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QUEEN MARGARET

ISSUE 73 – 2026

CONTENTS

Community

Learning

Sport

Arts & Culture

A Message From the Principal

A Message From the Board Chair

Strategic Plan 2025–2028: Watch It Happen

A Message From our Head Prefects

From the Parents’ Association

From the Foundation Trust

From the Alumni Office and Old Girls’ Association

Continuing our Culture of Giving

Creative Industries Centre

From the Preschool

From the Junior School

A Message From the Chaplain

Alumni Story: A Sense of Purpose

Stronger Together: Our International Whānau

Beyond the Brochure: Redefining the International Student Experience

Queen Margaret Residence and QMC Boarding

Alumni Story: Don't Give Up

The World as Our Classroom

Opening Doors to Opportunities

Foundations for the Future

Student Opinion: Why ’Free’ AI Is the Most Expensive Product You’ll Ever Use

Staff Opinion: Thinking in the Age of AI

Academy Online: Reimagining How Learning Happens

Creative Writing – Poetry: haere rā, toroa

Service Learning: A Thread Through the Years

Interdisciplinary Learning: Where Ideas Connect

Duke of Edinburgh: Building Skills for Life

Forged on the Fairways

A Season of Speed, Strength and Success

International Sporting Success

Small Team, Big Strides

Athletics Day and Swimming Sports

Alumni Sport: Taking Talent Stateside

Off to See the Wizard

Daring to Share

Materials Technology

Visual Arts

School Profile

Discover the QUEENDOM

A MESSAGE FROM THE PRINCIPAL

The Purpose of School is to Help Young People Become Why school? If learning can happen anywhere, then why school? It is a fair question. In a world where knowledge is available instantly, where artificial intelligence can answer questions in seconds, and where learning can be personalised, remote and on demand, the traditional purpose of school may seem less certain than it once did. It is now entirely possible for a young person to learn independently, to interact primarily through a screen, and to construct a sense of self shaped more by algorithms than by relationships and experiences.

However, the answer may be simpler than we think. It is relationships – real, sustained, face-to-face relationships – that matter most. The purpose of school is not simply to help young people know. It is to help them become. School is one of the few places where young people gather, physically and deliberately, with others who are different from themselves. It is where they learn how to collaborate, to listen, to challenge and be challenged, and to develop empathy and judgement. Schools matter because they are places where young people learn who they are, how to think, how to engage with others, how to navigate challenge and uncertainty, and how to contribute to something larger than themselves. Knowledge remains critically essential, but education is ultimately about the formation of human beings. It is about them belonging and becoming.

It is where they learn how to collaborate, to listen, to challenge and be challenged, and to develop empathy and judgement.

School is one of the few places where young people gather, physically and deliberately, with others who are different from themselves.

How do schools do that? In a world increasingly designed for speed and distraction, we must teach young people how to slow down, to reflect, to evaluate, and to think with care. Deep learning requires time, attention, and deliberate effort. Artificial intelligence can generate answers or responses, and our task is to ensure students can judge and evaluate those answers. This is why the knowledge curriculum is so important. We have to know "stuff" before we can analyse and critically think about it. If the capabilities that young people require include judgement, creativity, adaptability, collaboration, critical thinking and a strong sense of belonging, then schools must deliberately create environments where those qualities can flourish. How do we do that here at QMC? The stories throughout this magazine show what that looks like in practice today, how we’re preparing for tomorrow, and what happens when young people are given the opportunity to belong and become. This shift towards cultivating diverse capabilities matters as education can no longer be defined solely by preparation for a predictable future. Instead, it must equip young people to engage with uncertainty, indeed be comfortable with change – to think critically, to create, and to act with purpose in contexts we cannot yet fully imagine. Science and creativity/ technology and creativity/ entrepreneurship and creativity are no longer separate domains. The reality is that most significant breakthroughs emerge when rigorous disciplinary knowledge combines with imagination.

The future we are preparing our students for will emerge from the deliberate intersection of ideas, disciplines, diverse ways of thinking and imagination.

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Steve Jobs repeatedly argued that Apple's success came from understanding the intersection of technology and the liberal arts. Invention itself was never enough; understanding human behaviour, design, storytelling and aesthetics transformed technology into products people wanted to use.

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Scientists are not simply discovering answers. They are asking new questions. From the rapid development of COVID-19 vaccines to the design of prosthetic limbs, new treatments and improved healthcare systems, progress depends on imagining possibilities that do not yet exist.

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Entrepreneurship is often misunderstood as being about business, but really, it is creative problemsolving. Wellington’s Wēta Workshop is one of New Zealand’s most compelling examples of what happens when art, design, storytelling, engineering and technology come together – collaboration at its finest.

The future we are preparing our students for will emerge from the deliberate intersection of ideas, disciplines, diverse ways of thinking and imagination.

Why the Creative Industries Centre? Educational spaces matter because they shape how people learn, connect and create. The environments we build communicate what we value. They uplift and inspire. This is why the Creative Industries Centre matters.

The Creative Industries Centre offers an opportunity for our community to invest in more than a building. It is an opportunity to invest in a vision of education that remains deeply human while preparing young people for a rapidly changing world.

It is not simply a new facility for the arts. The Creative Industries Centre is an investment in the conditions that help young people become. It reflects a belief that creativity, innovation, entrepreneurship, collaboration and belonging are not separate ambitions but interconnected dimensions of a modern education. The Creative Industries Centre and the learning spaces it unlocks will be the places where our current and future students create, innovate and collaborate, and where entrepreneurship will flourish.

For those who feel connected to this place, there is an invitation here: to help shape the next chapter of Queen Margaret College and ensure that 53 Hobson Street remains a place where young people do more than acquire knowledge. Education cannot stop at helping young people understand the world as it is. We must also help them optimistically imagine what it, and they, might become. Our new building will help them develop the creativity, courage and capability to shape what comes next.

This is legacy work. A place where they learn to think. It asks us to think not only about the students who walk through our gates today, but about those who will do so fifty years from now, and link to those who did fifty years ago.

A place where they too belong. And ultimately, a place where they become. Luce Veritatis.

Jayne-Ann Young Principal

Educational spaces matter because they shape how people learn, connect and create. The environments we build communicate what we value.

Watch It Happen in

OUR COMMUNITY

COMMUNITY

A Message From the Board Chair As I write for this edition of QM Calling, I do so with enormous pride in our school and deep gratitude for the community that sustains it. Queen Margaret College remains in excellent shape, building on the momentum of recent years across teaching and learning, staff capability, student wellbeing, the integration of te ao Māori, operations and academic achievement. These strengths give us a firm platform for the next phase of development, and 2026 is proving to be a year of real progress, guided by our Strategic Plan 2025–2028: Watch It Happen. I would like to share a little of where that focus is taking us. Governing for an AI world AI governance and accountability is a key topic around every Board table at the moment, and especially so in education. The Board’s digital, education and policy subcommittees are working closely with Principal Jayne-Ann Young and her senior leadership team to help ensure the College approaches AI thoughtfully and safely. Several themes are guiding this work. Foremost is treating AI as a governance issue in its own right, comparable to health and safety. Alongside that, we are continuing to develop targeted policies, establishing clear accountability and a considered view of our risk appetite, building capability among our staff, and engaging genuinely with parents and students. Our view is clear – AI is a current governance responsibility, and moving early to establish oversight, accountability and capability protects student wellbeing and community trust while positioning the College to realise its benefits safely.

A community working closely together Queen Margaret College has always been strengthened by the people who so generously give their time and care, and a major focus this year is bringing our community even closer together. Our vision is threefold. First, for the Parents’ Association to grow in structure, direction and energy so that it activates and connects the whole parent community. Secondly, for the Old Girls' Association to continually deepen its valued partnerships with the Alumni Office, including well-structured alumni data so we can stay connected with students across the years and around the world. And thirdly, for the Foundation Trust to help drive coordinated philanthropic activity. When these groups work with one another and with the College the whole community benefits, and our students most of all. To help the Board achieve its vision, we are delighted to have had Jo Davey join the QMC Board in March this year as President of the Parents’ Association. Jo has been an active member of the Parents’ Association and former Secretary in 2025.

Modernising our Constitution Good governance rarely makes headlines, but it matters enormously to the long-term health of the College. The Board recently completed the re-registration of the College as an incorporated society under the new Incorporated Societies Act, and Members of College approved a new Constitution at our Annual General Meeting. The updated Constitution brings us into line with current legislative requirements and, just as importantly, modernises our governance framework so that it genuinely reflects how the Board operates today – a clearer, more contemporary foundation for the decades ahead.

Alumna Heather Verry with Old Girls' Association President, Lynne Speight

The Creative Industries Centre – our enabler

Queen Margaret Residence (QMR) at 45 Hobson Street successfully opened at the start of the year. The careful transformation of this heritage building into a modern, welcoming boarding house has been a labour of vision and patience, and we were delighted to welcome our first cohort of boarders at the beginning of 2026. Alongside Queen Margaret House, QMR allows our boarding community to grow, for both domestic and international students, while retaining the warmth, care and sense of belonging that has always defined boarding life at QMC. The Board is delighted with the outcome and grateful to all who made it possible.

While much is underway, the Creative Industries Centre (CIC) remains the Board’s foremost capital priority, and our ambition for it is undiminished. The CIC is far more than a building: it is the enabler of the next phase of our campus development and of the future-focused learning that sits at the heart of our strategy. It will be a place for collaboration, innovation and creative practice for the imagination, confidence and technical capability we want every QMC student to carry into a rapidly changing world. Bringing it to life will take the continued generosity and belief of our community, and I warmly invite you to be part of the journey.

We were also very pleased with the opening of our new Junior School Kōwhai playground. This new playground reflects our commitment to creating high-quality spaces that support student wellbeing, play and connection, and it was wonderful to celebrate this milestone with our school community.

In closing, my thanks to my fellow Board members, to Principal Jayne-Ann Young and her team, and to every member of our community. Queen Margaret College knows who it is and where it is heading, and I look forward, with real optimism, to what the remainder of 2026 will bring. Anna Lillis Board Chair

Queen Margaret Residence

COMMUNITY

Investing in our campus

COMMUNITY

Strategic Plan 2025-2028: Watch It Happen One year on from launching our Strategic Plan 2025-2028: Watch It Happen, we are already seeing meaningful progress across a number of our strategic priorities. Here are some of the highlights from the past 12 months.

Intelligences

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Futuristic (Academic) & Prepared (Digital) ▶

Introduced seven new interdisciplinary units in the IB Middle Years Programme. See page (39).

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Continued integrating AI, critical thinking and future-focused capabilities through curriculum innovation, assessment design and new courses, including Year 11 Future Thinkers. See page (35).

Establishing a funding roadmap, and advance fundraising and planning for the Creative Industries Centre, supporting future-focused learning, arts, creativity and innovation. See page (19).

Technology & Operational Excellence ▶

Progressed the College's digital transformation programme, improving systems and experiences for students, families and staff.

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Successfully implemented new admissions and enrolment systems with new student information system, Veracross.

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Mapped critical thinking skills across the whole-school curriculum to identify strengths, gaps and future development opportunities. See page (35).

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Developed the Year 11 Future Foundations Award, supporting students to thrive in a rapidly changing world. See page (33).

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Development and trialling of new communications, learning and wellbeing system, Schoolbox, with launch planned for 2027.

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Launched QMC Academy Online pilot programme, Maths: The Theme Park Edition. See page (36).

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Continued investment in the College's digital infrastructure to support future growth and innovation.

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Delivered a comprehensive programme of AI professional learning for staff covering prompt writing, data privacy and security, academic integrity, AI literacy, differentiation and Copilot Agents.

Self (Leadership) ▶

Launched the Year 11 Future Foundations Award, supporting future-ready skills, leadership capabilities and personal agency. See page (33).

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Opened Queen Margaret Residence (QMR), integrating more leadership, independence and self-development into senior boarding. See page (26).

Enablers Campus Development & Sustainable Futures ▶

Opened Queen Margaret Residence (QMR) for senior boarders. See page (26).

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Designed and launched the new Junior School Kōwhai Playground. See page (21).

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Received Board approval for a new campus lift, improving accessibility and learning equity.

Reputation, Partnerships & Engagement ▶

Launched What Happens When She Wears the Crown? campaign, strengthening brand awareness and engagement through strategic communications and digital marketing.

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Partnered with McCrindle Research to launch the QMC Survey, establishing a whole-of-community insights programme to support evidence-based decision-making.

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Strengthened engagement with prospective families, alumni and community partners through targeted events, enhanced enrolment experiences and strategic communications initiatives.

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Updated QMC's virtual tour and digital storytelling assets to better showcase the College experience, facilities and recent campus developments for prospective families, international students and donors.

Upcoming Focus Areas: As we continue to deliver our Strategic Plan, key areas of focus for the coming months include the following Intelligences: Empowered (Emotional), Engaged (Social), and Self (Leadership), and the following Enablers: Sustainable Futures, and Reputation, Partnerships & Engagement.

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C RISTI FUTU MIC) DE (ACA

ERED EMPOW NAL) IO T O M (E ENGAGED (SOCIAL)

At Queen Margaret College we are responsible, ethical and engaged digital citizens. We use technology thoughtfully to build connections, drive positive change, and to create and innovate.

PREPARED (DIGITAL) SELF (LEADERSHIP) CAMP U DEVEL S OPME N

The members of our community will first know themselves, le arn to work as a team, and th others throug en lead h authentic leadership, and coachi mentoring, ng.

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Scan Scantotoread read inintetereo reoMāori Māori

COMMUNITY

A MESSAGE FROM OUR HEAD PREFECTS

Journey with Joy Head Prefect Chloe Sherriff and Deputy Head Prefect Avani Aiulu talk about leading with joy in 2026. Our journey to get here Our journey at the QUEENDOM began together in Year 9, when we stepped into a new environment and met for the first time. Like all new students, we were finding our place within the school – navigating friendships, challenges, and opportunities. Over the years, our shared experiences and love of connection have built a unique friendship, shaping not only who we are individually but who we are as a team today. Throughout our time at QMC, we’ve had the privilege of witnessing and participating in many meaningful traditions. One that stands out to us was the introduction when we were in Year 9 of the Head Prefect and Deputy Head Prefect korowai – prestigious cloaks woven with care and significance. The responsibility, leadership, and sense of belonging the korowai represent were immediately clear to us. To have watched their significance grow, and to now wear them ourselves, is something we carry with immense pride and gratitude. These korowai serve as a reminder of the legacy past Head and Deputy Prefects have left, paving the way for us. We feel deeply connected to the generations that came before, and their contributions inspire us to elevate the sisterhood we are part of here. That sense of continuity reminds us that leadership is not just about the present, but about our past and our future. We have also been able to apply the lessons learned during our experience at the Student Leadership Conference in Sydney, which we were fortunate to attend thanks to the generosity of the Parents’ Association. Our journey today This year, our theme is 'Journey with Joy'. It is about embracing every part of the school experience – making the most of every moment, finding joy in the small things, and learning from the challenges we face. Inspired by our school values, we hope students are encouraged to approach every day at QMC with authenticity, using their unique skill sets to make connections and a difference. We

want all students to take an active role in their individual journeys by getting involved and seizing opportunities, whether in the classroom, on the sports field, or at the many school events we are lucky to have –with joy at the forefront of everything. To help put our theme into action for 2026, we introduced the Journey with Joy Passport initiative. Every student was issued a passport to take to school events, aiming to boost participation and encourage the student body to immerse themselves in our culture and sisterhood. We hope that by having more students show up and engage, our connections will grow even stronger, fostering the sense of belonging that is integral to the QUEENDOM. Our journey beyond Our aim is to bring as much joy as possible into the journeys of those around us – within this kura (school) and the wider QMC community. Because a core part of our theme is fostering sisterhood, we’re particularly excited for events where we can interact with different year levels and celebrate the talent across our school. House Performing Arts was a good example of this. It was a day filled with joy, community, and sisterhood. It demonstrated to us how all the different year levels in our kura can come together and celebrate the arts at QMC. Our incredible prefect team worked so hard to bring this to life, and it really showed how the students are continuing to journey with joy as the year progresses. We feel privileged to lead such a dedicated group. With many other events and initiatives on the horizon, there are so many opportunities for connection, creativity, and school spirit to shine. We hope our theme continues to inspire students to make the most of their precious time at our kura for years to come. We are incredibly honoured to lead the QUEENDOM this year, and we cannot wait to see where the rest of this journey takes us. #JourneywithJoy2026

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We want all students to take an active role in their individual journeys by getting involved and seizing opportunities, whether in the classroom, on the sports field, or at the many school events we are lucky to have – with joy at the forefront of everything. Left: Head Prefect, Chloe Sherriff Right: Deputy Head Prefect, Avani Aiulu

COMMUNITY

From the

Parents' Association As Queen Margaret College continues to grow, so too does the community that surrounds it. This year marks a new chapter for the Queen Margaret College Parents' Association, and I am delighted to be leading the Association as President alongside a talented executive team and committee. One of the reasons I took on the role is because I love the opportunity to lead by example and show my daughter how fulfilling it can be to help build a strong school community of students, parents, whānau and staff. I have also been inspired by Principal Jayne-Ann Young and the passion she has for QMC. As a parent, it is incredibly rewarding to help create opportunities for families to connect and belong. My daughter Alice is a cox on the rowing squad and I sometimes feel a little like a cox myself in this role, helping a talented team work together towards a shared goal, albeit a little less shoutily! The Parents' Association plays an important role in school life. Throughout the year, we support events including the New Parents' Evening, the Year 13 Summer Barbecue, and the Leavers' Dinner. Our second-hand uniform sales help reduce costs for families and raise funds for school initiatives. Recent support has included Spirit Week, refreshments for athletes and supporters at Athletics Day, and charitable and service initiatives such as Kura Kai. As President, one of the things I am most excited about is working alongside the school, the Old Girls' Association and the Foundation Trust to help bring the College's Strategic Plan 2025-2028: Watch It Happen to life. With a background in communications and engagement, I believe strong communication will help increase both our visibility and impact.

committee, we have representation across the Junior School, Middle School and Senior School, bringing valuable perspectives and experiences. A key focus for us is encouraging more parents and caregivers to get involved. Being part of the Parents' Association can be rewarding and fun, and it doesn't need to mean a huge commitment. Whether it is helping at an event, contributing ideas or lending a hand for an hour or two, every contribution strengthens our community. One of the loveliest recent examples was a staff appreciation morning tea supported by parents' home baking. The result was a spectacular spread that was warmly appreciated by staff and reflected the many cultures, traditions and treasured family recipes within our community. Looking ahead, we are committed to ensuring our activities reflect the diversity of today's QMC whānau. Sharing kai, celebrating different cultures and creating opportunities for connection are all important parts of that vision. Supporting events such as the Cultural Performance Evening is one way we can help celebrate the diversity of our community. Our new Parents' Association Facebook page is also helping strengthen communication with parents and caregivers and making it easier to share opportunities to get involved. Finally, I would like to acknowledge the enormous contribution of outgoing President Alana Bicknell, who stepped down after eight years of dedicated service. We are fortunate to inherit an association built on the commitment of volunteers past and present, and I look forward to building on that foundation. Jo Davy President, Parents’ Association

I am fortunate to be supported by an exceptional executive team, including Vice President Bernie O'Donnell, Treasurer Troy Robertson-Burns and Secretary Carin Holmes. Together with our wider

COMMUNITY, IT 'S OUR TRADITION

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2025 Quiz Night winners

Year 13 students at the 2025 Leavers' Dinner

Student and QMC community helpers at one of the Kura Kai cook ups

Parents battle it out in the Tug-o-War at the Year 13 BBQ

Year 10 students with Mr Whippy ice creams

Principal Jayne-Ann Young and Jill Clibborn at the New Parents' Evening

COMMUNITY

From the

Foundation Trust Generosity remains one of Queen Margaret College’s great traditions, and it continues to shape the work of the Foundation Trust. As trustees, our role is to help secure the future financial strength of the College, while supporting opportunities that enrich the education of girls and young women in the heart of Wellington. This year, our central focus remains the Creative Industries Centre, a purpose-built hub for art, design, media, technology, dance, drama and music. This is an ambitious and exciting project, one that speaks directly to the creativity, innovation, entreprenurial thinking and courage we see in QMC students every day. The Creative Industries Centre will give students the space, tools, and inspiration to explore their ideas, collaborate across disciplines, innovate and develop the creative confidence needed for a rapidly changing world. The Foundation Trust cannot achieve this work alone. It is made possible by the generosity of parents, alumni, staff, students, Governors and friends of the College. Every contribution, whether large or small, helps build the future we all want for QMC. We warmly invite our community to join us in supporting this vision. This year we were delighted to welcome Philip Stevenson as a trustee. Philip brings a wealth of knowledge in philanthropy, particularly in matching donor interests with meaningful philanthropic opportunities. His experience will be invaluable as we continue to deepen the College’s culture of giving and ensure that supporters can see a clear connection between their generosity and the impact it creates. A significant Foundation Trust event was last year’s Circa Pantomime, Robin Hood, which proved to be a sell-out evening. The evening raised funds towards the Creative Industries Centre, but just as importantly it brought our community together in the generous, good-humoured spirit that makes QMC so distinctive. This year we added additional

fundraising activities on the night. These were created in close collaboration with the College's Communications and Engagement Team, who in so many ways allowed us to bring the entire evening's experience to a new level. I would like to also give particular thanks to Claudia GrottZancotti for her energy and support, and to the Old Girls’ Association for contributing prizes. We were especially grateful for the limited-edition Lord of the Rings prizes donated by Fran Walsh and Peter Jackson, which added something truly memorable to an already wonderful evening. We look forward to once again hosting the QMC annual Circa Pantomime, with Beauty and the Beast as this year’s theme. I encourage everyone to start planning their costumes for what is always a brilliant evening. We were also pleased to launch the QMC Community Business Directory, a new initiative designed to bring our community closer together. The directory enables parents, alumni, staff, friends and partners of the College to list their businesses and connect with one another. Families are encouraged to consider QMC community providers first, helping to keep value circulating locally while showcasing the talent, expertise and enterprise within our network. I would like to thank the Board of Governors for their continued support of the Foundation Trust’s work. I also extend warm thanks to the Old Girls’ Association and Parents’ Association, and warmly welcome Jo Davy as the new Parents’ Association President. Their energy and commitment continue to strengthen the wider QMC community. Thank you for your continued generosity and support. Together, we are helping every QMC student live, learn and lead courageously. Peter Mahoney Chair, Foundation Trust

GENEROSITY, IT 'S OUR TRADITION

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Foundation Trust Chair, Peter Mahoney and Principal Jayne-Ann Young dressing up for the annual Circa Pantomime

Staff and students supporting Foundation Trust fundraising at the Circa Pantomime

Junior School students enjoying the 360° Video Booth at Open Day

Year 3 (2025) students, Aurora Mitchell and Mia Sadler-Holmes, at the Circa Pantomime

New Foundation Trust member, Philip Stevenson

BECOME A QMChampion To learn more about how the Foundation Trust is empowering the next generation of female leaders, or offer bequests or financial donations, please scan this QR code or email foundation@qmc.school.nz

JOIN OUR QMC Community Business Directory The QMC Foundation Trust is delighted to relaunch the school's Community Business Directory, which is open to anyone with a connection to QMC. Listing your business is a great way to strengthen ties with the QMC community while increasing your visibility and reach. With more than 50 businesses already registered and the directory continuing to grow, now is the perfect time to get involved.

COMMUNITY

From the

Alumni Office and Old Girls' Association Honouring Our Past, Connecting Our Future The Queen Margaret College alumni community continues to thrive through a shared commitment to connection, legacy and supporting future generations of students. This year has marked an important transition, with Alumni Director Jane Ball stepping down after more than five years in the role. Through her dedication and commitment to the College, Jane has strengthened connections between the Old Girls' Association, alumni and the College, helping ensure alumni engagement remains strong. Her work creating memorable reunion experiences has provided opportunities for alumni to reconnect with one another and the school. We warmly thank Jane for her service to the QMC community. We are also delighted to be working with Kim Verry as Fundraising and Alumni Manager. A long-serving Old Girls' Association committee member with three generations of connection to the College, Kim brings a deep understanding of the QMC community. Celebrating our connections The year began with the Legacy Badge celebration, recognising students with family connections to the College across generations. Seeing students from Year 1 to Year 13 celebrate their shared QMC heritage remains a highlight of the year. Reconnecting alumni remains a focus. A Wellington reunion on campus is planned for August, with gatherings in Canterbury and Queenstown later in the year. Planning is also underway for an international reunion in London in October 2026. Supporting today's students The Old Girls' Association remains committed to supporting current students and strengthening connections between generations of QMC women.

Throughout the year, the OGA celebrates and encourages students through initiatives including Gratitude Evening, Year 13 care packages, the Aria & Concerto Competition, and support for studentled initiatives such as the Pink Ribbon Breakfast and Kura Kai cook ups. Preserving our legacy Through the Brenda Willis Trust Fund, the Old Girls' Association continues to support projects that honour and protect the College's heritage. Following the creation of the display cabinet housing the remarkable Gospel of Saint Margaret, one of only 20 known copies in the world, the fund has enabled the commissioning of a second custom-designed cabinet for the QMC Library. This new cabinet houses the Katherine Mansfield Collection gifted to the College by Helen O'Sullivan from the personal collection of her late husband, Sir Vincent O'Sullivan, one of New Zealand's most distinguished literary scholars. Comprising more than 1,000 books by and about Mansfield, it is a remarkable literary resource for the College. On 31 March, alumni, staff, students, members of the Board of Governors and friends of the College gathered in the Library to celebrate the collection and unveil the new cabinet. We were honoured to be joined by Helen O'Sullivan, who reflected that "Vincent would have loved the idea of these books being housed here at QMC. It couldn't be more appropriate." The event also celebrated a commemorative essay written for the occasion by Old Girl and internationally acclaimed author Kirsty Gunn. The collection represents a lasting space of story, inspiration and connection for generations of students, and a fitting tribute to Sir Vincent's remarkable literary legacy.

BELONGING, IT'S OUR TRADITION

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Looking ahead We are pleased to introduce the Sycamore Circle, QMC's new bequest programme, celebrating the enduring connections between generations of students and providing an opportunity for supporters to leave a lasting legacy. Alongside our Alumni Instagram account, we have recently launched a dedicated Alumni Facebook page, creating another way for Old Girls and alumni around the world to share stories, celebrate achievements and stay connected to the QMC community. The strength of Queen Margaret College has always been found in connections between generations. As we look to the future, it is our connection to the past that continues to guide and strengthen us. Whether through student support, reunions, philanthropy, volunteering or staying connected, Old Girls and alumni play a crucial role in the life of the College, strengthening connections between generations and ensuring the spirit of QMC remains strong for generations to come.

Pamela Grayling (nee Musson) and Jane Ball at the 1951 Reunion

Lynne Speight President Old Girls' Association

Fundraising and Alumni Manager, Kim Verry with her family at the Daughters of Old Girls' Assembly

Stay Connected Follow us on our NEW Facebook Page: QMC Alumni & Old Girls

Update your contact details

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Reunions, updates, memories – we’d love to hear from you! For help organising a reunion, email us at alumni@qmc.school.nz

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Share memorabilia like hymn books, yearbooks, or photos. Send to QMC Archives, 53 Hobson Street, Thorndon, Wellington 6011

Get Involved Make a meaningful difference in our community. Volunteer with the OGA – all ages and talents welcome! Email us at oldgirls@qmc.school.nz

queenmargaretcollege

QMC Alumni & Old Girls

COMMUNITY

FUNDRAISING

Continuing Our Culture of Giving Returning to Queen Margaret College in my new role as Fundraising and Alumni Manager has been a special experience. As both an alumna and a parent, I have seen first-hand the strength of the QMC community and the deep sense of belonging that connects generations of students, families and supporters.

That work is already underway. This year, we are bringing alumni together through reunions in Wellington, Canterbury and Queenstown, while also preparing for an international reunion in London. We also launched a dedicated Alumni Facebook page to help former students stay connected with one another and with the College.

One of the things I have always loved about QMC is that people contribute in many different ways. Some volunteer their time, share their expertise or mentor students. Others attend events, support initiatives, make donations or leave a legacy for future generations. Together, these acts of generosity strengthen our community.

We are also looking forward to the inaugural QMC Golf Classic at Royal Wellington in 2027. Bringing together alumni, families, supporters and student golfers, the event will celebrate community, friendly competition and a shared commitment to the College while raising funds to support future opportunities for students.

Over recent months, we have been developing a long-term fundraising strategy focused on strengthening those connections and creating sustainable opportunities for future generations of students. At its heart is a simple belief: generosity is most powerful when it grows from a sense of belonging and shared purpose. Our vision is a deeply connected QMC community where giving is a natural expression of belonging, belief and legacy.

Together, these efforts will strengthen connections across the QMC community while fostering a culture of giving that supports future generations of students.

QMC has a proud history of community support that continues to make a meaningful difference. Philanthropy helps expand opportunities for students, enhance learning environments and provide experiences that empower young women to live, learn and lead courageously.

Together, we can help ensure Queen Margaret College remains a place where young women thrive today, tomorrow and for generations to come.

A key focus of the strategy is fostering a culture of giving that celebrates every contribution. Whether someone chooses to support scholarships, student wellbeing, creative learning opportunities or futurefocused initiatives, every gift helps strengthen the College and the opportunities available to our students. The strategy also places a strong emphasis on building lasting relationships with alumni, families, supporters and friends of QMC, recognising that strong relationships are at the heart of long-term community support.

If you would like to learn more about the College's fundraising plans, including the Creative Industries Centre and the Sycamore Circle bequest programme, explore ways to support QMC, or simply reconnect and share your story, I would love to hear from you. My door is always open.

Kim Verry Fundraising and Alumni Manager

For donation details, scan the QR code or email kim.verry@qmc.school.nz

A Space for Creativity, Innovation and Collaboration The Creative Industries Centre is the first phase of QMC's Campus Master Plan 2025–2035. Transforming the site of the Old Gym, it will become a vibrant hub for creativity, innovation and collaboration across art, design, media, technology, dance, drama and music. The Creative Industries Centre comprises two precincts, Music and Drama, and Visual Arts and Technology, linked by a gallery that showcases student work. Visual Arts and Technology Precinct highlights:

Music and Drama Precinct highlights:

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“Dry Studios” for photography and theory

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Auditorium for orchestra recitals and events

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“Wet studios” for printmaking and pottery, supported by a clay store and kiln

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Drama studio with theatre lighting, acoustic treatment, and exhibition capabilities

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Media studio with green screen capability for digital recording and presentations

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Music zone for lessons and rehearsals.

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Spaces for innovation, collaboration, and creativity. Discover the full Campus Master Plan

COMMUNITY

Creative Industries Centre:

COMMUNITY

FROM THE PRESCHOOL

Growing Global Citizens At QMC Preschool, celebrating cultural diversity is an important part of helping every child develop a strong sense of identity, belonging and connection to the world around them. Starting the year with an International Baccalaureate (IB) inquiry into ‘Who We Are’ we have been actively acknowledging the wide range of cultures (23 in total) of the children at QMC Preschool. This year we have created many opportunities for the children to explore maps, flags and language while learning about their own and each other’s whānau (family) heritage. At QMC Preschool, we see cultural diversity not as a ‘topic’ to explore as part of a fixed term inquiry unit, but as something that we permanently integrate into our educational programme and learning environment. Guided by Te Whāriki principles of inclusion, respect and belonging, as well as recognising our responsibility under Te Tiriti o Waitangi to uphold bicultural practice, we support our children to develop a strong sense of identity while learning to appreciate the richness of cultures around them – both within the preschool and around the world.

Cultural celebrations have become an important part of our programme and throughout the year we celebrate a variety of festivals at preschool, providing our children with meaningful, handson opportunities for learning. Children explore language, music and food connected to these events and develop an understanding of the meaning behind traditions. Our teaching practice is intentionally inclusive. Teachers provide learning resources that reflect diversity and engage in conversations that encourage children to notice similarities and differences in positive ways, helping them to build respect and acceptance from an early age. Ultimately, celebrating the cultural diversity at QMC Preschool is about creating a learning community where everyone feels they belong. When children see their identities affirmed and experience the richness of other cultures, they develop the foundations for empathy, respect, and global awareness – all lifelong skills that will support them to grow into open-minded and connected individuals who make positive contributions to society.

Emily Domican We honour diversity by creating an environment where every child’s culture is visible and valued, and this starts with building genuine relationships with our parents and whānau. Whānau are invited to share their languages, stories, and cultural celebrations to ensure that each child’s background is not only visible in our curriculum but is reflected in an authentic and respectful way.

Head of Preschool

FROM THE JUNIOR SCHOOL

At Queen Margaret College Junior School, learning extends far beyond the classroom. Guided by the International Baccalaureate Primary Years Programme (PYP) and our commitment to learner wellbeing, we create opportunities for students to grow academically, socially and emotionally as confident, curious and compassionate learners. The QMC Hauora Model continues to strengthen our approach to student wellbeing. Through programmes such as the Zones of Regulation, students learn to recognise, name and manage their emotions. As they grow, this learning develops into collaboration, communication and strong social skills, helping children understand themselves, their relationships and the world around them. At the heart of this journey is the Primary Years Programme. Through inquiry and exploration, students ask questions, consider ideas, conduct experiments and make connections across learning areas.

Academic learning remains central, while curiosity, creativity and challenge inspire discovery. Whether learning outdoors, participating in authentic experiences or pursuing individual interests, students are supported to flourish both as learners and as people. Student voice and leadership are equally important. When children feel heard and empowered to lead, they develop a strong sense of belonging and responsibility within their school community. This year, students played a key role in the redesign of our new Kōwhai Playground, helping shape a space that reflects their needs and ideas. Their involvement demonstrates how learning, leadership and belonging are strengthened when students have opportunities to contribute and make a meaningful impact.

Jan Treeby Head of Junior School

Rich learning experiences brought these foundations to life. Through opportunities such as our production, The Wonderful Wizard of Oz, students developed confidence, creativity and teamwork while building the courage and resilience to perform, support one another and embrace new challenges.

I HA W KŌ

O YGR A L P

BEFORE

UN D

AFTER

COMMUNITY

Learning, Leading and Belonging

COMMUNITY

A MESSAGE FROM OUR CHAPLAIN

Grounded in a Living Tradition At Queen Margaret College, we are shaped by the rich inheritance beneath our feet and within our story. We stand on Pipitea Pā, the whenua of Te Ātiawa, and we honour the ancestors who have gone before us. We also acknowledge our founders – Scottish Presbyterians who, in 1919, established this college as a place of faith and learning. Together, these strands – Māori, Celtic and Biblical – form a distinctive foundation, a weaving of spirit and culture that continues to guide us today. The words of a beloved Celtic prayer speak beautifully to this sense of grounding: “Deep peace of the running wave to you…Deep peace of Christ, the light of the world.” It is a prayer that reflects both stillness and movement, echoing something profound about our shared heritage. Here at QMC, we are invited to live within this harmony, drawing inspiration from traditions that honour the sacredness of creation, the presence of God, and the interconnectedness of all things. Many in our community have Māori whakapapa. Many also carry Celtic ancestry – Scottish, Irish, or Welsh. In 2026, we have an opportunity to delve more deeply into these traditions, discovering within them sources of hope, wisdom, and renewal. Though distinct, Māori and Celtic worldviews share resonances, including an attentiveness to place, a reverence for ancestors and a recognition of life as a spiritual journey. They also recognise that this journey is mapped through a multiplicity of experiences and emotions – tears and laughter, joy and pain.

This idea of journey is symbolised in two important items I shared with staff earlier this year. Firstly, the finger labyrinth reflects the ancient spiral found in Celtic tradition, while the koru expresses a similar pattern within te ao Māori. Though arising from different cultures, both speak of movement, return, and new beginnings – timeless symbols of growth and transformation. In the busyness of school life, the labyrinth invites us to slow down – to take a breath before a lesson begins, to reflect after a challenging conversation, or to help students understand that learning is not a straight path but a journey of returning, growing, and beginning again. The second item I shared with staff was a knitted angel. It reminds us of unseen guidance and protection. While Māori spirituality does not have direct equivalents, the manaia and the presence of ancestors hold similar roles as kaitiaki – guardians who watch over and guide. In both traditions, the boundary between the physical and spiritual is not rigid but alive and permeable. In a school community, this sense of guidance is lived out in very tangible ways – in the teacher who quietly supports a struggling student, in the friend who notices when someone is having a hard day, or in the collective care we show one another as a community. As we continue to learn from both Māori and Celtic wisdom, may we remain grounded in the values, stories, and traditions that have shaped our community. In the spaces between doing and resting, between speaking and listening, and between beginning and return, may we sense quiet protection and steady presence. Rev Dr Deborah Wilson Chaplain

ALUMNI

What happens when she wears the crown? Purpose helps determine what she does next. Perfect International Baccalaureate (IB) Diploma Programme score. International academic recognition. Service Prefect. IB Dux. By the time Madeleine Wilson (Year 13, 2025) graduated from Queen Margaret College, she had earned many of the highest honours available to a student. Yet what stands out most about Maddy's story is not the crowns she collected, but what she chose to do with them. Maddy's academic achievements placed her among the world's highest-performing students. She achieved a perfect score of 45 out of 45 in the International Baccalaureate Diploma Programme, a result attained by fewer than two percent of students globally. In 2025, her writing placed in the top 30 of 1,952 entries in the Horizon Academic Essay Prize, judged by scholars from Yale, Oxford, Cambridge and other leading universities. But while Maddy's achievements opened doors for her, she spent much of her time at QMC opening doors for others. A boarder, member of Voces Luce and later Service Prefect, she immersed herself in communities that asked her to contribute to something bigger than herself. Whether living and learning alongside other students in the boarding house, singing in the College's premier choir or leading service initiatives, she was drawn to opportunities that connected people and strengthened communities. Long before she became Service Prefect, Maddy was creating opportunities for others. As a Year 10 student, she launched Pack a Pencil Case, a project that delivered more than 100 stationery-filled pencil cases to low-decile schools and earned two mayoral awards. Her commitment to service continued throughout her years at QMC. She established and led Service Club for Years 5 and 6 and Queen of Hearts Service Club for students in Years 7-9, encouraging younger students to discover they could make a difference in the world right now. Her leadership style was hands-on and inclusive, creating opportunities for others to lead and embedding service into everyday school life.

In 2025, she helped raise more than $4,000 for a lifesaving AED in Thorndon, championed fundraising for Relay for Life, supported Wellington Free Ambulance fundraising and received a Civic Honour for Youth Services from the Mayor of Lower Hutt.

"I hope students can walk away knowing they can make a difference now, not just later." Today, Maddy is studying medicine at the University of Sydney, pairing her academic achievement with her passion for serving communities. Through boarding, Voces Luce, service and leadership, Maddy found communities where she belonged. In the process, she became the kind of person who uses her many gifts in service of others. Achievement opened doors. A strong sense of purpose is helping determine which ones she will walk through next.

COMMUNITY

A Sense of Purpose

INTERNATIONAL STUDENTS

COMMUNITY

Stronger Together:

Our International Whānau Choosing to study overseas is about far more than academics. At Queen Margaret College, creating a sense of belonging is at the heart of everything we do for our international students. Our international community continues to grow stronger and more vibrant. In 2026, we welcomed 55 international students from China, Cambodia, Japan, Korea, Thailand, Hong Kong, the United States and the United Kingdom, the highest number in our programme's history. Demand for places remains high, with waiting lists for both Queen Margaret House (QMH), our boarding house for Years 7–13, and Queen Margaret Residence (QMR), our boarding option for students in Years 12 and 13, where students develop greater independence and life skills in preparation for university and beyond. As an International Baccalaureate (IB) World School located in Wellington's safe and secure Embassy Quarter, QMC offers international families a unique combination of academic excellence, pastoral care and personal growth. This year, we strengthened our International Student Buddy Programme through additional coaching and development opportunities for buddies. New students are paired with a student buddy who helps them navigate life at QMC and settle into the school community. The programme supports new arrivals while creating leadership opportunities for more experienced students.

Alongside pastoral care, students receive academic and language support, with some making remarkable progress in English within a single term. Connection and cultural exchange remain an important part of international student life. International Student Morning Teas, lunches each term and the Cultural Performance Evening give students opportunities to celebrate their cultures, build friendships and share traditions with the wider school community. These experiences enrich both our international students and the broader QMC community. International students also embrace leadership opportunities across the school. Two international students, Nene Nadata (Japan) and Dahyeon Heo (Korea), were appointed to leadership positions this year. Nene is Glamis House Prefect, while Dahyeon serves as Student Co-Head of Boarding and International Student Ambassador. International students are also making their mark beyond the classroom. Dahyeon Heo (Korea) and Julianne Hojo (Japan) represented QMC as members of Voces Luce, travelling to Austria and the Czech Republic and helping the choir secure first equal place in the Treble Choir category at the prestigious Summa Cum Laude International Youth Music Festival in Vienna. International students come to QMC seeking opportunity, challenge and connection, while enriching our community with new perspectives, languages and cultural traditions. Together, they help create a globally minded QUEENDOM where students learn not only from their teachers, but from one another. Yiru Zhao Director of International Students

Redefining the International Student Experience From personal passion to pioneering research, Queen Margaret College’s International Director is challenging New Zealand schools to look past international student recruitment and truly deliver on the promise of pastoral care.

Her conclusion was clear: international students thrive when schools listen to their voices, integrate them into community life, and treat them not as outsiders but as teenagers with the same hopes and challenges as their peers.

In May, QMC’s International Director, Yiru Zhao, graduated with a Master of Education with First Class Honours after three years exploring a deceptively simple question: what is life really like for international secondary school students in New Zealand?

At QMC, Yiru has already translated her findings into action through professional staff development and increased awareness of cultural challenges.

New Zealand has long promoted itself as a world leader in pastoral care. Yet behind the glossy brochures and recruitment drives, Yiru wanted to know whether schools were truly delivering on those promises. Her master's thesis examined how New Zealand secondary schools support international students and whether that support matches the sector’s aspirations. From inspiration to inquiry The spark was personal. Her own experience as an international student in the UK has shaped her passion for international education. “I was 18, away from China for the first time, and my English wasn’t strong. What made the difference was staff who cared. That support shaped me. I wanted to bring that same level of care to students here.” At QMC, Yiru saw a gap in the national conversation. “In New Zealand we talk so much about recruiting international students, but less about how we support them once they arrive. I wanted to change that.” Bringing research into practice For her Master's thesis, Yiru analysed 170 Education Review Office reports from 2019–2024. Her findings were encouraging: most schools provide strong language support and opportunities for integration. Yet challenges remain, including inconsistent accommodation standards and transparency in reporting.

“Teachers work with these students every day. Equipping them with knowledge and cultural competency helps ensure our students feel understood and supported.” Integration as a guiding principle “Some schools create separate programmes for international students. I don’t believe in that. At QMC, we want our international students to experience everything our domestic students do. That’s how they build friendships, confidence, resilience and a true sense of belonging.” Yiru attributes QMC’s positive international student experience to strong academic support, broad opportunities and a welcoming atmosphere. “We engage them in the local community and pair them with a Kiwi buddy to help them settle in well. Our students are hardworking and friendly and our environment nurtures both excellence and a sense of sisterhood.” Looking ahead, Yiru believes schools can strengthen cultural competency among leaders and staff. “Awareness is key. International students bring richness to our communities, but we need to understand their challenges to support them fully.” Yiru’s achievement reflects the calibre of staff at QMC – reflective, research-informed, and committed to continuous learning. And it leaves schools with a challenge: if we pride ourselves on being world leaders in pastoral care, are we truly living up to that promise? The answer, her research suggests, lies not in recruitment numbers, but in listening, integrating, and caring deeply for every student who chooses to call New Zealand home.

COMMUNITY

Beyond the Brochure:

COMMUNITY

QUEEN MARGARET RESIDENCE

Learning to Leave the Nest What happens when boarding becomes the bridge between school and adulthood? The transition from school to adulthood can be one of the most exciting – and challenging – periods in a young person's life. In Years 12 and 13, students are navigating some of the most academically demanding years of their education while balancing leadership responsibilities, sporting commitments, cultural pursuits and decisions about their future. It is a time when independence matters, but support matters just as much. This thinking led to the opening of Queen Margaret Residence (QMR) in Term 1, 2026. The newest addition to QMC Boarding, QMR was designed specifically for senior students, bridging the gap between traditional boarding and independent living. It offers students the opportunity to take greater ownership of their daily lives while remaining supported by the care, guidance and sisterhood that have long defined boarding at QMC. Located in a beautifully restored character home on campus, QMR is home to just 18 students sharing nine bedrooms. Life feels less like a boarding house and more like a family home. Students cook meals together, bake for one another and their sports teams, manage their own laundry, contribute to shared responsibilities, and create routines that work for them. Through these everyday experiences, they develop confidence, self-reliance and the practical skills needed for life beyond school. Living alongside students from different year levels, cultures and countries also creates opportunities for growth. For many students, moving from Queen Margaret House (QMH), which caters for boarders in Years 7–13, to QMR means sharing a room for the first time after years of having a room of their own. Learning to live alongside another person in a shared space develops communication, respect, compromise and emotional intelligence – skills that will serve them well at university, in the workplace and throughout their lives. Students speak fondly about the friendships that have formed in QMR's smaller, home-like environment, built through shared meals, study sessions, grocery runs, card games, and everyday conversations. It is through these ordinary moments that a house becomes a home.

Unlike the more structured environment of Queen Margaret House, QMR provides greater flexibility and trust. Students are encouraged to manage their own schedules, study routines and device use, while still receiving guidance when they need it. Boarding staff work closely with deans and teachers to support students' academic progress and wellbeing, while a dedicated tutor provides additional academic support. The result is a balance of freedom, responsibility and guidance that helps students build confidence without losing sight of their goals. Leadership and personal development sit at the heart of the experience. Students are encouraged to take ownership of their choices, learn from challenges and develop the self-awareness needed to balance competing commitments. In many ways, QMR becomes a bridge between school and adulthood – a place where students can develop independence and a stronger sense of self while still benefiting from structure, encouragement and support. Reflecting on her transition from Queen Margaret House to QMR, Year 13 student and Co-Head of Boarding Willa Burnett describes it as a chance to apply the skills she developed through boarding in a "more independent and trust-oriented atmosphere". While QMR offers a different experience to Queen Margaret House, the two remain firmly connected. Students at QMR continue to share in the traditions, celebrations and special events that are such an important part of QMC Boarding, including the annual Etiquette Dinner, Mid-Winter Christmas Dinner and other community events throughout the year. Together, QMR and Queen Margaret House create a progressive boarding pathway that supports students at different stages of their journey. Rather than expecting students to leap straight from school into adulthood, they offer a place where students can gradually take off the training wheels – developing the confidence, leadership skills and independence to thrive at university and beyond.

Moving to QMR this year was a big and necessary jump, which helped me apply the life skills I learned at Queen Margaret House in a more independent and trust-oriented atmosphere. – Willa Burnett, Year 13 and Co-Head of Boarding

As Co-Head of Boarding, I assist with boarding events and help maintain open communication between boarding staff and students. A key part of my role is listening to students' concerns and ensuring that both staff and students understand each other's perspectives." – Dahyeon Heo, International Student Ambassador and Co-Head of Boarding

QMC Boarding: More Choice, More Opportunity As Wellington's only girls boarding school, QMC offers students a unique opportunity to learn, grow and belong within a supportive community in the heart of the capital. Today, QMC Boarding includes both Queen Margaret House (QMH) for students in Years 7–13 and Queen Margaret Residence (QMR) for senior students in Years 12 and 13, creating a progressive boarding pathway that evolves with students as they grow. Families choose boarding at QMC for many reasons. For some, it provides access to opportunities that may not be available close to home. For others, it reduces long commutes, supports demanding academic or sporting schedules, or offers a home-away-from-home when parents are living or working overseas. What many families discover is that the greatest benefit is personal growth. Through boarding, students develop independence, confidence, resilience and lifelong friendships while being supported by an experienced team that knows them well. With flexible options including full-time and senior boarding, as well as short-term boarding when space allows, QMC Boarding offers a range of pathways for students and families. Through boarding, students develop academically, socially and personally while making the most of everything Wellington and Queen Margaret College have to offer.

Demi Johnston (Year 13), Molly Hall, Assistant Boarding Manager, Freja Nilsson (Year 12)

27 COMMUNITY

For me, boarding has been an important rite of passage that has taught me how to be an independent young woman. Before coming to boarding, I was terrified of leaving home, but I knew it would help me grow.

COMMUNITY

ALUMNI

What happens when someone sees the best in a young person? They begin to see it too. Long before she was singing to packed stadiums, Queen Margaret College alumna Ella Monnery was known for her voice. Named after jazz legend Ella Fitzgerald, she sang at school assemblies, won talent shows and threw herself into singing lessons, musicals, choirs and House Music, where she could be, in her own words, "loud, unapologetically just myself". Then, at 16, she stopped. Putting herself forward no longer felt easy. Embarrassed about standing out, Ella quietly stepped away from singing. At QMC, that change didn't go unnoticed. One of the first people to act was much-loved Deputy Principal Miss Milada Pivac. Ella still remembers the day Miss Pivac pulled her into her office. "Don't stop singing, puppy," she said. "You need to get out there and start singing again." Head of Arts Tim Jenkin created opportunities for Ella, including putting her forward to perform alongside a professional musical theatre performer. "Mr Jenkin was always encouraging me," Ella recalls. "Even our chaplain, Mr Edgecomb, would ask, 'Can you sing a song in Chapel today?'"

"People around me saw the best in me and wanted me to do well," says Ella. "When that encouragement is constant, you take note of it. I started to ask myself: Maybe they are right? Maybe I am good. Maybe I should keep going." She did. After graduating from QMC in 2014 and completing a Bachelor of Applied Arts at Whitireia, Ella has built a career as a professional performer. Known for her powerhouse vocals, she has sung the National Anthem at All Blacks fixtures, reached the semi-finals of The Voice Australia, toured internationally with Synthony in Singapore, Mexico, Greece and the Netherlands, and performed at major music festivals including Rhythm and Vines and Homegrown. Having built a career performing alongside other artists, Ella has stepped further into the spotlight as a solo artist. Last year, she released her debut EP, Me, Myself and I. The title track encourages listeners to be unapologetically themselves and not let anyone or anything hold them back. Asked what advice she would give her younger self, her answer was immediate: "Don't give up. Just keep going." The words echo the encouragement she received from Miss Pivac and others who refused to let her walk away from herself. Sometimes the most important thing a community can do is remind someone who they are until they can see it for themselves again.

Ella Monnery with Deputy Principal – Learning and Teaching, Holly Payne and Fundraising and Alumni Manager, Kim Verry

Watch It Happen in

LEARNING

The World as Our Classroom During the April school holidays, Year 10–13 students and staff took part in international exchanges and educational trips, returning with new perspectives, stronger language skills and unforgettable memories. Here are some of their highlights.

TOKYO, JAPAN Language From day two, students were immersed in Japanese language and culture, staying with host families from our sister school, St Margaret's College. Everyday activities such as shopping, ordering food and making purchases became valuable opportunities to practise Japanese in real-world situations. Culture Students attended school every second day and explored Tokyo on alternate days. They learned to navigate the train system alongside their host sisters and explored the colourful Harajuku area and the historical Meiji shrine. Building relationships with host sisters was not always easy, with body language often filling the gaps when words fell short. By the end of the trip, however, strong bonds had formed, leading to heartfelt farewells and promises to stay in touch.

required courage, flexibility and maturity. The experience prompted meaningful personal growth and a deeper cultural awareness. Surprises Students were intrigued by families sharing bath water, the silence of pedestrian crossings and the enthusiasm they received for even simple Japanese phrases. They were also struck by the warmth and curiosity of their Japanese peers. Experiences shared by Jacinta McKenzie, Japanese Teacher

Reflections and learning Communicating in a second language, adapting to unfamiliar customs and living with a new family QMC students with their host sisters at St Margaret's College

BEIJING, CHINA Language We stayed with host families, which allowed us to practise our language skills in a day-to-day environment and experience aspects of Beijing that we would not otherwise have had the opportunity to explore. Culture We visited locations including the Great Wall and the Forbidden City, explored local supermarkets, bartered in local shops and commuted to school, giving us insights into daily life that tourists rarely experience.

Another standout moment was our visit to the New Zealand Embassy, where we learnt more about diplomacy, the New Zealand–China relationship and the importance of language learning. Surprises BNDS had a running track the size of Newtown Park, eight floors, a convenience store, a canteen and two cafés. Sampling Oreo flavours, including matcha and fig, and morning hot chocolates soon became favourites. Experiences shared by Meredith Williams (Year 12)

Reflections and learning We spent four and a half days at Beijing National Day School (BNDS), where our buddies took us to classes and made us feel at home among more than 4,600 students. My personal highlight was attending AP Music Theory and singing with the school choir, Forte. BNDS organised a New Zealand Culture Day, where we performed Tika Tonu and the school haka. Learning Chinese calligraphy at Beijing National Day School (BNDS)

Language By staying with local families, spending time in French classes and exploring the islands, we grew our French language skills and our appreciation for the beauty of other cultures. Culture It was fascinating to compare the similarities and differences between Māori and Tahitian cultures, both rich in identity yet unique in many ways. Spending time with our host families and seeing the island through their eyes was a highlight. We tried local dishes as well as French cuisine, experienced new customs and traditions, and visited sacred sites whilst developing our French.

Surprises We enjoyed spending a morning at Le Lycée Samuel Raapoto, where we met students our own age and built friendships across the distance. For our final two days, we visited Mo’orea, where we swam alongside rays and sharks in their natural habitat and experienced some of the most spectacular scenery of the trip. Experiences shared by Isabella Kerr, Senali Vasanthathilake, Gwynneth Goodwin (Year 12)

Reflections and learning We explored the environmental issues Tahitians are facing due to climate change. We attended a workshop focused on protecting and restoring coral reefs. We each adopted baby corals, which we farewelled with a karakia before they were replanted in their natural environment. Learning a traditional Tahition dance

CONCÓN, CHILE Language This exchange allowed us to improve our Spanish. We immersed ourselves fully in the language, speaking Spanish at our sister school, St Margaret’s British School for Girls, and with our host families and sisters. It was interesting to experience different dialects and discover how some Chilean words differ from the Spanish we learn at school. Culture While staying in Chile, we were exposed to a very different culture. The hospitality we experienced was overwhelming, with host families and students at St Margaret’s eager to get to know us. We also visited Santiago, Pomaire and Valparaíso, experiencing different facets of Chilean culture and trying traditional Chilean foods. Reflections and learning School was fascinating, with opportunities to try subjects including art, drama, music, history and science. For CAS (Creativity, Activity and Service), we volunteered at day cares and rest homes, allowing us to connect with locals and give back.

Surprises We had to get used to the Chilean way of greeting each other, which is generally more affectionate. We also adjusted to different mealtimes, with lunch around 2pm–3pm and dinner often between 10pm–11pm. Experiences shared by Danielle O'Donovan, Naimah Leahy and Evie Ramanathan (Year 11); Gwen Railton, Beth Lekalake-Wood, Mitzi Robertson, AJ Hogg, Viola Bland and Mackenzie Rodger (Year 12); and Kathleen (Katy) Mannion (Year 13).

Traditional pottery making in the village of Pomaire

LEARNING

TAHITI, FRENCH POLYNESIA

LEARNING

Opening Doors to Opportunity Top Results, Scholarships and Global Offers What happens when academic excellence creates opportunity? Confident young women pursue futures as diverse as they are. Academic excellence Outstanding academic results are continuing to open doors for Queen Margaret College graduates, both in New Zealand and around the world. In 2025, QMC students again achieved exceptional outcomes across the International Baccalaureate (IB) Diploma and the National Certificate of Educational Achievement (NCEA) pathways. IB Diploma students achieved an average score of 34 points, significantly higher than the global average of 29.3, while 20% of the cohort achieved 40 points or more, placing them among the top 10% of IB students worldwide. Madeleine Wilson achieved a perfect score of 45, earned by fewer than two percent of students globally, while Misia Hosie achieved an outstanding 44 points. Three students also earned bilingual diplomas. Across NCEA Levels 1–3, students achieved a 97% pass rate, alongside outstanding Merit and Excellence endorsement rates, including 88% of Level 2 students achieving Merit or Excellence. Opportunities ahead The impact of these results can be seen in the breadth of opportunities being pursued by our graduates of 2025. They are embarking on studies in medicine, law, engineering, veterinary science, international relations and commerce, while others are pursuing specialist pathways in professional dance, speech pathology, digital product design,

agribusiness, forestry science and midwifery. From medicine at the University of Sydney and physics at California's Harvey Mudd College to NCAA Division I football in the United States and professional dance training in Melbourne, QMC's 2025 graduates are pursuing futures aligned with their talents, interests and ambitions. In recent years, QMC graduates have earned places at some of the world's most prestigious universities and specialist institutions, including Harvard, Cambridge, Oxford, the London School of Economics and leading international music, dance and design schools. These successes reflect a consistent pattern: students who know their strengths, pursue their interests, and have the academic foundations to achieve their goals. In 2025, 44% of Year 13 received offers of domestic scholarships with a combined value of more than $647,000. A further 7% were offered international scholarships with a combined value of more than $3.7 million. In total, our 2025 graduates received scholarship offers in excess of $4.3 million. University recruiters valued our students' intellectual curiosity, well-roundedness, strong service ethic and community-minded approach. QMC's reputation for producing excellent graduates continues to be recognised nationally. This year, Crimson Education ranked Queen Margaret College eighth in New Zealand and the only school outside Auckland to place in the national top 10, based on academic performance, leadership, extracurricular opportunities, access and diversity. More than results QMC nurtures young women to become their best selves, whether in laboratories, creative studios, sporting arenas or global leadership roles. The outstanding results achieved by our 2025 graduates are impressive in themselves, but their greatest significance lies in the possibilities they have created.

Audrey Kung, now studying Physics at Harvey Mudd College, California, USA

The future rarely follows a single pathway. At Queen Margaret College, Year 11 is designed as a foundation year that prepares students for a range of academic, professional and personal possibilities. As New Zealand's qualifications landscape evolves, QMC has developed the Foundations for Futures Award, launching next year. While aligned with the Government's new foundational qualification, the award reflects the College's belief that students need both depth and breadth of learning, alongside the skills and dispositions required for success beyond school. Students continue to build strong foundations in English, Mathematics and Science while also pursuing subjects that reflect their interests, strengths and aspirations. Alongside these choices, all students participate in future-ready courses including Life Literacy, Future Leaders and Health, and Future Thinkers, designed to develop critical thinking, financial literacy, leadership and wellbeing. A distinctive feature of the programme are the semester courses, providing students with opportunities to explore emerging interests and real-world contexts. Course options for 2027 include Engineering Solutions; Journalism, Film and Production Technology; Politics, Trade and International Relations; Outdoors for the Soul; Creative Technologies; and Enterprise & Innovation.

Students taking part in Outdoors for the Soul

The year culminates in the Change Maker Project, an individual inquiry in which students investigate a real-world issue, understand it within a broader system, design a solution and take action to create positive change. Through research, reflection and problem-solving, students move beyond learning about challenges to actively contributing towards solutions. "The Foundations for Futures Award reflects our commitment to developing critical thinkers, effective communicators, collaborative learners and courageous leaders. Through opportunities such as the Change Maker Project, students will learn to think critically, understand complex systems and apply their learning to real-world challenges," says Holly Payne, Deputy Principal – Learning and Teaching. Whether students choose the International Baccalaureate Diploma Programme or New Zealand's senior secondary qualifications, the Foundations for Futures Award is designed to prepare them for the opportunities, challenges and responsibilities that lie ahead.

"We are preparing students for life, not just a career." Holly Payne Deputy Principal – Learning and Teaching

LEARNING

Foundations for the Future

LEARNING

STUDENT OPINION

Why 'Free' AI

Is the Most Expensive Product You’ll Ever Use Imagine a world where our minds are monetised by AI companies. Instead of just paying monthly rent, you also must pay for lifelong subscriptions. Every time you think to yourself, “It is okay, AI can do it,” your critical thinking degrades a step. That is, until you become fully reliant on it. It is 2050, AI is a necessity, you are too far down the rabbit hole. A humanoid approaches you at an AI centre, where you pay weekly. She monotonously speaks, “That will only come to a total of $1,050.99 a week.” This dystopian ledger is not just about the $1,050.99 leaving your bank account; it is about the compounded interest of a life surrendered to "free" convenience. When we do not pay with a credit card, we pay with the very architecture of our autonomy. AI models of today are loss leaders designed to cultivate a psychological and systemic dependency. Do not get it confused as a gift. By the time the bill arrives in 2050, we will realize that "free" was simply a down payment on the most expensive product we have ever used: ourselves. As an avid learner living in the 21st century, perpetually writing assignment after assignment, it feels like I must open my work with, “My name is Samantha, and I am human”. Although my English teacher advised us to “present a vision of the future,” this is not a sci-fi prompt, it is our current reality. In fact, she will likely check the AI-generated percentage of this very sentence before she even finishes the paragraph. While plagiarism has always been a scholastic sin, passing off ChatGPT’s output as one’s own is more than an ethical lapse; it is the scheduled cognitive decline of an entire generation. For instance, the Higher Education Policy Institute found that the proportion of students using generative AI tools such as ChatGPT for assessments

jumped from 53% in 2024 to 88%in 2025 (Student Generative AI Survey 2025 – HEPI, 2025). We are currently living in the “Golden Age” of free AI, but in economics, there is no such thing as a free lunch – only a lunch where you are the main course. So why are we still biting the hook? The term “free” is never free, it is a tactic companies use to fool us. In the 1970s, Nestlé created a scandal, giving free formula to mothers in developing nations (Dobbing, 1988). It is pure evil as Nestlé knew that by the time the "samples" ran out, the mothers' natural breast milk will have dried up, leaving them physically and financially dependent on a product they could not afford (Dobbing, 1988). Today’s AI models follow this same predatory logic. We are being handed "free" cognitive samples like ChatGPT for our essays, Copilot for our code. But this “free” act will continue precisely long enough for our own mental "milk" to dry up. This dependency creates a ‘race to the bottom’ for the entire community. When 88% of students use generative tools, "free" AI effectively raises the rent for everyone else. It warps the expectations of teachers, who now view polished, AI-assisted work as the baseline, making the raw, human effort of honest peers look subpar. How sad is it that we are no longer a room of thinkers, but a room of prompt engineers? If my friends outsource their conversations and my study groups outsource their notes, our collective ‘community brain’ atrophies. Now, the world is in despair. AI companies are becoming a monopoly, a control no one asked for. But who is to blame? Who was it that felt lazy and used AI? All of us. But this also means that every single one of us will feel the impacts. The deeper message must be that when the free trials vanish, and the weekly subscriptions of 2050 arrive, we will not be paying for a luxury; we will be paying a ransom for the basic cognitive functions we surrendered. Now let’s travel again to 2050, what would that version of you ask you to do now? Make a change before that image becomes reality. In this way, I am like Cooper, instructing Murph on how to save the world. But this is not the world of the movie Interstellar, it is reality. Wake up. Samantha Xu, Year 11 References: Dobbing, J. (1988). Infant Feeding. In Springer eBooks. Springer Nature. https://doi.org/10.1007/978-1-4471-1618-9 Student Generative AI Survey 2025 - HEPI. (2025, August 27). HEPI. https://www.hepi.ac.uk/reports/student-generative-aisurvey-2025/

STAFF OPINION

Critical thinking isn't a skill we possess and occasionally dust off when needed. It's a deliberate choice. In its simplest form, critical thinking is the ability to question, evaluate and make sense of information rather than passively consume it. More than that, it is a disposition: a way of thinking, behaving and engaging with the world that values curiosity, evidence, persistence and a willingness to challenge our own assumptions. That ability has never mattered more. Our students are already navigating a world saturated with information, misinformation, algorithms and artificial intelligence. In New Zealand and Australia, concerns are growing about the impact of technology on young people's attention, learning and ability to think independently. Data from the OECD's Programme for International Student Assessment (PISA) found New Zealand students were spending 5–7 hours a day on screens as early as 2022, and screen use has continued to rise since. The question before us is not whether critical thinking matters, but how urgently and intentionally we are embedding it into learning right now. At Queen Margaret College, the challenge is not choosing between academic excellence and digital fluency. Our Strategic Plan 2025–2028: Watch It Happen calls on us to develop both. We want students to become critical and analytical thinkers while also being ethical, responsible and engaged digital citizens who use technology thoughtfully to create, innovate and solve problems.

Particularly with AI, we know the risk is that technology can reduce critical thinking, problemsolving and creativity. Yet digital technologies also offer extraordinary opportunities. The challenge before us is holding both truths at once: embracing AI as a powerful learning tool while fiercely protecting the space for independent, critical and human thought. Critical thinking is not waiting in the future for us to catch up. It is already being tested in the feeds our students scroll, the claims they encounter and the decisions they make every day. This is not a future goal. It is a present responsibility. If we want young people who can navigate uncertainty, challenge assumptions, evaluate evidence and contribute thoughtfully to the world around them, we cannot leave critical thinking to chance. We must teach it deliberately, model it consistently and value it explicitly. Because critical thinking is the literacy that outlasts every technology, every trend and every change. Holly Payne Deputy Principal – Learning & Teaching

This work is not new. Through Theory of Knowledge, our Future Thinkers programme and the ongoing refinement of curriculum, assessment and teaching practice, we have spent years building students' capacity to question assumptions, evaluate evidence and justify their thinking. What has changed is our sense of urgency.

What do you think? Read both perspectives, weigh up the ideas and decide where you stand. Scan the QR Code to share your thoughts.

LEARNING

Thinking in the Age of AI

LEARNING

QMC Academy Online

Reimagining How Learning Happens As part of its Strategic Plan 2025– 2028: Watch It Happen, Queen Margaret College is continuing to explore new ways to make learning more flexible, engaging and accessible. One of the latest developments is QMC Academy Online – a new digital learning pathway designed to bring together innovation, flexibility and academic excellence. Developed by QMC, the Academy combines the freedom of online learning with the high standards, personalised support and meaningful learning experiences that define a QMC education. Designed to spark curiosity, inspire learning and build academic capability, QMC Academy Online will offer a carefully curated range of bespoke, curriculum-aligned courses. As the Academy evolves, it has the potential to become a dynamic digital learning hub, extending opportunities for students to learn, connect and grow beyond the traditional classroom. Earlier this year, students in Years 6–8 took part in the Academy's first pilot programme, Maths: The Theme Park Edition. Delivered online by QMC mathematics teacher Danielle Kunetz, the three-day course challenged students to apply numeracy skills in creative, real-world contexts by designing and operating their own theme parks.

The pilot blended teacher-led learning, collaborative breakout sessions and independent project work. Senior QMC students also played an important role as mentors, supporting discussions, encouraging problem-solving and helping younger learners build confidence. Feedback from students and families was overwhelmingly positive. Students particularly enjoyed the collaborative breakout rooms and the opportunity to apply Mathematics in practical and imaginative ways. One senior student mentor reflected afterwards:

"This Academy Online idea is so amazing. Everything was so well organised, and it makes me wish I had an opportunity like this when I was their age."

While the maths course was a success in its own right, it also marked something bigger: the beginning of QMC Academy Online. Reflecting the College's commitment to future-ready learning, the Academy creates opportunities to extend learning beyond the school day, beyond school terms and beyond the physical campus. Through initiatives like this, QMC is continuing to build learning experiences that are engaging, flexible and accessible – ensuring students can learn anytime, anywhere.

STUDENT CREATIVE WRITING – POETRY

37 LEARNING

haere rā, toroa

sunset, and the purpling sky hangs soft above the bay each tip of grass is dipped in gold last remnants of the day a gentle wind crests the cliff-face white feathers drift through the air and, on the outcrop, there stands a bird plumage glowing in sun-glare she’s only eight months old, and yet (her grey tufts give it away) along with all the rest, she must venture out into the spray 1 9 0 0 0 0 k i l o m e t r e she has to fly, before she can come back the proud curve of her neck betrays no fear and her beak gives an echoing clack ungainly, she waddles towards the edge behind her, a cacophony of birdcall looking down at the outgoing tide, she pauses …she stops, seeming to stall

she turns her head, I trace her gaze back towards the windswept plain her bright black eyes look dimmer now dulled with something, perhaps, like… pain it’s wrong to anthropomorphise an animal, I know but her faltering wings seem to whisper ‘I am afraid to go’ her colony, her family everything she has ever known she has to leave it all behind and strike out, all alone rousing herself, she stretches her wings burnished gold in setting sky her beak turns to face the sea she gives a screeching cry slapping her feet against the rock running, squawking a last goodbye she launches into the darkening air she is ready to f l and I can’t help but wonder at how we are the same someday I too will have to go I just hope I can be as brave Juliet Grotrian, Year 12

LEARNING

Service Learning: A Thread Through the Years In an International Baccalaureate (IB) World School, service is more than a programme requirement. From the Primary Years Programme (PYP), through the Middle Years Programme (MYP) and into the International Baccalaureate Diploma Programme (IBDP), service is woven through students' learning. This continuity transforms isolated acts of giving into sustained, outward-facing learning that shapes both communities and student identities.

Case Study 1: Matilda Devers, Myra Bhavin and Chloe Wang Through the Year 6 PYP Exhibition at the end of 2025, Matilda Devers, Myra Bhavin and Chloe Wang investigated climate action. Identifying food waste within their school environment, they designed and implemented the school's first worm farm, using staff food scraps to reduce waste and enrich soil systems. The project moved beyond awareness and into action. Importantly, the worm farm continues to operate today. Here, service becomes systems change, with young learners recognising that their actions can have lasting environmental impact.

Case Study 2: Meredith Williams

Case Study 3: Diya Cao

As an IBDP student, Meredith Williams has returned to work with Arohata Women's Prison through CAS (Creativity, Activity, Service). This builds on a commitment that began through her Year 10 MYP Kaupapa Hapori Community Project in 2024. Exploring the prison library as a site of connection, learning and rehabilitation, what began as a project has evolved into a meaningful encounter with issues of justice, equity and access. The experience has challenged assumptions and shifted Meredith's understanding of service from helping others to engaging with communities in more respectful and reciprocal ways. "Good service learning is doing something you are passionate about, while listening to others and putting their needs above yours," Meredith reflected. Meredith's commitment was recognised with a Manaaki award from the prison, acknowledging her work in a community often forgotten.

Year 12 IBDP student Diya Cao is revisiting and extending service work she first began as part of her MYP Kaupapa Hapori Community Project two years ago. The project addressed challenges faced by new students entering QMC Boarding. As an international boarder from China, Diya drew on her own experience to create a guidebook supporting transition and belonging. Recognising the needs of international students, she later had the guide translated into Korean, Japanese and Chinese. She is further developing the resource this year through CAS to respond to changing student needs. Diya's work demonstrates that meaningful impact does not always require large-scale change, but can begin with thoughtful, student-led insight.

Across these examples, the same thread is visible. Service learning develops from action to understanding and, over time, becomes part of how students choose to engage with the world. Camille Le Prou MYP Coordinator

INTERDISCIPLINARY LEARNING

What happens when students learn to connect ideas across disciplines? They discover that the world's most complex problems rarely have just one answer. Climate change, sustainable design, public health and technological innovation all require people who can connect ideas, think creatively and apply knowledge in new contexts. At Queen Margaret College, that belief sits at the heart of interdisciplinary learning in the IB Middle Years Programme. Across Years 7–10, students experience interdisciplinary units that bring multiple learning areas together. Mathematics is combined with Individuals and Societies to explore connections between people, place and time through maps, data and orienteering on Wellington's waterfront. Performing Arts is paired with Language Acquisition to investigate language as a living art form, while English and Physical and Health Education come together in Next Goal Wins, where students explore communication through movement, storytelling and film. "Real-world challenges rarely arrive neatly packaged as a single subject," says MYP Coordinator Camille Le Prou. "Interdisciplinary learning helps students integrate knowledge, ideas and concepts across subjects, make connections and apply their learning to authentic problems. This deepens their understanding and enables insights and solutions that would not have been possible through a single discipline."

One example of this approach is the Year 9 Energy Efficient Wharenui unit, which combines Design and Science. Inspired by Tūhoe iwi and the environment surrounding Lake Waikaremoana, students build and test sustainable 1:50 scale Department of Conservation hut models, applying concepts such as heat transfer, insulation and renewable energy while exploring indigenous knowledge systems and environmental stewardship. Reflecting on the project, Year 10 student Isobel Grace described how the experience connected classroom learning with real-world problem-solving. "Science and technology combined to make me learn about heat transfer and the different materials in the hut that impact energy use. The use of natural resources like wool, bark and harakeke acted as a natural insulator." Through collaboration, creativity and real-world problem-solving, students learn that meaningful solutions often emerge where disciplines overlap. In a future where innovation increasingly happens at the intersection of ideas, learning how to make connections may be one of the most valuable skills students develop.

LEARNING

Where Ideas Connect

LEARNING

DUKE OF EDINBURGH

Building Skills for Life What happens when service, commitment and adventure become a way of life? Some of the most valuable learning happens beyond the classroom. Through the Duke of Edinburgh's Hillary Award, QMC students challenge themselves to try new things, serve their communities, build resilience and discover what they are capable of achieving. Along the way, they develop the confidence, character and life skills that will stay with them long after they leave school.

Adventure remains a defining feature of the Award. This year, Bronze participants completed tramps in the Tararua Ranges, while Silver and Gold students undertook expeditions to Abel Tasman National Park and the Heaphy Track. These experiences foster teamwork, resilience and self-reliance while creating lasting memories and a deeper appreciation for the natural environment.

The impact of the programme is reflected in the achievement of eight members of Year 13 in 2025 who completed the prestigious Gold Award: Anya Birmingham, Alexi Dykes, Misia Hosie, Yasmin Ramanathan, Greer Wilson, Madeleine Wilson, Laura Withell and Iley Nunns. Reaching Gold requires dedication over several years and represents the highest level of the programme – a significant achievement for students balancing school, service, leadership and personal development.

The success of the programme is supported by dedicated staff, including Adrian Hardy, Camille Le Prou, Coralie Morrison and Mike Lockwood, who generously share their time and expertise to guide students on their Award journeys.

Their success highlights the continued growth of the Award at QMC. In 2026, 120 students are participating in the programme, with 61 working towards Bronze, 36 towards Silver and an impressive 23 students currently on the Gold pathway. Each level requires sustained commitment across voluntary service, skill development, physical recreation and adventurous journeys, encouraging students to pursue growth in every aspect of their lives.

As participation in the programme continues to grow, the Duke of Edinburgh's Hillary Award remains a powerful reminder that education is about more than academic success. Through service, challenge and adventure, QMC students develop the confidence, character and sense of purpose to make a meaningful contribution wherever life takes them. Shon MacLeod Duke of Edinburgh Award Leader

Watch It Happen in

SPORT

S P O RT

Forged on the Fairways Great sporting achievements are rarely built in a single season. They are built through example, ambition and athletes who raise the standard for everyone around them. Last year, QMC celebrated a breakthrough season for golf. Twelve months on, that success has continued to grow, with talented QMC golfers achieving remarkable results at regional, national and international level. Leading that success, Elise Barber (Year 9), Amy Yu (Year 9) and Ally Yu (Year 7) have achieved a remarkable collection of results that have elevated both their own sporting journeys and the profile of the sport within the school. For Elise Barber, the past year has been marked by a series of standout performances. Still only in Year 9, she was selected by Golf New Zealand as part of a small, elite team to compete at the Ciputra Golfpreneur Junior World Championship in Indonesia. She claimed a bronze medal for the third-lowest score among competing players under 15 and finished 11th overall. Earlier in the year, Elise won the 100th Wairarapa Open against an adult field and earned selection for the prestigious Women's Amateur Asia-Pacific Championship. At just 13 years old, she was the youngest competitor in the tournament's 84-player field. Alongside Elise, Amy Yu continues to build an impressive record of success. In 2025, she claimed the World Star Junior Golf Championship title in

Las Vegas, USA, showcasing her talent on the international stage. More recently, she finished runner-up at the 100th Wairarapa Open against an adult field before winning the Under-16 Girls division at the South Island Age Group Championship as a 13-year-old. Amy's younger sister, Ally Yu, is already building an impressive golfing résumé of her own. Earlier this year, she represented Wellington at the Marton Quad Tournament, helping the team secure the trophy, before joining Amy in Royal Wellington's successful Women's Lansdowne Trophy campaign, the highestlevel women's interclub competition. Together, the sisters embody the values behind achievement: commitment, perseverance and mutual support. Elise, Amy and Ally have also enjoyed success as a team. Together, they won the College Sport Wellington Golf Championships in both 2025 and 2026. This year, Elise recorded the top girls' gross score, while the trio helped Queen Margaret College successfully defend the National Provident Fund Trophy. Their victory secured qualification for the New Zealand Secondary Schools Golf Final in Christchurch later this year. As the old saying goes, iron sharpens iron. The presence of talented athletes challenges those around them to improve. That is the legacy being created by Elise, Amy and Ally. Through their performances, they have helped raise the profile of golf at QMC and redefine what is possible for young golfers. As important as any trophy or title is the pathway they are creating for those who follow.

Amy and Ally Yu with the 2026 College Sport Wellington National Provident Fund Trophy, and Elise Barber with the Girls' Best Gross Cup

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A Season of Speed, Strength and Success The rowing programme continues to go from strength to strength, delivering outstanding results throughout the 2026 season. At the prestigious Maadi Cup regatta in Twizel, Queen Margaret College rowers once again demonstrated their ability to compete with the very best crews in New Zealand. A squad of 23 athletes represented QMC at the national championships, qualifying an impressive six crews for A Finals and a further four crews for B Finals. With A Finals contested by the top crews in the country and B Finals by those ranked immediately below them, these results reflect the strong depth and competitiveness of the programme.

From national medals and representative honours to strong performances across multiple crews, the 2026 season showcased both the strength and depth of the QMC rowing programme. Behind every result lies countless hours of training, commitment and support. The achievements of this season reflect the dedication of the athletes, the leadership of Rowing Director Matt Kavanagh, the expertise of the coaching and management team, and the invaluable contribution of the parent volunteers who help make the programme possible.

Among the highlights was the performance of Zara Magasiva (Year 13) and Alma Steinfeld (Year 12), who claimed a silver medal in the Girls' Under-18 Double Sculls A Final. The regatta also saw QMC crews achieve two additional top-five placings in A Finals and three top-two placings in B Finals, reinforcing the school's reputation as a consistent performer on the national stage. The success of the season extended beyond Maadi Cup. Following a standout year, Alma Steinfeld was invited to trial for the North Island Under-18 rowing team. Her successful selection saw her compete for the North Island in an inter-island regatta, a significant achievement that highlights both her individual talent and the strength of the QMC rowing programme. Silver medal winners Zara Magasiva and Alma Steinfeld with their Coach Oliver Fahey

S P O RT

International Sporting Success Talent, determination and hard work are taking QMC students to the world stage. Here we celebrate six of the many young QMC women making their mark nationally and internationally.

Lucy Trenberth A Double Fern Across Two Sports Lucy Trenberth (Year 13), QMC's Sports Prefect, has achieved the rare distinction of representing New Zealand in both football and netball. In 2025, she was selected for the New Zealand Secondary Schools Netball Squad and was also named a finalist for the College Sport Wellington All Rounder of the Year Award and a nominee for Netball Player of the Year. Her success continued in 2026 when she captained the New Zealand Secondary Schools Girls Football Team on an international tour to Thailand, representing her country against overseas opposition. The same year, she also captained the QMC futsal team to a national championship title. A talented footballer, futsal player and netballer, Lucy's dual international representation as a 'double fern' athlete reflects remarkable versatility, leadership and commitment across two sporting codes.

Nahala Toeleiu Rising Through the International Ranks Nahala Toeleiu (Year 12) has rapidly established herself as one of New Zealand's most exciting young basketball talents. A multiple-time New Zealand representative, she competed at the 2025 FIBA U16 Women's Asia Cup Division A and progressed into the New Zealand U17 programme. Ahead of the 2026 FIBA U17 Women's Basketball World Cup in Czechia, Nahala travelled to China with the New Zealand team for international preparation matches against elite opposition. At home, she became the youngest player in the Tokomanawa Queens professional women’s basketball team in 2025 and was named that year’s College Sport Wellington Basketball Player, recognising her outstanding performances and potential.

Katie Pugh A Junior Football Fern on the World Stage Selected for New Zealand's squad at the 2025 FIFA U-17 Women's World Cup in Morocco, QMC student and boarder Katie Pugh (Year 13) earned the opportunity to compete against some of the world's most talented young footballers. Representing New Zealand against nations including Japan, Paraguay and Zambia, she performed on football's biggest youth stage. One of the highlights of the tournament came when Katie scored New Zealand's goal against South American champions Paraguay. Through the Wellington Phoenix Academy pathway, Katie has developed into one of New Zealand's leading young players. Beyond football, she also helped QMC secure their first national futsal championship title in 2026 and earned tournament MVP honours as top goal scorer.

45 S P O RT

Annie McKirdy A Double Fern on the International Stage Annie McKirdy (Year 13) has established herself as a remarkable multi-sport athlete, earning New Zealand representation in both handball and indoor cricket. In 2025, she was selected for the New Zealand Junior Handball Team and competed at the IHF Trophy Oceania Youth and Junior Women's Championship in Rarotonga. Her international success continued in 2026 when she represented the Aotearoa U20 Handball Team in a Trans-Tasman series victory over Australia. Adding to her achievements, Annie was also selected for the New Zealand Under-18 Indoor Cricket Team to represent her country at the 2026 Junior World Series in Pretoria, South Africa. As a 'double fern' athlete, she exemplifies excellence across multiple sporting arenas.

Ava Baddeley Competing Among the Best in the World Ava Baddeley (Year 13 in 2025) concluded her time at QMC as one of New Zealand's leading young gymnasts. In 2025, as a member of the National Artistic Gymnastics Squad, she represented New Zealand at the Senior Women's World Challenge Cups in Paris, France, and Szombathely, Hungary, competing against Olympians and world champions. Ava achieved a top-20 finish in Hungary and a top-30 finish in Paris before dominating the 2025 Central Region Championships, winning all-round titles on vault and floor and finishing runner-up on bars. Her achievements earned her the 2025 College Sport Wellington's Supreme Sportsperson of the Year award and selection for further international competition in Europe.

Bella Vaaitoa Netball, Leadership and Cultural Connection Bella Vaaitoa (Year 12) earned selection for the Aotearoa Māori Secondary Schools Netball Team in 2025, joining some of New Zealand's most talented young Māori netballers. As part of the team, Bella travelled to Sydney for an international tournament featuring leading Indigenous and Pacific teams, including representatives from Tonga, Samoa, NSW Māori and All Nations U21. The experience combined highperformance competition with cultural exchange, leadership development and connection through sport. Bella also played a key role in QMC's premier netball team, helping the College compete among Wellington's strongest school netball programmes. Her selection reflects both her excellence on court and her pride in representing te ao Māori on the international stage.

S P O RT

Small Team, Big Strides Queen Margaret College's equestrian team demonstrates that significant success can come from a small group of riders with big ambitions. Despite competing against larger rural schools with extensive riding programmes, QMC's city-based riders continue to make their mark. One of the programme's standout achievements over the past year was the success of now-alumna Chloe Armstrong, who was selected for the Equestrian Sports New Zealand Talent Identification Squad for Show Jumping while in Year 13 at QMC in 2025. The squad forms part of New Zealand's high-performance pathway and identifies young riders with the potential to progress to elite levels of competition.

The team delivered an impressive performance to finish fourth overall. Nina Brown was named Highest Placed Year 7–8 Rider Overall and secured second and third placings in individual classes. Together, these achievements highlight the talent, determination and commitment within QMC Equestrian. Small in number but ambitious in spirit, QMC's riders continue to demonstrate what can be achieved through hard work, perseverance and a passion for the sport.

As Chloe moved on to the next stage of her equestrian journey, a strong group of younger riders stepped forward. Earlier this year, Nina Brown (Year 8), Luna Zheng (Year 9), Olivia Beekhuis (Year 10), Isla Bowley (Year 11) and Jessica Thompson (Year 12) travelled to Feilding to compete at the Nga Tawa Interschool Equestrian Event against more than 100 riders from across the Lower North Island. QMC alumna Chloe Armstrong

Jessica Thompson (Year 12)

ATHLETICS DAY

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Athletics Day remains one of the highlights of the school calendar, bringing students together in competition, participation and house spirit. Congratulations to our 2026 champion athletes. Our Champions

1st

2nd

3rd

Year 4

Camille Wright

Olivia Hunt

Maya Kuniel

Year 5

Grace Verma

Trudy Liu

Xi Wang

Year 6

Stella Darby

Edie Di Maio

Klara Beekhuis

Year 7

Ellie Wallace

Immy Palmer

Nell Tucker

Year 8

Julia Fukac

Vita Ede

Aria EpihaHall

Junior Champion

Harrie Whyte

Isobel Grace

Lucia Harfitt

Intermediate Champion

Willa Velvin

Ella Bond

Rakapa Epiha-Hall

Senior Champion

Kacey McCully

Sophia Paviour-Smith

Tessa Park

The Swimming Sports showcased determination, participation and house pride, with students competing for individual honours and valuable house points. Congratulations to our 2026 champion swimmers. Our Champions

1st

2nd

3rd

Year 4

Isabella Yang

Maya Kuniel

Matilda Thornley

Year 5

Xi Wang

Trudy Liu

Mika Tang

Year 6

Ayoung Jang

Victoria Yang

Lucy Press

Year 7

Lucy Bryant

Cecilia 'Cici' Sun

Addison Parish

Year 8

Julia Fukac

Chloe Sliper

Ava McConnell

Junior Champion

Dora Shen

Chloe Xie

Ashley Liu

Intermediate Champion

Camille Zhou

Laila Upton

Viktorie Fukac

Senior Champion

Karmen Zhou

N/A

SWIMMING SPORTS

ALUMNI

S P O RT

Taking Talent Stateside NCAA Division I Scholarships in the United States

What happens when talent, determination and academic achievement align? Opportunities emerge on a global stage. A growing number of Queen Margaret College athletes are turning sporting talent into opportunities at high-performing university programmes across the United States. Over the past four years, QMC graduates have secured NCAA Division I scholarships across basketball, football, tennis and athletics, creating a pathway from QMC to elite competition and further study. Among the most remarkable success stories is former Head Girl Lilly Taulelei (Year 13, 2022), who received 15 Division I scholarship offers worth more than $4 million in total before embarking on her collegiate basketball career in the United States. She has since competed for UMass and Iowa State University, earning Atlantic 10 All-Rookie Team honours and academic recognition alongside her on-court success. The momentum has continued. Tennis player Faith Sadgrove (Year 13, 2023) received five scholarship offers worth more than $5 million in total and now competes for Monmouth University, where she has been named three times to the CAA Commissioner's Academic Honor Roll. Fellow 2023 graduate and tennis player Alice Bolton earned a scholarship to Austin Peay State University and has since achieved Dean's List recognition for academic excellence.

Amber de Wit

Photo credit: Sam Coughlan

In 2024, tennis player Maria Galatescu received six scholarship offers worth more than $3.2 million in total before choosing the University of Portland, where she is studying Computer Science. Track and field athlete Gabrielle "Poppy" Healy received three scholarship offers worth $1.4 million in total and now competes for Butler University while representing New Zealand internationally. The graduating class of 2025 has built on that legacy. Footballers Emily Humphrey (University of California, Berkeley) and Amber de Wit (North Dakota State University), along with tennis players Ava Doddridge (University of South Dakota) and Emma Roberts (University of North Dakota), have all secured Division I scholarship opportunities in the United States. Emma alone received seven scholarship offers worth more than $2.1 million in total before making her decision. These opportunities are the result of years of hard work, resilience and determination, both in the classroom and on the sporting field. Together, these young women demonstrate what can happen when academic ambition and sporting excellence combine. Their success is opening doors to elite competition, international opportunities and further study while inspiring the next generation of QMC athletes to think globally about what might be possible.

Maria Galatescu

Watch It Happen in

ARTS & CULTURE

A RT S & C U LT U R E

JUNIOR SCHOOL PRODUCTION

Off To See The Wizard For two magical evenings, Dorothy, Toto and a cast of colourful characters led audiences on an unforgettable journey down the Yellow Brick Road as the Junior School brought The Wonderful Wizard of Oz to life. Across four performances, the production celebrated courage, imagination and community. Two evening performances welcomed proud whānau and friends, while additional daytime shows gave local schools and preschools the opportunity to experience the magic of Oz. What made this production particularly special was its scale. Every student in the Junior School played a role in bringing Oz to life. Every student took to the stage and also contributed artwork for an Ozinspired art exhibition. From ensemble performers to principal cast members, it was a true whole-school celebration. Directed by Hannah Lawrence of Musical Stars, with musical direction by Susie Hardie and stage management by Diane Campbell-Ward and Felicity Gamby, the production combined music, movement and storytelling with remarkable polish. Across the two evening performances, students who performed principal roles one night joined the ensemble for the other, allowing them to shine in different ways and making each performance unique. Dorothy was brought to life by Year 5 students Elia Etheridge and Shenudhi Kodithuwakku, who both delivered standout musical performances, supported by talented students across the principal cast and ensemble. The professionalism of the costumes, make-up, lighting and staging elevated the production, creating a show that felt polished, confident and highly professional.

The magic began long before the curtain rose. Before each performance, families enjoyed a special Junior School Art Exhibition inspired by The Wonderful Wizard of Oz. The Atrium was brought to life with Ozthemed decorations, while a popular Emerald City photo opportunity invited guests to step into the story themselves. At its heart, the production was about student growth. It was not a stand-alone event, but the culmination of a Junior School PYP Inquiry under the transdisciplinary theme How We Express Ourselves. Throughout the inquiry, students explored how the arts communicate ideas, emotions and stories. Through asking questions, investigating artistic expression and connecting learning to their own experiences, they developed a deeper understanding of creativity in action. The production brought that learning to life. During rehearsals, students developed confidence, resilience, collaboration and communication skills. Like Dorothy and her friends, they discovered that courage, compassion and self-belief were often already within them. Behind the scenes, parent volunteers supporting make-up, costumes and front-of-house, our student tech team, and tireless teachers and staff all played an important role in making the production such a success. Judging by the standing ovations, beaming faces and overwhelming sense of pride throughout the week, The Wonderful Wizard of Oz was more than a school production. It was a joyful celebration of creativity, courage, community and the reminder that there really is no place like home.

A RT S & C U LT U R E

Daring to Share What happens when a choir spends a decade honing its voice? It develops one unmistakably its own, then shares it with the world. This year, that voice carried the stories of Aotearoa New Zealand to audiences across Europe. As Head of Arts Tim Jenkin prepared to retire after 23 years of shaping QMC's arts culture and Director of Choirs Mark Stamper celebrated ten years leading Voces Luce, the choir reached a milestone of its own, embarking on its first European tour and representing Aotearoa New Zealand at the prestigious Summa Cum Laude International Youth Music Festival in Vienna. The tour included performances in historic venues across Austria and the Czech Republic. At Summa Cum Laude, Voces Luce earned first equal place in the Treble Choir category, adding to a record of success that includes The Big Sing, the World Choir Games and other international competitions. This year's theme, Dare to Share, was both the title of the choir's European programme and the lens through which Voces Luce approached the year. Through music celebrating women's empowerment, resilience, the culture of Aotearoa New Zealand and QMC's values, students were encouraged not simply to perform, but to share who they are and what they believe. Few school choirs have the opportunity to perform music written specifically for them. Voces Luce has built a 16-piece repertoire that includes works by international composers, former students Paris Lokotui and Rosie Campbell, QMC staff Lara Wharerau and Mark Stamper, and Mark's husband, composer Hauāuru Rae. Together, these pieces tell stories of identity, courage, and empowerment. Through opportunities to collaborate directly with composers, such as USA-based Alexandra Olsavsky on What Happens When a Woman?, students gained a deeper understanding of how music is created and the messages it seeks to convey. They have not simply sung these messages; they have embodied them. A highlight was Voces Luce's workshop with USA-based Zachary J. Moore on The Gift to Sing, commissioned for Mark Stamper's tenth anniversary as Director of Choirs. Encouraging emotional honesty and vulnerability, Moore challenged singers to think about music as connection, courage and shared humanity.

Alongside waiata Māori, the choir shared waiataā-ringa, te reo Māori introductions and the school haka, offering audiences a richer understanding of Aotearoa New Zealand and its culture. Months of preparation culminated in success. Voces Luce won the Dorothy Buchanan Cup at the Wellington Big Sing Regionals for Rise Up before travelling to Vienna, where their success at the Summa Cum Laude International Youth Music Festival earned them an invitation to perform in the Gala Winners Concert in the Great Hall of the Wiener Konzerthaus. "It's truly a once-in-a-lifetime experience to be able to share our music and New Zealand culture with such a wide range of people in Europe," said choir member Molly Sherriff. Through Dare to Share, Voces Luce did more than perform. They shared the stories, culture and values of Queen Margaret College and Aotearoa New Zealand with audiences around the world. This kind of success doesn't happen in isolation. It grows from a thriving arts culture developed over decades through Tim Jenkin's stewardship, the steadfast support of Principal Jayne-Ann Young, and the artistic leadership of Mark Stamper. Each year, students inherit that culture, add their own voice to it, and entrust it to those who follow. Today, Voces Luce's voice has never sounded clearer.

53 A RT S & C U LT U R E

E koekoe te tūī, e ketekete te kākā, e kūkū te kererū Every bird sings its own song.

A RT S & C U LT U R E

Materials Technology Created through a collaboration between QMC Year 13 (2025) Materials Technology students and the National Library of New Zealand, these wearable artworks were exhibited at the National Library during the World of WearableArt (WOW) season. Drawing inspiration from historical photographs held in the Library's archives, each garment combined creative storytelling, material innovation, technical experimentation and skilled craftsmanship.

REFLECTIONS

Chloe Armstong

Inspired by historic wedding photographs, this contemporary gown reimagines traditional bouquets, veils and flowing silhouettes through a modern lens. Hundreds of individually cut, painted, varnished and sculpted petals were crafted from vintage pattern paper, creating an intricate floral structure that celebrates both history and meticulous handwork.

EGYPT Josie Marks Drawing inspiration from historic photographs of Egypt, this striking garment references ancient architecture, hieroglyphs and ceremonial dress. Vintage pattern paper was laminated, pleated, wired and sculpted into dramatic forms, while an infinity-style wrapping motif reinterprets ancient mummification practices as a connection between past and future.

BOUQUET

Madeleine Kilgariff

A RT S & C U LT U R E

Inspired by photographs of snowy landscapes and mirrored water reflections, this garment captures movement and atmosphere through swirling transparent forms. Fine wire engineering supports dynamic fabric structures, while folded metallic peaks recreate mountains and reflections, blending artistic expression with extensive material experimentation and structural design.

CLOUDY Pari Patel Inspired by cyanotype photographs of clouds and the White Terraces, this design transforms discarded plastic bags into a sculptural wearable artwork. More than 1,000 handcut, heat-moulded circles create a cloudlike texture, combining sustainable design principles with an intensive process of material innovation and craftsmanship.

Students revisit the photographs that inspired their designs, tracing the journey from the National Library's archives to wearable artwork

A RT S & C U LT U R E

VISUAL ARTS Year 9 Drypoint Intaglio Etchings

The power of childhood imagery

Miya Kashio

Sofia Edwards

JUNIOR SCHOOL ART Students enjoy a rich and varied Visual Arts programme that is embedded within the transdisciplinary framework of the International Baccalaureate (IB) Primary Years Programme (PYP). Through artistic inquiry, students are encouraged to explore ideas, perspectives and personal experiences while developing both creative and technical skills. The Arts play an important role in the PYP, providing meaningful opportunities for students to communicate, investigate, and make connections with the world around them. As they experiment with different materials, techniques, and concepts, students learn to express their understanding in imaginative and authentic ways. Visual Arts learning also supports the development of critical and reflective thinking. Students are encouraged to take creative risks, solve problems, and consider multiple viewpoints as they engage in the creative process. Through creating, discussing and responding to art, students build confidence and curiosity. They also develop a deeper appreciation of themselves, others and the diverse world in which they live.

Mia Viviers, Year 3

Victoria Singh, Year 3

Jessica Chen, Year 2

Tilly Saund ers S

er bak en z an ch

Br itt a

Throughout the unit, students developed both conceptual understanding and technical skill. After researching artist models such as New Zealand printmaker Kirsty Fyfe, they learned the fundamentals of drypoint etching on Perspex, experimenting with line, tone, texture and plate tone to create expressive portraits. Students practiced mark‑making techniques including cross‑hatching and stippling before inking, wiping and printing their plates using the press. The resulting etchings reveal thoughtful, often emotive representations of childhood, combining personal imagery with a strong understanding of printmaking conventions. Their final work showcased students’ growing confidence as artists and their ability to connect identity, memory and technique in meaningful visual outcomes.

Pia Dha buw ala

Guided by the inquiry statement “Iconic representations of children can express an artist’s orientation in space and time, identity and personal history,” students investigated how images of children can communicate memory, emotion and personal narrative. Using photographs of their younger selves as a starting point, students reflected on their own identities and histories, considering how the past can be re‑presented through contemporary visual language.

57 A RT S & C U LT U R E

In 2025 Year 9 MYP Visual Arts students explored the power of childhood imagery through a drypoint intaglio etching.

Aadhya Malapati, Year 2

2026 School Profile

Degree Disciplines – 2025 Graduates • Agribusiness • Law & International Relations • Architecture & Politics • Art & Psychology • Law & Science • Commerce & Design • Law • Maths • Environmental Studies • Midwifery • Fine Arts • Performing Arts • Forestry • Physiotherapy • Global Studies • Speech Pathology

School Roll Preschool

Junior School

142

Years 7–13

621

18%

• Commerce • Medicine

2% • Criminology

• Law & Psychology • Digital Product • Media Studies Design • Sport • Engineering

Total Students 794 International Boarding

58 61

• Arts • Commerce & Science

3% 8%

• Law & Commerce

•

• Science

• International Relations

• Vet

Psychology

International Baccalaureate (IB) and NCEA for 2026 We teach the IB programme for Years 1–13, which consists of the Primary Years Programme (PYP), Middle Years Programme (MYP) and the International Baccalaureate Diploma Programme (IBDP). Our purposefully designed ELEVATE Year 11 learning model empowers ākonga to gain a full NCEA Level 1 qualification while preparing them for NCEA Level 2 Certificate and the International Baccalaureate Diploma Programme (IBDP) from Year 12.

PRIMARY

MIDDLE

Years 1–6

Years 7–10

SENIOR Year 12

Year 11

Year 13

IB Diploma IB Diploma PYP

ELEVATE Year 11

MYP

NCEA co-requisites PYP =literacy Primary Years Programme and numeracy sat in Year 10

NCEA Level 2

NCEA Level 1 combined with preparation for Level 2 NCEA and the IBDP

PYP = Primary Years Programme

NCEA Level 3

MYP = Middle Years Programme

QMC Results Our students have consistently attained outstanding results across both the NCEA and IB Diploma Programme. These results are a testament to our dedication to providing leading education for over 107 years.

IB Diploma Score

2025

2024

2023

2022

2021

2020

QMC Pass rate QMC has achieved a 100% pass rate for 12 of the past 14 years

98%

90%

100%

QMC Average score The average IB score worldwide is 29

Percentage IBDP Scores

2025

2024

2023

2022

2021

2020

40+ Top 10% of the world

20%

21%

15%

30%

19%

15%

World average and above (29 points in 2024 and 2023)

84%

71%

93%

90%

88%

90%

24+ The diploma is awarded to students who score at least 24

98%

90%

100%

Our History

Our Community

Queen Margaret College opened its doors on 19 February 1919 with 53 pupils. Our Scottish Presbyterian founders, the Hon J ohn Aitken and the Rev Dr James Gibb, had a resolute belief in girls’ education. The College’s original purpose was to provide a sound intellectual and moral education for girls and to build strong character on a broad religious basis. Today, we continue to deliver an enriching, holistic education that emphasises community service and raises awareness of the needs of others.

The QMC experience is underlined by a strong connection between students, staff, alumni, and the wider school community. Whether that connection is found inside or outside the classroom, through mentorship or friendship, we pride ourselves on creating a nurturing e nvironment where each individual is valued and heard.

107

World School

Co-ed Preschool Girls Years 1–13 Onsite Boarding

Wellbeing Our Mana-Enhancing Wellbeing Education programme helps our students develop emotional intelligence and practise strategies to measure and understand their wellbeing. This is guided by our QMC Hauora Model and builds on our values to empower everyone at QMC to approach challenges with optimism and resilience.

Extra-Curricular

As an IB World School we are expanding the perspectives of our students. The curriculum we teach across all year groups promotes m ultilingualism, intercultural understanding and global engagement. We invite every student to think critically, speak up and challenge the status quo. With our learners at the heart of every decision, we cultivate a supportive environment that encourages q uestioning, collaboration and participation.

Our students have access to a first-class sport and cultural programme with over 25 sport options. Our performance and p articipation pathway caters for every student's ability. Our performing arts opportunities include major productions, h ouse performing arts, choirs, instrumental ensembles, a Māori and Pacific performance group, Shakespeare festivals, and specialist l essons in instrumental music, singing, and speech and drama.

UNIVERSITY ENTRANCE

LEVEL 3

LEVEL 2

LEVEL 1

Our Students

NCEA

2025

2024

2023

2022

2021

2020

QMC Pass Rate

96%

100%

97%

100%

99%

97%

National Pass Rate

72%

70%

60%

65%

70%

72%

QMC Merit Endorsed

46%

52%

39%

34%

30%

29%

QMC Excellence Endorsed

35%

31%

50%

59%

58%

59%

QMC Pass Rate

98%

100%

97%

National Pass Rate

73%

70%

75%

78%

80%

QMC Merit Endorsed

51%

38%

39%

44%

36%

35%

QMC Excellence Endorsed

37%

44%

42%

44%

55%

49%

QMC Pass Rate

98%

100%

98%

95%

National Pass Rate

70%

68%

64%

66%

71%

72%

QMC Merit Endorsed

34%

50%

35%

38%

40%

51%

QMC Excellence Endorsed

34%

31%

40%

37%

43%

25%

QMC Pass Rate

98%

100%

98%

96%

98%

95%

National Pass Rate

50%

48%

47%

50%

52%

53%

Discover the Choosing a school is an important decision, and we know finding the right fit matters. Through Open Day, Tuesday Tours and our spend-a-day experiences, families can explore life at QMC, meet our students and teachers, and discover the opportunities, community and sense of belonging that make the QUEENDOM unique. TUESDAY TOURS Interested in visiting us? Each month during term time, we open the doors of QMC to prospective families and their daughters through our Tuesday Tours. Guided by our student ambassadors, guests can explore our campus, see learning in action, hear about our academic excellence, co-curricular opportunities and values, meet educators and key staff members and ask questions over morning tea. It is a wonderful opportunity to experience our community, values and sense of belonging first-hand.

OPEN DAY Our annual Open Day is a vibrant celebration of life at QMC. Families can explore our Subject Expo, enjoy hands-on workshops, attend speaker sessions, discover our student marketplace and food court, meet students, staff and alumni and experience performances from across the school. Whether you're just beginning your school search or ready to enrol, Open Day offers an exciting introduction to the opportunities, community and spirit of the QUEENDOM.

SPEND A DAY WITH US Prospective students can experience life at QMC through our Explore Years 5 & 6, Discover Year 7 and Experience Year 9 events. Spending the day alongside their future year group, students experience IB learning in action, meet our passionate teachers, explore the campus and gain a genuine sense of everyday life at the QUEENDOM. These visits help students build confidence about their next step while giving families valuable insight into the QMC experience.

The Application, Enrolment and Admissions Process We're delighted you're considering Queen Margaret College. Our admissions process is designed to be personal, straightforward and supportive. We take the time to get to know every student and whānau, guiding families through every stage of the journey. If you have any questions or would like individual support, please email our Enrolments Registrar at enrolments@qmc.school.nz or visit qmc.school.nz. Here's how to get started. STEP 1: SUBMIT YOUR APPLICATION Apply online at qmc.school.nz/admissions. Once we approve your application to proceed with the admissions process, we'll invite the prospective student and family to an interview with Principal Jayne-Ann Young.

STEP 2: ACCEPT YOUR OFFER OF PLACE Successful applicants will receive an offer of place. Please complete and submit your acceptance online, and pay the non-refundable acceptance fee within 14 working days. Once we have received this acceptance, we will send you a confirmation of place at QMC.

Editorial Team Editor-in-Chief and Writer: Antonia Bale Writer and Content Coordinator: Evgeni Kogan

Graphic Design and Print Management: Liz Worth Director of Engagement & Communications: Christina Mossaidis

Queen Margaret Calling is published annually by the QMC Engagement & Communications Team

queenmargaretcollege queenmargaretcollege queenmargaretcollege enrolments@qmc.school.nz international@qmc.school.nz qmc.school.nz