his new year started with a flourish. Whether it be stage shows like Mamma Mia!, Flora MacDonald Day (Girls’ School), the competitive Triathlon, or settling into a new timetable rhythm, our students and staff have taken them in their stride and settled well into 2025.
In previous updates, we reflected on memories and new beginnings; now those new beginnings are coming to life. The construction programme for the new Year 12 and Year 13 buildings has commenced, with soil being turned this month. This project will also see part of the campus road moved towards the Pakuranga Highway to continue our aim to open up our campus more.
Alongside that, and as part of our broader strategy, is the recent announcement of the acquisition of our third campus, Wilson Bay Farm. I acknowledge the support of our alumni in partnering with us to bring this opportunity to fruition at this
time. We have been very clear that this new campus is not just an Outdoor Education Centre. The opportunities to expand our horizons through curriculum, experience, service, and mission are endless. I am very proud that the Trust Board has been willing to progress this acquisition and deliver on our strategic aspirations while simultaneously having a busy expansion programme on the Pakuranga campus.
The Saint Kentigern Foundation continues to develop its detailed programme of activity to support the work of the Trust. The Foundation team have been working with alumni and others connected to our community to activate financial and ‘in kind’ support for the Wilson Bay Farm acquisition. Governance across an organisation of this size, and now with its increased complexity, is vital. The Trust Board engaged in a governance review in late 2024 to ensure we could support the expansion in size and scope over the coming years. The initial phase of that review is now complete, and the Trust Board has already made some changes to its ways of working to reflect the outcomes. More changes will be made over the next one to two years as we strengthen our capability and
capacity to discharge appropriately our obligations as stewards.
I was delighted to confirm Rev Dr Christine Sorensen as our second Presbytery Trustee appointment. This appointment brings our mix of trustees to five women and four men. Our trustee cohort includes three alumni, two current parents, and four past parents, reflecting a healthy cross-section of our community, past and present. We will continue to evolve our representation to ensure it reflects our community.
Lastly, I would be remiss to ignore the broader economic climate that many in our community face. We know families make deliberate choices to enable our 3,400 students to attend our schools. The Trust Board and our Senior Leadership team are humbled by the choices made and continuously challenge ourselves to ensure that the standard of education, experience, and pastoral care is at the highest standard.
We are in good heart. You will read of achievements made, experiences had, progress made, and strategic investments for the future in this edition of Piper. A flourish indeed.
Fides Servanda Est.
Playing to Our Strengths
IDr Kevin Morris EdD (Boston) Executive Trustee
’ve spent the past week in urban China and was dazzled by its stunning technology and infrastructure. It’s always useful to hold up a mirror to your own context. While it left me wondering how New Zealand will ever compete in some areas, it was equally reassuring to see how school leaders in another culture crave the educational benefits of our physical environment. They understand the power of holistic learning and growth, which comes from blending theory and practice, but they don't have the environment to support it.
While scientific progress will always offer efficiency and innovation, there will remain a premium on human experiences in education that build real-world wisdom and resilience. That’s where our country needs to draw its strength, and that’s a big part of what led Saint Kentigern to the potential of a place like Wilson Bay Farm (see pages 8-9).
It’s early days around how we’ll use the new campus, and it’s truly a blank canvas
of water (including two streams), bush, and mountains. As a first step, we look forward to getting to know the local community and learning about the area. Rob and Gabi Lilly, the previous owners of the farm, have been very gracious and have shared several historic photos of the property they inherited on their arrival (see inset photo). The Lillys subdivided the farm and have kept the northwestern headland of the property, and we are thrilled they have become our neighbours.
It’s a great challenge for our community to expand our curriculum and get the most out of the property, including maintaining a working farm, which has typically had about 160 cattle. We will have working groups over the next year to develop ideas and put them into action. Our initial plans are to build accommodation for up to 100 students, allowing a variety of student, staff, and alumni groups to use the property throughout any given year. There are also several obvious campsites which we hope to develop around the property.
A big part of the learning will be about the science and unpredictability of the natural world, as a complement to any theoretical understanding. On-site, we will have to build food, water, and energy systems, creating a great setting for experiential and applied learning. Life
in the outdoors demands teamwork, decision-making, physical effort, and creativity. And this kind of learning doesn’t compete with technology – it completes it. We need graduates who have a deep understanding of the world’s systems, both natural and artificial.
There is also a broader civic and national dimension to this opportunity. Many students around Auckland grow up disconnected from the land and the industries that quietly sustain the nation. Agriculture, forestry, fisheries, and horticulture are primary sectors that are fundamental to our national economy, food security, and environmental stewardship. If we want future leaders, entrepreneurs, and citizens to make informed decisions about sustainability, economics, and innovation, all students should understand how these sectors work and why they matter.
Let the adventures begin.
Fides Servanda Est.
The Measure of Success at Saint Kentigern
IRev. Reuben Hardie
M.Rel. (Hons), B.Theol., B.Com., Dip. Min, PG Dip. Tchg Head of Chaplaincy
was passing by some students playing handball recently and was invited to join them. At first, things seemed to be going well, at least from my point of view. However, it became clear that of the four playing, I was the weakest link. There was a growing sense of anticipation from the line of students watching that I was on borrowed time. Every shot I returned was met with a mixture of appreciation and surprise. Ultimately, the game was over in less than a minute, and, as predicted, I was out. There is, perhaps, a certain irony in writing that success at Saint Kentigern is not just about winning. And neither is it necessarily about awards, academic achievements, and team selections. Of course, these things serve as milestones along the way, but the true measure of success goes much deeper and has more to do with character, effort, and the values
that shape us. So, what are the principles that you think should define what success truly looks like in our school community?
I like the principle that you get out what you put in. Talent may open doors, but effort is what leads to lasting success. Whether in the classroom, on the sports field, or in the performing arts, those who give their best are the ones who grow the most. Jesus’ words ring true: "The measure you give is the measure you will receive." I like the principle that we are stronger together. A sense of belonging is a powerful measure of success. I like the principle that we treat others how we want to be treated. The simple yet profound biblical principle known as the Golden Rule underpins friendship, leadership, and life beyond school. I also like the principle that faith is worth keeping. Faith in God is the cornerstone of our school’s identity. Our motto, Fides Servanda Est, is a daily reminder that faith is something to hold onto, something that both shapes us and gives us strength. Faith provides us with the courage to take on new opportunities, to persevere through challenges, and to trust in the path ahead.
While academic achievements, sporting victories, and other accolades will always be celebrated, the greatest success at Saint Kentigern is found in the kind of people our students become. Those who embody faith put in the effort, live by strong values, foster a sense of belonging, and treat others well. For then we are not just talking about a strong education but a foundation for life.
As for my recent foray into the world of handball, on reflection, ultimately, my inability to stoop down to a low shot cost me, but I like to think it was a lesson in dignity rather than just poor flexibility. I walked away with my head held high, knowing that success isn't necessarily measured by how long you last in a handball game but by the fact that you are invited to join a group of Year 12s playing it… though it would be nice to last a little longer next time, and I might look into Pilates.
After all, the measure of success at Saint Kentigern is not in what we achieve but in who we become.
Fides Servanda Est.
At a Glance
KEEP UP TO DATE WITH WHAT IS HAPPENING AT SAINT KENTIGERN
A Legacy of Leadership
At the Boys’ School Prefect Commissioning, leadership wasn’t just celebrated; it was shown in action. This year’s Head Boy, Austin Watson, and Deputy Head Boy, Charlie Henderson, step into their roles with humility and purpose. They were joined by past students Luka Patumaka Makata (Saint Kentigern College) and James Hiddleston (Auckland Grammar), with Campbell Buchanan (Mt Albert Grammar) in absentia, who were recognised for holding Head Boy titles across Auckland, proof that leadership at the Boys’ School sets a lasting foundation.
Wilson Bay Farm Marks a New Chapter
The acquisition of Wilson Bay Farm marks a major step in Saint Kentigern’s strategic vision. Set on the Coromandel Peninsula, the property will open new pathways for curriculum enrichment, service learning, and outdoor education. The Trust Board, with the support of the Alumni community, has prioritised the site’s development as a resource for all campuses, ensuring Saint Kentigern’s legacy reaches far beyond city limits.
College Recognises Thirty Scholarship Winners
At the 2025 Scholarship Assembly, thirty College students were recognised for securing academic Scholarships from their 2024 NZQA examinations. These awards affirm the hard work and talent that exists across all year levels and offer a glimpse into the future leaders, creators, and innovators being nurtured within our school.
Blues Alumni Return to College
College Alumni now playing for the Blues returned to campus during Term 1, connecting with students both in the classroom and out on the field. Year 7 boys led the interviews, asking thoughtful questions about routines, resilience, and life in professional sport. The visit offered a meaningful reminder that humility, discipline, and strong character remain at the heart of success – long after the final whistle.
Stories and Celebration at Flora MacDonald
The Girls’ School commemorated Flora MacDonald Day with a parade of tartan, storytelling, and tradition. Honouring the school’s Scottish heritage, the event included a dramatic retelling of Flora’s daring escape with Bonnie Prince Charlie and a heartfelt performance of the school waiata. For new students, it was their first step into a cherished Saint Kentigern tradition.
Picnic on the Green
Preschool families gathered under new shade sails for the annual Family Picnic – a relaxed afternoon of sunshine, face painting, and sticky-fingered joy courtesy of the Mr Whippy truck. With big brothers and sisters from the Boys’ and Girls’ Schools joining in, the afternoon was a perfect snapshot of our connected Saint Kentigern community.
Saint Kentigern Announces Third Campus: Wilson Bay Farm
The Saint Kentigern Trust Board is pleased to announce the introduction of a third campus – Wilson Bay Farm – a 1,000-acre coastal property of remarkable scale and natural beauty located on the Coromandel Peninsula. This first milestone has been made possible through the generosity of the Saint Kentigern Alumni Association and a number of its members, whose support we acknowledge with deep gratitude.
The Trust Board envisions Wilson Bay Farm as a place where education comes alive – where students learn science by observing ecosystems, working with the land, and understanding how nature sustains life.
As a purposeful extension of the Shore Road and Pakuranga campuses, Wilson Bay Farm will broaden the Saint Kentigern learning journey – offering a distinct setting
where hands-on experiences, from managing waterways to growing food, will spark curiosity and inspire innovative thinking and invite students to design and test ideas in real-world conditions. In doing so, students develop practical skills, a deeper understanding of how systems interact, and a lasting respect for the environment – surrounded by the richness of our land and identity.
This milestone reflects the Trust Board’s long-term strategic direction and ongoing commitment to preparing young people for the future. Guided by its Statement of Intent and the legacy entrusted to it, the Trust Board is focused on creating immersive and relevant learning anchored in real experience. Wilson Bay Farm brings that vision to life.
It also reinforces Saint Kentigern’s commitment to New Zealand’s economic drivers and recognises
the impact of primary industries and trade – equipping young people to engage with the sectors and challenges that are central to the country’s future.
Beyond the curriculum, Wilson Bay Farm will offer experiences that shape the whole person. Through outdoor education and physical challenges, students will grow in confidence and resilience. In a setting where students of all ages collaborate and learn together, there will be ample opportunities to lead with purpose, serve with humility, and learn to appreciate the difference they can make in the lives of others and the world around them.
"Just as Saint Kentigern’s founders once stood on farmland with a bold vision for education, we now stand at the beginning of a new chapter –one that invites us all to help shape what comes next," said Mark Conelly,
Saint Kentigern’s Trust Board Chair. ‘Together, we have the opportunity to co-create a place of purpose – one that honours our values, reflects our identity, and creates a deep sense of belonging for generations to come.’
Wilson Bay Farm is accessible by road and boat (approximately ninety minutes from Half Moon Bay). Saint Kentigern will also explore possible boat access via its College Campus estuary.
From 2027, it aims for all students from Years 4 to 13 to experience learning at Wilson Bay Farm each year.
As this vision takes shape, it brings a growing sense of anticipation and possibility for what lies ahead. Saint Kentigern welcomes expressions of interest from those who wish to be involved or contribute. To find out more or get in touch, please visit Saint Kentigern’s Wilson Bay Farm or email wilsonbayfarm@saintkentigern.com.
Pakuranga Campus Building Development Update
The construction of the new Year 12 and 13 Building is progressing as planned, with significant preparatory work completed over the summer holidays. This included the relocation and refurbishment of key learning spaces, offices, and essential facilities, such as the library and Year 13 Common Room, as well as the demolition of the Goodfellow Centre and Wingate buildings.
The W7 and W8 classrooms have since been relocated to the front of the JPC and renamed JP30 and JP31, while the Performing Arts and Sports offices have been refitted, and the Trust Services Finance team has moved to the Manse, next to the Sports Centre.
With all relocated spaces in use from the start of Term 1, 2025, we’re delighted to see students and staff settling seamlessly into school life, making the most of their new environments to support teaching and learning and daily campus activities.
INTERIM SPACES SUPPORTING SENIOR STUDENTS
While construction progresses, new interim spaces across campus are already serving students well. The former Year 13 Common Room has been transformed into a bright, flexible library beside Saints Café, offering a mix of quiet zones, collaborative areas, and a supervised study space before and after school. Opening onto the Saints Quad, it has quickly become a well-used hub for learning and connection.
Meanwhile, Year 13 students have settled into their new dedicated common room within the EMC – a comfortable, selfcontained space designed to support both study and downtime.
Also now in use is the relocated Student Futures office, situated on Level 1 of the MacFarlan Building, giving senior students easier access to career guidance and future planning support.
MANOR PARK CARPARK
The Manor Park Carpark officially opened on 10 February as a dedicated parking area for our Year 13 students. With 150 parking spaces, this new facility offers a practical and secure parking solution, featuring controlled access, well-defined walkways, and improved lighting to support student safety and accessibility. Its proximity to the #1 Field also makes it a convenient option on weekends for sporting events, providing extra parking for families and spectators.
YEAR 12 AND 13 BUILDING CONSTRUCTION UPDATE
With the demolition of the Goodfellow Centre and Wingate buildings now complete, the site has moved into the next construction phase: earthworks. Over the past few months, earthworks, spoil removal, foundation construction, and services installation have steadily progressed – helped by a run of predominantly dry weather.
CONSTRUCTION PROGRESS OVER THE LAST FEW MONTHS
January 25
February 25
April 25
Foundation work will continue in the coming months, alongside preparation for installing the concrete ground floor slab on the West Wing.
Throughout the development, safety and accessibility remain key priorities, ensuring a secure environment for students and staff. The new construction access road, running parallel to Pakuranga Road, has proven effective, with construction traffic having no impact on daily student drop-off and pick-up during Term 1.
For more information on the Pakuranga Campus Building Development, please contact us at masterplan@saintkentigern.com.
March 25
April 25
The Early Investment
WHAT HAPENS WHEN GIRLS ARE TAUGHT TO LEAD?
Anna McLaren
BMus, GradDip Tchg
Head
of Unique Pathways, Saint Kentigern Girls’ School
DEVELOPING AGENCY IN YOUNG FEMALE LEADERS
As educators, we want our girls to leave school not only with knowledge but with the confidence to lead and drive positive change in the world. But what happens when girls are placed in leadership roles without formal preparation? Research suggests they may struggle with self-doubt, feel ill-equipped for decision-making, and miss opportunities to develop their full potential (Briggs & Coleman, 2007). An action research study at Saint Kentigern Girls’ School sought to bridge this gap by implementing a leadership curriculum for Year 7 students and evaluating its impact on their sense of agency.
Throughout the ten-week leadership programme, LEAN IN Girls, Year 7 students were encouraged to identify their personal leadership strengths, challenge stereotypes, and engage actively in decision-making within their school community. The results were clear: when given the tools and opportunities to lead, these girls not only grew in confidence but also saw themselves as changemakers, ready to shape their futures and advocate for others.
WHAT RESEARCH TELLS US ABOUT GIRLS AND LEADERSHIP
In today’s world, developing agency is more critical than ever. Agency is defined as "the capacity to act in a way that produces meaningful change in oneself or the environment’ (Toshalis & Nakkula, 2012, p. 27). It is a crucial component of leadership. Vaughn (2020) suggests that students who act with agency are often entrepreneurial, take initiative, and create opportunities for themselves and others. Yet fostering agency requires more than simply encouraging student voice; it requires giving students the power to influence decision-making (Cook-Sather, 2006).
For girls, this is particularly important. Studies show that early leadership experiences shape long-term career aspirations (Shapiro et al., 2020). However, many girls hesitate to see themselves as leaders. According to the Girl Scout Research Institute (2008), while 92% of girls believe leadership skills can be developed, only 21% believe they possess these skills themselves. Providing structured leadership opportunities helps girls overcome these barriers and builds the confidence necessary for future leadership roles.
IMPLEMENTING THE LEAN IN GIRLS CURRICULUM
While our Year 7 students have traditionally stepped into leadership roles in Year 8 without formal preparation, we identified an opportunity to empower them even earlier. In response, we introduced the LEAN IN Girls programme, a curriculum designed to help girls embrace leadership, take positive risks, and navigate challenges.
THE INTERACTIVE LESSONS WITHIN THE PROGRAMME COVERED:
• Defining Leadership: Exploring different leadership styles and personal strengths.
• Confidence Building: Encouraging risk-taking and self-assurance.
• Communication and Collaboration: Developing skills for teamwork and problem-solving.
• Understanding Bias and Allyship: Addressing stereotypes and fostering inclusive leadership.
To complement this, students completed the Values in Action (VIA) Character Strengths Survey, developed as part of the VIA Classification of Character Strengths and Virtues, a framework created by psychologists Professor Martin Seligman and Dr Chris Peterson. This helped them identify qualities such as resilience, teamwork, and creativity. This self-awareness allowed them to leverage their strengths effectively in leadership scenarios.
THE IMPACT: GROWING CONFIDENCE AND AGENCY
Throughout the programme, the girls demonstrated increased agency in leadership. They actively participated in decision-making, applied for leadership roles with conviction, and began to see themselves as capable leaders. By the end of the ten weeks:
• 91% of students identified as leaders compared to 27% at the beginning of the study.
• 73% of girls demonstrated greater confidence in their ability to influence change.
• The girls developed a strong sense of social responsibility, with many expressing a desire to lead with empathy and collaboration.
These findings align with research by Mitra (2006), who emphasised that true student agency is achieved when students do more than express opinions; they actively participate in shaping school policies and practices. The concept of pure student agency suggests that students should have full autonomy over their learning, making decisions without unnecessary teacher interference. This perspective aligns with the idea that true agency requires not just choice but meaningful
ownership over learning processes (Mitra, 2018). Providing pure student agency can be challenging for teachers as they must balance student choice with curriculum requirements, time constraints, and diverse learning needs. This tension raises an important question: How can educators honour student voices while still meeting their professional obligations? The answer lies in thoughtful scaffolding and shared ownership. Rather than offering unlimited freedom, effective agency can be fostered through structured choice, co-constructed learning goals, and authentic opportunities for input within the boundaries of the curriculum. When teachers act as facilitators – guiding decision-making, offering frameworks, and ensuring alignment with learning outcomes – they can create a culture where students feel heard and empowered without sacrificing academic rigour or equity.
THE BIGGER PICTURE: WHY LEADERSHIP EDUCATION MATTERS
This study highlighted the importance of explicitly teaching leadership skills to girls. Globally, there is increasing recognition that girls’ leadership is key to achieving gender equity in educational and professional settings. Yet, as Mitra & Gross (2009) suggest, schools must move beyond tokenistic leadership opportunities and instead create structured pathways for students to develop leadership capacity.
By fostering leadership at an early age, schools can help address what Shapiro et al. (2020) term ‘the leaky pipeline’, the systemic loss of female representation as women advance through educational and professional stages. When girls are supported to lead and see leadership as part of their identity, they are more likely to sustain that trajectory into adulthood.
While participant feedback suggested the LEAN IN Girls initiative had a meaningful impact and showed promising early outcomes, further research is needed to examine the long-term impact of such programmes. Do these early leadership experiences lead to sustained leadership engagement in secondary school and
beyond? How can leadership education be integrated meaningfully into school culture and practice?
What is evident from initial feedback and observation is that when girls are given the knowledge, skills, and opportunities to lead, they are more likely to step into those roles with confidence. These early opportunities help challenge stereotypes and encourage positive contributions within their school and wider communities. We are committed to making leadership development an integral part of every girl’s educational journey – enabling confident, capable, and courageous young women to lead now and into the future.
Anna will be travelling to Philadelphia at the end of June to present her research at the International Coalition of Girls’ Schools Conference as a Global Action Research fellow. Her research paper will be available on the ICGS website at the conclusion of the conference.
REFERENCES
Briggs, A. R. J., & Coleman, M. (2007). Key issues in educational leadership Sage Publishing. Cook-Sather, A. (2006). Sound, presence, and power: Exploring ‘student voice’ in educational research and reform. Curriculum Inquiry, 36(4), 359–390.
Girl Scout Research Institute. (2008). Change It Up! What girls say about redefining leadership (Executive Summary). Girl Scouts of the USA. https://www.girlscouts.org/en/about-girlscouts/research.html
Mitra, D. L. (2006). Increasing student voice and moving toward youth leadership. The Prevention Researcher, 13(1), 7–10.
Mitra, D.L. & Gross, S.J (2009). Increasing student voice in high school reform: Building partnerships, improving outcomes. Educational Management Administration & Leadership, 37(4), 522–543.
Mitra, D. (2018). Student voice in secondary schools: The possibility for deeper change. Journal of Educational Change, 19(2), 125–145.
Shapiro, M., Grossman, D., Carter, S., Martin, K., Deyton, P., & Hammer, D. (2015). Middle school girls and the ‘leaky pipeline’ to leadership. Middle School Journal , 46(5), 3–13.
Toshalis, E., & Nakkula, M. (2012). Motivation, engagement, and student voice: The Students at the Center series. Jobs for the Future. http:// www.studentsatthecenter.org/topics/ motivation-engagement-and-student-voice
Vaughn, M. (2020). What is student agency and why is it needed now more than ever? Theory Into Practice, 59 (2), 109–118. https://doi.org/10.1 080/00405841.2019.1702393
New Trust Board Member: Rev Dr Christine Sorensen
We are pleased to welcome Rev Dr Christine Sorensen, an appointment by the Northern Presbytery, to the Saint Kentigern Trust Board.
Rev Dr Sorensen is an ordained minister in the Presbyterian Church of Aotearoa New Zealand (PCANZ) and currently serves in congregational ministry at St John’s Papatoetoe. She has extensive experience in theological education, having taught in Pakistan (1986–2004) and Australia (2012–2022). Her academic background includes a Bachelor of Science from the University of Auckland, a Bachelor of Divinity from the Melbourne College of Divinity (now known as the University of Divinity), a Master of Arts (International Theological Education) from Columbia International University, South Carolina, USA, and a Doctor of Philosophy (PhD) in Theology and Religious Studies from the University of Auckland.
With a strong commitment to the intersection of education and ministry, Rev Dr Sorensen brings valuable insight into how faith is nurtured through learning and leadership. Her appointment comes at a significant time as we continue to shape our chaplaincy and strengthen our Chaplaincy team in their ministry.
We warmly welcome Rev Dr Sorensen to the Trust Board and look forward to her contribution.
Shaping What Comes Next
SWalter Chieng BSc, GradDipOR Director of the Foundation
aint Kentigern’s strength lies not only in its history or beautiful campuses, but in its people — alumni, families, staff, and students — and the lasting sense of belonging they share. From classrooms to sports fields to Bruce House experiences, the connections formed here don’t just endure; they grow.
Though many alumni have journeyed far, the pull back to Saint Kentigern remains strong. We are constantly encouraged by the stories of those who played together, travelled together, learned and led together — friendships that are rekindled and reimagined through a deep, ongoing commitment to the continued success of a Saint Kentigern education. The Saint Kentigern Foundation exists to harness that spirit — not only to raise funds, but to ensure our legacy of excellence, leadership, and stewardship inspires generations to come.
One of the most compelling of these ideas is Wilson Bay Farm, our third campus and bringing to life what otherwise would not be: a residential and educational village that will redefine what it means to learn, lead, and live in the 21st century. Here lies the opportunity to invest in something that will shape the very future of education at Saint Kentigern.
It’s inspiring to see how many in our community already understand this. The sense of responsibility and generosity we’ve seen is humbling — a clear sign that we are not alone in this journey. Together, as Saint Kentigern families, alumni, education partners, and friends committed to this shared purpose, we are building more than just buildings. We are creating futures — and with them, the potential for a stronger, more compassionate society.
The Foundation will continue to be the bridge between vision and reality. We are dedicated to bringing this to life with and for you — our supporters. We welcome all who wish to be involved, in whatever way is meaningful to them. Together, we are writing the next chapter in the Saint Kentigern story.
Fides Servanda Est.
Service Roundup
AN OVERVIEW OF SERVICE INITATIVES AT SAINT KENTIGERN
Hands-On Help in the Bay of Plenty
Nineteen families from the Boys’ School and Girls’ School took part in the Year 8 Taneatua Service Trip – an annual initiative that blends community contribution with real-world learning. Based in the Bay of Plenty, the group partnered with Waikirikiri Marae and Taneatua School to complete a range of practical projects. Students and parents worked shoulder-to-shoulder, installing a playground repurposed from Auckland City Council, erecting fences, constructing a chicken coop, and carrying out maintenance across multiple sites. One of the most impactful contributions was the delivery and installation of a tiny home –transported from the College. The trip was a powerful reminder that meaningful service happens not only through what we give but through how we show up – together.
The Taneatua Tiny Home
The installation of the tiny home marked the completion of a twelvemonth project led by Year 13 Product Design students under the guidance of teachers Garth Horsnell and Stuart Mudford. Their combined effort, skill, and dedication and the generosity of a number throughout the Saint Kentigern community brought this vision to life and provided a tangible, lasting gift to the Taneatua community.
Food with Purpose
Thanks to the generosity of our College and Boys’ School communities, the February foodbank drive collected over $20,000 worth of non-perishables to stock The Shed, our on-campus foodbank. By the end of Term 1, we had delivered 560 food boxes to Presbyterian Support in Manurewa, West Auckland, and Glen Innes Primary School. Social workers collect and distribute these boxes to needy families. Each Wednesday during ETT, tutor groups pack boxes for Thursday deliveries.
The generosity and commitment across our campuses ensure The Shed can continue meeting real needs in our wider community. The Girls’ School also continues its regular contributions to the community Pātaka Kai at May Road School, helping to ease food insecurity for families in the area.
Supporting Local Schools
Each week, College tutor groups step beyond the classroom and into the community, spending time with students at Sommerville Special School and three local primary schools: Ruapotaka, Riverhills, and Riverina. Whether helping with classroom learning or joining in sports, these interactions are genuine and uplifting.
Meanwhile, two Year 10 Food Technology classes extended their service through the kitchen, preparing healthy, affordable lunches for students at Ruapotaka and Riverina. Faced with the challenge of creating meals that were both nutritious and appealing to young children, the students rose to the occasion – infusing each meal with thought, care, and creativity.
Hāngi for the Homeless
Shore Road’s Hāngi for the Homeless continues to grow in size and impact, with 650 meals served during Term 1. This initiative brings together students, staff, and parent volunteers to prepare and deliver nourishing meals to those experiencing housing insecurity in Downtown Auckland. A hairdresser is also funded through last year’s Shore Road Extra Miler to provide free haircuts each month alongside the hāngi service. Our College Year 8 students also contributed hāngi meals to a recent Papatoetoe Community Dinner, extending the spirit of service beyond our immediate neighbourhood.
Bruce House Blankets Find New Homes
Surplus blankets and duvets from Bruce House were donated to the South Auckland Christian Foodbank, bringing warmth and comfort to families as they head into winter.
Howick Baptist Home Visits
Each week, College students make meaningful visits to Howick Baptist Home, guided by the dedicated leadership of teacher Barbara Warne. Spread across three afternoons, these visits foster genuine intergenerational connections and offer moments of joy and companionship to residents.
Shore Road Easter Service Reflects on the Best Love
Students, staff, and families gathered on 11 April for the annual Shore Road Easter Service, a poignant moment of reflection marking the end of Term 1. Held on the Top Field between schools, the service centred on the theme of The Best Love – a reminder of Jesus’ sacrificial love shown at Easter and the hope it offers thousands of years later.
The service opened with powerful musical contributions, including the Shore Road Pipe Band and ‘He is Lord’ performed by Head Boy Austin Watson on trumpet, Head Girl Layla TualaGlassie as a soloist, and the combined choir.
Rev. Reuben Hardie led the call to worship, giving thanks for the term and inviting the community to reflect on the deeper meaning of Easter. A moving presentation of the Stations of the Cross followed, with students from Years 4 to 6 taking turns to narrate each station. Chapel Prefects Ria Toeman and Ben Hill rang the bell between each reading, drawing all in attendance into a rhythm of reverence and reflection.
The message of the service was brought to life through music, scripture, poetry, and a lively sermon from Rev. Hardie and Isaac Williams. The pair bounced off each other, quipping about their different ideas of what they believed to be the best ice cream flavour, the best NBA MVP this year, and the best chocolate Easter egg. The students threw their support behind the suggestion that bigger is best, especially when Mr Williams produced a 1.2kg giant Easter Egg. This led to the heart of their message about the best love found in Christ. Their message was clear: the resurrection is more than a story; it is a living hope. As the giant hollow egg was smashed open, the symbolism of the empty tomb came to life before the students’ eyes.
The service concluded with the congregation singing ‘God’s Love is the Best Love’, followed by a sung ‘Kia Tau’ benediction, and Piper Thomas Bottomly playing ‘Amazing Grace’. Having so many parents and whānau join students and staff to mark the beginning of the Easter break was made all the more meaningful through a shared reminder of the best love of all.
Preschool
Upcoming Events
8 MAY
MOTHER’S DAY CELEBRATION
9 MAY
CELTIC DAY
4 JULY
MATARIKI EVENT
29 AUGUST
FATHER’S DAY CELEBRATION
Te Whāriki, Weaving Our Values into Early Childhood Learning
NMegan Storey
BEd (Tchg) Preschool Principal
ew Zealand’s early childhood education curriculum, Te Whāriki, is internationally recognised for its rich and holistic approach. At the Preschool, we embrace this living framework and thoughtfully weave it together with our core values of Respect, Integrity, Service, Excellence, and Love –underpinned by principles of Character, Community, Care, and Wellbeing.
The term whāriki refers to a woven mat – an apt metaphor for a child’s learning journey. In our context, each thread represents a core value, coming together to form a strong foundation for lifelong learning. These values are not taught in isolation; they are modelled, lived, and embedded into daily interactions that shape the culture of our Preschool.
One of Te Whāriki’s key principles is Empowerment (Whakamana) – the belief that children are competent and confident learners. In our classrooms, empowerment looks like children
making decisions, taking initiative, and engaging in experiences that foster independence. Our educators honour children’s voices and support them to approach challenges with curiosity and courage. In doing so, we nurture the integrity and resilience they need to navigate their world.
Equally important is Holistic Development (Kotahitanga), which recognises the interwoven nature of a child’s cognitive, social, emotional, physical, and spiritual growth. We don’t separate learning into subjects or skills – we attend to the whole child. When a child develops emotional literacy, learns to collaborate, or builds fine motor strength through play, each of these threads strengthens their overall wellbeing. Our value of care is reflected in how we support children’s sense of self, their relationships, and their developing awareness of others.
Family and Community (Whānau Tangata) lies at the heart of what we do. We know that children flourish when their cultural identity is respected and there is continuity between home and preschool. We build meaningful partnerships with families and invite them into the learning process. Whether through sharing stories, traditions, or feedback, these connections enrich
our understanding of each child and reinforce their sense of belonging. The principle of Relationships (Ngā Hononga) is the cornerstone of early learning. Children learn best when they feel safe, loved, and respected. Our teachers are deeply intentional in fostering an environment where relationships thrive. Be it between child and teacher, peer to peer, or family to school, our children learn how to navigate conflict, show empathy, and recognise the perspectives of others. These are early lessons in character and community.
Together, these strands of Te Whāriki form a curriculum that is responsive, inclusive, and values-led. When we overlay this with our Saint Kentigern values, we create a rich tapestry of learning – one that honours the individuality of each child and prepares them not only for school but for life.
At our Preschool, learning is not just about gaining knowledge; it’s about becoming. Through meaningful experiences and a foundation of strong values, our children develop into compassionate, capable, and confident learners ready to flourish in the world beyond our walls.
Fides Servanda Est.
Ringing in the Year of the Snake
Chinese New Year’s Eve fell on 28 January, marking the beginning of a two-day celebration at the Preschool to welcome the Year of the Snake – a symbol of wisdom and growth.
The festivities began with a special visit from Cathryn, mother of Kaitlyn Sue, who shared her knowledge and family traditions of Chinese New Year. She spoke about how her household celebrates, and the children were captivated by the beautiful traditional costumes she had brought in. Inspired by the occasion, the Preschoolers later created paper plate snakes and cut intricate window flowers, adding a festive touch to the day.
New Year’s Day was all about red and dumplings. Red clothing and accessories filled the Preschool as our children embraced the lucky colour of Chinese culture. After an early morning tea, they headed to the dining room to try their hand at dumpling making. Under the guidance of our talented chef Sue Cheers, the children carefully crafted their dumplings with a rainbow salad filling. Dipping their fingers in water, they sealed the dumpling edges before pressing them with a fork, ready to be cooked and enjoyed for lunch.
It was a wonderful way to celebrate Chinese New Year together, embracing culture, tradition, and, of course, delicious food. Gong Xi Fa Cai! Wishing everyone a joyful and prosperous Year of the Snake!
Stories Come to Life at Book Day
Book Day returned in vibrant colour this year, with excited children arriving dressed as their favourite book characters, ready to share in the joy of storytelling. From a cheerful Thomas the Tank Engine conductor to a cuddly Hairy Maclary and a very convincing Tiger Who Came to Tea, the circular preschool building was abuzz with literary life.
The day began with a character parade, allowing each class to showcase their creative costumes. Families watched as the children beamed with pride, stepping into the shoes of their favourite characters to dance and parade around the boardwalk. Later, each class was treated to a surprise guest reader. Boys’ School Principal Peter Cassie delighted the children in Loch Rannoch, while parents April Powell and Paul Prior visited Loch Ness. Girls’ School Parents & Friends Chair Jess Wahlstrom shared a story in Loch Lomond, and mumand-daughter duo Kate and Birdie Blunden brought double the joy to Loch Tummel.
With every turn of the page, Book Day helped nurture a love of reading that will stay with our tamariki for years to come.
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Preschoolers Join Flora MacDonald Day Parade
Clad in tartan sashes and wide-eyed with curiosity, our Preschool girls joined the Girls’ School parade and assembly for Flora MacDonald Day – one of the most cherished events on the school calendar. While they weren’t aligned with any house, the girls paraded proudly alongside the older students, soaking up the colour, music, and tradition of the occasion.
The assembly was a highlight, offering a glimpse into the school’s Scottish heritage. From the rousing opener by the College Pipe Band as they led in the esteemed guests to the story of Flora MacDonald brought to life through a studentled retelling, the girls were captivated by the pageantry and storytelling. Performances from the choir, Kapa Haka, and Music Ensemble gave our youngest learners a taste of what lies ahead.
More than just a morning out, the day gave our Preschoolers a meaningful connection to the wider Saint Kentigern family and a gentle introduction to the traditions that shape it.
Families Gather Together for Annual Picnic
Last Friday afternoon, the Preschool community came together for the annual Family Picnic, making the most of a stunning summer day. Families spread out across the grounds on picnic rugs, enjoying a relaxed afternoon with their Preschoolers and older siblings from the Boys’ and Girls’ Schools. As a tight-knit community, we value these opportunities where parents can connect with one another, many of whom may be on this journey together through to Year 13.
A new addition to the event this year was the recently installed shade coverings, which provided welcome relief from the sun and made it easier to settle in for the afternoon. Face painting was a hit, with children emerging as tigers, fairies, and superheroes. The undisputed highlight, however, was the arrival of the Mr Whippy truck, sending kids running for ice creams. Sticky hands and chocolate-smeared faces were a small price to pay for the pure satisfaction on display. It was a simple but special way to bring families together and mark the start of another great year.
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Fostering Musicality in Loch Ness
This term, our youngest children have been expressing interest in and enjoyment of music. To support this, we have been offering ways for the children to explore how to create sound using different types of instruments. The children have enjoyed exploring instruments such as electronic keyboards, xylophone bars, and ukeleles. Specifically, children are given opportunities to be playful when learning how to elicit sound from these instruments. The children use their hands and fingers in different dexterous ways when playing on instruments that support the development and enhancement of physical skills and hand-eye coordination.
When creating their own unique sounds, the children have instinctively been responding to real music playing in the background in the classroom by replicating the beat and rhythm they can hear, which is then reinforced by cause and effect from their own hands when working alongside their peers.
The children’s visible appreciation for familiar songs has extended to music and dance, with our daily afternoon ritual of playing Musical Chairs being a huge highlight. This game provides a perfect opportunity for the children to use their processing and sequential thinking abilities, gross motor skills, and spatial awareness. The competitive nature of this experience fosters passion, enthusiasm, and determination to experience achievement, along with being gracious and happy for the success of others. These are moments for children to experience camaraderie and feel the synergy created when expressing their developing musical personalities.
Just Footprints, a Preschool Production With a Purpose
Inspired by Seaweek and their ongoing interest in marine life, the children of Loch Lomond collaborated to write their own storybook, Just Footprints. The tale follows a family’s beach picnic that takes a turn when their rubbish blows into the ocean – only to be rescued by mermaids before it can harm sea creatures. Its message? Leave only footprints and put litter in the bin.
The idea soon evolved into a live performance. The children created props and backdrops, practised their roles, and performed their story to fellow Preschool classes. Each performance ended with the song ‘Litter in the Bin’, reinforcing their environmental message in a fun, memorable way. Throughout the process, the children showed growing confidence and pride in their contributions, whether acting, making, or sharing ideas.
The experience sparked joy, confidence, and creativity while reinforcing a strong environmental message. Who knows, this might just be the beginning of a published learning resource one day. For now, the fun and learning will leave a lasting footprint.
Loch Rannoch Dives Into the Deep
This term, the children of Loch Rannoch dived headfirst into the world of sea creatures. Their interest was sparked by a range of sea-themed provocations, including colourful sea gems, marine books, and images of underwater life. These resources quickly inspired creative play, with children building aquariums and exploring the mysteries of ocean ecosystems through storytelling, discussion, and hands-on activities.
Throughout the term, the children expressed their curiosity through a variety of art experiences – drawing their favourite sea creatures from photographs, collaging marine life, and crafting jellyfish and octopuses from mixed materials. A visit to the beach added real-world texture to their learning, with shells, seaweed, and stones gathered for their ‘Ocean in a Jar’ project.
Next, the class will visit Kelly Tarlton’s Aquarium to see sea life up close – an exciting opportunity to build on their learning and fuel their curiosity for the wonders of the ocean.
Building Number Sense in Loch Tummel
In our oldest classroom, Loch Tummel, numeracy is more than just counting to ten. Our goal as early childhood educators is to help children see numbers as meaningful, playful, and a vital part of their everyday world. While our programme introduces foundational literacy and numeracy skills, we place a strong emphasis on developing deep number understanding through a variety of experiences that engage different ways of thinking.
Rather than relying solely on rote learning, at this age, we explore what numbers really mean. Using resources such as Numicon, children begin to visualise quantities, develop early addition strategies, and practise subitising – the ability to instantly recognise small groups of objects without counting. These tools make abstract concepts visible and concrete, allowing children to make sense of numbers in a hands-on way.
Our mat times are filled with interactive activities that promote discussion and discovery. Games such as the ‘before and after’ lolly shop challenge or ordering jumbled number cards keep learning light-hearted while reinforcing number patterns and sequencing.
While children complete simple worksheets to build confidence ahead of school, their understanding is first grounded in meaningful, real-world experiences – from graphing the letters in their names to estimating how many acorns they can carry.
By making numeracy tangible, relevant, and fun, we’re laying a strong foundation for confident, curious learners ready to take on the challenges of school and beyond.
Boys’ School
Supporting Your Son in Navigating Technology: Conversations, Boundaries, and Balance
APeter Cassie TTC, BEd Boys’ School Principal
t a recent Alumni Reunion with the Class of 1985, I was asked a thoughtful question:
“What are your biggest challenges in education today?”
My response was simple: the impact of gaming and social media on our children.
Today’s students are growing up in a world that is always online. Social media and gaming platforms are no longer just sources of entertainment; they are shaping how children see themselves and what they believe defines success. Too often, these digital spaces send the message:
“To be successful, you must look or act a certain way.”
This creates unrealistic expectations and pressures that impact self-worth, relationships, and mental wellbeing. While technology offers undeniable benefits, it also demands intentional parenting to help our children navigate it safely and wisely.
Earlier in the term, our parent community had the privilege of hearing from Rob Cope, who delivered a powerful session on Parenting in an Online World. Rob’s insights were both confronting and constructive, reminding us that while parenting in the digital age is challenging, it is more important than ever. His message was clear: open communication, healthy boundaries, and safety measures are key to raising confident, digitally resilient young people.
THREE KEY INGREDIENTS FOR MANAGING TECHNOLOGY AT HOME
Start with open, honest conversations.
Be calm and approachable so your son feels safe to share. Ask open questions like, What do you enjoy online? and explore apps together. Build digital resilience by discussing online risks and the impact of cyberbullying.
Set clear boundaries. Keep bedrooms and mealtimes screen-free, limit screen time with age-appropriate tools, and plan regular tech-free family time. Lead by example and agree on a shared set of rules.
Use filters and safety tools. Enable parental controls, review privacy settings, and talk about online safety, including privacy and reporting harmful content. Stay informed, as the digital world changes quickly.
TECHNOLOGY IN LEARNING: PURPOSE AND BALANCE
Just as calculators once became essential in classrooms, personal
computers are now integral to learning. They give students access to information, interactive tools, and opportunities to collaborate. But at home, their purpose must be clearly defined.
Unrestricted screen time can lead to reduced physical activity, disrupted sleep, and weakened social connections. Children still need time outdoors, meaningful face-to-face relationships, and opportunities for physical play and exercise.
Start by asking yourself these questions: Why does my son need a phone? (Did you have one when at school?) If the main reason is safety, a basic phone is more suitable than a smartphone with internet access. Why are there age restrictions on certain apps and games? These exist for a reason, often to protect children from content or interactions they’re not yet ready to handle.
While schools play a part in teaching digital responsibility, parents are the primary guides. Clear expectations at home will help shape your son’s understanding of balance and wellbeing.
My challenge to you: Let’s continue to work together to raise young people who are confident, thoughtful, and digitally responsible, both online and offline. It’s never too late to claw back.
Fides Servanda Est.
Honouring Legacy and Looking Ahead on Boys’ School Founders’ Day
Each year, Founders’ Day serves as a reminder of where Saint Kentigern Boys’ School began, how far it has come, and the role every student plays in its future. This year, the school marked sixty-six years of excellence in boys’ education with a short but meaningful service held outdoors in the presence of students, staff, and special guests from the wider Saint Kentigern community.
Executive Trustee Dr Kevin Morris, Trust Board member Dr Catherine Harri, and Head of Chaplaincy Rev. Reuben Hardie were in attendance, with Rev. Hardie introducing a new member of the Chaplaincy team, Ken Diekema. The service concluded with Mr Diekema leading the school in a closing prayer and blessing. The occasion also marked the first official address by new Deputy Principal Richard Kirk, himself an Old Boy of the school. Reflecting on his time as a student four decades ago, he painted a vivid picture of a campus without a Junior School building, a far less forgiving unheated swimming pool, and classrooms filled with blackboards and chalk instead of today’s modern resources. Yet, amid the many changes, he reminded the students that some things have remained steadfast: the school’s commitment to personalised education, fostering boys to be the best they can be and helping them discover their passions. "As the current custodians of this place, we play an important role in developing it, as it will remain for others long after we have gone," he said. "We are afforded a short time to contribute positively and build upon the great work done years prior."
Head Boy Austin Watson made his debut address in his head prefect role as he tackled the ‘History of our patron Saint Kentigern in 60 seconds’ challenge, confidently outlining the life and miracles of the school’s namesake, Saint Kentigern. Austin nailed it with 0.02 seconds to spare, a great start to his tenure as Head Boy.
Music wove a memorable thread through the celebrations, with students and teachers delivering a moving acoustic rendition of Six60’s ‘Pepeha’. Continuing a beloved tradition, the school sang ‘Happy Birthday’ to Saint Kentigern before cutting the five Founders’ Day cakes. And, in true Saint Kentigern style, the official party was piped in and out by Piper Thomas Bottomley, a fitting tribute to the traditions that remain at the heart of the Boys’ School. With the formalities over, the boys and staff enjoyed a piece of birthday cake iced in House colours, thanks to Food Technology teacher Patsy Hindson, who spent hours adding the much-needed Saint Kentigern flavour.
As another year begins, Founders’ Day serves as both a reflection on the past and an encouragement for students to consider the legacy they will leave behind.
Prefects Commissioned for Leadership
The commissioning of the 2025 Saint Kentigern Boys’ School
Prefects marked the beginning of a new chapter in leadership. In a formal ceremony attended by staff, students, and families, the new prefects were entrusted with guiding their peers and upholding the school’s values in the year ahead.
Principal Peter Cassie addressed the students, reinforcing the significance of servant leadership. "If you seek to lead, first seek to serve," he reminded them, encouraging the prefects to lead by example and strengthen the community around them.
A particularly proud moment for the Boys’ School was recognising three former students who now hold prestigious leadership positions across Auckland: Luka Patumaka Makata (Saint Kentigern College Head Boy), James Hiddleston (Auckland Grammar School Head Boy), and Campbell Buchanan (Mount Albert Grammar School Head Boy). The presence of Luka and James
at the ceremony served as an inspiring example for the young leaders stepping into their new roles.
As is tradition, Luka returned to address the new leadership team, sharing a lesson he has carried with him through his time in the 1st XV Rugby Team. "'Leaving the jersey in a better place than you found it' is a phrase originally used by the All Blacks but one that applies beyond the rugby field. You are not the only prefects to walk through these doors, and you’re not going to be the last," he said. "All you can do is understand the importance of your role, the whakapapa – the lineage that comes with it – and go about the year with the belief that you will leave this place better than you found it."
This year’s leadership team is spearheaded by Head Boy Austin Watson and Deputy Head Boy Charlie Henderson, both actively involved in all areas of school life. Austin, who began his Saint Kentigern journey in Year 0, has excelled in academics,
athletics, and music, earning multiple awards throughout his schooling. His leadership is driven by a desire to inspire and empower his peers, ensuring every boy at the school makes the most of their opportunities.
Charlie, who joined in Year 3, is known for his kind and humble demeanour. Paired with a strong academic record and involvement in sport, music, Kapa Haka, and service activities, he embodies servant leadership, bringing people together and leading with quiet confidence and determination.
Following the formal commissioning, the new prefects signed the Prefects’ Book, symbolising their commitment to their roles. As they step into leadership, they carry forward the responsibility of setting the tone for the student body, upholding school traditions, and ensuring the values of Saint Kentigern remain at the heart of all they do.
Camps at a Glance
AN OVERVIEW OF OUTDOOR EDUCATION IN TERM 1
Year 4 – Peter Snell Youth Village
The Year 4 boys enjoyed their first overnight camp experience at Peter Snell Youth Village in Whangaparāoa. Embracing a ‘Pirates of Shakespeare’ theme, the boys formed pirate crews and spent the week earning ‘pieces of eight’ through acts of teamwork, kindness, and resilience. Highlights included a scenic hike, rock climbing, archery, rifle shooting, and the ever-popular water slide. The camp concluded with a special ceremony, where each boy received a Pirate Medallion to recognise their efforts and the friendships formed throughout the week.
Year 5 – Long Bay
At Long Bay, our Year 5 boys tackled four nights away from home, building resilience through a jam-packed week of adventure. The thrill-seekers in the group thrived at abseiling and boogie boarding, while the adventurers got stuck in during outdoor survival and paddleboarding. Evening shoreline walks and camp journaling brought space to reflect, and the Thursday movie night offered a well-earned winddown. The events were topped with lively parent–teacher dance-offs and supportive camp leaders, making the camp a week full of laughter, learning, and a true sense of brotherhood.
Year 6 –Kaueranga Valley
Set against the stunning backdrop of Thames's Kauaeranga Valley, our Year 6 boys took on classic camp favourites: go-karting, kayaking, axe throwing, and the giant flying fox. The pinnacle, quite literally, was the hike to the summit, rewarded with sweeping sea views and a strong sense of shared achievement. Evenings brought campfires in the Summer Village, a fiercely contested F1 go-kart showdown, and a final-night movie. It was a week that strengthened friendships, courage, and confidence.
Year 8sPort Charles
For their final year at the Boys’ School, a group of our Year 8s ventured to the newly opened Hillary Outdoor Centre at Port Charles on the Coromandel. The week offered fresh challenges, with activities like sea kayaking, coasteering, bouldering, and giant paddleboard battles encouraging teamwork and resilience. Evenings were filled with beach games, singalongs, and a hotly contested cabin tidiness competition. The highlight was an overnight expedition, where boys camped in hammocks and makeshift shelters under the stars – a memorable way to round out their primary years.
Year 8sTongariro YDC
Set against the beauty of Tongariro National Park, a third of our Year 8s embraced a week of challenge and adventure at YDC. High ropes, abseiling, caving, orienteering, and the ever-popular Wetsuit Olympics stacked the boys’ schedule, pushing them to work together and step outside their comfort zones. A highlight was the overnight expedition, where the boys camped under clear skies after a day of bushbashing and climbing at Mead’s Wall. The week was a fitting finale to their time at the Boys’ School.
Year 8sTongariro Taurewa
Another group of Year 8s headed to Taurewa, Tongariro National Park, for a week of outdoor learning and personal challenge. Based at Taurewa Lodge and the Outdoor Leadership School, the boys took part in river walking, canoeing, rock climbing, and an overnight bush expedition. Despite a few days of wet weather, spirits remained high, with highlights including mountain day, despite the encounters with giant wētā while caving. The week offered lasting memories and valuable lessons in teamwork and resilience.
Learning At a Glance
AN OVERVIEW OF CLASSROOM LEARNING IN TERM 1
Lightening the Load – a Structured Approach to Literacy
With the success of ‘The Code’ structured literacy system put in place in the Junior School, Years 3 and 4 have now begun integrating ‘The iDeal’ structured literacy programme into their Spelling, Reading, and Written Language lessons. This programme is based on the science of learning and is designed to reduce the cognitive load on students so they can better transfer what they are learning from their working memory to their long-term memory. The Year 3 teachers began this learning journey in 2024, and the Year 4 teachers will undergo professional development in this pedagogical approach later this year.
The Year 3 boys have quickly settled into the spelling programme that consists of highly organised lessons sequenced to systematically develop an understanding of spelling concepts. These concepts
Sounds Like Success
Arguably, the most critical skill a young child can develop on their journey to becoming a confident reader is phonemic awareness. This technical term simply means identifying sounds (phenomes) in spoken words. In turn, it allows students to break words apart, blend sounds together and develop strong decoding skills. Our juniors have been focusing on phonemic awareness through two key approaches: the Heggerty Phonics Program and poetry recitation.
The Heggerty Phonics Program is designed to systematically teach phonemic awareness through daily lessons. We have been challenging our students in the classroom with activities
were identified as areas for further development in a diagnostic assessment administered at the beginning of the year. The programme ensures the spelling words that the boys take home are aligned with the spelling concept taught in class that week.
A new assessment for reading will be administered throughout the year that will provide the teachers with an even greater amount of information on the students’ decoding, fluency, vocabulary, and comprehension. Structured literacy places a greater emphasis on shared reading, both with teachers and peers. It also makes it very clear that understanding the vocabulary within texts is essential to a student’s overall comprehension, especially as they transition from decodable texts to authentic readers.
With all these excellent new tools and skills at their disposal, the Year 3 and 4 teachers are looking forward to helping their students gain an even better understanding of literacy in the years ahead.
Written by Graham Knox, Middle School Dean (Years 3 & 4)
that involve blending, segmenting, and identifying the first and last sounds in words. These short, structured lessons build essential pre-reading skills and set students up for success as they progress into reading and writing. Since implementing this programme, we have noticed great improvements in our students’ ability to recognise and identify individual sounds within words, directly supporting their reading development. Alongside this, we have been using poetry to reinforce phonemic awareness. Learning poems by heart helps children develop their ability to recognise rhyming patterns, syllables, and sound repetition. Additionally, memorising and
reciting poetry strengthens memory capacity, auditory discrimination, and language fluency. The rhythm and repetition in poetry make it an enjoyable way for children to engage with language while reinforcing key literacy skills.
We often say learning to read starts with learning to listen – and it turns out listening for the smallest sounds can make the biggest difference. With continued practice both in the classroom and at home, our students are steadily building the tools they need to become confident, capable readers.
Written
by Geoff Brown,
Junior School Dean
(Years 0 to 2)
Lessons from the Trenches of Ruapekapeka
In a country shaped by many cultures, understanding how different civilisations lived, fought, and adapted is key to appreciating our shared history. For our Years 5 and 6 students, exploring the story of Ruapekapeka Pā – a pivotal site in the New Zealand Wars – offered more than names and dates. It revealed the remarkable ingenuity of Māori design and strategy and how it differed from European military thinking of the time.
Unlike the rigid, above-ground forts common in Europe, Ruapekapeka Pā
was a masterpiece of adaptation: lowprofile trenches, hidden bunkers, and cleverly placed escape routes absorbed the impact of British cannon fire. It was engineering designed not just to defend but to outsmart.
Students studied historical maps of the pā before gathering natural materials around campus – sticks, leaves, stones – and constructing their own miniature versions. What began as a creative task quickly became a lesson in problem-solving and tactical thinking.
Walking in the Footsteps of Ngāti Whātua Ōrākei
As part of our Year 8 Social Science ‘Stand Up’ inquiry, our Social Science classes were eager to learn about the history and culture of Ngāti Whātua Ōrākei, one of Auckland’s prominent iwi. The visit began with a warm welcome from the local guides, who shared fascinating stories about the iwi’s heritage and their significant contributions to the region.
At Ngāti Whātua Ōrākei, the students explored the historical sites and learned about the iwi’s journey, including their struggles and triumphs. The boys were particularly moved by the stories of resilience and the strong sense of community that has been maintained over the years.
The trip continued to Bastion Point, a site of great historical importance. Here, the students connected with the land and its people, gaining insights into the events that shaped the area’s history. The boys were intrigued by the tales of the occupation, which highlighted the community’s fight for their land and rights.
The field trip was a memorable experience that provided the students with a deeper appreciation for the cultural and historical significance of Ngāti Whātua Ōrākei and Bastion Point. It was a valuable learning opportunity that left a lasting impression on everyone involved.
Written by Steve Aucamp, Senior School Dean
The hands-on learning saw students practically engage with history and deepen their understanding of the Māori perspective – where resourcefulness, knowledge of the land, and community cooperation shaped the design of one of the most effective fortifications in our country’s past.
Written by Emily Cooper, Middle School Dean (Years 5 & 6)
Book Day Brings Story Characters to Life
The Shore Road campus was a lively pageant of imagination as Book Day returned in full force this year. Students arrived dressed as their favourite literary characters, parading in House groups before an audience of invited family and friends. The usual suspects were present: Harry Potter, Where’s Wally, and Willy Wonka, alongside some delightfully obscure characters. The breadth of costumes showcased a deep engagement with the stories students know and love. One student even engineered a wearable race car, drawing admiration for his creativity and craftsmanship.
House chants added a spirited layer of competition while the teacher syndicates joined the fun in full costume. Year 8 staff channelled Shakespeare and Old English literature; Year 7 (the crowd favourite) brought Alice in Wonderland to life; specialist teachers transformed into Rock, Paper, Scissors; and other teams represented Rainbow Magic, the Mr and Miss series, and Where’s the Green Sheep?
New Zealand authors David Riley and Stu Duval also visited, sharing their personal journeys as writers. David’s talk to Years 7 and 8 explored identity, heritage, and his commitment to writing stories that resonate with students like the high schoolers in his early teaching years. Stu Duval brought his energetic and often hilarious persona to bring his storytelling to life. He shared his love of both writing and illustrating stories, and all boys from Years 1–6 had the chance to create their own masterpieces with a drawing tutorial from Stu. He showed the boys how just a spark of inspiration can inspire you to write and draw.
Book Day was, above all, a celebration of literature’s timeless ability to inspire curiosity and creativity and connect us through story.
Cargill
Leads the Charge in House Relays
The pool was bursting with energy as students gathered for the much-anticipated House Relays – a final splash of competition following Swimming Sports. This year, Cargill stole the show, surging ahead to claim first place. Chalmers followed close behind in second, with Hamilton and Wishart rounding out the standings.
The event was a true showcase of teamwork and house pride, with A, B, and even C and D teams taking to the water in rapid-fire succession. Beyond the races, the atmosphere was buzzing with chanting competitions, a YMCA dance-off, and an electric sense of school spirit.
The relays awarded both the talent and depth of our House swimmers, backed by the valiant efforts of those cheering on the banks. Congratulations to Cargill for their well-earned win and to every swimmer who gave their all and cheered on their housemates with enthusiasm.
Four Swimmers with Clean Sweep at Swimming Sports
Several high-energy days of swimming unfolded over the first half of Term 1, with students from Years 1 to 8 taking to the pool in a series of exciting and hard-fought races. Each syndicate provided a fresh set of competitive races and plentiful skill, determination, and House pride.
Several standout performances emerged, with Brayden Zha (Year 7), Kelvin Sun (Year 6), Alex Hills (Year 5), and Landon Tang (Year 3) making a clean sweep of their events, winning every race they entered. They proved to have both speed and endurance as they consistently performed across their whole programme.
From the youngest swimmers gaining confidence in the water to the Senior boys pushing themselves to the limit, every race contributed to the all-in attitude seen throughout the events. In
the final tally, Cargill House emerged as the overall Swimming Sports champions, with Hamilton following closely behind. Chalmers and Wishart came in third and fourth place, respectively.
YEAR GROUP CHAMPIONS
Year 1
1st Alexander Cashmore
2nd = George Zhong and Freddie Quinn-Dunn
Year 2
1st = Leo Gunn and Daniel Moon
3rd Dylan O’Connor
Year 3
1st Landon Tang
2nd Rio Zheng
3rd Oliver Lu
Year 4
1st Kaleb Shek
2nd Hugo Campbell
3rd Tommy O’Connor
Year 5
1st Alex Hills
2nd William Liu
3rd Aiden Huang
Year 6
1st Kelvin Sun
2nd Zach Miles
3rd = Jack Stephens, Allen Liu, and Mateen Alavi
Year 7
1st Brayden Zha
2nd Jeffery Chen
3rd Jayden Huang
Year 8
1st William Gascoigne
2nd Austin Chen
3rd Tom Dempsey
Sports Round Up
AN OVERVIEW OF SPORTING EVENTS AT THE BOYS’ SCHOOL
Strong Performances Across the Board in Southwell Exchange
The annual summer exchange with Southwell School provided a valuable opportunity for our developing teams to experience new competition. The 2nd XI and Invitational cricket teams and the B tennis team travelled to Hamilton in perfect weather conditions.
The 2nd XI played a thrilling match against Southwell’s 1st XI, narrowly losing with four balls remaining. The Invitational IX delivered a dominant performance, posting 215/4 before bowling Southwell out for 39. The B tennis team impressed, winning nine of twelve matches.
Back at home, our basketball A and B teams enjoyed two tight contests – the A team edging a 37–33 win, while the B team fell 31–39. On the touch field, our A and B teams proved too strong, with decisive victories. The exchange was a fantastic day of competition and sportsmanship. We look forward to hosting Southwell again in winter.
Top Teams Twice Over at Eastern Zone Orienteering
Some of our Year 7 and 8 students recently participated in the Eastern Zone Orienteering event for the first time, held at Waiatarua Park. Our Year 7 team (Matthew Knight, Felix Silverstone, Peter Bi, and James Ogden) and Year 8 team (Corban Leung, William Reeves, Sam Butler, Koby Arlidge, and Stanley Maher) rose to the occasion, bringing skill and determination as they navigated the terrain. Their teamwork paid off spectacularly, as both teams emerged victorious in their respective events. This outstanding achievement has earned them a spot in the Interzone competition, where they will proudly represent our school and continue to strive for excellence. A special thanks goes to Belinda Reeves, mother of William Reeves, who has been the driving force behind this.
Ollie George, Adam Hood, and Louis Burn) finished in third.
Three Records Fall in the Pool
Our Year 7 and 8 swimmers delivered strong performances at the Eastern Zone competition, earning three firsts, three seconds, and four third-place finishes across individual and relay events. Standout moments included William Gascoigne breaking the school record for Year 8 50m freestyle and Hayden Guo doing the same in breaststroke.
Several swimmers then advanced to Auckland Interzones, where William placed third in the 50m backstroke and broke another school record with his heat time. A huge effort from all involved and a promising sign of things to come.and our futsal team who improved on last year’s second place to take the win.
Building Basketball Pathways
Our school’s basketball programme is a dynamic and inclusive initiative that caters to 160 boys from Years 1 to 8, focusing on progression and skill development. For our youngest players in Years 1 and 2, we offer a dedicated skill development programme that introduces the fundamentals of basketball, fostering early enthusiasm for the sport. As students progress to Year 4, they begin participating in weekly competitions against other local schools, gaining valuable game experience and honing their competitive edge. These competitions not only allow them to apply their skills in real-game scenarios but also help build confidence and a sense of camaraderie among teammates.
The highlight for our Year 7 and 8 students is the AIMS Games held annually in Tauranga, where they compete against over ninety schools from across New Zealand. This event is a significant milestone in their basketball journey, offering them the chance to showcase their talents on a larger stage and experience the thrill of highlevel competition.
The structured approach of our programme ensures each student not only improves their technical skills but also learns important life values, such as teamwork, discipline, and sportsmanship. Through this comprehensive programme, we aim to nurture well-rounded individuals who are passionate about basketball and equipped with the skills to succeed both on and off the court.
Girls’ School
Upcoming Events
Empowered to Learn
WMarianne Duston
BPharm, GradDip Tchg, MSSL (Distinction) Girls’ School Principal
e have a unique theme word each year at the Girls’ School which guides our focus. For 2025, it is ‘EMPOWER’, which means to equip with the skills, knowledge, and confidence to do something meaningful. It flows nicely from our 2024 theme, ‘INSPIRE’, because it equips so that inspiration can be put into action.
Education is all about empowering young people to learn and grow so they can contribute to society. The Science of Learning informs our practice as teachers because it draws upon neuroscience and helps us understand how learning happens and how to create optimal conditions for learning.
This year, we are empowering our teachers with professional learning centred around the Science of Learning to enable high-quality teaching and learning. Nathaniel Swain, author of Harnessing the Science of Learnin g,
talks about how ‘knowledge powers all learning’. With the advent of the internet in our digital age, many people have bought into the idea that knowledge is unnecessary because information can be found in the blink of an eye by searching on the internet. However, the converse is true – we need knowledge so we can understand what we read and learn successfully.
Our long-term memory is where we store knowledge, skills, and experiences. When we come across new information, we draw upon the knowledge already stored in our long-term memory to make sense of this new material.
Research into how we learn and how the brain processes information reveals that learning is complex. However, simple techniques and insights from the Science of Learning can be used in the classroom to make learning efficient and effective.
We know that our working memory limits how much we can learn at any given time. So, it is important to drip-feed new information in small chunks so the brain can process this information effectively.
We also know that we forget new information very quickly – this is normal! Most information is lost within one
day of learning it. But if we reintroduce information at regular intervals after the first exposure, students retain this information far more readily. Regular review of new learning strengthens the neural pathways in our brain and helps us to store this information in our long-term memory. Daily practice of recently introduced material does make a difference! It is like a football player doing weights in the gym – the strength gained from this regular repetitive action enables the footballer to respond under pressure in a game because they have inbuilt strength.
By empowering our teachers to apply techniques informed by the Science of Learning in the classroom, we empower our students to learn in a way that doesn’t overload their brains but enables them to absorb information at an appropriate pace and level. Students are not exhausted or overwhelmed, and learning feels natural.
Leonardo Da Vinci put it beautifully when he said, "Learning never exhausts the mind."
Fides Servanda Est.
Seeds of Curiosity, Roots of Responsibility
This term, our Junior School inquiry unit, Poipoia te kakano Kia puawai – Nurture the seed, and it will blossom – has taken students beyond the classroom walls to explore how living things depend on each other and their environment. Across all three year levels, the girls have been discovering that the ecosystems surrounding us are not only intricate and interdependent but also vulnerable to the choices we make.
For Year 1, this learning came to life with a trip to Auckland Zoo, where the girls explored how animals’ basic needs – food, water, shelter, and space – are met in different habitats. What became clear throughout the day was that these needs aren’t so different from our own. The girls were encouraged to consider how all living creatures, no matter how big or small, rely on their environment and each other to survive. Observing the animals up close sparked meaningful conversations about responsibility and respect for the natural world.
Year 2 swapped the classroom for gumboots and gloves, venturing into the native bush on a visit to the Songbird Project in the heart of our community. Passionate volunteers took the girls through a range of practical conservation work – testing water
quality, learning to distinguish between weeds and native plants, and helping to remove invasive species, such as wild ginger. As they worked, native birds fluttered overhead, particularly the piwakawaka that seemed to follow their progress through the trees. Many girls returned to school determined to continue the mahi, with some already making plans to support the project’s ongoing efforts.
For Year 3, the learning came even closer to home. A visit from Watercare introduced the girls to the oftenunseen world of our waterways and the delicate ecosystems within them. They were captivated as they examined a range of macroinvertebrates and discovered how these tiny creatures help indicate the health of our streams and rivers. The session prompted lively discussions about human impact and the responsibility we all share to care for our environment. Inspired by the visit, the girls are now preparing to conduct their own water sampling around the school grounds in the weeks ahead – eager to put their new knowledge into action. Throughout the term, these experiences planted seeds of curiosity, empathy, and action. The buzz around the Junior School was unmistakable – evidence that real-world, tangible learning makes a lasting impression.
Empowering Leadership at 2025 Prefect Commissioning
Leadership at Saint Kentigern Girls’ School is both a privilege and a responsibility, a sentiment highlighted at the Prefect Commissioning ceremony held in the JC Chalmers Hall on 3 February. In a formal and significant moment, the 2025 prefects pledged their commitment to serving their peers –receiving their badges and signing the Prefect Book in the presence of staff, students, parents, and invited guests.
This year’s leadership team is led by Head Girl Layla Tuala-Glassie and Deputy Head Girl Juliet Dryden, both dedicated students who have fully embraced school life. Layla, who joined in Year 7, is committed to
fostering a strong sense of community and collaboration within her team. Juliet, a student since Year 5, is known for her integrity and sense of responsibility. Together, they will uphold the school’s tradition of leadership, serving as role models for their peers.
Several Girls’ School alumnae who now serve as prefects at the College returned to witness the commissioning, including College Head Girl Amelia Evangelidakis, who addressed the new leaders. Encouraging them to embrace their roles with integrity and service, she reminded the students that true leadership is not defined by a title
but by the legacy one leaves behind. “You have an exciting year ahead – a year where you can really make a difference. I encourage you to lead by example, live by the school values, and lead with service.” She also spoke directly to those who had not received a formal leadership title, reassuring them that their impact on the school was no less significant.
Now in her second year as Principal, Marianne Duston reflected on the responsibility of leadership and the importance of action. “Leadership is a responsibility – it is an action, not a title,” she shared, setting the tone for the year ahead. With the school’s 2025 theme word, EMPOWER, she
challenged the students to step into their roles with confidence, knowing they are equipped with the skills, support, and encouragement to lead effectively.
Following the formal proceedings, the newly appointed prefects celebrated their commissioning with morning tea alongside their families, a moment to reflect on the journey ahead and the responsibilities they now carry. As the Girls’ School embarks on another year, these young leaders are entrusted with the task of upholding the school’s values, inspiring their peers, and making their mark on the Saint Kentigern legacy.
FULL LIST OF 2025 PREFECTS:
Head Girl: Layla Tuala-Glassie
Deputy Head Girl: Juliet Dryden
Chapel Prefect: Ria Toemen
School Council Prefect: Molly Boyd
Cargill Prefects: Bella Boyd, Alyssa Dempsey
Chalmers Prefects: Addison Aves, Emily Folkard
Hamilton Prefects: Crisanalei Fabricius, Isabel Selwyn
Wishart Prefects: Aanya D R, Olivia Moule
Academic Prefect: Libby Lawson
Arts Prefect: Karina Li
Sports Prefect: Tamia Tavita-Falesiu
Wellbeing Prefect: Charlotte Ponsonby
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Celebrating Scottish Heritage on Flora MacDonald Day
Tartan filled the campus once again as our school community gathered to celebrate Flora MacDonald Day, a longstanding tradition honouring Saint Kentigern’s Scottish heritage. The College Pipe Band led the parade, joined by several of our own Girls’ School drummers providing a stirring accompaniment as students proudly processed behind their clan banners. Leading the parade were Principal Marianne Duston, members of the Saint Kentigern Trust Board, the Head Girl of the College, Amelia Evangelidakis, and Principals of the College, Damon Emtage, and the Preschool, Megan Storey.
A formal assembly followed, featuring performances from the School Choir, Kapa Haka group, and Music Ensemble. Head Girl Layla Tuala-Glassie and Deputy Head Girl Juliet Dryden guided proceedings, which included
a lively retelling of the story of Bonnie Prince Charlie. Principal Marianne Duston reflected on the statue of Flora MacDonald that stands before Inverness Castle in Scotland, a tribute to Flora’s bravery and enduring legacy.
The celebrations continued with a range of Scottish-themed activities, from Highland dancing and building a Scottish castle to tug-o-war, gumboot throwing, water challenges, including raising the Glamis flag, and puzzle games. A popular inflatable obstacle course added to the day’s energy, and students were treated to shortbread with their morning tea in true Scottish fashion.
Flora MacDonald Day continues to provide a meaningful opportunity for students to connect with their clans, celebrate a rich Presbyterian history, and demonstrate the values at the heart of Saint Kentigern.
Camps at a Glance
Year 5 Camp – First Adventures at Shakespear Regional Park
For many Year 5 students, their three-day camp at Shakespear Regional Park was their first taste of independence away from home. Excitement was high as the girls took on kayaking, orienteering, and bush cooking, all while strengthening friendships and learning the value of teamwork. A favourite among the students was the waterslide.
Evenings were filled with just as much energy, with the muchanticipated Lip Sync Battle drawing plenty of enthusiastic performances. The scenic hike to the park’s highest peak also stood out, giving the girls a sense of accomplishment as they looked out over the stunning coastline.
By the time the buses rolled back into school, there were plenty of tired smiles and already talk of returning next year.
Year 6 Camp – New Challenges on Familiar Ground
Returning to Shakespear Regional Park for their Year 6 camp, the girls embraced the challenges of a longer stay with more demanding activities. The extra night away afforded time for rock climbing, raft-building, air-rifle shooting, and coasteering – pushing their limits while developing leadership and problem-solving skills.
Whether scaling the climbing wall or plunging into the ocean from rocky ledges, the students approached each challenge with enthusiasm and determination.
Evenings were filled with laughter and creativity, including an entertaining playdough challenge and the ever-popular Lip Sync Battle. As the final night wrapped up, the girls reflected on how much they had grown since their last camp.
Year 8 Camp – Growth and Connection in Mangawhai Heads
For the first time, the Year 8 cohort set off to Moirs Point Christian Camp in Mangawhai Heads, ready to embrace new challenges on both land and water. Surfing, paddleboarding, air rifling, and archery were among the many activities that tested their resilience and teamwork. “I never thought I’d stand up on a surfboard, but after a few tries, I actually caught a wave – it felt amazing!” shared Crisanalei Fabricius.
The camp experience was enriched by workshops with Barefoot New Zealand, where students explored native bushcraft, built bivouacs, and learned about Māori traditions. As the sun set, campfires, talent shows, and late-night chats brought the group even closer.
“Camp taught us that being brave isn’t just about climbing higher or jumping further – it’s about believing in yourself,” reflected Tamia Tavita-Falesiu. The lessons learned, friendships strengthened, and memories made will stay with the girls as they soak in their final year at the Girls’ School.
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Guardians of the Moana
Our Senior students in Years 7 and 8 took their Social Science learning beyond the classroom this term, investigating the urgent challenges facing New Zealand’s coastal ecosystems. As part of their unit Ocean Defenders: Tackling Plastic Pollution and Marine Preservation, the girls explored the effects of plastic pollution, overfishing, and the importance of standing up as kaitiaki for our marine environments.
The Year 7 cohort began with a virtual dive, using the Blake NZ Trust’s VR experience to see firsthand the contrast between healthy marine habitats and damaged ecosystems. Both year levels then visited Goat Island Marine Research Centre, where they engaged in practical activities – from rocky shore explorations to talks with marine experts –gaining a deeper understanding of how conservation efforts support biodiversity.
These experiences gave students fresh insight into the relationship between people and the ocean, reinforcing how local action and advocacy can help protect Aotearoa New Zealand’s unique marine environment.
Design Time Sparks Student-Led Creativity
This year’s refreshed Middle School Design Time brought a deeper purpose to technology learning by anchoring it to students’ Term 1 social science inquiry: the rainforest. The intention was to use technology not as an add-on but as a meaningful way to explore big ideas.
Rather than working on isolated tech projects, students were encouraged to see digital tools and creative mediums as a way to deepen their understanding, express their thinking, and connect with real-world issues.
The programme was framed around the LAUNCH Cycle, a design thinking model that guided students through phases of questioning, researching, ideating, testing, and sharing.
With this as their framework, students selected an elective aligned with their curiosity and learning goals. Selections included rainforest-inspired recipes in Food Technology, painting a collaborative mural, digital storytelling, 3D sculpture construction, or robot programming to communicate conservation messages.
Over four sessions, students engaged in sustained creative problem-solving, making choices about materials, refining their ideas, and learning to view mistakes as opportunities to grow. More than just a chance to ‘do tech’, Design Time became a space for students to collaborate, innovate, and give their classroom learning new life. By the end of the term, they had tangible projects to share, a stronger sense of ownership over their learning, and the confidence to keep creating.
Wishart Girls Top Swimming Sports
This year’s Swimming Sports saw students dive into a day of competition, House spirit, and outstanding displays of skill in the pool. From the first race to the final swim, the energy was high, with students cheering on their House peers and pushing themselves to achieve personal bests. In a sport that races both the clock and the lanes next to you, we saw intense focus as the girls dialled in to stay in their lane and swim their own race.
With consistently strong performances across all events, Wishart claimed the overall house victory for 2025, with Cargill following closely behind.
The inclusion of so many of our students was perhaps the highlight. Whether seasoned swimmers or just starting to build their confidence in the water, everyone played a role in curating an atmosphere that was supportive and encouraging.
Congratulations to the girls listed below who clinched a top three position in their year group:
YEAR 1
1st Willow Swan
2nd = Charlotte Bird and Zara Hughes
YEAR 2
1st = Georgia May Mahony and Emily Gao
2nd = Anna Tagi and Katie Clark
YEAR 3
1st Jianing Shen
2nd Lexi Wang
3rd Selene Xue
YEAR 4
1st Karen Tang
2nd Lola Ke
3rd Kayla Han
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YEAR 5
1st Elly Chiu
2nd Olivia Boyd
3rd Eve Gascoigne
YEAR 6
1st Charlotte Xu
2nd Chloe Zhang
3rd Giselle Gong
YEAR 7
1st Charlotte McGuinness
2nd Lara France
3rd Mercy He
YEAR 8
1st Phyllis Xia
2nd Chloe King
3rd Bella Boyd
Sports Round Up
A CONCISE OVERVIEW OF SPORTING EVENTS AT OUR GIRLS' SCHOOL
Southwell Sports Exchange
Our school hosted Southwell School for a summer sports exchange in late March. Our students took to the field with enthusiasm across two touch rugby games and an 8-a-side hardball cricket match. On the day, we secured one win, one draw, and one loss. The cricket team played at Shore Road, showing clear improvement and determination despite Southwell taking the match 84–44. In touch, the B team earned a hard-fought 6–6 draw, while the A team delivered a strong 8–2 victory. The exchange was a fantastic day of competition and connection.
Auckland Interzone Swimming Championships
On 2 April, six of our qualifiers from Eastern Zones represented the Girls’ School at the Auckland competition. Year 8 student Phyllis Xia placed third overall in the Year 8 50m Breaststroke, a hard-fought and closely contested race. Our Years 7 and 8 Medley relay also placed sixth overall in the open category.
Podium Finish at National Aquathon
Well done to Charlotte McGuinness, who placed third in the U12 Girls’ division at the New Zealand Aquathon and Triathlon Championships – an outstanding achievement on the national stage.
Eastern Zone Orienteering Success
Our students delivered a strong showing at the recent Eastern Zone Orienteering event, earning several top-three finishes. Notable results included first-place finishes from Charlotte McGuinness, Arabella Johnston, and Annika Wells, with Ava Wolff and Indie Hopkins finishing 2nd, and Grace Baker, Mercy He, and Jayleen Long placing 3rd.
South Eastern Zone Tag Champions
Our tag team delivered a standout performance at the South Eastern and Eastern Zone Tournament, winning five consecutive games to take the title. Their grit and teamwork earned them a spot at the Auckland Championships on 25 March, where they placed fourth in a strong field. Thank you to Vaimoana Vaai for her leadership and support.
Oceania Tag Tournament Selection
Congratulations to Honey Onehi, who was selected to represent Samoa in the U13 team at the Oceania Tag Tournament and was awarded the tournament’s Sportsmanship Trophy – a testament to her character and commitment.
Evelyn Races to Gold at BMX Nationals
Congratulations to Evelyn Zhu, who claimed first place in the Year 8 category at the New Zealand BMX Championships held in Invercargill – a thrilling result from a rising star on two wheels.
From Belonging to Mattering
ADamon
Emtage BEd, M Ed College Principal
t Saint Kentigern College, we have long championed the value of belonging – a vital foundation where our students feel welcomed, accepted, and supported. But in an evolving world, we are called to go further. Beyond the passive comfort of belonging lies a more active, purposeful concept: mattering. Mattering is not simply about being part of something; it is about being significant to it. It speaks to the power of knowing that one’s presence, voice, and actions truly count.
While belonging answers the question, “Do I fit in here?” mattering asks, “Do I make a difference here?” At Saint Kentigern, we are intentional about ensuring the answer is a resounding yes – for every student, staff member, and family in our community. Mattering is not a feeling we stumble upon by accident; it is a culture we construct through experiences that affirm significance and inspire purpose.
Psychologist Zach Mercurio describes mattering as the belief that we are valued by and add value to those around us. At our College, this is evident in our approach to the teaching of
character. Our vision is not merely to shape students who belong but who lead, serve, and flourish. We nurture confidence, gratitude, and self-belief through rich spiritual, cultural, creative, and physical opportunities – each carefully designed to show students that they matter.
“ “
We must ask: How do we ensure that each member of our community feels seen, affirmed, and needed?
It begins with noticing – a deliberate practice of recognising each person’s unique presence and story. Whether a staff member supporting a struggling student or a student checking in on a peer, noticing tells someone, “You are not invisible. You matter.”
Then comes affirming. When we celebrate a student’s contribution, not with generic praise but with specific, authentic acknowledgment, we build their belief in their value. “Thank you for your leadership on that project – your empathy and insight made everyone feel heard” is more powerful than any award. It reinforces that their character has meaningful impact.
Finally, we foster a culture where individuals feel needed. Purpose emerges when students understand that their contributions serve something greater than themselves. This is what it means to lead and serve “with a heart for others” – the embodiment of our values in action. Whether on the sports field, in chapel, or through community service, we strive to show that each person’s role is indispensable in building a flourishing College. Mattering requires equity of care, access to opportunity, and the agency to contribute meaningfully. We are called not only to live by our values but to create spaces where those values are lived out – where intentional stewardship replaces accidental success.
As Principal, I am proud that Saint Kentigern is more than a place to belong. It is a place to matter – a place where young people are not only nurtured but needed. And in knowing they matter, they rise to lead lives of purpose, impact, and grace.
Fides Servanda Est. Mercurio, Z. (2022). How to Create Mattering at Work. https://www.zachmercurio.com/2022/11/ mattering-at-work/greater. Schools have a choice: they can continue with outdated models of professional learning where teachers compliantly engage in various processes to tick a box, or, they harness the power of collaboration by implementing a coaching programme to improve teaching and learning in schools. Saint Kentigern College embraces the journey of the latter.
Exceptional Academic Success in 2024, an Indicator of Excellence
In 2024, our students followed suit from previous years by demonstrating again exceptional academic performance, achieving results that far surpassed national and high-decile school benchmarks. These impressive results reflect the dedication of our students, the expertise of our teachers, and the strong support of our school community, all of which combine to create an environment where excellence thrives.
International Baccalaureate (IB) Success
Our 2024 IB cohort has achieved outstanding results, with a pass rate of 95.5%, significantly surpassing the world average of 72.4%. The Average Points Score for our students is 35, well above the global average of 29. Furthermore, 48.5% of our students achieved 36 or more points, an increase from 36.4% in 2023. An impressive 25.6% of our students scored over 40 points, underscoring the sustained high performance and exceptional academic rigour of our IB cohort. These results also highlight our commitment to providing a world-class education that prepares students for academic success while equipping them for global opportunities.
Outstanding Achievement Across All NCEA Levels
We are thrilled to share our College students’ success across all NCEA levels in 2024, consistently outperforming other high-decile schools nationwide.
At Level 3, our Year 13 students achieved an outstanding 96.7% qualification rate. A strong 22.1% received an Excellence Endorsement – well above the 15.7% average for other highdecile schools – and 47.1% received a Merit Endorsement. In total, 69.2% of students achieved either a Merit or Excellence Endorsement. The University Entrance rate of 92.3% also reflected their academic readiness, far exceeding the national high-decile average of 65.1%.
At Level 2, Year 12 students achieved a 99.0% qualification rate; 31.3% earned an Excellence Endorsement; and 45.3% received a Merit Endorsement – results that reflect academic strength and consistency.
Level 1 students demonstrated outstanding performance under the newly aligned Ministry of Education framework, achieving a 97.7% qualification rate. Notably, 100% of students met the mandatory Literacy standard, and 99.5% met the Numeracy standard – well above the national averages of 62.0% and 55.4%, respectively.
Celebrating Academic Excellence at the 2025 Academic Assemblies
Held over two consecutive Fridays in March, the College’s annual Academic Honours Assemblies recognised our highest-performing students in front of their peers, staff, and families. The assemblies celebrated excellence across NCEA and IB pathways, as well as students awarded NZQA Scholarships. Academic Colours and Honours were
presented to Senior students who achieved exceptional results in the previous academic year. Honours were awarded to students who attained a Grade Point Average (GPA) of 85–89.9%, while Colours were awarded to those who reached a GPA of 90% or higher. For IB students, Honours and Colours were awarded to those achieving 36–37 points and 38+ points, respectively.
Daniel Xian (Year 13)
Top of the IB cohort, Daniel Xian received the College’s highest IB honour after achieving an exceptional final score and six NZQA Scholarships. His four Outstanding Scholarships in Calculus, Chemistry, Physics, and Statistics, along with Scholarships in English and Economics, earned him a Premier Award, placing him in the top twelve students in the country.
Morgan Alley (Year 13)
Named the top Year 13 NCEA student, Morgan Alley achieved a perfect GPA of 100% and earned three NZQA Scholarships in English, Health and Physical Education, and Media Studies. Morgan’s consistency and dedication throughout her senior years exemplify the best of the NCEA pathway.
George McGuinness (Year 12)
George McGuinness stood out as the leading Year 12 scholar, achieving a perfect GPA alongside four NZQA Scholarships in Calculus, English, Health and Physical Education, and History. His achievements highlight a breadth of knowledge and maturity well beyond his year level.
“Excellence is not merely about grades or accolades but about the relentless pursuit of being your best selves,” shared Deputy Principal Angee Robertson to the onlooking students in the assembly.
This year, three students stood out across academic pathways:
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Record-Breaking NZQA Scholarship Success
We are delighted to celebrate a landmark achievement in 2024: students at Saint Kentigern were awarded a record-breaking eighty-seven NZQA Scholarships, including fifteen at Outstanding level, setting a new benchmark for the College.
These prestigious awards recognise students who demonstrated exceptional critical thinking, depth of understanding, and subject mastery in New Zealand’s most challenging secondary school examinations.
Among the highlights of this year’s success is Daniel Xian, who received
a Premier Award, recognising him as one of the top twelve students in New Zealand. Daniel’s exceptional performance includes Outstanding Scholarships in Calculus, Chemistry, Physics, and Statistics, as well as Scholarships in Economics and English.
We also celebrate Nicholas (Nico) McKinlay, named the 2024 Top Subject Scholar for Calculus, and Alan YiNing Chen, named the 2024 Top Subject Scholar for Latin. Both Nicholas and Alan will receive the Outstanding Scholar Award, placing them among only fifty-five recipients in New Zealand. We are also pleased
to share that Nico has once again scored top marks in Calculus, earning the Top Subject Scholarship Award for the third consecutive year, a truly exceptional accomplishment.
We congratulate all our Scholarship recipients on this outstanding achievement.
These results reflect the perseverance, dedication, and academic ambition of our students, as well as the support and guidance of our committed staff.
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College Prefects Commissioned for Leadership
With the new academic year underway, the College formally commissioned its 2025 Prefects in a ceremony held in the Chapel. This time-honoured tradition recognises students entrusted with the responsibility of leadership as they pledge to uphold the values of Saint Kentigern with integrity, humility, and service. In front of their peers, staff, and families, each Prefect was presented with their badge and robe, symbolising their commitment to guiding the student body in the year ahead.
Principal Damon Emtage addressed the incoming leaders, reminding them of the
weight of leadership and the significance of their role within the school. “Each of you carries a whakapapa, a lineage of ancestry, values, and personal history that shapes who you are. Your whakapapa does not exist in isolation; it connects to your whānau, community, and now, to this College. As Prefects, you’re entrusted with upholding and strengthening connection through our shared values.”
Head Prefects Amelia Evangelidakis and Luka Patumaka Makata also shared their vision for the year ahead. They introduced their mission statement, “Being leaders of today that inspire leaders of tomorrow,” highlighting their commitment to fostering
a sense of unity within the leadership team and encouraging all students to embrace the many opportunities available at the College. Their message was clear: leadership is not just about holding a title but about taking action, stepping outside one’s comfort zone, and setting an example for others.
As the Prefects embark on their leadership journey, they do so with a strong sense of purpose and a shared commitment to serving the school community.
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2025 PREFECT LEADERSHIP TEAM
HEAD PREFECTS
Head Boy: Luka Patumaka Makata
Head Girl: Amelia Evangelidakis
DEPUTY HEAD PREFECTS
Deputy Head Boy: Nathan Dick
Deputy Head Girl: Morgan Alley
BRUCE HOUSE PREFECTS
Head Boy: Sam Macky
Head Girl: Lisa Gu
COLLEGE PREFECTS
Arts: Arden Matheson
Arts: Amy Chen
Sports: Ashleigh Tuumaialu
Sports: Siale Pahulu
Service: Stella Liu
Service: Mia Denholm
Academic: Edison Zhou
Academic: Alan Chen
Te Amokura: Allen Martin
Te Amokura: Jamaria Chan Kau
Chapel: Estonia Hardie
Chapel: Sean Duggan
CARGILL PREFECTS
House Leader: Zaina Liang
House Leader: Ryan Jiao
Prefect: Tim Wallace
Prefect: Meresereisa Autagavaia
Prefect: Celia Elley
Prefect: Sienna McCarthy
CHALMERS PREFECTS
House Leader: Loukas Constantopoulos
House Leader: Olivia Kay
Prefect: Amelia Duff
Prefect : Miriam MacFarlan
Prefect: Luca Evans
Prefect: Sarah Archer
HAMILTON PREFECTS
House Leader: Harry Connell
House Leader: Mikayla Chung
Prefect: Semisi Langi
Prefect: Annabelle Olsen
Prefect: Isaac Sulu-Kiripati
Prefect: William Martin
WISHART PREFECTS
House Leader: Nora Caffery
House Leader: Ari Taylor
Prefect: Louis Spillane
Prefect: Georgia Fulford
Prefect: Chris Revell-Devlin
Prefect: Havana Smith
STARK PREFECTS
House Leader: Johnny Steele
House Leader: Shu Kay Wong
Prefect: Hugo King
Prefect: Dorothy Anderson
Prefect: Hannah Anderson
Prefect: Xavier Jones
WILSON PREFECTS
House Leader: Riley Grant-Faiva
House Leader: Lucy Sweetman
Prefect: Joseph Kim
Prefect: Victor Triamchanchoochai
Prefect: Olivia Hallett
Prefect: Leo Baldwin
No Preset Formula, the IA Chemistry Experience
Independent research is often reserved for university students, but for our IB Chemistry students, the process of designing, conducting, and analysing an original scientific study is both an exciting and daunting challenge integrated into secondary school curriculum. Year 13 students Emma Wang, Emily Xu, and Terrence Liu defied the notion that science is purely clinical, infusing their projects with personal curiosity and creativity. With full access to the school’s advanced equipment and minimal teacher intervention, they navigated the research process much like professional scientists – grappling with literature reviews, experimental setbacks, and unexpected findings along the way.
Emma Wang, who has a strong appreciation for tea as a cultural staple, investigated how steeping time affects the concentration of tannins in black tea. Using potassium permanganate in a redox reaction, she tested tea
samples brewed for varying durations. “I expected the tannin concentration to plateau at some point, but I don’t think I brewed the tea for long enough to see that happen,” she reflected. Developing a method without a preexisting template proved challenging, but the process reinforced her ability to work independently and critically assess her findings.
Emily Xu’s project was sparked by an observation in her kitchen. While boiling red cabbage for her dog’s dinner, she noticed the colour fading and an unfortunate stain on her hands. This led her to explore how temperature affects the concentration of anthocyanins, the antioxidants present in red cabbage. She extracted anthocyanins and used a spectrophotometer to measure concentration changes at different temperatures. “I found that once the temperature exceeded 40°C, the antioxidant levels started to decline,”
she explained. The study provided insight into how cooking techniques may influence nutritional content, and she noted that, with more time, she would have also considered the impact of pH, as anthocyanins are sensitive to acidity.
Terrence Liu focused on capsaicin, the compound responsible for the heat in chilli peppers, and how cooking time affects its concentration. Using a Soxhlet extractor and ethanol, he tested different cooking durations to track changes in capsaicin levels. “I expected it to plateau at some point, but with the time constraints, I never reached that threshold – it just kept increasing,” he said. His findings have potential applications in both culinary science and medicine, where capsaicin is used in pain relief treatments. He noted that developing a method from scratch was particularly challenging due to the limited availability of existing research on the subject.
The Chemistry IA pushes students beyond the standard classroom experience, testing their problemsolving skills, resilience, and ability to navigate scientific literature. Reflecting on the project, Emma noted how it had shaped her approach to learning in all disciplines: “Now, even in group projects, I take more initiative instead of just waiting to start.” For Terrence, the biggest takeaway was honing his research skills: "We couldn’t rely on classwork or copy anyone else – we had to figure everything out ourselves."
Head of the Chemistry Department
Stephanie Mellsop echoes the sentiments of the students, admitting there are always some significant learning curves throughout the process: “The Chemistry IAs carried out at the end of Year 12 are a true test of our IB Chemistry students’ ability to think and work like a scientist.” Despite the daunting nature of a big project looming before they start, she says,
It’s incredibly rewarding to see students take ownership of their research, tackling challenges with curiosity and perseverance. This process pushes them beyond simply following instructions – it requires critical thinking, adaptability, and genuine scientific inquiry. “ “
When personal interest drives a project, the investment in the process naturally deepens. The creativity, precision, and persistence demonstrated by these students reflect the true essence of scientific inquiry –one that extends beyond formulas and into meaningful discovery.
Student Successes
Critical Thinking on the World Stage
Following a strong second-place result at the North Island Middle School Regional Ethics Olympiad last year, the Saint Kentigern Yellow Team advanced to the International Final held in February. Competing against teams from around the world, the students spent five hours deliberating on complex, real-world ethical issues around climate change and international politics. The competition encouraged critical thinking, respectful dialogue, and thoughtful debate, enabling students to engage deeply with contemporary global challenges.
James Wang Headed to VEX Worlds for the Third Time in as Many Years
Year 13 student James Wang has once again secured his place on the world stage, earning qualification for the prestigious VEX VRC World Championship in Dallas, Texas. Competing at the 2024/25 V5 High Stakes Nationals against 74 teams and over 200 students, James demonstrated outstanding technical skills and strategic thinking. From CAD design and prototyping to coding and competition strategy, he led his team through the intense elimination rounds, ultimately reaching the finals and finishing second in the country.
Kapa Haka’s Powerful Presence at Polyfest
On 2 April, more than forty students from Hātō Kēneti took to the stage at the 50th Annual Polyfest Festival, representing our growing Kapa Haka rōpū with strength and spirit. Now in their third year of participation, the group continues to build in numbers and performance quality.
Led by Allen Martin and Amelia Duff, their piece was a powerful
celebration of culture, connection and belonging. The progress and passion shown by our students was evident to all who watched. Enjoy the recording of their performance, courtesy of Māori Television.
Out of thirty teams in Division III, we achieved fantastic results in three categories: second – Kākahu Wāhine, second – Coed Mau Rākau, and third – Kākahu Tāne. We finished around fourteenth overall, an incredible achievement reflecting our performers’ dedication, talent, and growth.
Ngā mihi nui to Whaea Jasmine, Matua Nore, Matua Uekaha, and Whaea Katie for their unwavering support and guidance of our ākonga throughout this journey.
The Year 9 students kicked off their school year with an unforgettable adventure at Totara Springs, embracing challenge, teamwork, and plenty of fun. Across multiple action-packed days, students immersed themselves in a variety of activities designed to push their limits, build confidence, and strengthen connections within their tutor groups and Houses.
Beyond the Comfort Zone, Year 9 Camp Year 7s Rise to the Challenge at Chosen Valley
From high-adrenaline experiences, such as ziplining, abseiling, and the ever-popular waterslides, to more strategic challenges, such as shelter-building and team initiatives, camp offered something for everyone. “All the activities pushed us to actually try and do something that we are afraid of, and that is exactly how each and every kid on our camp grew into a better person,” reflected Isla McCarthy.
Evenings provided a different kind of bonding experience, with groups tackling the Burma Trail in the dark or working together to construct makeshift shelters using only a few poles, tarps, and pegs – an exercise as chaotic as it was rewarding. “Camp was such a great opportunity to get closer with our tutor groups, peer supports and houses,” said Amelia McIndoe.
Beyond the adventure, camp was about stepping outside comfort zones and learning through shared experiences. Whether conquering a fear, laughing through team challenges, or simply enjoying meals together, students returned home stronger, braver, and more connected – ready to take on the year ahead.
Aweek of sunshine, adventure, and challenge awaited the Year 7 students at Chosen Valley Camp this term. The camp focused on two key goals: building friendships and encouraging students to step outside their comfort zone. Communal living, kayaking, archery, highspeed trolleys, and a confidence course provided ample opportunities for the students to embrace a challenge.
For many, the confidence course became a defining moment. “It required balance, strength and determination,” said Kelly Wong, while classmate Bryn Laird reflected on the pride of pushing through to complete the demanding course. Other highlights included the inter-House relay, campfire chats, and the always entertaining Gong Show. “The rush of excitement and adrenalin that went through my body was intense! Everyone performed well, and we had so much fun!” shared Iyra Chaudhary.
Whether overcoming nerves, trying something new, or simply learning to live alongside classmates, Year 7 students left camp with stronger friendships, new skills, and plenty of stories to tell.
Lessons Learned on the Trail
The Duke of Edinburgh Award continues to offer students meaningful opportunities to test their resilience, build new skills, and explore the outdoors. With both Bronze and Silver Practice Expeditions now underway, students are gaining a clearer sense of what it means to plan, lead, and persevere in the great outdoors.
BRONZE PRACTICE JOURNEYS BEGIN
The first of four Bronze Duke of Edinburgh Practice Journeys took place at the beginning of April, though not without disruption. Trip 1 was postponed due to the ‘atmospheric river’ that swept across the region, with those students now rescheduled for Trip 4 later in the year.
Trip 2, however, set out as planned, with seventy-six students taking on the steep tracks of the Hunua Ranges under warm skies and passing showers – ideal conditions for putting their gear and preparation to the test. Across two days, students completed 16km and 13km loops, navigating rugged terrain and gaining first-hand experience in route-finding, teamwork, and self-sufficiency. As a Practice Journey, the tramp provided valuable insight into student readiness for Field Centre later this year.
A sincere thanks to the staff who guided the journey and supported students every step of the way. The next trips will take place in early Term 2.
SILVER PRACTICE EXPEDITION IN THE KAIMAIS
For students pursuing their Silver Award, the Kaimai Ranges offered the perfect environment to take their tramping skills to the next level. Over a demanding weekend of river crossings, camp setup, navigation, and cooking, students faced the full spectrum of outdoor challenges and rose to meet them with determination and teamwork.
The group was treated to clear autumn weather, allowing them to soak in the scenic trails and historic mining sites that form part of the Kaimai landscape. The expedition was physically tough but undeniably rewarding, with students gaining deeper confidence in their capability and contribution to the group. While tired by the journey’s end, the group left with high spirits and a clearer understanding of what lies ahead. Their Qualifying Journey to Great Barrier Island in September now sits firmly on the horizon and with it, the chance to apply what they’ve learned and take the next step with confidence.
TWO COLLEGE ALUMNI RECEIVE GOLD AWARDS
On 5 April, it was a wonderful honour to host the National Gold Duke of Edinburgh Awards at the College. It was a lovely crisp morning with lots of excited recipients waiting for the ceremony to start. At 10am, the Chapel grounds were filled with the sounds of bagpipes as the official party was escorted into the chapel.
Only a handful of students nationally attain the Gold Duke of Edinburgh award, and all recipients should be proud of such an exceptional achievement. Twelve students from the College achieved this feat last year, with two of them at the award ceremony: alumni Emma Magud and Harry McNamara.
The award involves fifty-two hours of developing a skill, fifty-two hours of physical training, fiftytwo hours of voluntary service, a practice and a qualifying expedition kayaking, and a five-day residential trip with people they do not know while undertaking eight hours of purposeful activity each day.
Guest speakers included Ken Hames (National Chair of The Duke of Edinburgh’s Hillary Trust) and Sarah Hillary (Sir Edmund Hillary’s daughter).
The event concluded with drinks and nibbles in the Jack Paine Centre while guests took in the beautiful surroundings. It was a wonderful event enjoyed by all who attended. Congratulations to our Gold Duke of Edinburgh Award recipients this year.
Finding a Home at Bruce House
The hundreds of students who have shared a part of their Saint Kentigern journey at Bruce House home will testify it is more than just a place to sleep. It is a home, a community, and a family brought together through shared experiences. This sentiment was at the heart of the first Bruce House Formal Dinner of the year, an evening that welcomed new boarders, celebrated student leadership, and reinforced the values that make boarding life so special.
The evening was marked by a ceremonial presentation of Bruce House badges to the newest members of the boarding community, a tradition that signifies their place in this family. It was also an opportunity to officially introduce the Bruce House Prefects, led by Head Boy Sam Macky and Head Girl Lisa Gu, alongside Tom Peters, Amelia Sinkinson, Natalie Mitchell, and Victor Triamchanchoochai.
Each of these students has walked their own path at Saint Kentigern, bringing unique strengths, talents, and backgrounds to the table – yet all share a common thread of embracing every opportunity that Bruce House and College life have to offer.
A clear message echoed throughout the evening: you get out what you put in. Principal Damon Emtage shared a personal reflection from his time in an Australian boarding community before coming to Saint Kentigern. He spoke of two students – one who, despite doubt, thrived immediately, finding her place through various sports, and another who struggled with homesickness for over two years. Yet by the time both left, neither wanted to go. Their shared experience proved that finding belonging was not about who they were or where they came from but about their willingness
to engage, connect, and immerse themselves in school life.
“This is as close to a family as you can get,” Damon reflected, encouraging students to embrace every opportunity, value friendships, and build their own story at Bruce House.
Director of Boarding Bridget Anitelea reinforced this message, urging boarders to be active participants in their own experience, to take advantage of the incredible support network around them, and to foster the kind of community that Bruce House has long been known for.
The evening was a reminder that boarding is not just about where you stay – it’s about the relationships you build, the lessons you learn, and the memories you create. And for the students of Bruce House, the journey has only just begun.
Fury, Wit, and Shakespearean Grit
“
Hell hath no fury like a woman scorned." The words of William Congreve may predate Shakespeare’s plays, but they ring true in the fiery and formidable female characters who took centre stage at this year’s 'Shake the Quad'. The cunning Merry Wives of Windsor and the relentless wrath of Lady Macbeth brought some of the Bard's most commanding women to life at the College’s annual Shakespeare festival.
Once again, the Goodfellow Quad transformed into a sixteenth-century stage, where the largest cast yet – over eighty students – performed nine different scenes from Shakespeare’s plays.
The festival opened with A Midsummer Night’s Dream (Act III, Scene II), setting the tone for an evening of impassioned performances. However, it was the modern twist on The Merry Wives of Windsor (Act III, Scene I), directed by Lucy Street and Gem Williams, that had the audience in stitches. The playful reimagining breathed fresh comedic life into the story of Sir John Falstaff’s misadventures.
Lighter moments were balanced by the chilling weight of Titus Andronicus (Act III, Scene I). The infamous Lady
Macbeth also made her presence known, as Macbeth ’s various scenes took the audience deep into the psychological torment of unchecked ambition.
Reflecting on the event, co-producer Dr Jamie Sneddon shared his admiration for the students: “Watching young actors and directors bring new life and energy to Shakespeare’s plays is a highlight of my co-curricular involvement at the College. They are an eclectic group of excited and excitable young thespians.”
While the festival is a showcase of talent in its own right, all of these performances will also be entered into the Auckland Central Regional competition, with the hope of advancing to the national University of Otago Sheilah Winn Shakespeare Festival in Wellington later this year.
As the final bows were taken beneath a dimming sky, one thing was clear: Shakespeare’s heroines (and villains) will never be silenced. Their voices –just as commanding now as they were centuries ago – continue to challenge the intellects of those who watch.
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Music Highlights
AN OVERVIEW OF MUSICAL EVENTS AT THE COLLEGE
A New Sound for Year 7
This year, we have introduced a new Concert Band curriculum alongside our pipes and drums programme for all Year 7 students – a move that aims to grow confidence, collaboration, musicianship, and creativity from the outset of one’s musical journey. By giving every student the chance to learn a woodwind (flute, clarinet, saxophone) or brass (trumpet, trombone) instrument, the programme aims to draw out a love of playing music as part of a group. The curriculum also fosters transferable skills in teamwork, listening, and self-expression, laying the groundwork for future musical pathways.
Choir Camp
Our College choral programme launched into the year with an energising Choir Camp at Willow Park Christian Camp. The camp focused on connecting and strengthening the ensemble’s sound and identity and learning their 2025 repertoire. This year, the choirs have set clear goals to make it to Finale, hosted in Dunedin later in August. The time away enabled students to refine techniques, build friendships, and develop the trust needed to perform as one.
All-Comers Workshops
The College’s string and concert band ensembles came together this term for full-day workshops focused on fine-tuning their ensemble sound ahead of the year’s festival season. The workshops gave students space to collaborate, listen, and work towards a shared musical vision. These sessions are a vital part of the strings programme, reinforcing the discipline and teamwork needed to move from a textbook performance to one that captivates an audience.
Jazz Band Festival
The National Youth Jazz Competition saw over eighty big bands and jazz combos come together for three days of competition and musicmaking in Tauranga. Saint Kentigern College participated with our Big Band, Jazz Orchestra, and two senior combos. Hearing and meeting students from other schools around the country was invaluable for our musicians. All our groups performed above and beyond, really taking charge of the music. This was evident with Gold awards for Big Band and the two combos and a Silver for Jazz Orchestra. The highlight was then watching Jaden Lee play first alto in the National Youth Jazz Competition Big Band, an auditioned group made up of the best players in the country. Well done, Jaden!
On the Ground in Rotorua, a Study in Sustainable Tourism
In Week 8 of Term 1, our Year 13 Geography students swapped the classroom for geothermal springs, forest canopies, and cultural encounters as part of their fieldwork for one of their marked Achievement Standards. Over three full days in Rotorua, the group collected primary data to investigate the balance between sustainable tourism and mass visitation.
The itinerary was rich with variety – students visited eight tourist attractions, including Te Puia, the Redwood Treewalk, Wai-O-Tapu, Lady Knox Geyser, the Agrodome, and the Polynesian Spa. Each site offered a different lens through which to assess how tourism operators manage environmental impact while maintaining broad appeal.
Alongside the research, students enjoyed Rotorua’s cultural life in the evenings. Partaking in shared dinners, the bustling Night Market, and a soak in the region’s infamous hot pools, the trip offered a well-rounded view of how food, culture, and recreation all play a role in shaping a sustainable tourism model.
Mamma Mia! Hits the Right Notes
For four nights, Elliot Hall transported audiences to the sun-drenched Greek island of Kalokairi as the Senior School cast and crew staged Mamma Mia ! with confidence, clarity, and charm. From the opening overture to the final bows, the production struck the right balance of heart, humour, and musical precision.
Led by Amelia Evangelidakis as the fiercely fabulous Donna Sheridan, the cast brought charm, comedic timing, and vocal talent in spades. “To be cast as Donna is a dream come true,” Amelia reflected. “We’ve had so much fun putting this together, and I hope you enjoyed the show as much as we did!”
Her daughter, Sophie, was played by Violet Taylor and Azul Hania, who captured the idealism and romantic chaos of a bride-to-be on a mission
to find her father with poise and powerhouse vocals. The trio of potential dads – Sam (Lincoln Jones), Bill (Adam Lucas, Luka Urlich), and Harry (Reuben Black) – were pitch-perfect in song and character, grounding the high-energy storyline with heart and humour.
Also brilliantly cast were Donna’s dynamo sidekicks: Tanya (Sophie McIndoe and Estonia Hardie) and Rosie (Gaby Lamb and Alice Cato-Symonds), who delivered on sass and sisterhood. The young ensemble added fresh energy throughout, especially during standout numbers like ‘Voulez-Vous’, ‘Lay All Your Love on Me’, and ‘Super Trouper’.
Backed by a phenomenal live band directed by Head of Music Nate Collings, the score everyone knows was brought to life with depth and polish. The choreography, led by Erin Meek, added
the extra layer of disco flair expected in big dance numbers.
From the finely crafted set design to the vibrant costuming and well-calibrated lighting, production visuals were complete with thoughtful creativity. It was clear that considerable care and countless hours had gone into every detail under the direction of Naomi Wilson and producer Sara Standring.
“Our vision was ‘gelato joy’,” said Wilson. While the phrase might suggest lighthearted fun, it belied the meticulous work behind the scenes. Judging by the audience’s response, that vision landed: warm, spirited, and thoroughly satisfying.
Dancing Queens, indeed.
The Pipes & Drums Lead St Patrick’s Festival Parade Through Auckland City
In March, the Pipes & Drums proudly led the St Patrick’s Festival Parade through the heart of Auckland City. Enthusiastic crowds lined Queen Street, enjoying the brilliant weather and lively atmosphere as they celebrated alongside Auckland’s Irish community.
The band stepped off playing traditional Irish melodies, including ‘The Dawning of the Day’ and ‘The Minstrel Boy’, setting a festive tone. Ireland shares a rich piping tradition, and the warm response from the crowd made the day particularly memorable for the students performing.
The parade was one of several public appearances in what proved to be a busy and rewarding term for the Pipes
& Drums. Earlier in February, the band travelled to Paeroa for the annual Highland Games, joining bands from across Auckland, Waikato, and the Bay of Plenty. They performed Medley Selections and March, Strathspey and Reel sets before concluding with a Street March display in front of a packed grandstand.
The experience served as valuable preparation for the Auckland Provincial Pipe Band Championships in Onehunga, where the band placed third overall in Grade 4. They performed strongly in both marching drill and musical disciplines – a particularly pleasing result for many of the younger players, for whom this was a first competition experience.
Closer to home, the band performed at the College Open Day to welcome prospective students and their families and participated in a video shoot for a College promotional project, showcasing the band in full Highland dress.
The term concluded with two meaningful community performances. The band supported the Girls’ School at their annual Flora MacDonald Day parade and, on ANZAC Day, joined the community at Stockade Hill in Howick Village to take part in the commemorative parade and service. These opportunities not only showcased the students’ musical skills but also reinforced the important role the Pipes & Drums plays in College life and the wider community.
Cargill ‘King of the Pool’ at Swimming Sports
The second House event of the year saw students dive headfirst into competition at the highly anticipated Swimming Sports. Participation was strong across all year levels, with swimmers pushing their limits to earn crucial points for their Houses.
Few events match the excitement of Swimming Sports with all six Houses gathered around the pool. From the first whistle to the final relay, the poolside atmosphere was electric, with every race met with chanting and cheers.
In the end, Cargill House was victorious, claiming this year’s title as the top House for Swimming Sports. This year, the points distribution weighted student participation over individual or relay championship points, aptly rewarding Houses that successfully rallied their teams. Congratulations to all who competed, especially our individual champions.
HOUSE RANKINGS:
1st Cargill 2nd Wilson 3rd Wishart 4th Chalmers 5th Hamilton 6th Stark
INDIVIDUAL CHAMPIONS:
SENIOR GIRLS
1st Amelia Duff 2nd Olivia Kay 3rd Sylvie McLean
SENIOR BOYS
1st Veeran Reddy 2nd Oscar King 3rd Casey Godfrey
INTERMEDIATE GIRLS
1st Jordan Iosefa 2nd Talia Yuan 3rd Mischa McLister
INTERMEDIATE BOYS
1st Yi Fan Zhang 2nd Michael Chen 3rd Liam Zhao
JUNIOR GIRLS
1st Zoey Wilson 2nd Lilian McIntyre 3rd Leyi Qian
JUNIOR BOYS
1st Austin Aves 2nd Leo Liu 3rd Cyro Peng
YEAR 8 GIRLS
1st Lucy Castles 2nd Hazel Goodwin 3rd Amy Zhang
YEAR 8 BOYS
1st James Ward 2nd Sidart Naiker 3rd Slater Hauraki
YEAR 7 GIRLS
1st Taylor Hauraki 2nd Rose Robinson 3rd Keqing Lai
YEAR 7 BOYS
1st Liam Ma 2nd Kian Lovell 3rd Euan Duncan
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Wilson House are Athletics Champions
The annual Athletics Day held on the third week of school in February brought fierce competition as students showcased speed, strength, and endurance on the Track and Field. The event allowed all students to participate for their House while giving the competitive a chance to push their limits to achieve their personal best. Athletics was the first House event for 2025 and the first opportunity to earn those precious House points.
Overtaking Chalmers and making great strides from the fourth-place finish last year, Wilson House dominated the day, claiming the 2025 Athletics title and setting the benchmark for the year ahead.
Among the standout athletes were Tim Wallace, who led the Senior Boys with a commanding performance across multiple events, and Aanya Abeysekera, who took out the Senior Girls’ title. A special mention also goes to the Junior competitors, many of whom made their mark in their first year at Athletics.
Congratulations to all students for their efforts and to our individual champions for their outstanding achievements.
HOUSE RANKINGS:
1st Wilson
2nd Chalmers
3rd Wishart
4th = Cargill and Stark
6th Hamilton
INDIVIDUAL CHAMPIONS:
SENIOR GIRLS
1st Aanya Abeysekera
2nd Charlize Kerr
3rd Lucy Sweetman
SENIOR BOYS
1st Tim Wallace
2nd Angus Bannatyne 3rd Leofe Usufono
INTERMEDIATE GIRLS
1st Morgan Day 2nd Madeleine Du Toit 3rd Abby Pinder
INTERMEDIATE BOYS
1st Oliver McGuinness 2nd Sean Kane 3rd Maselusi Usufono
JUNIOR GIRLS
1st Addison Ama 2nd Eve van Aalst 3rd Emma Pinder
JUNIOR BOYS
1st Alexander Grant 2nd Oliver Lee 3rd Jed Whittle
1st Sofia Clayton 2nd = Holly Graydon and Naomi Wang
YEAR 7 BOYS
1st Matthew Horwood 2nd Flynn Schultz 3rd Mason Wood
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Sports Highlights
AN OVERVIEW OF SPORTING EVENTS AT THE COLLEGE
Rowing
AUCKLAND CHAMPS, KARAPIRO
The Rowing Club delivered an impressive performance at the KRI 3/Auckland Champs Regatta held at Lake Karapiro. Over the two-day event, the club secured spots in twenty-two A finals and six B finals, culminating in a remarkable haul of sixteen Auckland Championship medals.
NORTH ISLAND SECONDARY SCHOOL CHAMPS
The Rowing Club showcased exceptional talent at the North Island Secondary School Championships held at Lake Karapiro. The squad reached a record twenty A finals, securing five medals across various events:
Silver – Boys U15 Octuple – Harley Evans, Conrad House, Caleb Goad, Patrick McGhie, Lucas Zhang, Henry Vincent, Noah Stoddard, Beau Dowling, Ryder Greaves
Silver – Boys U16 Four – Freddie Simons, Zach Peebles, James Montgomerie, Leo Sargent, Harry Gardner
Bronze – Boys Novice Eight – Sam Murray, Rio Perry, Seth Travers, Andrew Findlay, Andrew Xin, Matthew Morelli, Ryan Findlay, Zac Hood, Hugo Friis
Silver – Boys U16 Eight – Oscar Lowe, Hugo Jancys, Freddie Simons, Zach Peebles, James Montgomerie, Jack Dickie, Oliver Dedding, Leo Sargent, Harry Gardner
Silver – Boys U18 Novice Four – Sam Murray, Andrew Findlay, Seth Travers, Rio Perry, Hugo Friis
NEW ZEALAND SECONDARY SCHOOL CHAMPS
(MAADI CUP)
Following a successful campaign at the NISS Championships, the Rowing squad continued their strong form, competing in a record ten A finals. Among these was the U17 Girls’ Eight, marking the first time in several years our Girls’ Eight crew reached the A final.
The team celebrated early success, securing three medals on the first day of finals. With high expectations for the remaining races, several of our crews came agonizingly close to podium finishes, including two boats that finished within a second of the medal positions. Despite the near misses, the squad’s performance demonstrated their growing strength and competitiveness on the national stage.
Bronze – Boys U15 Octuple – Harley Evans, Conrad House, Caleb Goad, Patrick McGhie, Lucas Zhang, Henry Vincent, Noah Stoddard, Beau Dowling, Ryder Greaves
Silver – Boys U16 Four – Freddie Simons, Zach Peebles, James Montgomerie, Ben Rickard, Harry Gardner
Silver – Boys U16 Coxed Quad – Liam Dowling, Hugo Jancys, Oscar Lowe, Sebastian Wallace, Harish Dulipkumar
Equestrian Pegasus Cup
In mid-March, Maryann Hawkeswood, Ruby Hawkeswood, Pieter Spencer, and Sophia van den Brink represented the College at the annual Pegasus Cup Schools’ Competition at Takapoto Estate. Ruby Hawkeswood placed first in the Equitation Final, greatly contributing to the combined team result. Overall, the team placed fifth out of fifty schools from across the country.
Tennis
TENNIS GIRLS ARE NEW ZEALAND SECONDARY SCHOOLS CHAMPIONS
Two teams played in the New Zealand Championships held in Christchurch over Summer Tournament Week. Our boys’ team had a tough pool with many close games, including with the eventual winners, Auckland Grammar School. A strong finish against Christ’s College placed them seventh overall.
The girls’ team (Genevieve Dickey, Frankie Wingate, Audrey Tran, Arshpreet Kaur, and Rosalie Pollyn) were determined to win the title this year on the back of two years of countback losses. They dominated from start to finish, only dropping one match – the last of the tournament. They surpassed Queen Margaret College in the semi 6–0 and Wellington College in the final 5–1 to win the National Championship.
AUCKLAND PREMIER CHAMPIONS
On 9 April, our Premier Boys’ and Girls’ Tennis teams competed in the Auckland Premier Competition Finals, both delivering exceptional performances to secure the championship titles.
The boys’ team (Tudor Dalzell, Nevin Chan, William Drain, Joshua Donovan, and YuAn Dong) followed a strong semifinal win over Westlake Boys’ High School with a decisive 5–1 victory over Auckland Grammar – this year’s national champions. After claiming both doubles matches and the opening two singles, the title was sealed before the final match had even begun.
Fresh off their national title win, the girls’ team (Genevieve Dickey, Audrey Tran, Frankie Wingate, Arshpreet Kaur, and Rosalie Pollyn) were determined to complete an unbeaten season. After splitting the doubles, the team dominated all four singles to defeat Macleans College 5–1 and claim the Auckland title for the eighth consecutive year.
AUCKLAND INDIVIDUAL CHAMPIONSHIPS
Champs of Champs finals were held at Merton Road over three days with the following results:
Senior Girls’ Doubles Champions – Genevieve Dickey, Frankie Wingate
Junior Boys’ Doubles Champions – Kai Serlachius-Williams, Seb Rawlence
Best Girls’ School Overall Performance – Genevieve Dickey, Frankie Wingate, Audrey Tran, Arshpreet Kaur, Rosalie Pollyn, Ching Kwok
Cricket
1ST XI FINISH SECOND IN T20 FINAL
After dominant pool play wins and a semifinal victory over King’s College, the 1st XI Boys’ Cricket team faced Westlake in the T20 Final at home. Early batting by Jack Jones and Kriv Kadakia laid a solid foundation, with Johnny Ormond adding late runs. Despite strong opening spells from Nicholas Hurdle and Mikey Higgins, a key Westlake partnership sealed the result, leaving Saint Kentigern as runners-up for the second year in a row.
GIRLS’ CRICKET FINISH STRONG SEASON IN SECOND
The Girls’ Cricket team capped off a stellar season with second-place finishes in the regular competition and Summer Tournament Week. Captain Ella Cross led from the front with standout performances, including an unbeaten 50. Ciara Manley also posted a halfcentury, while Lorna Findlay impressed across bowling, keeping, and batting. A tournament highlight was the debut of Years 7 and 8 players Sofia Clayton and Stephanie Hills, who made key contributions to the team’s success.
Triathlon
AUCKLAND AQUATHON
Thirty-six students competed at the College Sport Aquathon at Saint Kentigern College on 18 February. It was a day of great weather and fast racing. The team then competed at Race 2 in Point England on 4 March and had some great performances.
Race 1 – College Sport Aquathon (Saint Kentigern College)
U14 Boys – 2nd Luke Staples, 3rd Austin Aves
U16 Boys – 3rd Oliver McGuinness
U19 Boys – 1st Isaac Morris, 2nd Alex Bishop, 4th Louis Harland
U16 Boys – 2nd Oliver McGuinness, 3rd Dylan Davies
U19 Boys – 1st Isaac Morris, 2nd Alex Bishop, 3rd Louis Harland
U19 Girls – 1st Neve McKenzie, 2nd Aanya Abeysekera
NEW ZEALAND SECONDARY SCHOOLS
The New Zealand Triathlon Champs were held in Wanaka on 27 and 28 March, with great weather and very competitive racing in all age groups. Two outstanding races came from Neve McKenzie winning the Senior Girls’ title and Sophie Archie, who placed second in the U16 category.
Day 2 saw the College compete in the Regional Triathlon relays, with our team dominating the Senior category and winning three out of the four races. Dorothy Anderson, Alex Bishop, Neve McKenzie, and Caleb Wagener placed second overall in the U19 team relay. Liv Kay won the girls’ U19 Open Water swim, and Louis Harland came third in the U19 boys’ race.
Athletics
On 18 and 20 March, sixty students represented the school at the Auckland Athletics Championships held at Mount Smart Stadium. Our athletes achieved many top-five results, with the following athletes making the podium for their respective events. Our relay teams also did extremely well, with five out of seven teams placing in the top three.
Additionally, we had two Auckland Championships broken records. Paige Fletcher broke the Intermediate Girls’ Hammer Throw record with a throw of 54.23m, and the Open Girls’ 4x400m relay threw down 3:57.31 for the record.
Eden Moyle – 1st Intermediate Girls’ 100m, 1st 200m, 2nd Long Jump
Open Girls’ 4x400m Relay – 1st – Auckland record 3:57.31
Girls’ Rugby 10s Tournament
The local Girls 10-a-side tournament was focused on participation and looking to give girls an opportunity to play rugby. The event provided a chance to gauge the interest of rugby team(s) in the Auckland Rugby Girls’ 10 competition from this event across East Auckland Schools. The Saint Kentigern Girls’ team of eleven Years 9 to 13 students performed with pride and determination. They came away with successful three-for-three wins, just nudging ahead of Botany College in the final play of game two.
Touch Girls
AUCKLAND WINNERS
Our Touch Girls’ team braved the elements competing in the Auckland Competition at Cornwall Park. They went through the tournament unbeaten, winning all five games and eclipsing Auckland Girls Grammar in the final to keep the winning streak alive for another year.
Orienteering
The final weekend of Term 1 saw Saint Kentigern students competing in both the NZSS Rogaine Champs and the AKSS Sprint Final. Year 12s Tim Bacchus and Tommy Lowe placed third in the Senior Boys’ at the Rogaine event, covering over 16km and 1km of vertical climb. At the AKSS Sprint Final, twelve students represented the school, with Blake McKinnon winning the Senior Boys’ division and securing the Counties Trophy after a clean sweep across all seven events.
Water Polo
The Premier Girls’ Water Polo team started the year with a pre-season training camp, followed by a crucial relegation match against St Mary’s College which they lost by 1 to be in Senior A.
The Premier Boys’ team also launched their season with a pre-season camp and the Delfina Super City Tournament. The boys’ teams had some close games in the Premier Competition.
NORTH ISLAND SECONDARY SCHOOLS CHAMPIONSHIPS
In the NISS Championships, the boys’ team opened with a strong 6–3 win over Rosmini, securing a place in the top eight and then finishing eighth overall out of twelve teams. The girls’ team faced a tough pool. In the lower pool, they earned a close 4–3 win over Palmerston North Girls’ High School, Both teams now turn their focus to the National Championships in the upcoming school holidays – the girls heading to Tauranga and the boys to Rotorua.
Sailing
The New Zealand Secondary School Keelboat Championship was held over three days at the Royal New Zealand Yacht Squadron. In a dramatic final day in a building breeze, results were incredibly close. On the last gybe of the last leg of the last race, Saint Kentigern ‘Blue’ passed Westlake to win the race and clinch second place overall. Saint Kentigern ‘Red’, who had sailed consistently well all day, secured first place by one point. However, when the results were recalculated, Westlake tipped our teams for first place.
2nd – Saint Kentigern ‘Red’ – Louis Quere, Johnathon Huang, Lola-Jean Hutchens, Keaton Lay, Jack Scarlett
3rd – Saint Kentigern ‘Blue’ – Blake McKinnon, Emily Frewin, Haley Spick, Hugh Webber, Karol Zhang
AUCKLAND TEAMS RACING
A twenty-one-strong sailing team competed at the Royal Akarana Yacht Club in Orakei. Large wind shifts and variable breezes gave the racecourse lots of overtaking lanes, which led to some heart-pounding, exciting racing, with many races won in the last 100m before the finish line. Our Premier team sailed a strong regatta in the gold fleet and secured third place on the podium. Congratulations to Blake McKinnon (Capitan), Lola-Jean Hutchens, Hugh Webber, Lauren Arnold, Keaton Lay, Natalie Mitchell, and Louis Quere.
Basketball 3x3
Our Senior 3x3 Girls’ Basketball team had a great week at the Northern 3x3 Regionals, making it all the way to the final before losing a nail-biting game by just two points to Rangitoto College. This was only their second loss of the whole tournament, their first also coming to Rangitoto. Kilani Tuineau, Mischa McLister, Gigi Forster, Charlie Yock, and Jenette Tuumaialu represented us brilliantly playing intense and unselfish basketball for all three days to bring home the silver medal.
Our Senior 3x3 Boy Basketball team also had a great week at Pulman Arena, beating eventual winners Westlake in the last game of Pool Play, before narrowly losing to Sacred Heart in the semifinal. Cooper Te Ratana, Harlyn King, Ari Taylor, Harry Gerrard and Jamie Griffin ended the week on a high, beating Pukekohe High to finish the tournament in third.
Volleyball
During Summer Tournament Week, our Senior A Boys’ and Senior A Girls’ Volleyball teams attended the NZSS Satellite Volleyball tournament at Netball North Harbour. This was a great learning and development opportunity for our players as it was their first time competing in a tournament of this level. Overall, the Senior A Boys’ team placed seventh out of twenty-one teams, and the Senior A Girls’ placed eighth out of twenty-four teams.
Alumni
Upcoming Events
DATE TBC AGM
25 JULY
Biennial Alumni DInner
2 AUGUST
College 1st XV v Sacred Heart Post-Match Function
17 NOVEMBER
Annual Golf Day
DATE TBC
College Class of 2000, 25-year Reunion
DATE TBC
College Class of 1985, 40-year Reunion
A Landmark Start to 2025 For the Saint Kentigern Alumni Association
TThomas Steel Dip Bus Saint Kentigern Alumni Association President
he start of 2025 has been momentous, with the exciting announcement of the purchase of Wilson Bay Farm. This achievement would not have been possible without the vision and leadership of key figures in our community. The Saint Kentigern Alumni Association (SKA) would like to extend its heartfelt appreciation to Andrew Morgan, Past President of SKA and current Trust Board Member, Dr Kevin Morris, Executive Trustee, and Mark Connelly, Chairman of the Trust Board, for their unwavering support and foresight in making this dream a reality.
The vision of these three, alongside the Trust Board, the Alumni Association, and our many dedicated supporters, has been instrumental in bringing
this project to life. Like many of you, I cannot wait to see how the Wilson Bay Farm will evolve in the coming years.
In February, our team hosted the inaugural SKA Lawn Bowls event. This highly anticipated gathering was a tremendous success, with over fifty alumni, friends, and family participating in a spirited and competitive bowling tournament. It was an excellent opportunity for alumni to reconnect, reminisce, and compete in the true spirit of camaraderie.
I extend my heartfelt thanks to the SKA committee for their ongoing support throughout 2024 and into 2025. Their dedication plays a crucial role in making our vision for the future of the Alumni Association even more promising.
As a parent with two children at Saint Kentigern, it’s been truly fulfilling to witness students from various generations continuing their journey through our schools. A unique sense of continuity and community makes this experience so special.
If you’re thinking about choosing Saint Kentigern for your family, I highly recommend enrolling your child from Year 7, if not earlier; this is where the foundation for learning, friendships, and personal growth is solidly established.
Several exciting events are planned for 2025: the AGM, our biennial dinner (which we’ll be hosting again this year to help us reconnect and to realign our event calendar), the annual golf day, and, for our newest alumni members, the events for recent alumni held later in the year. Details will be emailed, so please ensure we have your updated contact information.
With over 20,000 alumni having graduated from Saint Kentigern, I encourage everyone to keep their contact details up to date. Please continue to share your successes or any inquires you may have with us –we’re just an email away: alumni@saintkentigern.com
Fides Servanda Est.
Bowling, Belonging, and a Bit of Friendly Competition
Under the summer sun at the stunning St Heliers Bowling Club, Saint Kentigern Alumni and friends kicked off a special new tradition – our inaugural Barefoot Bowls Alumni & Friends event. Conversations flowed, and friendly banter filled the greens as generations of alumni, family teams, and first-time bowlers embraced the spirit of fun and friendly competition.
From precision play to light-hearted mishaps, the afternoon was filled with camaraderie, connection, and a shared love of simply being together. The Hurdley family – father and sons, all proud alumni – proved their teamwork was as strong off the field as on, taking home the Family Team prize. David Finn, Mark Dowling, and Miles Cain were crowned champions, while Tim Devlin took home the coveted ‘Full Whites’ prize for most enthusiastically embracing the sport’s traditional dress code. As for the barefoot winner? That title went to Nick Speight, proving that style and skills go hand in hand!
More than just a game, the day was a celebration of community and connection – whether competing, cheering from the sidelines, or simply reconnecting, everyone contributed to the great atmosphere of the day. Our alumni are an important part of who we are, and events like this celebrate the connections that continue well beyond school. This is just the beginning – this event is sure to become a much-loved tradition.
Boys’ School Alumni Golf Day Hits the Fairways
Windross Farm Golf Club once again set the stage for the annual Boys’ School Alumni Golf Day, where eighteen teams took to the fairways for a day of spirited competition and reunion. The event, a highlight of the annual calendar, saw former students, current staff, parents, and friends of the school test their skills across eighteen holes, enjoying the fellowship that defines the day. This event has raised approximately $10,000 for the Roselle Scholarship Fund in recent years
This year’s tournament saw the stakes heat up with a $10,000 cash prize for a holein-one on the seventeenth hole. Despite his hole-in-one heroics at last year’s event, Steve Langerak couldn’t quite repeat the magic. The prize went unclaimed, but not without a few close calls.
Team Maryann Hope took top honours, securing the coveted Mungo Cap, with Team Alex Smith and Team Steve Langerak finishing second and third, respectively.
The Ron Stone Memorial Trophy, recognising sportsmanship and school spirit, was presented to David Winstone (#126), while the ever-popular Bloopers Jacket went to Thane Williams of Cyclone Computing.
For the first time, a full teachers’ team joined the tournament – a welcome addition that promises to be a regular feature in years to come.
Among the familiar faces were Principal Peter Cassie and Alumni Association President Thomas Steel, who enjoyed the day’s competitive yet collegial atmosphere. Our sincere thanks go out to the generosity of our community, in particular our Hole and Prize sponsors, without whom this event would not be possible.
A Gathering of Guiding Hands, Past Presidents Luncheon
With gratitude and a shared sense of purpose, we welcomed the past Presidents of the Saint Kentigern Alumni Association to this special occasion to connect, reflect, and take a moment to acknowledge the strength of this trusted network. Each has played an important role in our journey over the past seventy years and remains a valued part of our community as we look ahead.
Executive Trustee Dr Kevin Morris and Trust Board Chair Mark Conelly spoke not just to progress but to purpose. Kevin shared updates on the Pakuranga Campus Master Plan, including the new senior learning building and expanded student parking, while reflecting on Saint Kentigern’s determination never to
become complacent but instead to keep striving, evolving, and leading with intent. Picking up on this theme, Mark introduced Saint Kentigern's third campus, Wilson Bay Farm as a bold step forward, illustrating how this mindset continues to shape the future of education at Saint Kentigern.
The vision shared on the day spoke to values that have guided Saint Kentigern for generations, and there was a real sense of excitement in the room about the new opportunities taking shape for the future.
Hosted at the Northern Club by current President Thomas Steel, with Patron Nigel Toy also in attendance, the gathering affirmed the enduring sense of belonging that binds our alumni to the heart of Saint Kentigern.
In Memoriam
It is with sadness that we record the passing of the following members of the Saint Kentigern Alumni community. We express our condolences to their families.
DAVIE, Lawrence #340 08/02/2025
HOYLE, Richard #148 07/02/2025
JEMMETT, Tyson #9830 25/02/2024
1985 Boys' School Alumni Reunion
More than forty years since they last wore the blue and white, alumni from the Boys’ School Class of 1985 reunited on the Shore Road campus for an evening rich in memory. Around forty Old Boys gathered – a few flying in from overseas – to reconnect, share stories, and walk the grounds where their school days began.
The event was initiated by Richard Poole, who reached out to Principal Peter Cassie and then began the task of tracking down former classmates. With old numbers rediscovered and calls made across New Zealand and abroad, the gathering came together with genuine Saint Kentigern spirit.
In a thoughtful address to his classmates, Richard reflected on the enduring impact of his school years, remarking, “This place definitely shaped who I am.” Quiet nods across the room echoed the sentiment. He also paused to acknowledge five classmates who had sadly passed away – Craig Steele, Philip Teller, Matthew McCauley, Campbell Hunter, and Nigel Joyce – ensuring their memory remained an integral part of the occasion.
The following morning, several alumni returned to join current students on a campus tour, reminiscing about old haunts and marvelling at what’s changed. It was a fitting way to close the occasion – reaffirming the lifelong ties forged in their early years at the Boys’ School.
Blues Rugby Alumni Return to Inspire the Next Generation
We were privileged to welcome back a few familiar faces on 20 February: alumni and Blues players Dalton Papali’i, Finlay Christie, Sam Nock, Ben Ake, Xavi Taele, and Jaymie Kolose. They returned to the College on behalf of the Blues to recognise and thank Saint Kentigern for our College’s role in their development. The Blues rugby players presented the College with framed 2024 Blues Super Rugby Pacific and Aupiki Finals jerseys, complete with a special plaque of thanks.
As part of the presentation, the jerseys were handed over to our College Sports Prefects, Siale Pahulu and Ashleigh Tuumaialu, representing the next generation of athletes striving to make their mark. The visit was also a chance for students to meet the players, hear their insights, and see the strong connection between the College and its sporting alumni.
The players reflected on their time at the College and the opportunities that shaped their journey. Being surrounded by talented teammates and dedicated coaches pushed them to aim higher, while the College values and high expectations instilled at Saint Kentigern helped shape who they are, both on and off the field.
The College is grateful for this generous gesture and the time these players took to share their experiences, reconnect, and inspire future generations.
SCAN FOR VIDEO
John Hector-Taylor
More than seventy years after the bell rang on the first day the College opened, foundation student #9, John Hector-Taylor (and his wife, Diana), joined us for an afternoon visit, reminiscing over old photographs, sharing stories, and reflecting on the moments that shaped his journey. One of his most vivid memories was exactly that: ringing the bell on that first morning while his twin brother, Murray, hoisted the flag, marking the beginning of Saint Kentigern College.
While much of the afternoon was filled with light-hearted stories about the early years of the College and the camaraderie that defined their school days, one of the most poignant moments came when John reflected on the profound influence of Jack Paine, one of the school’s most respected early teachers and deputy headmaster.
“Towards the end of our first year, we were told, ‘Next year, you’ll have a different master for maths – Jack Paine. He’s young, he’s good, and you’ll like him.’” He paused and added: “And we did like him.”
For John, Jack’s influence stretched far beyond the classroom. In later years, John volunteered as a pianist at church services, where Jack was often in attendance, then in a wheelchair. Each time, before communion, John would take a quiet moment at the piano and dedicate his playing to the teacher who had once stood at the front of his classroom.
Marcus Daniell
GAME, SET, IMPACT
Marcus Daniell, Tokyo 2020 Bronze Medallist and College Alumni, is a far cry from his humble beginnings in the Wairarapa. Attending the College in 2005 and 2006, Marcus was a Bruce House boarder and fondly remembers the bonds formed with the boys, which made the transition to a larger school less daunting.
“Living in Bruce House created some fantastic friendships and lifelong memories. I still regularly stay in touch with my main group of friends from Bruce House to this day," he shared.
With an Olympic bronze in doubles tennis, ATP Tour titles, and regular appearances in Grand Slam tournaments, Marcus’s illustrious tennis career has recently closed its final chapter, with his last professional match at the ASB Classic in January. In his final tournament, he played for more than a trophy; through his not-for-profit, High Impact Athletes, he is donating 50% of his prize money to transformative charities and inviting others to join him in making a collective impact. His passion for helping the next generation of athletes to become effective advocates extends beyond philanthropic involvement. Elected to the IOC Athletes’ Commission at the Paris Olympics, Marcus also serves in governance roles across New Zealand and Oceania. Newly accustomed to retirement, he is focusing on these pursuits while embracing life as a new parent.
Marcus’s career exemplifies using one’s platform to spotlight meaningful causes. Though he has transitions off the court, his choices remain defined by purpose and perseverance – values deeply cherished by Saint Kentigern. SCAN TO FOLLOW
“ “
This is for you, Jack.
John’s visit was a powerful reminder of the deep and lasting bonds formed at Saint Kentigern. Decades may have passed, but the connection he felt to the College and the friendships forged in those early years remained as strong as ever.
As the first Saint Kentigern student to go on to study architecture, John has always had an eye for design and transformation. As he looked around the campus, he acknowledged how much had changed: the buildings, the facilities, the scale of the College.
Through all the changes, the growth, the new buildings, and the evolution of the College, the heart of Saint Kentigern has remained the same, shaped by the values and traditions that continue to connect generations of students.
Victoria Lam
A JOURNEY OF CURIOSITY, COURAGE AND CONTRIBUTION
When Victoria Lam reflects on her career to date, she doesn’t begin with her achievements – though there are many, including being a finalist for the 2022 Deloitte Top 200 Young Executive of the Year, the Gartner Marketing Awards, and Fonterra’s inaugural Te Mātāpuna Awards. Instead, she speaks of curiosity, growth, and unexpected turns.
Victoria joined Saint Kentigern midway through high school, during the early years of girls attending the College. She became the College’s first female Peer Assisted Learning Tutor and Chapel Prefect and started the Girls’ Chess team – choosing, as she puts it, to ‘show up’ even when no one expected her to. It’s a mindset that has carried through ever since.
Her early interest in science stemmed from a desire to make a difference, leading her into the field of nutrition and science commercialisation. After completing her masters, she joined Fonterra, where she has spent over a decade working across global portfolios in innovation, strategy, and marketing of advanced nutrition.
During her postgraduate studies, Victoria volunteered with Chiasma to help establish pathways between STEM graduates and industry careers. Later, she mentored through the First Foundation and served as a youth leader at her church, reflecting her commitment to helping others thrive.
She recently returned to New Zealand, following several years in Singapore, and is now preparing for a new chapter in London. “It’s exciting and uncertain, but I trust in my ability to adapt,” she says. “I’ve learned that what you study is a launchpad, not an anchor.”
Her advice to students? “Don’t be afraid to evolve. What matters is not that the path is perfect but that it’s yours.” She says the College helped shape the values of curiosity, service, and excellence – qualities that continue to guide her as she navigates new opportunities around the world.
Liam Sceats
DRIVEN TO SUCCEED
At just nineteen years old, Liam Sceats is carving out his place among motorsport’s rising stars. A New Zealand Grand Prix Champion with international victories in Japan and the USA, he’s establishing himself as one of the sport’s most exciting emerging talents.
But what sets Liam apart isn’t just raw speed. “Few possess Liam’s rare combination of talent, relentless determination, unshakable self-belief, and a constant drive to improve. Beyond his skill behind the wheel, Liam carries himself with the discipline and character that athletes of all levels, both seasoned and young, can admire and aspire to,” says Shane Mc Conigly, Liam’s Performance Coach, who has worked with many elite competitors.
Succeeding in motorsport is not a solo journey. Liam credits the support of family, mentors, sponsors, and a wider community who have believed in his potential from the beginning. These relationships have fuelled his career and shaped him into someone grounded in values, driven by purpose, and committed to giving back.
As an ambassador for the Tony Quinn Foundation, he’s committed to using his platform to make a difference. One way he does this is through his involvement with Street Smart, a driver safety initiative that equips young people with realworld road skills. He recently returned to the College to speak to students about the importance of this initiative and looks forward to taking part in a Saint Kentigern-only Street Smart day at Hampton Downs in June and the opportunity to give back to the College community that helped shape his journey.
Liam follows in the footsteps of fellow esteemed Saint Kentigern Alumni, including motorsport stars, such as Mitch Evans and Shane van Gisbergen, who exemplified perseverance, humility, and service. Just as they have risen to the top of the motorsport world, Liam is on track to becoming New Zealand’s global motorsport star of the new generation.
Liam’s story is still unfolding. The road to INDYCAR is fiercely competitive, but if his journey so far has shown anything, there’s no doubt he is a driver to watch. SCAN
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