MEDBURY SCHOOL MAGAZINE I WINTER 2025
Success has a starting point. Learning with integrity. Academic excellence with purpose. Creative growth and expression.
Spotlight on music. Nurturing imagination. Pushing boundaries with courage. Excellence through effort.
Growth through experience. Connected in purpose. Serving others beyond the gates. Learning beyond the classroom.
Aboy’s journey is shaped by the foundations we lay.
Every lesson learned, every challenge faced, every value instilled. At Medbury, we understand that boys learn by doing, by exploring, by pushing boundaries. So we give them the space to be energetic, curious, and adventurous - because boyhood isn’t something to be tamed, but nurtured.
We teach boys to think deeply, to question and strive, with personalised learning to unlock each boy’s full potential. We instil the belief that leadership is about standing beside. And that success can be found in many places - in the discovery of passions, the thrill of achievement, and the quiet confidence of being ready for whatever comes next.
For over a century, Medbury has been a place where boys can be boys, where they grow into young men who know not just how to win, but how to play the game—with honour, courage, and heart.
This is where bright futures take shape.
Success has a starting point.
It’s Medbury.
As we embark on our second century at Medbury School, we must reflect on our rich history and the values that have guided our first 100 years. The journey ahead, shaped by our Strategic Intent 2024, is a testament to our commitment to excellence and our determination to prepare our boys for their century, not ours. Our vision is about keeping pace with change and leading it, ensuring our boys have the skills and character to thrive in an ever-evolving world and ultimately learn,lead and succeed.
Medbury has always focused on fostering a nurturing environment. Our heritage is steeped in a tradition of academic excellence and values education alongside community spirit. These core values have been the bedrock of our educational philosophy, ensuring that every Medbury boy is academically proficient and a well-rounded individual ready to contribute positively to society.
Our Vision is clear: to grow boys who learn, lead, and succeed. This vision encapsulates our desire to cultivate an environment where every boy can reach his full potential. We are committed to providing a personalised learning experience that caters to the unique needs of each student, ensuring they are prepared for future challenges. Our Mission reinforces this commitment, focusing on delivering a holistic
education that nurtures the intellectual, physical, emotional, and social development of every boy. By fostering a love of learning and encouraging curiosity, we aim to develop critical thinkers and lifelong learners eager to explore new ideas and innovate.
Our strategic pillars are designed to guide us as we strive to fulfil our vision: Enhanced Learning Culture: We are dedicated to creating an environment that promotes academic excellence and fosters a love of learning. We ensure our curriculum is relevant and engaging by integrating cutting-edge educational practices and leveraging technology. Character and Values: At Medbury, character education is paramount. We instil the core values of integrity, empathy, respect, and responsibility in our boys, preparing them to be ethical leaders and compassionate citizens. Community Wellbeing: We recognise the importance of a supportive and inclusive community. Our focus on wellbeing ensures that boys, staff, and families thrive together, fostering strong relationships and a sense of belonging.
Leadership and Service: Authentic leadership is about serving others. Our boys are encouraged to take on leadership roles and participate in service-learning opportunities, helping them develop a sense of purpose and commitment to making a difference. Global Citizenship: Our boys must understand and appreciate
diverse cultures in an increasingly interconnected world. Our curriculum includes global perspectives, and we celebrate the unique place of Maori culture in Aotearoa, New Zealand.
As we look to the future, we remain steadfast in our goal to provide a relevant and transformative education. The world our boys will enter vastly differs from what we know today. It demands creativity, critical thinking, digital fluency, and a global mindset. At Medbury, we are committed to equipping our boys with these 21st-century skills, ensuring they are not just ready for the future but poised to shape it.
Our strong foundation and forwardthinking vision guide our journey forward. By honouring our past and embracing the future, Medbury is positioned to inspire boys to learn, lead, and succeed. Together, with the support of our dedicated community, we will make this vision a reality, preparing our boys to navigate and excel in their century with confidence and integrity.
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...
Learning with integrity. Playing the game through every challenge in the classroom.
At Medbury, academic growth is about more than results — it’s about sparking curiosity, building confidence, and developing the skills to learn for life.
Across all year levels, boys are supported and challenged through engaging programmes, responsive teaching, and a culture of high expectations. Through the M–Ignite initiative and classroom practice grounded in the Medbury Difference — Learn, Lead, Succeed — boys are taught how to think critically, ask questions, and take ownership of their learning.
In every subject and at every stage, our focus is on helping each boy realise his potential.
The Junior School vision is to establish a strong foundation for future learning. Pastoral Care and wellbeing is woven into everyday life in the Junior School. We place a strong emphasis on ensuring our boys feel safe, seen and supported as they grow in confidence.
This year, initiatives such as Move for Mood Week encouraged boys to explore the link between movement and mental wellbeing through fun and active challenges as well as opportunities for mindful moments.
Junior Sport is another key way that we support the boys’ social and emotional development. Through team games, skill building and cooperation, the boys learn about fair play and perseverance. Experiencing the joy of being active together is an important part of physical and mental wellbeing. In the Winter, boys are taught by professional football coaches from Proteas Group.
Every Monday morning, the Junior School gathers for an assembly. This provides a calm and welcoming start to the week which sets the tone for learning and connection. It is a time to reinforce school values and share a short prayer to help us feel centered for the week ahead. At the heart of our pastoral care approach is a belief that wellbeing underpins learning. We aim to help each boy feel confident to take on new challenges both in and out of the classroom. Social skills are explicitly taught in our classrooms with opportunities for boys to practice positive behaviours such as giving compliments, role-playing friendly interactions, and developing empathy.
Our Transition to School programme plays an essential role in supporting our newest boys as they prepare to move from preschool to school. Held every Wednesday morning, the sessions aim to familiarise boys with their new environment, classroom expectations and teachers. Transition to School is an opportunity to build relationships with families helping each boy to feel confident and secure, but mostly excited about starting school!
AT THE HEART OF OUR PASTORAL CARE APPROACH IS A BELIEF THAT WELLBEING UNDERPINS LEARNING.
This year has seen the implementation of Concept Based Inquiry across the school. In Term 1 the Junior School’s topic was “Community Heroes,” where boys learnt about the people who help us, such as nurses, parents, and emergency services. They explored famous heroes and defined what it meant to be a hero. The unit culminated in a morning of conceptbased play scenarios where children got to put their learning to the test with various scenarios requiring them to be “Everyday Heroes.”
“Stories Through Time” has been the focus of our second Inquiry unit.
The boys been even exploring and comparing life in New Zealand in the 1600’s and at the turn of the 20th century with the life they know here in the 21st century. A highlight of this unit was a trip to Ferrymead Heritage Park, where the boys were able to experience housework, shopping, playing games and attending school in Edwardian times.
Here are some stories the boys wrote about their trip to Ferrymead:
At Ferrymead I liked the prison because the man talked. Robbie McFarlane, 1M
At Ferrymead I went on the tram. It
was quite fast! Parker Petheram, 1M
The teacher smacked the desk. He had a strap. Archie Pickett, 1S
We cleaned the house with brushes and we cleaned the clothes too. Jasper Hickling, 1S
Yesterday we went to Ferrymead. We went on a bus. It was exciting. It was lots of fun. We explored the school in the past. We went on a tram. The tram was blue and white. There were cool things like games. I played a fishing game. Whoever gets the most fish is the winner. I won! When it was morning tea, I sat with my best friend, Brian. Austin Cheng, 2T
What a great opportunity to share a warm update from our dynamic Lower Middle Team!
WE’RE INCREDIBLY PROUD OF HOW THE BOYS HAVE EMBRACED THEIR LEARNING AND ARE EXCITED FOR WHAT THE REST OF THE YEAR HOLDS!
Our team is made up of Clare Erasmus and Tanya Princeton in Year 3, and Nicholas Black, Shelley Haworth, and Kate Patchett in Year 4. We are proudly and warmly led by our Dean, Mr Black, and our Learning Leader, Mrs Erasmus.
We’ve had an energising start to the year, supporting the boys as they transitioned into their new year levels. This year marks the beginning of our journey with Concept-Based Learning, and it has been fantastic to see the boys so engaged with this new approach.
In Term 1, the focus was on Simple Machines—a hands-on, practical unit that allowed the boys to explore how everyday mechanisms work. The enthusiasm and curiosity shown by the boys made it a truly memorable start to the year.
Term 2 brought a deep dive into Ancient Civilisations, with a particular focus on Ancient Egypt. The boys have been captivated by fascinating facts about life along the Nile—from the construction of pyramids to the rituals of mummification. It has sparked some wonderful discussions, creative projects, and thoughtful questions.
We’re incredibly proud of how the boys have embraced their learning and are excited for what the rest of the year holds!
Clare
Erasmus & Nicholas Black
As Dean of the Lower Middle School, my role focuses on supporting the social, and emotional development of our students while upholding the values and expectations of our school community. This year has begun on an incredibly positive note, with the boys responding well to our initial Syndicate Assemblies and meetings. These gatherings have provided an important platform to reinforce school expectations and foster a sense of unity and shared purpose among the students. It has been encouraging to see many of the boys engaging respectfully and positively as we set the tone for a successful year ahead.
As part of our new Oxford Maths programme, the 4B Maths class has been studying Algebra. One of the more enjoyable activities involved using numbers to make patterns. This was done through the use of 20-point squares and 12 and 24 - point circles. By applying their knowledge of multiples and following specific instructions, the students were able to create some fantastic patterns.
During this exploration, one of the boys asked what would happen if a larger-point circle was used. A quick Google search revealed the existence of a 30-point circle, which we promptly put to use.
As an extension, some of the boys began to wonder what would happen if they used several numbers on a single circle. As you’ll see, the results were spectacular!
ONE OF THE MORE ENJOYABLE ACTIVITIES INVOLVED USING NUMBERS TO MAKE PATTERNS.
This term, the lower-middle syndicate embarked on an exciting journey back in time, diving into the world of Ancient Civilisations through the lens of Concept-Based Learning, a model developed by educator Rachel French. Concept-Based Learning goes beyond just learning facts – it helps students understand the “big ideas” behind topics by making connections between knowledge, concepts, and skills. It encourages deeper thinking and helps learners apply their understanding across different contexts.
Our boys explored how civilisations emerge and develop in response to geography, climate, and the availability of natural resources. They discovered that access to fertile land, fresh water, and favourable climates played a major role in where ancient civilisations were formed.
Another key focus was understanding how social structures and hierarchies shaped everyday life. The students examined the roles, rights, and responsibilities of people within different civilisations, learning how these influenced the way societies functioned and evolved over time.
Throughout the term, students explored a range of key features that define a civilisation. These included the importance of geographical location, the influence of religion and belief systems, the impact of technological and cultural achievements, the development of systems of leadership and government, the role of trade and economy, and the organisation of social classes.
This photo shows the boys coming to terms with the concept of a civilisation and discussing the essential features that define one.
Through engaging hands-on activities, discussions, and creative projects, students gained a rich understanding of how ancient peoples lived – and how the foundations they built continue to impact our world today.
4H had fun exploring photography techniques during Art. We critically evaluated work by artists, like Andy Goldsworthy, who use nature and
the environment to create wonderful artworks. Inspired by this, we ventured out into nature to capture images of the natural world that sparked our interest.
A STORM IS… BY TATE TERPSTRA 3P
As loud as a thundering cyclone
As wet as the salty sea
As sudden as a colossal explosion
As sudden as an Antarctic storm
Like a volcanic eruption
Like a pulse from a defibrillator
Like God crying tears from heaven
Like a ferocious wolf howling.
Back in the classroom, we collaborated and experimented, whilst learning to use editing tools to make our photos even more interesting.
A STORM IS… BY ANDREW YU 3P
A storm is as loud as a sawing chainsaw
As wet as a terrifying bloodied knife
As sudden as a timing grenade exploding
As cold as a freezing polar bear
Like 1000 rocket launchers shooting
Like a powerful lightsaber swinging
Like tears dripping from God’s eyes
Like a terrifying towering tsunami.
A STORM IS… BY TRISTAN WONG 3P
As loud a sudden strike
As wet as a thunderstorm
A sudden as a hurricane
As cold as an ice cube
Like a fox howling howling in the night
Like a clash of water cascading
Like a spontaneous flash of lightning
Like a rushing gush of water.
The Middle School has had an exciting and impactful first semester, full of adventure and valuable learning experiences. We welcomed 23 new students across our classes in Term 1, and it was heartwarming to see how eager the tamariki were to learn The Medbury Way and how warmly our returning boys welcomed them, forming strong friendships with ease.
Our students embraced opportunities to develop their sense of community during the Year 5 camp to Living Springs and the Year 6 camp to Wainui. These experiences offered challenges that took them outside their comfort zones, built new social connections, and immersed them in outdoor adventures designed to inspire. Each class returned from camp with shared memories and a deeper understanding of themselves as a group.
Our dedicated and talented teachers have spent much of this semester developing a new Middle School curriculum to motivate and inspire young minds. As a team, we have been deepening our understanding of the refreshed Literacy and Mathematics curricula and designing units of work that are varied, engaging, and responsive to the needs of our diverse learners.
In Term 1, Year 5 explored the fascinating world of Earth Science, learning about the Earth’s ever-changing surface. Year 6 embarked on their flagship Leadership unit, which included rich experiences such as visits to Ōnuku Marae, the Community Gardens, and Wellington. This term, the Middle School is working on a unified CBI unit called From Brainstorm to Breakthrough, which delves into the world of inventors and innovators.
Through this unit, the boys engage with the creative design process, aiming to develop and innovate their own product.
We continue to teach practical life skills such as financial literacy through Banqer and promote positive playground communities with the support of the KIVA programme.
As our boys move closer to Senior School, we focus on preparing them for what lies ahead. Our learning experiences are designed to foster curiosity, collaboration, and communication. We encourage independence and support each student to understand themselves more deeply as a learner.
We are looking forward to the semester ahead and watching the continued growth of our awesome tamariki.
Emma Hocquard
In Term 1, the Year 5’s ‘dug deep’ into their Concept-Based Inquiry Unit on the Earth’s changing surface, focusing on weathering and erosion. The boys had many experiences learning about the rock cycle, different rock types, and various sources that impact our landforms. The Year 5s were lucky enough to visit Canterbury University and participate in hands-on lessons with a volcanologist. One of this unit’s highlights was constructing their landforms and then watching ‘Mother Nature’ use wind and rain to weather their structures. The boys had to come up with unique ways to combat the weathering.
We have completed our first term implementing the Oxford Maths Programme school-wide, and it has been a great journey. Our students have embraced this programme, utilising its engaging approach to advance both their mathematical strategies and overall knowledge. We are excited to see the continued growth and development of their mathematical thinking as they progress.
The Year 5 boys have been busy working in pairs to solve open-ended problems which have more than one correct answer. The focus is on working collaboratively and using a logical approach. There are often moments of frustration and joy when they have a eureka moment! So far, the two problems they have tackled are ‘Find the Difference’ and Neighbourly Addition.
In Week 7 of Term 1, the excited (and some nervous!) boys of Year 6 departed for an overnight stay at the beautiful Onuku Marae in Akaroa. The focus of the trip was for the boys to experience and partake in the tikanga (customs) practiced on the marae, and to observe and develop their leadership capabilities.
Prior to the visit, the boys prepared for the pōwhiri (welcoming ceremony) and understanding marae etiquette. Our boys with experience in Kapa Haka, stepped forward to teach and lead the group in waiata (songs) and haka.
The pōwhiri itself was a first-hand demonstration of traditional Maori leadership. The tangata whenua (people
of the land) welcomed us on the Marae with waiata and speeches. We, the manuhiri (visitors), replied with our own waiata, and Mr Scott spoke on our behalf, thanking the elders for our warm welcome. It was a new experience for many of our boys, and I was proud of the way they respectfully engaged in the proceedings.
Most of the visit involved hands-on activities and communal living, providing opportunities for informal leadership to emerge. On the picturesque grounds overlooking Akaroa Harbour, the boys were guided through the key steps of mau taiaha. This is the traditional Maori martial art focusing on using the taiaha
THE FOCUS IS ON WORKING COLLABORATIVELY AND USING A LOGICAL APPROACH.
(long-handled wooden staff). This required concentration and discipline as it was a new skill for all the boys. Seeing the boys coming together as their footwork, timing and coordination slowly improved was impressive! After a hearty dinner in the wharekai (dining room), the evening preparations began! Squeezing
60 boys and staff into the wharenui (meeting house) was no easy feat. It required the patience and teamwork of all the boys to ensure everyone had their own home away from home.
This visit contributed significantly to the students’ personal growth and leadership development. It provided a rich cultural
We have been doing amazing art with Mrs Johnson! The Year 5’s have explored the world of cave art and the Year 6’s have adorned our walls with underwater scenes.
experience and practical insights into the tikanga and leadership structures practiced on the marae. It pushed many of our boys outside their comfort zone, and seeing them develop new skills and support their mates was pleasing. A big thanks to all the staff who packed their sleeping bag and joined us for the trip!
WALT: Write ‘a moment in time’ using the five senses.
Animal Survival
Slowly, I walk carefully and hide behind David. He suddenly moves away, and I have to use my hat to cover my face from the hunter! I have to get my last stamp.
The shining sun blares down on me, making me sweat. The tall trees surround the field, acting as a good hiding place for the animals. As I creep towards my last station, I do not think straight. The hunter sees me! I am caught.
My legs look fine, but inside, they are dying. After the game, all I can think about is food! I can’t wait to get back to camp for lunch, because my stomach is grumbling! The best games are the hardest and most challenging. Have you played Animal Survival before?
By James Fisher
Arrow firing
The music is pumping, and the arrows are flying through the air. Underneath my feet, I feel the green grass. As I hear the arrow flying, I stand in the middle and shoot an arrow, and it hits Haidee.
Suddenly, I hear a strange noise, which is Lachie falling on the obstacle. I have to get arrows and protect Lachie, but I was nervous. Suddenly, I see an arrow coming, and hopefully, it will not hit me! Above the obstacle, there is a boy trying to get on higher ground so they can aim at other players.
Then, I notice that a person on the other team is aiming at me, so I run for dear life. Ahh, it hit me! I hear the siren. “We won”, I say, as I fall to my knees in relief.
By Jack Millar
I n Term 1, we had many discussions about what the Year 8 boys hoped to gain from their final year at Medbury, and the kind of legacy they wanted to leave behind. Inspired by these conversations, Jo Keleghan skillfully created a ‘Legacy Baton’ that will be passed from the outgoing Head Boy to the incoming Head Boy each year. This symbolic exchange is designed to encourage each new Year 8 group to leave the school in a better place than they found it. To help launch the initiative, former All Black Owen Franks spoke to the boys about what ‘legacy’ means within the All Blacks, and the values they live by to ‘leave the jersey in a better place’.
The boys have embraced the challenge superbly. As a group, they regularly come together to celebrate the many examples of leadership and initiative shown throughout the year—whether it’s supervising junior classrooms during wet lunch breaks, launching wellbeing initiatives, or running student-led sports competitions.
Under the guidance of Mr Hayes, a small team of Year 8 boys is designing and producing a custom display case for the Legacy Baton using the school’s new laser cutter. This case will serve as a lasting symbol of the values and contributions behind the initiative. Boys have also been awarded Legacy Cards for their outstanding contributions across school life, including leadership, the arts, sporting excellence, and building a positive school culture.
The Legacy initiative is already making a meaningful impact, encouraging every boy to reflect on how he can uplift others and leave his own positive mark on Medbury.
The concept-based inquiry unit for Term 1 was The Social Dilemma. Through a variety of learning experiences, including: reading, discussion, debating, and watching ‘The Social Dilemma’, the Year 8 boys learned about the evolution of social media, how to manage the risks of using social media, and their responsibilities when it comes to digital citizenship. They became experts at spotting fake news, and identified important measures they can take to maintain their wellbeing. Some boys designed new social media platforms to address the many concerns, and pitched their ideas to a panel of ‘wealthy investors’ (Mr Scott, Mr Hayes and Mr Wilson) in a Dragon’s Den-style scenario. 8B explored different social media apps to learn more about how they work. They looked at what each app is used for, the risks that can come with using them, and how to stay safe online by managing those risks.
In Term 2, the boys are learning about War, Conflict and Peace. This unit began with the task of designing the ultimate community on Minecraft. It wasn’t long before conflicts arose, leading to meaningful discussion about the causes of conflict, comparisons with real-world historical conflicts, and the necessary elements for maintaining peace within a community. The boys are now researching historical conflicts, learning about the many causes of conflict, the consequences that conflict can have on individuals and communities, and strategies for maintaining peace.
The Year 7 boys have responded well to the increased responsibility and expectations that come with being in the senior end of the school. Many have embraced the opportunity to step up as role models, showing greater maturity and ownership of their behaviour and learning. It’s been encouraging to see them take pride in wearing the uniform well, engaging more confidently with staff, and beginning to develop a stronger sense of identity within the school community. There’s a noticeable shift in how they carry themselves, and they’re rising to the challenge of more structured routines and leadership opportunities. Their willingness to connect, ask questions, and reflect on their choices shows promising growth as they settle into this new stage of schooling.
MANY HAVE EMBRACED THE OPPORTUNITY TO STEP UP AS ROLE MODELS...
On the 22nd of May, the University of Canterbury visited our school with their educational game about Volcanoes. We tested it and provided feedback. The game included five mini-games, all of which were enjoyable. Each game focused on volcanoes and was great fun. The activities involved building a volcano, a scanning game with sentries and helicopters, and a card-matching game. After completing all five minigames, we provided feedback on the games, what we liked, what went well and improvements that could be made. We are looking forward to working with them again soon! - Jason Gong
In 8S Mathematics boys have been creating 3D shapes using tooth picks and winegums. In Year 8, students explore the properties of 3D shapes such as cubes, prisms, pyramids, cylinders, and spheres. They learn to identify and describe features like faces, edges, and vertices, and will work with nets to understand how 3D shapes are formed from 2D patterns. Across year 8 mathematics Students will also learn how calculate the volume and surface area of simple solids like cubes and rectangular prisms, and develop their spatial thinking by drawing and interpreting 3D shapes from different views. This learning helps build a strong foundation for geometry and measurement, as well as real-world problem solving.
Maths at Year 7 is taught five days a week in streamed classes, which means we can support each boy at the level that’s right for him—whether he’s building up core skills or ready to be challenged with more advanced ideas. We use the Oxford Maths programme as the backbone of our curriculum. It’s well-structured, clearly sequenced, and aligned with the New Zealand Curriculum, helping boys develop confidence and understanding across number, algebra, geometry, measurement, and statistics.
Problem solving is a big part of what we do. Every Friday, the boys work together in a dedicated session to explore different strategies, share their thinking, and discuss how they tackled problems. These sessions help them apply their knowledge in real-life situations, strengthen logical reasoning, and build perseverance—all while learning from each other.For those who are keen to go further, we offer opportunities like the Otago Problem Challenge and the Maths Olympiad, which stretch their thinking and reward persistence. By combining clear structure, targeted teaching, and plenty of chances to work together and think deeply, we aim to help every boy grow in confidence, develop strong mathematical skills, and enjoy the challenge of learning maths.
By Martin Hayes
F rom volcanic eruptions and virtual planets to laser cutters and star clusters, 2025 has seen Medbury’s M-IGNITE programme ignite minds and fuel imaginations across the year levels. Designed to inspire, extend, and empower, M-IGNITE continues to deliver meaningful, hands-on learning that blends science, technology, design, and exploration. Here are just a few highlights from the year so far.
In March, our Year 5 boys journeyed to the University of Canterbury’s geology department, where they were welcomed by the energetic and engaging Professor Ben Kennedy. Surrounded by fascinating rock specimens collected from around
the globe—including volcanic obsidian and fulgurite, a rare lightning-struck mineral—the boys dove headfirst into the wonders of earth science. They peered at delicate foamy lava under microscopes and ended the visit with a
dramatic volcanic eruption simulation in the Rutherford Courtyard, complete with a NASA-style countdown. It was an awe-inspiring experience that not only brought science to life but also offered a glimpse into university learning.
The following day, the focus shifted from ground to galaxy as Years 7 and 8 immersed themselves in a full day of space-themed STEM experiences. Hosted by Spaceward Bound NZ, the programme included a portable planetarium, Mars rover exploration, and a virtual tour of the solar system.
Astrobiologist Hari Mogosanu and space educator Sam Leske, both with rich professional backgrounds and infectious enthusiasm, led the sessions alongside Mr Hayes. As boys rotated through interactive workshops, the school buzzed with curiosity and cosmic wonder. With a threeday Medbury Space Camp now in planning for 2026, this was just the beginning.
Design thinking met digital technology when two groups of Year 7 boys headed to Tūranga, the central library in Cathedral Square, for a laser cutting and design workshop. Guided by tutors and funded through the Greater Christchurch Schools’ Network (GCSN), the boys designed and created their own Tangram puzzle boxes— learning how to use professional design tools like Inkscape and Lightburn. The experience mirrored the exact workflow students will now follow at Medbury, thanks to the generous donation of a state-of-the-art laser cutter by the Medbury School Old Boys’ Association. This powerful tool is set to revolutionise how students engage with design, prototyping, and creative technology across the curriculum.
In May, M-IGNITE turned its gaze upward once more as around 50 boys and parents visited the West Melton Observatory. Accompanied by Mr Hayes, the Headmaster, and volunteers from the Canterbury Astronomical Society, the group split into teams for laser-guided sky tours and star-spotting sessions using high-powered telescopes. Highlights included navigating the night sky using the Southern Cross and observing binary stars rotating in tandem 54 billion kilometres apart. It was a beautifully clear evening—one that inspired wonder and left many with a lasting appreciation for the vastness of the universe.
Whether it’s exploring beneath the earth’s surface, orbiting the planets, or creating digital designs in real time, M-IGNITE continues to show that the path to success is lit by curiosity, creativity, and challenge. With more projects planned and a space camp on the horizon, the spark ignited this year is only growing brighter.
Nurturing imagination. Playing the game through creativity and discipline.
The Arts at Medbury provide an opportunity for boys to explore and express their ideas, talents, and passions in meaningful ways. Whether through visual arts, music, or drama, our boys are challenged to engage with their creativity, develop their skills, and embrace the discipline required for excellence. With encouragement and guidance, boys learn to take risks, communicate confidently, and express their unique voices. Through the Medbury Difference, they are equipped not only with artistic skills but with the ability to think critically, collaborate, and approach every project with integrity.
Every boy is given the chance to discover and grow as an artist, developing confidence and creativity that will serve him well beyond the classroom.
Medbury’s Arts Week 2025 was a vibrant celebration of young creativity in full colour. From showstopping acts in Medbury’s Got Talent to stunning student work in the Photography, Bookmark, and Logo Competitions, talent shone in every corner. Pavement Art transformed the avenue, while the Sand Castle Competition brought teamwork and imagination to life. The Wishing Tree offered a playful space for students to share ideas and dreams. With inspiring visits from artists Gary Prangnell and Min Kim, it was a week where every brushstroke, performance, and design spoke volumes.
...IT WAS A WEEK WHERE EVERY BRUSHSTROKE, PERFORMANCE, AND DESIGN SPOKE VOLUMES.
A SNAPSHOT OF THE ARTISTIC GROWTH HAPPENING THIS YEAR — A CELEBRATION OF VISUAL STORYTELLING, RISK-TAKING, AND THE JOY OF MAKING ART.
I n the first half of the year, the Art Room has been a hive of colour, texture, and bold ideas. Guided by a curriculum that encourages both skill-building and imagination, boys across all year levels have explored a diverse range of media, styles, and artistic traditions.
From the richly illustrated 1001 Nights works by Year 8, to the earthy explorations of early mark-making in Year 5’s cave art, each piece reflects a unique voice and creative journey. Torn paper collages and layered landscapes from Year 7 show a strong sense of composition and experimentation, while Year 6’s vibrant fish art celebrates pattern and form through playful colour.
These pages are a snapshot of the artistic growth happening this year — a celebration of visual storytelling, risk-taking, and the joy of making art.
At Medbury, music isn’t just a subject — it’s a journey. From first encounters with orchestral instruments to taking the stage alongside professional musicians, 2025 has already been a year of bold beginnings, polished performances, and rising stars.
The
In late January, boys from Years 4 to 6 stepped into a soundscape of possibility at the Christchurch Symphony Orchestra’s Instrumental Expo. With thirteen orchestral instruments at their fingertips — some towering, others delicate — they explored, experimented, and discovered.
The harp shimmered, the trombone thundered, and somewhere in the middle of it all, a lifelong love of music may just have begun.
This year, every Year 5 student is learning a musical instrument — trumpet or clarinet — as part of their curriculum.
The Year 5 Band Programme, launched through Medbury’s Centre of Excellence in Music, is a response to a wider need for more young brass and woodwind players, both here and beyond.
Led by Lana Law and April Holland, it’s structured, ambitious, and already striking a chord.
“This is what the Year 5 Band Programme is about: access, aspiration, and giving every boy the chance to make sound his own.”
On a warm February evening, Alexander Dy, and past student, Richie Tu took to
the stage at Sparks, one of Christchurch’s most beloved outdoor concerts.
Backed by the Christchurch Symphony Orchestra, watched by thousands, they performed with maturity well beyond their years.
Percussion is pulse, presence, precision — and five Medbury boys got to explore all three under the guidance of CSO Principal Percussionist, Mark La Roche.
Held in February, this masterclass challenged them technically and artistically. What they left with was more than skill — it was a sense of belonging within the rhythm of something greater.
In May, Will Fang (oboe), Wallace Xu (flute), and Cooper Niu (piano) took the
stage at the Canterbury District Chamber Music Competition at The Piano. Their repertoire — from Shostakovich’s elegant Valse to the gentle sweep of Sweet Dreams by Shao Suan Low — spoke volumes.
As the youngest competitors in a senior field they played not just with accuracy, but with artistry. The judges commented on their strong repertoire choices and sensitive playing.
On Friday 6 June, the Medbury Auditorium was alive with energy and anticipation as ten musicians from the Christchurch Symphony Orchestra joined 75 young players — including all members of the Medbury Orchestra and invited students from local schools — for a collaborative orchestral workshop.
Over the course of the afternoon, the students workshopped two orchestral pieces, guided and mentored by the visiting professionals. From tuning notes to tempo shifts, it was two hours of focused rehearsal, shared learning, and musical camaraderie.
At 3.45pm, parents and staff were treated to an impressive performance in the Gym, preceded by tea, coffee, and biscuits. The concert showcased not only the boys’ musical growth but also the power of partnership between schools and the wider arts community.
Special thanks to the CSO team for making this opportunity possible — and to the boys, whose energy and excellence filled the stage with something unforgettable.
...THEY PLAYED NOT JUST WITH ACCURACY, BUT WITH ARTISTRY.
1001 Nights has been very well constructed because everybody gets a chance to shine. I (Albert) am a member of the ‘Tower Team’ which has meant lots of extra practices and lots of extra excitement. Ms Fitz wasn’t always impressed with our silliness!
And I (Brandon), am in the 8B play ALI BABA; I am quite shy but I am a narrator so I do not have too many lines. Both of us are members of the Drama team so we have had to wake up early and endure countless 8am meetings to get everything prepared.
Most of the Y8 boys have enjoyed the process and have worked well together. Andrew Yang (The Genie) said “I wasted most of my lunch times this term learning a 3 minute Genie dance, poor me!” Jack Ferguson (Narina in Ali Baba) says: “I had to learn to play a girl and it was very painful”. Max Zhao (Dodi in Ali Baba) says: “I get pushed around by my parents in Ali Baba and it’s funny.”
As well as the hard work there have been lots of funny times: when the donkey head arrived Hudson was transported and the donkey character in him came out. Wayne was also very funny with his role and was incredibly crazy.
Gradually our confidence increased, and we learnt our lines and places. Ms Fitz and Mrs Acheson managed to push us beyond our limits and we finally perfected the show.
We would like to say ‘well done’ to all the boys for their efforts and thanks to all the people who have worked on it
The teachers have helped us to look our best on stage: Mrs Keleghan’s costumes are just amazing, Ms Holland’s musical skills helped us throughout, Mrs France’s props are very professional, and Mr Grieve with his tech team do a great job. We even had a professional (Mr Botting) do our mic operation. It is an amazing production and without all the staff, it wouldn’t have happened.
Being on stage is great fun, and watching our peers act is always pretty funny.
Another ‘thank you’ is to the parents who have spent their time helping us on lines and also applying makeup to make us look crazy good. It is a privilege for every year 8 to be involved in this wonderful experience and we know we will look back on it fondly. Thank you for everything! Albert Zhao and Brandon Lim
“I HAD TO LEARN TO PLAY A GIRL AND IT WAS VERY PAINFUL”.
Pushing boundaries. Playing the game with respect, teamwork, and determination.
At Medbury, sport is an integral part of the school experience, where boys are encouraged to strive for excellence both individually and as part of a team. Through sports, they develop resilience, leadership, and the understanding that true success comes from hard work, collaboration, and perseverance.
We foster a competitive spirit rooted in respect, fair play, and sportsmanship. Our focus is not just on winning, but on personal growth, teamwork, and enjoying the journey.
Whether on the field, court, or track, boys learn to push their limits, respect their teammates, and always play the game with honour.
This year, during Term 1, on March 4 at Wharenui, Years 3–8 had a wonderful time filled with collaboration and competition in the pool. The event was highly competitive, not only among the students at Medbury but also between the different houses. In addition to the individual swimming races, we enjoyed exciting relay events, including races between the houses and a Students vs. Staff relay. Ilam House won the school relay, but the students triumphed in the Students vs. Staff relay, where Toby, Albert, Muen, and Liam had the honor of swimming against the staff. Staff helped with timing and keeping track of race results. Overall, swimming remains a highly competitive and exciting sport at Medbury.
Liam Niu
OVERALL, SWIMMING REMAINS A HIGHLY COMPETITIVE AND EXCITING SPORT AT MEDBURY.
At Medbury, every year we have inter-school cricket exchanges, which is always a highlight and a great experience for the boys.
In Term One this year, Hereworth School took a long trip down to Medbury to play a T40 cricket match and verse the top 8 Tennis.
The day started off with cricket, and with me walking out with my blazer and my new baggy cap as the captain to do the toss. There I was giving a firm handshake to Hereworth’s captain Sammy. I held the gold coin and flipped it high with a smile. Sammy’s call was wrong and I had won the toss. The pitch had a bit of dew, so I chose to bowl.
The team walked out proudly after taking the iconic Medbury XI photo. It all started off when I gave the new, fresh, red Kookaburra ball to Hugo Munt’s hands. He steamed in from the pavilion end. We got off to a stunning start, only giving them 40 runs in the first 10 overs. Later on, as the ball got older, me and Max Murdoch — the two spinners of the team — kept it tight. But the team got a little bit unlucky near the end of the innings with some chances that got missed. They ended their 40 overs while setting a total of 199, with Carter scoring a stunning 50 for Hereworth.
In the second innings, Guy Innes and Tom Fridd opened the batting, scoring limited runs due to some extraordinary bowling from Hereworth. Medbury was bowled out for very limited runs, with Albie Wheeler
being our top scorer, scoring a nice 50. The whole team was amazed with Hereworth’s skills. It was a pleasure to play against them. After the game there was a prize giving held on the Medbury Green. Albie Wheeler received the player of the day from Hereworth after scoring a 50, and Carter received the player of the day from Medbury, also scoring a 50. The other great thing about exchanges is the billeting. It helped us to get to know the other team well and we enjoyed talking about the games, and cricket in general!
Arjun Solai
WE GOT OFF TO A STUNNING START, ONLY GIVING THEM 40 RUNS IN THE FIRST 10 OVERS.
In term one, Medbury had two teams in the SUPA Polo tournament. The tournament was played at Waireka farm, this is a polo farm run by Medbury Old Boy Charlie Wood. This was on Sunday, 23 February, and there were many family and friends supporting us.
One team was in the C grade. This team was called the Young Farmers and consisted of Louis Hutton and Alexander Tait from Medbury alongside two other boys from other schools. This team had a great time and was competitive in their grade, but sadly did not win.
Medbury had a B-grade team that consisted of Ed Dormer, Max Carter, Fraser Douglas, and Charlie Hutton. This team won one of their chukkas against Christs’ College B team and lost games against Christchurch Combined and Rangi Ruru.
Ed Dormer also helped out the Christ College A team in the A grade alongside 3 other Medbury Old Boys. This team was very successful, winning this grade, and Ed also won the most improved player for the season.
Over the season, Medbury was very successful with the players all improving and all enjoying themselves.
Ed Dormer
This year Medbury Red has been undefeated, winning a tight final 4-3, with the other three teams doing well in their leagues as well. Mr Durant has been an amazing coach for all four of the Medbury waterpolo teams this year. All teams have improved massively over the season. Games are usually very late, between 7 and 9 PM because of swimming lessons, so players and staff have to be quite committed. Also thank you Mrs O’Brien for being team manager this year.
Toby Bush
On a cold and foggy Monday morning in early May, the Junior boys in Years 1-4 made their way to Fendalton Park, where the highly anticipated 2025 Medbury cross-country races were to be held.
As the juniors got ready to line up at the start line it suddenly went silent. Mr Gilbert shouted out Go!! All the Year 1s and 2s took off and were running as hard as they could to reach the end of their 700m race, fighting their way through the early morning mist all the way to the finish. It was certainly very impressive to see the determined looks on their faces. Shortly afterwards came the Year 3s, with the teachers helping them warm up to get them all ready for their 1km race. As things got underway, the Year 3s were giving their best effort, with many parents shouting at them “Come on, you are almost there, give it everything you have! Mr Scott was leading them to the finish line and there were plenty of exhausted boys happy to have completed a tough run.
Then it was onto the Year 4s who ran at an extremely fast pace, with many trying to be the next Year 4 champion. The determination and strength of these young boys were super impressive and certainly set the tone for the Y5-8 races that were coming up next.
After the Y1-4 prizegiving, it was time for the Y5-8 boys to showcase their cross-country abilities, and they did not disappoint the crowd! First were the mighty Year 5s and they all went hard from the gun, with each and every boy giving their best.
Now the Year 6 boys had a lot to live up to and they all dug deep and produced another inspiring run, with the top-placed boys really storming home showing true guts and determination.
Year 7 produced a really fast race with the top contenders all desperate to secure a place to represent Medbury at the upcoming Zones Cross Country event. The pace was hot and the times recorded from the top placegetters were very impressive.
Then it was onto the final race of the day the Year 8s. With lots of boys determined to do as well as they could, it was their last year to showcase their abilities. The senior year group ran hard and all boys ran at an impressive speed closing the day with an exciting finish that was truly memorable.
All in all it was a fantastic day for Medbury and thanks to the sports staff as well as teachers for helping to showcase another awesome Medbury sporting event.
Bruno Ash
...IT SUDDENLY WENT SILENT. MR GILBERT SHOUTED OUT GO!!
Playing the game wherever learning takes us.
At Medbury, some of the most important lessons happen far beyond the classroom walls. Through camps, outdoor adventures, and real-world experiences, boys are given the space to explore, to stumble, and to grow.
Whether hiking through native bush, working as a team to solve challenges, or stepping into the unknown, boys learn to persevere, adapt, and support each other. They discover that playing the game means showing courage — not just when it’s easy, but when it counts. These moments beyond the classroom build resilience, independence, and selfbelief — shaping boys into young men ready to take on whatever lies ahead.
T he Year 5 boys wrote about a moment in time at camp earlier this year, using the five senses.
Liang
I could feel my heart pounding quicker and quicker because what was in front of me would be my first time doing it. I then jumped off the platform attached to a harness, which was attached to a line that led to the other side of the forest. I sniffed the fresh pine tree scent. I could feel the zipline getting faster and faster.
I was going so fast that I was as fast as Usain Bolt. I saw all the trees and plants from below. I could hear the quick zipline buzzing with noise.
I was going to hit the tyre and get down. I smacked the tyre with a little ‘’Ahhhh!” and stopped slowly. I tasted my blood when I bit my tongue. I thought it was so much fun that I wished to go again.
BUT WHEN I GOT ON, I WAS VERY, VERY, EXCITED TO HIT THE GAS!
Tommy Harvey
I am marching up the humongous, steep hill to where the screams came from. When the first huge kart came up, I started to get scared. But when I got on, I was very, very, excited to hit the gas! I got the world’s biggest push from the parent helpers. I was whooshing around the corner. I was very scared. When I got around the corner, I could taste the foul smell of the sheep droppings, and then I went so fast like a cheetah. My mouth burst out like a burger patty.
But when I got to the end, I was about to slow down. When I got off, one of the parents said that my hair was puffed up. I got off the cart, and I felt funky like a monkey eating bananas. I was waiting for my friends to come down to the next thing.
I n early June, the Year 6 boys embarked on an unforgettable three-day camp at Wainui. From Monday to Wednesday, the boys threw themselves into a wide range of outdoor challenges designed to build confidence, teamwork, and resilience.
The camp programme included coasteering, kayaking, archery, orienteering, low ropes, and a simulated search and rescue mission. One of the highlights was the ever-popular “Diamond Smugglers” game—equal parts strategy, action, and excitement. Throughout the experience, the boys demonstrated incredible enthusiasm and a positive attitude, supporting one another and embracing each activity with energy and determination.
A sincere thank you to the dedicated group of parent volunteers who generously gave their time to help make the camp possible. Their support played a key role in creating a safe, rewarding, and thoroughly enjoyable experience for everyone involved.
DESIGNED TO BUILD CONFIDENCE, TEAMWORK, AND RESILIENCE.
On a frosty morning, we gathered at the airport, buzzing with excitement for our Wellington adventure. Boarding an ATR-72, we enjoyed a smooth flight to New Zealand’s capital. From the airport, a bus whisked us away to Te Papa, where we delved into the impactful history of WW1 and the ANZACs.
Next, a short walk along the waterfront led us to the iconic Beehive. After clearing security, a tour guide led us to a classroom where we met Hamish Campbell, the MP for Ilam. The highlight for many was observing a live debate in the debating chamber, witnessing the government in action.
Across the road, the National Library/ Archives offered an exciting experience. We saw the original Treaty of Waitangi and a fragment of the Kate Sheppard petition, connecting with significant moments in New Zealand’s history. Dinner was a treat at Bambina, a local pizzeria, where we indulged in an extravagant pizza buffet. A quick play at a nearby playground energized us before heading to the Wellington Zoo. At the zoo, after packing our sleeping bags, an exhilarating night tour awaited. Lions and snow leopards were mere centimeters away (safely behind their enclosures, of course!), creating unforgettable memories. Sleeping bags were unrolled that night, though sleep was elusive for most, thanks to one lucky, loud snorer.
The next morning, after packing up, another zoo tour offered a delightful encounter with a baby chimp who charmed everyone with his acrobatic skills, even mimicking Spider-Man.
Our journey continued with a bus ride to the Wellington Museum, where we learned about the Polynesian voyagers who navigated to New Zealand using the stars. A short walk led us to a food court for a much-anticipated Subway lunch.
The Wellington Cable Cars provided a fun, short ride up to the Carter Observatory/Space Place. Here, we explored star compasses and deepened our understanding of celestial navigation. A swift cable car descent brought us back to the bottom, where we enjoyed one last play at the playground before boarding the bus to the airport.
As we entered our terminal, security was cleared quickly, followed by a more than two-hour wait. During this time, we saw the Prime Minister’s private jet refuel and take off. Soon after, we boarded an A320
for a late flight back to Christchurch, arriving safely at the airport before heading home.
Manny Lewis and Lucas Xu
THE HIGHLIGHT FOR MANY WAS OBSERVING A LIVE DEBATE IN THE DEBATING CHAMBER...
Serving others. Playing the game beyond the school gates.
At Medbury, we believe that community and service go hand in hand. Our boys are taught the value of giving back, of being active and engaged members of their school, their families, and their wider community. Through leadership opportunities, service projects, and collaboration, our boys develop a sense of responsibility and empathy. They learn that playing the game extends beyond academic or athletic achievement — it’s about using their skills and influence for the greater good. By fostering a culture of respect, care, and active participation, we help our boys become leaders who are committed to making a positive difference wherever they go.
We’re proud to share that in 2024, Jenelle was awarded a prestigious Independent Schools of New Zealand (ISNZ) Honours Award for Service to Pastoral Care and Counselling—a recognition that reflects her deep commitment to the wellbeing of our students and wider school community. The ISNZ Honours Awards celebrate staff who go above and beyond in their roles—those who bring dedication, heart, and exceptional skill to their work in independent schools across the country. Jenelle’s care and compassion have long been central to the culture of support within our school, and this award is a fitting acknowledgment of the impact she continues to make.
Selected from a highly competitive group of nominees, Jenelle was honoured at the ISNZ Annual Conference in August 2024 at the Christchurch Town Hall. The award was presented during the conference dinner, hosted in partnership with Cambridge Assessment International Education.
Her influence is felt far beyond her formal role. Whether supporting individual students through challenging times, mentoring staff, or helping shape a safe, inclusive environment for all, Jenelle’s work is a quiet but powerful force in our everyday school life.
We extend our heartfelt congratulations and thanks to Jenelle. Her dedication reminds us of the vital role pastoral care plays in shaping not just confident learners, but compassionate people.
Can you tell us a bit about your teaching background and where you’ve come from?
My first teaching position was at Amberley Primary School in North Canterbury. However, for the past 20 years I have lived in Taranaki with my husband Laurence, and our three sons Jackson (21), Sam (19) and Robbie (17).
In New Plymouth I worked at St Joseph’s Primary School where I taught a variety of year levels from New Entrants through to Year 6. Most recently, for the past 8 years, I have been Year 7 Dean and Head of Intermediate Department (among other roles) at Francis Douglas Memorial College, once again working in various year levels from Year 7 to Year 13. What was your first impression of our school?
I remember as a University student driving past Medbury, seeing the pupils on the green and thinking it looked like a great place to teach and learn. This first impression has proven to be true! I have been so impressed by, and grateful for, the warm welcome I have received from the Medbury community so far.
What are you most looking forward to this year?
I am really excited to get to know my students and their whānau, and I have heard the Year 8 camp is something special too - I can’t wait!
What’s one thing you always try to bring into your classroom environment?
I like to bring energy and positivity into the classroom. I have a love of learning, and watching my students ‘catch’ this love is fantastic.
How do you see your role in helping boys grow into confident young men?
To play a part in guiding, and helping to instill values in the young men I teach is a great privilege, and one I take seriously. I enjoy forming a positive relationship with each and every student. It is through this connection I am able to help to build the confidence of students and enhance their mana in collaboration with whānau.
If you could teach any subject in the world, what would it be and why?
I have yet to meet a subject or topic I don’t enjoy teaching, even (and sometimes especially) if it involves having to learn the content first! What’s something students might be surprised to learn about you?
I am very involved in rugby. I was brought up in Southland where my family’s winters were spent on the rugby field. My husband played the game to a high level and our sons all play. I love giving back to the game that has provided me with so much, from friendships and life lessons, to unforgettable opportunities. Most recently I have managed the Francis Douglas Memorial College 1st XV and the Chiefs Under 18 and Under 20 teams. I currently manage the New Zealand Secondary Schools Rugby team.
If you could have lunch with any historical figure, who would it be and why?
I would love to sit down with Ernest Shackleton and hear first hand his heroic tale of survival against the odds in the Southern Ocean. (I am sure he would have some inside information on Scott and Amundsen also!) I admire his leadership, in
particular the resilience, drive and courage he showed, all the while demonstrating empathy and common sense!
Any final message you’d like to share with the students and families getting to know you?
I am looking forward to connecting with you all, it is wonderful to be part of the Medbury community. Ngā mihi nui.
At Medbury, we talk a lot about growing boys to learn, lead and succeed. But that growth doesn’t happen in isolation. It’s driven by the people at the heart of our classrooms, our teachers. And just as we personalise learning for our boys, we are equally committed to supporting and stretching our staff so that they, too, can flourish.
We are unapologetic in our belief that teachers are our greatest asset. Their energy, creativity, insight and care are what give life to our vision and transform classrooms into spaces of discovery, challenge and inspiration. That’s why we are investing deeply in their professional development, not as an add-on, but as a central, strategic pillar of what makes Medbury unique. This year, our curriculum review has been a significant catalyst for teacher growth. Partnering with international curriculum expert Rachel French, we are transitioning to a concept-based inquiry model that challenges boys to think more deeply, make connections across disciplines, and engage meaningfully with complex ideas. It’s bold, future-focused, and already reshaping our approach to teaching and learning.
At the same time, we’re strengthening our commitment to differentiated learning, equipping our staff with the knowledge and tools they need to meet the diverse needs of all boys in their care, including neurodiverse students. We’re asking more profound questions: How can we stretch the most able? How do we support those who learn differently? And what does real inclusion look like in a boys’ prep school setting?
Our Focused Learning Department is at the forefront of this work, leading with evidence-based practices such as Structured Literacy and the DISTAR Reading Programme. The data emerging from these programmes is rich and actionable, helping teachers tailor support and celebrate progress in ways that are personal and precise.
In Mathematics, we’ve introduced the Oxford Maths Programme and appointed a dedicated Instructional Coach to walk alongside teachers, modelling lessons, sharing strategies, and co-planning to ensure that we’re not just teaching Maths but growing mathematical thinkers.
Beyond the classroom, we’re proud to offer staff funded postgraduate study, an initiative supported by our Trust Board to foster deep learning and academic leadership. We also facilitate teacher exchanges with schools like Hereworth and Avonhead Primary, enabling our staff to step into different environments, observe alternative approaches, and bring fresh insights back to Medbury.
Looking ahead, we are developing the MEDternship programme, a new initiative that will place teachers into short-term experiences within industries and businesses, giving them exposure to real-world contexts they can bring back into their teaching. Whether it’s shadowing an architect, collaborating with a tech start-up, or joining a leadership team in a corporate setting, the aim is clear: to bridge education and enterprise and help our teachers inspire boys with learning that matters.
In the end, great schools grow great teachers, and at Medbury, we are proud to be doing just that. We don’t just invest in programmes. We invest in people because we know that when our teachers thrive, our boys do too.
Dave Scott, Headmaster
At Medbury School, the support of our sponsors and grant providers plays a vital role in enhancing the educational experience we offer. This year, we are fortunate to have the backing of a wide range of businesses and organisations whose contributions help us deliver outstanding co-curricular programmes, provide quality equipment and resources, and create opportunities for our boys to thrive across many areas of school life.
These partnerships not only support our students directly but also strengthen the connection between Medbury and the wider community. Whether it’s through branded team gear, recognition in our publications, or involvement in school events, we deeply value the role our supporters play in the life of the school.
We extend our heartfelt thanks to each of our sponsors and grant partners for standing alongside us and helping to shape a strong and vibrant future for Medbury.
PARTNERSHIP
CONNECTION
GRANTS
Abig congratulations to Stephanie and Andrew Robertson, the lucky winners of Medbury School’s Win Your School Fees raffle for 2025! The excitement was high as Detective Senior Sergeant Grant Collins oversaw the draw, with our youngest boy in the school, Year 1 student Wyatt Minson, proudly helping to pick the winning ticket — a special moment for the whole community.
The prize — a credit equal to one Year 8 domestic student’s full annual tuition fees — was a fantastic boost for the Robertson family, and a wonderful way to celebrate the success of this brandnew initiative at Medbury.
“We are very excited and feel so pleased to have won such an incredible prize!” shared the Robertsons. Their win is a joyful reminder that sometimes, luck is on your side.
Following the success of this inaugural raffle, the Win Your School Fees promotion will be returning again this year, offering another chance for one lucky Medbury family to ease the cost of schooling. Keep an eye out for how to enter — this could be your year to celebrate!
“A strong school is built on a strong foundation. At Medbury, we take pride in our history, we believe in the Medbury Way, and we are committed to shaping a future that reflects our values. The Foundation is our promise to future generations—ensuring they too can benefit from everything Medbury has to offer.”
— Andrew Taylor, Chair of the Foundation Board of Management
Established in 1983, the Foundation exists to secure the long-term future of Medbury School. It is more than a fund—it’s a legacy that helps keep the school innovative, well-resourced, and independent. The Foundation has played a vital role in funding developments like new learning spaces and campus improvements.
The Foundation’s ongoing support ensures Medbury continues to offer a world-class education in an environment that nurtures every boy’s potential. This year, it has invested in upgrading digital learning infrastructure, improving classrooms, and supporting wellbeing and leadership programmes.
I would like to thank the current Medbury Foundation Board members: Abhinav Keswani, Christopher Anderson, Melissa McCosh, Richard Austin, James Hill, Andrew Taylor, Michael Flatman and Secretary John Mander for their continued dedication and service.
Their commitment ensures that the Foundation remains a pillar of support for Medbury’s long term vision. It is a privilege to work alongside this talented group, whose collective passion helps advance the opportunities we are able to offer Medbury boys now and into the future. Being part of the Foundation is something I hold very close to my heart and I am proud to help ensure the school’s continued success.
Whether you’re a parent, Old Boy, grandparent, or friend of the school, your support matters. Joining the Foundation is a chance to help secure Medbury’s future, with every gift making a real difference. To get involved or learn more, visit medbury.school.nz.
IT IS MORE THAN A FUND—IT’S A LEGACY THAT HELPS KEEP THE SCHOOL INNOVATIVE, WELLRESOURCED, AND INDEPENDENT.
Tell us about your family, your background, and what keeps you busy outside of school life.
I have three boys at Medbury — Hugo (Year 4), Archer (Year 3), and Henry (Year 1) — and my husband, Joseph, runs Summitbuild Construction, an architectural building company here in Christchurch and Queenstown.
I am the Co-Director of Visibly Creative, an influencer marketing agency that works with brands and creators across New Zealand and Australia. I love helping people and businesses share their stories in creative, authentic ways.
Life is full and fast-paced, but I love the energy and feel lucky to be part of such a warm and supportive community.
What inspired you to take on the role of President of the Medbury Parents’ Association?
I first got involved by volunteering at events and helping out wherever I could. It was a great way to connect with other families and feel more involved in school life. Over time, I saw how important the MPA is in creating a sense of community and supporting the school in meaningful ways. When the opportunity came up to step into the President role, it felt like a great way to give back and help continue that spirit of connection.
What’s the vision for the MPA this year?
Our vision is all about connection and inclusivity, creating more ways for parents to feel welcome and involved, whatever their capacity. Whether it’s attending events, sharing ideas, or simply helping out for an hour, every little bit contributes to the spirit of the Medbury community.
Can you give us a sneak peek at any upcoming MPA events or initiatives you’re excited about?
We’ve got some fantastic annual events returning this year, and I’m particularly excited about Athletics Days we’re hoping to expand the food and dinner options to turn it into a real evening community event.
There may also be a few new things on the horizon… but I can’t say too much just yet! Let’s just say there are some exciting ideas bubbling away behind the scenes.
How can new parents get involved with the MPA – even in small ways?
You absolutely don’t need to commit to a big role to get involved, even small contributions make a big impact. That’s exactly how I started, and it’s a great way to meet people and feel part of the school community.
Joining as a Friend of the MPA is a fantastic first step, it keeps you in the loop and gives you the chance to help in ways that suit your schedule. Whether it’s baking for a stall, helping set up an event, or just turning up and saying hi, we’d love to have you involved.
Contact us at: medbury.school.nz/community/parents-association
LET’S JUST SAY THERE ARE SOME EXCITING IDEAS BUBBLING AWAY BEHIND THE SCENES.
On 23 May, the Medbury community gathered for a memorable morning at Breakfast with the Boys. Guests were treated to a special address by Lieutenant Colonel Tim Woodman MBE, who shared powerful insights drawn from his distinguished 40-year military career. From the mountains of Afghanistan to humanitarian missions in the Pacific, Lieutenant Colonel Woodman spoke with honesty, humility, and quiet strength— offering reflections on leadership, resilience, and service that left a lasting impression on all in attendance.
Our sincere thanks to the Medbury Parents’ Association for organising this meaningful event, and to all the parents, caregivers, and special guests who joined us. It was a morning of connection, inspiration, and shared values—one we won’t soon forget.
A MORNING OF CONNECTION, INSPIRATION, & SHARED VALUES..
Play the Game, Beyond the School Gates
The annual Old Boys vs Headmaster’s XI Cricket Match brought together generations of Medburians for an afternoon of sport, spirit, and connection. Played in great camaraderie, the match showcased strong performances and the enduring bond between Old Boys and the school. Thank you to everyone who joined us— your energy on and off the field made it a day to remember.
The Medbury Parents’ Association and the Medbury School Old Boys’ Association came together for a fantastic Golf Tournament at Harewood Golf Club. With a great mix of friendly competition and community spirit, the event was a wonderful way to reconnect. Thank you to our generous sponsors—Heartland
Technology, PURE Sports Nutrition, Portofino Dry Gin, Kaiapoi ITM, and Freightbase—and congratulations to all our prize winners.
Raphe Dacre, a Medbury Old Boy, was recognised with the national Paul Seideman Scholarship for his creative writing on the Holocaust. His powerful piece, A Voice, was selected as the winning entry for Years 7–8 and presented at New Zealand’s official Holocaust Remembrance Commemoration at Parliament. Representing Medbury one last time in uniform, Raphe delivered a message of courage and remembrance to a room filled with national dignitaries, international guests, and Holocaust survivors. A remarkable achievement from one of our youngest alumni.
Aproud Medbury Old Boy, Harry Wigley’s connection to the school has had a lasting impact. After graduating from Medbury, Harry attended Christ’s College, followed by a Bachelor of Commerce degree at Lincoln University. He then built a global career in banking and finance, working for the National Bank in New Zealand before heading to the UK, where he held roles with Bank of America Merrill Lynch and Sumitomo Mitsui Banking Corporation (SMBC).
Harry is now an Investment Adviser at Forsyth Barr in Christchurch, helping clients navigate the complexities of financial markets.
A passionate sportsman in his youth, Harry credits Medbury with nurturing not only his academic and athletic development but also the values that underpin his approach to life and business. He lives on a small lifestyle block north of Christchurch with his wife Mel, and their three children: Maddy (6), Jack (4), and Beau (2).
How has your Medbury experience influenced your personal and professional journey?
Medbury gave me a really solid base— both in how I approach work and how I relate to people. It was the first place where I really learned about discipline, integrity, and just giving things a proper go. Those lessons still guide how I operate today, especially in my work with clients. And the friendships I made back then really taught me the value of strong relationships.
Reflecting on your time as a student, what stands out most from your years at Medbury?
Definitely the sense of belonging. It was a place where you could throw yourself into
anything—sports, academics, leadership roles. I was into all sports, and the school really encouraged that. It helped shape a lot of my confidence and drive, while also helping to develop friendships with like minded guys.
Do you have any favourite memories or stories from your school days you’d like to share with our readers?
One that really sticks with me was playing in the Milo Cup. Our Medbury 1st XI team managed to win the South Island competition, which was huge at the time. It meant we got to travel up to Palmerston North to compete in the nationals. We were buzzing - but the competition at the national level was a different level. We faced Murray’s Bay Intermediate from Auckland, and we were heavily beaten. Still, it was such a great experience.
The road trip, the build-up, playing as a team—it’s the kind of memory that stays with you.
What does it mean to you personally to be President of the Medbury Old Boys’ Association?
Honestly, it’s a real honour. Medbury gave me so much growing up, and being able to give something back is pretty special. I see it as a chance to help others stay connected and to keep the spirit of the friendships we all formed alive for years to come.
What’s made it even more enjoyable is the great team I get to work with. We’ve got a passionate, committed committee that really cares about building something meaningful. Everyone brings different strengths and ideas to the table, and that’s what’s driving the momentum we’re seeing now. It’s a team effort, and I’m proud to be a part of it.
Can you share any recent initiative or goals the Association has been working on?
We’re trying to modernise things a bit—making it easier for Old Boys to reconnect, wherever they are. That’s included events around the country, better digital communication, and ways for Old Boys to get involved with the current students too. It’s all about staying relevant and useful.
Recently, we were proud to donate a laser cutter to the school to support their STEM programme. It’s great to be able to give back in a tangible way and help enhance the learning experience for current students.
We’re also looking to run events more often, and to mix things up a bit more with the types of events we offer. Not everything has to be formal—we want catch-ups that suit different ages and stages, from casual drinks to sporting outings. The aim is to create something for everyone.
Why do you think it’s important for Old Boys to stay connected with Medbury?
There’s something really powerful about shared experience. Even years down the track, you meet another Old Boy and there’s an instant connection. Staying in touch with Medbury keeps that alive and gives you a chance to be part of something bigger than just your own time there. It also allows us to keep in touch with the friends we made during our time at Medbury.
What are your hopes for the future of the Medbury Old Boys’ Association, and how do you see it evolving?
I’d love to see it grow into an easy, go-to way for Old Boys to stay in touch. Whether it’s catching up with old mates,
making new connections, or finding ways to support the school—it should feel relaxed and welcoming. I don’t think it needs to be overly formal or structured. It should just be something that’s easy to be a part of—something you can dip in and out of depending on what stage of life you’re in, without any pressure. We’ll still look for ways to add value through things like mentoring and business connections, but the heart of it is really about keeping the friendships and Medbury spirit going well after the school years end.
What advice would you give to current Medbury boys about making the most of their time at school?
Get involved in everything you can— sporting, academic, or otherwise. Don’t be afraid to try new things, and definitely don’t let the fear of failure hold you back. Some of the best lessons come from the things that don’t go to plan. This is your time to figure out what you enjoy and what you’re good at. Just give things a proper go. And enjoy it—school goes by faster than you think (we all hear that a lot, but it really is true).
Lastly, what does the Medbury motto ‘Play the Game’ mean to you today?
To me, ‘Play the Game’ is about giving your best, being fair, and doing things with integrity—whether that’s in business, sport, with your family, or in the community. It’s a mindset I try to live by and pass on to my kids. Showing up, putting in the effort, treating people well—those things matter. And having that attitude in everything you do tends to open doors, build trust, and lead to better outcomes. It’s a great reminder to stay grounded, stay competitive, and stay focused.
At the heart of Medbury School’s legacy lies the story of a remarkable old boy: Captain Peter Thornton Norris MC. For years, a Military Cross sat quietly in the display case outside the school library - its significance known to a few, its story largely untold. The medal had been awarded to Peter Norris in the Second World War.
When Medbury first opened its doors in February 1923, an eight year old Peter was one of the first boys to join the school, and was one of three original boarders. Though photographs from that time are scarce, a school portrait taken a few years later shows him quite clearly - a boy in a slightly darker shirt, standing tall among his classmates. Even then, there was something distinctive about him.
Peter’s talent and character were evident from the start. Upon graduating from Medbury, he received the Peter Jameson Memorial Prize, the school’s highest honour, which his family still treasures today. He moved on to Christ’s College and later entered the legal profession. With the outbreak of the Second World War, Peter enlisted in the 23rd Infantry Battalion, which was part of the 2nd New Zealand Expeditionary Force.
The battalion saw action in several key theatres of the war: Greece, Crete, North Africa, and Italy. It was during the fierce battles of North Africa that Peter was awarded the Military Cross. In July 1942, during the First Battle of El Alamein, his battalion, as part of the wider 2nd New Zealand Division and 5th Indian 5th Brigade, was tasked with capturing Ruweisat Ridge - vital high ground in the otherwise flat desert terrain.
IT WAS DURING THE FIERCE BATTLES OF NORTH AFRICA THAT PETER NORRIS DISTINGUISHED HIMSELF.
PETER SALUTED, SMILED, AND WENT FORWARD WITH A WAVE OF HIS FLAG.
Under heavy enemy fire, Peter led his company in a night assault. It was for his actions during this assault that Peter was recommended for a gallantry award.
His courage, composure, and the exemplary leadership he displayed in the face of the enemy, were recognised with the award of the Military Cross.
Tragically, just five months later, Peter was killed on 17th December 1942 during the Allied advance to Tripoli.
Brigadier Howard Kippenberger, who had recommended him for the Military Cross, recalled seeing Peter shortly before the fatal engagement. “He looked handsome and debonair,” Kippenberger wrote.
“Peter saluted, smiled, and went forward with a wave of his flag. That is a pleasant last memory of a very good soldier.”
Peter was just 28 years old. He is buried in the Tripoli War Cemetery, far from his South Canterbury home but forever remembered by his Medbury family.
Today, Peter’s legacy lives on. In a poignant connection between past and present students at Medbury, and their families, their presence at Medbury is a living reminder of leadership, character and service that have long defined the Medbury spirit.
Richard Wilson
We chose John to market our residential section. He was very professional. He recommended a good marketing package, but then didn’t just sit back and wait for the phone to ring. John has an extensive network of buyers and developers whom he contacted.
The end result was we had a lot of registered buyers and 11 side agreements prior to the auction. (The auctioneer said this was the most he had recently seen.)
We had an active auction with many true bidders resulting in a great price achieved. If you want a hard working agent who will really put serious time into marketing your property, we would highly recommend John!“
Discovery Day Sunday 10 August 2-4:30pm
SELWYN HOUSE SCHOOL & PRE-SCHOOL
PRE-SCHOOL
Girls Years 1–8 and Co-educational Pre-school. Limited spaces for 2026 and beyond.
Girls Years 1–8 and Co-educational Pre-school.
Limited spaces for 2026 and beyond.
Tuesday 14 October 2025
Tuesday 14 October 2025
To register your attendance for our Open Day on Tuesday 14 October simply scan the QR code, phone (03) 355 7299, or email enrolments@selhouse.school.nz
To register your attendance for our Open Day on Tuesday 14 October simply scan the QR code, phone (03) 355 7299, or email enrolments@selhouse.school.nz
122 Merivale Lane, Christchurch WWW.SELWYNHOUSE.SCHOOL.NZ
122 Merivale Lane, Christchurch WWW.SELWYNHOUSE.SCHOOL.NZ
An International Baccalaureate School
An International Baccalaureate School