popular author Angie Thomas speak about racism and her book “The Hate You Give”. We then listened to Dan Salmon, who talked about his new young adult book and about his experience in the documentary industry. Then we were let loose in Auckland to get some food and have a little break, which is when Natalya and Julia met the Mayor of Auckland! Then we returned to the auditorium to listen to Karlo Mila, an award winning poet who shared her experience in getting her poetry published. Lastly we listened to playwright Nathan Joe, who talked about his life as a literary artist. Overall it was a very rewarding experience and everyone involved had a great time. Emily Merry

Flash Fiction Competition Congratulations to the winners of the the Huanui Flash Fiction Writing Competition! A special thanks to author Donna Blaber for volunteering her time to mark the stories entered, and for attending our evening prize-giving.

Senior Placings

Junior Placings

1st Kate Roberts

1st Rachael Jackson

2nd Natalya Newman

2nd Toby Hamilton

3rd Aroha Snowsill

3rd Lucas Ulrich

Highly Commended

Ellen Strachan

Liam He Katie McGregor Carolyn Betterton Eliana Richling Issue 02 | July - October 2021

Flash Fiction Writing Competition Winning Junior Story

Breathing Fire

Rachael Jackson

The inspiration that I had was a piece of writing that I had not completed last year. While in Mr Tyagi’s writing club, we were writing poems. I had finished my poems and wanted to write something else and thus, a story beginning was written. I picked it up after various attempts at writing a story for the flash fiction competition. This story was the third I had written, the first being too long, and the second too monotonous. This story was just right. After editing it from 854 words down to 495, voila, it was ready to be entered.

The light is flickering. My mind whirs over my options while the darkness grows. The door’s locked and my candle’s running out of wax. A blast illuminates a face. But that’s the problem, there’s only a face. “Run,” it says in an unearthly voice, vaporising on the spot. Hearing heavy footsteps, I sprint away as fast as my feet can take me. Around the corner, left, right, right, lift. I can still hear footfalls. I force myself to race toward less perilous threats. I’m thrown into darkness as the candle extinguishers. I hurl myself around a corner that is nearly invisible without light. I flatten myself against the compact dirt wall. Heavy footsteps reverberate like rampaging rhinoceros. Coarse air rakes my throat and my body slumps. The labyrinth is

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so large, there must be another way out, not only one entrance that caved in behind me. I found one door, what if there’s another, one that isn’t locked? I scurry down the corridor with a new found determination. I hold my finger to the candle and allow my energy to flow, bursting into a flame at my fingertip. Thump. Thump. Thump. Bang! I whirl around to see elephants thrashing their heads as if getting rid of an irritating fly. Fierce tusks reach out in front of them as they rumble toward me. I don’t scream, just run. I take sharp turns to impede them. When, at last, I’m confident I’ve lost them, I skid and put my hands on my knees. Then, I open my eyes to the most marvellous sight I’ve ever seen. I’m seventeen and have never seen anything so breathtaking. A great ship looms above me. Somehow I know this ship has sailed to the most magical places, and the rarest magic has blessed it. Gems twinkle from the walls, quietly asking for attention and praise. A black flag with a single white flower waves in the breeze. A breeze… a way out. I cast my gaze around. Disguised like a fire topaz, just like fire. Gotcha. Good news, there is none. Bad news, I am surrounded by my enemy and have a candle as a weapon. I can still hear the sounds of men searching for me; the girl who wishes to free the

prisoners. A large figure blocks my path. A sphinx stares at me with it’s luminescent eyes. “If you wish to pass, you must prove your worth. Tell me, why do you come to the great passages of Albaroth, young child?” “I come to free my people, as princess of this land.” The sphinx stares intensely and then steps aside. I can hear footsteps advancing. I ambulate down the corridor toward a metal door. “There she is!” I quicken my pace. I throw it open and hurriedly bolt it shut behind me. I gasp as I stare up at the marble palace, monumental against the desert. But this is how Albaroth looked five thousand years ago, I thought.

Flash Fiction Writing Competition Runner Up Senior Story

Zero O’clock Natalya Newman

I enjoy writing abstract, poetic fiction as it gives the chance to convey emotion without characters or settings. It is a challenge to write a story missing such key elements, but it is incredibly fun. My inspiration for this piece was the idea of listening to music and enjoying it to the point that you don’t realise it is preventing you from doing something. I wrote about the concept of music being a living, sentient being that has the power to change how you function and also how you view time. Like the idea of ‘time flies when you’re having fun’, but far more dangerous and controlling. Even an experience like getting ready to listen to music, putting your headphones on, then realising an hour later that you didn’t press play.

10:05. Although Time seems to slow down, it still feels as though I blink and it’s gone. 11:26. In a distant, floating void in my mind, there are musical notes dancing on discarded husks of thought. I cannot tell where the song has been imagined and sometimes I wonder how it stays alive so long. Threads of life carry the melody in my mind, unsupported but undying. Is there a part of my mind dedicated to keeping the music

alive? Or maybe they’re staying alive through sheer force of will and the life they carry within themselves. These grey tendrils hum and tremble, drifting through the unfrozen Time to take over the parts of my mind where thought still thrives. They wrap cold - or are they warm? - fingers around every destination in the map of my soul. A path winding between abandoned houses, each stage of my life laid bare with those now rotten timber beams. They unconsciously whisper their sound and secrets until they aren’t considered an intruder. A parasite masked by music, ribbons of grey weaving through long-dead flower beds. Everything is dark, even light has turned on me. Any light here is nothing more than a trick, a deprivation of hope. Thought becomes meaningless as the foundations of my mind collapse, letting go of motivation, thought, productivity, ideas… until they are all singing the same song, whether they know it or not. Sickly sweet light spilling over the dull wasteland of my soul. Somewhere, there is the faint sound of screaming, like thousands of thoughts being silenced and going unheard beneath the visibly beating pulse of sound. A malevolent heartbeat. A chime rings out as Time comes to a stop, and in that distant, floating void of thought in my mind, there are musical notes still dancing.

00:00. In the Time-frozen void, my mind is free to wonder and wander. Will the pieces of my mind ever learn from this? Will they cease their interest in the music, stop being drawn into its clutches like bees to honey? Somehow, the music must be pushed back into its cage. Allowed to be taken out and admired, like a snake charmer’s snake, but deadly at its heart. Music is beauty, yes, but too much of it can halt even the strongest of minds. We have discovered it’s destructive abilities, the way it makes us discard responsibility and purpose. The way it turns any message into beauty to be admired. Those carefully sharpened claws could hold our hearts and sing of poison, but our thoughts continue to be swept along by the beat. True resilience and defiance is recognising the melodic sound for what it truly is, a marching song for a funeral progression. Lush flowers wilting within moments and revealing death at their center. Let Time continue and give me enough seconds to restart. I know what went wrong, so let me correct it. I will learn from this. 00:01. I will overcome you.

Issue 02 | July - October 2021

Science Week Science Fair Awards The Science Awards night was held in the Hamlet Room, and was a time where we acknowledged the fantastic achievements of our students.

1st in Technology - Year 7 : Benjamin Abbott, Year 9 : Rachael Jackson | Overall Technology - Rachael Jackson | Highly Commended in Technology - Year 8 : Oskar Smith, Year 9 : Joseph Prout, Year 9 : Oliver Buckle 1st in Investigation - Year 7 : Isabella Hill, Poppy Smillie, Year 8 : Daniel Pickford, Year 9 : Jack Williams | Overall Investigation - Jack Williams | Highly Commended in Investigation - Year 7 : Xavier Corsbie, Year 7 : William Boyd, Year 8 : George Williams, Year 8 : Thomas Cutforth, Year 8 : Hagen Robinson, Year 9 : Oscar Boyd, Year 9 : Carolyn Betterton, Year 9 : Nicholas Merry 1st in Research - Year 8 : Lila Evers | Overall Research - Lila Evers, Year 8 : Aston Plunkett Best Presentation – Alice Owens | Good use of Technology within Project – Jasmine Keyte | Development of Scientific Thought – Evie Poplar | Best Built Model – Joseph Prout | Accuracy in Biological Drawings – Teowai Norris | Principal’s Award – Eliana Richling | Student Choice – Mia Macartney | Pippa Benton Award for Speaker’s Choice – Indigo Tomlinson

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We have had an exciting last week of Term 2 which was filled with all things Science! During the Monday lunchtime, we watched one of Sir David Attenborough’s documentaries (with copious amounts of popcorn of course!). Tuesday involved Mr OcleeBrown pulling apart nappies to look at the super absorbent properties of the substances within. Wednesday was the official Huanui College Science Day in which the Science Fair boards were proudly displayed in the marquee and a scavenger hunt took place around the exhibits.

Garden to Table Programme During the Science Fair Prizegiving Award night, food was made and served in conjunction with the ‘Garden to Table’ programme, an initiative that is being followed within the Agricultural component of the Junior Science curriculum.

Thursday Mr Ackers led students through the ‘collapsing can’ experiment. The Science Department would like to thank all of the students for getting involved with the different activities this week and our congratulations go to all of our winners.

Science and Technology Challenge All the Year 7 and 8 students took part in a Science and Technology Challenge, where they had to build a catapult capable of propelling a ping pong ball at least 3 metres away. Congratulations to the winning team from Ngapua!

Issue 02 | July - October 2021

International Week International Week International Week is an annual event held in New Zealand to promote language and culture from around the world. International Week supports the curriculum principles of cultural diversity and inclusion, and provides an opportunity for students to explore the values of diversity, community, and respect. During this week, we ran daily quizzes which challenged students on their international knowledge, and used simple phrases from different languages The icing on the cake was the lunchtime food event, where students bought in foods that represented their cultures.

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As part of International Week, we have asked some of our International Whānau about their experiences in New Zealand, and some questions about their home countries. We speak to Mr Guy Oclee-Brown, Julia Berweger and Junkyu Park.

England What are some major differences between England and New Zealand: The number of people, more space, nice beaches, and a good majority of one-story houses. There are lots of footpaths but not quite the same freedom to roam. In England, you can access some land without having to use paths - this land is known as ‘open access land’ or ‘access land’. Access land includes mountains, moors, heaths, and downs that are privately owned. Your right to access this land is called the ‘right to roam’, or ‘freedom to roam’. That is not the case in New Zealand. If you could take one thing back to England, what would you take: I don’t think it would works like that. Anything you would take back on its own would not work, it’s how it all fits together that makes it great. Why did you decide to come to New Zealand: Most people end up living in the country or even sometimes the area they grew up in. I wanted to at least try living somewhere else so I could say I live here not because of my parents but because I selected it. I came to NZ to live for 1 year, I just never got that ticket home. Traditional Roast Dinner

Mr Guy Oclee-Brown writes of his observations between England and New Zealand.

Similarities of England and New Zealand: Friendly people, and the countryside is visually very similar. What you like about England: The Historical buildings that you can visit. All the Old English pubs. In the winter I miss radiators! Favourite food from England: Curry or Roast dinner with all the trimmings. How was the transition from England to New Zealand like: It was a bit strange as I finished work (end of school year) in the UK on Thursday and then flew to Auckland on Friday. I think it was a long weekend over here, so I managed to see the school on the public holiday Monday before starting (very jet lagged) on Tuesday. Looking back the transition was so fast that I didn’t have time to think about it until afterward. What do you like about New Zealand: I don’t know, I don’t think I can really put my finger on it. NZ just works. The space, the weather, the people.

Issue 02 | July - October 2021

Switzerland Differences between Switzerland and New Zealand: The biggest difference for me, is the contrasting mentalities between the countries. New Zealand is very open-minded and easy going whereas Switzerland is sometimes closed minded and serious. I noticed that sometimes people in NZ went to the supermarket barefoot or with togs. I have never seen that in Switzerland. Also, a big difference is that Switzerland has no ocean around it, so it has been really nice to just live a short walking or driving distance from the beach. What you like about New Zealand: I like the easy-going lifestyle and the beautiful landscapes, including the beaches. Also, everyone seems very friendly and uncomplicated. I also like that there are places with snow and places where it never snows, I think that’s very special. Generally, the climate is very nice. I especially like the summer. Also, there is a lot of land in NZ that is still unused, whereas in Switzerland many places are populated. Favourite food from Switzerland: One of my favourites is definitely “älplermagronen” which is translated, Swiss alpine macaroni. It’s like the Swiss version of macaroni and cheese, but it also has some different ingredients. Why did you decide to come to New Zealand: My family and I chose to come to New Zealand because we wanted new experiences. Also we like the ocean and that New Zealand is less populated and has more space.

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Julia Berweger tells us a little bit about her home country.

How was the transition from Switzerland to New Zealand like: We came here in 2016, which was a while ago. After arriving we travelled around the North Island for 3 months, and then we decided to settle down in the Whangārei area. It has been a really amazing experience; I have met a lot of different people and learned a lot. I’m really grateful that we chose to come here. Travelling to a foreign country and learning a new language while only being 12 years old helped me get out of my comfort zone and I think that will help me in the future. What do you like about Switzerland: I like the public transport which connects the whole country. I also like the alps with all the lakes. Additionally, I like the position of the country, which is in central Europe. It allows people to just travel to the surrounding countries with a simple ID. If you could take one thing back to Switzerland what would you take: This is a difficult question! I will definitely take all the memories and adventures with me. The only thing that also comes to my mind is my driver’s licence because in Switzerland you can only learn to drive when you’re 18. So, I think it would be quite cool if I show my Swiss friends how I can drive even if they’re older than me.

Junkyu Park describes some differences between his homeland and New Zealand.

The Republic of Korea

Differences of NZ and The Republic of Korea: The first thing I noticed when I came to New Zealand is that it is a multicultural country. It was quite surprising for me to see how well different cultures are appreciated and respected. Korea is a mono-culture country so it is not very easy to see people other than Korean people. Favourite food from The Republic of Korea: Kimchi fried rice. What you like about New Zealand: I can feel myself get very close to nature at NZ beaches. Golf courses are nice and cheap. What you like about The Republic of Korea: Korea is better than New Zealand in terms of convenience. Public transport in Korea is very well organised so I can get to different places easily and at a cheap price. Food in Korea is well known all around the world, especially Korean snacks. There are so many varieties of snacks at much more affordable prices. Korea also has the second fastest internet speed in the world. You can get LTE (wireless broadband communication for mobile devices) service anywhere in Korea. Why did you decide to come to New Zealand: Education environment in New Zealand is a lot freer than that compared to what is like in Korea and more focused on self-organized study. Also I have decided to come to Whangārei so that I am close to nature. How was the transition from The Republic of Korea to New Zealand: Everything was so new. I struggled with a different environment, learning conditions and language barrier between friends and teachers when I first arrived. I struggled with the language barrier particularly. I couldn’t have a conversation with friends in school for the first few months. I tried very hard to catch up with lessons and speak to friends. Now I can speak english fluently and have successfully adapted to the environment in New Zealand.

Kimchi Fried Rice

If you could take one thing from New Zealand back to Korea what would you take: My golf bag.

Issue 02 | July - October 2021

Zoom meeting with

Kenyan Author, Ngugi wa Thiong’o On the 29th of June, the Year 12 literature class had the privilege of attending a Zoom interview with the author of the book we are studying, Petals of Blood. We were all very excited about getting to talk to Ngugi Wa Thiong’o and learning more about his novel; and we learned far more than just how to write a good essay. Ngugi’s passion for writing made it impossible for us to not be extremely engaged in what he was saying, and learning more about his life helped us to see Petals of Blood through a completely fresh lens. We found out that Ngugi spent an entire year in a maximum security prison over the political messages of his novel and another play, and that during this time he wrote a novel on pieces of toilet paper which he then smuggled out of the prison. Despite the awful experience he had in the prison and the fact that he was exiled from Kenya for decades, Ngugi informed us that he did not regret writing the novel, and that no 16

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punishment could prevent him from writing in his native tongue, Kikuyu. Petals of Blood was largely a reflection on the effects of colonialism on the people of Kenya, and it was interesting to see the parallels between colonialism in Kenya and New Zealand. Ngugi asked for us to put up our hands if we could speak Māori and very few people did, which conveyed how much colonialism has impacted New Zealand as well as in Kenya, where Ngugi was punished for writing in Kikuyu. Talking to Ngugi was certainly a humbling experience that has helped us to appreciate the freedom we have in our country. While Ngugi had in no way had an easy life, he didn’t let the hardships prevent him from pursuing his passion and the way that he talked so casually about going from a professor to a prisoner was fascinating. At the end of the Zoom call, Ngugi left all the aspiring writers and poets of the class with this one piece of advice: “Write write write and you will get it right!” By Amelie McIlhinney

Senior Music Composition Workshop with David Hamilton David Hamilton is one of New Zealand’s most widely performed composers with a strong interest in, and involvement with, choral music. Works have been commissioned by choirs in England, Japan, Ireland, Canada, the USA and Finland.

On the penultimate day of Term Two, Music IGCSE and A-Level students were treated to a workshop led by New Zealand composer David Hamilton. Jack Trubshaw, one of our Year 13 students was able to work with David on his choral piece, ‘Come Away’, a seven - part cappella work based on Shakespearian lyrics. It was a wonderful opportunity to receive some professional input from this country’s top choral composer.

David has composed dozens of works for choirs and instrumentalists. His music has been performed in The Carnegie Hall, New York and St. Peter’s, Rome and won prizes in Italy, Hong Kong, I see composition a little like a sculpture – Spain, Australia, USA and the UK. David was visiting town to manipulating sounds and moving things work with Whangārei Choral around until one is satisfied. Sometimes Society. The choir is performing three of his choral working instinctively, sometimes in a more works in August, including structured way. David Hamilton one new piece, commissioned by the Choral Society. For IGCSE Music students, David gave us an insight into the composing process of one of his works, explaining how he set the lyrics effectively and used the piano to accompany the choir. Huanui College students were able to share with David their very diverse pieces, ranging from bass and percussion to saxophone solo works. He chipped away at them, asking students to consider phrasing, how they harmonize and how to use a few ideas effectively. We certainly have plenty of ideas and thanks to David, lots of inspiration to keep on composing. Listen out for some student compositions in the not too distant future.

Issue 02 | July - October 2021

Student Leaders Everyone knows that the Head, Deputy and Whānau Prefects are announced at the end of the year prizegiving, but what about our Committee Prefects? How are these roles decided? And how do we, as Student Leaders, decide what we do in our new roles? Well, here I am to answer those questions.

At the start of the year, Mr Coombe with the help of the Heads, created the three Committees (Academic, Cultural and Community) which were then assigned to the chosen Prefects. The Committees change each year, depending on what opportunities the Head Prefects think are best suited to the new Prefect group, and who can achieve these goals. This year, the Prefect team worked together on the design of a vision statement (written below). The point of this is to set a standard for the Prefect team and to make sure that the students keep us accountable on what we do. The Head Prefects also chose a single, overarching goal to focus on for the entire year - this year

it is the Whānau time discussion topics that we have just implemented As for what we each do in our particular roles, it is up to the individual Prefect themselves to set their goals and achieve their own tasks. There is, of course, input from the rest of the Prefect team, but it is ultimately up to them to choose what they will do with their role. So, if you are thinking about applying for a future leadership role in the school, just know that what we are doing this year is not what you have to do if you get this role. The role of a leader is always growing and there is no specific mould you need to fit in to become one, as the role of a ‘leader’ is presented in many forms. - Lana Newman

Prefect Vision: Our vision for the school is to create a welcoming environment where people develop a sense of belonging and can comfortably be themselves. The Prefect body strives to be kind and open, so students are able to approach us with their concerns and suggestions. In 2021, we must encourage participation throughout the whole school and ensure students get involved in everything they can. This means Prefects must be the frontline role models and inspire every student to take pride in their contribution to the College. We aim to promote the ideals of the College, in this way students will leave the school as respectful, well-rounded people who can positively contribute to their communities. For the Prefect body to represent the student voice, we must be committed to involving students in the College’s decision making process. This means transparency with the school community, it means going to the student body and listening to their ideas, and it means building change on the foundations of our College’s values. 18

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Head Prefects Grace Wiegersma

Lana Newman

Ronan Payinda

Kian Naidoo

Isla Adams

Jacob Urlich

Head Girl

Head Boy

Whanaungatanga

Deputy Head Girl

Deputy Head Boy

Committee Prefects Heather Nichols Academic

Daniel Mao Culture

Danielle Gorrie Social

Whānau Prefects Seb Allen

Jack Trubshaw

Aroha Snowsill

Charlie Firth

Hillary

Sheppard

Blake

Ngāpua

Issue 02 | July - October 2021

Charlotte van der Zwan in Year 10 shares her love Equestrian.

The one to Watch Charlottes Pony Club Activities this season: Representing Whangārei Pony Club at the Show Hunter Teams at Foxton in October 2020. This was my third time, though my first time with Astek Gymsee. We scored a 4th individual placing, and a 5th in pairs in the hack ring Winning the Young Rider Award of the Year for Eventing Northland. Earning 2nd place at the Equestrian Sport New Zealand National Eventing Junior Riders Series 2020/2021 Representing Whangārei Pony Club at the Timberlands Eventing Teams with Astek Gymsee, scoring the highest dressage score individually, and winning with the Team in Dressage, the X-Country and the Teams Overall. We received a great write up in the Northern Advocate and Horse and Pony

At the age of 4, I got Firedance, my first pony, and joined the Whakapara Pony Club. Tell us a bit about your connection with horse breeding: My mother has bred some nice warmblood horses, one of them is the 9 year old 15.1 hh, NZWBA excellent awarded studbook mare Astek Gymsee (Kinnordy Gym Bello x Falkensee) who I mostly trained myself. I was there when Gymsee was born and we have grown up together, which makes our journey extra special. Tell us what you love about your sport: I love the thrill of the eventing. The more different horses you ride, the more you learn. Also, the relationship you build with your horses is really special, as they all have their own personalities. What training have you had in showing and jumping?

Passing my B-exam at the end of 2020 with Astek Gymsee

The last 11 years I have had instruction at pony club and from local instructors, with additional private lessons from German instructors Philip Oxenius and Andrea Raves for dressage, and Blyth Tait and Helen McGrath for Show Jumping / Eventing. Jannette Klijn has taught me how to walk my show jumping courses very well.

Representing New Zealand Pony Club at the first International Virtual Dressage Competition between 8 countries. Placing 2nd out of 36 riders

I school my horses 3-4 times a week and do competitions most weekends. A lot of the competitions are unfortunately further away, which cost a lot in travel time. I am still competing at different disciplines, as my mare is a very versatile horse. I love eventing and X-country the most.

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Have there been any major challenges? Covid has put a lot of strain on the competitions and on the breeding. The day they announced lockdown for Auckland in February we just had finished a competition at Kaikohe, and had to drive in the middle off the night to Taupō, as both mares needed their embryo’s flushed that week, and the surrogate mares were in Cambridge. Any advice for people wanting to get into the sport? For people that are interested, I think it is good to start early, and listen to all the instruction you can get. Train as often as you can to get the basics right.

NZIBOC

New Zealand International Biology Olympiad Camp Daniel Mao in Year 13 shares his experience of attending the NZIBOC camp in Dunedin.

During the term one holiday I was honoured with an invitation to attend the NZIBO camp down in Dunedin. After three long flights south, passing through Auckland and Wellington, I finally arrived at Tolcarne Hostel where I would spend the next 9 nights.

Orokonui Ecosanctuary 22

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Tolcarne Hostel was where I met the lovely NZIBO committee volunteers who would look after us and give us guidance for the duration of the camp - and most importantly the 23 other campers. For the first time in a long while I was surrounded by a group of people my age who are all as invested as I was in a particular subject. Our love for biology had brought us together from all over New Zealand to the camp, where we were free to explore all aspects of it. Little did we know at that first meeting how close we would all become over the next few days. We were split into groups of 6 that night forming an avatar group, centered around an avatar we created. Our group decided to create a kiwi hybrid creature called Frank.

I must say meeting all these amazing people and hearing about their projects, hobbies and achievements was the highlight of the camp along with being a highlight of my life. Over the next 10 days I came across and did all sorts of cool experiments with my newly found friends, from those used in the microbiology and biochemistry such as gram staining, pcr and gel electrophoresis to marine research techniques such as the dissection of organisms like mussels, dogfish and crabs along with mud flat surveys. Weighing leaves in botany along with biostatistics were much less interesting I must admit. We witnessed all sorts of cool organisms and processes such as seeing the pups of the world’s rarest sea lions (Whakahao) play in a bay, and causing Kina to spawn using potassium chloride. During that time I was also offered many opportunities to listen to

seminars of many masters and PHD students talk about their work along with the presentations from academics who are professionals in their respective fields. This helped me a lot as it showed me a whole new world of career options I never would have thought existed. We were also honoured with a guided tour at Orokonui Ecosanctuary where we also saw many native endangered fauna such as the Kea and Takahe. Unfortunately the weather was not so kind to us, catching us with a hailstorm. Fortunately it cleared up for us to proceed with a night entomology walk later that night. Though there were tests toward the end of the camp, they did not change the homely vibe of the camp at all, instead strengthening our bonds of friendship as we tackled hard questions together during late night studies and reading sessions. Finally the day came for us to all part ways, with teary eyes and sad music we triple checked that we had our belongings and each other’s contacts to plan for a future meetup and headed our separate ways on planes. The NZIBO is a programme designed to foster interest, participation, and excellence in Biology. Students first sit an entrance exam with the top 200 students who have demonstrated outstanding ability being selected to participate in a University Level online tutorial programme and receiving a Bronze Award. Following this programme, students sit a two-hour long examination to test their understanding with the top 20-25 students being selected to attend a 10-day long residential camp. Huanui College has had some great success in the Biology Olympiad over the years and Daniel Mao was lucky enough to be selected to attend the camp over the Term 1 holidays. We are extremely proud of his efforts.

Issue 02 | July - October 2021

Takaimaania Ngata-Henare in Year 11 wins the Tā Himi Henare Memorial Trophy for Te Tokerau

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Te Manu Korero Competition Winner

Tell us about your Background in Te Reo Māori and Tikanga: My Background in Te ao Mori (including Reo and Tikanga), runs deep within my heritage and who I am as an individual. I first started school in Puna-Reo (kindergarten), which was completly immersed in Te Reo Māori. I then continued my schooling in a full immersion Primary school before moving to Whangārei and attending St Francis Xavier, then eventually Huanui college. Why did you enter the Nga Manu Korero Competition? There are many reasons why I entered Nga Manu korero. My main reason being because public speaking alone helps me to let loose. What did you have to do to prepare for a competition like this? NO MILK! As much as I love milk, I stopped drinking it because fat-rich dairy products cause the thickening of mucus in the throat. Which makes it sound like you’ve stuttered or paused before finishing a sentence, and sounding nervous will make you feel nervous. Did you have to overcome any challenges during the process? Did I? Of course, like everybody else no matter what you do! There are always challenges, big or small; it is important to overcome them. The biggest challenge for me was memorising my speech.

Always speak with confidence, choose your topic wisely, and seize the opportunity to link your topic to something you’re passionate about. What do you think helped in your success? My mum was one of the biggest reasons for my success. Every day leading up to the competition, she made me practise even when I didn’t think I could do it. She showed me that she had confidence in me to do anything. She reminded me just how amazing someone can be when they put their mind to it.

As well as learning about social media in global perspectives it helped me to embrace my topic even more (Te Paepapori, He Tuhono Tangata He Tuwehe Tangata Ranei? / Social media; Does it connect us or disconnect us?). Using the knowledge that was taught to me in class I had the confidence that I could write a good speech on this topic. Any particularly memorable moments from the competition? The experience was memorable in itself, however my favourite moment was when students, regardless of school or age joined in to have a large game of Pukana (a Māori hand game which is played in a large circle similar to games such as Yee Haa or Moose). How does it feel to have won this trophy, and why is this trophy significant to you? It feels awesome to have won this trophy, and its significance is linked to the history of our school and its future. It shows the hard work that people have put into Huanui to establish a Māori community in the past, and as I stand here in the present to honour their hard work, we have hope that Te Ao Māori at Huanui College grows to create a larger bi-cultural community. To me personally, the trophy has significance to my whānau as well. The carving / whakairo is in memory of Tā Himi Henare who I descend from. Any advice for other orators? Always speak with confidence, choose your topic wisely and seize the opportunity to link your topic to something you’re passionate about. Anything else you would like to say? There are two parts to the whakairo / carving: the wood part is in memory of Tā Himi Henare, renowned in Aotearoa and especially Te Tai Tokerau for his oratory skills in both English and Māori. The taonga that is seen around the neck of the whakairo is a pounamu which honours the late Dame Whina Cooper who worked many years for the rights of her people.

Issue 02 | July - October 2021

Tony Bone shares his interest and tips with Animating

Animation Tony Bone is a Year 13 hobby animator, and creates hand-drawn clips of his own designs using Adobe Flash. Why did you decide to start animating: I was inspired by stick figure animations and collaborations like Doors or Dominate, or people like Guz & Pivotblimp. I wanted to create something like it and so, convinced my mother to install Adobe Flash CS6. Obviously, at first it looked nothing like the published things I saw, I had no idea what I was doing - what makes a jump or a step realistic or robotic? How did you learn to animate: In the earlier months, when I first started, I found tutorials like Bepler and Alan Becker, but these can only teach you so much. I just kept practising after that.

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One helpful thing about stick figures is that they’re quick and easy to draw, meaning I can easily focus on bettering the realism in movement rather than waste time redrawing complex figures (aka full body). The weight, the character, the appeal or lack thereof. When I felt confident enough to move onto full body, I tried it. Of course, with every skill, drawing a consistent figure in 3D space was difficult at first, but I still kept at it, and eventually I was able to animate a full figured animation I was proud of. I began participating in the very collaborations that inspired me in the first place. It was a great feeling being immortalised in the community.

What does animation require you to do: Realistic animation requires a solid understanding of timing, weight and movement in a 3d space. When an animation plays, you have to be certain the viewer can understand the scene that’s playing, why the characters are reacting the way they are or where an object appeared from. You cannot always rely on sound or subtitles to explain the situation for you. Re-sizing is an enemy of many animators, and when I switched from squares to cubes, this consistency was even harder to maintain. If something resizes, the viewer may pick up properties about the object or character that are incorrect, for example, they may think it’s not entirely solid, or that it has gotten closer to the camera. Realistic animation Weight is one of the hardest things to incorporate into animation in my opinion, and something I only truly understood just a couple of years ago.

requires a solid understanding of timing, weight and movement in a three-dimensional space.

- Is this character balanced currently? - How heavy is this item relative to the character, and how much will the item displace when the character moves it?

The answers to these questions and more help communicate to the viewer the properties of the object.

Portfolio of animation clips (Youtube Account “TJB”): https://www.youtube.com/channel/UCXcuIyMvWVi5HQHpyr8PRDA/ featured

Issue 02 | July - October 2021

For the love of Dance

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Asha Huddleston in Year 10 breaks down what it takes to be successful with dance.

What Dance styles do you do? Ballet, Jazz, Tap, Contemporary, Lyrical, Performance groups, Acrobatics, Musical Theatre, Pointe. What drew you to Dance? I started gymnastics when I was a toddler and needed to change classes. I started acrobatic dance as an alternative to gymnastics so didn’t intend to be a dancer! It grew each year and now I take nearly every class I can.

You have to connect with the dance and the music, and show it through your emotions and facial expressions. What do you like about dance? Everything! How you get to make friends, how it’s not strict rules - you get to have freedom. You can make things up, you don’t always have to follow rules. You get to make up your own moves, and when a teacher teaches you, its cool to learn different styles from different people and use some of their ideas to create your own. I love how dance is who I am, not what I do. It’s a true passion. How did you learn to dance: I go to a studio called WADPA (Whangarei Academy of Dance & Performing Arts). They have a lot of options. You choose which genres you want and go to those classes for your age or ability. I started with just acro, quickly adding jazz then more and more! There is no season for dance. It’s all year round. Terms 1 & 2 are preparing for exams and we focus on technique. It’s pretty intense as you go up the grades. I now do vocational exams which includes project work.

We are examined and interviewed by international examiners. In terms 3 & 4 we work on our huge year end show and focus on performance skills. Getting into the performance group is by audition only. Part of being in the group is competing which is during the whole year - I compete in groups and solos. It’s a hectic year! I also go to as many workshops as possible. My favourite being with New Zealand Dance Company. What does it take to be successful in dance? You have to work hard, practice all the time. You have to really want it, and put your heart into it. You have to connect with the dance and the music - show it through your emotions, facial expressions. I think passion is important so the audience can connect. Looking after yourself physically and mentally is also important. What are you most proud of: Going to Australia and competing in Showcase 2018. You have to qualify at New Zealand Regionals first. I did solos, a duo and groups. Our duo won! Groups can also be selected for the final Battle of the Stars. Both our junior and senior team got through which was an incredible achievement. I love and am proud of being an assistant teacher. I think I’m also proud of my commitment and dedication to my sport/art. I learn so much more than dance moves.

Thanks to Holly Duder-Joy photography for letting us use her fantastic photo of Asha Dancing.

Issue 02 | July - October 2021

What type of Karate do you do? I compete in *Sport Karate (Kumite). This is competition based and is about scoring points with fast and precise hits. Why did you decide to start karate? Watching movies as a kid with all these amazing fighters in them was what started it. Seeing their fast and powerful techniques were so cool, and something I really wanted to be able to do. As well as that there were older people I knew who were involved in the sport. This made my ideas seem like a reality, as it was no longer just something you saw in movies, but something that older kids I knew were actually doing in real life. How did you learn karate? Learning Karate has involved learning katas (routines), basic self defence, bounki (the movements showing what is behind a kata) and fighting. These are all learnt with a lot of repetition and drills to improve the movements, speed, power and accuracy.

Kicking into Action Alice McGregor in Year 12 is a black belt in Karate. Alice uses this skill to coach others in her club, and coach self-defense in her Thursday afternoon activities session at school.

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When I first started I couldn’t kick with my front foot and it really annoyed me I couldn’t do it... my coaches got me to keep practicing, and although it took a while to learn, it is now it is one of my favourite things to do. Over the years I’ve had many great coaches who have really helped me improve, both in skill, and with self-belief. What does karate require you to do? Doing Karate has required me to develop a multitude of new skills. Things like selfawareness of your body so you don’t hurt anyone, and awareness of the other person, so you can time your attack and not get hit as well. Balance has been essential to the development of these skills, as well as strength training and determination. I train between four to five times a week, for up to three hours per session - it has taken years to get to where I am today.

Having this experience means that I now coach to give back to the club. This has been a really great experience as I am connecting with the younger kids and watching them get better and better. What is involved in being a coach? It is important to be able to do the techniques properly, so that as a coach I can analyse them on myself, and on my students. This way I can clearly tell them how to do the techniques, and how to make them better. This has helped me as well because I am now much more aware of the things I do wrong. Coaching has also meant that I have had to come up with plans on what we will do for training, as well as getting to know the kids.

Have you had to overcome any challenges while doing karate? The main challenges I have faced from karate have been injury based. At the beginning of the year, I damaged my hamstring meaning I couldn’t kick. At the time kicking was my main technique, so over the next couple of months I trained with only my hands. Ultimately this was beneficial as I now have a wider skill range! This year I have had two concussions, which really sets you back in a lot of ways. Achievements in Karate: I have Represented NZ in Oceania, am Northland Champion for 2021, came 2nd Senior in Woman’s Kumite 2021 and was 2nd Overall in New Zealand in 2020.

*Kumite is what fighting in sport karate is called, it is a point based system where you receive points for showing a clean controlled technique on the opponent where one point is awarded for a punch to the head or body, two points for a kick to the body and three points for a head kick or a take down.

Issue 02 | July - October 2021

Working with the Westpac Rescue Helicopter A Q & A with Dr Gary Payinda, emergency doctor and Huanui Board member.

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You get one life. Pursue things that excite you. Work hard at the things that matter to you. How long have you been on the Board and what’s your link to Huanui? I’ve been on the Huanui Board for about 6 years now. It’s been a great trip watching so many groups of students grow up and graduate, and seeing the school grow and mature. I’m proud of what the school has turned into, and excited for where it is heading under Mr Coombe. My original link to Huanui was through my kids, Kala and Ronan, who have come up as Huanuians from Year 7’s to where they are now, ready to go out there and face the world. What was your reason for wanting to be on the Board? It was always critically important to me that students (whether my own kids or others’) always felt challenged at school and engaged with learning. From my own childhood experiences, and those of being an emergency doctor in Whangārei for the past 14 years, I understood that if a student is bored or frustrated with their intermediate years of school, it sets the stage for problems further down the road. Learning how to learn, and chasing one’s passions, is important.

have high expectations of its students. Whatever their academic interests, kids should leave Huanui feeling like they have risen to the challenge of the curriculum, learned how to work with and respect others, and gained the self-confidence of knowing that they are capable of working hard. In life, a successful outcome more often depends on preparation and diligence than raw talent or luck. The world doesn’t really need smart but lazy people, while it desperately needs caring, earnest, hardworking and resilient people. I can see that Huanui College, for the last 11 years, has helped students develop these traits. What’s your link to the rescue helicopter service? I’ve worked in the Whangārei emergency department since 2007. I’ve seen what it means to have a critical injury in the Far North and have to wait hours to reach definitive care (surgery or critical care) in Whangārei or Auckland. The transport complexity, distance

and social factors are daunting-some of the toughest conditions in all of New Zealand. I’ve seen too many people die en route or shortly after arrival to hospital. There were times where I knew receiving blood transfusions at the scene or having the specialised care of a critical care doctor might have made a lifesaving difference. Auckland residents currently have access to that but Northlanders do not. I want to help change that. So I took an opportunity when a part-time job came up in Auckland to fly as one of the doctors on the Westpac Rescue Helicopter team. My goal was always to learn as much as I could and bring those skills home to Northland. It’s a complicated process, full of political, funding, and operational hurdles, but my dream is still there: for Northlanders to have access to a highly-trained ‘flying critical care doctor’ who can help them get through their most severe injuries and complex illnesses. I’m still hopeful we’ll get there, stepby-step.

I strongly feel people are at their best, and happiest, when they are engaged with the work they’re doing, and when they feel their work makes a difference in others’ lives. So when the opportunity came to volunteer on the Board, I took the chance. In my eyes one nonnegotiable duty of a school is to

Photo credit to: Auckland Rescue Helicopter Trust, Zico O’Neill.

Issue 02 | July - October 2021

Jasper Miller-Waugh in Year 11, led his team to develop the “times of interest” covid mapping too.

As part of GovHack, a team of local kids from Questionable Research Labs created a “times of interest” covid mapping tool to make it easy to see locations at times of interest. Our Year 11 student Jasper, was the lead developer on this project, and tells us more about it. Introduction to Govhack GovHack is an open data hackathon, where within the space of 48 hours, teams compete to take hidden open data from entities like the government, and make it more accessible by building a concept or functioning tool around that data. This year, it went fully remote in response to lockdown. This meant instead of multiple groups working in one building, every team was isolated with the additional challenge of remote collaboration. All teams must also produce a short video to showcase their work - which adds a layer of complexity. How the team came to be My team was primarily made out of a group of my friends from across schools, that had done plenty of these sorts of events. We did form very late, as before lockdown the event conflicted with almost everyone’s school exams. We added another team member, Dan, mid event, to help with the showcase video that we had to produce.

Full Team List and development roles Jasper M-W: Fullstack | Nathan Hare: Fullstack | Jacob Tread: UI Design | Taine Reader: Video Production | Dan Burnes: Motion Graphics for showcase video. The Idea The core concept is taking the locations of interest data, and displaying that data on a map that focuses on the time series. For this concept, we built a PWA web app (website that can be installed like an app) that downloads the latest government data, and plots it out as markers on a map, with one of the key features being a time-series filter. We also branded the PWA app, and used this branding when making a motion graphics video which showcases the apps features. Contrasting Offline and Online GovHack is usually run in person. In past GovHacks there would be Whangārei teams that all met and worked together at an event center, and usually fully sponsored. Due to being online, we hopped on a video call using discord, and with an OBS Virtual camera, we had a combo desktop and webcam video feed of everyone. We were all pretty used to this kind of setup for code collaboration. About the app (Light Technical Overview) The frontend is built in Svelte Kit, an emerging framework with advanced features to support both Serverside Rendering and Client side hydration for a fast and slick experience. The backend we built to support some of the statistics and triggering of notifications

Questionable Research Labs

Jasper and his team are part of ‘Questionable Research Labs’, a learning group who aim to provide a purposeful environment to expand and challenge the world of curious people. A space for the geek, creator and idea breaker in us all.

is in Typescript using ExpressJS, but we run the notification system mostly separate using Firebase Cloud Messaging. We deployed this to Cloudflare Workers, to effectively run the website on the CDN, and deployed our backend to our own homegrown docker swarm via Caprover. The Main app page features a Leaflet Map, which uses an ancient spiderfy framework that we ported from Coffeescript to ESNext Typescript. One of the challenges of the map was getting the filtering to be smooth on most devices, as actually removing the markers from the map caused a re-render every time, making it far too laggy. We ended up just hiding the markers instead of removing them so we could have the smooth filtering experience. The logo was thrown together using figma, by combining a “Covid Yellow” blob and time icon to make a surprisingly unique logo, considering it was initially only made to meet the technical requirements to become a PWA.

What Govhack Helps The Govhack helps make public data that is available to everyone to interpret. We use government API’s and purify it and visualize it in a helpful manor to the public, for free. Getting into coding I’ve found the best way for people to learn how to program is to find something very simple that you want to do / make for intrinsic motivation, then go about researching how to make this specific thing. The classic programming concepts also work quite well, but it is very easy to lose motivation as it takes quite a lot longer to get to the “Oh wow, cool!” stage. Another thing that helps is finding and immersing yourself into the programming community via forums and local groups, as skilled people there can help you to learn best practices, and help you with how to spot errors that would otherwise take a long time to pick up.

Continued Progress We have been continually improving the live version of the app, while keeping the older one in its full buggy glory at https://toi-govhack.qrl.nz/. We have gotten response and feedback from many people, including from within the NZ contact tracing team, and have been including features and bug fixes in the live version at https://toi.qrl.nz. Due to the nature of the limited timeframe of a Hackathon, it is very easy for problems to sneak in. The feedback we have received has been very helpful in tracking down those minor bugs, usability problems and edge cases. Working Hours Despite the incredibly limited timeframe, sleep is crucial to the success of the project. On a usual hackathon, you can generally expect to work from 9AM to 11PM before you start to lose concentration. Lockdown somehow gave us boundless energy, and we were able to work solidly from 8am to 3am the next day, with only an hourish for a food break. The insane hours aren’t very healthy, but it’s fine as a teenager for only 48 hours.

Screenshot of TOI Tool

At Questionable Research Labs we: Love to play with ideas and try things out. Are ok with not knowing what we are doing. Leave plenty of room for disaster. Don’t focus on learning, it just happens when we play. Interested in joining Questionable Research Labs? To be a Member of Questionable Research Labs and attend our groups: You need only to sign-up using our online form on our Membership page! Go to https://Questionable.org.nz for more info. Yes that is all! Issue 02 | July - October 2021

Alumni Mentorship Programme Bridging the gap between our layers of students. To outline the Alumni Mentorship Program, we connected our current Year 13 cohort and Alumni members by pairing them up based on shared interests and career / education paths. The purpose of this mentoring relationship was to provide a unique opportunity for our current Alumni Members to support our future waves of Alumni in their transition from College to working, or further study. It also offered to both parties a means of professional development, networking and support, while upholding the Alumni Association pillars of connectivity, continuity and community. Over the course of 3 months, our mentors and mentees made contact and met up with each other in person and online via video and phone calls. The mentees had the opportunity to ask questions about their upcoming transitions, including but not limited to, university life, subjects and future career paths. At the wind-down of the program, we got in touch with some of the participants about their experience and received overwhelmingly positive feedback. A heartfelt thank you to these individuals for sharing your thoughts. We will continue this program in the years going forward. This provides both Year 13 students and Huanui College Alumni the chance to interact in a mutually beneficial experience, and bridge the layers between our current and future Alumni of the College. The overall effect of this program, over time, will mean a stronger and continuous support system for our Alumni members as they step out into the world! Finally, before we hear from some of our mentors and mentees of 2021, a huge thank you to our generous mentors who gave up their time to support their respective mentees and impart valuable knowledge. To our mentees, you seized this opportunity and hopefully all gained some clarity about ‘the next step’ going forward. We hope to see all of you return to the program as it carries on. Best Wishes, Your Inaugural Whanaungatanga Prefect Isla Adams

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Alumni Mentorship Program Interview Feedback Pairings:

Emma Wickham Mentor and Prefect 2016

Rufaro Manjala Mentor and Head Boy 2019

Pippa Benton Mentor and Head Girl 2019

Kian Naidoo Mentee, Deputy Head Boy 2021

Jacob Urlich Mentee, Deputy Head Boy 2021

Lana Newman Mentee, Deputy Head Girl 2021

Why did you sign up for the Alumni mentorship program?

What was good about the program?

What did you want to get out of this program?

“I wanted advice about university from someone who has been through it recently.” Mentee Lana Newman

“Having different people’s experiences shared with me and gaining a broader point of view.” Mentee Jacob Urlich

“Help with my general questions about university - the mentorship gave me confidence in my choices.” Mentee Lana Newman

“When I was in year 13 it would have been good to have had this opportunity available, and I had the ability to offer specific degree support, so I wanted to do that.” Mentor Pippa Benton

“The concept of imparting the knowledge you have.” Mentor Rufaro Manjala

“I wanted a better view of the university ins-and-outs.” Mentee Jacob Urlich

“Learning how the Cambridge syllabus experience worked once at university and getting connected to people who are going through the same route that I want to take.” Mentee Kian Naidoo

“There is value in knowledge, so being able to offer to others help/ advice about university and give them confidence to take the first step in the right direction.” Mentor Rufaro Manjala

“It is really good for people who share the same interests and are doing the same degrees, the specificity of our pairing meant that it was very useful.” Mentor Emma Wickham

“Many people don’t know how university works, or the processes involved. This mentorship encompasses an ‘older sibling’ concept, where a mentor can share experiences and offer advice and assistance.” Mentor Emma Wickham

Do you feel that this program was worthwhile for you personally?

“I didn’t have an older person to give me advice about university, so I wanted to connect with someone who has already been through it and could help me with my questions about university and careers.” Mentee Kian Naidoo

“Yes, it helped me better understand the university process.” Mentee Jacob Urlich “Most definitely.” Mentee Lana Newman Yes, it answered all my questions and it was good to speak to someone knowledgeable and build those connections.” Mentee Kian Naidoo

“My questions answered, and to gain information about university and some useful ‘tips and tricks’.” Mentee Jacob Urlich Are you likely to recommend this program to others? “Yes, for the mentee it is so valuable to have a mentor who understands the course and can help you out.” Mentee Kian Naidoo “Yes, although it is a time commitment there is value in providing mentees with an ‘older sibling’ who can guide them through university preparation.” Mentor Rufaro Manjala

A huge thank you to our generous mentors who gave up their time to support their respective mentees and impart valuable knowledge. To our mentees, you seized this opportunity and hopefully all gained some clarity about ‘the next step’ going forward. We hope to see all of you return to the program as it carries on.

Issue 02 | July - October 2021

President Update This year saw the creation of the Whanaungatanga Prefect position, whereby, it was made to ensure connection between the layers of past, present and future students of our College Whanau to one another and the Alumni Association. As the year has passed by, the inaugural Whanaungatanga Prefect, Isla Adams, and I have been building on the role’s description. As the Founder and Inaugural Alumni Association President, I have deemed it of the utmost importance that there was a recurring, beneficial and tangible part to the Whanaungatanga Prefects position in the College. This led to the implementation of the Inaugural Alumni Mentorship Program. This project will occur annually and be led by each respective Whanaungatanga Prefect as it bridges the gaps between our layers of students. Warm Regards, Your Inaugural Alumni President Kelsey Eaton

Recent Graduates Te Herenga Waka - Victoria University of Wellington Graduates Harrison Lewin

Benjamin Monaghan

Ella Harold

Qualification: BSCHON - Bachelor of Science with Hons

Qualification: BBSC - Bachelor of Building Science

Major: Chemistry Second Class Hons (Div1)

Major: Project Management; Sustainable Engineering Systems

Liam Mortimer Qualification: BCOM Bachelor of Commerce Major: Economics; Finance

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Reach out to us with any Alumni updates! Facebook Like our Facebook Profile, Huanuian Alum.

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alumnipresident.hc@gmail.com

Huanuian Alumni.

alumnisecretary.hc@gmail.com

Credits Front Cover Image Heather Nichols, Year 13 - Coursework Piece. This design was inspired by the structure of cicada wings, and the interplay of humans and the natural world. Writers Daniel Mao, Rebecca-Amy Muir, Tracie Lark, Kathryn Hunt, Natalya Newman, Rachael Jackson, Emily Merry, Asha Huddleston, Tony Bone, Charlotte van der Zwan, Alice McGregor, Annabel McIllhinney, Lana Newman, Junkyu Park, Julia Berweger, Guy Oclee-Brown, Takaimaania Ngata-Henare, Jasper Miller-Waugh, Gary Payinda, Kelsey Eaton, Isla Adams, Emma Wickham, Kian Naidoo, Jacob Urlich, Pippa Benton, Rufaro Manjala, Photographers Daniel Mao, Kristen Sanderson (archival imagery), Terese Storey, Auckland Rescue Helicopter Trust, Zico O’Neill, Holly Duder-Joy, Alice McGregor, Iris van der Zwan, Tony Bone, Ane Zabaleta, Kathryn Hunt, Ben Abbott. Content Gatherers Jacob Urlich and Kian Naidoo. Back Cover Image Ben Abbott, Year 7 - Photography “Everyday Objects” Assignment.

Issue 02 | July - October 2021

July - October, 2021

ISSUE 02 Collated by

Jacob Urlich & Kian Naidoo

Huanui College

328 Ngunguru Road, RD 3, Glenbervie, Whāngarei 0173

Phone 09 459 1930 Email admin@hc.school.nz URL www.huanuicollege.school.nz