Acting Co-Chair: Anna Lindroos and Rebecca Scoones
SAINT KENTIGERN BOYS ’ SCHOOL PARENTS & FRIENDS
Chair: Melissa Burroughs
Vice Chair: Erica Kirkham
Secretary: Ally Huang
Treasurer: Sarah Bruinsma
SAINT KENTIGERN GIRLS ’ SCHOOL
PARENTS & FRIENDS
Chair: Jess Wahlstrom
Vice Chair: Amanda Stretton
Secretary: Brigit Winter
Treasurer: Grace Zhang
For all enquiries
ask@saintkentigern.com
At a Glance
KEEP UP TO DATE WITH WHAT IS HAPPENING AT SAINT KENTIGERN
Two Perfect Scores Lead 2025 IB Cohort
Sixteen of the College's 2025 IB Diploma students were recognised at the National IB Top Scholars Awards at Parliament in January, with Daniel Xian and Edison Zhou each earning a perfect score of 45/45, a result achieved by fewer than 1% of candidates worldwide. The cohort's overall pass rate of 96.1% sits well above the global benchmark of 73.8%, capping one of the strongest IB years on record.
Read more on page 53.
A Term in the Outdoors
With the vast array of landscapes to enjoy in our country, students across our schools from Year 4 through to Year 9 were spoiled for choice at their Term 1 camps. Girls’ School Year 5s tackled their first nights away, Boys’ School Year 8s navigated overnight expeditions, and our College Year 9s built shelters from scratch. Every camp offered opportunities through challenge, new friendships, and the unpredictable nature of the outdoors, making for some very memorable moments.
Read more on pages 25-26, 41-42, and 59.
First Peek at Yr 12 and 13 Building
The first section of the new Year 12 and 13 building was unveiled at the start of Term 2, with the protective wrap removed to reveal the façade and architectural form for the first time. Internal works continue at pace, with the project on track to open for the start of Term 1, 2027. Inside the College section, we take a closer look at the new classroom concepts shaping how learning will evolve in the new space.
Read more on page 10.
Time, Presence, and Legacy
A thread runs through this edition's alumni section, seeing graduates return to Saint Kentigern not just to reconnect, but to contribute. Heath Coleman's support of our building projects, the Urquhart family's intergenerational involvement, and the presence of alumni in service at our ANZAC services reflect the many forms generosity can take – of time, presence, and legacy.
Read more from page 74.
Community in Good Heart
AMark Conelly
BCom, FCA, CMInstD Trust Board Chair
fter a busy Term 1 for 2026, set against the uncertain global environment, it is timely to sit back and turn the pages of another edition of the Piper magazine. We know that rising costs are placing pressure on many within our wider community and the Trust Board is committed to playing our part to minimise the impact where we can.
Over this term, we have seen the emerging presence of the new Year 12 and 13 Building on the Pakuranga Campus. It is a formidable building that blends well within the existing College landscape. The building and its naming signal “things to come” as we continue the transformation of the Pakuranga Campus, emphasising the connection to our heritage and special character.
Recently, I was able to watch the 1st XV 1A Rugby fixture between the College and St Peters. While a great game to watch (and a win for Saint Kentigern), I was also reminded of two things – how fortunate we are to have the space and facilities we can enjoy and, secondly, the great sense of spirit on show for our team on the field. That spirit was evident on the sideline with many students out in strong support, many
proudly painted in blue, but also on the balcony among older alumni who show up each week to cheer on their old school.
Those passionate alumni eagerly shared with me what they believed are priorities for the Trust, reflecting the same spirit that continues across generations of our community. This reinforces the responsibility that my fellow trustees and I share with the leadership group. New buildings are one thing, but we must keep focused on building the heart and soul of the community of Saint Kentigern.
As a team, we were delighted to announce earlier this year the appointment of two trustees to the Board. Kalman Bekesi and Steve Evans have already settled in and it is clear that their experience, skills and passion for Saint Kentigern will add further rigour and debate around the Board table. I would also like to acknowledge the contribution of two of our existing trustees, Rev Sharon Ross Ensor and Kim McGregor, who will be retiring from the Board at our upcoming AGM. My personal thanks to both for their thoughtful contributions during their tenure.
I am also pleased to share the recent appointment of Sarah Powrie, Louise Von Sierakowski and Andrew Simpson to the Saint Kentigern Foundation Board, each bringing strong professional experience and a deep connection to the Saint Kentigern community.
As part of the continuing strengthening of our Governance Framework, we have established a new formal Board sub-committee to provide direct governance oversight of our third campus at Wilson Bay. The first cattle have arrived on site as our ambition to operate a farm comes to life. We have also engaged resources to help work through how best to create a curriculum that draws on the opportunities of the campus while connecting meaningfully back to our Pakuranga and Shore Road schools. Options for sequencing further infrastructure developments are currently being reviewed and updates will be made as these are finalised.
Support, both financially and in-kind, continues to build for Wilson Bay Farm. More opportunities to be part of that support will be communicated over coming months. We are very grateful that so many of our alumni and members of our wider community are stepping up to help. The Saint Kentigern Foundation is coordinating our programme of support for Wilson Bay Farm, alongside the 2026 Distinguished Alumni Awards, the recipients of which will be honoured at a special event in September this year. This will be the third such event recognising the achievements of our past students.
The team that makes up Saint Kentigern, from Trustees and alumni to staff, current parents and students, is clearly in good heart and in good spirits.
Fides Servanda Est.
Our Scottish Origins
Dr Kevin Morris EdD (Boston) Executive Trustee
Bryan Haggitt, who was pupil number 89 at the College (1953–1959), lives with a passion for Scottish history and traditions. His Auckland home is something of a nod to his ancestral history, with its walls lined with art and documents of importance. His maternal forefathers arrived in Wellington on the Blenheim in 1840, and through the generations his family have helped to nurture the New Zealand arm of the Cameron clan, which convenes for regular gatherings. Our own Duncan McQueen (Associate Principal at the College) married into the same clan, and he also celebrates these and his own Scottish roots with pride.
Firstly, some background. In the initial years, there were two boards at Saint Kentigern, one for the Boys’ School and another for the College. As the organisation evolved, with the integration of girls at the College in 2003, and then the addition of the Girls’ School and Preschool in 2010, the needs and opportunities for the organisation changed considerably.
To understand the Scottish influence at Saint Kentigern beyond our pipe band, the kilts, and other traditions, a
good place to start is the father of the Scottish Reformation, John Knox. He wrote seminal pieces in the 1500s related to the relationship between education and faith. The same Presbyterian ideals later influenced the vision of Saint Kentigern’s founders and the educational philosophy on which our schools were established. Knox's contribution to the “First Book of Discipline”, written in 1560 called for a school in every parish in Scotland – arguably one of the earliest calls for universal education in the Western world. Indeed, the core of Scottish Presbyterianism was a conviction that every citizen must be able to read Scripture. At the time, religious freedom was not a given, and many died promoting their faith.
Scotland’s contribution to the subsequent rise of Christianity was immense. A small, often poor, and turbulent nation generated a theological tradition that globally shaped churches, schools, universities, and governments around the world – and Scottish Presbyterianism proved to be a highly grassroots movement. In Australia and New Zealand, Scottish emigrants and missionaries established Presbyterian churches that became cultural anchors, helping to shape the values of their communities. The movement was particularly strong in Dunedin, the home of the remarkable history of Knox College and Knox Church.
I raise all of this because what sits behind our schools’ traditions lie great Scottish stories which need to be told – not simply for nostalgia, but to better understand where we come from and what shapes our outlook on education.
In the upcoming months and years, as we head toward our organisation’s 75th anniversary, you will see various ways in which we will recognise Scotland and our origins. Our founders were clear about what shaped their vision, and we remain committed to carrying that spirit forward. Our Guiding Principles (see our Statement of Intent) and our responsibility of stewardship are at the heart of our story both now and in the future.
Fides Servanda Est.
Pictured: Bryan Haggit at at the Kirkin' o' the Tartan, 2025
Honouring our ANZACs
Rev. Reuben Hardie
M.Rel. (Hons),
B.Theol., B.Com., Dip. Min, PG Dip. Tchg Head of Chaplainacy
Jesus said, “Greater love has no one than this: to lay down one’s life for one’s friends.”
This year marked the 110th anniversary of Anzac services. Special Anzac Chapels were held across the Shore Road and Pakuranga Campus in the week leading up to Anzac Day. A number of our College students and our College Pipe Band were also involved in the Anzac Commemorations in Howick.
What made our Saint Kentigern Anzac commemorations particularly moving this year was the involvement of returned servicemen within our staff, alumni, and wider Saint Kentigern community. At the Shore Road Anzac Chapels, the Ode to the Fallen was read by Commodore Wayne Burroughs, grandfather of Hugo and Cooper, who served 37 years in the Royal New Zealand Navy, retiring as Chief of Staff to the Chief of Defence Force. At the
College ANZAC Chapels, the Ode was read by Robert Powell, our Health and Safety Manager and a former RNZAF Armament Technician who served for 32 years, retiring as a Flight Sergeant. Among those who laid wreaths were distinguished alumni whose lives reflect a legacy of service. These included Maitland MacFarlan (Class of 1970), son of founding principal Rev. Adam MacFarlan. Rev. MacFarlan was awarded the Military Cross for his service in World War II; Commander David Roderick (Class of 2002), Commanding Officer of No. 6 Squadron in the Royal New Zealand Air Force; Commander Malcolm Barry (Class of 2007), Chief of Staff, Operational Capability Forces in the Royal New Zealand Navy; and our Head of Pipes and Drums, Andrew Lightfoot, who was a member of the RNZNVR (Volunteer Reserve) for 14 years.
This year’s Anzac services felt especially poignant in light of the ongoing conflicts in the Middle East. While the economic effects of such conflicts are felt globally, it remains difficult for us, in the peace and serenity of New Zealand, to fully grasp what it is like to live in a country ravaged by war. Perhaps this was also true for those first ANZACs, who left the familiar and idyllic New Zealand landscapes to face the harsh realities of war far from these shores.
Philosophers such as Kant, Finch, and Schelling argued that freedom is not truly freedom unless it is shared by all. It was in this spirit that many ANZACs served, seeking not only to defend their own nation, but to uphold a broader vision of justice. Their sacrifice continues to echo through history and speaks powerfully to us today. As Martin Luther King Jr reminded us, “Injustice anywhere is a threat to justice everywhere.”
Anzac Day reminds us that peace is fragile and freedom is costly. Yet it also challenges how we respond. The legacy of the ANZACs is not only one of sacrifice in war, but a call to pursue peace in our own time, to resist hatred, to stand against injustice, and to choose reconciliation over conflict. At the heart of this calling is the kind of love that Jesus spoke about, a love that is courageous. It is a love that puts others before self, that seeks the good in others – even those we struggle to understand – and that chooses compassion over division. It is a love willing to forgive, to serve, and, when necessary, to sacrifice.
This year, as a community of students and staff together, we prayed for peace in a world marked by conflict, and for the courage to embody the great love modelled by Jesus Christ.
Fides Servanda Est.
Service Roundup
Partnership in Taneātua
The Taneātua Service Trip took place in the final week of Term 1, with our Year 8 Boys’ School and Girls’ School students completing projects across the community. At Waikirikiri Marae, students extended the playground, installed fencing and towers, and planted trees. At Kōhanga Preschool, they cleared gardens, removed unsafe stairs, added fencing, and built a small playground. At Taneātua School, garden spaces were prepared, bollards installed, storage restored, and relationships strengthened with local students. Now in its seventh year, the partnership remains one of service, connection, and shared purpose.
Transport Thursday Takes Off
A new sustainability initiative, Transport Thursday, has begun at the Boys' School. Led by Sustainability and Environment Prefect Hudson McFarlane, students earn House Points according to their mode of travel each Thursday. Points are awarded to those who travel by bus, train, bike, scooter, those who carpool, and those in electric vehicles.
Going the Extra Mile Again
The Saint Kentigern Extra Miler has launched for another year across the Boys’ School and Girls’ School. Last year, students raised $180,000 in support of Ronald McDonald House, Island Child, The Saint Kentigern Shed, and Year 8 Service Trips. This year’s campaign supports The Saint Kentigern Food Shed, Year 8 Service Trips, Plunket, and Presbyterian Support Northern Family Works.
Packing for Vanuatu
Ahead of this year’s Year 12 and 13 Vanuatu Service Trip, students gathered to cut timber and pack a shipping container bound for Vanuatu. Alongside building materials, the container included donated clothing, shoes, and sports equipment from across the Saint Kentigern community.
Music for Good
A new student initiative led by Sophie Lochead and Valentina Hania, Music for Good, has seen our College musicians performing for residents in aged-care facilities as they wait for their evening meals. Live performances have brought warmth and enjoyment to shared spaces, with some residents also receiving personal performances in their rooms.
Trust Board Adds Two Members
The Trust Board welcomed two new members at the start of 2026, Kalman Bekesi and Steven Evans, each bringing experience well-suited to the years ahead.
KALMAN BEKESI
Kalman is currently the Vice President of Software Engineering at IDEXX. He is a senior technology and business leader with extensive experience in large, complex organisations, including senior roles at Google.
He has held leadership roles across New Zealand, Europe and the United States. During this time, he has led strategy, organisational change and innovation through periods of digital transformation, including the thoughtful and responsible adoption of artificial intelligence.
Kalman holds degrees in Commerce and Engineering from the University of Auckland. He is a current College parent with three children in attendance.
STEVEN EVANS
Steve is Chief Executive of the Residential and Development division of Fletcher Building. He is a senior executive in the construction and property development sector with over three decades of international experience across Asia, Europe and New Zealand.
He also serves on the board of Callaghan Innovation and previously held governance roles as Deputy Chair of the Urban Development Institute of New Zealand and as a board member of Eke Panuku.
Steve holds a Bachelor of Engineering from the University of Melbourne. He has three children attending the Boys’ School, Girls’ School, and the College respectively.
Foundation Welcomes New Trustees
The Saint Kentigern Foundation has welcomed three new trustees, each bringing experience and a deep connection to the wider community that will support the Foundation’s work in the years ahead.
SARAH POWRIE
Sarah is Chairperson of the Ōrākei Local Board, bringing experience in strategic planning, stakeholder engagement, marketing, and events, alongside financial capability developed through co-owning a manufacturing business.
Her connection to Saint Kentigern spans generations. Her forebear Polly Macky helped establish our first two campuses, and her father Warwick Macky served as Chair of the school. Her brother Peter was a foundation pupil, her son Tom attended the Boys’ School, and her grandsons Fred and Max begin next year.
LOUISE VON SIERAKOWSKI
Louise is Brand, Marketing and Communications Lead at Southern Cross Healthcare. Her career spans healthcare, not-for-profit, consumer and retail sectors, including senior leadership roles L'Oréal NZ and Blind Low Vision NZ.
Louise is on the Board of Crest Hospital, a Southern Cross Healthcare partnership in Palmerston North. She is a member of the Institute of Directors and holds an MBA from Auckland University of Technology. She attended Corran School prior to its 2009 merger with the Saint Kentigern Trust Board, giving her a longstanding connection to the wider Saint Kentigern community.
ANDREW SIMPSON
Andrew is a business owner, technology investor, and board advisor specialising in digital transformation, customer experience, and future-ready business models. He is Managing Partner at Tilt, with nearly two decades of experience helping New Zealand businesses grow in the digital age.
He also serves on the board of the Auckland Philharmonia and has significant fundraising experience across capital projects and the arts. Andrew has two children at the Boys’ School, where he is actively involved in the Parents & Friends.
Building Together: Gratitude, Belief and the Power of Our Community
AWalter Chieng BSc, GradDipOR Director of the Foundation
t Saint Kentigern, we are shaped not only by what we have built, but by who builds alongside us. As we reflect on the past year, the one word that continues to surface is gratitude.
We are deeply thankful for the strong interest, encouragement and early generosity shown toward the vision for the Wilson Bay Farm. This response has come not only through formal giving, but through something equally powerful conversations, advocacy and belief shared person to person across our community.
Many of these conversations have been sparked by alumni, parents and friends of Saint Kentigern who care deeply about our schools and have willingly encouraged their peers to stay connected, get involved and support what lies ahead. Their advocacy grounded in personal experience, trust and shared values has played an important role in building momentum and confidence around this vision.
TURNING BELIEF INTO OPPORTUNITY
Alongside our long-term aspirations for Wilson Bay Farm, we continue to be inspired by the generosity shown toward
scholarships, enabling students who might otherwise miss out on a Saint Kentigern education to step into opportunities that can be truly lifechanging.
Here too, advocacy matters. Many scholarships exist today because members of our community have spoken openly about the impact Saint Kentigern has had on their lives and encouraged others to help ensure that opportunity remains accessible. Every scholarship reflects trust in our mission and a shared commitment to excellence, service and care for others.
A COMMUNITY THAT SHOWS UP
Over the past year, we have seen the strength of the Saint Kentigern spirit come alive through our community and alumni events. These gatherings remind us that Saint Kentigern is more than a place of learning – it is a living, connected community.
What has been especially heartening is the way alumni and friends have taken it upon themselves to bring others along – inviting classmates, reconnecting networks and ensuring that people feel welcomed and valued. These small but meaningful acts of leadership continue to strengthen our collective sense of belonging.
LEADING, TOGETHER
As momentum builds around Wilson Bay Farm and other strategic developments, the Foundation is intentionally engaging in thoughtful conversations with those
who are able to lead with generosity – individuals and families who not only give, but who are willing to stand alongside Saint Kentigern and encourage others to join them.
Transformational projects are made possible when leadership support and broad community participation work together. Shared belief and generosity in all its forms are what bring visions to life.
CELEBRATING LIVES OF IMPACT
Looking ahead, we are also pleased to share that the process of establishing the 2026 Distinguished Alumni Award recipients is well underway. These awards allow us to celebrate alumni whose lives reflect the very best of a Saint Kentigern education and who, through service, leadership and example, continue to enrich the communities around them.
WITH THANKS, AND WITH HOPE
None of what we aspire to do or have already achieved would be possible without the generosity and confidence of our benefactors, advocates and wider community. Your willingness to speak positively, invite others in and support Saint Kentigern’s future is shaping the next chapter of our story.
Thank you for walking alongside us and for helping to ensure that Saint Kentigern continues to thrive for generations to come.
Envisioning Experiential Learning at Wilson Bay Farm
Exploration and planning for our third campus, Wilson Bay Farm, has continued across a number of areas in recent months, building on the early groundwork already shared. One of these areas is the development of the curriculum, where work is now underway to consider how learning at the Farm could take shape over time.
The initial work has drawn on contributions from staff, parents and alumni, and input from industry and subject-matter experts. This has been supported by a structured research project, helping to bring greater clarity to the opportunities and considerations involved in designing learning for a rural and coastal campus.
At the heart of this work is the vision for learning at Wilson Bay Farm: to cultivate character, capability and care. This will be realised through values-led, experiential learning shaped by the land, sea and community, with students engaging in real-world contexts that foster responsibility and reflection.
Following the period of consultation and initial planning, a set of curriculum design principles has been identified to guide the design of learning at the
Farm. These principles outline an approach to developing character, leadership and wellbeing through service, teamwork, responsibility and reflection. They also recognise the role of purposeful challenge and strong pastoral care in nurturing resilience, independence, and collaboration.
Learning at the Farm is also being explored as integrated and grounded in real-world contexts. Early thinking considers how areas such as sustainability, science, primary industries, technology and enterprise could be incorporated through authentic, experience-based approaches.
Initial planning has also looked at how learning at the Farm may develop over time. This includes a staged pathway from Years 4 to 13, with students returning at different points in their school years. Learning would build progressively, with younger students focusing on curiosity and foundational skills, and older students taking on increasing levels of responsibility, leadership, and contribution.
Another key area of focus is how the Farm environment may influence
learning. The land, coastal setting, and wider community are being considered as important contributors to how students engage with ideas and experiences, helping them develop an understanding of the relationship between people and their surroundings.
Building on this, planning has also explored how different parts of the Farm may support learning in practice. Several areas have been identified as potential “learning zones”, including the farm and garden, bush, stream and coastal environments. These areas provide opportunities for students to take part in practical activities such as stock management, planting, restoration and outdoor exploration.
As work in this area continues in 2026, the focus remains on refining these ideas and ensuring alignment with learning across our schools. The intention is to take a measured, thoughtful approach so that the curriculum reflects the vision for Wilson Bay Farm and supports meaningful learning for our students on-site.
Year 12 and 13 Building Façade Revealed
PAKURANGA CAMPUS BUILDING DEVELOPMENT UPDATE
As students and staff returned to campus for Term 2, many will have noticed the first of three main sections of the new Year 12 and 13 building now visible after the removal of its protective wrap. This marks another significant milestone in the Pakuranga Campus development and provides the first clear view of the building’s exterior finish and architectural form. Since then, the centre section of the building has also been unveiled, further revealing the façade and distinctive design of the development. The forum skylight and oculus are also now in place.
Internal works continue to progress steadily throughout the
building, with subcontractor numbers peaking at 140 on-site.
Over the coming weeks, work will include removing the final section section of shrink wrap and scaffolding to reveal the full façade. Progression of second-fix items and internal finishes, including joinery installation, will also continue as part of the three-phase construction programme.
The project remains on track for completion in time for the start of Term 1, 2027.
For enquiries, contact us at masterplan@saintkentigern.com.
Reading Between the Lines
WHY FLUENCY IS THE BRIDGE BETWEEN WORDS AND MEANING
YJude Griffiths
BEd (Hons), DipTchg, PG Cert Digital & Collaborative Learning Deputy Principal – Learning and Teaching
our child sits proudly at her desk, book open, as she has just finished reading a paragraph aloud. Every word was accurate. But when you ask, “Can you tell me what that was about?” she draws a blank. She’s done the hard work of reading the words – but the meaning hasn’t quite landed.
Many would assume the issue is comprehension alone. Research tells us another explanation is often at play: reading fluency. A child may be able to decode the words on the page, but if reading is slow, effortful, or uneven (too fast or too slow), meaning can be lost along the way. Reading fluency is the vital bridge between recognising words and truly understanding them.
Reading fluency is one of the strongest predictors of success not only in English but across every learning area –science, mathematics, social sciences, health, and the arts.
READING FLUENCY IN AOTEAROA NEW ZEALAND
Startling national and international data highlight why a focus on reading fluency matters now more than ever.
The 2023 Ministry of Education Curriculum Insights and Progress Study on Reading in New Zealand found that
only around half of students are meeting the expected curriculum reading level for their age: 54% in Year 3, 52% in Year 6 and 47% in Year 8. Achievement often declines as texts become longer, denser, and more subject-specific. This shows fluency is not just a junior school issue.
In high school, students are expected to read large volumes of material independently. At university, lectures assume students can read quickly, synthesise information, and keep pace with academic demands. Reading fluency is the foundation of all of this.
WHAT IS READING FLUENCY AND WHY IS IT SO IMPORTANT?
Reading fluency is the ability to read accurately, at an appropriate pace (not too fast or too slow), and with expression. Fluent readers recognise words automatically and read in a way that sounds natural, much like spoken language. When reading is fluent, the brain is free to focus on meaning rather than on working out individual words.
Think of learning to read like learning to ride a bike. Decoding is learning how to pedal and steer; comprehension is knowing where you’re going; and fluency is riding smoothly enough that you can look up, navigate traffic, and enjoy the journey.
Without fluency, all a reader’s mental energy is spent “pedalling”. There is very little capacity left to understand, question, analyse, or connect ideas across a text.
This is why students who read too quickly, too slowly, hesitantly, or wordbyword often struggle to keep up with learning, even when they technically “know how to read”.
The Science of Reading consistently shows that fluency is the bridge between decoding and comprehension. Children may know how letters and sounds work (decoding), but without fluency, understanding unravels.
Research confirms that fluent reading frees up cognitive space for meaningmaking. The National Reading Panel identified fluency as one of the five essential components of effective reading instruction, alongside phonemic awareness, phonics, vocabulary, and comprehension.
Importantly, fluency does not develop simply by reading silently or by being exposed to books. It improves through guided, repeated, supported reading, where students hear fluent models and practise reading aloud themselves.
FLUENCY IN THE NEW ZEALAND CURRICULUM
The recently released refreshed English Learning Area of the New Zealand Curriculum makes the teaching of reading fluency explicit and nonnegotiable.
From Year 2 onwards, students are expected to read texts accurately, expressively, and at appropriate oral reading fluency rates. Fluency is no longer viewed as something that will “take care of itself”; it is identified as a component that must be taught, practised, and assessed.
WHAT WE ARE DOING
At Saint Kentigern Girls’ School, strengthening reading fluency has become a deliberate, research-informed focus – because fluent reading is not something children simply “grow into” with time. Across year levels, our teachers explicitly teach and practise reading fluency using researchsupported strategies that strengthen accuracy, automaticity, and confidence:
• Choral reading – students read together, reducing anxiety, and building rhythm and phrasing
• Echo reading – the teacher models fluent reading and students echo it back, learning what fluency sounds like in their own voices
• Partner reading – students take turns reading aloud, supporting one another and building confidence, with the teacher giving feedback to the learners
These practices are intentionally brief, frequent, and embedded into our everyday classroom routines across multiple curriculum areas.
HOW PARENTS CAN HELP AT HOME
Parents play a powerful role in supporting fluency. Small, consistent actions make a big difference:
• Encourage rereading of familiar books as fluency grows through successful repetition
• Read aloud together, modelling phrasing, appropriate pace and expression
• Listen to your child read and invite them to reread a sentence smoothly rather than sounding out every word
• Celebrate progress and effort – confidence matters as much as accuracy
Even five to ten minutes of supported oral reading a day can have a lasting impact.
WHAT WE ARE SEEING AS A SCHOOL
Since deliberately embedding fluency instruction last year, we have seen increased confidence reading aloud, smoother and more expressive reading, stronger engagement across subjects, and improved reading data.
Perhaps most importantly, students are developing a positive reader identity. They see themselves as capable, confident readers – an identity that supports learning well beyond primary school.
Reading fluency is not about reading faster for the sake of speed. It is about reading well enough that thinking, learning, and enjoyment are the focus.
By teaching fluency explicitly, we are giving our students a skill that supports learning across every subject and prepares them for the demands of secondary school, university, and life beyond the classroom.
Easter Service Celebrates New Life
At the close of Term 1, students, staff, and families gathered on the Top Field at Shore Road for the annual Easter Service, reflecting on the message of Easter before the holiday break.
Bringing together the Boys’ School, Girls’ School, and Preschool, the service was shaped by music, readings, prayer, and student voices. At its centre stood a large wooden cross, bare at first, as Assistant Chaplain Isaac Williams reminded students that, while the cross is now seen as a symbol of hope, it once appeared to represent suffering and defeat.
As the service unfolded, select students placed flowers into netting wrapped around the cross. What began as something stark and barren was gradually transformed into a beautiful picture of colour and life.
Students also reflected on Jesus’ journey to the cross through a presentation of the Stations of the Cross, led by student leaders and marked by the ringing of bells.
When the completed cross was raised for all to see, it became a powerful reminder that beauty can emerge from barrenness, hope can rise from despair, and new life is always within reach.
The service concluded with a piped rendition of “Amazing Grace”, led by Boys’ School Chapel Prefect Jordan Metcalfe.
Six School Strings Festival
At the beginning of Term 2, Shore Road welcomed six schools for the annual Strings Festival, bringing together talented young musicians and guest conductors for a day of collaboration and performance. In total, more than 150 students combined to form a vibrant celebration of string music.
Participating schools included Saint Kentigern College, the Boys’ School and Girls’ School, King’s School, Southwell School (Hamilton), and representatives from St Cuthbert’s College.
A highlight of the festival was the opportunity for students to rehearse alongside peers who share the same passion for music, while learning from a range of conductors leading sessions throughout the day. The experience encouraged both musical growth and connection across schools.
The combined orchestra performed six pieces – “Warrior Legacy”, “Habanera”, “Tour of Ireland”, “The Moldau”, “Beauty and the Beast”, and “Two Airs for Tironui” by Erin Fagan – each requiring its own musicianship and skill.
The day concluded with two concerts: one for students on Shore Road, followed by an afternoon concert for parents and families.
Preschool
Upcoming Events
Screens, Apps and AI
WHAT'S APPROPRIATE FOR YOUNG CHILDREN?
SMegan Storey
BEd (Tchg) Preschool Principal
creens are everywhere. From tablets and phones to smart TVs and AI-powered tools, technology is becoming a normal part of childhood.
For parents of young children, this can feel both exciting and overwhelming. It’s no surprise that many families ask how we approach this in our preschool.
At our preschool, we consider this through the lens of our philosophy and Te Whāriki, our early childhood curriculum. Ultimately, it’s relationships, play, and real-world experiences that sit at the heart of learning. Technology can support learning, but it should never replace the experiences that matter most. We believe children learn best through meaningful relationships, hands-on exploration, and rich, selfdirected play. Every day in our preschool,
children are immersed in conversations, movement, problem-solving, and imagination. These experiences build foundations for lifelong learning in ways that no screen could replicate.
Technology is not the starting point for learning. It is simply one tool within a much bigger picture. Research shows that not all screen time is equal. There is a clear difference between passive use –such as watching videos for long periods with little interaction – and active, shared use, where adults and children engage together. Talking about what’s happening, asking questions, creating, exploring, and thinking together transforms the experience. Learning happens through interaction, not the screen itself.
Not all apps are designed with young children in mind. The most valuable digital tools at this age:
• Invite participation, rather than repetitive tapping
In contrast, apps that are fast-paced, overly stimulating, or reward-driven can reduce learning to surface-level interaction. A good app should feel like an extension of play, not a replacement for it.
AI is also becoming more visible in children’s lives. Voice assistants, personalised apps, and interactive tools can be engaging, but young children (and often adults) do not yet understand how AI works. Without guidance, children may accept responses as fact without questioning them.
At our centre, we approach AI thoughtfully. With guidance, it can extend curiosity. We simply temper this with real conversations and human connection. For example, our Year 0 class recently wrote lyrics for their own song, and we used an AI tool to bring their words to life as music. The technology supported their creativity, but the learning came from their own ideas, collaboration, and excitement.
Families Gather for a Summer Picnic
Awarm Friday afternoon in March and open grounds offered plenty of reason for our Preschool families to gather for the annual picnic.
Rugs stretched across the grass as families arrived, with younger students joined by siblings from the Boys’ School and Girls’ School. The afternoon offered a valuable opportunity for parents and grandparents to connect, while children moved freely between games and activities dotted across the grounds. Moments like these continue to strengthen the relationships that carry families through their years at school.
The space quickly filled with activity. A range of outdoor games invited families to play together, creating a lively and interactive atmosphere. Face painting proved as popular as ever, with children emerging from the art atelier as their favourite characters, many of the girls opting for fairies, unicorns, and princesses.
If you walk into our learning environment, you’ll notice something important: technology is present but it is not the focus.
Our teachers use it intentionally to:
• Document and revisit children’s learning
• Share learning journeys with families
• Support creativity and expression
• Extend children’s interests and questions
What shapes our days most is outdoor exploration, social interaction, creative experiences, and imaginative play. Again, technology should support learning, not lead it.
In New Zealand, and in our centre, we see learning as relational, holistic, and grounded in real experiences. Technology can be part of this, but it cannot replicate muddy hands in the garden, towers that tumble and are rebuilt, conversations that spark curiosity, or moments of shared laughter.
These are the experiences that shape how children think, feel, and learn.
Fides Servanda Est.
Mr Whippy was another highlight, delivering the perfect dose of sugarfuelled excitement for our preschoolers, while parents made the most of a moment to savour their treat in the afternoon sun. A new addition this year, the photobooth, quickly became a favourite. Families stepped in together to capture the moment, leaving with printed photo strips as a small keepsake for the fridge.
It was an afternoon defined by simple pleasures: time outdoors, space to play, and the chance to be together. A fitting way to begin the year, grounded in connection.
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Welcoming the Year of the Horse
Our Preschool marked Chinese New Year with a series of activities to welcome the Year of the Horse, celebrated for energy, growth, and positive change.
The festivities began with Dumpling Day, where children gathered in the dining room to make their own Chinese-style dumplings. After some careful folding, they were cooked up and served for afternoon tea.
Following this, the Preschool came together for a wholegroup mat time session. The children were enamoured by a traditional Chinese New Year story and then jumped up to take part in a lively dragon dance. However, the most excitement came when they received red envelopes filled with chocolate coins.
The celebrations concluded with a special Chinese New Year show where parents were invited to watch a traditional dance duet with their children. Following the performance, the children loved having a go at playing the drum and getting their faces painted in red and gold.
It was a joyful few weeks celebrating the year ahead through the lens of Chinese cultural tradition.
Easter Bonnets for New Beginnings
Creating and parading an Easter bonnet is one of those niche Easter customs you could go years without encountering, much like the Greek tradition of pot throwing or Bermuda’s Good Friday kite flying. Yet it is these unique traditions that draw us out of routine, reminding us that Easter is not just a long weekend but a time for reflection on Jesus’ death and resurrection two millennia ago.
Stemming from the Fifth Avenue parade, first recorded in the 1870s in New York City, our Preschoolers embraced the tradition with enthusiasm. They arrived with an array of imaginative bonnets, ready for their own parade the week after Easter. Hats adorned with bunnies, tumbling eggs, carrots, and spring florals sat proudly atop heads as the children circled the Preschool decks. Parents and caregivers lined the route, clapping and encouraging as each child made their way around.
Easter remains a significant moment in our modern calendar, despite being one of the oldest observances in Christian history. The theme of new life was visible on every bonnet – a small but meaningful reflection of the promise offered to humanity on Resurrection Sunday.
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Prints in Motion
In the Preschool Atelier, creativity is fuelled by curiosity, conversation, and careful preparation. Working in small groups, children recently explored gel plate printing, creating striking monochrome artworks inspired by artist Andy Warhol.
Despite a strong desire to jump right into the messy work, before they began, our children discussed the tools and textures they would use. On the utensil list were gel plates, foam rollers, and recycled Sellotape rings used to create a three-dimensional effect. Aprons on, rollers primed, and paint spread evenly, the children pressed, dragged, and lifted their materials to form unique patterns before transferring each design onto black paper.
As they worked independently, our artist in residence Colleen Donoghue helped guide them through the technical aspects of grip and control. Importantly, children were encouraged to make creative decisions on their own, exploring how pressure, texture, and placement could change the final result.
Like Warhol’s own work, each print began with the same process but arrived somewhere entirely different. What emerged was a gallery of bold individual ideas, created by patient little hands and larger-than-life minds.
A Sea Life Adventure
Atrip to SEA LIFE Kelly Tarlton’s Aquarium was a special reward for the children of Loch Lomond after filling their classroom pom-pom jar – with tokens earned through daily acts of kindness, good choices, and helping one another. The children were proud of what they had achieved together and were excited at the prospect of learning outside the four walls of our Preschool.
The bus ride was filled with chatter, laughter, and anticipation, making the journey part of the fun. Arriving at the aquarium, the children explored a fascinating underwater world, spotting sharks, stingrays, penguins, and schools of fish along the way. Questions flowed as they shared ideas and wondered how these animals live and move beneath the water.
The outing also encouraged confidence and independence, as children stayed with their groups, listened carefully, and looked out for their friends. Like the sea life they encountered, the children moved through the day with curiosity, confidence, and a growing sense of wonder.
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Fruitful Discoveries
During Term 1, the children in Loch Ness embraced the role of young scientists through a series of hands-on food experiments. The arrival of a classroom dehydrator sparked immediate interest, as children selected different fruits to dry and predicted what might happen to them.
Once each batch was ready, the children examined the results through sight, smell, touch, and taste. Strawberries, bananas, apples, lemons, and feijoas proved popular, while dehydrated watermelon was met with some down-turned grimaces after its taste test.
The learning extended beyond the classroom, with children visiting older classes to gather feedback on their creations. Sharing samples and asking questions gave valuable opportunities to build confidence and oral language skills.
As the inquiry developed, attention turned from dehydrating fruit to freezing it. Using the same process of prediction, observation, and testing, the children discovered that frozen lemons, grapes, strawberries, and blueberries were clear favourites.
Through curiosity, experimentation, and plenty of tasting, the children learned that science is often best explored by doing.
Building Big Ideas
During a literacy session exploring words that begin with the letter “B”, children eagerly suggested ideas such as boat, banana, and boot before one child offered an unexpected answer: “Big Ben.” Curiosity spread quickly, with others sharing what they already knew: “It’s a big clock,” “It’s in London,” and “I’ve seen it before.”
From there, Big Ben became the starting point for a wider exploration of famous landmarks. Children created their own artworks, built towers during play, and shared images from home. Teachers extended the learning with photographs from their travels, introducing the skyscrapers of New York, the Pyramids of Giza, and the Leaning Tower of Pisa.
The children eagerly compared these landmarks with places closer to home, including the Auckland Sky Tower and even the local “Ponsonby Big Ben”.
The learning journey concluded with a visit to the Sky Tower, where children experienced one of Auckland’s most recognisable landmarks firsthand. Like much of our learning, it began with a single word, before curiosity expanded it into something far beyond what was first imagined.
Girls’ School
Character in Action
OMarianne Duston
BPharm, GradDip Tchg, MSSL (Distinction) Girls’ School Principal
ur theme word for 2026 is ACTIVATE . This year, we are placing a special emphasis on turning our ideas, learning, values and character into action – making a positive difference in the world around us.
Character sits at the heart of our Saint Kentigern Statement of Intent. It is one of the key pillars that underpins everything we do, because the development of strong character empowers our community not only to achieve, but also to serve and to lead with integrity.
The development of character in education is not new. In 1947, Martin Luther King Jr wrote about the true purpose of education, saying that, “The function of education is to teach one to think intensively and to think critically.” He then went on to make this famous statement: “Intelligence plus character –that is the goal of true education.”
Throughout history, education has always been concerned with character as well as intellect. While this focus faded somewhat towards the end of the twentieth century, recent years have seen a renewed and growing commitment to character education in schools around the world.
Last year, I attended the Australian Character Education Summit in Sydney. More than 600 educators from outstanding, high-performing schools across Australasia came together, united by a shared passion for character development. It was inspiring to see the energy, commitment, and deep sense of purpose among those who believe that education must shape not only capable learners, but people with character.
Significant research in this field is currently taking place in the United Kingdom. At Oxford University, academics are exploring character-based leadership, with global training programmes emerging from this work. Meanwhile, researchers at the University of Birmingham have examined the benefits of character education in schools and describe character as something that must be caught, taught, and sought – shaped through modelling, intentional teaching and personal reflection.
At the Girls’ School, our staff have recently been mapping how we intentionally foster character across the curriculum, co-curricular opportunities and the special character aspects of school life. From this work, we have developed a Character in Action Wheel, identifying 20 actionable character strengths that we seek to nurture in our students. This wheel will act as a compass, guiding our teaching, learning, and daily interactions.
As we live out our theme of ACTIVATE , our hope is that every student grows not only in knowledge and confidence, but also in courage, kindness, and responsibility. When character is put into action – in classrooms, on sports fields, in service and in relationships –it has the power to shape lives and to positively influence the world beyond our school gates.
Together, as a community of students, families and staff, we are committed to developing young people who are ready to step forward with purpose, compassion and strength of character – prepared not just for success, but for meaningful lives of contribution.
Fides Servanda Est.
Beginning with Connection
For our Year 7 and 8 students, the start of the year brings new faces, new routines, and a growing sense of responsibility. As the Senior cohort in the school, establishing connection and trust with other students is vital. Lift Her Up Day, held in the first week of Term 1, provides that foundation.
Bringing both year groups together, students were placed in mixed teams and rotated through a series of challenges whose success hinged on each team’s ability to problemsolve and collaborate. The activities ranged from a marshmallow-and-sticks construction task to flinging water-
soaked sponges across the field to fill a bucket with water.
Throughout the day, energy remained high. Small successes were met with genuine excitement as the girls began to connect over shared experiences. Teams quickly realised that progress depended not on individual effort, but on being adaptable to what would best support the group.
Lift Her Up Day set a clear tone for the year ahead: Leadership begins with connection, and strength is found in lifting others up
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Activated for Leadership
Each year, the commissioning ceremony for our new cohort of prefects follows familiar formalities; yet every group brings its own sentiment and intent. The flavour of every team’s leadership differs slightly, though it is always built upon the foundations of Respect, Integrity, Service, Excellence, and Love.
Opening the ceremony, Rev. Reuben Hardie spoke about the importance of service and its necessity in leadership, modelled directly on the Scriptures. In his address, he shared Matthew 20:25–26, where Jesus is asked by His disciples how best to lead. “Jesus called them together and said, ‘You know that the rulers in this world lord it over their people, and officials flaunt their authority over those under them. But among you it will be different. Whoever wants to be a leader among you must be your
servant.’” With that, he implored the students to make the choice to serve in humility.
Principal Marianne Duston added to his sentiments, saying, "Leadership is a responsibility; it's an action, not a title." She noted that the 2026 Prefects had fostered positive relationships and consistently shown leadership qualities during their time so far at the Girls' School, inspiring others through their actions.
Fittingly, the College Prefects had communicated a week prior, at their own commissioning, that they wanted to be a cohort known for ‘proactive’ leadership. College Head Girl Violet Taylor joined the ceremony to speak to the girls, echoing the remarks from staff about values and choosing to emphasise love.
Ultimately, this group endeavours to leave the school better for their efforts, committing themselves to meaningful and lasting impact.
“
As Violet shared,
Leadership for women comes with a special responsibility. For us, it is never just about ourselves; it’s about keeping the door open behind us for other young women.
“
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2026 PREFECT LEADERSHIP TEAM
Head Girl
Deputy Head Girl
Chapel Prefect
School Council Prefect
Cargill Prefects
Chalmers Prefects
Hamilton Prefects
Wishart Prefects
Academic Prefect
A rts Prefect
Sports Prefect
Wellbeing Prefect
Christine Cooney
Irene Wendt-Latu
Hannah Evans
Gabriella Croskery
Eva Gillespie
Charlotte McGuinness
A riella Naidu
Harper Papps-Brown
L ara France
Indie Hopkins
Mila Henison
Harlow Herrick
Mia Hendrickson
Yonglin (Sophia) Chen
Tyana Maka
Jessica Miles
Camps at a Glance
AN OVERVIEW OF OUTDOOR EDUCATION IN TERM 1
Year 5s at Shakespear Regional Park
A bright Wednesday morning saw our enthusiastic Year 5 students set off on the highlight of their school year. With excitement only building on the bus, the girls were peaking as they reached Shakespear Regional Park, ready for their first school camp.
Over the three days, our girls embraced a wide range of experiences, tackling team challenges, testing their aim in archery, and swimming and kayaking in the ocean. Evening activities included sunset hikes and the much-anticipated annual Lip Sync Battle. The students were delighted to have Principal Marianne Duston visit for the day, especially when they realised they would get to perform their lip syncs to her!
During the camp, the girls built their organisational and leadership skills, and many new friendships were formed. Unsurprisingly, excitement is already building as they look ahead to doing it again next year.
Year 6s at Shakespear Regional Park
After an enjoyable camp last year, our Year 6 students were really looking forward to returning to Shakespear Lodge, this time for a water-based EOTC experience. When the time finally arrived, the girls relished an extra night away, allowing for a wide variety of challenging activities and another cabin sleepover.
The camp made sure no girl remained in her comfort zone. Coasteering required courage, creativity in raft-building, teamwork, and a little bravery when it came to testing them in the ocean. Further highlights included using UHF radios, tackling team challenges, archery, numerous ocean swims, and kayaking in the picturesque Hauraki Gulf.
Evenings were just as memorable. The Year 6s also enjoying sunset hikes, play dough challenges, and of course, the annual Lip Sync Battle. It would come as no surprise if some had been practising since last year! Over the course of the camp, leadership and collaboration continued to grow, returning the girls to school as confident, assured young women. SCAN FOR
Year 8s at Mangawhai Heads
After rave reviews last year, our Year 8s headed away with excitement to the spectacular coastal setting of Mangawhai Heads for their final camp. Moirs Point Christian Camp, surrounded by sweeping ocean views, native bush, and golden sand dunes, is just that little bit better when the weather plays ball, and fortunately for the girls, they got the best.
Throughout the week, the girls’ schedules were packed with adventures out in the elements, including surfing, sandboarding, stand-up paddleboarding, beach games, and kayaking. Each new challenge in pursuit of confidence and resilience. Onsite activities gave the girls opportunities to practise teamwork, leadership, and build their friendships. As students navigated the spiderweb challenge, raced for record times down the waterslide, constructed bush shelters and hammocks, tried their hand at archery, and learned flax weaving; the connections building within their cohort were visible.
A highlight of the week: the doughnut making – expertly led by Harry Scott from Barefooted NZ. His depth of knowledge helped students connect meaningfully with their environment while learning about Māori games and culture. The much-anticipated Glow Disco Night was a celebration of their cohort’s friendship, the girls letting loose on the dance floor with some outstanding moves.
Overall, the camp was an outstanding success – an unforgettable week of learning, friendship, and adventure on the coast.
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Learning at a Glance
AN OVERVIEW OF CLASSROOM LEARNING IN TERM 1
Junior Doctors On Call
This term, our Year 3 students explored healthcare through a hands-on Anaesthesia Conference, stepping into the role of medical professionals for the day.
Dressed in PPE and wearing doctors’ hats, the girls rotated through a series of practical stations, learning how to draw up saline for wound care, trying intubation techniques, and performing CPR on training dummies. The experience was packed with learning and observation, with Harper Yu noting, “I learned if you’re a child and an adult, your heartbeat is different.”
Students also created their own doctor ID badges using Polaroid photos, adding a personal connection to the day. They heard from guest speakers who shared insights into their work in the field. “Dressing up was the most fun,” for Manaia Miglani, capturing the excitement that ran throughout the experience.
Linked to their ‘Women of Influence’ unit, the conference provided a practical way for students to explore how occupations can contribute to their communities. Early specialisation, perhaps?
Middle School gets Hands-On with History
Throughout Term 1, our Middle School students explored the story of Te Tiriti o Waitangi through a unit combining Social Sciences inquiry with practical design.
Across Years 4 to 6, students examined the events, people, and perspectives that shaped Aotearoa in the years surrounding the signing of Te Tiriti. Deeper classroom discussions, supplemented with drama, historical sources, and image analysis, allowed them to consider why the Treaty remains significant today.
During Design Time, their understanding was taken from the textbook and used in a practical project. Students were challenged to design and construct scale models of places connected to Te Tiriti and early New Zealand history, including Treaty House, the Flagstaff, waka shelters, and meeting houses.
Working through the design process, they sketched ideas, selected materials, solved engineering problems, and refined their builds through peer feedback. Accuracy, structure, and teamwork were all key to each group’s success.
The result was a collection of thoughtful models that showed history can be understood not only through reading, but by creating, questioning, and building it for yourself.
Year 8s Learn the Art of Storytelling
This term in English, our Year 8 students explored The Silver Donkey by Sonya Hartnett, using the novel as a starting point to examine how stories carry meaning beyond the page.
Through discussion and close reading, the girls unpacked themes of courage, loyalty, and moral choice, while considering how authors shape these ideas through character, imagery, and language. As their understanding deepened, so too did their ability to read between the lines by questioning motives and drawing critical inferences within the text.
The unit moved from analysis to creation, with students crafting their own original fables. Planning, drafting, and refining their work, they focused on clear structure, purposeful language, and developing a strong narrative voice.
The result was a collection of thoughtful and imaginative pieces, reflecting not only technical skill, but a growing confidence in using storytelling as a way to communicate ideas.
Year 7 Monitors Learn the ‘Doing’ of Leadership
This term, our Year 7 students have begun their journey into service and leadership as they step into Senior School life.
Much of this begins through their monitor roles. These roles require small, meaningful contributions that support the daily rhythm of the School. This could be welcoming younger students, caring for shared spaces, or assisting with routines.
Alongside this, students are working towards their Bronze Service Award, recording acts of service across school, home, and the wider community. These experiences are helping shape an understanding that leadership is often found in the ‘doing’ of consistent, everyday actions.
As they look ahead to Silver and Gold Service Awards, our Year 7s are building strong foundations by developing a sense of responsibility, awareness of others, and the confidence to take initiative when it’s needed.
Making Maths Visible
Our Academic Committee set themselves an ambitious goal in Term 1 to challenge the idea that maths is ‘boring’. Using Pi Day as the vehicle for this goal, the girls researched and developed activities that highlighted the creative, social, and unexpected aspects of a subject often seen as purely foundational.
“We wanted people to remember March 14 as a day of activities, not the day where you memorise 200 digits of pi when you’ll probably only use the first three!” said Academic Prefect Mia Hendrickson.
Across the school, maths appeared in unexpected ways. Students crafted ‘pi-kus’ (three-line poems with 3, 1, and 4 syllables), while others while others estimated the number of round lollies in a jar. At House meetings,
laughter erupted during games of Pie Face, particularly when the teachers sported up to play, risking a faceful of whipped cream.
The highlight for many was the lunchtime orienteering course, where students applied geometry, measurement, and spatial reasoning to navigate between checkpoints, each marked by a different pie.
The response throughout the day was evidence of its success: loads of smiles, lively discussion, and one Year 5 student declaring it, "The best day ever!"
The novelty and fun of Pi Day certainly shifted common perception in the student body, proving maths is both necessary and genuinely exciting.
Colour Run Returns Bigger and Bolder
The Top Field at Shore Road was a far cry from its usual serene green on the sunny afternoon of 7 March. As Girls’ School families arrived, eagerly anticipating the excitement of another Colour Run. Following the success and enjoyment of the 2024 event, this year’s run built confidently on its inaugural debut.
The day began at a gentler pace, with families spreading picnic rugs across the field and settling into the early afternoon. A range of activities created a festival-like atmosphere, with bungee trampolines and a human-sized snow globe providing novel fun before the main event unfolded.
At the heart of the afternoon was the run itself, reimagined this year to offer even greater spectacle. Participants were met first by a foam pit, ensuring that every runner began the course coated and ready to collect the bursts of colour that followed. From there, the route demanded both agility and determination. Girls, siblings, and parents scrambled beneath netting in a military-style crawl, balanced along beams, and navigated a large inflatable obstacle course before emerging in a cloud of colour.
Central to the success of the day was the work of Jess Wahlstrom and the Parents & Friends committee, whose thoughtful planning ensured the event was both seamless and expansive in its offering. Their efforts were evident in the careful attention to detail that allowed families to participate fully, whether on the course or from the sidelines.
As the afternoon drew to a close, the dusty remains told the story. Shoes dusted in colour, faces marked with bright streaks, and a shared sense of joy across our community.
Wishart Takes the Win in House Relays
The poolside shifted into team mode as the Girls’ School House Relays closed a full day of swimming. The morning had seen our fastest compete in their year group finals, and after a short break, the afternoon belonged to the Houses.
The banks of the pool reflected the identity of each House. Blue, green, yellow, and red lined the sides, as chants, music, and coordinated dress-ups created a vibrant amphitheatre around the racing. Each relay team stepped forward not simply as individuals, but as representatives of their House, with every leg contributing to the final result.
In the water, the competition was close and hard-fought. Wishart established early momentum and maintained it across the afternoon, ultimately securing first place. Hamilton followed in second with a series of consistent performances, while Chalmers claimed third and Cargill fourth in a tightly contested field.
Alongside the formal competition, the most anticipated race of the afternoon was the staff versus student relay. When the clap sounded, anticipation gave way to spirited rivalry. And though not without some memorable efforts from staff, it was the students who took a commanding win. Isaac Williams, in particular, committed fully to the occasion, taking on his leg in a fluffy blue onesie – an admirable choice that came with considerable drag, but drew plenty of support from the sidelines.
As the final races concluded, the relays captured what House events do best – a balance of competition and sisterhood, with each swimmer contributing to something beyond herself.
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Swimming Brings the Full School Poolside
Swimming Sports at the Girls’ School unfolded in a single morning of finals racing, bringing every year level together poolside.
With heats completed earlier in the term, the day belonged to those who had earned their place in the finals. The format created a sense of occasion from the outset, with every race carrying weight and every swimmer stepping forward to represent their House.
From Year 1 through to Year 8, the full school covered the banks around the pool. The natural amphitheatre made for great viewing for cheering peers, parents, and teachers. House colours were on full display – flags waved, chants rang out, and supporter signs were held high by students.
Across the programme, swimmers rose to the moment. With no
preliminary races to ease into, each event demanded immediate composure and confidence. The result was a series of closely contested finals, where every finish was hard-earned.
YEAR GROUP CHAMPIONS
YEAR 8
1st Charlotte McGuinness
2nd Lara France
3rd Jia Yi Mercy He
YEAR 7
1st Hilary Shek
2nd= Giselle Gong, Mia Liu
YEAR 6
1st Janessa Xie
2nd Elly Chiu
3rd Olivia Boyd
YEAR 5
1st Kayla Han
2nd Karen Tang
3rd Lola Ke
YEAR 4
1st Lexi Wang
2nd Jianing Shen
3rd Claire Lyu
YEAR 3
1st Katie Clark
2nd Anna Tagi
3rd Isabelle Or
YEAR 2
1st Athena Stirling
2nd Zoe Wong
3rd Thea Martin
YEAR 1
1st= Maeve Berry, Tilly Gage-Brown
3rd Yoona Tong
HOUSE RESULTS
1st Hamilton
2nd Cargill
3rd Chalmers
4th Wishart
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Sports Roundup
A CONCISE OVERVIEW OF SPORTING EVENTS AT OUR GIRLS' SCHOOL
Six Medals at Oceania Champs
Year 7 student Janessa Xie and Year 8 student Mercy He both represented New Zealand at the 2026 Oceania Aquatics Artistic Swimming Open Championships in Sydney, contributing to a strong showing across both age divisions. Competing in the 12 & Under category, Janessa won gold in the Team Free Combination, silver in the Duet, and bronze in the Team event. Mercy stepped up into the Youth division, taking gold in the Youth Mixed Duet and bronze in the Youth Team across four events. Both performances reflect months of training and a valuable step onto the international stage.
Enduro Series Auckland Champion
Congratulations to Sophie Kotua, who claimed the Overall U14 Girls title in the Auckland Schools Enduro Mountain Biking Series. Across three rounds of racing, Sophie showed consistency, composure, and technical skill to finish at the top of a strong field. A fantastic result in one of the region’s most demanding school competitions.
Sprint Orienteering Silver
A strong season of orienteering for our girls was capped off by Year 8 student Lara France, who placed 2nd overall in the Auckland Sprint Series Final. Two challenging courses at Massey University and Orewa College tested speed, navigation, and quick decision-making, with combined times determining the final placings. Lara’s result was an excellent reward for a season of hard work and determination.
National BMX Champion
Year 4 student Evelyn Zhu raced to victory in the 9 Girls category at the 2026 BMX New Zealand National Championships in Te Awamutu. Competing against the country’s best young riders, Evelyn’s first-place finish earned her the coveted NZ1 plate as National BMX Champion. A remarkable achievement at national level.
Boys’ School
Upcoming Events
10 & 18 JUNE
Cross Country (Year 0–2 & Year 3–8)
22-25 JUNE
Production: The SpongeBob Musical
15 AUGUST
Parents & Friends Quiz Night
24, 25, 31 AUGUST & 1 SEPTEMBER
Father–Son Events
Leadership and the Importance of Mentoring
LPeter Cassie TTC, BEd Boys’ School Principal
eadership is not a title or the loudest voice in the room. In a school, it is the daily choice to act with integrity, notice others, and use influence for good. Boys learn it less from speeches than from example: how older students speak, handle disappointment, include others, and behave when no one is watching. When they see that leadership is service rather than status, they begin to become people others can trust.
The Miromiro badge, presented in Term 2, makes this visible. Awarded to Year 8 boys who fulfil their duties
and lead by example, it marks not status but responsibility: to serve others, guide younger boys patiently, and strengthen school culture through trustworthy daily choices.
That is why mentoring matters. Younger boys need more than rules; they need older boys to walk alongside them, show what is expected, and help them practise it until it becomes habit. Mentoring is patient leadership: showing a new student the routines, inviting a younger boy into a game, checking in after a hard day, and correcting kindly when standards slip. These small moments shape culture.
A good mentor knows younger boys watch for consistency. If we expect respect, we must show it. If we value integrity, we must tell the truth and keep our word. If we seek excellence, we must model effort, resilience, and
encouragement. When older boys live these values, they show younger boys what mature character looks like.
Mentoring also reshapes how boys understand strength. Strength is not dominance but self-control: staying calm, including others, and protecting the vulnerable. It takes courage to apologise, challenge unkindness, and say, “That’s not how we do things here.” Practised consistently, this kind of mentoring builds a community shaped by responsibility, guardianship, and care.
For Year 8 boys, leadership is not just an honour but a chance to set the tone for those who follow. The Miromiro badge helps define and reinforce what that looks like in practice.
Fides Servanda Est.
The Story of the Miromiro
The miromiro is a native New Zealand bird associated with alertness and diligence. Our school adopted it as a symbol of what we ask senior students to practise: noticing what needs doing, acting with care, and following through.
From prefects and monitors to buddies and mediators, younger boys look to our seniors with trust. To accept that trust is to lead with responsibility and respect, reflecting the qualities of Tāne through strength and guardianship.
The badge image comes from the larger miromiro carved by Joe Kemp in his sculpture Ngā Manu o Tāne at the entrance to the JC Chalmers Hall.
Wearing the Miromiro badge signals that our seniors can be relied on. Their example teaches younger boys what matters here: attentive service, lived respect, steady integrity, and shared excellence. If they mentor well, they leave more than an impression; they leave a pathway for the next generation of leaders.
THE MIROMIRO CREED
I will strive to fly like a miromiro in the sight of Tāne;
To fly compassionately with God’s Love in my heart;
To fly strongly with Respect in my character;
To fly straight with Integrity as my backbone;
To fly in Service, offering my younger brothers my hand; To soar to new heights with standards of Excellence; To go everywhere in confidence and humility.
Photo: Pest Free Waitākere Ranges Alliance
Prefects Commissioned for Leadership
The Boys’ School Prefect team of nineteen strong were officially commissioned into their roles on 12 February. The ceremony invited Trust Board members, guests from the College, and family, along with students and staff to witness the pledge of these Year 8s to lead with respect, integrity, service, excellence, and love. The room was addressed by several key individuals throughout the ceremony. Principal Peter Cassie delivered words of encouragement to the leaders, Rev. Reuben Hardie called them to servant leadership, and College Principal Damon Emtage introduced a guest who knows intimately what it means to stand in the new prefects’ shoes.
Returning to the place he spent Years 5 to 8, College Head Boy George McGuinness shared his leadership philosophy with the room. Throughout his Saint Kentigern journey so far, he has realised the importance of principled decisionmaking in the mundane.
“Prefect roles give you responsibility, but they do not automatically make you a leader. Leadership is earned through your actions and through the way people feel after interacting with you.” His reflections serve as both a challenge to the prefects named and an encouragement to those without a formal title.
The final speech of the morning was given by Head Boy Edward Moon. He outlined
his intentions as a leader in the school: “to contribute to making our school a place where every boy is included, valued, and proud to belong.” With that, he announced a lofty personal challenge of learning every student’s name by the end of the year. “Feel free to quiz me,” he ventured, concreting his intention to value every boy he stood before.
Within the wider Senior School cohort, there will be an opportunity for every boy to undertake leadership roles. We look forward to seeing the contributions of this Year 8 group, with Edward, deputy Head Boy George Doole, and the team at the helm.
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2026 PREFECT LEADERSHIP TEAM
Head Boy
Edward Moon
Deputy Head Boy G eorge Doole
Chapel Prefect
Cargill Prefects
Chalmers Prefects
Hamilton Prefects
Wishart Prefects
Jordan Metcalfe
Henry Wright
L achlan Richwhite
Tom Bowkett
Freddie Corden
Tommy Chapman
Charlie Evans
Nathan Radford
Rupert Yeoman
Academic Prefect Darren Lin
Cultural Prefect
Sports Prefect
Council Prefect
Sustainability Prefect
Junior School Prefect
Middle School Prefect
Lucas van Goch-Old
A ngus Linwood
Oliver Gordon
Hudson McFarlane
Tom Fox
Jack Holy
Library Prefect T homas Money
SONday Funday Returns in Full Swing
Following a week of suspect weather, the weekend was perfect as we welcomed families to take part in the various activities on offer for our biennial SONday Funday.
This much-anticipated event welcomes our families onto campus, swapping their usual weekend routine for something far more memorable.
Across the grounds, parent-and-son teams arrived at their chosen activity. Whether venturing out to sea, playing virtual golf, or taking part in activities based at school, there was something for everyone, catering to every skill set. Food trucks available throughout the day were the perfect stop to rest and refuel after activities.
A crowd favourite is Principal Peter Cassie’s Corflute Challenge. With only one hour to design and build a boat, teams took their nautical architecture seriously. Their corflute creations were brought to the pool with a mix of optimism and varying levels of success. Some designs proved
fast and surprisingly seaworthy. Others lasted only moments, drawing plenty of laughter as brave sailors found themselves quickly submerged.
The workshop offered a different pace. The challenge to fashion a wooden pencil case saw many determined ‘Bob the Builder’ teams put on their hard hats and get to work. Meanwhile, the baking competition produced an impressive spread of cakes that were as creative as they were competitive.
New additions this year included Virtual Golf and Futsal. Both were a hit and were enjoyed by those participating – a chance to compete with one's son was always going to be.
What sat beneath all the joviality was simply the opportunity to spend time together, a rare thing in this busy world. The day was littered with conversations between activities, shared wins (or learnings), and a food truck feed at the end. These are the moments that linger long after the day is done.
SONday Funday continues to be a cherished fixture on the school calendar, and we will see our teams back in two years’ time for the next edition.
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Reflecting on Heritage at Founders' Day
As we begin the sixty-seventh year of Saint Kentigern Boys’ School, Founders' Day offers a moment to pause and reflect on the heritage that continues to shape life on Shore Road. On 3 February, the full student body gathered in JC Chalmers Hall to mark the founding and growth of our school.
For our boys, 1959 feels a distant chapter in history. Principal Peter Cassie brought this era into vividly to life by sharing reflections from alumnus John McMillian (1959, Form 1) as he recalled the year the school opened on Shore Road. It was the year of the Auckland Harbour Bridge opening, television arriving in New Zealand as a weekly experimental broadcast, and Winston McCarthy calling the All Blacks’ victory over the British Lions on the radio.
Much has changed since then. What remains constant are the values that underpin the school: Respect, Integrity, Service, Excellence, and Love.
A light-hearted reminder of our school heritage came through the Sixty Second Challenge. Head Boy Edward Moon offered his best one-minute account of Saint Kentigern’s story, followed by House prefects, each tasked with sharing their House history and associated miracle within the same time. Hamilton House came closest, finishing at one minute and five seconds to claim the first House points of the year.
Concluding the service in time-honoured tradition, the school sang Happy Birthday to Saint Kentigern before cutting the five Founders' Day cakes. Birthday boy Dominick Toth had the honour of being the first to taste the school cake. A chocolatey grin left great anticipation among the students, who received their own slice at the conclusion of the service.
As always, Fides Servanda Est. SCAN FOR MORE
Camps at a Glance
AN OVERVIEW OF OUTDOOR EDUCATION IN TERM 1
Year 4 – Peter Snell Youth Village
Our Year 4 boys headed to Peter Snell Youth Village, embracing camp life away from home. Their days were packed with activities, including archery, rifle shooting, bivouac building, and the ever-popular waterslide. Time outdoors and shared meals allowed friendships to grow in a new setting. Even when the weather turned, the boys rolled with it and kept the energy high. As one of their first extended experiences away from home, the camp introduced greater independence, new challenges, and a stronger connection to life outdoors.
Year 5 – Camp MERC
Our Year 5 boys headed to MERC (Maraetai Education and Recreation Centre) for a week of adventure on the coast. Sailing, kayaking, surf skills, boogie boarding, paddleboarding, and team-building activities kept students active while building confidence and cooperation.
A highlight was the Moana Mission, where boys navigated the bay together by yacht, kayak, and paddleboard. Back on land, the Whenua Mission and finalday Amazing Race tested teamwork, resilience, and problem-solving. For many boys, it was their first extended time away from home, making the week an important step in growing independence.
Year 6 – Kauaeranga Valley
Set in the Kauaeranga Valley, the Year 6 camp delivered a fast-paced week of adventure and personal growth. Activities such as go-karting, axe throwing, rafting, and the giant flying fox kept spirits high the whole week, while the Pinnacles hike tested our boys’ resilience. The climb was rewarded with sweeping views and a strong sense of achievement. Campfires and games were a welcome addition to the chilled evenings, rounding out a week that balanced activity, enjoyment, and growing independence.
Year 8 – TongariroTaurewa Camp
The Year 8 Tongariro–Taurewa Camp saw 49 boys from 8WD and 8FG spend a rewarding week in the central North Island. Based at Taurewa, students tackled ropes courses, climbing, caving, kayaking, navigation, and ziplining, building confidence through new experiences.
The two-day overnight expedition was a highlight, with groups navigating rugged terrain, camping, and cooking together in cooler conditions. Guided by the whakataukī (proverb) He aroha whakatō, he aroha puta mai – “if kindness is sown, kindness will be received” – the boys supported one another throughout the week and returned with a strong sense of achievement.
Year 8 – Tongariro Youth Development Camp
Set against the beauty of the central North Island, the Year 8 camp at Hillary Outdoors in Tongariro challenged students to step outside their comfort zones and work together in new ways. Active days filled with tramping, kayaking, high ropes, and abseiling kept the boys on their feet. The overnight expedition was a highlight, with students putting their skills into practice while supporting one another in an unfamiliar environment. Between shared meals, early starts, and plenty of laughter, the week built confidence, strengthened friendships, and left a lasting sense of achievement.
Year 8 – Port Charles
A group of our Year 8 boys travelled to the Hillary Outdoors Centre in Port Charles, where a week of coastal adventure awaited. Coasteering, kayaking, surfing, and boogie boarding pushed students to step outside their comfort zones, while rogaines (navigation-based endurance events) and team challenges built confidence through collaboration. Evenings often ended with a well-earned swim before settling into camp life. The highlight was the overnight expedition, with students sleeping in hammocks under the stars. Set against the rugged beauty of the Coromandel, the camp provided both adventure and a lasting sense of independence.
Learning at a Glance
AN OVERVIEW OF CLASSROOM LEARNING IN TERM 1
Junior Engineers Discover Simple Machines
Throughout Term 2, our Year 1 and 2 boys have been exploring the world of simple machines and the clever ways they make everyday life easier. Through hands-on activities, discussion, and problem-solving, students have been discovering how inventions help us lift, move, cut, turn, and carry.
The boys have been investigating the six types of simple machines: levers, wheel and axle, inclined planes, pulleys, screws, and wedges. Unassuming, everyday objects – like scissors, door handles, and jar lids – are teaching them that simple machines are all around them, often hidden in plain sight.
As the term progresses, students will also examine how many objects combine two or more simple machines in one design. This encourages curiosity about how things are made and why they work so effectively. A visit to MOTAT will further bring these concepts to life, showing how invention and engineering continue to shape the world around us.
Who We Are, Where We Belong
Year 3 began Term 1 with an inquiry centred on the question “Who are we?” Students first focused on building connections within their new classes, getting to know one another and developing a strong sense of belonging. Their learning then expanded to explore the people, values, and traditions that have shaped Saint Kentigern over time. The boys learned about St Kentigern, the House Martyrs, and past principals, gaining a deeper appreciation for the history of the school community they are now part of.
A highlight of the unit was a collaborative House research project, where students worked together to investigate their House Martyr before presenting their findings to boys from the other Houses. Through this process, they developed teamwork, communication, note-taking, and summarising skills.
The inquiry then broadened further to the history of migration and colonisation in New Zealand, encouraging students to consider how identity, heritage, and shared stories help shape communities.
Bringing History to Life Through Digital Storytelling
Our Middle School students have been bringing history to life through digital tools, deepening their understanding of Social Studies. By creating animated retellings of the Battle of Gate Pā, the boys engaged thoughtfully with a significant moment in New Zealand’s history, exploring both sequence and perspective.
The animation process required careful planning and script writing, strengthening key literacy skills through the clear structuring of ideas and precise use of language. Alongside this, students used a range of digital tools to capture their learning through interactive images, combining written explanation with visual elements.
These tasks challenged the boys to distil key ideas and present them with clarity for an audience. In doing so, they developed confidence in their understanding of history while building practical skills that extend beyond the classroom.
Stepping Up in Year 7
Activity Week gave Year 7 students a chance to step back from routine and refocus on the themes shaping their first term in the Senior School. With the Year 8 cohort away at camp, the week created space for new friendships and a growing sense of community.
A central focus was the partnership with Shine NZ, shaping the theme “Time to Shine”. Each day explored an aspect of the word ‘SHINE’: Show courage, Honour others, be Inspired, Never give up, and End with Excellence. After hearing from Shine representatives, the boys responded by sewing pencil and pamper cases for refuge centres, approaching the task with care and purpose.
Guest speakers, including Olympian Anna Wilcox and artist Finn Gerry Wilson, encouraged the boys to pursue their interests with commitment and resilience. A mix of activities, from quizzes and creative performances to team challenges and sport, kept the week varied.
The week flowed into the overnighter, introducing camp life in a familiar setting. It concluded with a line dancing challenge, tackled on limited sleep but with plenty of good humour.
Activity Week set a clear tone: growth is measured not only in individual achievement, but in contribution to others.
Chalmers Surge to Relays Victory
With forecasts pointing to rain and heavy skies, House relays looked set to be a washout. Instead, the sun broke through, bringing with it one of the most charged House events of the year.
The relays ran in two halves. The Year 1 to 6 boys set the tone early, while the Year 7 and 8 students arrived to a fresh contest, building their own momentum from the first race. With A, B, C and D relays in the older year groups, the format rewarded depth as much as speed. Each race contributed, with consistency proving just as important as standout performances.
Chalmers established themselves early, carrying strong swims across multiple relays. As the afternoon progressed and the standings tightened, every finish drew a response from the banks. The final Year 8 A relay brought everything into focus.
When the points were confirmed, Chalmers had secured the win.
HOUSE RESULTS:
1st Chalmers
2nd Cargill
3rd Hamilton
4th Wishart
Swimming Starts the Year at Pace
There is a particular energy around the pool during Swimming Sports – a mix of early nerves, House spirit, and the steady rhythm of race after race. Across several days of competition, Boys’ School students from Years 1 to 8 took to the water with purpose.
With valuable House points at stake, the Senior boys set the tone early, racing with pace and intent. The younger year groups followed, showing strong water confidence across all levels. From first-time competitors to experienced swimmers, the standard was consistently high, with each race contributing to the poolside atmosphere.
Several swimmers stood out, rewriting the record books. Kaleb Shek (Year 5) set a new mark in the 100m freestyle (1:18.31), while Year 3’s Leo Gunn broke the 50m freestyle record in 46.56s.
Year 7 swimmer Oliver Yang delivered a dominant performance, breaking records in both the 25m breaststroke (18.16s) and 50m breaststroke (39.40s).
That form carried into the Eastern Zones competition, hosted at the Boys’ School. Ben O’Brien set a new Year 7 butterfly record (34.72s), while Oliver Yang lowered his breaststroke time again to 38.41s.
YEAR GROUP CHAMPIONS
Year 8
1st Brayden Zha
2nd= Edward Moon, Jayden Huang
Year 7
1st Oliver Yang
2nd Ben O’Brien
3rd Isaiah Fuatimau
Year 6
1st Alex Hills
2nd William Liu
3rd Aiden Huang
Year 5
1st Kaleb Shek
2nd Hugo Campbell
3rd Aaron Zhang
Year 4
1st Landon Tang
2nd Oliver Lu
3rd Rio Zheng
Year 3
1st Leo Gunn
2nd Daniel Moon
3rd Lucas Jiao
Year 2
1st Stefan Yin
2nd Alexander Cashmore
3rd Henry Ross
Year 1
1st Cash Wang
2nd Willem Matthews
3rd Kit Lornie
House Results
1st Hamilton
2nd Cargill
3rd Wishart
4th Chalmers SCAN FOR MORE
Sports Roundup
AN OVERVIEW OF SPORTING EVENTS AT THE BOYS’ SCHOOL
Summer Sports Tour to Hawke’s Bay and Lower North Island
Twenty of our students travelled to Hawke’s Bay and the lower North Island for their week-long Summer Sports Tour, combining cricket, tennis, and valuable cultural experiences. Hosted by families from Hereworth School, the boys embraced the billet programme and formed strong friendships off the field. The cricket team produced memorable performances, including a dramatic one-run victory over Huntley School on the final ball. The tennis team remained unbeaten throughout the tour, winning every fixture, while earning praise for their sportsmanship and conduct. The tour was a significant success, strengthening friendships and sharpening their competitive edge.
Year 7s Deliver at Interzone Swimming
Our Year 7 Interzone Swimming team delivered an outstanding performance at the recent Auckland Interzone meet, representing the School with pride, determination, and excellent sportsmanship throughout the day.
The highlight was a remarkable individual performance from Oliver Yang, who won the Year 7 50m Breaststroke in dominant fashion, breaking his own school record with a time of 37.40 seconds. Oliver then backed this up in the 50m Freestyle final, lowering the school mark again with a superb swim of 31.41 seconds.
Further success came in the Year 7/8 Open Medley Relay, where Oliver Yang, Elliot Timmins, Isaiah Fuatimau, and Ben O’Brien combined to finish third overall. As the only Year 7 team in the event, it was an exceptional result against older competition and a promising sign for next year.
Softball Wins Eastern Zones
Our softball team produced a superb performance to win the Eastern Zone Tournament. After advancing through pool play, the boys faced Dilworth in the semi-final and overturned an earlier defeat with a composed 7–5 victory.
That set up a final against unbeaten St Thomas’s School. In a tense contest, the team scored early before delivering three disciplined defensive innings to secure a 1–0 win and claim the title. Player of the day went to the whole team as every boy contributed to this fantastic win.
Double Gold in Orienteering
Our boys enjoyed outstanding success at the Eastern Zones Orienteering event, with both the Year 7 (Roy Ma, Theo Maher, Chester Russell, Jay Hughes, and Brodie Metcalfe) and Year 8 teams (Felix Silverstone, James Ogden, Peter Bi, Sebastian Power, and Matthew Knight) winning their divisions. Held at Michaels Avenue Reserve, the competition required speed, strategy, and accuracy across courses featuring up to 20 control points.
Both teams navigated strongly under pressure, with the best four times combined to determine the placings. Congratulations also to our additional Year 7 and Year 8 teams for strong performances, while Zach Lovell recorded the fastest Year 7 individual time of the day.
A New Era of Learning and Care
A STUDENT-CENTRED APPROACH TO LEARNER AGENCY AND MATTERING
ADamon Emtage BEd, M Ed College Principal
s we look ahead to 2027, the Pakuranga Campus skyline is transforming with the near completion of our new Year 12/13 building, the future home of our senior students, the Mathematics and English faculties and the Christian Education department. This is an important milestone in our Masterplan development for the campus, which began with extensive community engagement in 2022.
During those foundational workshops, our community expressed a clear desire for the "Goldilocks Zone", a perfect balance between traditional and innovative learning environments. Our stakeholders emphasized that learning should be a social, highly cooperative endeavour. We also heard clearly that our Senior students, as young adults, need mature spaces that foster independence, connection, and wellbeing, moving away from the environments of their younger years.
The pedagogical rationale for this new facility is deeply rooted in our College Educational Vision, which seeks personal excellence through the four pillars of Personalised Learning, Wellbeing and Care, Character, and Community.
The new building's design specifically nurtures our core values of critical thinking, excellence, collaboration, curiosity, and independence. To bring this vision to life, we are moving towards a university style of learning where teachers act as conductors rather than lighthouses, facilitating student-led, agency-driven education.
Central to this pedagogy is our commitment to "Visible Thinking". By outfitting classrooms with multiwall whiteboards and interactive digital displays, we are shifting the focus from merely assessing finished answers to making the very process of student thinking explicit, public, and collaborative. Educational research indicates that when students work in small groups at these vertical nonpermanent surfaces, their engagement, discussion, and persistence increase significantly.
For our faculties, this approach directly maps to the aspirations of our Educational Vision. In Mathematics, students will have opportunities to gather at the boards to collaboratively solve complex problems, allowing teachers to identify misconceptions early and compare multiple solution pathways in real time. In English, students will have experiences to engage in live argument mapping and collectively annotate texts. In Christian Education, students will have possibilities to map complex ethical frameworks and build arguments
collaboratively. This active approach fulfils our mandate for peer-to-peer learning and creates environments where it is safe to take intellectual risks.
Crucially, this building also introduces a transformative approach to pastoral care, ensuring the Senior journey is collective by design, not accidental. By locating tutor groups from the same House adjacent to one another, we are strengthening House and year level identity and allowing Heads of House to be more present, accessible, and responsive. This model also ensures our tutor teachers are better supported, as they can easily share experiences, energy, and pastoral insights with their colleagues.
Ultimately, this architectural shift in pastoral care is about "mattering". We want every senior student to feel seen, known, needed, and be able to contribute, fostering a stronger environment for shared virtues, accountability, and moral formation.
This building is more than just bricks and mortar. It is a physical manifestation of our commitment to producing ambitious, deeply thoughtful citizens. As we prepare to open the doors in 2027, I am thrilled to see how this dynamic environment will inspire our students to strive for excellence in all areas of life, and ultimately, to serve and lead with distinction.
Fides Servanda Est.
What If Walls Could Teach?
VISION AND RESEARCH SHAPING NEW LEARNING SPACES
To passing motorists on Pakuranga Highway, the towering Year 12 and 13 Building will look like any other construction project. Inside, however, classrooms are beginning to take shape that represent something far more significant: the physical expression of years of research, consultation, and careful planning around one core principle… How do students learn best?
Planned for the start in Term 1, 2027 (read more on page 10), the building reflects a vision for learning shaped well before construction began. That vision has driven a deliberate shift in pedagogy across the College, with the new spaces designed to support practices already taking root in classrooms today.
One of the most distinctive features of the new building will be classrooms lined with 360º whiteboard walls. These are not aesthetic additions, but are grounded in Professor John Hattie’s research on Visible Learning, which emphasises that learning is strongest when it is made explicit, feedback is active, and students are fully engaged in the process.
When ideas can be written, challenged, and adjusted in real time, thinking becomes visible. On whiteboards, students will test ideas openly, learn from mistakes, and deepen their understanding as they observe the different ways their peers approach and process learning.
Cognitive scientist Daniel Willingham captures the principle simply: “Memory is the residue of thought.” Students
remember what they think deeply about.
Alongside these classrooms, the building will include a range of specialist environments designed to reflect the different ways students learn. “Me, We and Us” spaces will support independent study, small-group collaboration, and larger shared learning.
Additional to classrooms, ten unique learning environments designed to reflect real-world contexts will be available for use in all year groups. Among these will be a boardroom for presentations, a United Nations-style chamber for debate and diplomacy discussions, the forum – an amphitheatre-style presentation space designed for large gatherings and speaking opportunities – and a screening room fitted with cinema-quality sound and visual technology.
Rather than waiting until tertiary study or the workplace to encounter these settings, our students will develop confidence within them now. When spaces align with the purpose of the lesson, engagement deepens and learning becomes more authentic.
Deputy Principal Hannah Williams explains that an early staff consultation highlighted a common challenge: students often asking, “Tell me what to do.” In response, the College has made learner agency a strategic priority, helping students think independently, solve problems, and take ownership of their learning.
Those ambitions are reflected in five key graduate attributes the College hopes to cultivate: Personal Excellence, Curiosity, Critical Thinking, Independence, and Collaboration. The new building has been designed to support each of them.
Equally important has been preparing teachers to make the most of these opportunities. Under the leadership of Deputy Principal Pat Baird, staff are already working in completed mock-up classrooms that mirror the new learning spaces. Faculty teams are trialling lesson approaches, experimenting with room layouts, and considering how different environments can best support each subject area.
Professional development has aligned closely with the College’s vision for learning. Staff have access to a voluntary pedagogy coaching programme, where they work with instructional coaches to refine their practice through feedback and reflection. Professional reading groups have also enabled teachers to unpack current educational research and apply new evidence-based strategies in their classrooms.
Innovative learning spaces are not new. What sets this approach apart is the deliberate alignment between research-informed pedagogy, teacher development, and physical design. Walls may not teach on their own, but when designed with intent, they can shape the conditions under which deep learning becomes possible.
Our annual Prefect Commissioning officially inducts each new cohort into leadership, providing an opportunity to share their priorities and goals for the year.
Assembled beneath the stained glass, House flags, and Celtic cross adorning our College Chapel, the pledges and intentions shared by our leaders were witnessed by family and friends, alongside the symbols that mark our faith heritage.
Among the badge and robe presentations, pledges, and blessings, messages were shared by the figureheads of the College for 2026. Principal Damon Emtage spoke on whakapapa: our ‘origin stories’. His message traced the School’s path, reminding the room
of the Presbyterian roots and values that have long formed the foundation of the College. He also acknowledged each leader’s individual story, now joined with Saint Kentigern’s for the duration of their tenure. He challenged the new leaders: “As Prefects, you’re entrusted with upholding and strengthening that connection through our shared values.”
Head Prefects Violet Taylor and George McGuiness also shared their leadership vision to be a group of proactive leaders, with “leadership that acts”, as George described. Violet began by expressing their desire to break the myth “that leaders are the ones who feel ready… time and again, history has proven us something different. Leadership is often the moment you stop waiting and
start leading… because you notice that something needs to happen.”
With strong intentions and big shoes to fill from years prior, the Head Prefects are armed with something new as they take on this year. In their sporrans, they were gifted a letter from last year’s Head Prefects. As they graduate at the end of the year, they will add their own words of encouragement to those who came before them, weaving their own whakapapa into the story of those still to come.
We wish our student leaders all the best in their endeavours to be the proactive, needs-focused leaders they aspire to be.
2026 PREFECT LEADERSHIP TEAM
Head Boy: George McGuiness
Head Girl: Violet Taylor
Deputy Head Boy: Matthew Stubbs
Deputy Head Girl: Sophie McIndoe
BRUCE HOUSE PREFECTS
Head Boy: Misha Ryabstev
Head Girl: Elsa Cai
COLLEGE PREFECTS
Arts: Tamsin Low
Arts: Caleb Bisley
Sports: Charlize Kerr
Sports: Owen Lamb
Service: Tara Arrol
Service: Jacob Maasland
Academic: Melanie Yin
Academic: Ethan Ye
Te Amokura: Eva Kolose
Te Amokura: Josiah Paletaoga
Chapel: Chloe Yip
Chapel: Israel Lemalu
CARGILL PREFECTS
House Leader: Ella Taylor
House Leader: Henry Sutton
Prefect: Charlotte Lee
Prefect: Emilie Long
Prefect: Ollie Bellard
Prefect: Sebastian Wallace
CHALMERS PREFECTS
House Leader: Aanya Abeysekera
House Leader: Mikey Higgins
Prefect: Niko Arlidge
Prefect: Eden Murdoch
Prefect: Madelyn Quay-Chin
Prefect: S ebe Poole
HAMILTON PREFECTS
House Leader: Johnny Ormond
House Leader: Mila Laarakkers
Prefect: Benjaman Rickard
Prefect: Liam Bevitt
Prefect: Leofe Usufono
Prefect: Yana Wong
WISHART PREFECTS
House Leader: Isabel Gilbert
House Leader: Liam Dowling
Prefect: Gigi Forster
Prefect: Lorna Findlay
Prefect: Jake Newbould
Prefect: Ava van Rij
STARK PREFECTS
House Leader: Britta Laurenson
House Leader: Alex Johnson
Prefect: Sophie Sayer
Prefect: Waner Xu
Prefect: Marley Tangata-Toa
Prefect: Phoenix Yuan
WILSON PREFECTS
House Leader: Elise Wall
House Leader: Misha Ryabstev
Prefect: James Candish
Prefect: Damian Yik
Prefect: Chloe Zeng
Prefect: Ellen Carter
Two Perfect IB Diploma Scores Lead 2025 Cohort
Our 2025 International Baccalaureate (IB) Diploma cohort have achieved another impressive year of results, reflecting both individual excellence and deep academic strength across the group.
At the very highest level of achievement, Daniel Xian and Edison Zhou each earned a perfect score of 45/45, a distinction attained by fewer than 1% of students worldwide. Four additional students, Alan Yining Chen, Aidan Chu, Alexandre Geron and Joey Zhang, achieved 44 points, further highlighting the exceptional standard of academic performance at the top of the cohort.
In total, 16 students scored 40 points or more, placing them within the top 8–9% of IB candidates globally. These students were recognised at the IB Top Scholars National Awards held at Parliament on 31 January, acknowledging their academic distinction.
Across the cohort, 39.6% of students achieved 36 points or higher, demonstrating strong performance in the upper achievement band.
Overall, the cohort achieved an average total score of 34.4, well above the global average of 29.3, and a mean subject score of 5.4, compared with 4.6 worldwide.
The 2025 Saint Kentigern IB cohort pass rate was 96.1%, substantially exceeding the global pass rate of 73.8%.
These outcomes reflect our students’ sustained commitment to learning, intellectual curiosity, and independent and critical thinking developed through the IB Diploma programme’s broad and rigorous course of study, within a supportive College environment, positioning them strongly for future academic pathways both in New Zealand and internationally.
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Strong Student Achievement in NCEA
Our 2025 Senior students achieved outstanding results in the NCEA examinations across all year levels. Qualification rates remained consistently high, alongside a further increase in endorsement achievement, with an increasing proportion of students attaining Merit and Excellence.
Our students’ Level 3 qualification rate in 2025 increased from 96.7% in 2024 to 98.7%. In addition, 69.8% of students attained a Merit or Excellence endorsement, reflecting a solid depth of learning that supports readiness for tertiary study. Among the cohort’s highest individual distinctions, Nadia
Turner and Yasemin Atamer each attained a perfect 100% Excellence result at Level 3 – an exceptional accomplishment at the highest NCEA qualification.
The University Entrance (UE) rate also increased in 2025, rising from 92.9% to 94.1%.
At Level 2, student outcomes continued to strengthen in 2025, with a qualification rate of 99%.
Endorsement achievement also remained strong, with 33.6% of students gaining an Excellence endorsement and a further 48.2% achieving Merit, resulting in 81.8% of students attaining a Merit or
Excellence endorsement. These results reflect both consistency and growth in achievement at this critical stage of Senior school.
Level 1 results in 2025 also demonstrated positive progress, with 97% of students achieving the qualification. A combined 78.4% of students secured Merit or Excellence endorsements, including 30.2% at Excellence level, indicating strong engagement with learning and a solid foundation as they continue through the Senior years.
Top: Nadia Turner
Bottom: Yasmin Atamer
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Record-Setting Scholarship Results
We were delighted to see the outstanding results achieved by our College students come through in January for the 2025 NZQA Scholarship examinations. These recognise exceptional academic performance at the highest level of the current New Zealand secondary school qualification framework.
Our students were awarded a record 100 NZQA Scholarships, comprising 90 Scholarships and 10 Outstanding Scholarships. This represents the strongest Scholarship result in the College’s history, improving on 87 awards in 2024 and 76 awards in 2023, and reflects both the scale and consistency of academic achievement across the board, building on the strong IB and NCEA outcomes achieved in 2025.
Among the highlights of the year’s success is Year 12 (2025) student Remi Geron, who has been named a Premier Scholar, placing him among the top 13 students nationally. Remi achieved Outstanding Scholarships in Calculus, French and Physics, alongside Scholarships in Digital Technologies, Economics, English, Religious Studies and Statistics. He was also named Top Subject Scholar for French, recognising the highest performance in the country in that subject.
We also celebrate the achievement of three Outstanding Scholar Award recipients – a distinction earned by only 57 students nationwide. Our Outstanding Scholars, Timothy Bacchus, Liam Zhao and Boen Wang, demonstrated sustained excellence across multiple Scholarship subjects. Timothy Bacchus achieved two Outstanding Scholarships and four Scholarships and was named Top Subject Scholar for Agricultural and Horticultural Science. Liam Zhao earned two Outstanding Scholarships alongside five Scholarships, and Boen Wang achieved one Outstanding Scholarship and five Scholarships.
The breadth of success across the College was particularly notable, with strong outcomes recorded in traditionally demanding Scholarship subjects such as Calculus, English and Physics, highlighting both depth and confidence across core areas of learning.
We congratulate all our NZQA Scholarship recipients on this outstanding achievement. All recipients were formally recognised at the Academic Honours and Colours ceremonies in March, alongside recognition of our students’ overall academic achievement across IB and NCEA examinations.
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A Strong Start at Bruce House
The first Bruce House Formal Dinner of the year brought the boarding community together to welcome new students and recognise leadership within the House.
Held early in Term 1, the evening saw 26 new boarders formally introduced, each presented with a Bruce House badge. The 2026 Prefect Team, led by Head Boy Misha Ryabstev and Head Girl Elsa Cai, were also acknowledged, with each Prefect sharing something of their own journey with the House.
Silver Expeditions Underway
This year has seen a record number of students take on the Silver Duke of Edinburgh Award. As part of the programme, two three-day practice expeditions were completed in March, moving through the Kaimai Ranges and Karangahake Gorge.
Each expedition gave students the opportunity to apply their outdoor skills in a more demanding setting. Navigation, river crossings, and group decision-making became part of the daily rhythm. At each campsite, students were responsible for pitching tents and preparing their own meals, while remaining mindful of their impact on the environment.
Highlighting the evening was the presentation of the Australian Boarding Schools Association (ABSA) ‘Outstanding Contribution to National Boarding Week’ award by College Principal Damon Emtage. This marks the first time a New Zealand school has received the accolade. We are honoured to be recognised for the energy of our boarders and the strength of this programme. As Mrs Anitelea reflected, the year ahead begins with a simple focus: getting to know one another and building a strong sense of community.
Both groups were fortunate with the weather, experiencing some of the North Island’s breathtaking landscapes at their best. Enjoying the terrain shifts from river valleys to ridgelines, the students weren’t short of variety. In particular, the historic mining remains of the Karangahake Gorge added a little history for interest along the way. After covering kilometres of rugged terrain each day, evenings were habitually finished with a river dip, welcoming in the clear, star-filled skies.
These expeditions struck the perfect balance between challenge and fun, providing valuable time with friends, shared progress, and growing confidence ahead of the Qualifying Expedition on Great Barrier Island later this year.
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Clubs at a Glance
AN OVERVIEW OF CLUBS AND ACTIVITIES AT THE COLLEGE
Culinary Club at Full Capacity
Culinary Club has quickly become one of the College’s most popular co-curricular offerings, giving students the chance to build practical kitchen skills while growing confidence and creativity. This year, both Junior and Senior Culinary Clubs were introduced as weekly programmes, with each reaching capacity within days of opening.
Junior Culinary Club, offered to Year 8 students, has focused on foundational skills through a range of savoury and sweet dishes, while introducing food safety, organisation, and confidence in the kitchen. Senior Culinary Club, open to Years 11–13, has challenged students to refine technique and experiment with flavour, presentation, and more advanced dishes. It has also become a social space where students enjoy learning alongside one another and taking new skills home. Week by week, confidence and independence have continued to grow.
STEM Racing Club in Australia
Three of our STEM Racing teams – Endeavour, Rutherfordium, and Tf2Fast – proudly represented the College and New Zealand at the Australian STEM Racing National Finals in Melbourne. Competing against one of the strongest nations in the sport gave students valuable experience on an international stage.
After months of preparation, teams presented their aerodynamic designs, engineering portfolios, and display booths over two days of racing and judging. Students spoke to their design choices, innovations, and the challenges faced throughout the process.
The trip also gave students the chance to meet teams from across Australia, including recent World Finals competitors, gaining insight into the standards required at the top level. It was an experience that strengthened technical knowledge, teamwork, and communication.
Stocks and Trading Club
The Stocks and Trading Club is a student-led space for those interested in financial markets, welcoming both beginners and students with prior experience. Led by Jonathan Huang, Finn Kirk, Jason Cai, and Jake Howard, the club is designed to give members a practical understanding of how markets operate.
The year began with sessions covering core concepts such as reading candlestick charts, interpreting market data, and understanding different forms of trading, including buying, shorting, and options. From there, students selected a pathway to develop their interests further.
The Fundamental stream focuses on analysing companies and building long-term investment portfolios, while the Technical stream explores market structure and trading strategies used to interpret price movement.
The club will continue to develop both streams throughout the year, with a trading competition planned for Term 3, giving members the opportunity to apply what they have learned in a competitive setting.
First-Ever Business Case Study Competition
The inaugural College Business Case Study Competition gave our commerce-minded students the opportunity to apply their thinking to a live scenario. Created as an International Baccalaureate CAS project by Year 13 students Tim Bachus, Ari Hunter, and Angus Paterson, the competition attracted seventeen teams from across the College.
Teams were presented with a case study based on Fonterra’s sale of its consumer brands and tasked with preparing a 10-minute presentation recommending future opportunities in ingredients and foodservice. Finalists then faced questions from judges Brad Porter, CEO of Orion Health, and Mark Macky, CEO of Bayleys Real Estate Group.
Congratulations to the winning team, 76’ers (Pierce Flynn, David Lai, and Quentin Lemusu-Vuletich). Second place went to Year 10s Phoebe and Jaap (Phoebe Gao and Jaap Kaur, Year 10), with Analytix, a group from Year 11, placing third. The competition was a strong reflection of student initiative and the growing interest in enterprise at the College.
Year 9s at Tōtara Springs
In February, our Year 9 students travelled to Tōtara Springs in Matamata for a week-long camp centred on challenge and shared experience. Set in a picturesque environment, the camp invited students to step beyond their comfort zones while strengthening relationships early in the year.
Activities such as paintball, waterslides, and tower abseiling tested both resilience and teamwork. A defining experience for many was the overnight tent-building challenge, where students worked with limited materials to construct their own shelter. As student James Pienaar reflected, “It was challenging but rewarding… it helped us bond more as a tutor group.”
Paintball emerged as a clear highlight, described as “fun and enjoyable for everyone”, despite the occasional sting. These moments of intensity were balanced with time to unwind, with the hot pools providing a welcome reprieve.
Camp life also shaped a growing sense of independence. Shared routines, time in dorms and tents, and the rhythm of the programme encouraged students to engage fully with the experience.
The week at Tōtara Springs strengthened connections within tutor groups – a promise of the character and cohesion developing across the year level.
Year 7s’ First
College Camp
After just seven weeks at school, our Year 7s travelled to Chosen Valley in Bombay for their first camp with the College. With many still finding their place, the timing provided a valuable opportunity for friendships to develop through shared experience, while encouraging students to step beyond their comfort zones early in the year.
Camp life presented a series of challenges, both physical and social. Through navigating group living or tackling outdoor activities, students were consistently encouraged to stretch themselves and build confidence in unfamiliar situations.
A highlight of the week was the multi-sport inter-House relay, where students gave their all in a closely contested competition. The final saw a Year 7 team narrowly edge out a Prefect team, with the finish sparking cheers of excitement.
Thank you to the many parents who supported the camp and to the teaching staff for their time and commitment. Most of all, it was encouraging to see students embrace the experience with such positivity, laying strong foundations for the year ahead.
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Shake the Quad Dramas Hold the Mirror Up
The enduring strength of William Shakespeare lies not only in his language but in its elasticity, as his work continues to be reimagined across time. This year’s Shake the Quad performance reflected that, as our drama students approached the canon as something to be questioned and reshaped – “holding the mirror up to nature”, as Shakespeare himself intended.
Across the nine scenes performed for an audience of over 200, a clear thematic thread emerged. Many characters were presented under pressure, at moments where identity began to shift or fracture. Whether through madness, disguise, ambition, or moral conflict, the focus turned to what happens when control starts to slip.
That idea came through most clearly in the actors’ vivid depictions of madness. In Hamlet, Sophie Macky and Ella Taylor presented Ophelia’s descent through a mirrored and stylised interpretation, capturing both vulnerability and intensity. Eva Sanderson’s Lady Macbeth offered a different kind of unravelling, tracing a steady loss of control with
striking conviction. These performances felt authentic, grounded in an understanding of the characters’ inner lives.
Elsewhere, there was a willingness to take creative risks. A reworking of Twelfth Night set within the world of TV show Friends brought familiarity and humour, while still holding onto themes of disguise and mistaken identity. In contrast, the assassination scene from Julius Caesar relied on restraint, allowing the text to carry the moment. The Tempest followed a similar approach, with clean staging and a focus on storytelling.
The range across the evening was evident. Phoebe Wakelin took on the emotional weight of Titus Andronicus with control and presence, while in Much Ado About Nothing, Hunter Constantopoulos shifted the tone, bringing a playful, slightly absurd quality to his role.
Shakespeare, in their hands, felt active and relevant, shaped by interpretation rather than confined by tradition.
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Footloose Steps Up for Senior Production
The Senior production of Footloose wasted little time finding its rhythm in Elliot Hall. That confidence allowed the story beneath to come through.
On the surface, the narrative follows the rebellion of teenagers. Director Erin Meek digs deeper, describing it as “a story about people trying to understand each other… where empathy, growth, and joy all start with listening.” That idea sat firmly beneath the movement and music, giving the production added weight and substance.
Across the dual casts, the principal roles were handled with assurance. Luka Urlich’s Ren McCormack anchored the narrative with a steady presence on stage. Ariel Moore, portrayed by Violet Taylor and Sophie McIndoe, was given two distinct interpretations, each balancing strength with vulnerability. McIndoe reflected on the role as an opportunity to explore “the fiery yet sensitive teenager she is”.
In the second cast, Leo Luo’s Rev. Shaw Moore was a standout. His performance was measured and grounded, allowing the character’s internal conflict to sit just beneath the surface. It was a portrayal that felt considered rather than imposed. While the leads gave the story its shape, the ensemble gave it its pulse.
The larger numbers, particularly Footloose, were where the production found its full voice. There was a looseness to it – fittingly – a sense that the cast trusted the moment enough to enjoy it. That translated, and the audience felt it.
Behind it all sat a live band that did far more than accompany. Under the direction of Head of Music Nate Collings, the show band was present in every scene, lifting transitions and driving momentum. As noted in the programme, their “energy and talent drive the heartbeat of this production”.
The production was equally assured. A cleverly modular set developed by staff Glen Mortensen and Garth Horsnell allowed the town of Bomont to shift seamlessly from church to school to dance hall without breaking rhythm. It kept the story moving, never overcomplicating what was already working.
What emerged across the four nights was a production that understood its own balance. High energy without losing control. Humour without undercutting its message. A cast willing to lean into both the fun and the discomfort the story demands.
As Luka put it, “Moments of stress, laughter, and triumph have truly formed this production into something marvellous.”
And perhaps that is what stuck. Because in the end, it was never just about dancing.
Music Highlights
AN OVERVIEW OF MUSICAL EVENTS AT THE COLLEGE
Inaugural Choir Collaboration Hosted at College
Nearly 170 Year 7 and 8 students from across the Boys’ School, Girls’ School, and College came together for a shared day of choral music. Hosted at the College, students worked through a combined repertoire spanning traditional and contemporary works, developing technique across a range of musical styles. Led by new Director of Choral Music Matthew Leese and initiated by Assistant Head of Music Rachel Young, the day offered an early opportunity for students to connect –many of whom will continue singing together through their College years.
College Jazz Musicians Achieve Best-Ever Results
Our jazz musicians achieved their strongestever results at the 2026 National Youth Jazz Competition in Tauranga, with our Big Band crowned Best Big Band in the country.
Big Band, Yoshi’s Combo, and Village Vanguard Combo were awarded Gold, while Jazz Orchestra and Ronnie Scott’s Combo received Bronze, reflecting consistent performance across the programme.
Year 13 student Jaden Lee delivered an exceptional series of performances, earning Best Combo Saxophonist, Best Big Band Saxophonist, and Most Outstanding Big Band Musician – a rare clean sweep across these categories.
This success reflects the strength of the College’s jazz programme, supported by an amazing team of music itinerants under the leadership of Director of Jazz Albert Lee and Head of Music Nate Collings. While this year’s results recognise excellence, they also reflect the culture of commitment, collaboration, and musicianship that underpins music at our College.
Best Big Band in the country has a nice ring to it.
Premier Rock Band Academy
During the Term 1 holidays, bands from the Premier Rock Band Academy came together to workshop and rehearse original songs in preparation for the Smokefree Rockquest. Ice in a Cup, Agitated Skittles, The Alley Cats, and Bland Cactus made the most of focused time for songwriting, rehearsal, and performance development, with each band recording their tracks using a professional setup. Thank you to teachers Geordie McCallum, Bret Vogel, and recent alumnus Adern Matheson for guiding a productive and creative space, and for helping these young musicians find their sound.
Ahead of their concert at the Auckland Town Hall, the College was fortunate to host the Shanghai Symphony Orchestra String Quartet for an exclusive performance. Their programme blended Western and Eastern classical works alongside familiar favourites such as Pachelbel's “Canon in D” and Monti's “Csárdás”. A Q&A session followed, with the quartet exceptionally generous with their time, staying well beyond the performance to sign autographs and take photos. For our musicians, it was a rare and inspiring chance to sit close to artistry of this calibre.
Poolside Pressure Delivers
The College Swimming Sports marked the first major House event of the year, drawing all six Houses together around the pool for a full day of finals. With students packed tightly along the banks, the amphitheatre created a constant wall of support, with every race unfolding just metres from the crowd.
Across the morning, swimmers competed in a range of events, racing to get their hand on the wall first for their House. Each finish was met with a roaring response from those backing their teammates.
A new addition this year was the House sign competition, with students bringing a range of creative displays into the stands. With participation across all year levels, Swimming Sports delivered a full programme of racing in an environment that remained engaged from start to finish
HOUSE RANKINGS:
1st Cargill
2nd Wilson
3rd Hamilton
4th Wishart
5th Chalmers
6th Stark
SENIOR GIRLS
1st Lisa Shi
2nd Jordan Iosefa
3rd Mischa McLister
SENIOR BOYS
1st Lachlan Schnauer
2nd George McGuinness
3rd Louis Harland
INTERMEDIATE GIRLS
1st Talia Yuan
2nd Emma Qian
3rd Chloe Quan
INTERMEDIATE BOYS
1st Michael Chen
2nd Yi Fan Zhang
3rd Liam Zhao
JUNIOR GIRLS
1st Zoey Wilson
2nd Phyllis Xia
3rd Chloe King
JUNIOR BOYS
1st Jimmy Ward
2nd William Gascoigne
3rd Sidart Naiker
YEAR 8 GIRLS
1st Rose Robinson
2nd Taylor Hauraki
3rd Miko Lai
YEAR 8 BOYS
1st Liam Ma
2nd= Kian Lovell, Gerard Spooner
YEAR 7 GIRLS
1st Ella Broughton
2nd Michelle Zhu
3rd Jaylyn Zhang
YEAR 7 BOYS
1st William Xu
2nd Jerry Wu
3rd Raye Hung1st
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Top Form at Athletics Day
The annual College Athletics Day, held in the third week of Term 1, saw students take to the track and field for a full day of competition across all year levels. After early disruption due to weather, the back-up day ensured the programme could proceed in full.
Across the day, students competed in a range of disciplines, contributing valuable points towards their House totals. The 100m finals, held separately, drew strong support, with students lining the track to cheer on their peers in one of the most anticipated events of the competition.
With House colours on full display and steady support from the sidelines, the day provided an early opportunity for Houses to build momentum for the year ahead.
HOUSE RANKINGS:
1st Wilson
2nd Hamilton
3rd Wishart
4th Stark
5th Cargill
6th Chalmers
SENIOR GIRLS
1st Paige Fletcher
2nd Abby Pinder
3rd Charlize Kerr
SENIOR BOYS
1st Owen Lamb
2nd Ryan Kane
3rd Finn Murphy
INTERMEDIATE GIRLS
1st Madeleine Du Toit
2nd Morgan Day
3rd Sophie Archer
INTERMEDIATE BOYS
1st Samuel Nichols
2nd Peter Mutschel
3rd Jaydon Randall
JUNIOR GIRLS
1st Saraya Daley
2nd Honor McKenzie
3rd= Pixie Edwards, Eve van Aalst
JUNIOR BOYS
1st Koby Arlidge
2nd Ayaan Manocha
3rd Alby Richards
YEAR 8 GIRLS
1st Sofia Clayton
2nd Naomi Wang
3rd Taylor Hauraki
YEAR 8 BOYS
1st= Jackson Haslip, Matthew Horwood
2nd Flynn Schultz
YEAR 7 GIRLS
1st Valentina Murray
2nd Molly Zhang
3rd Olive Castles
YEAR 7 BOYS
1st Callum Lee
2nd Jack Irving
3rd= Carter Jones, Ryan Kane
Cross Country Tests Endurance
Abluebird day provided the ideal setting for this year’s College Cross Country, with firm ground and strong racing across all year levels. The day began with Year 7 and 8 students, followed by Senior, Intermediate, and Junior races.
The students started the 3km route on the lower fields, then made their way up into the hills close to Manor Park before completing the final stretch on the touch field. While many aimed for a top-10 finish to secure a place in the Zone Championships next term, others competed for their House. This year, additional house points were given in each race to the top 30 finishers to further enhance competitive House spirit.
House competition remains a key feature of the morning, with over 80 percent of our students participating to earn House points. Combined results for placings and participation saw Hamilton take the Cross Country title for 2026. Congratulations to all students who took part, and to the place-getters listed to the side.
HOUSE RANKINGS:
1st Hamilton
2nd Chalmers
3rd Cargill
4th Stark
5th Wilson
6th Wishart
SENIOR GIRLS
1st Mila Laarakkers
2nd Aanya Abeysekera
3rd Ava van Rij
SENIOR BOYS
1st Alex Bishop
2nd Angus Knight
3rd Ben Archer
INTERMEDIATE GIRLS
1st Sophie Archer
2nd Grace Larsen
3rd Madeleine Du Toit
INTERMEDIATE BOYS
1st Dylan Davies
2nd Ben Roberton
3rd Ben Brebner
JUNIOR GIRLS
1st Honor McKenzie
2nd Farrah Palmer
3rd Saraya Daley
JUNIOR BOYS
1st Alby Richards
2nd Koby Arlidge
3rd Ryan Davies
YEAR 8 GIRLS
1st Sophia Clayton
2nd Ching Kwok
3rd Naomi Wang
YEAR 8 BOYS
1st Matthew Horwood
2nd Mason Wood
3rd Flynn Schuhtz
YEAR 7 GIRLS
1st Valentina Murray
2nd Olive Castles
3rd Chihling Zhang
YEAR 7 BOYS
1st Chengyang Liu
2nd Jack Irvin
3rd Callum Lee
Sports Highlights
AN OVERVIEW OF SPORTING EVENTS AT THE COLLEGE
Rowing
NORTH ISLAND SECONDARY SCHOOL CHAMPS
Saint Kentigern College Rowing Club delivered a strong performance at the North Island Secondary School Championships held at Lake Karapiro. The squad qualified multiple crews for A finals, securing five medals across both boys’ and girls’ events.
Gold – Boys U17 Coxed Eight – Oscar Lowe, Oliver Dedding, Seth Travers, Leo Sargent, Ben Rickard, Zach Peebles, Freddie Simons, Monty Neubert, Harry Gardner – Cox
Silver – Boys U15 Coxed Octuple Sculls – Sam Priscott, Rory Carson, Freddie Gordon, Matthew Gilbert, Louis Stokes, Callum Dedding, Miles Smith, Sam Feather, James White – Cox
Following North Islands, the rowing squad carried strong form into the Maadi Cup, with crews progressing to finals and continuing to compete strongly at a national level. In fiercely competitive racing, Saint Kentigern qualified for eight A finals and ten B finals.
Congratulations to our medallists below.
Silver – Boys U17 Coxed Four – Zach Peebles, Ben Rickard, Monty Neubert, Freddie Simons, Harry Gardner – Cox
Tennis
AUCKLAND CHAMPIONSHIPS
Saint Kentigern tennis continued its strong run at the Auckland Championships, with the Premier Girls extending their dominance, while the boys also secured a podium finish.
1st – Premier Girls Team (9th consecutive title)
3rd – Premier Boys Team
AUCKLAND INDIVIDUAL CHAMPIONSHIPS
Champ of Champs featured our players’ strong performances across the board, securing multiple titles and podium finishes and winning the overall girls’ and boys’ trophies.
2nd – Senior Boys Doubles – Lachlan Bower, Yu An Dong
2nd – Intermediate Girls Doubles – Gloria Young, Jocelyn Ke
1st – Intermediate Boys Doubles – Max Sowman, Zac Dalzell
1st – Junior Boys Singles – Kai Serlachius-Williams
NEW ZEALAND SECONDARY SCHOOLS CHAMPIONSHIPS
Our tennis programme’s consistency was reflected at nationals, with the girls defending their title and the boys finishing runners-up.
1st – Girls Team – Audrey Tran, Arshpreet Kaur, Jocelyn Ke, Gloria Young
2nd – Boys Team – Josh Donovan, Nevin Chan, William Drain, Yu An Dong, Lachlan Bower
Athletics
AUCKLAND CHAMPIONSHIPS
Saint Kentigern athletes delivered a number of exceptional performances, including multiple titles and record-breaking efforts. Paige Fletcher broke a long-standing Senior Girls Hammer Throw record, while the Intermediate Girls 4x100m relay also set a new Auckland record.
The triathlon team continued its strong form, securing multiple podium finishes across individual and team events.
1st – Alex Bishop – Senior Boys
2nd – Louis Harland – Senior Boys
3rd – Aanya Abeysekera – Senior Girls
1st – Honor McKenzie – Junior Girls
1st – Sophie Archer – Intermediate Girls
1st – Senior Girls Team – Jordan Iosefa, Holly Bishop, Morgan Day
1st – Junior Boys Team – Jimmy Ward, Dylan Tan, Dylan Dalton
AUCKLAND AQUATHON
Saint Kentigern hosted the College Sport Aquathon on 24 February, with athletes competing in strong conditions and delivering a number of podium finishes across the age groups.
U19 Girls
1st – Mila Laarakkers
3rd – Aanya Abeysekera
U19 Boys
1st – Alex Bishop
NEW ZEALAND TRIATHLON CHAMPIONSHIPS
The NZ Triathlon Championships, scheduled for Tauranga during Summer Tournament Week, were unfortunately cancelled due to weather for only the second time in the event’s history. While disappointing for athletes who had prepared extensively, an aquathon was held later that afternoon, where our students delivered two standout performances:
1st – Honor McKenzie – U13 Girls
2nd – Mila Larrakkers – U19 Girls
Touch
AUCKLAND CHAMPIONSHIPS
The Auckland Premier Touch Championships brought together the top secondary school teams across the region, with semi-finals and finals played in a high-intensity knockout format. Both Saint Kentigern Premier teams progressed through to the finals stage, competing against some of the strongest schools in Auckland.
The Premier Girls delivered a composed performance in the final, securing the championship in a tightly contested match, while the Premier Boys showed resilience to finish the tournament in third place.
Sailing
NEW ZEALAND SECONDARY SCHOOLS KEELBOAT CHAMPIONSHIP
The New Zealand Secondary Schools Keelboat Championship, held on the Waitematā Harbour, is a School Sport New Zealand–sanctioned event attracting leading secondary school sailing teams from across the country.
Saint Kentigern delivered an outstanding performance across the regatta, progressing through the round robin stages into the Gold Fleet finals, where they competed against the top crews in challenging conditions. The team’s composure and teamwork saw them secure the overall championship, marking a significant achievement for the programme.
1st Overall – Keaton Lay, Emily Frewin, Jonathan Huang, Karol Zhang, Lachie Gillies
Equestrian
PEGASUS CUP
Our riders delivered standout performances at the Pegasus Cup, competing against 53 schools from across the country in one of New Zealand’s premier secondary school equestrian events. The team finished an impressive fourth overall, reflecting both depth and consistency across the competition.
Individual results were a highlight, with multiple wins:
The annual Presbyterian Schools Quadrangular Tournament is a long-standing fixture on the rugby calendar, bringing together Saint Kentigern College, Scots College, St Andrew’s College, and Lindisfarne College in a series of highly contested matches. Rotating between host schools each year, the tournament also emphasises connection and shared tradition across the Presbyterian school network.
The 1st XV continued its dominance at this year’s tournament, defeating Scots College and St Andrew’s College to secure a ninth consecutive title.
Orienteering
AUCKLAND SPRINT CHAMPIONSHIPS
Saint Kentigern had a strong presence at the Auckland Sprint Championships, with a large group of students qualifying through the Eastern Zone series to compete in the finals. The event tested athletes across two contrasting courses, requiring both speed and precision in navigation.
In a highly competitive Junior Boys field, Saint Kentigern secured two podium finishes, reflecting the depth of the programme.
2nd – Wills Reeves
3rd – Kayden Wang
NORTH ISLAND CHAMPIONSHIPS
Saint Kentigern had nine students compete at the North Island Orienteering Champs in Taranaki with some fantastic results:
1st – Junior Boys Team Relay – Kayden Wang, James Bekesi, Wills Reeves
2nd – Wills Reeves – Junior Boys Individual Sprint & Long Events 3rd – Kayden Wang – Junior Boys Individual Sprint & Long Events
Alumni
Upcoming Events
23 MAY & 6 JUNE
Rugby 1st XV after-match functions
6 JUNE
College Class of 1996, 30-year Reunion
8 JUNE
Alumni Association AGM
4/5 SEPTEMBER
College Class of 1986, 40-year Reunion
24 SEPTEMBER
College Premier Netball vs Alumni
Giving Back is Building our Future
WThomas Steel Dip Bus Alumni Association President
e have begun 2026 with real momentum, and it has been encouraging to see the strength of connection across our alumni community already on display through recent gatherings.
Whether on the green at our Lawn Bowls afternoon or other events that SKA supports, there’s a consistent thread that runs through these moments. These occasions are about more than simply getting together. They remind us that the wider Saint Kentigern network remains one of the great strengths of our community as people who continue to show up for the sons and daughters of Kentigern.
That same spirit of giving back is reflected throughout this edition of Piper. Across different fields and stages of life, there is
a quiet but consistent contribution being made back into the community. Often this happens without recognition, yet its impact is lasting.
This echoes the words of our Patron Nigel Toy (1959) and former Headmaster who reflected on giving one’s “time, talent, and treasure” as an enduring expression of our alumni community. That sentiment remains central. A Saint Kentigern education does not end at graduation. Its value is carried into careers, families, friendships, and communities. When alumni choose to stay involved, they create opportunities for those who follow and help strengthen the life of the wider organisation.
This sense of stewardship has also guided important work behind the scenes. The recent adoption of an updated Alumni Association constitution reflects a deliberate step towards ensuring the Association is well positioned for the future. While the changes provide necessary alignment with current legislation, they also reinforce the commitment to strengthening how the
alumni community continues to serve the organisation with clarity, purpose, and long-term intent. My thanks go to Ben Forrest (1994) and the Committee, for their care and leadership here.
Looking ahead, there is plenty to be excited about, with several opportunities to reconnect in the months ahead, alongside significant milestones on the horizon, including Saint Kentigern’s 75th Jubilee in 2028. These moments will provide a chance not only to reflect on where we have come from, but to consider the role each of us can play in what comes next.
In the meantime, I encourage all alumni to stay connected. Attend events, share your news, support one another, and ensure your contact details are up to date so we can keep you informed and involved. Our community is strongest when its people remain engaged.
Fides Servanda Est.
Barefoot Bowls Returns for a Second Year
In late February, the St Heliers Bowling Club welcomed alumni, families, and friends for the second annual Saint Kentigern Alumni & Friends Barefoot Bowls Event.
As the first gathering on the 2026 calendar, the afternoon set a welcoming tone for the year ahead. The relaxed social setting offered ample opportunity to connect.It was great to see a diverse mix of alumni – from recent graduates through to long-standing members of the community, with connections spanning generations – all brought together by a shared sense of belonging.
A strong sense of competition played out across the greens, with a standard of play only slightly below Olympic level, and banter well above it. Some stepped onto the green for the first time, while others returned with assurance and a competitive edge. Others settled into the shaded courtyard, enjoying a drink and catching up with friends and family.
Ultimately, Team Mulligans (Steve Gallaugher, Mike Gascoigne and Nick Reeves) had a standout day, finishing as the only trio to win all three of their matches. Backed by coordinated outfits and plenty of confidence, they also took out Best Dressed, while Steve Gallaugher added the Cornerto-Corner title – awarded for the best long-distance shot across the green – to round out their success.
Further rounding out the awards, the Hays took out the Family Team category, and James Afoa was named Barefoot Bowler of the day.
What continues to define this event is the sense of community it creates. From a roll on the green to reconnecting with old classmates, Barefoot Bowls is fast becoming a simple, social way to connect alumni across generations.
We look forward to seeing even more of our alumni join us next year.
A Round for the Next Generation
On 19 February, the Boys’ School Alumni Golf Day returned to Windross Farm Golf Club for another year of competition in support of the Roselle Scholarship Fund. A full field of alumni, current staff, parents, and partners took to the fairways for a day that has long been a stand-out on the calendar.
The $10,000 on the line for a hole-in-one on the 17th, once again went unclaimed. There were near misses, hopeful approaches, and a few balls that flirted with the cup but the prize lives to fight another year.
Out on the course, Team Shore Road Fore were the group to beat. Nick Lowe, Steve Kirk, Sean O'Connor, and Mark Hurdley combined for a sharp round to lift the winners Mungo Cap, edging out Team Wilkes in second. The staff team rounded out the podium in third, with Louise Garner’s calm putting carrying the group through the closing holes.
If the staff team’s third place was a quiet triumph, the Bloopers Jacket told the louder story. It went, deservedly, to Mark Fitness, whose tee shot struck a post and ricocheted straight back toward his own teammates. A near self-inflicted wipe-out that became the most retold moment of the day. Best sportsmanship was honoured with the Ron Stone Memorial Trophy, presented to Ben Hawkins for his team spirit and the effort he brought to his round.
What keeps the field full year after year is something less easily measured than scores or trophies. It is the pride of remaining connected to the Saint Kentigern community, the ease of falling back into conversation with old friends, and the understanding that every round played helps shape the next generation of boys coming through.
SCAN FOR MORE
Glen and Peter Urquhart
TURNING COMPLEXITY INTO OPPORTUNITY
Long before energy became a modern headline, alumni Glen and Peter Urquhart were building solutions of their own. Their story began at Saint Kentigern, where two brothers formed the lifelong friendships, resilience, and curiosity that would shape everything that followed.
Glen was one of our College’s foundation students in 1953, with Peter following the year after. In those early years, cohorts were small, friendships formed quickly, and many have stood the test of time. More than seventy years later, classmates still meet regularly for morning tea, gather for pub nights, and reconnect at College events, often referring to one another by the school numbers they were assigned as boys.
In 1960, while still young men, the brothers were thrust into the family business following the loss of their father. Alongside their mother, Venus, they took responsibility for Coventry Motors, a car sales and service business founded by their uncle in 1935.
By the 1970s, as New Zealand searched for alternatives to traditional fuel, the brothers moved into compressed natural gas (CNG), recognising opportunity where others saw complication. In many ways, the questions they were tackling
then – of cost, access, infrastructure, and cleaner alternatives – remain the same ones debated in Parliament today. They focused on two major barriers to wider use: efficiency in refuelling, and accuracy in measuring gas. Through a blend of engineering, innovation, and persistence, they developed improved filling systems and introduced new metering technology to New Zealand. Their Wairau Road site became a benchmark operation, drawing interest from overseas fuel companies eager to see how it had been automated and integrated.
The movement, however, proved shortlived. Industry deregulation in the late 1980s shifted momentum back toward petrol and diesel, and much of the infrastructure disappeared almost as quickly as it had risen.
The brothers responded as they always had: with adaptability, persistence, and a readiness to seek the next opportunity. Innovation was never a single chapter for the Urquharts, nor was their appetite for challenge ever confined to business.
In the late 1960s and early 1970s, their boat Miss Coventry became one of the best-known names in New Zealand flatbottom circuit racing. Both brothers won national titles behind the wheel, and after one dramatic setback in Australia, they simply rebuilt and returned stronger.
For Glen, competition eventually reached the world stage. In 1986, he won the World Offshore Powerboat Championship in Guernsey against an international field of 27 boats from eight countries. Nearly four decades later, no other New Zealander has claimed that title. His reputation caught the attention of the Malaysian Government, leading to long-term consultancy work where his expertise was sought in marine operations and patrol craft training.
Peter found his own arena in the skies. Over more than fifty years, he flew a wide range of aircraft, including twinengine aeroplanes and helicopters, and competed in long-distance flying events such as an around-Australia air race.
In every aspect of their lives, the same qualities emerge: determination and the confidence to pursue what others might leave untouched.
More than seventy years on, their school friendships remain strong, and their Saint Kentigern connection is in its third generation, with Peter’s grandchildren Tom, Matt, and Adelaide Sinclair also attending the College.
Some stories finish neatly. The Urquhart story continues.
Heath Coleman
BEYOND THE GRID
For alumnus Heath Coleman (2007), one of the most meaningful projects of his career is taking place where it all began.
As co-founder of Future Energy, Heath has helped grow one of New Zealand’s leading integrated energy companies. Established in 2020, the business now employs more than 80 staff, operates across multiple regions, and has become one of Auckland’s leading residential and commercial solar providers. Yet among its many projects, helping deliver the solar infrastructure for the College’s new Year 12 and 13 building carries particular significance.
The system will include 280 solar panels, generating close to 200,000 kWh of energy each year while contributing to long-term reductions in both cost and carbon footprint. More than a technical project, it is an opportunity to help shape the future of a place that helped shape him.
Reflecting on his own time at Saint Kentigern, Heath speaks less about achievements and more about belonging. It is the friendships, shared experiences, and enduring pride in the school community that have stayed with him long after graduation.
“It’s something you don’t fully appreciate at the time,” he says. “You realise later how important it is.” That perspective now informs how he approaches work and life –choosing to value people, back good teams, and contribute where it matters.
His return to the College is a reminder that the connection between students and Saint Kentigern does not have to end at graduation. It grows through those who choose to stay involved, give back, and invest in the generations that follow.
As the new building rises, so too does a visible sign of that continuing connection.
Maddy
Barnett
THE DISCIPLINE BEFORE THE DREAM
For dancer Maddy Barnett, the path to Los Angeles was never accidental. As a student at the College from 2014 to 2018, she balanced the demands of dance training with academic expectations, building the discipline that would be essential in her career. She recalls the support of then principal Suzanne Winthrop in helping her navigate that pressure and finish strong.
Graduating with a clear goal in mind, Los Angeles was always the next step. Now based there, Maddy’s work spans performance, teaching, and choreography. An impressive résumé to date includes global tours with international music artists BLACKPINK and Karol G, as well as appearances at Coachella and the Super Bowl.
In an industry where work comes quickly and unpredictably, that early discipline has proved essential. Alongside performing, she is increasingly focused on choreography, creating work designed to last – ‘keepsakes’ within a fastmoving industry.
Reflecting on her journey, Maddy credits those early habits for her success. “I really did all the hard work then and now it’s paid off.” Her advice is simple: start strong, stay disciplined, and trust the process.
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David Roderick
SERVICE BEFORE SELF
Commander David Roderick (2002) has been appointed Commanding Officer of No. 6 Squadron in the Royal New Zealand Navy, marking the culmination of more than two decades in Naval Aviation. His career has spanned operational deployments in Timor Leste and the Horn of Africa, instructing military pilots in the United Kingdom, and a childhood ambition fulfilled in flying the Huey chopper (Bell UH-1 Iroquois).
The path was less direct than it now appears. An early application to the Air Force was unsuccessful, prompting him to undertake aviation training before applying to the Navy – a route that quickly revealed itself as the right one. Returning to the squadron in command after time away from flying, his understanding of leadership has shifted.
“Earlier in my career, I thought a great leader had to be the most competent in the room,” he reflects. “Technical competency will only get you so far.”
Looking back, he credits the values instilled at Saint Kentigern as foundational. Courage, commitment, comradeship, and integrity are essential to daily life in the NZDF, and it is this continuity, he says, that has made it feel “like home for so long”.
Alumni Return to Honour ANZAC Legacy
In the lead-up to Anzac Day, our College House Chapel services were marked by the presence of alumni who returned across the week to lay wreaths on behalf of the Saint Kentigern community. With one alumnus attending each service, students were given the opportunity to remember our fallen alongside those with direct connections to military service.
Those represented included Commander David Roderick (2002), Commanding Officer of No. 6 Squadron in the Royal New Zealand Navy’s Naval Aviation Force; Malcolm Barry (2002), Chief of Staff – Operational Capability Forces, Royal New Zealand Navy; and Maitland MacFarlan (1970), son of founding Principal Rev. Adam MacFarlan, who brought Adam MacFarlan's medals to share, including a Military Cross awarded for active service in World War II. We also had our Head of Pipes and Drums, Andrew Lightfoot, place a wreath as a prior member of the RNZNVR (Volunteer Reserve) for 14 years.
We are grateful to those alumni who returned to honour the legacy of service and sacrifice remembered each AnzacDay.
Top (L to R): CDR David Roderick (2002), Robert Powell Bottom: Maitland MacFarlan (1970)
CDR Malcolm Barry (2007)
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Alumni Highlights
Giving Back to the Game
Head of Netball Christina Oscar (2015) has returned to the College and is giving back to the game that shaped her time here. After competing with the Northern Stars and representing Tonga Tala, she recognised a growing gap in pathways for developing players. In response, she co-founded the netball arm of Huskies Sports Club, a fully funded programme removing barriers to high-performance coaching. Built on a strong culture where commitment, training, and accountability matter, she is creating new opportunities for players to be seen. Christina now brings these learnings to Saint Kentigern, focused on building environments where players can grow and reach their potential. You can meet Christina at the Alumni v College Premier Netball Event on 24 September. Scan the Upcoming Events QR code below. SCAN FOR MORE
Introducing the Director of Footloose
College alumna Erin Meek (2017), who achieved top of NCEA in her final year, has returned to Saint Kentigern to direct this year’s Senior Production, Footloose. Having previously contributed as a choreographer, she now brings her vast array of experience back to the College in the director’s chair. Shaped by her own time in the drama programme, Erin is intentional about creating spaces where students feel seen and able to fully express themselves. Through her contributions to our performing arts programme, she is investing in the next generation, carrying forward the legacy of those who shaped her own journey.
Continuing the Pipe Band Connection
Recent alumnus Akshay Vegesna (2021) remains closely connected to Saint Kentigern through the Alumni Pipe Band, continuing to perform and travel with the group at events locally and overseas. During his time at the College, he developed his drumming through his own application, later tutoring his peers. That same mindset now sees him mentoring younger drummers, supporting those in the programme he was once a part of. As he begins his career in the Insurance Australia Group (IAG) graduate programme, Akshay is embracing the opportunity to work in the evolving space of AI, a field he is particularly excited to explore. He continues to invest in the band, contributing to the strength of an iconic part of the College’s Scottish heritage.
Reach Out and Reconnect
There are many ways to stay connected with the Saint Kentigern alumni community. Join us at an event, reconnect with your classmates, or tell us your story.
Scan the QRs to visit our upcoming events page or update your details. Alternately, email us at alumni@saintkentigern.com – we’d love to hear from you.
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IIn Memoriam
t is with sadness that we record the passing of the following members of the Saint Kentigern community. We express our condolences to their families. If you know of the passing of any of our alumni, please let us know at alumni@saintkentigern.com
CALLAGHAN, Brian SKC#1093 14/02/2023 FARAM, Kyle SKC#12760 2 2/03/2026
FINLAYSON, Gordon SKC#1652 1 5/12/2025
FORTUNE, Tony SKC#843 19/09/2024
HICKEY, Scott SKC#10581 19/03/2026
LACK, Michael SKC#779 2 2/03/2026
LEWISHAM, Ross SKC#190 2 2/04/2026
LYON, Stephen SKC#5085 0 9/02/2026
ROBERTSON, Warwick SKC#423 20/04/2026
STAPLES, Kevin SKC#44 0 8/04/2026
TWEEDIE, Walter SKC#895 02/07/2025
WEBB, Bruce SKC#2379 1 8/12/2025
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