Medbury Play the Game Issue 11

FROM THE HEADMASTER

Welcome to this edition of Play the Game, our School magazine and a celebration of the life, energy and spirit of Medbury.

A magazine such as this is more than a record of events. It is a window into who we are. It captures the moments that shape a school year and, more importantly, the values that sit beneath those moments. When you look through these pages, you will see boys learning, competing, performing, serving, creating, laughing, leading and growing. You will also see the strength of a community that continues to believe deeply in the education of boys and in the importance of character.

The first half of the year has been full. Term 1 began with the excitement and promise that always comes with a new school year. New boys found their feet, returning boys stepped into new responsibilities, and our Year 8 boys began their final year at Medbury with the leadership and service expected of them. Across the classrooms, sports fields, chapel, music rooms, camps and playgrounds, the year quickly gathered momentum.

Term 2 has only reinforced this sense of purpose. We have seen boys challenge themselves in winter sport, cross country, cultural opportunities, academic learning, service, leadership, music and the many small daily moments that rarely make headlines but matter deeply. These are the moments where boys learn resilience, empathy, respect, integrity and excellence. These are also the moments where they learn what it means to Play the Game.

At Medbury, Play the Game is not just a motto from the past. It remains a living expectation. It asks our boys to give their best, to play fairly, to show courage, to accept disappointment, to celebrate the success of others and to understand that the way they conduct themselves matters. It reminds us that success is not only measured by outcomes, but by effort, attitude and character.

The strength of Medbury lies in the fact that this culture is shared. It is carried by our staff, our boys, our families, our old boys and the wider community. It is seen in the pride boys take in wearing the crest, the way they support one another, and the way they continue to grow into young men who are ready to learn, lead and succeed.

I hope you enjoy this edition of Play the Game. It tells the story of a busy and successful first half of the year, but more importantly, it tells the story of Medbury.

Dave Scott, Headmaster

OUR VISION IS ABOUT KEEPING PACE WITH CHANGE AND LEADING IT, ENSURING OUR BOYS HAVE THE SKILLS AND CHARACTER TO THRIVE IN AN EVEREVOLVING WORLD...

THE MEDBURY COMPASS

Dear Members of the Medbury Community, I am pleased to share The Medbury Compass: Our Direction Towards 2030, a framework that brings clarity to our purpose, our direction, and the outcomes we seek for the boys entrusted to our care.

Medbury has always been a school with a strong sense of identity. Our values of integrity, excellence, respect and empathy remain as relevant today as they have been for generations. At the same time, the world our boys are growing into is changing rapidly. Our responsibility is to ensure that the education we provide prepares them well for that future, while remaining true to who we are.

The Compass begins with our purpose. Medbury exists to give boys the strongest possible start in life academically, socially, emotionally and morally, so that they leave us confident in who they are, curious about the world, and ready to contribute positively to others.

From this purpose flows our strategy. The Medbury Compass identifies five strategic waypoints that guide every important decision we make about learning, wellbeing, people, community and stewardship. These waypoints provide direction while allowing the school to adapt thoughtfully in a changing world. At the heart of the Compass sits the Medbury Graduate. Everything we do is ultimately measured by the young people who leave our school. We want Medbury boys to be curious and capable learners, grounded in character, and ready to contribute positively to their communities and the wider world.

This work has not been developed in isolation. The Compass has been informed by a strong evidence base, including insights from the OECD Learning Compass and international research on the future of education, as well as feedback gathered through our MMG parent surveys, staff consultations, and conversations with the Medbury Think Tank. Together, these perspectives ensure that our direction reflects both global thinking and the realities of our own community.

Importantly, the Compass is now supported by a clear programme of strategic initiatives. This programme ensures that our direction translates into disciplined action, with a focus on prioritisation, measurable progress, and sustained delivery over time.

The Compass is not a fixed roadmap. Rather, it provides a clear sense of direction while allowing the route to evolve through thoughtful leadership, professional dialogue and sound governance. It guides our decisions, shapes our priorities, and ensures that Medbury continues to grow, adapt and thrive.

Most importantly, this work is collective. The strength of Medbury has always rested in the partnership between trustees, staff, parents and the wider community. I am grateful to the many people who have contributed to the development of this work and who continue to support the life of the school.

The Compass ensures that while the world may change, the principles guiding Medbury remain clear. Together, we look forward to the next chapter in Medbury’s journey.

Dave Scott, Headmaster

OUR PURPOSE | WHY WE EXIST

GROWING BOYS TO LEARN, LEAD AND SUCCEED INTEGRITY

Medbury exists to give boys the strongest possible start in life, academically, socially, emotionally, and morally, so they leave us confident in who they are, curious about the world, and ready to contribute positively to others. Our Compass ensures every decision we make is guided by what matters most: the Medbury Graduate.

THE MEDBURY COMPASS

OUR DIRECTION TOWARDS 2030

FIVE STRATEGI C WAYPOINTS

LEARNING & INNOVATION

Preparing boys for the future they will inherit

CHARACTER & WELLBEING

Growing boys who know themselves and care for others

PEOPLE & PROFESSIONAL GROWTH

Investing in exceptional teachers and leaders

COMMUNITY & PARTNERSHIP

Strengthening trust, connection, and influence

SUSTAINING THE INSTITUTION

Stewardship for today and tomorrow

STRATEGIC

ACADEMIC EXCELLENCE WITH PURPOSE

Growing with character. Playing the game the right way through every challenge in the classroom.

ACADEMIC

At Medbury, learning is designed to inspire boys to strive for their personal best while developing the confidence and capability to embrace new challenges. Academic success is nurtured through engaging teaching, meaningful opportunities, and an environment where boys are encouraged to be curious, resilient, and motivated learners.

Guided by the Medbury Difference — Learn, Lead, Succeed — boys are empowered to think independently, contribute positively, and take an active role in their education.

TRANSITION TO MEDBURY SCHOOL

At Medbury School, we acknowledge the learning journey of our youngest boys as they move between preschool and school. Gone are the days when we arrived on our first day, photograph taken in front of the school sign before being dropped at the classroom door in a fresh (or hand-me-down) uniform facing the great unknown! Research into strengthening the bridge between preschool and school is ever growing and increasingly conclusive; children are best placed to learn when strong connections exist between preschool and school, with teachers working closely together and children feeling safe, secure, and familiar before they begin school.

This underpins our approach to transition at Medbury School. This semester, our two Transition to School classes provided boys with regular opportunities to experience school life, become familiar with routines, and build confidence in a supportive environment. Boys also had the opportunity to meet specialist teachers and begin to develop connections across the wider Junior School.

This term, members of the Senior Leadership team as well as our Deans accompanied me on preschool visits. Visiting boys in their familiar environments and connecting with their preschool teachers is central to our transition to school philosophy, and these visits provided an important opportunity for senior leaders to see this aspect of the programme in action.

Mr Collins enjoyed a slice of pizza served by preschool children using tongs which had been picked up from the floor! Mrs Corlett enjoyed her visit so much she had to be reminded that our time was up, and Mr Scott was warmly welcomed on arrival by a preschooler dancing enthusiastically around his legs.

A key feature of our programme this semester was our Junior School Open Morning for Early Childhood educators. This provided an important opportunity for teachers from early childhood centres all over Christchurch to visit, observe our classrooms in action, and deepen their understanding of the learning experiences our boys engage in once they begin school.

I would also like to acknowledge Miss Sutherland for leading her first Transition to School class in Term 1, Mrs Kilday, who will be taking the boys next term and has already joined us for a session, and of course Mrs Allen for her ongoing and invaluable support across all Transition to School classes at Medbury School.

Jane McGarry, Junior School Dean

UPDATE FROM THE JUNIOR SCHOOL

Update from the Dean

School is more than a place where boys learn. It is also a place where their wellbeing, confidence, and sense of belonging are nurtured. When we plan our wellbeing activities and implement pastoral care, this philosophy is central to our approach. Our first question is: How does this help our boys grow? The day in the life of a Junior School boy is filled with opportunities to build friendships, develop confidence, learn new skills, be physically active, and experience a sense of belonging to our school community. The following reflections from our boys show what this looks like in practice across their daily experiences at school. I am proud of the way the boys have embraced opportunities to participate, connect with others, and grow.

Jane McGarry, Junior School Dean

JASPER HICKLING ON MEDBURY SCHOOL:

What has helped you grow this semester?

My mum and dad and Miss Hahn.

When have you felt proud to be a Medbury boy?

I don’t know when I feel proud but I love this school. It’s very good.

How have you shown one of our school values this year?

I’ve been looking at people when they speak. That is respect.

ZACHARY BELL ON MONDAY MORNING ASSEMBLIES:

What is something important you have learned at assembly?

When someone is speaking you look at their eyes and listen. You have to stop and look at the duty teacher’s eyes, and not just run past, you have to say the whole entire thing.

WILBIE THOMAS ON JUNIOR SPORT:

What have you learned about teamwork?

You show really good respect and integrity and clap at the other team.

HENRY O’DONNELL ON THE EASTER CRAFTS MORNING: What made the morning special?

People were all helping out each other. We rotated and it made everyone happy.

OLLIE HINKS ON MOVE FOR MOOD WEEK:

What was your favourite part of Move for Mood Week?

The skipping ropes made me happy because they’re so fun. I liked Top Team because you could do lots of fun activities on the field.

HENRY VORSTER ON SWIM WEEK:

When did you show courage in the pool?

When I did the sinkies and sung the songs.

GEORGE PARFITT ON GYMNASTICS LESSONS:

What was challenging about gymnastics?

Holding the bars and my knees because I have to use my muscles.

JOSH MCGUIRE ON THE FIREMAN VISIT:

What is one thing you learned from the Fireman?

Stay low down and say “fire, fire, fire!”

EDGAR COOPER-DIXON ON THE MANA AWARD:

What does a MANA Award mean to you?

That I’ve done all of the Medbury Values

EDGAR COOPER-DIXON ON THE MEDBURY VALUES:

What’s the most important Medbury value? Keeping the trees safe.

Science in the Junior School

There was a strong science focus throughout our Concept Based inquiry units this semester. During Term 1, boys explored the Water Cycle and Earth’s Life Giving Systems. They learned how the earth’s water is continually cycling through the stages of the water cycle, and were amazed to consider that the water they have in their drink bottle may have once been drunk by a dinosaur! We took part in an ECan stream study to discover how to look after our local stream. In Term 2 we learnt about the Migration of Animals. This began with a visit to the Antarctic Centre to learn about Antarctica’s migrating animals. Some classes tracked migratory animals and learned why and when animals migrate. This was a popular topic, which really engaged the boys.

Erin Sutherland, Junior School Learning Leader

Junior School Explores Animal Migration at the International Antarctic Centre

As an introduction to their Term 2 Concept-Based Inquiry unit, The Great Migration of Animals, the Junior School visited the International Antarctic Centre to learn about the remarkable journeys undertaken by animals in one of the world’s most extreme environments.

Students discovered a range of Antarctic species and their migration patterns. Among the most fascinating were the Arctic Tern, which travels annually between the North and South Poles in pursuit of endless summer, and

the Antarctic Krill, which undertakes a daily migration, moving to deeper waters during the day and returning closer to the surface at night.

The visit also included experiencing a simulated Antarctic storm, meeting the little blue penguins, enjoying an immersive 4D movie experience, and even patting a husky.

The excursion provided an engaging start to the term’s inquiry and sparked many questions that students will continue to explore as their learning progresses.

THE

DAY IN THE LIFE OF A JUNIOR SCHOOL BOY IS FILLED WITH OPPORTUNITIES...

Move for Mood Encourages Wellbeing in the Junior School

Move for Mood focused on helping boys understand the connection between physical activity, mindfulness and positive mental wellbeing.

Each day began with a fitness circuit in the Quad, while Sports Canterbury led a Top Team event that challenged boys to work together through a range of fun activities. A lunchtime disco was another popular feature of the programme.

Alongside physical activity, boys took part in mindfulness and gratitudefocused experiences. Year 8 students created butterflies for younger boys to discover in the Junior Forest, and classes reflected on the things they are grateful for, contributing to a Gratitude Forest display on the Junior School values wall.

The programme highlighted the importance of staying active, building positive connections and taking time to reflect.

UPDATE FROM THE LOWER MIDDLE SCHOOL

The Lower Middle Team has been exploring the fascinating world of Vikings this term through concept-based learning. Students have investigated Viking life by learning about longhouses, longships, navigation, exploration, trading routes and settlements. Through rich discussions and inquiry learning, they discovered how Viking technology and skills allowed groups of people to explore, trade, raid, and settle in new places across Europe and beyond.

Students explored how place and environment affected the way Vikings lived, including how harsh climates influenced housing, clothing, farming, and survival. They also examined why exploration was often driven by the need for resources, trade opportunities and new land. Students have gained a deeper understanding of Viking culture and daily life.

Students also compared and contrasted how trade and navigation today look very different from Viking times. They explored how modern technology, aeroplanes, cargo ships, GPS, and digital communication have transformed the way people travel, trade and connect around the world.

This rich learning experience has inspired curiosity, creativity, collaboration, and deeper historical understanding.

Clare Erasmus, Lower Middle School Learning Leader

Update from the Dean

The Lower Middle School boys have made a superb start to the year from a pastoral perspective. We met as a syndicate on the very first day of the year to welcome all the boys to the Lower Middle School for 2026, especially those who were new to the school. We spoke about our expectations and guidelines for the year, as well as how we could all make a positive start together.

This was followed, a day later, by our first ever team building session. Rachel from The House of Bricks came to Medbury with a range of fun Lego building challenges that encouraged teamwork and provided opportunities for the teachers and boys to get to know one another better.

We celebrated our first Syndicate Assembly of the year during the final week of Term 1. This included recognising the recipients of a new initiative, with more details to come in the next edition. Watch this space!

Nicholas Black, Lower MIddle School Dean

Sharing Sunshine at Holly Lea

The Year 3 students were delighted to take part in Community Service Day this year, visiting Holly Lea in Fendalton. They shared their musical talents with the residents through a recorder ensemble, and several students also performed solo items.

One of the highlights of the visit was singing the classic song You Are My Sunshine. It was wonderful to see the residents joining in, and the boys enjoyed sharing this special moment with them.

Following the performances, everyone enjoyed a delicious morning tea together. The students spent time chatting with the residents, making connections and learning from their experiences. This experience helps the boys connect with their immediate community and with a very special group of people. Bringing joy, connection and conversation to our neighbours is an important part of the Year 3 Community Service programme. Through these visits, the students learn the value of kindness, service and building meaningful relationships with others in their community. It was a meaningful and rewarding morning for all involved.

YEAR 4 BOYS HAVE BEEN DEVELOPING A STRONG SENSE OF COMMUNITY

Year 4 Boys Embrace the Spirit of Service

Throughout the year, Year 4 boys have been developing a strong sense of community by participating in the Bronze Community Service Award. The programme encourages boys to help others through acts of service at school, at home, and within the wider community. By completing community service activities, the boys learn the importance of kindness, responsibility, and contributing to the wellbeing of others.

As part of the award, the boys also focus on supporting their peers by demonstrating positive interpersonal skills and reflecting on occasions when they have helped someone in need. A highlight of the programme is the annual Community Service Day, where students work together on projects that benefit the community. Through these experiences, the boys gain a greater appreciation of the value of service, teamwork, and giving back. The Bronze Community Service Award helps build character and encourages our Year 4 boys to become thoughtful, caring, and active members of the community.

UPDATE FROM THE MIDDLE SCHOOL

Update from the Dean

The Year 6 boys have made the most of an action-packed term! The highlight for most boys (and staff!) was our epic two-day camp to Wellington, where we explored Te Papa, toured the Beehive, and visited the National Library. We also got up close with takahe and tuatara at Zealandia and discovered movie magic at Weta Workshop. A few teachers held their breath while

the tour guide handed out sword props but all boys came back unscathed!

Back home, history came alive during the boys’ visit to Kate Sheppard House. We also focused on giving back to the community, spending a busy Community Service Day at the Climate Action Campus planting, mulching, and weeding.

John Ogston, Middle School Dean

The Middle School has been a hive of activity this semester. In Term 1, our boys thoroughly enjoyed our inquiry unit, From Passion to Profession, which explored how hobbies and interests can develop into future careers. A highlight was learning from guest speakers in the fields of literature, art, and sport, who shared their journeys to success and inspired the boys with future possibilities. This term, our Year 5 students are exploring the fascinating world of rocks and stones through their Geography unit, investigating how rocks are formed and their importance in shaping our environment. Meanwhile, our Year 6 students have been studying leadership, including a memorable trip to Wellington where they observed Parliament in session and experienced democracy in action.

Emma Hocquard, Middle School Learning Leader

Ish Sodhi Inspires Years 5 and 6 Boys

As part of their Passion to Profession unit, Years 5 and 6 boys welcomed New Zealand cricketer Ish Sodhi to Medbury. Following a round of cricket trivia, Ish shared insights into his journey from a young aspiring cricketer to representing New Zealand on the world stage. He spoke about the determination, resilience and commitment required to achieve long-term goals, as well as the values that help transform good teams into great ones. Students were given the opportunity to ask questions and meet Ish, who generously stayed for an autograph session despite having one arm in a sling.

The visit provided a valuable real-world example of how passion, perseverance and hard work can lead to success.

Year 6 Science and Technology Evening

The Year 6 Science and Technology Evening brought together students and parents for an engaging challenge that tested creativity, teamwork and problem-solving skills. Working in teams, students were tasked with designing and constructing the tallest and longest bridge capable of supporting a 300g vehicle. With only 15 sheets of newsprint, string and Sellotape available, teams were required to think innovatively and make the most of limited resources.

A range of impressive designs emerged, showcasing both engineering principles and creative thinking.

Thank you to the staff and parents whose support helped make the evening a success.

THE WINNING TEAMS WERE:

FIRST PLACE

Bridgy-McBridge Face (Mitch Dooley and Max Ritter)

SECOND PLACE

The Destroyers (Kipp O’Sullivan and Flynn Stratford-Bevins)

THIRD PLACE

Rugby Rhinos (Tommy Harvey, Jack Millar, Tom Van t Veen, Charlie Harrison and Archie Patterson)

UPDATE FROM THE SENIOR SCHOOL

Y

ear 7 is a buzzing hive of activity this term! Through our study of the classic novel Holes by Louis Sachar, the boys are stretching their reading muscles. They are learning how to look beyond the surface of a story to figure out the author’s hidden messages, while also practicing how to follow complex, overlapping plotlines. This reading is feeding directly into their own creative writing, where they are learning how to build relatable characters and use “show, don’t tell” techniques to paint a picture with words.

Outside of English, our science and history “Inquiry” unit on flight has been a massive hit. The boys are enjoying handson experiments to understand how planes stay in the air, alongside looking at the history of aviation and how major world events changed the way we fly. On top of all this excitement, the boys are continuing to put in fantastic effort during their regular, targeted math and literacy classes with their streamed teachers.

Kayla Wright, Year 7

Learning Leader

Update from the Year 7 Dean

The spirit of the Year 7 boys has been outstanding this term. They continue to lift each other up, celebrate successes, and encourage one another to tackle challenges in their learning. The boys have embraced healthy competition through the weekly Quietest Class challenge and have shown great enthusiasm in the Handle the Jandal Competition. Across the year group, students are plugging into their winter sports, demonstrating commitment, teamwork, and resilience. They are also working hard to achieve their weekly goals, showing determination and a positive attitude. It has been fantastic to see the boys striving for excellence both inside and outside the classroom.

Richard Bath, Year 7 Dean

Year 7 Boys Launch William Pike Challenge

Year 7 boys began the outdoor component of the William Pike Challenge with a visit to Adrenaline Forest, where they tackled a series of high ropes courses designed to test their confidence, resilience and problem-solving skills. Navigating obstacles high above the ground, the boys balanced across suspended elements, swung between platforms and completed zipline challenges. The experience required not only physical coordination but also perseverance and a willingness to step outside their comfort zones.

Throughout the activity, boys encouraged one another, demonstrated teamwork and celebrated each other’s achievements. The day provided an excellent opportunity to develop confidence, resilience and determination, setting a strong foundation for their William Pike Challenge journey.

Year 7 Boys Develop Practical Skills Through

Woodwork

Year 7 boys have been attending weekly woodwork classes at Christ’s College, where they are developing practical skills and confidence in the safe use of tools and equipment.

Working under the guidance of Mrs Prebble, the boys have been designing and constructing birdhouses, learning to measure accurately, follow plans and work carefully with a range of materials. The programme encourages creativity while reinforcing the importance of precision, patience and attention to detail.

Throughout the sessions, the boys have demonstrated enthusiasm, teamwork and a willingness to support one another. The handson learning experience provides valuable opportunities to develop problem-solving skills, resilience and independence while taking pride in creating a finished product.

Update from the Year 8 Dean

Socially, students have focused on building a strong understanding of what it means to leave a legacy at Medbury. This term has centred around the idea of Respect as a currency, with Year 8 meetings exploring how respect can be given, earned, and shown to others in everyday interactions.

The Legacy Awards have been reintroduced, recognising students who consistently go above and beyond in their actions and attitudes.

Alongside this, boys have learnt the school karakia and are now able to recite it with confidence. They have also been challenged to reflect on the kind of legacy they are leaving behind through their choices, behaviour, and contribution to the school community.

Overall, Term 2 has been a term of challenge, growth, and engagement across all areas of learning, with students developing both academically and personally.

Paula

Corlett, Year 8 Dean

This term, Year 8 explored the theme of War, Conflict and Peace through inquiry, discussion, and storytelling. Students showed strong curiosity about how conflict has shaped history and continues to influence the world today.

Across the term, boys studied a range of national and global conflicts, including the New Zealand Land Wars and major international wars. These studies helped students think beyond events themselves and consider the causes, consequences, and human impact of conflict.

A key focus was understanding peace not simply as the absence of war, but as something that is actively built through compromise, negotiation, and perspective-taking. Students were challenged to consider multiple viewpoints and reflect on how history can guide more peaceful futures.

In writing, students developed narrative skills through units such as Rivals Writing and War of the Worlds: Alien Invasion Writing (8H), focusing on character, tension, and descriptive language. Reading included both class and individual novel studies, strengthening comprehension, vocabulary, and critical thinking skills.

In mathematics, students continued with the Oxford programme, focusing on measurement and geometry. The top classes extended their learning through Otago-style problem solving, while formal assessments provided valuable experience in structured test environments, helping build confidence and resilience.

In the Science of Reading, the Years 7 and 8 interchange programme has continued

to strengthen learning across both year levels, with clear handwriting, spelling and grammar growth evident.

8B and 8S also spent the term preparing for their productions, developing confidence, teamwork, and performance skills.

Suzanna Bickers, Year 8 Learning Leader

Senior Rugby Boys Receive Visit from Sevu Reece

Medbury’s Senior Rugby players enjoyed a special visit from Crusaders winger Sevu Reece as they prepared for the season ahead.

Sevu spoke with the boys about rugby, teamwork and the importance of dedication both on and off the field. The visit also coincided with the presentation of the team’s new Senior Rugby jerseys, giving players the opportunity to begin the season with a renewed sense of pride and excitement.

The new jerseys were made possible through the generous support of rugby programme sponsors FreightBase, Summit Build and Plato. Their contribution continues to play an important role in supporting Medbury sport and the opportunities available to our young athletes.

CREATIVITY WITH PURPOSE

Inspiring imagination. Playing the game through creativity, commitment, and expression.

THE ARTS

The Arts at Medbury encourage boys to explore their creativity, discover their passions, and express themselves with confidence. Through visual arts, music, and drama, boys are challenged to think imaginatively, refine their skills, and embrace the dedication required to grow and perform at their best.

With the support of passionate teachers and a culture that values participation and effort, boys learn to take creative risks, collaborate with others, and communicate with authenticity. Guided by the Medbury Difference — Learn, Lead, Succeed — they develop not only artistic ability, but also resilience, discipline, and confidence.

Every boy is encouraged to find his voice and experience the satisfaction that comes from creativity, hard work, and self-expression

Bringing History to Life: TREATY OF WAITANGI RE-ENACTMENT

On 5 February, a group of Year 7 boys, joined by William O’Brien-Limmer (Year 1), delivered a memorable re-enactment of the signing of the Treaty of Waitangi in front of the school community.

What made the performance especially impressive was the remarkably short preparation time. Receiving their parts only days earlier, the boys quickly came together to present a confident, thoughtful, and engaging portrayal of this important moment in New Zealand’s history. Their ability to learn lines, work collaboratively, and perform with such composure in a limited timeframe was a credit to them all.

The performance was supported by many members of the Medbury community. Special thanks to Matua, our cultural advisor, for his guidance and support;

Mr Grieve and Alfie (Year 6) for technical assistance; Miss Holland for accompanying on piano; and parent helpers Natasha O’Brien-Limmer and Sara Irving for their encouragement behind the scenes.

Mrs Acheson and Ms Fitz were delighted with the boys’ efforts, praising both their enthusiasm and the quality of the performance. The re-enactment provided a meaningful opportunity for boys to reflect on the significance of the Treaty of Waitangi while bringing an important part of our nation’s history to life for the wider school community.

YEAR 8 PRODUCTIONS SHINE ON STAGE

Our Year 8 students from 8C and 8H delivered two highly entertaining and memorable productions, showcasing the creativity, humour, and talent of our boys.

8C performed This is a Test by Stephen Gregg, directed by Jess Acheson. Set within the pressure-filled environment of an exam room, the play explored the challenges of academic expectations, peer dynamics, and the inner thoughts of students under stress. The boys brought great energy and comedic timing to the performance, engaging the audience from beginning to end.

8H presented Those Were The Days, written and directed by Kerri Fitzgerald. Set in a rest home, the imaginative and light-hearted production followed two former Medbury boys as they reflected on memories from their childhood. These stories came to life on stage in creative and often hilarious ways, delighting the audience with both humour and heart.

Throughout the rehearsal and performance process, the boys demonstrated enthusiasm, teamwork, and a willingness to step outside their comfort zones. Whether performing on stage or supporting behind the scenes, the productions provided valuable opportunities for growth, collaboration, and confidence - building.

We extend our thanks to directors Kerri Fitzgerald and Jess Acheson for their creativity and commitment, along with staff and students who contributed to the success of the productions. A special acknowledgement also goes to Warren Grieve, Brad Khemarangsan, Cooper Niu, and the tech crew for their support in bringing the performances to life.

OUR RESIDENT ARTISTS

F

rom Year 5 through to Year 8, the Art Room has been a place of creativity, experimentation and imagination this year. Boys have explored a wide range of materials and techniques, producing work that is both thoughtful and expressive, while developing confidence in their own artistic ability.

Featured in these pages are Year 7 ceramics, Year 7 year of the horse,Year 8 clay creatures and textured hand studies, Year 5 landform artworks, and Year 6 interpretations of The Tree of Life inspired by Gustav Klimt. Each project encouraged boys to think creatively, embrace detail, and explore different ways of representing the world around them.

Together, these works showcase not only artistic skill, but also the individuality, curiosity and enthusiasm our boys bring to every lesson in the Art Room.

SPOTLIGHT ON MUSIC

Music continues to thrive at Medbury, with boys across the school enjoying a wide range of exciting opportunities to perform, learn, and be inspired through music. Some of the highlights from the year so far include performances, workshops, and hands-on experiences made possible through our strong partnership with the Christchurch Symphony Orchestra and visiting professional musicians.

Strike Percussion Performance

The year began with a lively and energetic performance from Strike Percussion for boys in Years 1–7. The trio showcased a wide variety of percussion instruments and musical styles, demonstrating just how dynamic and diverse percussion can be. Students and teachers were invited on stage to participate, giving many boys the chance to experience live music-making firsthand. It was an engaging and memorable performance that had the audience captivated from beginning to end.

CSO String Quartet Performance

In February, Medbury welcomed a string quartet from the Christchurch Symphony Orchestra for a special performance for all boys. Through a varied and engaging programme, the boys experienced the unique sounds of the violin, viola, and cello, while also learning how musicians work together as an ensemble. It was an inspiring and enjoyable performance, giving the boys a great opportunity to hear live classical music performed at a professional level.

CSO Instrument Expo

Year 4 students, along with boys new to Medbury, enjoyed the opportunity to explore a wide range of orchestral instruments at the CSO Instrument Expo. Musicians from the Christchurch Symphony Orchestra introduced eleven different instruments, giving the boys the chance to hear, hold, and try each one. This hands-on experience sparked curiosity and helped students connect with unfamiliar instruments, inspiring many to consider learning an orchestral instrument in the future.

Our partnership with the CSO also provides access to highquality instrumental tutors here at Medbury, supporting boys in their musical development.

CSO Audition Workshop

Five of our Year 8 musicians attended a specialist audition workshop led by principal double bassist Bella Zilber. During the session, students performed on their instruments and received individual feedback and guidance around audition preparation, musical expression, and performance technique. The workshop challenged the boys to think beyond simply playing the notes and to focus on communicating confidently and musically with an audience.

CSO & Michael Hill Violin Workshop

In May, seven of our violinists attended a workshop at the CSO’s Ron Ball Studio as part of the Michael Hill International Violin Competition. Led by internationally acclaimed violinists from around the world, the workshop gave students the opportunity to participate in ensemble playing, technical exercises, and performances alongside peers from other schools. It was an inspiring and memorable experience that offered valuable insight into the dedication and artistry required of professional musicians.

STRENGTH THROUGH SPORT

Building character. Playing the game with courage, teamwork, and respect.

SPORT

Sport at Medbury is about far more than competition — it is an opportunity for boys to challenge themselves, support one another, and grow in character. Through training, teamwork, and commitment, boys learn the value of perseverance, resilience, and striving for their personal best.

Across every code and every age group, boys are encouraged to compete with integrity, show respect for teammates and opponents, and approach every challenge with determination.

Guided by the Medbury Difference — Learn, Lead, Succeed — sport helps boys develop a competitive spirit, encouraging them to strive for success while demonstrating respect, humility, and sportsmanship.

Whether representing Medbury on the field, court, track, or water, our boys are encouraged to play hard, play fair, and always wear the Medbury jersey with pride.

SWIMMING SPORTS

At the age of nine, I joined the newly formed Triton Swim Club. There, I developed the skills and experience needed to compete in many swimming events, which led to me breaking three Canterbury records. Swimming became more than just a sport to me — it became part of who I am and something that will always stay with me.

Swimming has helped me connect with people while learning, improving, and training hard at the same time.

At Medbury, swimming brings the boys together in a highly competitive but enjoyable environment. It is not all about winning; it is about having fun, trying our hardest, and supporting one another. During the House Relay, every swimmer competed with determination, with many boys achieving personal bests. These performances showed that swimming remains a highly competitive sport at Medbury and will continue to be for years to come.

Louis Tian

Full results from the Annual Swimming Sports, including all the Year Group House relays, together with the results from the ISSA and PSC Championships will be covered in full in The Medburian, 2026.

SUMMER SPORTS EXCHANGE

In the summer sports exchange, Medbury First XI had a really strong win, and I’m proud of the effort the whole team put in. We played well in all parts of the game, and everyone contributed outstandingly when it mattered.

Medbury won the toss and elected to bat on a slow grassy pitch, we got off to a solid start and kept building partnerships throughout the innings. Hudson Stratford-Bevins was outstanding, finishing on 119 not out after playing some amazing shots all around the ground. Tom Bickley also batted brilliantly and stayed not out on 41, helping keep the scoreboard moving. Max Dodds added a quick 19, and Tommy North scored an important 16, while the rest of the team worked hard to support the innings. We also picked up 41 valuable extras, which helped us finish with a very strong total of 255.

When it was our turn to bowl, everyone stayed disciplined and kept pressure on the opposition from the start. I was happy to contribute with 3 wickets as captain, and Tommy North also bowled really well, taking 1 wicket for 9 runs to get the innings off to a strong start. George McFarlane picked up another wicket, while Hudson Stratford-Bevins, George Alexander,

Harry Iggo, and Hunter Grieve all played their part with the ball taking wickets. Our fielding was sharp throughout the innings, stopping powerful shots when needed.

Overall, it was a complete team performance from Medbury. The batting set the game up with a strong platform 1st, the bowlers kept control, and the fielding stayed strong the whole time. It was a great win and a really good effort from everyone involved. Albie Wheeler and Hudson-Stratford Bevins

Medbury’s tennis team enjoyed an excellent series of interschool fixtures, recording impressive victories over both St Andrew’s College and Christchurch Grammar School. Representing Medbury were Louis Tian, Archer Douglas, Ryan Yan, Leon Tian, George Richardson, Ryder Wahrlich, Harvey Murphy and Nate Carter. The boys demonstrated great skill, determination and sportsmanship across both singles and doubles matches, contributing to strong team performances and outstanding results. Their success reflects the hard work and commitment shown throughout the season and continues Medbury’s proud tradition of achievement on the tennis court.

CROSS COUNTRY

I t was a crisp, sunny Monday morning in May when we made our way across to Fendalton Park for the annual Medbury Cross Country. There were plenty of nerves mixed with a lot of excitement as the warm-up began.

The Years 1 and 2 race kicked things off, with Mr Scott leading the way in their 700m race. All the marshals cheered and encouraged the runners to do their best and keep going. I was impressed by their speed and determination.

Next came the Year 3 race, a 1km run. The boys put in a huge effort, sprinting from the start and trying to hold their pace for as long as possible. This was the closest finish of the day, with the first four runners crossing the line within just four seconds of each other!

The Year 4 race followed, and the boys gave it everything they had. All of these races were highly competitive, and it was great to see so much encouragement between runners. The atmosphere was fantastic, with everyone talking about their races on the walk back to school.

As the Years 5 to 8 boys arrived, you could tell the competition was about to step up a level. With places at the Zones Cross Country event up for grabs and valuable House points on the line, there was plenty to race for. It was also great to see the friendly rivalry between the four Houses as boys cheered each other on and pushed themselves to earn as many points as possible for their House.

The Year 5 boys began warming up as soon as they arrived. Mr Gilbert had each race starting right on schedule, and before long, they were off tackling their

2km course. It was an exciting finish, with only three seconds separating second through sixth place.

Next came Year 6. It was impressive to watch the top two runners battle it out all the way to the finish while maintaining an incredible pace.

Year 7 produced some fast times, with the runners completing their 3km race in impressive fashion. The battle for second place was especially close.

The final event of the day was the Year 8 boys’ 3km race. With 75 competitors,it was a challenge navigating three laps of the 1km circuit. As expected, there was a fast sprint from the start line, but the pace settled as the reality of the distance began to sink in.

Well done to everyone who took part in the Cross Country. It was great to see such a large crowd of parents, grandparents, and even plenty of dogs supporting the runners and cheering them on around the course. The day was also a great example of Medbury’s values in action. We saw Empathy through the encouragement runners gave one another, Respect for competitors and officials, Integrity in the way everyone competed fairly, and Excellence in the effort shown by all participants. Congratulations to Mr Scott, who ran with every year group while wearing a Fox onesie!

A special thank you to Mr Gilbert, Mr Ogston, and all the marshals for organising another fantastic event.

Jack Hansen, 8C

THE TEAM’S COMMITMENT AND ENTHUSIASM WERE EVIDENT THROUGHOUT THE YEAR... ...AND THEY REPRESENTED MEDBURY WITH PRIDE

POLO CONTINUES TO GROW AT MEDBURY

Polo remains one of Medbury’s most unique sporting opportunities, giving boys the chance to develop their riding skills while learning the strategy, teamwork and discipline required to compete in one of the world’s oldest team sports.

This season, Medbury’s polo squad of Fraser Douglas, Alexander Tait, Louis Hutton and George Wilson trained at Sefton under the guidance of Medbury Old Boy Charlie Woods. Charlie’s passion for the game and connection to the school have helped create a positive and enjoyable environment for boys to experience the sport.

The season concluded with the team competing in the SUPA Competition at Waireka, where they faced strong opposition from across the region. The boys produced some excellent polo throughout the day, finishing as C Grade runners-up after a series of competitive matches.

Beyond the results, the season provided valuable opportunities for the players to build confidence, improve their horsemanship and strengthen friendships both on and off the field.

The team’s commitment and enthusiasm were evident throughout the year, and they represented Medbury with pride.

With interest in the programme continuing to grow, the team is looking forward to welcoming new players next season and building on another successful year in the saddle.

EMBRACING CHALLENGE

Playing the game through adventure, resilience, and discovery.

BEYOND THE CLASSROOM

At Medbury, learning extends far beyond the classroom walls. Through camps, outdoor education, and shared experiences, boys are encouraged to step outside their comfort zones, embrace new challenges, and discover more about themselves and those around them. Whether navigating the outdoors, working as a team, or developing independence away from home, boys build resilience, confidence, and perseverance through real-world experiences. Guided by the Medbury Difference — Learn, Lead, Succeed — these opportunities help boys strengthen their character, leadership, and sense of responsibility.

From the classroom to the outdoors, every experience is designed to inspire growth, connection, and a willingness to take on challenges with courage and determination.

Year 5 Camp A MOMENT IN TIME

For their Year 5 camp writing task, the boys were asked to capture a special “moment in time” from camp using vivid descriptive language and the five senses. Their writing needed to be written in present tense, include complete sentences, and use adverbs, prepositions or time connectives to help bring the moment to life. Each piece was structured into 2–3 detailed paragraphs, allowing the boys to recreate the excitement, tension and atmosphere of their chosen camp experience.

Sebastian Kuok – The Animal Game

I chose to be a native bird because most of my friends were one, but it was going to be a very big mistake. It was my goal to find all the stamps, so I thought it would be easy, but I realised that the others could take my life away, so it wouldn’t be so easy. Finally, I arrived on the battlefield. Luckily, I was on high ground, but when I looked down, I saw most of my frightened friends’ lives get taken away. Now I realise how dangerous this is.

I ran and ran as my life depended on it; by then, I had nine stamps, but I had no more time. There were five more minutes, and most of the natives were dead. I looked for my friends but I could not see anyone, my heart was pounding like a hammer but luckily I saw the hunter I stayed with her until I saw a bush rustling, I looked inside expecting to get caught but all I saw was my panicked friend he was hiding, I stayed with him and saw rabies the flood and the hunter I wanted him to go with the hunter but he said no I stayed with him for the rest of the game and BAM! I could almost taste the victory, and the game was over.

Sohum Shridhar

– The Death Match

Walking forward, I could see the bow and arrow. I’ve never seen one in real life. I was scared the arrow would kill me, but then I looked closer and saw the tip looked like a marshmallow. Now I feel much better. We were roughly practising shooting a bow and arrow. After the rough practice, we played the ultimate game. I heard everyone screaming loudly, ah 3,2,1 then the scary game started. Everyone started to get the colourful arrows. They were all trying to collect as many arrows as they could. They started to shoot quickly, and my team was slowly running out of people. Then my team started to get better. They were shooting more and more people, and they had fewer and fewer people. The other team was nervous; they did not know what to do. They were losing people, and then everyone was gone.

Warren Tsz Lap Xu – Game Night

As I happily rushed over to Harbour View in my warm pyjamas, I wondered what games people had brought and whether many would play my game. The tasty smell of dinner lingered in the air. Entering, I felt a sudden warmth as I saw plenty of people already playing games. Once I sat down, my friends scurried over, excited to start my game, Exploding Kittens. My stomach filled with butterflies as we began. After five minutes, I decided to look around the room; groups formed, chatter grew, and I noticed the smoothness of the cards. Gulp! It was time to start.

The game had started, and I won the first round, but then more people joined us. As our group reached its max player count, my friend began winning several rounds. Though the games ended quickly, they were fun. Suddenly, my teacher called out loudly, “Finish in 30 seconds!” The room became competitive and tense. The countdown began: “5,” just a few seconds left—”4, 3, 2!” One second remained. Who would win? “1!” I wondered if it was really me who won.

Ethan Miao – The Survival of the Hunter

Unfortunately, as I crawl into the giant thorn bush, I feel tiny thorns prickling my hands. But it was worth it to hide from the hunter!

Eventually, I collect all the water stations, and I have a lot of lives, so now Lucas and I are watching kids screaming, Lucas

shouts, but thankfully he doesn’t see us, we taste victory as Lucas and I squat in the bush, then the siren of victory rings. Lucas and I crawl out of the bush and celebrate with each other.

Tom Burgess – Sweet Victory

I am slowly loading the bow as arrows rage past my face, I let go of the arrow and another person falls beneath my wrath. The timer ends.

BOOM!!! One of my teammates gets hit. I duck and get behind a block and do an aerial assault, I miss and run into noman’s-land to collect my deadly arrows pump as I sprint back to my team’s base.

“Ten nine eight seven six five four…” the timer shouts in a deep voice.

“There is no stopping us.” I say under my breath as I get shot down by an arrow. My life flashes before my eyes. “Three two one.” The timer continues. The game is over and my team tastes victory.

“Team two wins!” shouts the instructor. “Yeah!!” My team shouts in victory.

LEADERSHIP WEEK

Leadership Week 2026 was a fantastic opportunity for boys across the school to learn about service, resilience, teamwork and the many different forms leadership can take.

The week began on Tuesday with the presentation of the Medbury Medal to John McBrearty. It was a privilege for the school to recognise his outstanding contribution and unwavering dedication to Medbury and the wider community over many decades. Read more about John on Page 60.

On Wednesday, Medbury hosted its annual Year 5 Leadership Day, welcoming students from schools across Christchurch for a day of learning, discussion and inspiration. Boys heard from an exceptional line-up of presenters covering topics including leadership, teamwork, decision-making, sport, exploration and digital leadership. Workshops throughout the day included Situational Leadership with Major Nick Wellwood from the New Zealand Defence Force, Digital Tech Leadership with Warren Grieve from Medbury School, Teamwork with Matt Cortesi from Christ’s College, The Golden Age of Polar Exploration with Bu Windsor from the International Antarctic Centre, Making the Right Choice with Wayne Hamilton from Fire and Emergency

New Zealand, Leadership with Bridget Compton-Moen from St Margaret’s College, and Sports Leadership with Rebecca Gillett from the Halberg Foundation.

Thursday saw boys inspired by Olympian Tony O’Connor during this year’s MedX Talk. Tony shared powerful insights into resilience, perseverance and striving for excellence, encouraging boys to embrace challenges and pursue their goals with determination.

The week concluded on Friday with the school’s annual Community Service Day, where boys across every year level headed out into the community to give back and make a positive difference. Projects included work at the University of Canterbury Community Gardens, New Brighton Community Gardens, Holly Lea Retirement Village, Travis Wetland, Urban Farm, Climate Action Campus and Richmond Community Gardens.

Leadership at Medbury is about far more than titles — it is about service, character, courage and making a positive impact in the lives of others. A huge thank you to all staff, boys, parents, presenters and community organisations who contributed to making Leadership Week 2026 such a successful occasion

YEAR 6 LEADERSHIP TRIP TO WELLINGTON

The alarm clocks were set early on Wednesday of Week 5, as our Year 6 boys arrived at Christchurch Airport at the chilly hour of 6:00am, ready to embark on an exciting leadership-focused adventure to our capital city, Wellington.

Having spent the term exploring the qualities and characteristics of effective leaders, the boys were eager to deepen their understanding through a carefully planned programme of experiences. Their learning journey would take them to Te Papa, Parliament, the National Library of New Zealand, Zealandia, and Wētā Workshop, where they would discover leadership in many different forms.

The excitement was palpable as boarding passes were compared and seating plans analysed. Parent helpers quickly joined

their groups, introducing themselves and helping the boys establish team identities before the adventure even began. Once our plane touched down in Wellington, the groups wasted no time setting off for their first destination.

Our visit to Te Papa began with the remarkable “Scale of Our War exhibition”. Guided through the experience by an expert educator, the boys explored leadership during wartime, focusing on two distinguished ANZAC leaders, Malone and Westmacott. Through their stories, students gained a deeper appreciation of the courage, responsibility, and decision-making required to lead others in challenging circumstances.

From there, we headed to Parliament, where we were guided through the

heart of New Zealand’s political system. The boys learned about governance, democracy, and the role of leadership in shaping our nation. A particular highlight was sitting in the public gallery and observing Question Time in the parliamentary chamber the day before the national Budget was announced. The lively exchange of ideas and differing viewpoints felt surprisingly familiar… rather like a classroom discussion!

A short walk across the road brought us to the National Library of New Zealand. Here, students had the rare opportunity to view the original Treaty of Waitangi documents and Kate Sheppard’s extraordinary 274-metre petition advocating for women’s suffrage. Having recently visited Kate Sheppard House, the boys were fascinated to see firsthand

evidence of how determined leadership can bring about significant social change.

After a full day of learning, the evening provided some well-earned recreation. The boys enjoyed pizza on Wellington’s waterfront before testing their skills on the climbing walls. It was the perfect way to expend some remaining energy before settling in for the night.

Our home away from home was Haka House on Oriental Parade. Despite a busy first day, many boys were up bright and early, ready for another day of adventure by 6:30am.

Day two saw the entire group explore Zealandia, Wellington’s world-renowned conservation sanctuary. Bathed in beautiful sunshine, we wandered through native bush and along tranquil walkways while learning about kaitiakitanga; the responsibility of caring for our environment. Students discovered that leadership is not limited to people; it can also involve taking action to protect the natural world for future generations.

Our final stop was Wētā Workshop, where the boys explored leadership within the creative arts. They were thrilled to handle movie props and learn about the collaborative process behind some of New Zealand’s most famous films. A key lesson from the visit was the importance of teamwork, resilience, and accepting constructive feedback as part of creating something truly exceptional.

Before heading home, the boys enjoyed the novelty of purchasing their own dinners at the airport and sharing stories from the trip. The flight back to Christchurch was filled with good spirits, laughter, and plenty of memories. Impressively, after two action-packed days together, the boys remained great friends and excellent travelling companions.

As families welcomed home some very tired travellers, it was clear that the trip had been a tremendous success. The boys returned with a richer understanding of leadership, a collection of unforgettable experiences, and plenty of stories to share. It was a wonderful opportunity to see leadership in action across history, government, conservation, and the arts, and a fitting culmination to our Concept-Based Inquiry unit.

MAKING WAVES

All Year 8 boys headed to Sumner for two outstanding days of surf, sunshine, and shared experiences. Each day was split between boogie boarding and surfing, with the boys swapping sessions after lunch to make the most of the perfect conditions. With clean waves and blue skies, spirits were high both in and out of the water.

Day two also brought a beach-based challenge, with teams tasked with building a sandcastle sculpture to keep a golf ball in motion for as long as possible. Beyond the surf, the time on the beach gave the boys the opportunity to connect, build friendships, and strengthen bonds as they begin their final year at Medbury.

It was a memorable experience, and both the boys and teachers left feeling proud of their efforts and achievements. We look forward to all that this year will bring.

A big thank you to our parent helpers who spent the day with us.

SPIRITS WERE HIGH BOTH IN AND OUT OF THE WATER

CONNECTED THROUGH COMMUNITY

Serving with purpose.

Playing the game beyond the school gates.

COMMUNITY

At Medbury, community is at the heart of who we are. Boys are encouraged to look beyond themselves, developing an understanding of the importance of service, connection, and contributing positively to the world around them. Through leadership opportunities, service initiatives, and involvement in school life, boys learn the value of empathy, responsibility, and teamwork.

Guided by the Medbury Difference — Learn, Lead, Succeed — they come to understand that true character is shown not only through achievement, but through the way they support and serve others.

By fostering a culture of respect, kindness, and participation, Medbury helps shape young men who are prepared to lead with integrity and make a meaningful contribution within their communities and beyond.

ANTARCTIC ADVENTURES

This year, Medbury teachers Jo Keleghan and Anna Oborne embarked on extraordinary journeys to Antarctica and the Subantarctic Islands. Through the generosity of a Heritage Expeditions Medbury Scholarship, they explored some of the world’s most remote and remarkable environments, gaining experiences and insights they are excited to share with the Medbury community.

In January this year I was offered a scholarship with Heritage Expeditions to join them on an expedition cruise to Antarctica. It was an absolute privilege to visit one of the most remote places on Earth and a truly once-in-a lifetime experience. The trip was 4 weeks from Bluff to the Ross Sea region of Antarctica via the sub-Antarctic Islands of Auckland Island, Macquarie Island and Campbell Island on the return home.

These Sub-Antarctic Islands are now predator free. They have regenerated with mega herbs and are host to sea birds, sea lions, and elephant seals. Guided walks with experts in flora and fauna meant we were really able to know and appreciate the things we were seeing and to learn about these animals and their habitats.

It is hard to put into words the vastness of Antarctica. I was struck by the beauty of the ice in its myriad forms from an iceberg the size of Taranaki to the mesmerising swell of the sea ice. The vivid electric blue and green colours at the base of the icebergs in stark contrast to the abounding whiteness was spectacular. Icebergs come in many shapes and sizes, each one being unique and worthy of a photograph. I spent as much time as I could out on deck taking in every moment but frequently having to duck back inside to warm up.

I don’t mind admitting I am a little obsessed with penguins. We saw 6 different species of them on our outward journey via the sub-Antarctic islands and two more in Antarctica. To stand at the edge of the Adelie penguin colonies and observe their behaviours was like being in a wildlife documentary. The Adelies are very charismatic, and having no land-based predators were not afraid to see us humans. The colonies were massive with tens of thousands of birds busy feeding their hungry and growing chicks. We were also very fortunate to see a few Emperor penguins from a distance resting on the ice. They breed on the ice during the winter and are mostly out to sea during the Antarctic summer.

A major highlight for me was to visit the huts of Scott and Shackleton. These 2 men were explorers from the golden age of polar exploration and childhood heroes of mine. To stand in the huts where they lived and worked was something very special. There were the Bunks of Oates, Wilson, Bowers and Evans who with Scott made up the ill-fated journey to the South Pole. They were in Antarctica for up to 3 years at a time through the bleakness of winter without communication and external support. The Antarctic Heritage Trust has conserved many original artifacts and have returned them to Antarctica. These gave me a glimpse into their daily routines, clothing and diet. The men conducted a great deal of scientific and geographic exploration to discover for the world as much as they could about this new-found continent, Antarctica.

We saw whales, orca and leopard seals and Mount Erebus even put on a show for us with a plume of smoke. We were incredibly lucky with the weather and were able to see most of the things I had hoped for. I even jumped in the sea for the Polar Dip - yes I do have photographic proof!

I have hundreds of photographs to support my memories and I am sharing them with the Medbury boys whenever I can. I hope my experiences and passion may teach the boys a little about Antarctica and maybe even inspire explorers of the future.

For me, this adventure fulfilled a lifelong dream and I am so grateful to the Russ family for this chance, and to the Headmaster for allowing me to go.

Jo Keleghan

BIRDING DOWNUNDER

We were approximately halfway through our 11 km circumnavigation of Enderby Island when our guide suggested we seek shelter among the gnarled trunks of the southern rata forest for lunch. While wringing water out of my gloves, I realised that nearly 1000 km to the north, the Medbury community was just finishing our end-of-year prize giving at Christ’s College. In that moment, surrounded by Macquarie Island Cabbage with miromiro fluttering around curiously, I reflected on how far I was, both physically and experientially, from that familiar event.

In September, when I read the email inviting Medbury staff to apply for Heritage Expedition scholarships, I gasped. Loudly. Until that moment, visiting the Subantarctic Islands wasn’t even in my wildest dreams. And now, here I was, well and truly amongst it.

So far, the walk (or, more accurately, a scramble through bogs, streams, and undergrowth) had been incredible. Across the expanse of megaherbs and windswept shrubbery, wildlife made frequent appearances. Auckland Island shags, northern giant petrels, and subantarctic skuas soared by on strong winds.

On the ground, southern royal albatross nested amongst Ross lilies, while the light-mantled sooty albatross built cliffside nests which perched precariously above the raging Southern Ocean. Keeping us on our toes, New Zealand (Hooker’s) sea lions occasionally lunged out of the shrubbery and challenged the group to a medium-stakes game of ‘chicken’. Right at the end, we had to divert over a towering sand dune to stay out of the way of one of the rarest penguin species, the hoiho. That evening, we set out on a two-day sail south, travelling a further 600 km through the Furious Fifties to the UNESCO World Heritage Site Macquarie Island (Macca), governed by the state of Tasmania. We arrived at dawn to an eerie light over the research station and snow on the island’s highest peak. We spent two unbelievable afternoons on the beach surrounded by king and royal penguins, and the most adorable juvenile elephant seals, with velveteen coats and washboard rolls of blubber. Feverishly snapping photos, my newfound friends and I fell in love with their cheeky attitudes. That evening, the dining room was buzzing with the wonders of the beach, including the orcas cruising along the shoreline looking for baby-seal-sized snacks.

Another pinch-me moment occurred during an early morning Zodiac adventure to look for rockhopper penguins. A salvo of feathered torpedoes swarmed us, skimming the surface of the sapphire water. Hundreds came close enough to make eye contact, and some looked like they might ‘porpoise’ right into the dinghy.

Next, we journeyed 700 km north to Campbell Island, where a small group of us set out to climb the mist-shrouded Mount Honey. It was easy to fall behind while photographing the unique plants, not to mention the southern royal albatross nesting nobly amongst the tussocks. Every time you put your camera safely out of the elements, you would stumble upon yet another windblown bird, and you’d have to take your camera out all over again. The wind and mist threatened to overtake us, but we were expertly led by expedition guide Lindsay Wilson, who spent three winters on Campbell Island eradicating rats. Despite my hardy upbringing on Banks Peninsula, the wind at the peak was unnerving, and I felt like Gollum as I hopped from rock to rock on the descent.

If I had to choose one standout animal from my adventure, it would be the majestic albatross. Their dynamic soaring has been studied by physicists, ornithologists, and engineers with good reason. However, the penguin tribes and the elephant seal pups on Macca were also absolutely incredible, even if they are Australian! I simply cannot thank Robyn and Nathan Russ of Heritage Expeditions enough for their generosity in taking me along on one of their fantastic adventures to the Galapagos of the South. My plan to turn the current Year 5 boys into budding birders is going rather well; they are hooked on the app Birdle, and my passion for albatross is proving contagious.

Anna Oborne

MEDBURY MEDAL

John McBrearty’s lifelong service to Medbury School, and to the wider community, exemplifies the very spirit of the Medbury Medal.

John’s connection to Medbury spans decades and multiple roles. As a former staff member serving as Bursar, and later through his contributions on both the Trust Board and the Foundation Board, he has played a significant part in supporting the stewardship and development of the school. His service reflects a deep commitment to Medbury’s enduring success, not only in his professional capacity but also through his governance and voluntary contributions. Few individuals demonstrate such sustained loyalty and service to their school community.

Beyond Medbury, John has made an outstanding contribution to athletics in Canterbury and New Zealand over more than fifty years. Beginning as an athlete, he went on to serve in numerous administrative and leadership roles at club, regional, and national level. His contributions have included committee service, presidency roles, and significant event leadership, including involvement in national championships and the organisation of major competitions. He has also served as Vice President of Athletics New Zealand and was Presidentelect, reflecting the high regard in which he is held within the sport.

Following the 2011 Christchurch earthquake, John played an important role in supporting the relocation

and continuation of athletics in the region, demonstrating resilience and commitment in challenging circumstances.

John’s contribution is characterised not by profile, but by consistency, humility, and service. Whether in education, governance, or sport, he has given generously of his time and expertise to support others and strengthen the institutions and communities he has been part of.

John McBrearty embodies the values of integrity, respect, empathy, and excellence. His life stands as a powerful example of leadership through service and the enduring impact of giving back.

MEDBURY PARENTS’ ASSOCIATION

What an incredible start to the year it has been for the Medbury Parents’ Association. The support and enthusiasm shown by our school community at every event has been outstanding, and we are incredibly grateful to all the families who have contributed throughout the year so far.

One of the highlights of the year was the Medbury Colour Run. The energy and participation from students, staff, and families made the day a huge success. We extend a heartfelt thank you to everyone who got behind the event through fundraising, sponsorship, and support on the day.

Thanks to the generosity of our community, we are thrilled to share that the Colour Run raised an outstanding $26,000 for the school. This is a fantastic achievement and will make a meaningful difference to future initiatives and opportunities for our boys.

A huge thank you also goes to our generous sponsors: Lifestyle Lawns, FarmBuild, Hell Pizza Bishopdale, Vivacity, Modus Living, Protranz, Gregg Architectural Builders, and Fleetwood Construction. Their support helped make the day possible.

Another highlight this year was our Breakfast with the Boys event. It was fantastic to see so many boys, parents, and members of the Medbury community come together for the morning.

We were privileged to host Mr Dave Greenberg as our guest speaker. Dave shared insights from his extraordinary career, including completing nearly 4,000 rescue helicopter missions and advising the National COVID-19 Response Team. His reflections on leadership and resilience were inspiring for all who attended.

A sincere thank you to Blinkhorne Foods for providing a delicious breakfast, to the Medbury staff who worked behind the scenes, and to everyone who helped make the event such a success.

The MPA is proud to support opportunities that strengthen our school community, and we look forward to continuing this throughout the year.

BRINGING PLAY THE GAME TO LIFE

The idea for a Play the Game picture book has been quietly forming for a couple of years. At Medbury, Play the Game is much more than a motto.It is a way of thinking, acting and treating others. It speaks to effort, fairness, courage, humility and character. It also sits closely alongside our values of excellence, respect, integrity and empathy.

The challenge was to find a way to bring these ideas to life for our youngest boys in a way that felt simple, meaningful and memorable.

The book tells the story of a young Medbury boy who learns what it means to Play the Game through experience. Along the way, he is guided by the values that shape our school. He learns that excellence is about giving your best, respect is shown in the way we treat others, integrity is doing what is right, and empathy means noticing and caring about those around us.

I have been very fortunate to work with Lucy Mackie, a Medbury parent, artist, illustrator and teacher at St Margaret’s College. Lucy has given many hours to

the artwork and has brought warmth, character and life to the story. I am deeply grateful for her talent and generosity.

My thanks also go to Lisa Clark for her wisdom, editing, proofreading and organisation of the printing.

Each Junior School boy will receive a copy of the book, and new boys joining Medbury in future years will also be given one.

My hope is that Play the Game becomes part of how our boys come to understand who we are and what we stand for.

Dave Scott, Headmaster

MEDBURY OLD BOYS NEWS

Oscar Stove CSO Internship

Medbury Old Boy Oscar Stove (Class of 2021) has been selected as 1 of 3 Christchurch Symphony Orchestra (CSO) Irelands Interns for 2026.

Now a Year 13 student at Christ’s College, Oscar is an accomplished trumpeter and vocalist, holding ATCL Diplomas in both Trumpet and Classical Singing. His recent appointment as Principal Trumpet of the New Zealand Secondary Schools Symphony Orchestra reflects his dedication and musical ability.

The internship will provide Oscar with valuable experience within a professional orchestral environment as he continues to pursue a career in music. Oscar has previously performed with the CSO as both a trumpeter and vocal soloist and is looking forward to further developing his skills through the programme.

Bill Li Making His Mark

Former Medbury student Bill Li continues to achieve success across both academic and research fields.

Recently, Bill was invited by the Chair of the InterRAI Research Network to assist with literature reviews for the development of a new New Zealand

Old Boys Take on Headmaster’s XI

The annual Medbury Old Boys First XI v Headmaster’s XI cricket match once again provided an enjoyable afternoon of cricket, camaraderie and friendly rivalry.

Played in excellent spirit under sunny skies, the match saw the Headmaster’s XI claim victory this year, although the Old Boys will no doubt be looking to reverse the result when the teams meet again.

dementia registry, recognising the quality of his healthcare research and analysis. His work was also Highly Commended in the 2025 John Locke Institute Global Essay Competition, placing him among the top 3% of entrants worldwide.

Bill also attained the highest possible grade in seven Advanced Placement exams

The fixture remains a valued tradition on the Medbury calendar, bringing together former and current members of the school community. Following the match, players and supporters gathered at the cricket pavilion to enjoy refreshments and the opportunity to reconnect.

Planning is already underway for the 2027 match, and we look forward to welcoming another strong contingent of Old Boys back to Medbury.

BOYS WERE SUPPORTED TO PURSUE THEIR OWN GOALS WHILE CONTRIBUTING TO A STRONG TEAM CULTURE

From Medbury to the World Stage: RILEY’S CYCLING JOURNEY

For rising New Zealand cyclist Riley Crampton, the foundations of his success were built at Medbury School. What began as a Year 7 student giving school cycling a go has developed into a remarkable journey that now sees him preparing to compete on the world stage. Riley first started cycling in 2021 while at Medbury and quickly made his mark as the fastest Medbury rider in his year group. That same year, he was part of the Year 7/8 team that won the Christchurch Schools Cycling Team Time Trial, an achievement they repeated again in 2022. He credits Medbury’s strong cycling culture and the support of staff and coaches for helping shape both his development and love of the sport. With the encouragement of teachers such as Mr Taylor, along with the regular involvement of Brad Gilbert, boys were supported to pursue their own goals while contributing to a strong team culture.

In 2022, while still in Year 8, Riley expanded into track cycling at Denton Park Velodrome in Christchurch. Later that year, he attended the Southland Track Championships, where he experienced the intensity and speed of indoor velodrome racing for the first time, an experience that further fuelled his passion for the sport.

By 2023, as a Year 9 student at Christ’s College, Riley’s performances had elevated him well beyond his age group. He won the Under 16 grade at Christchurch Schools Cycling and also claimed the overall boys’ title, competing against predominantly Year 12 and 13 riders.

Since then, Riley’s achievements have continued to grow at an extraordinary pace. Over the past four years, he

has won 10 New Zealand national cycling titles across both road and track disciplines. In 2025, he began focusing primarily on track cycling as he progressed into the Under 19 ranks. Among his recent achievements, Riley is the current New Zealand Under 19 Madison Champion and Points Race Champion, the Australian Under 19 Madison Champion, and the Oceania Under 19 Omnium Champion. He has also represented New Zealand at the YSD International Track Series in Malaysia in both 2025 and 2026 as part of the New Zealand Cycling Development Team, returning home with an impressive medal haul of three gold, two silver, and three bronze medals.

Riley has now been selected to represent New Zealand at the Junior World Track

Championships in Belgium this August, where he will compete in the Team Pursuit, Omnium, and Madison events. He has also met all requirements for entry into High Performance Sport New Zealand and is currently regarded as New Zealand’s top Under 19 track cyclist based on performances over the past 12 months. Despite his growing international commitments, Riley still returns to local school cycling events whenever possible and remains keen to encourage younger riders coming through the Medbury cycling programme.

His journey is a wonderful example of where passion, perseverance, and a strong school culture can lead, from the roads of Christchurch to representing New Zealand on the world stage.

BUILDING THE FUTURE TOGETHER

PHILANTHROPY

Agreat school is built not only by those within its gates, but by the community that stands behind it. The support of our families, Old Boys, and friends helps create opportunities that empower Medbury boys to discover their strengths, pursue excellence, and contribute meaningfully to the world around them. Through philanthropy, we continue to “Play the Game” for generations to come.

Thank you to our Sponsors

SPONSORS

PRINCIPAL

PARTNERSHIP

CONNECTION

A GOLDEN TICKET, A LASTING GIFT

When one Medbury family received the call that they had won the Golden Ticket raffle, the news was almost too good to believe. What began with a single ticket purchase became a gift that brought reassurance, gratitude, and a deeper appreciation for the strength of the Medbury community. They share their story of what the win meant for their family and the impact it has had beyond the financial support.

Can you take us back to the moment you found out you’d won the Golden Ticket?

I had a missed call from a number I didn’t recognise, and when the Headmaster rang back and told me, I honestly could not believe it. I had just finished my master’s degree two days earlier, so life already felt very full and emotional. It was a wonderful surprise at the end of a very busy and hectic year, and the whole thing felt completely surreal.

To receive the news that we had won the one-year tuition fee waiver felt incredibly special. It was one of those rare moments where you feel deeply grateful, overwhelmed, and a little bit stunned all at once.

What was going through your mind?

My first thought was, “Things like this happen to other people, not us!” We had only bought one ticket, so it took a while for the news to sink in. I also remember feeling an enormous sense of gratitude, not only for the financial gift itself, but for what it represented: generosity, community, and the way Medbury families come together to support the school.

What first prompted you to buy a ticket?

We bought just one ticket after seeing the Golden Ticket raffle reminder on the school app. That one ticket reminded us that sometimes taking a small leap of faith can lead to something completely unexpected.

Now that some time has passed, what impact has winning had on your family?

Winning the Golden Ticket gave our family a real sense of reassurance around the year ahead. Like many families, we work hard to give our children the best opportunities we can, and school fees are a significant commitment. Knowing that Oscar’s tuition fees for 2026 were covered brought a sense of breathing space and peace of mind.

More than anything, it deepened our appreciation for the Medbury community. Oscar’s first year at Medbury had been the most caring and supportive environment we could have hoped for. We have seen and felt manākitanga in the way his teachers have cared for him, whanaungatanga in the relationships that have helped him feel he belongs, and kotahitanga in the way the school community works together around the boys.

How did you choose to use the extra funds?

For us, the greatest gift was not about spending extra money on something special but rather knowing that a major school cost had been taken care of. It allowed us to feel more settled about the year ahead and to continue focusing on the children, their education, and the everyday realities of family life.

It also reminded us of the importance of kaitiakitanga, being thoughtful guardians of the opportunities we are given. A gift like this is not something we take lightly. It has made us even more grateful for the chance Oscar has to learn, grow, and be supported at Medbury.

Were there any opportunities, experiences, or treats that the win made possible?

The biggest opportunity was peace of mind. It did not lead to a big holiday or a major treat, but it gave us something much more meaningful: the reassurance that Oscar’s place at Medbury was supported for the year. That in itself was an enormous gift.

Who was the first person you told, and what was their reaction?

I told my family first. Everyone was shocked and excited because we knew how huge a gift it was.

How did your child respond when they heard the news?

Oscar and his older sister Annabelle were so excited. They understood that it was something very special, even if they probably could not fully grasp the gift’s magnitude. For our family, it is an extraordinary amount, and we are extremely grateful.

Looking back, what has been the most meaningful part of winning the Golden Ticket?

The most meaningful part has been the feeling that something wonderful and unexpected happened at exactly the right time. It felt like a lifeline at the end of a very full year.

It has also reinforced what we already valued about Medbury: the sense of community, the care shown by staff, and the quiet but powerful leadership that shapes the boys’ experience. We are especially grateful to Dave Scott for his rangatiratanga, his leadership, and to all the incredible teachers who have welcomed Oscar with open arms.

Did the experience change the way you think about raffles, luck, or taking a chance?

Absolutely. It reminded me that sometimes you really do just have to take the leap. We bought one ticket, and that one ticket changed the shape of the year ahead. It reminded us that even in busy or demanding seasons of life, wonderful and unexpected things can still happen.

What would you say to other parents who think, “Someone else always wins, but never us”?

I would say: it only takes one ticket. We genuinely never thought it would be us, but it was. Sometimes taking a small chance can lead to something you never expected.

Finally, if you could describe Medbury in just three words, what would they be?

We chose Community, Character, and Care because those three words capture what we have experienced at Medbury. Community reflects the strong sense of belonging and whanaungatanga we have felt since Oscar began. Medbury has felt like more than just a school; it has felt like a place where relationships matter, and families are welcomed.

Character reflects the values Medbury helps the boys grow in confidence, kindness, responsibility, resilience, and leadership. For us, this strongly links to rangatiratanga, because true leadership is not just about achievement but about integrity and how you carry yourself.

Care reflects the manākitanga we have seen from Dave Scott, Oscar’s teachers, and the wider school community. Oscar’s first year has felt supportive, thoughtful, and genuinely nurturing, and that care has meant a great deal to our family.

IT ALLOWED US TO FEEL MORE SETTLED ABOUT THE YEAR AHEAD AND TO CONTINUE FOCUSING ON THE CHILDREN

GIVING BACK

Scot and I are proud to support Medbury as a Principal Sponsor. With our sons being second-generation Medbury boys, we value the strong connection our family has with the school. We greatly appreciate the quality of Medbury’s facilities, the dedication of its teachers, and its commitment to helping every boy achieve his potential. Most importantly, we believe in the school’s foundation of enduring values, which help shape confident, capable young men and provide a strong platform for their future success.

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