ANNUAL REPORT OF THE BOARD OF TRUSTEES & ANNUAL FINANCIAL REPORT YEAR ENDED 31 DECEMBER 2020

Full text

(1)ANNUAL REPORT OF THE BOARD OF TRUSTEES & ANNUAL FINANCIAL REPORT YEAR ENDED 31 DECEMBER 2020.

(2) Index to the 20͜͞ Annual Report 2#)' List of Trustees . . Directory. . Statement of Responsibility. . Headmaster’s Report . . Mission Statement . . General Objectives . . Annual Variance Report . . Statement of Comprehensive Revenue . . Statement of Net Assets/Equity . . Statement of Financial Position . . Statement of Cash Flows . . Reconciliation of Net Cash Flows from Operating Activitiesto Net Surplus . . Notes to the Financial Statements . . Statement of Resources . . Board of Trustees . . Audit Report. .

(3) List of Trustees Designation. Name. Chairman:. Mr G M Sandelin. BA LLB. Deputy Chairman:. Mr R D Hamilton. BCom, BSc. Members:. Mr B Dickson. BBS. Dr F R Ell. MA (Hons), BA, Dip Tchg (Resigned December 2020). Mr G R Graham. BCom, CA. Ms G Jayaram. BCA, MBA. Mr L Khoo. BA, LLB, Grad Dip Bus, MMGT. Mr K T Lotu-Iiga. BCom LLB. Mr M R Malpass. MBA, BE (Hons), NZCE (mech). Mr K Russell-Smith. CA, BCom DipGrad. Headmaster:. Mr T M O’Connor. BEd. Staff Representative:. Mrs F L Hay-Mackenzie. MA (Hons) LLB. Student Representative:. I J Mellis-Glynn. .

(4) Directory Ministry Number. 54. Chairman :. Mr G M Sandelin BA LLB. Headmaster :. Mr T M O’Connor BEd. Board Secretary :. Mrs H M Hall Reidy BEd. Auditors :. %TQYG0GY<GCNCPF #WFKV2CTVPGTUJKR 21$QZ5JQTVNCPF5VTGGV #WEMNCPF. Solicitors :. 5KORUQP)TKGTUQP 2TKXCVG$CI #WEMNCPF. Bankers :. ASB Bank Ltd PO Box 1961 Auckland Bank of New Zealand Ltd 80 Queen Street Auckland. Location :. Auckland Grammar School 55-85 Mountain Road Epsom. Postal Address :. Private Bag 99 930 Newmarket 1149. Telephone :. +64 9 623 5400. Facsimile :. +64 9 623 5401. Website :. www.ags.school.nz. Email address:. admin@ags.school.nz. .

(5) Statement of Responsibility for the year ended 31 December 2020 The Board of Trustees has pleasure in presenting the annual report of Auckland Grammar School incorporating the financial statements and the auditor’s report, for the year ended 31 December 2020. The Board accepts responsibility for the preparation of the annual financial statements and the judgements used in these statements. The management (including the Headmaster and others as directed by the Board) accepts responsibility for establishing and maintaining a system of internal control designed to provide reasonable assurance as to the integrity and reliability of the School’s financial reporting. In the opinion of the Board and management, the annual financial statements for the financial year ended December 2020 fairly reflect the financial position and operations of the School. The School’s 2020 financial statements are authorised for issue by the Board Chairperson and Headmaster.. Timothy Martin O’Connor. . ___________________________. HEADMASTER Date:28.05.2021. 3.

(6) Headmasters Report I. ROLL. During the academic year we welcomed the following teachers:. The School roll on 1 March 2020 was 2620 students, including 177 International students. The School managed the roll throughout the year to maintain a stable School environment.. Name Miss Laura Dallaston Mr Sam McNaughton. Qualification BCouns BA, MEd. Ms Victoria Park Mrs Taryn Randall Mr Jitesh Sima. BA, PGDip Jap BEd Hons BSpEx. The form level totals at 1 March were as follows: Year Year 9 Year 10 Year 11 Year 12 Year 13 TOTAL:. II. Domestic 517 508 503 483 432 2443. International 22 32 49 48 26 177. Total: 539 540 552 531 458 2620. During the academic year we welcomed the following support staff: Name Mrs Renee Bonnekamp Miss Kate Connolly. Qualification Dip Mgt BComm. STAFFING. At the beginning of the year we welcomed the following new teachers to Auckland Grammar School: Name Mr Syed Husnain Adil Mr Daniel Aliaga Mr Chris Bamber Mr Paul Coxhead Mrs Sarah Empson Mr Jonathan Fry Mrs Irina Itriyeva Mr Zac King Ms Sandy Liu (Term 1 - 2) Mr Liam McClelland Mr Ashik Malani Ms Naomi Maraea Mr Craig Paterson Mr Gordon Pope Mr Lionel Randall Mr Ian Rowe Mr Steven Sheldon Ms Brooke Swaney Mr Daniel Tagaloa (Term 1 - 2) Mr Kerry Wait Mr Scott Wong Mr Reece Wright. Qualification BOptom Hons BSC BVet BA (Hons) MSC BEd BEd BSC MA BPEd BSC MSC BA MA MEd, BSC BA BSc MA BA (Hons) MSC. Subject Physics Chemistry English Technology Mathematics Physics English Physical Education Chemistry Physics English Te Reo Maori Biology Business Studies Physical Education Mathematics English Chemistry. BPEd BPEd BA Hons, BCom LLM, BA. Technology Geography Mathematics English. We welcomed the following new Support Staff members at the beginning of the year: Name Miss Jessica Betty Ms Carlene Evans Mrs Maori Jaysinghe Ms Saule Kenesheva Mrs Baoyan Li. Mr Hasnain Merchant Mrs Bruna Pastuk. Qualification BComm. Position Digital Content Producer Print Room BSC Laboratory Technician BAcc Dip Acc Accountant BMLS, DipGrad FsT, BMed, MSc Laboratory Technician MPA BCom Accountant BComm, BDes School Shop Assistant. Subject Counsellor Associate Headmaster ESOL Biology Mathematics. Mr Niall Gribbon Mr Ben Goodwin Mrs Helen Hall Reidy Miss Hinemaia Hanks. BEd BA. Mrs Aimee Irvine Mr Curtis Johnson. BSC. Position Property Assistant Events & Administration Assistant Maintenance Assistant Teacher Aide Board Secretary Student Office Manager Student Office Assistant IT Technician. Teachers who left during the year included: Name Mr Graeme Martin. Qualification MBA. Mr John Warner. BA. Mr Damian Watson. BA (Hons). Position Head of Faculty Student Services English/Director of Library Associate Headmaster. Support Staff who left during the year included: Name Mrs Karen Blank Mrs Nedda Chaplin Miss Hannah Cronin Mr Patrick Gargiulo Mrs Mandy Leeson Mrs Sara Meade Mrs Felicity Rosenburg Mrs Linda Waters. Position Assistant Accountant Student Office Manager Student Office Assistant Board & Trust Secretary Facilities Manager Publications Manager Development Office Assistant School Shop Assistant. Staff on Leave of Absence: Mrs Natalie Gould (Term 2, 3 & 4) Mr Joseph Gunson Mr Thomas Kensington Mr Ben Richardson Miss Natalie Thacker Mr Nick Wolfkamp (Term 1 & 2) Teachers awarded sabbaticals in 2020: Term 1 Term 4. . Mr Garry Carr Mr Gary McCullogh (MOE).

(7) Teachers leaving at the end of the year: Mrs Rochelle Arthur joined the Chemistry Department in January 2016 and taught the dual qualification pathways over 4½ years, before taking maternity leave in 2020. She contributed to the extracurricular life of the School through her support of Form 4 camps, the distance squad, rock climbing and the Christian group. Mrs Arthur concludes her tenure to focus on family life. Miss Samantha Bott was appointed to a long-term relieving teacher of English role in January 2019. She has taught junior English, Pre-Q and Cambridge AS English. Alongside her teaching duties Miss Bott was involved with the Form 4 production, debating and a Form 4 Camp at Venturelodge. Miss Bott is returning to the United Kingdom to be closer to family and to teach. Mrs Sarah Empson has taught Mathematics in the junior school and Form 5 at Auckland Grammar School this year. She has also been an active relief teacher at the School. Mrs Deepa Keshwara began teaching Accounting and Business Studies at Auckland Grammar School in January 2016 having previously taught in the United Kingdom. She is an experienced teacher who accepted responsibility as the Master in Charge of Cambridge Business Studies and Co-Editor of the Chronicle. She also contributed to the extracurricular life of the School through her contributions to the Lion’s Den, the Film Society and Form 4 Camps. Mrs Keshwara has been on maternity leave since Term 4, 2018 and formally leaves Auckland Grammar School to focus on family life.. teaching at Twyford Church of England High School in the United Kingdom. He accepted additional responsibilities in the Dean’s network as a Form 6 Discipline Assistant. Mr Poward has contributed to the wider life of the School through his commitment to coaching Under 15 rugby and 2nd XI cricket. Mr Poward leaves the School to teach at Takapuna Grammar School in 2021. Mr Dint Rice has been a part-time teacher of English as a Second Language for the past 3 years, since retiring as a full-time master in the English Faculty early in 2017. He has taught English as a Second Language for one day a week. The School is grateful for his expertise and ongoing support of our young men. Mr Johan van Neikerk is an experienced teacher of Technology who has a wealth of experience in graphics and hard materials. Mr van Niekerk was appointed in January 2003 and has provided loyal and dedicated service over the past 18 years. Mr van Niekerk is a well-regarded member of the Technology Department who has continued to support new programmes and a changing curriculum to help advance the subject with students. He has involved himself at different times of his career in the extracurricular life of the School through his support of rugby, chess and tennis. Auckland Grammar School wishes Mr van Niekerk well in his retirement from teaching.. Miss Rebecca Kennedy has been a teacher of English at Auckland Grammar School for the past 2 years. She held a long-term relieving position in 2019 and has been a permanent member of the teaching staff from the start of this year. Miss Kennedy has taught a range of levels within the dual qualification pathways and has been a dedicated classroom teacher.. Mr Fraser Wilson was appointed a teaching position within the Science Faculty in January, 2017. Mr Wilson is a Biology specialist who has taught in the NCEA and Cambridge qualification pathways. He also accepted additional responsibilities in junior Science as Master in Charge of Form 3 Science.. In an extracurricular sense, she has helped manage the School’s Pipe Band this year as well as coaching a debating team. She has also supported the Headmaster’s Heritage Committee.. His extracurricular commitments at various times of his tenure have included athletics, basketball, football, rugby, Form 4 Camp and the 6th Form Leadership Camp.. Miss Kennedy leaves Auckland Grammar School to teach English at Auckland Diocesan School for Girls’ next year.. Mr Wilson is leaving to live closer to family and teach in Hamilton at St Paul’s Collegiate School.. Ms Rachel Lory has taught English at Auckland Grammar School from January 2008. She is an experienced teacher who provided the School with 11 years of loyal service. This included accepting additional responsibilities as Form 3 English Coordinator before being appointed to oversee the Form 7 programmes. Away from the English Department, Ms Lory accepted responsibilities as Master in Charge of Skiing and Master in Charge of Testimonials.. Long serving staff members who left during the year:. Ms Lory contributed to the wider life of the School through leading the sport of skiing, supporting the mountain biking programme and attending Form 4 Camps. Ms Lory has been on maternity leave since late 2018 and leaves to focus on family life. Mr Jonty Poward has been a teacher of Geography and Social Studies at Auckland Grammar School since January 2019. He is an experienced teacher who has held a long-term relieving position after. . Mr John Warner started teaching at Auckland Grammar School in 1990 after teaching at St Peter’s College. Mr Warner’s qualifications include a Bachelor of Arts and Diploma of Teaching from the University of Auckland. Mr Warner is also an Old Boy of Grammar, class of ’68. He started his career at the School teaching Social Studies and English before specialising in English from 1993. He was recognised as a 25-year Master in December 2014. Throughout his teaching career he has taught a range of qualification pathways including University Bursary, University Entrance, School Certificate and since its introduction, all levels of NCEA. From 1992 to 1999 Mr Warner accepted the additional responsibility.

(8) of managing the School Stationery and Clothing Shop before being appointed as the Director of Library in April 1999, a time when extensions to the Library were being completed. Mr Warner has fulfilled the function of the teacher librarian, overseeing all aspects of the library’s operation until his retirement at the end of Term 1, 2020. His interest in this integral part of School life has been evident through the way he advocated for the retention and advancement of a quality library for all students, alongside his support of the qualified and committed staff members who contributed to its ongoing success. Mr Warner’s service to education was recognised through being granted a Study Award in 2013. Mr Warner was also actively involved in the extracurricular life of the School through his commitment to coaching rugby teams throughout his Grammar career, primarily 6th and 7th grade teams. He also managed tennis and squash teams. The wider Auckland Grammar School community thanks Mr Warner for his 30 years loyal service to the School and wishes him well in retirement. 25 Year Masters One teacher has completed 25 years’ service at Auckland Grammar School as the School year concluded. Mr John Blyth is an experienced commerce teacher who joined Auckland Grammar School in 1996 after teaching at Papatoetoe High School. He was appointed as Head of Accounting and in 1997 accepted additional responsibilities as Head of Business Studies and the Assistant Timetabler. Mr Blyth’s contributions to the School were recognised when he was awarded the Headmaster’s Council Staff Scholarship in 1999. Furthermore, his leadership was recognised in 2002 when he was appointed Senior Master, before being appointed as Deputy Headmaster in 2004, a position he continues to hold in 2020. Throughout Mr Blyth’s 25 years’ service he has engaged with students and motivated them in both NCEA and Cambridge qualification pathways. He has supported students in a range of academic competitions such as the Accounting Pursuits team. He has also supported students by attending Form 4 Camps annually and International tours in 2015 and 2017 for fencing and Business Studies respectively. Likewise, he has been an engaging senior staff member who has supported his colleagues unconditionally in the variety of roles he has held throughout his tenure. This has included the Human Resources functions within the School, specifically overseeing the structures associated with professional development and appraisal. Outside of the classroom, Mr Blyth has been involved with the coaching and management of numerous extracurricular activities. These have included coaching and organising junior tennis from 1997 to 2007 and coaching rugby, including 3A, Under 15A and 2A from 1996 to 2003. He was Master in Charge of Rugby from 1998 to 2001 and Manager of the 1st XV in 2008. He has been involved with other codes and activities, including coaching football from 2009 to 2015, junior basketball from 2004 to 2007 and managing codes including, fencing, futsal, squash and surfing. Away from sport, Mr Blyth started the School’s Media group in 2011 and continues to manage the group alongside the Programming. group and Informatics group. Mr Blyth has provided Auckland Grammar School with loyalty, goodwill and long service. We thank Mr Blyth for his 25 years’ service at Auckland Grammar School.. III. ACADEMIC ACHIEVEMENTS. A. 2019 CAMBRIDGE ASSESSMENT INTERNATIONAL EDUCATION (CAIE) RESULTS Our students continued to gain exceptional overall results in Cambridge examinations, at rates which exceeded international grade averages. The A Level pass rate improved to 99.6% of all papers sat and the percentage of A*/A grades improved to 42.7% (that is, 42.7% of all papers sat gained marks of at least 80%). Of particular note, Grammar students received 11 Top in the World or Top in New Zealand subject awards at the Outstanding Cambridge Learner Awards Ceremony, and N.J. Chen of 7A earned the ‘Best Across Four AS Level Subjects’ award, given to the top-performing student in New Zealand at AS Level. Overall A Level performance continued to be very strong in 2019 and, in fact, it improved in some areas. Of the 807 papers sat in 2019 (830 in 2018), 85.6 % were graded A*- C, continuing the positive trend over the last five years. Similarly, the percentage of papers graded A*/A has increased over the last five years to 42.7%, meaning 42.7% of all papers sat by Grammar students gained marks of at least 80%. This represents exceptionally strong performance in what is arguably the world’s most academically demanding secondary school qualification. By way of comparison, the average Cambridge International A Level Cumulative World Grade Totals in the subjects offered at Grammar for A*/A was 13.2% worldwide in the November 2019 Examination Series. The achievements of Auckland Grammar School in the 2019 Cambridge examinations were recognised as they gained 12 awards for performance at the highest level in specific Cambridge subjects. The awards include: • • • •. 1 Top in the World Award 6 Top in New Zealand Awards 4 High Achievement Awards (Top in NZ but in subjects with limited entries) 1 Best Across Award for the top student in NZ across four AS Level subjects. Cambridge Advanced Subsidiary (AS) Level (Forms 6 & 7 and 5A/5B Mathematics) Year A A-C Pass Rate 2019 23.6 63.9 91.4 2018 24.9 67.1 92.5 2017 23.5 64.5 92.3 2016 24.2 64.4 91.0 2015 25.3 62.6 89.7 The 2019 AS Level results are in line with the consistently high average of the last five years in terms of A-C grades and the overall pass rate. The overall pass rate of 91.4% of all papers sat is creditable, as is the percentage of papers graded A-C at 63.9%. It is important to note that 83.5% of this cohort’s IGCSE papers were graded A* - C in 2018 and yet only 63.9% of their AS papers were graded A – C in 2019 (and, in fact the 2019 cohort was stronger as a. .

(9) third of the 2018 IGCSE cohort went to the NCEA pathway in 2019).. Form 6 NCEA students pass rate for NCEA Level 2 of 71.4% was below expectations. Overall, the 2019 NCEA results reflect a solid performance from students studying predominantly rigorous, academic subjects and standards, which lead to comparatively high University Entrance rates for the NCEA cohort. In fact, the Form 7 NCEA cohort University Entrance pass rate of 66.5% is exceptional and significantly above national averages as shown in the NCEA Level 3 and University Entrance table below.. Comparing the School’s AS results to Cumulative World Totals for the November 2019 Examination Series illustrates in fact how well our students are achieving overall. For example, AGS Accounting A grades are 36.7% compared to 18.2% worldwide, the School’s Business Studies A grades are 31.0% compared to 8.9% worldwide, the School’s Classical Studies A grades are 24.3% compared to 7.3% worldwide, the School’s History A grades are 22.3% compared to 6.8% worldwide, the School’s Language and Literature in English A grades are 27.6% compared to 4.1% worldwide and the School’s Spanish A grades are 62.5% compared to 26.8% worldwide.. NCEA Level 1 (Form 5) In 2019, 60 students (primarily from 5O, 5P and 5R) did a full NCEA Level 1 programme and overall the results of this programme improved from 2018. 30 students gained NCEA Level 1 (over 80 credits) and 56 of the 60 students gained at least 20 credits (the maximum number of credits, which can be carried forward towards an NCEA Level 2 certificate).. Areas of improved AS Level performance for 2018 – 2019 included: Biology A grades up from 11.4% in 2018 to 25.7% in 2019, Business Studies A grades are up from 20% in 2018 to 31% in 2019, Classical Studies A grades are up from 11.5% in 2018 to 24.3% in 2019, Literature in English A grades are up from 20.6% in 2018 to 27.6% in 2019 and Physical Education A grades are up from 9.1% in 2018 to 18.8% in 2019.. Note also that students in the lower half of Form 5 did a number of NCEA Level 1 English and Mathematics Achievement Standards so that, should they go on to the NCEA pathway in Form 6, they will be able to take forward 20 credits (the maximum number of credits which can be carried forward towards an NCEA Level 2 certificate). Most students gained these 20 credits and have started NCEA Level 2 requiring only 60 Level 2 credits.. Advanced (A) Level (Form 7 and 6A/6B Mathematics) Year A*/A A* - C Pass Rate 2019 42.7 85.6 99.6 2018 42.1 85.9 99.3 2017 35.5 84.0 99.0 2016 41.3 82.4 99.2 2015 40.8 83.8 99.3. NCEA Level 2 (Form 6) Year Level 2 2019 71.4 2018 77 2017 81 2016 82 2015 77. The overall A level examination pass rate of over 99% has been maintained. At Cambridge A Level, a comparison of the School’s results to World Cumulative Totals is interesting. A comparative analysis of A*/A grade percentages is as follows: • • • • • • • • • •. L2 Merit 13 16 22 15 11. The 2019 NCEA Level 2 results were disappointing as a higher overall pass rate was expected as was a higher percentage of students gaining NCEA Level 2 endorsed with Merit.. The School’s Accounting A*/A grades were 50.0% compared to 11.8% worldwide The School’s Business Studies A*/A grades were 33.3% compared to 5.8% worldwide The School’s Chemistry A*/A grades were 47.7% compared to 22.8% worldwide The School’s Classical Studies A*/A grades were 50.0% compared to 20.6% worldwide The School’s Economics A*/A grades were 51.3% compared to 12.7% worldwide The School’s Geography A*/A grades were 42.1% compared to 7.6% worldwide The School’s History A*/A grades were 41.3% compared to 11.4% worldwide The School’s Literature in English A*/A grades were 45.6% compared to 7.4% worldwide The School’s Mathematics A*/A grades were 43.9% compared to 22.2% worldwide The School’s Physics A*/A grades were 56.5% compared to 20.0% worldwide. It is worth noting that the introduction of Pre-Q at Form 5 in 2019 was not introduced to “close the gap” and better prepare students for Cambridge AS Level, it was also designed to incorporate more NCEA-relevant content at Form 5 than Cambridge IGCSE had previously provided. NCEA Level 3 and University Entrance (Form 7) Year Level 3 L3 Merit UE 2019 71.7 11 66.5 2018 74 14 59 2017 70 19 60 2016 72 18 58 2015 74 18 57 NCEA Level 3 results compared well with previous years, with 71.7% of students gaining NCEA Level 3. However, the percentage of Form 7 students gaining their NCEA Level 3 Certificate endorsed with Merit fell slightly. What is most pleasing is the significantly improved percentage of the School’s Form 7 NCEA cohort who gained University Entrance. This reflects the high aspirations of many of the NCEA cohort and the nature of the majority of NCEA courses at the School, which are, in the main, comprised of academically challenging Achievement Standards, which contribute towards University Entrance.. A Level areas of improved performance for 2018 – 2019 included Business Studies A*/A grades up from 17.9% in 2018 to 33.3% in 2019 and Literature in English A*/A grades are up from 25.3% in 2018 to 46.6% in 2019. B 2019 NCEA RESULTS Students continued to perform well on the NCEA pathway, with 71.7% of Form 7 NCEA students gaining NCEA Level 3, although our. .

(10) It is worth comparing these results with 2019 National Averages:. AGS 2019 National Boys in Decile 8 – 10 Schools National All Boys 2019. NCEA Level 3 University Entrance 71.7 66.5 68 60.4. 53 39.8. Note that for most schools in NZ, all students do NCEA, whereas at Grammar, 60% of Form 7 students in 2019 did Cambridge and thus do not feature in the above table. 98.8% of Form 7 Cambridge students gained University Entrance in 2019 and once this is added into the figures, the overall University Entrance rate for Form 7 students in 2019 was 84.7%. It is worth noting that while national NCEA rates remain high, University Entrance has fallen and it is of concern that less 40% of boys in New Zealand are able to enter university upon leaving school and even in 8 – 10 decile schools, only just over half of boys gain UE. Points to note on NCEA Results 1. NZQA’s reporting of NCEA results is roll-based, that is, the percentage of students achieving NCEA Levels 1, 2 and 3 and University Entrance is calculated by considering the number of students who achieve via NCEA only as a percentage of the entire year level cohort. Students who study Cambridge are not considered to have gained University Entrance in their calculations, however, they are counted as part of the cohort. Therefore, according to NZQA’s published results, only 26% of our Form 7 students gained University Entrance. This is misleading at best and deliberately antagonistic at worst towards schools which offer qualifications other than NCEA. This matter was raised by the School at an NZQA meeting in February and the response was that the Minister of Education would not consider reporting any other way and that schools had been consulted on this. 2. Year-on-year, national NCEA achievement rates have increased. From 2014 to 2015 the Level 1 Literacy rate for NZ Males jumped 10%, to give just one example. Over the same period the performance of NZ students in internationally benchmarked assessments such as PISA has slipped. This apparent paradox has been commented upon by a number of more astute commentators. 3. Nationally, nearly 75% of all NCEA standards (both Achievement standards and Unit Standards) are internally assessed. This balance of external and internal is common even at Decile 8 – 10 schools. Nationally, pass rates for internally-assessed Achievement Standards are significantly higher than for externally-assessed Achievement Standards. Unlike many schools, the Auckland Grammar School curriculum is based on traditional, academic subjects, which are assessed almost exclusively through Achievement Standards. This also means that at least 50% of NCEA assessment faced by Grammar students is external for the vast majority of courses. 4. Many schools offer highly differentiated curricula. Low ability students may be offered alternative versions of academic subjects and most students are free to choose from a variety of non-academic courses (vocational, life skills, sporting and cultural etc). This boosts NCEA pass rates. Quite simply, it is easier to accumulate credits in these unit standards-based courses than it is in traditional, academic subjects assessed through Achievement Standards. By contrast, at Auckland Grammar School, only two non-academic courses are offered, Construction and Trades, and Career Studies. Furthermore, these are the only two subjects offered which are not Universityapproved subjects (see point 7 below).. favourably to national achievement rates is that for Form 6. This is not a coincidence. There are two main contributing factors, namely: i. The School makes the demanding Cambridge pathway accessible to students of a relatively wide range of abilities. As a result, there are a number of students who would almost certainly have passed a Level 2 course if they had done NCEA instead. ii. The combination of maximum external assessment, challenging and academic courses and no manipulation of results (see point 4 above) makes NCEA Level 2 significantly more difficult to achieve at Auckland Grammar School than in other New Zealand schools. 6. It is hoped that in 2020, with more Form 6 students electing to switch to the NCEA pathway (that is, those who could do AS subjects but would be at the lower end and thus risk failure), the NCEA Level 2 pass rate will increase. Furthermore, a positive flow-on effect of these challenging Level 2 courses is that Grammar students have a much stronger foundation for Form 7 academic study and this is reflected in the consistently favourable Form 7 achievement rates, and particularly the UE pass rate. 7. However, the reason the School’s UE pass rate (for Cambridge and NCEA combined) remained high (and, in fact, improved) at 84.7% in 2019 and is much lower at most other schools (for example, to 53% for New Zealand males in Decile 8-10 schools), is in large part due to the fact that we offer predominantly academic, UE-approved subjects. This high UE rate provides the vast majority of our students with the opportunity to attend university, and it is pleasing that for what is considered by many to be our less able academic cohort, 71.7% of students leave Auckland Grammar School with NCEA Level 3, which is a high level of secondary school attainment. C 2019 NZQA NATIONAL SCHOLARSHIP RESULTS This is an examination in which the top 2-3 percent of students in New Zealand studying a particular subject will be awarded Scholarship in that subject. As our most able scholars study Cambridge and the NZQA Scholarship examinations are based on the NCEA Level 3 syllabi, it is a major task for our students to achieve well in these examinations. In addition, our students are not realistically able to sit NZQA Scholarship in Accounting, Biology, Graphics, Technology and the three Visual Art subjects as there are vast differences between the Cambridge and NCEA Level 3 syllabi. Furthermore, the primary focus for our Cambridge students must be on their Cambridge examinations, as they (not NZQA Scholarship) determine University Entrance and entry to restricted tertiary courses. Results from the 2019 National Scholarship Examinations 2012 2013 2014 2015 2016 2017 2018 2019 Individual. 105. 152. 157. 140. 168. 186. 166. 151. Premier Award. 1. 1. 2. 1. 1. -. 1. -. Outstanding 3 7 Scholarship Award. 1. 6. 2. 3. 2. 3. Scholarship Award. 14. 22. 19. 28. 24. 18. 19. 2. 2. 2. 3. 1. 1. -. 11. Top Subject 1 Award. 5. The one set of Grammar achievement data that does not compare. .

(11) training camps.. Standout performances included M.W. Palmer (7 Scholarships, including 2 at Outstanding Level), K. Zheng (7 Scholarships), D. Zhu (6 Scholarships), N.J. Chen (5 Scholarships, including 1 at Outstanding level), W.Q. Zheng (4 Scholarships, including 2 at Outstanding level) and I.J. Mellis-Glynn who gained 4 Scholarships as a Form 5 student. 19 students in total gained a Scholarship Award (three or more Scholarships).. (b) International Young Scientist Tournament – NZYST The 2020 New Zealand Young Scientist Tournament was scheduled to take place in April, unfortunately due to COVID-19 restrictions, the competition was unable to take place. (c) New Zealand Biology Olympiad – NZIBO The New Zealand Biology Olympiad training camps were cancelled due to the travel restrictions imposed by COVID-19 and there was no international competition in 2020. Several students took part in the selection examination in early Term 3. They have gained entry into the tutorial programme which leads to selection for the 2021 training camp.. These strong NZQA Scholarship results, together with the continued high level of Cambridge and NCEA performance, reflect not only the dedication of our young men but also the expertise and dedication of their teachers. D ACADEMIC COMPETITIONS 1. MATHEMATICS (a) Australian Mathematics Competition There was a delayed start to this competition. This year, only 150 of our top Mathematics students entered – an annual highlight for Mathematics in the South Pacific region. At the time of writing this article, the results had not been received.. (d) New Zealand Engineering Science Competition N.J. Chen, Z.Y. Qi, J.P. Harnett and L.W. McCallum were named the 2020 winners of the New Zealand Engineering Science competition, beating 81 other teams comprised of some of the brightest students in the country. The students were asked to apply their extensive knowledge of mathematical modelling to an open-ended science question and propose a solution. They were given one day to do so.. (b) Mathex Casio Auckland Competition Mathex 2020 took place after being postponed twice due to COVID-19. This exciting event is always a highlight on the calendar of our top junior mathematicians. Training started in February this year and carried on remotely through both lock downs.. (e) New Zealand Young Physicists’ Tournament 2020 – NZYPT The New Zealand Young Physicists Tournament was one of the only academic competitions which was able to take place in 2020. The Auckland regional competition took place in early March and the Auckland Grammar teams did well to place 1st and 3rd overall. Due to the restrictions brought about by COVID-19, the international competition was moved on-line, with the New Zealand team being placed 3rd in the IYPT New Zealand On-line Competition. N.J. Chen 7A did exceptional work in his research, as part of the competition.. The School had four teams competing in this annual Mathematics event against a hundred plus other school teams. The School’s premier Form 3 team is to be congratulated on finishing 2nd in a nail-biting contest. The successful team was: E. Chuang H. Hu D. Oh C. Pan. (f) Science Bowl 2020 As with many academic tournaments in 2020, the Science Bowl was unable to take place.. 3A 3A 3A 3A. E TERITIARY SCHOLARSHIP WINNERS 2020 Many tertiary and private sector institutions in New Zealand offer scholarships to top achieving students. These scholarships are mainly contestable and this year Auckland Grammar School students were awarded the following scholarships for tertiary study in 2021.. The remaining three junior teams (3rd Form Premier B and our two 4th Form teams) all finished in the top 10 placings of their respective divisions.. UNIVERSITY OF AUCKLAND Academic Potential Scholarship S. Jansen-Snip. A special thank you is extended to S. Chuang 7A and his team of Mathex Mentors who worked tirelessly to support the Mathex teams. The success of the Mathex teams is largely due to the commitment and loyalty of this organised group of senior students.. UNIVERSITY OF OTAGO Academic Excellence Entrance Scholarship Q. Luo. (c) New Zealand Maths Olympiad Competition Round 1 took place in July, with almost 200 eager students from 56 different schools sending in electronic entries. From Round 1, the top 80 students were invited to take part in Round 2. This was the test part of the competition and students from all over the country were involved from 30 different schools. The School had seven successful students involved with Round 2. Of note was the success of P. Han 6A who received a Silver Award for his outstanding effort.. Performance Entrance Scholarship M.J. Hiddleston Leaders of Tomorrow Entrance Scholarship S. Kalyan G.H. Miles. (d) Otago Junior Mathematics Competition This was cancelled in 2020.. /ÞQTK'PVTCPEG5EJQNCTUJKR T.O. Mullins T.J. Watling. 2. SCIENCE (a) International Chemistry Olympiad – IchO Unfortunately, due to the restrictions put in place due to COVID-19, the International Chemistry Olympiad did not take place in 2020. Several students have started the process to be selected for the 2021. Pacific Peoples’ Entrance Scholarship J.D. Ieremia. .

(12) New Frontiers Entrance Scholarship M.J. Wright. Premier Basketball played six competition games winning five and losing one before their season was cancelled.. Vice-Chancellor’s Scholarship T.H.L. Yin. The 1st XI Cricket Team got through most of their season before the pandemic struck. They played some very good cricket but struggled with consistency and as such, this hindered higher honours. The Form 3 Team won the Auckland Championship, which bodes well for the future.. VICTORIA UNIVERSITY OF WELLINGTON Totoweka School Leaver Scholarship H.J. Coates Tangiwai School Leaver Scholarship X.J. Hargraves M.J. Hiddleston S. Kalyan E.C.T. Kyriak O.R. Pennington UNIVERSITY OF CANTERBURY UC Hiranga Scholarship O.H.R Gibson F.P.N McMahon S.T. Miller J.S. Rackham M.R. Sinclair T.A. Thwaites UC Horomata Scholarship J.S. Rackham. IV. EXTRACURRICULAR. A SPORT Auckland Grammar School Sport has continued to be well-supported by staff and the wider Grammar community and the contribution from the students continues to place Grammar at the forefront of boys’ secondary schools sport. Unfortunately, the COVID-19 pandemic interrupted most of the National Championships this year, with the likes of the Maadi Cup and Rankin Cup cancelled. Just a small number of National Championships were held and the School managed to win a number of national secondary schools’ titles this year. National Champions – Chess Two Grammar teams qualified for the national championship: a rare occurrence demonstrating the strength and depth of talent in chess at the School. The Premier A Team rose to the challenge and were deservedly winners of the National Title. National Champions – Swimming A young team performed outstandingly well to finish second in New Zealand overall. Numerous individuals had a podium finish but it was the Junior 4 x 50 medley team who won Gold. Other sporting points to note: The Grammar Athletics Team had an exciting blend of juniors and seniors and following a successful showing at the Central Western Zone, promised to be a force in the Greater Auckland Region and beyond. Unfortunately, the Auckland and North Island Championships were both cancelled. The Premier Badminton Team were unable to complete the Auckland Championships and the New Zealand Championship was cancelled.. The Senior A and Junior A Cycling Team once again won the Auckland Time Trial Series retaining their dominance of the sport in Auckland. Both these teams were excited about measuring themselves against schools out of Auckland, but the North Island and New Zealand Championships were cancelled. The 1st XI Football Team struggled to build consistent performances this year after reaching significant heights in 2019. They played seven games in the League before it was cancelled. The 1st XI Hockey Team finished runners up in the Auckland Championship before the Super City and the National Championships were cancelled. The Senior 8 Rowing Team finished 2nd in the North Island Championships and were looking forward to Maadi Cup, but this too was cancelled. The under 17 eight crew won the North Island Championship by a significant margin and are showing promise for 2021. The 1st XV Rugby Team were only able to complete five competition games in the Auckland 1A Championship, recording wins over King’s College and St Kentigern College. The team were placed 1st in the 1A competition at the time the season was cancelled. The Premier Squash Team fought hard to win Bronze at the New Zealand Championships. The Premier Touch Rugby Team qualified for nationals (despite finals being cancelled) and are hopeful that this event will continue as planned in December 2020. The Premier Volleyball Team were looking to continue their improved performances at nationals, but these were also cancelled. The Premier Water Polo Team earned themselves a semi-final in the Auckland Championships, but were unable to play due to these being cancelled. Eight weightlifters competed in the national tournament and Grammar had its most successful points haul since 2014. Three lifters made podium in the open grade of their weight classes, while a further two medalled in the Under 15 sections. Grammar was the top Auckland school and finished second overall. The Yachting Team finished in 3rd place in the Harken Schools Cup, with all other competitions cancelled. Our congratulations are extended to: National Secondary School Titles M.R.W Andrews New Zealand Paralympic Secondary Schools Long Jump A.K Baker New Zealand Under 16 Kayak L.R Bhimy New Zealand Under 14 BMX N.P Boness New Zealand Under 15 Track Cycling A.D.M Duncan New Zealand Under 15 Under 81kg Youth Weightlifting. .

(13) J.J Kennard H.L Mortimer E.W.B Neueli. New Zealand Under 15 50m, 100m and 200m Breaststroke New Zealand Under 15 Under 89kg Youth Weightlifting New Zealand Under 16 Under 96kg Youth Weightlifting. Music groups and individuals continued to perform in assembly whenever possible and the Form 3 Piano Cup, Junior Music Plate and Minister’s Plate showcased outstanding talent to highly appreciative audiences. A desire to attend live performances resulted in a well-received and attended concert held in the Centennial Theatre on 18 June, which featured performances by five Chamber Groups, Grammar Virtuosi, Grammarphonics, Grammar Voices, and the Jazz Combo. The Minister’s Plate and Junior Music Plate Finals were held in the Heritage Week on 23 June.. New Zealand Representatives J.W.M Chambers-Steward New Zealand Secondary Schools Athletics Relay Team S.G Clark New Zealand Under 18 Lacrosse Team O.E Collier New Zealand Under 18 Baseball Team C.D.K.H Dobbs New Zealand Skateboarding Team A.C.Z Fan New Zealand Chess Olympiad Team L.A Fatialofa New Zealand Junior Mens Squash Team F.F Fineanganofo New Zealand Secondary Schools Rugby Team D.H Gong New Zealand Chess Olympiad Team O.Z Hea New Zealand Junior Karate Team C.B Ngan New Zealand Under 17 Basketball Team M.R Sinclair New Zealand Under 18 Baseball Team N.Z Thomas New Zealand Secondary Schools Junior Squash Team A Wang New Zealand Under 18 Lacrosse Team. Term 3 featured a Performance Day, with 180 students in seven groups: the Pipe Band, Grammar Virtuosi, Symphony Orchestra, Grammarphonics, Concert Band, Wind Band, and the Big Band performing at Remuera Intermediate, Kohia Terrace School, and Kowhai Intermediate. The Winter Concert Series featured the following large instrumental ensembles in the first concert: Symphony Orchestra, Grammar Virtuosi, Wind Band, and Concert Band. The second concert featured the Pipe Band, Grammarphonics, Grammar Voices, the Big Band, and Jazz Combo. The Jam in the OBP and the annual Prizegiving ceremony will continue, with traditional musical offerings.. B DRAMA This year, the joint musical production of “Chicago” was to be hosted by Epsom Girls’ Grammar at the Rae Freedman Art Centre early in Term 2. Unfortunately, this had to be cancelled due to the COVID-19 restrictions.. Of note: Junior Music Plate Winner 2020: J. Cheung 3A (Piano) Minister’s Plate Winner 2020: D.L. Fleming 6A (Cello) Finals Adjudicator Junior and Senior: Mr M. Fieldes ‘85. At the same time a group of boys who were also participating in a combined St Cuthbert’s College production of “Grease”, which unfortunately also ended up being cancelled for similar reasons.. Form 3 Piano Cup Winner 2020: Finals Adjudicator:. M.A. Ramassh 3A Mr J. Bird ‘96. D DEBATING Grammar entered 8 teams at Junior Open (Forms 3 and 4) level, up from 6 last year. A new in-house competition was underway before lock down disrupted proceedings; this should prove a useful introductory adjunct to the Auckland-wide competition in years to come. 5 teams were entered into the Senior Open grade (Forms 5 and 6) and 2 into the Advanced Open grade (Form 7). The Senior Open 3 team made it to octo-finals and the Junior Open 6 team got as far as quarter-finals.. Our senior students faired a little better with their production of “The Brothers Grimm Spectaculathon – (One Act)” being performed at the Centennial Theatre early in Term 1 to appreciative audiences. Once again the other two student organised events planned for Term 3 suffered from COVID-19 restrictions, with the second student run production of “Headsets” and a collaborative Musical Showcase evening with St Cuthbert’s College being cancelled at the last minute. The Form 4 production was also placed on hold this year. C MUSIC Auckland Grammar School musicians began 2020 determined to build on the success achieved in the 150th celebrations. With exciting repertoires chosen, the Concert Band, Wind Band and Grammar Virtuosi started the year with their annual music camp at Carey Park, and Grammar Voices and Grammarphonics likewise held their music camp at Peter Snell Village.. Two teams each were entered into the Premier Junior (Forms 4-5) and Advanced (Forms 6-7) grades. The Premier Advanced 1 team, coached this year by Ms Forster, defeated St Cuthbert’s in the grand final to retain the Auckland title. Members of the Premier teams also represented the School in the Seasonal competition, where the best team placed 2nd, and in the Aotearoa On-line competition, where 2 teams made it as far as the quarter-finals. The fact that all but one of the premier squad will return next year and the time which they have also given to developing junior talent, bodes very well for the continued success of debating at Auckland Grammar School.. The Pipe Band, Concert Band, Grammar Voices and Grammar Virtuosi all performed at School assemblies and both Grammar Virtuosi and the Jazz Combo presented lunchtime concerts in the Heritage Room, this was all within the first seven weeks of the year.. V. SCHOOL INFRASTRUCTURE. The following maintenance and/or improvements were completed during the 2020 year:. A number of events and performances were cancelled or postponed. Initially, this included the first Performance Day, further assembly performances, and the annual Tauranga Jazz Festival.. Buildings • Reconfiguration and upgrade of the Student Services office • Relocation of the print room • Refurbishment of the visitor’s and staff toilets in the Main Block. However, as the year progressed, The Big Sing, the KBB Music Festival, the Auckland Jazz Festival, and the annual Auckland University Graduation parades were all cancelled.. .

(14) • • •. Refurbishment of the English block staff toilet Replacement of forestage in the auditorium Refurbishment of the Property Office including the Old Gym access ramp. Classrooms • Re-carpeting of C floor in the Main Block and the D floor entrance • Re-carpeting of the auditorium stairs including trim and library entrance • Reconfiguration of the Science staff office located between S8 and S9 • Refurbishment of O Zone 1 classrom • Installation of new curtains and blinds in C1 and C2 • Installation of heat pumps in D3, Property and G1-G4 Painting The Science block and Augusta House were painted externally, as was O1, the Old Gym, and the Sports Centre. School Infrastructure 9 new CCTV cameras were installed as the School extends coverage across campus. Bollards in Barnett Crescent were installed to assist with additional security while the rock wall stabilisation work commenced in September and is due for completion in March 2021. Tibbs House Considerable planned works continued in the School’s boarding establishment. This included the painting of bedrooms, the installation of new room furniture and carpet to F Block, the upgrade of bathrooms in E and F Block, and the replacement of seating in the Junior recreation room. Venturelodge The School’s Outdoor Education facility continues to provide the School with a unique base within the Tongariro National Park. Painting works continued, as did a review of the high-ropes course.. VI. INFORMATION SERVICES. Classroom Resources Numerous hardware upgrade projects were undertaken this year. The most significant project was the upgrade of the computer labs in Languages, ESOL, Physical Education, Art, Tibbs House, and the Study Centre. Chromebooks in Departments for in-classroom use were established in the Spanish, Geography and Science departments. The programme to replace all data projectors in classrooms also continued, with all projectors in the English block being replaced, along with selected classrooms in the Main Block. Information Services Infrastructure In 2020, continued investment in the School’s IT infrastructure was made, including completing the replacement of the School’s internal network infrastructure.. and print communication in support of the Academic Endowment Fund (AEF), and the Te Ara capital campaign. ANZAC Day This year’s ANZAC Day service was held in the form of an on-line service due to COVID-19, with students delivering messages of respect to honour those who sacrificed their lives for our country. Art House Tour The Auckland Grammar School Foundation Trust Art House Tour Opening Night was held in the Great Hall on Friday 20 November, with live art installations from Jake Feast, Finn Wilson and Jonny 4Higher, these were auctioned on the night. The Art House Tour took place on Saturday 21 November, offering visitors the opportunity to tour 8 Auckland homes and gardens within the Grammar community, while at the same time viewing a wide selection of art for sale. The Art House Tour delighted audiences with a number of award-winning local and international artists, exhibiting alongside Auckland Grammar School’s emerging young artists. Auckland Grammar School Foundation Trust The 2020 annual appeal targeted donations to support of the Foundation Trust’s Hardship Fund, to ensure no student misses out on full participation in School life due to financial hardship. The appeal has seen a record response, with total donations of over $220,000 to the appeal. During the Term 3 holidays, the annual Augusta Fellowship luncheon was held for our Old Boys and their families who have made a bequest in their will to Grammar. This year, two Old Boys and one staff member and their wives were welcomed into the Fellowship. The monthly Club 70 fellowship meetings at the Berkeley Theatre in Mission Bay had a stop-start year with many cancellations due to the pandemic, however meetings were held when possible, with attendance ranging between 40 and 60 Old Boys. Capital campaign - Te Ara The Te Ara project fundraising efforts were paused for the majority of 2020, due to COVID-19. A steering group took the opportunity to critically evaluate the design of Te Ara. This process saw $4 million of savings identified. A 30 x 25m purpose-built outdoor heated pool for water polo, swimming and Physical Education has been added to the 150th Project . $8.2 million has been raised as of November 2020 toward a goal of $15 million. Fundraising for the building continues and is led by Te Ara Fundraising Campaign Chair, Jeff Blackburn ’67 and Grant Trethewey ’76, with assistance from the Development Office. Current Student and Parent Engagement The School once again hosted the annual Form 3 Parents’ Welcome drinks and the Form 4, and a combined Form 5, 6 and 7 Parents’ events were held in the Old Boys’ Pavilion.. The Information Services Department also completed the full replacement of the Print/Copy fleet. Information Services deployed Canon devices to all departments, and the new contract brings with it new technology and cost reductions, which has allowed departments to get more resources to students in the classroom.. The annual Friends of the School event saw the School’s many volunteers, donors, parent learning support helpers, and sponsors, personally thanked by the Foundation Trust Chairman, Mr Jack Porus.. VII. The Leavers’ Dinner was held at Eden Park on 2 December, for our 2020 Form 7 cohort, with 450 students and family members attending prior to being recognised as Old Boys. This year’s speaker, Richard Meacham, Emirates Team New Zealand Platform Coordinator and sailor, entertained and inspired the audience.. DEVELOPMENT OFFICE. The Development Office supports the School and the Auckland Grammar School Foundation Trust fundraising activities for major gifts and bequests, fundraising events and sponsorship management, on-line. .

(15) Gala 151 The School’s annual Gala Dinner was not held this year. Later in the year, a cocktail style function was held in the Great Hall. Gala 151 was well-received by 450 parents, Old Boys and members of the Grammar community who joined together to reflect on the year and raise funds for the Foundation Trust’s Academic Endowment Fund.. parents who had been subjected to a persistent bombardment of queries from their sons and who had realised more than ever the exacting nature of a schoolmaster’s work.” I raise this, not to advance our profession or to take parents’ attention back to being locked down with their children for extensive periods of time, but to highlight, that whether it was 1948 or 2020, we know that:. Old Boy Activities Due to the effects of the COVID-19 pandemic, overseas gatherings in the UK, US, and Australia were not held. However, a Zoom event was held in the UK to recognise the bequest of a Peter McIntyre painting “Cliffs of the Rangitikei” to the School by Old Boy Dr Barrie Scholes ’48. The event was attended by 15 UK-based Old Boys who honoured Dr Scholes’ gift and heard a lecture on the works of Peter McIntyre.. • Education is relational. We learn a lot through the relationships we build and face to face contact is critical to these. No matter how good Zoom or other platforms are, we know the immediacy, tone and familiarity that comes with a face to face meeting or lesson cannot yet be replicated on-line. • Students get to test ideas and get feedback through their interactions with their classmates and teachers. They get to learn a lot about themselves through these interactions as well as solidifying their knowledge and understanding – thinking critically and forming a view point. When the ability to interact is removed, so to is something in the learning process.. The Annual Vintage Luncheon was held on 16 July in the Old Boys’ Pavilion. 67 Old Boys, with peer years before 1959, enjoyed a collegial lunch. The 1960 60 Year Reunion was postponed until 2021 due to the second COVID-19 lockdown restrictions.. • Achieving is critical to further learning – ultimately to earn a qualification. Getting a taste of learning is satisfying and it becomes the motivation to persist with a problem and develop a growth mindset.. On 12 November, the Auckland Grammar School Old Boys’ Association hosted its Annual Dinner and Awards. Held in the Old Boys’ Pavilion, this annual fixture saw Lion Awardee Henry Wong Doe ’90, and Augusta Awardees Ian Bissett ’68, Mark G Burgess ’58 and Greg Cross ’72 recognised.. VIII. • Those who will cross the stage for sport, performing arts, in a single subject, through to the top academic in a cohort, all received a deserved accolade. But, it is less satisfying to receive recognition in isolation, just as mastering any skill is. Human interaction is critical to advancing education, and interacting with specialists in their field gives credibility to the achievement.. COMMENTARY. At this year’s prizegiving, just over 680 awards were distributed. In 2020, it may well be that these are the most derserved awards presented since 1948. That does not undermine the value of any award made over many decades, nor is it related to the level of competition, or the work ethic displayed, but rather, it is a reference to the perseverance, self-discipline and independent learning that has been required to earn such accolades in a year dominated by a global pandemic that required students to learn on-line for months of the School year at a moment’s notice.. While much around us continues to change, the essential ingredients for a quality education have remained relatively stable. The tools available to educators continue to advance as evidenced by the 1948 correspondence classes and the 2020 on-line classes and educational fads such as differentiated learning, inquiry learning, child-centred learning, cause considerable disruption to quality teaching, as the hard work of acquiring new knowledge can’t be fabricated.. What our community can be assured of is that COVID-19 has not changed the academic or social benchmarks we have of young men. In turn, I pay tribute to all of our young men for their responses in a year full of change, but in particular those sitting external qualifications, who accepted the circumstances and approached the examinations with unabated focus and determination.. In the case of Auckland Grammar School, young men and teachers readily adapted, to on-line learning as a necessary tool, so that learning could continue away from our classrooms – and in more normal times the same tools are used for homework, the access of resources and/or the submission of work outside of School hours. The ability and willingness to adapt should not be confused as an endorsement of its benefits, rather it is a means to an end and in ordinary times, a supplement to face to face teaching. While Auckland Grammar School will continue to build its On-line Teaching Framework, the concept of on-line learning will remain secondary to the role that quality teachers and teaching play in developing in our young men the skills, knowledge and values so that they can “assume useful roles in society and become responsible citizens”.. While we were continually reminded this year that these were uncertain times, it was important that students and our community understood these were not unprecedented times. Instead, perhaps it has been and is a timely reminder of the sacrifices generations before us made to allow us to live with considerable modernity and comfort. Their sacrifices afforded our nation the freedom to advance our economy, social infrastructure and our entrepreneurial spirit, but in 2020 we have been reminded just how vulnerable we remain.. COVID-19 has reminded us of the power and influence of human interactions, and the detrimental impact the removal of them can have upon us.. It drew our attention to the 6 times the School has been closed in our 150-year history and in my reference to 1948 when the Polio epidemic required students to learn via correspondence. While much has changed since the late 1940’s, the Headmaster, Mr Colin Littlejohn’s 1948 report reflected on the School’s closure from December 1947 to April 19, 1948. It gives some insight into our shared experiences. He said, “While teachers and pupils welcomed the return to normal school routine, I am certain that none were more pleased than the. COVID-19 has disrupted the provision of education and interfered with quality teaching this year. While it is right that immediate on-line solutions should be a staple part of any School environment there is nothing yet comparable to quality face to face teaching.. .

(16) COVID-19 has helped grow a sense of community – we have never taken for granted the impact a sense of belonging has on our young men; that they are part of something bigger than themselves. However, this year their sense of belonging to the Grammar community has supported their motivation, their positivity, their engagement and ultimately, built in them resiliency. COVID-19 has reminded us of the value of engaging in extracurricular activities. It has reminded us Grammar is not a place to just attend classes – through time no one has got the best from Grammar by being a 9am to 3.15pm student, but that was the hand Grammar boys of 2020 were dealt - a singular focus on class work. The experiences of COVID-19 have reaffirmed our educational philosophies and while a focus on the acquisition of knowledge and rigorous independent assessment may right now be an outlier in New Zealand’s education context, just as we are, it doesn’t mean we should be seduced by current educational fads. This year’s New Zealand Initiative report on New Zealand’s Education Delusion supports such a stance. Briar Lipson’s conclusion said, “That this country’s position in the international rankings of student’s performance has not fallen even more than it already has is testament to the many schools and teachers who ignore the New Zealand Curriculum. It is testament to the conviction and courage of educators who refuse to child-centred and 21st-century learning orthodoxy.” There is a science to learning, just as there are key ingredients, of which the most important is the face to face contact with a quality specialist teacher. That specialist, whether it is fashionable or not, is critical to the transmission and acquisition of knowledge.. IX. APPRECIATION. In a disrupted year for parents, students and teachers I wish to thank our teaching fraternity who readily adapted and accepted the parameters associated with on-line teaching to advantage students and support parents, as the School faced two closures due to COVID-19. While both closures presented considerable uncertainty for the wider community, the immediacy of the responses from teachers to do what was best for our young men was a reminder that ours is both a profession and a vocation. The work teachers had undertaken over several years to advance their knowledge, and understanding of how to navigate and operate within an on-line environment, specifically the School’s Learning Management System, GrammarNet, is worthy of recognition. While the planning and implementation of our on-line system over recent years was not conducted with a global pandemic in mind, the commitment given to professional development of this nature was transferrable to the circumstances we faced in 2020 and put our teachers into an advantaged position. I wish to thank members of our loyal support groups. The formalised and well-established structures that wrap around Auckland Grammar School help provide it with stability in testing times. These groups have once again helped us to maintain our focus on the retention of high educational standards and challenged senior staff to be forward thinking while respecting the foundational structures and educational philosophy our School has been built upon. I wish to acknowledge these groups that include: the Headmaster’s Council ably chaired by Dr Rob Kirkpatrick, the Old Boys’ Association, recent Past President, Mr Grant Trethewey, and President, Mr Paul Bunbury, the Foundation Trust chaired by Mr Jack Porus, and the Board of Trustees chaired by Mr Mark Sandelin. These groups and leaders provide us with unparal-. leled support, and objective feedback. My specific thanks to the Board of Trustees. Our School is governed by a group of loyal Grammar supporters who bring with them specific skill sets that when combined help protect and advance Auckland Grammar School. That these board members willingly donate their time and expertise to ensure that we maintain and better what we do is remarkable and is the beauty of schools retaining the right to be locally governed. Their contributions allow Auckland Grammar School to continue to champion boys’ secondary education, to challenge mediocrity and to build on the meritocratic attributes that make our School unique. I wish to recognise Mr Mark Sandelin, Chairman of the Board, who has provided wise counsel and a considered view throughout the global pandemic this year. His leadership provided stability to the governance of the School and reassurance for staff members. I thank him for our positive working relationship and the establishment of these with fellow board members and staff members. The Leadership Team has worked tirelessly to put in place logistics to ensure on-campus and on-line teaching, where appropriate, could run efficiently and seamlessly during the global pandemic. There were numerous challenges faced and overcome during the two School closures to provide our young men and staff members with reassurance, so that they could focus on their duties, including teaching and learning. Each member of the Leadership Team played an integral role in challenging our decisions and reviewing the regular communications with parents and our wider community. Their leadership ensured we provided a stable, reliable on-line learning environment that was supported by informative and consistent messaging that forecast our next steps and aimed to provide clarity of expectation. Thanks to senior staff who formed our COVID-19 Response team. In particular: • Dr Etty, Director of Teaching & Learning showed leadership as the Auckland Grammar School On-line Teaching Framework was consolidated and he forged ahead with the School’s new Leadership Programme for senior staff. • Mr Chris Dunn, Director of e-Learning, provided teachers with considerable personalised professional development and support that provided them with comfort, reassurance and advancement options and pedagogical strategies for their on-line teaching. • Mr Cameron Watt, Director of Information Services who led the many changes and responded with immediacy to the many and varied requests allowing the School to respond to the changing circumstances. • Mr Villy Kotze, Director of Property and his team responded effectively to help stabilize operations and implement the School’s pandemic plan and health and safety practices. • Mr Mika Taito, Head of Faculty Student Services, and his team who provided students and staff with ongoing advice and guidance, • Mrs Jacqui Klassen, Head of Health Centre, and her team, who provided students and staff with exceptional service and support on COVID-19 and personal health related matters. To other senior staff, including Heads of Faculties and Departments, Directors and the wider student support network, thank you for your professional leadership and the additional support you provided staff this year. We are most fortunate to have quality people with special-. .

(17) ist knowledge in academic and pastoral advisory roles.. one or more of these moments during your tenure led you to have the courage to develop then stand by your principles. If in doing so, you came to understand a little more about who you are and that: achievement is earned, the power to positively influence is within you and that your experiences are building in you resiliency, then Auckland Grammar School has not functioned in vain.. I would like to recognise our Form 7 cohort as they responded with resilience to the gamut of restrictions placed upon us all. I mention them specifically as the restrictions associated with this year’s pandemic, including School closures, Term 1 examinations being cancelled, competitions being postponed, including limited opportunities for the Augusta Army to be a force to be reckoned with, have had an impact on the relationships the 7th Form typically get to forge and their shared experiences – perhaps the Ball Skit was the exception.. I wish you and the entire Grammar community a safe and relaxing holiday, a Merry Christmas with friends and family and a happy and prosperous new year.. I do commend students who have held leadership roles this year. The Prefects’ were active and acted without seeking recognition, thereby earning the badge, which more than anything is a symbol of servant leadership including the chance to give back. What was refreshing after the second school closure was to return to the traditional Staff v Prefects’ fixtures, which sadly were the sporting highlight of the year for some, staff that is. The Prefects were slow to respond to the 17 aside rugby fixture and ultimately paid the price for their lack of due diligence.. Per Angusta, Ad Augusta.. Tim O’Connor Headmaster. My particular congratulations to Head Prefect, Michael Hiddleston and Deputy Head Prefect, George Miles, who contributed in personable and engaging fashion while acting selflessly to promote the views of the student body. I commend them both for maintaining their academic studies, alongside their significant leadership responsibilities. I also thank them for their readiness to act in new ways and in almost impromptu fashion, such as making their contributions to this year’s on-line ANZAC Service remotely. I commend their commitments to the extracurricular life of the School and know they will earn qualifications that enable them to enter into preferred courses and universities of choice next year. My thanks to parents who have supported their son’s Grammar education and our School’s ethos once again this year. We do rely on and appreciate your support. The end of the School year is synonymous with change, as between 400 – 500 seniors leave the School. It’s fair to say we have all seen considerable unwanted and unplanned change this year, however, it is important that we differentiate this with change which is a rite of passage. This is a time of celebration for you and no doubt a time of reflection. To our leavers, this year you have exhibited considerable resilience and overcome challenges in front of you. In your junior years and leading to your final year I hope you have come to understand the pursuit of knowledge is not easy and that it required and still requires your focus. I hope you have come to understand that these are not experiences that are exclusively yours, rather, at some point in our lives we each learn the impact a work ethic, focus and making sacrifices can have on learning at any level and in turn, our working lives. If your experiences here are to have longevity, then I hope you can readily recall some of adversity you have faced with learning, the problems you have overcome, the interactions and the respect you have shared with teachers and classmates of all ethnicities, the direct conversations you had with us on social issues; vaping, drugs, pornography, race, gender equity, sexuality including your choice of language, the world of digital communications you face daily and the humour shared in the occasional assembly, whether you realised it at the time or not. I do hope you can more than just recall such moments, rather that,. .

(18) Schedule 4. Mission Statement Auckland Grammar School will provide young men with a rigorous academic education. Each young man is expected to pursue excellence in acquiring knowledge and skills while embracing and upholding the School’s values. The School will promote all-round excellence in academic, sporting and cultural pursuits, encouraging each young man to recognise and develop his individual potential and gain pride and satisfaction by setting demanding personal goals and striving to attain them. The School will encourage the development of the whole person in order that it may produce young men ready, willing and able to assume useful roles in society and be responsible citizens.. .

(19) Schedule 4. General Objectives a. To inspire in students a love of learning and respect for knowledge in a wide variety of disciplines. b. To enable students to master skills required to acquire and apply knowledge. c. To teach students the value of hard work and the importance of healthy competition. d. To provide a curriculum which in all disciplines will consist of content that is both substantial and rigorous. e. To enable students to achieve a standard of literacy and numeracy that exceeds national standards and is comparable to the best international standards. f. To encourage students to reach their full potential through competition with their peers and for this purpose to use academic streaming on a form by form basis g. To require students in Forms 3 and 4 to study a major core of subjects consisting of English, Mathematics, Social Studies, Science, Languages and a minor core of Physical Education, Music, Art and Technology. No major core subject will consist of a course of less than one year’s duration. h. To measure student performance by competitive internal examinations each term and external examinations at senior levels. i. To encourage participation and interest in cultural activities and pursuits which lead to emotional FGXGNQROGPVUQEKCNCYCTGPGUURJ[UKECNſVPGUUCPFIQQFJGCNVJ j. To provide School Rules requiring a high standard of conduct, uniform and grooming from students in the interests of creating and maintaining a well-disciplined learning environment for all. k. To develop in students self-discipline, resourcefulness, adaptability, creativity, honesty, courtesy, self-reliance, healthy self-esteem, pride in personal appearance, public spirit and other personal qualities with the aim of using these virtues for the good of the School and of their Community. N 6QRTQOQVGCVVKVWFGUCPFDGJCXKQWTTGƀGEVKPI5EJQQNXCNWGUCPFCEQTGUGVQHXCNWGUUWRRQTVGFD[ the wider Grammar Community, including: -. the encouragement and reward of effort and achievement the pursuit of excellence in all personal and group endeavours VJGKORQTVCPEGQHHWNſNNKPIEQOOKVOGPVU the acceptance of lawful and just authority respect for and participation in the democratic process the balancing of self-interest with concern and tolerance for others, their cultures and beliefs.. m. To develop in students sensitivity towards and acceptance of the rights of others in our culturally diverse society. n. To appoint staff of the highest calibre who are dedicated to excellence in classroom teaching, to continual enhancement of their subject expertise and to full participation in extra-curricular activities. o. To provide boarding accommodation for selected students from a wide variety of backgrounds generally outside the Auckland metropolitan area, giving these students the opportunity to study at Auckland Grammar School. R 6QRTQOQVGVJGUGQDLGEVKXGUHQTOWVWCNDGPGſVVJTQWIJEQPVCEVCPFCUUQEKCVKQPYKVJQTICPKUCVKQPU in the Community such as the University of Auckland and the Auckland Grammar School Old Boys’ Association. .

(20) . Academic Personnel Pastoral Extracurricular Boarding House. Key words:. 1. 2. 3. 4. 5.. Completed Not Completed Deferred. 6. Enrolment 7. Property 8. Finance 9. Development Office 10. Internationalisation. 2020. VARIANCE REPORTS. V2 17/02/2021.

(21) . x. To improve the use of assessment data to track and monitor student achievement for individuals and cohorts.. Student Achievement x To maximise student achievement by continuing to improve and develop PreQ, Cambridge International and NCEA courses and course delivery.. Objectives. VARIANCE REPORT 2020 1. ACADEMIC. x. x. x. x. x. x. At least 180 individual NZQA scholarships are earned. Develop and implement Cambridge marks analysis (longitudinally by component and final marks), University Entrance Numeracy and Literacy tracking and analysis functions on PC School by the end of Term 1.. 95% of A Level results are graded as passes. 95% of Level 1 students achieve the maximum 20 credits to carry forward to Level 2. 75% of NCEA Level 2 students achieve Level 2. 85% of all senior students achieve NCEA Level 2 (or equivalent for Cambridge students). 75% of NCEA Level 3 students achieve Level 3. 85% of Form 7 students achieve University Entrance.. x x. 75% of AS results are C or better.. x. Target. x. Completed – target not met 161, remained top 3 in the country. Completed – PC Schools changing functionality of the operating system to accommodate this.. Completed – target not met 84%. The Cambridge University pass rate is 99% and NCEA University Entrance pass rate is 62%.. x. x. Completed – target not met 74%.. Completed – target not 79%, improvement from 69% in 2019. Completed – target met.. Completed – target met.. Completed – target not met 71.3%. Up from 63.9% in 2019, significant improvement in performance. Completed – target met 99.6%.. x. x. x. x. x. x. Results.

(22) . x. x. To review and refine the Pre-Q curriculum and assessment system for Form 5.. To review the School’s curriculum and timetable structure and consider the implementation of new curriculums, as appropriate to the Grammar context.. Curriculum x To provide a range of educational pathways for all students by further differentiating the senior curriculum (particularly at NCEA Level 2 and 3).. x. x. x. x. Implement amendments to Pre-Q curriculum and assessment system from 2019 review and communicate to staff in Term 1. To plan and deliver a Pre-Q assessment design PD Forum by the end of Term 2. To plan and deliver a Pre-Q assessment design workshop by the end of Term 2.. Complete a review of the School’s Junior Curriculum and timetable structure and make decisions on any changes for 2021 by the end of Term 2. Complete review of Digital Technologies Curriculum by the end of Term 1.. Implement procedures for the development, submission and consideration of course proposals for 2021 with decisions made by the end of Term 2.. x. x. Introduce Earth and Space Science at NCEA Level 2 and Te Reo MÞori at NCEA Level 3 for 2020.. Produce report on models for longitudinal data tracking of student progress from Form by end of Term 3.. x. x. x. x. x. x. x. x. x. x. Deferred – until 2021.. Deferred – until 2021.. Completed. Completed. Completed – separation of annual operational curriculum decisions and ongoing curriculum strategy work streams. Headmaster communicated operational decisions to staff end of Term 2. Faculty meetings with LT members occurred from start of Term 3. Completed – HOFs and HODs have worked on 2021 Junior Curriculum implementation throughout Terms 3 and 4.. Completed – courses in progress.. Completed.

No results found