Message from the Headmaster – February 2025
Dear Parents/Guardians,
Welcome to the 2025 academic year. We once again extend a special welcome to Form 3 students, new students at all levels and parents new to Grammar. The School roll is 2,757 students, with 505 Form 3 students joining Grammar and in their final year, 507 Form 7 students have committed themselves to completing Cambridge or NCEA qualifications.
I would like to acknowledge our young men for their endorsement of the School’s values by returning to School on Tuesday 21 January, meeting or exceeding our expectations. With their support and the expertise of teachers, the year’s teaching programme got underway on Thursday 23 January.
As your sons started the new academic year, they were highly motivated as they reunited with friends, confirmed their subjects and qualification pathways for the year and were introduced to their subject teachers. Over the past two weeks as School life has settled, I have reminded them that such interactions and start-up processes can be motivating, but it will be their attitude and approach that will aid their progress throughout the year. A Harvard University article suggested it like this:
“When it comes to personal growth: motivation gets you going, but discipline keeps you growing. It doesn’t matter how talented you are. It doesn’t matter how many opportunities you receive. If you want to grow, consistency is the key.”
I have suggested to your sons that being disciplined and consistent in their performance is an everyday activity. This involves the basics of: being on time, meeting school expectations without excuse, listening in class, practising exercises across subjects, completing homework and understanding what they need to do to improve. Such self-discipline also extends outside the classroom to their home lives and with the extracurricular activities they are involved with.
As we work through Week 4 of the term, we are encouraging your sons to now consolidate their approach, in deliberate fashion.
Teachers
As we started the academic year, we welcomed 14 new teachers to Grammar. All have been employed for their specialist knowledge across a range of subjects. They include teachers with extensive knowledge of the Cambridge and NCEA qualification pathways. We look forward to their contributions throughout the year.
Prefects
Our first congratulations of the year were offered to 2025 Head Prefect James Hiddleston, and Deputy Head Prefect Charles Howlett. At the same assembly, we also recognised the 2025 Senior Prefects: Charles Fearon, Lachlan Klouwens, Kohatu McQueen, and Caleb Wagener.
Along with the full Prefect team named at the end of the first week of term, we look forward to their leadership and the contributions they will make to Grammar life this year. More details on the 2025 Prefects can be found here.
External Examination Results
The 2024 external examination results met, and in many cases, exceeded our annual targets and we have congratulated those young men who met their potential last year. A full report on academic results will be provided in next month’s Bulletin. In the interim we acknowledge the success experienced in Cambridge Examinations and NZQA Scholarship Examinations.
Our young men earned 22 awards in the Outstanding Cambridge Learner Awards. These included:
- 5 Top in the World Awards
- 8 Top in New Zealand Awards
- 9 High Achievement Awards (for top in New Zealand for a subject with limited entries)
- 1 Best Across Four AS Level Subjects Award
In NZQA Scholarship examinations our young men earned 218 scholarships, of which 29 were graded as Outstanding scholarships. The School has yet to be informed of students who will receive further recognition from NZQA, however 13 students were awarded at least 5 scholarships, including 4 students who achieved 7 scholarships each.
Finally, in our first full School assembly of the year, I reminded our young men that with commitment each of them can achieve their potential as contributing members of Auckland Grammar School. Owen Eastwood said it like this:
“Belonging is never a state that is permanently achieved. Consistency in environment and the behaviour of those around us are key. Ambiguity or mixed signalling seriously elevate anxiety.
Performing at something that is important to us involves stress. The question is whether we ensure it is enabling motivation, engagement or focus or allowing it to disable us through distraction, wasted energy and disconnection from others.”
When your sons follow the School’s clear direction, the guidance of teachers and treat others as they want to be treated, then they help build a positive culture and a consistent environment. This aids their personal growth and their ability to learn. We look to their contributions throughout the year.
Per Angusta Ad Augusta
Tim O’Connor
Headmaster