03Reflections by the Headmaster

“Grammar’s school culture permeates the School daily, starting with the full School assembly.” These few words were part of my first impressions of Auckland Grammar School, shared in my first Ad Augusta editorial in May 2013. Tim O’Connor, Headmaster

I raise this reflection, 13 years on, after contemplating not only what our young men achieved in Term 1, 2026, but also on a culture that has challenged them to succeed primarily in their studies, as well as in their extracurricular commitments and personal lives.

As you read this edition of Ad Augusta, you will not only see diversity of achievement, but you will read of the environment we aspire to create and maintain, without compromise.

My précis of Grammar in May 2026 is that it is a School with a clear educational philosophy and a defined culture that permeates it with deliberate intent and regularity, making it a high-purpose environment.

In The Culture Code, Daniel Coyle says, “successful groups communicate their purpose with the subtlety of a punch in the nose. They devote a surprising amount of time to reminding each other precisely what they stand for and repeating it, ad infinitum.”

Auckland Grammar School knows who it is. To some, our School is shrouded in mystery, while others think the successes Grammar boys have achieved over 157 years stem from privilege or a mystical drive from unique and talented young men. I would suggest otherwise.

It starts with assembly. It is the central point of our day, without exception. Our daily assembly reflects who we are. The ritual of ringing the handbell, the reading of the School Prayer, and the precision of our young men standing and being seated may be simple to some, but in a Grammar environment, these are beacons that focus everyone present. These beacons are signals that endorse our culture and reflect a high-purpose environment each day.

What follows is very clear messaging. Successes are to be celebrated. This is symbolised by ‘crossing of the stage’, which is earned and respected by the wider School and masters alike.

Successes celebrated in the year to date began with the naming of Nico Stanley as the 2026 Head Prefect, followed by the 2025 Scholars’ assembly with Taejeong Kim named the top scholar, through to the Premier Tennis team being named National Champions, and the Senior Eight Rowing crew earning Silver at the Maadi Cup in Twizel.

Our daily assembly is where our standards are clearly communicated and repeated. As Daniel Coyle says, “high-purpose environments are filled with small, vivid signals designed to create a link between the present moment and a future ideal. They provide two simple locators that every navigation process requires: Here is where we are, and Here is where we want to go.”

While abstract, the School’s educational philosophy supports where we are in 2026 and the style of education we will provide in the future. Specifically, it states, “the guardians of Auckland Grammar School have a responsibility to ensure that the minds of those in their care are trained with reason and vigour, while allowing their education to be strengthened by challenge and debate.”

At a time of considerable change in the New Zealand education system, our educational philosophy and the high-purpose nature of our environment should provide our community with reassurance. Change is not to be feared; it must first align with our philosophy and culture to be implemented at Auckland Grammar School.

The permeation of our culture is deliberate and planned. It supports a philosophy that is focused on the teaching of foundational content knowledge. However, a Grammar boy also knows, through assembly messaging and role modelling, that the standard he walks past is the standard he accepts in his life. This flows through to his understanding that learning can be difficult, but that if he embraces mistakes and challenges, he will learn from them rather than making excuses.

A Grammar boy knows he should be continually working to expand his belief in what he is capable of. But he has to accept the challenge himself, work in a self-disciplined fashion and use the environment he is part of to his advantage if he is to grow in anti-fragility and independence.

There is no mystical formula for individual or group success. It is about building a high-purpose environment where we share a steady stream of ultra-clear signals that align with our educational philosophy and our shared goal of having students regularly achieve personal bests.

Per Angusta Ad Augusta.
Tim O’Connor, Headmaster

Report

04From the Board

"On behalf of the Board, I welcome all students for the 2026 academic year, not only the Form 3 cohort commencing their time at the School, but also those who are returning to continue their education. We look forward to your contributions across all aspects of curricular and extracurricular activities available at Grammar." Grant Trethewey, Board Chair

I would also like to welcome the wider Grammar community, particularly those parents embarking on their time at Grammar with their sons. Your support will help to ensure you enjoy the experience of being associated with Grammar, which strives to make opportunities available for your sons.

Once again, we have a very large Form 3 cohort, in excess of 500, which contributes to a total school roll of more than 2,800. With the continuing demand for places at the School and the Government and local authority focus on intensification in the School zone, the roll must be managed on a year-by-year basis, given that we are obliged to take all eligible students from within the Grammar zone.

The Board continues to review the effects of current enrolment legislation on our ability to operate the School at the high standards we strive for, whilst ensuring compliance with the requirements of health and safety standards to ensure the well-being of students, support staff and teachers. This is becoming increasingly difficult given the current and forecast growth for Auckland and the potential implications of the plans for intensification in the Grammar zone. We continue to discuss these issues with the Ministry of Education, both at an official and political level to ensure that the School can continue to maintain its long-standing values and quality of education.

In 2025, the School achieved outstanding academic results and, in a key indicator, had a University Entrance pass rate of 87%, maintaining the School’s primary goal of achieving academic excellence. The Board believes it is important to provide the best environment for our teachers and students to push these achievements to higher levels as the School continues to grow. To do this, we are endeavouring to build upon the excellent foundations already in place, both in terms of teaching facilities and the quality of teachers.

A major initiative in terms of maintaining and enhancing the School’s primary focus on academia, and the teachers required to support that focus, is the ongoing strategy of growing and managing the School campus to provide options for improved facilities for teachers and students, including the option of further housing for teachers.

To that end, the proposed purchase of 10 Clive Road and the ongoing funding to achieve that acquisition will provide the School with further space in the form of a 2,000 square metre property adjacent to Tibbs House. This acquisition will provide the School with additional options, including the ability to offer more housing to assist teachers to overcome one of the major constraints for teachers at Grammar.

The purchase of 10 Clive Road will require extensive support from the wider Grammar community. I would like to thank those who have already contributed and to encourage those in our Grammar community to also become involved in what is a long-term project to assist in ensuring the future successful growth of the School.

Per Angusta Ad Augusta.
Grant Trethewey ‘76 — Board Chair

Staff

There have been some changes within the Senior Leadership Team which took effect from the beginning of Term 2.

The Board is pleased to acknowledge the appointment of Neitana Lobb to the position of Associate Headmaster - Academic, with Dave Askew ‘93 stepping into the role of Deputy Headmaster Pastoral - Senior School. We also acknowledge the appointment of Joe Gunson ‘05 to the position of Deputy Headmaster Pastoral - Junior School.

It is always rewarding to see our teachers promoted to senior leadership positions. On behalf of the Board, I offer sincere congratulations and we look forward to working with them as part of the School’s Senior Leadership Team.

We also acknowledge the departure of Dr John Etty to take up the position of Academic Director at the Teachers Institute. Dr Etty has made an outstanding contribution to the teaching faculty and the Senior Leadership Team during his 13 years at Auckland Grammar School, and he will be very much missed.

Board

We have recently farewelled Jodie King from the Board. Jodie joined the Board in 2022, and on behalf of the Board, I thank Jodie for her contribution to the School over that time.

Professor Simon Holdaway, the Auckland University appointee to the Board has also recently retired as he takes up the role of Assistant Vice Chancellor at the University. Professor Holdaway has made a significant contribution to the Board’s educational focus, and we thank him for his contribution.

We welcome Nikki Dines, a current parent, who is an appointee to the Board by the Headmaster’s Council. We look forward to the contribution Nikki will bring to the Board.

05High Purpose and Deep Belonging

The intersection of identity and education

Professor Gert Biesta is a world-renowned educational philosopher and author whose work challenges schools to move beyond “learning” toward the cultivation of human character and responsibility. His educational philosophy explores how purpose and belonging empower students to become themselves — a philosophy embraced by Headmaster Tim O’Connor.

“Education is not just about the acquisition of knowledge; it is about the provocation of being in the world in a grown-up way. It is the beautiful risk of becoming a subject who acknowledges they are part of something larger than themselves.” Professor Gert Biesta

Headmaster congratulates a student at an awards ceremony

Headmaster Tim O’Connor has a bookshelf packed with inspirational reading material. On there you will find the work of Professor Gert Biesta, whose educational philosophy is of great interest to him. “In the modern educational landscape, it is easy to get lost in ‘how we learn’ (the process), and Biesta prompts educators to reflect on ‘the what’ (content) and ‘why’ (purpose) that is needed to help create a high-purpose environment in which our students can thrive.”

Biesta suggests that we are in danger of turning education into a simple transaction where students are consumers and teachers are merely facilitators. He describes this as “learnification,” which he says is simply not good enough.

He argues that schools must balance academic results with the development of a student’s unique character within a high-purpose environment. Biesta says the environment must do three things simultaneously to succeed: Qualification, Socialisation, and Subjectification.

Qualification

A school of excellence must master qualification, which Tim notes has always been central to a Grammar education. “The School has the necessary academic rigour in place to provide students with the credentials to navigate the world.”

Socialisation

Tim says that Biesta points to the necessity of the environment to provide a profound sense of belonging. “With socialisation he talks about the need for students to be initiated into a specific tradition, a lineage of values, and a community that cares for their development, and this is something we see as absolutely key at Grammar.”

This ‘belonging’ is not about blind conformity; it is about providing the stable ground upon which a student can stand and feel part of a community they feel they can excel in.

Tim references another well-leafed through book in Owen Eastwood’s ‘Belonging’. “Eastwood tells us that deep belonging creates a profound sense of psychological safety and identity that allows someone to shift from survival mode into the higher-level cooperation and risk-taking required for elite performance. We want boys to feel a keen sense of belonging at Grammar.”

Subjectification

Subjectification, Biesta says, defines the soul of a high-purpose school. This is the process of a student becoming a ‘subject’ of their own life, rather than merely an ‘object’ of educational interventions — the learner or the consumer. They become more autonomous and independent in their thinking as individuals.

For Biesta, Tim says, “the ultimate purpose of an educational environment is to help individuals exist in the world in a ‘grown-up way.’ This doesn’t mean being an adult; it means existing in a way that acknowledges that they are not the centre of the universe.”

The Teacher as “Interrupter”

In a high-purpose environment, Biesta says the teacher is not just a ‘provider of learning opportunities.’ They are someone who provides high-quality input, frequent response opportunities, and rigorous feedback. In doing so the teacher ‘interrupts’ the student’s current way of being. This interruption is an act of care. It signals to the student: “I see you, I believe you are capable of more, and I am calling you into a higher way of existing.”

Tim encourages his staff to ‘interrupt their subjects.’ “When we focus on seeing every student, regardless of their stream, as a ‘subject’ in waiting, we create the conditions for excellence. It is through the quality of our relationships with them and the depth of our purpose that we can support their growth here at Grammar.”

A high-purpose educational environment is a deliberate architecture. It requires the ability to provide qualification, furnish a community to socialise in and belong to, and gives the opportunity for students to ‘grow up’ within this structure with some ‘intentional interruption’ from their teachers to help them excel.

A teacher showing a book to two students in a French class

06 Beyond the First Year

A second year for learning a second language

Anyone who has started the journey of learning a second language will tell you it takes time. As of next year, Auckland Grammar School is going to give students more time to cement their learning in a second language, by making their language choice a compulsory two-year course rather than just a single year in Form 3.

Head of Faculty for Languages, Carlin Shaw is pleased the School has taken this decision. “Not all schools make a commitment to helping to build more balanced students by making learning a second language a part of everyday school life. Grammar has deemed this important to a young man’s learning and given them the opportunity to get a good grasp of their chosen language.”

A student writing in a notebook during a Te Reo Māori class

A Latin teacher holding a tapestry with a dragon on it

A Spanish class in front of a projector screen

The five languages on offer remain as French, Japanese, Latin, Te Reo Māori and Spanish. In learning them, a student learns far more than how to read, write and recite a language that has hitherto been foreign to them. Carlin says it enables them to gain a different perspective on life. “Language is deeply intertwined with culture, and learning another tongue breaks down stereotypes and builds empathy. When a student studies Māori, for example, they gain insight into te ao Māori (the Māori world) and tikanga (customs), expanding their understanding of local identity. Likewise, Spanish and French provide windows into diverse global communities and histories, while Latin provides a basis for understanding European language, structures and thought. Japanese society and history are fascinating and their pop culture storytelling through ‘animanga’ (anime and manga) is well known.”

This exposure to a culture different from their own can help a student move away from a monocultural mindset, foster tolerance and gain a genuine appreciation for diversity. These are traits that are imperative in an increasingly interconnected world, particularly when you live in a borderless island nation, far from the countries that speak those languages.

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.”Nelson Mandela

Spending time mastering a second language, Carlin notes, can also have a useful effect on the other subjects a student is taking. “It engages students in critical thinking, which can strengthen their performance across the board.” Studies have shown positive correlations between second language learning and academic achievement. Research also shows that being bilingual can lead to improved listening skills, since the brain has to work harder to distinguish different types of sounds in two or more languages. Furthermore, a growing awareness of the abstract rules and structure of a second language can also make someone more cognisant of the rules around their first language.

Multiple studies over time have concluded that learning a new language makes a difference to the way your brain develops and functions. The better you learn, the more those vital areas of the brain grow. While this is well documented in children who grow up in a bilingual environment, there are still proven neurological benefits for adults of any age learning a second language.

Having new experiences is an important factor in forming new connections in the brain. The novelty of a new task, combined with the repetition of practice, is one of the reasons that language learning is such an effective brain workout. For older adults it is considered a protective factor against dementia and other degenerative neurological conditions.

As a young person entering a competitive job market, Carlin suggests having some knowledge of a second language and its culture is an advantage. “In a globalised economy, employers are increasingly seeking staff who can bridge cultural and linguistic divides. Learning another language prepares students for international opportunities, whether in business, diplomacy, or travel. In a local context, learning Māori helps build a stronger, more inclusive community by fostering respectful, cross-cultural connections.”

By offering a two-year course in their chosen language, Grammar students will have the opportunity to engage with both living cultures and foundational linguistic structures for a longer period. Carlin believes the class of 2027 and beyond will benefit from this change. “I think it is a move that will be good for our young men on so many levels.”

A man holding a trophy shakes hands with another man

07 Character Education

Becoming a Good Grammar Man

At Auckland Grammar School, ‘The Grammar Way’ is at the very heart of the School’s ethos. Often quoted, it is not just a saying, it is a way of being.

By weaving Grammar’s seven core values of integrity, service, respect, resilience, humility, commitment, and courage into the fabric of daily life at the School, Grammar provides a moral compass for the students in our care.

The nurturing and demonstration of the collective standard that encompasses ‘The Grammar Way’ is there to help transform teenage boys into cognisant, principled and determined young men. As they enter adulthood, we want Grammar men to embrace challenges and uphold the values of a good man in all aspects of his life.

An education at Auckland Grammar School provides more than formal qualifications. It should furnish a young man with an education in good character.

In his inaugural report in 1954, the School’s eighth headmaster, Sir Henry Cooper, identified that “the School seeks to graduate boys with valuable gifts of temperament and character...and men of quality.” His wish was for them to “have developed a healthy attitude to life...and it is on their efficient work and loyalty and their appreciation of their obligations as citizens that the well-being of the country depends.”

Over 60 years later, this vision still stands, albeit in a 2020s context. Sir Henry Cooper’s aspiration has since had much thought and structure put around it, which eventuated in ‘The Grammar Way.’

Auckland Grammar School is anchored by seven core values that form the foundation of ‘the Grammar Way.’ These values are designed to guide students’ behaviour and character development.

The School integrates these seven values into daily life, from assembly addresses by the Headmaster and teachers’ expectations in the classroom, to knowing what conduct is expected on the sports field or sideline and at any time a student is seen in uniform outside the school gates. The goal is to graduate young men of good character.

Becoming a good man, through the lens of ‘The Grammar Way’ focuses on these seven values and their “student-speak outcomes”, noted below:

Integrity

Demonstrating integrity means having strong moral principles and acting in accordance with them. “We support our mates and do what is right, even when no one is looking.”

Excellence

Excellence comes from a determination to acquire knowledge and skills of the highest standard. “We put in the hard yards and keep our standards high.”

Respect

Respect means having due regard for the feelings, rights and wishes of others. ”We treat others how we want to be treated and give respect to receive respect.“

Courage

It takes courage to face challenges and discomfort. “We stand up and stand strong for what we believe in.”

Pride

Pride means having satisfaction in our achievements. “We are not afraid to be ourselves and are proud to wear the Lion.”

Commitment

Commitment means being dedicated to a cause. “We live up to our promises, and we never give up.”

Humility

Someone who demonstrates humility has a modest view of their own importance. It involves acknowledging the contributions of others and being a ‘quiet achiever.’ “We are the ‘bigger man’ and are willing to learn from others.”

If living by ‘The Grammar Way’, a Grammar man can answer his question of, “Who am I?” He is a man with a sense of whakapapa. He understands his identity and his heritage and knows the values that shape him. He takes responsibility for his actions and strives for personal growth.

If he asks himself, “Where do I fit in and how can I best serve others?” he can answer that question too. He has a sense of tūrangawaewae, and understands his place in the world. He embodies whanaungatanga, contributing positively to those around him and makes a lasting impact. He leads with humility, service and integrity. He is a good man.

10 Growing the Grammar Precinct

Why 10 Clive Road is an important legacy project for the Grammar community

Every so often an opportunity arises that simply can’t be missed. The chance to buy 10 Clive Road is one such moment. Situated directly adjacent to existing school-owned land, No. 10 offers a rare chance for Auckland Grammar School to expand its presence along Clive Road.

The legacy this piece of land will provide is the ability to future-proof the campus by providing an opportunity to grow the Grammar precinct. This strategic purchase for the School needs the wider Grammar community’s support to make it happen. Once secured, the possibilities are exciting. Headmaster Tim O’Connor sets out his vision for what that could be.

Drone image of 10 Clive Road and surrounding area

Tim O'Connor, Norma Willis and Grant Trethewey at the gate of 10 Clive Road

Neighbours who are neighbourly often talk over the fence and catch up with each other’s lives. It was over one such neighbourly chat in late 2024 that Headmaster Tim O’Connor heard from Norma Willis that she was thinking about selling her home of 54 years at 10 Clive Road and wondered whether Grammar might like to be the new owner.

It was not a spur of the moment thought. It was something Norma had thought long and hard about and concluded it would be the best outcome. “I wanted Grammar to have it. I have always had a great admiration for the School and it seemed like a very logical thing to me, for this property to become part of Grammar.”

Funding the purchase

Tim’s reaction to Norma’s proposition was a positive one; he just needed to figure out how to make it happen. As is the way at Grammar, there are always wise heads available to consult about possibilities, and there is always a way forward. ‘No’ is simply not an option.

The solution to taking up the opportunity came about with a generous offer from an Old Boy to pay the $1.5 million deposit. Another Old Boy offered to pay the balance of the purchase price to purchase the property himself in the interim, so that Norma could move out and move on with her life. The generosity of these two men ensured the property did not go to the open market but was instead secured.

It also gave Grammar time to raise the funds to pay back the temporary owner of the house. If the purchase price can be paid back in full by the end of 2026, the property will be transferred into a trust entity at Auckland Grammar School.

Jeff Blackburn, Director of Advancement, has been pleased with the fundraising support to date to ensure the house comes into the School’s possession. “The Grammar community understands this is an opportunity that cannot be missed, and to that end a handful of generous donors have enabled us to reach the $1 million repayment milestone we needed to meet at the end of 2025.”

However, 2026 he says is another year, with the remaining fundraising target to reach, to guarantee that the School can own the property, come year-end. “The figure we need to raise this year is almost double what we raised last year, at $1.91 million.” With just over $600,000 raised towards that goal in the first three months of the year, the momentum needs to continue to find the remaining $1.3 million by December 2026.

Headmaster Tim O’Connor acknowledges the enduring commitment of the Grammar community to actively make the campus their own, decade after decade. “As we have done in the past, with the impact of motorways, pools that are no longer fit for purpose, libraries, theatres, pavilions and the like, we take control of our own destiny through the active engagement of our community, feeding forward to provide us with the Auckland Grammar School we have today. It is now our turn as we look ahead to provide future students, staff, headmasters and boards with the legacy purchase of 10 Clive Road, and the enormous amenity that will bring.”

On a summery evening in March, in the ample back yard of No. 10, Headmaster Tim O’Connor took the chance to outline his vision for the addition of the property to the campus to assembled guests. “Job one, is of course to secure 10 Clive Road, so it doesn’t go back out onto the open market. If we don’t get it, it’s gone and we’ll never get another opportunity to purchase this strategically positioned piece of land.” Given that unthinkable outcome, he encouraged the audience to not only actively consider donating to the cause themselves, but to champion it to others in our community.

The vision of a Grammar precinct

“Job two”, Tim went on to explain, “is to develop the detailed vision — an aspiration for a new Grammar precinct. That is, the dream use of Tibbs House land and buildings, 8 Clive Rd land and residence and its neighbour 10 Clive Road.” Between them, No. 8 and No.10 equate to 3000 square metres of land, a sizeable portion of land in central Auckland. The proximity of Tibbs House provides possibilities when the three properties are viewed collectively.

Tim describes ‘a Grammar precinct’ as the most apt terminology for the amenity that 10 Clive Road would add. “Going forward, roll size or demand for places at Grammar will not diminish. Our roll is at its largest in our history, at almost 2800. This year we have a cohort of 564 in Form 3, a 5th Form of 608 students and a 7th Form with 490. We are in unprecedented times.” The growing roll means more teachers, more students and more boarders.

Staff housing

Staff wanting to live in the Grammar zone to ensure they are within a reasonable commute to work are committing to high housing costs, which Tim spells out is challenging on a teacher’s salary. “Going forward, I can’t see that the cost of living in the Grammar Zone will decrease. Living in Auckland outside the zone is also expensive, and there is no ‘Auckland allowance’ for a teacher — they are paid the same as a teacher in Invercargill.”

While the School’s charitable entity in the Foundation Trust offers some extra financial reward through the (competitive) Staff Awards at year-end and a modest donation towards the time spent in extra-curricular support of students, it is the possibility of subsidised housing that is hugely helpful to Grammar teachers.

Tim hopes that a Grammar precinct could provide townhouses for teachers at the 10 Clive Road site and through the back of Barnett Crescent, creating much more staff housing in the available footprint of land owned by the School.

The need is evident with an ever-growing waiting list for the 17 rent-subsidised staff houses on Barnett Crescent and along the northern side of Clive Road. Appropriate housing is not only an excellent way to attract and retain good teachers to teach at Grammar. Their proximity to campus enables them to be closely involved in the day-to-day life of the School.

Tim paints the picture of what a typical morning looks like on the Grammar campus with staff involvement in activities well before the assembly bell rings.

“In this past week, if you walked across the campus, before 7am you would have seen the likes of Mr Adam and Mr Trott leading cricket practices, and Dr Etty, Ms Greenslade, Ms Gaspar and Mr Lowe leading the ‘Learn to Row’ programme. You would have seen Mr Askew and Mr Rainger running members of the 1st XV while Mr Du Sart had others in the Weights Room, and you would have seen Mr Oates preparing boys for the Auckland Championships. That’s all before you arrive at Te Ara Mātauranga or onto the B Floor for Maths tuition.” Tim strongly feels that having more staff housing will be a fundamental requirement for the School going forward. “If we are to retain the essence of Grammar, we need more passionate teachers living close by, so their job is achievable and rewarding.”

Tibbs House

A Grammar precinct also involves the development of boarding:
The current capacity for Tibbs House is 124 boys, but as Tim muses, “What is the ideal number for Tibbs? What if we could develop two separate boarding establishments on campus, each with 90 students, and they share a common dining hall?”

Then there are the questions about how best to prepare Form 7 boarders for the next phase of their lives. “What if we could provide our Form 7 boarders with flat-style accommodation so we can prepare them even better for independent living? What if we could have each of our boarders leave knowing how to cook five basic meals?”

Providing better spaces and amenities for boarders is not the only item on the wish list for Tibbs House. The accommodation for boarding masters needs to be addressed in any expansion plans.

The current accommodation has a maximum of two bedrooms which precludes boarding masters with growing families. Having families live at Tibbs House provides a different feel to other boarding establishments at other schools and this is to be encouraged. “What does a new precinct look like where teachers and their families are part of a wider boarding community? While Auckland Grammar School is a school with boarding, rather than a boarding school, could we find some middle ground?” Tim muses.

A legacy that leads the way

Whatever the precise use of 10 Clive Road eventually is, it is the wider use of the various land holdings — either contiguous or proximal — that is important. Grammar has always strived for excellence in any endeavour, and, as Tim reflects, the 10 Clive Road legacy project is no different.

“Why could we not lead the way? Why would we not create a Grammar precinct that attracts engaged and committed students and skilled, passionate practitioners (and their families) who are truly rewarded for the surplus value they provide to generations of Grammar boys? No. 10 symbolises our aspirations for the future of Grammar. If we are to protect the essence of a Grammar education in 10, 20 and 50 years’ time, we need to begin accepting responsibility for this now.”

The concept of ‘feeding forward’ is not new to the Auckland Grammar School community. For over 150 years the community of the day has supported the School to flourish not just for the time period they are in, but for future Grammar communities.

Tim’s timeline to the assembled crowd on the back lawn at No.10 encompassed a sizeable list of changes to the campus, which have often been supported financially by the community.

“From the act of moving from Symonds Street to Mountain Road, the international architecture competition to design our main building, to the donations that made the war memorial a reality at the front of the School campus, being extended to the corner of Mountain Road and Clive Road to introduce boarding, the land exchange in 1963 that allowed the development of the motorway and the introduction of the lower fields and of course the purchase of corrections housing in 1994 that introduced the provision of teacher housing, followed most recently by the donation of the tennis courts in Clive Road — this all amounts to Grammar being an exceptional community asset.”

The focus now turns to securing 10 Clive Road. This key property will provide opportunities to anchor Tim’s vision for a growing Grammar precinct in the neighbourhood. “Grammar has enjoyed a strong presence in Mountain Road and Clive Road since 1916, and that presence will not diminish. Instead, through a Grammar precinct, it will become stronger.”

Making the purchase possible

To contribute to the purchase of 10 Clive Road, please contact Jeff Blackburn ‘67 or Daniel Reddish.

Jeff Blackburn: 021 912 753 · j.blackburn@ags.school.nz
Daniel Reddish: 027 314 6448 · d.reddish@ags.school.nz

Student Leadership

Head Prefect’s Speech

2026 Head Prefect Nico Stanley’s first speech to the student body was one of inspiration and dedication to the year ahead.

2026 Head Prefect Nico Stanley addressing the student body

To start off, I would like to extend my congratulations to the Prefect cohort for 2026. This is a huge achievement and it speaks volumes about your character and your commitment to the School over the last four years.

I know that I, alongside Deputy Head Prefect Matayas Thomson and Senior Prefects Rupert Glaetzer and Xavier Clark, am extremely excited to work with you all and lead the School with pride. You have all earned this role, but what matters now is how you carry it — lead with humility, set the standard every day, and remember that your actions will always speak louder than the badge.

The start of a new year always brings a sense of expectation. New classes, new challenges, new opportunities. But more than that, it brings a question that every one of us needs to ask ourselves. What am I going to make of this year? I ask that you really think about this question and think about what you can do differently this year to maximise your potential. What can you do to be a contributing Grammar man? What can you do to get the most out of 2026?

At Grammar, we talk a lot about excellence, whether it be academic, sporting, or cultural. But excellence doesn’t happen by accident. It comes from setting clear goals, committing to them, and having the discipline to follow through when things get hard. I challenge you to set clear goals for this year — no matter how big or how small. Whether it’s achieving a certain standard in your exams, making a sports team or simply stepping out of your comfort zone to make new friends — having something to work towards gives direction and purpose.

If I have learnt anything over my four years at Grammar, it is that this school rewards hard work, like in most things in life you get out of it what you are prepared to put into it. There is no doubt that at times it can be challenging, and the pressure is high.

I have been fortunate enough to be a member of the 1st XV Rugby team over the last two years — a team that teaches you that pressure is a privilege. During these times of high pressure, I have realised that it reveals two kinds of people — those who let it limit them, and those who use it to rise to the occasion.

What person will you be? Whether it is through exams, musical performances, matches, or expectations, pressure is part of life at Grammar. There is always a choice with how much effort and hard work you are prepared to put in. This lesson applies whether you are wearing a rugby jersey, wielding a hockey stick, or simply wearing the Grammar uniform.

What defines us as a school is not how we perform when things are easy, but how we respond when they are hard. In Belonging, Owen Eastwood explains that strong groups perform best when individuals understand where they come from and the responsibility they carry for each other. Belonging is not passive — it is earned through contribution, standards, and shared values.

At Grammar, belonging means understanding that you are part of something far bigger than yourself: a tradition built by generations before us, and a culture that depends on how we act today. When we hold ourselves and each other to high standards, we create an environment where people feel supported, accountable, and able to perform.

To the Form 7 cohort, I trust that you will make the most of your last year at Grammar and be the example. Although it is our last year it is not the time to slow down but rather speed up and continue learning and growing. So, finish strong and make sure you have no regrets about your final year when you walk through the School gates for the final time.

So to finish, remember that excellence comes from effort, pressure is a chance to rise, not something to avoid, and belonging is earned through contribution, standards, and service. If we commit to these things, we strengthen not only ourselves, but the culture of this school. Stand tall, be proud, be united, and let your actions reflect what it means to be a Grammar man.

2026 Prefects

N. J. StanleyNico (Head Prefect)

M. D. H. ThomsonMatayas (Deputy Head Prefect)

X. R. ClarkXavier (Senior Prefect)

R. S. GlaetzerRupert (Senior Prefect)

J. E. G. BaillieJack

S. P. R. BeggsSamuel

J. D. BethellJacob

L. M. BlandLuca

M. M. BrowneMax

J. E. R. BuchananJohn

L. M. CameronLachlan

H. Y. Y. CheungHaydn

C. J. ClarkConnor

T. A. L. CurteisTom

C. A. DunwoodieCampbell

M. C. EvansMichael

M. B. FrostMorgan

J. A. GowingJoshua

E. C. HalaapiapiEthan

R. J. A. HalsteadRiley

T. C. HeatherTheodore

F. W. HillFinn

A. R. HollandAria

J. J. HunterJasper

M. K. JacobsMarlee

R. D. JohnsonRiley

T. R. KingToby

A. KumarAarush

B. S. LucasBen

M. MaMaskil

N. E. MackayNoah

L. F. MatuschkaLuke

J. S. McNaughtonJoshua

O. S. X. QinOscar

J. R. RowbothamJoshua

R. ShenRuyue

J. A. SmithJoshua

B. A. StaffordBen

M. V. M. TaylorMarcus

R. T. Te TamakiRyland

L. C. R. ThomsonLuke

J. A. W. ThorpJoshua

N. H. S. ThorpeNikau-Te Ha

E. E. J. TuatagaloaEric

T. J. WentThomas

T. S. S. WilliamsThomas

A. J. G. WorthAlexander

D. YuDaniel

B. M. ZameBart

Academia

An Overview of the 2025 Academic Results

The 2025 academic results were very pleasing, with senior students performing extremely well in all external assessments.

The Cambridge examination performances, particularly for A Level, were very strong. The percentage of A* and A grades were 41.4%, with the overall pass rate sitting at 98.8%. The AS results were also fantastic, with the A-C pass rate exceeding almost 69% and the overall pass rate at 95.8%, the most successful pass rate for the past eight years. This represents an exceptionally strong performance in one of the world's most academically demanding secondary school qualifications.

The School's NCEA cohort also performed very well. At NCEA Level 2, 69% of students gained their certificates, with 25 students gaining their certificates endorsed with Merit. At NCEA Level 3, 83% of students achieved the qualification, and 19 students had their certificates endorsed with Merit. Over 645 of NCEA Level 3 students achieved University Entrance in 2025.

Auckland Grammar School students study predominantly rigorous, academic subjects and standards which lead to comparatively high University Entrance rates for the Form 7 cohort. Cambridge students achieved a University Entrance pass rate of 99.6% in 2025 (up 0.3% from 2024), and the NCEA Form 7 cohort achieved 64.4% (up almost 5% year-on-year). Combined, the Form 7 students in 2025 achieved a University Entrance pass rate of 85.7%.

In 2025, the national pass rate for all students was 49.9% and the figure for all students in the School's Equity Index (EQI) was 70.1%. The 2025 national average for boys in schools in the EQI achieving University Entrance was 62.5%. Across all schools in New Zealand, the University Entrance rate for boys sat at 43.4%.

Auckland Grammar School was once again one of the top three performing schools in the country in NZQA Scholarship examinations, after students earned 198 individual scholarship awards in 2025. These are students from the top 10% of the entire Form 7 cohort, plus Form 6 students from classes 6A and 6B.

2025 Outstanding Cambridge Learner Awards

The list of students who earned Outstanding Cambridge Learner Awards for 2025 was released in February, and Auckland Grammar School earned a collective 15 High Achievement and Top in New Zealand Awards, as well as two Best Across AS and A Level Subject Awards.

Current Form 7 student Owen Li Zhang was named Top in New Zealand with Best Across 4 AS Level Subjects, and 2025 Dux Taejeong Kim was named Top in New Zealand with Best Across 3 A Level Subjects.

Six Top in New Zealand Awards were gained by Leo Briggs (A Level Design and Technology), Tony Chou (A Level English Literature), Maxwell Clarke (AS Level Physics), Harry Fan (AS Level Chemistry), current Form 7 student Toby King (AS Level Economics) and Ao Ran Liu (AS Level Biology).

Seven High Achievement Awards were given to students who were Top in New Zealand but in subjects with limited entries: Harry Fan (AS Level Economics), Charles Fearon (AS Level Geography), Aaryan Maganlal (AS Level English), Scott Moore (AS Level Accounting), Xiao Shen (AS Level Business Studies), Aoxuan Yu (A Level Digital Media and Design) and Gary Yuan (A Level Spanish Language and Literature).

2025 Dux — Taejeong Kim

The B. F. Connell Prize for Dux of the School was awarded to Taejeong Kim, whose senior academic career has been defined by his exceptional capabilities and scholarly achievements. Originally from Korea, Taejeong started midway through Form 4 and finished at the top of 7A.

In the end-of-year A Level examinations, Taejeong secured an aggregate of 384/400, placing him first in Class in each of his four A Levels and also first in 7A — 93% in Biology, 95% in Chemistry, 96% in Physics and 100% in Maths. He also received the Rabone Prize for Form 7 Science and the O'Sullivan Prize for Biology. This year, he begins a Bachelor of Medical Science at Monash University in Melbourne.

Watch the Dux address ▸

2025 Dux Taejeong Kim is congratulated at the annual Prizegiving ceremony

2025 University Entrance Scholars

Congratulations to the 34 students who received their Scholars' certificates and ties from Minister of Education Erica Stanford at the annual Scholars' Assembly in February. In 2025, 89 students gained a total of 198 individual subject Scholarships, including 16 at Outstanding level.

NZQA Scholarships were gained in a range of subjects, including Accounting, Agriculture and Horticulture, Biology, Calculus, Chemistry, Classical Studies, Design Technologies, Earth and Space Science, Economics, English, French, Geography, Health and Physical Education, History, Japanese, Music, Physics, Psychology, Religious Studies, Spanish, Statistics and Technology.

Maxwell Clarke, Aaryan Maganlal, Yuntao Xue and Jiake Zhu were also named as Outstanding Scholars for 2025. Maxwell (8 scholarships including 2 Outstanding), Aaryan (6 including 2 Outstanding), Yuntao (7 including 2 Outstanding) and Jiake (7 including 1 Outstanding) earned a combined 28 individual Scholarships, including 7 at Outstanding level. Maxwell was also named the NZQA Top Scholar in Spanish.

Post School Awardees

Auckland Grammar School has an additional 10 awards for recent leavers, of which nine were given out at the end of 2025. These scholarships are awarded based on a number of criteria, including academic excellence and overall character, commencing study within a specific subject, or financial hardship.

Congratulations are extended to Siva Allu (Paul Ma Scholarship), Tony Chou (John Williamson and Dr Ken Rudall Scholarships), Max Heather (Bill Browne and Abbott Watson Scholarships), Taejeong Kim (John Williamson and J. C. Macky Scholarships), Tharindu Kumarathna (Dr Kidd Memorial Scholarship), Aaryan Maganlal (R. M. Grant Memorial and Robert and Freda Narev Scholarships) and Minu Park (Robert and Freda Narev Scholarship).

2025 Scholarship Awardees

University of Auckland

140th Anniversary Academic ScholarshipJames Carver
Yusuke Chow
Yu-Hui Chu
Tharindu Kumararathna
Ao Ran (Aaron) Liu
Huanran Qin
Jacob Wong

Faculty of Science High Achiever Undergraduate Entry ScholarshipTharindu Kumararathna

Pacific Academic Excellence ScholarshipHarley Brader

Top Achiever ScholarshipTony Chou
Aston Ingram
Minu Park
Yuntao (Jerry) Xue

University of Waikato

Vice-Chancellor's Access Waikato ScholarshipCooper McCone

D. V. Bryant Trust University of Waikato Residential ScholarshipCooper McCone

University of Otago

150th Entrance ScholarshipLouis Delamare
Abdul Razack
Iain Yong

Academic Excellence Entrance ScholarshipYuntao (Jerry) Xue

Leaders of Tomorrow Entrance ScholarshipJamies Hiddleston
Orlando Ko
Oliver Mortimer
Samuel Openshaw
Fergus Williams

New Frontiers Excellence ScholarshipFergus Allan
Lachlan McCourtie
Luca Williams

Pacific Peoples' Entrance ScholarshipNathan McNaughton

Performance Entrance ScholarshipMarco Alpe

Noel Burnett Scholarship (for any university)Eirene Apineru

Academia

2025 Scholars' Assembly

Minister of Education Hon. Erica Stanford spoke at the occasion.

At the 2025 Scholars' Assembly in late February, the Minister of Education, Hon Erica Stanford, was the guest speaker, addressing the 31 students who would soon cross the stage. "It is an incredible feat what the young men who will cross the stage today have achieved, and it is not to be underestimated the incredible amount of hard work, of dedication, of study, of sacrifice, and commitment that went into achieving the results we are here to celebrate today."

The Minister was clear in her recognition of what underpinned that achievement. "It is not just last year that we are celebrating, but the years that led up to that result." From primary school to intermediate through to their time at Auckland Grammar School, the Scholars' success reflects a long-term investment in learning, supported by teachers and families alike.

The Minister spoke of the privilege of an education at Auckland Grammar School. "You are extraordinarily lucky to be at a school like this, that instils in you some incredible values and really presses upon you the importance of academic achievement." She also stressed the importance of the responsibility that comes with it. "There is no greater gift than an amazing education," she said, describing it as something that can "change the trajectory of your life" and open doors that would otherwise remain closed. She also emphasised that it is not qualifications alone that matter. The habits formed along the way — focus, drive, determination, and a commitment to excellence — are what ultimately sets these young men apart.

"Not everybody has that," she observed. "The fact that you do will set you apart from everybody else." Her message was simple: take those attributes and apply them to everything. Even the most modest beginnings, she explained, can lead to unexpected opportunities.

The Minister then spoke about her first role right after graduation from university — she joked that her job was to make coffee and photocopies, "but I made the best coffee and I photocopied the best photocopying." That growth mindset, she explained, led to rapid progression, not because of the tasks themselves, but because of the attitude behind them.

Her advice to the Scholars was to carry that same approach into every endeavour. "Always give 120%," she said. "It will be noticed, and there will be more opportunities that open up for you in life outside of Grammar."

She also addressed the inevitability of setbacks. "I can tell you that along the way, you will fail," she said plainly. "But failure is not the problem. The problem is how you deal with failure, how you pick yourself up, you remember the lesson that you learned and you move forward." What matters, she explained, is resilience — the ability to learn, recover, and move forward with purpose.

Looking beyond the School, the Minister spoke about her wider ambitions for education in New Zealand. Her goal, she explained, is to ensure that every young person has access to the kind of opportunity represented by Auckland Grammar School — a system defined by "high expectations, high aspirations, and high goals." She pointed to ongoing work to strengthen the curriculum, invest in teachers, and raise the standard of national qualifications.

Central to that vision is a belief in equity. She quoted a phrase she heard from the Minister of Education in Singapore, who shared a principle that underpins her approach: "Your means should not determine your destiny." It is, she suggested, an ideal New Zealand must continue striving towards.

She concluded by challenging the Scholars to carry forward what they have gained. "Take what you have learned here," she said, "and make sure you carry that with you in whatever it is that you choose to do." Just as importantly, she encouraged them to remain connected to the School and, in time, to give back — to help future generations understand what it takes to succeed.

The Minister also acknowledged the role of parents, thanking them for the part they have played in shaping the young men celebrated on the day. Their contribution, she noted, is "so very crucial" to both character and achievement.

For those in attendance, the message was both one of recognition and of challenge. Their success deserves to be celebrated, but it is also a starting point. As the Minister reminded them, "you should be incredibly proud of yourselves" — and ready for what comes next.

Sports

Rowing

It has been an outstanding rowing season with new head coach Aaron Maxwell building a disciplined and cohesive squad, and crews across all year levels finding success throughout the season.

The Under 15 Coxed Octuple Sculls of Philip Petrovski, Nicholas Fail, Magnus Ross, Cooper Phillips, Max Reynolds, Luca Paoli, Emlyn Bridges, Wolfe Bayvel and coxswain Blake Davies were the fastest in their category for every race. Similarly, the Under 18 Novice Coxed 4 of Leo Williams, Kiran de Almeida, Oliver Hookway, Thomas Costar and coxswain Blake Davies podiumed at every North Island regatta.

The Under 18 Senior Eight won Gold at the North Island Rowing Championships and continued to evolve their performance at each successive regatta. This culminated with the final configuration of Alex Worth, Josh Thorp, Ritchie Mabey, Jasper Hunter, Maxim Lisnichenko, James Riley, Lewis Cameron, Ben Worrall and coxswain Daniel Taylor claiming silver at the North Island Secondary Schools Championships Regatta, a well-deserved accomplishment.

Tennis

Term 1 has been a very busy and successful term for the Premier Tennis team, starting off with a 16-5 win during the traditional exchange with Christchurch Boys' High School.

The annual Quadrangular Tournament involved teams from Hamilton Boys' High School, Palmerston North Boys' High School, and Wellington College. After wins against Hamilton Boys' High School and Palmerston North Boys' High School, the Premier Tennis team won the exchange for the first time in seven years, with a 6-0 win against last year's winners Wellington College.

The Auckland Champion of Champions' Tournament included the top two Junior, Intermediate and Senior players from all Auckland secondary schools. Captain of Tennis Luca Bland won the senior singles title, and he teamed up with Ridley Huang to win the senior doubles title. Charles Kindt and Yida Wu also made it into the Intermediate doubles final but unfortunately had to withdraw.

In the Auckland Premier competition, the Premier team (Campbell Dunwoodie, Ridley Huang, Austen Keni, Charles Kindt, Jiachen Li, Yida Wu and Captain Luca Bland) finished second in the pool. After a win over St Kentigern College in the quarter-final and Westlake Boys' High School in the semi-final, the team played King's College and claimed the Auckland title with a 5-1 win (below).

Five young men standing in front of a blue backdrop

Water Polo

The Premier Water Polo team finished the Auckland League in a credible fifth place. The team did start the 2026 season on the back foot, with two heavy losses to Sacred Heart College and Westlake Boys' High School.

However, the team showed tremendous perseverance and showcased some exceptional Water Polo throughout the remainder of the season. Barring a loss to a tenacious side from Rosmini College, the team would have made the top four of the tournament, after winning all their other games.

The Premier team performed well in the final for fifth and sixth place, controlling the game from the start and defeating Rangitoto College 9-7.

The other notable event of the season was the annual traditional exchange with Christchurch Boys' High School in February. Auckland Grammar School hosted a five-team tournament with teams from Westlake Boys' High School, Hamilton Boys' High School and Tauranga Boys' College making up the competition. Some great Water Polo was played, and the friendships created by billeting players from other schools were appreciated by all.

Touch Rugby

Two Auckland Grammar School teams competed in the Interschool Touch Rugby competitions in Term 1.

The Senior team played in the Central Eastern Zone with a mixture of results. However, it gave many students their first opportunity to play Touch Rugby in a competitive environment and improve their skills and knowledge of the game.

Many players were returning for their third and fourth years in the Premier Touch Rugby team. This proved invaluable with the Premier team finishing second in pool play behind King's College. The team took on Kelston Boys' High School in the semi-final, coming from behind to secure a spot in the final with a buzzer-beating try. Facing King's College in the final, both teams showed incredible resilience, going try for try to have the scores locked at 7-7. However, a late, final try to King's College saw the Premier team become runners-up for the 2026 season.

Athletics

A group of 208 athletes competed at the School's Athletics Sports Day in February. In optimal summer conditions at Go Media Stadium Mt Smart, athletes gave it their utmost best, putting their athletic fortitude to the test.

The 2026 Junior Champion was Form 3 student Bruno Murdoch. Bruno took home Silver in both the 300m and 800m races, before winning Gold in the three Jump events - Long Jump, High Jump and Triple Jump. Jia Wen Lu claimed four medals across the day - Gold in the 200m, Silver in both the 80m Hurdles and the 100m, and Bronze in the Long Jump.

Form 6 student Iulai Masoe was named as the Intermediate Champion for 2026, winning Gold for the 200m and 400m races, and Silver for the 100m hurdles, the Long Jump and High Jump. A new School record was set by Form 6 student Leyon Caffery who won the Discus with a distance of 58.08m, improving the record set by Samiuela Ulufonua 14 years ago by 2.03m.

The Senior competition did not disappoint, portraying top athletic form across all events. Form 6 student Harrison Day set a new record in the Senior 400m, beating 2025 Deputy Head Prefect Charles Howlett's record by just one hundredth of a second. The longer track races - the 1500m and the 3000m - were both won by Form 6 student Ethan Mora, with Isaac Stewart picking up the Silver.

Captain of Athletics Luke Thomson was able to run his first time below 11 seconds when he came first in the 100m, winning in a time of 10.96s. He then went on to win the Gold medal in the 200m and Silver medals in the 400m and the Long Jump. These results enabled him to be crowned the Senior Champion for 2026.

At the Auckland Athletics Championships held across two days in March, almost 100 students represented Auckland Grammar School, earning a total of 34 medals (12 Gold, 13 Silver and nine Bronze). In addition, the Senior 4 x 100m Relay team of Max Browne, Harrison Day, Lincoln Evans and Luke Thomson won the Gold medal in a New Record time of 42.99 seconds.

These achievements would not have been possible without the help of Stuart Blackwell, Marshall Hall, Chris Oates, Briana Stephenson, Stephen Thorpe, Matt Wyatt and Master in Charge Tienie van Wyk, to whom the School's Athletics team extends their heartfelt thanks.

Cricket

After winning the 2025 Premier One-Day final over Westlake Boys' High School to claim the Auckland title for the first time since 2000, the 1st XI Cricket team earned a place at the New Zealand Secondary School Boys' 1st XI Cup finals. The team finished first equal on points and recorded a win over eventual champions Wellington College. However, inclement weather that negatively impacted the net run rate saw the team finish third overall.

The largely new squad assembled in January, with only three returning players alongside several younger athletes. The team demonstrated significant development throughout a demanding Term 1 schedule. Valuable lessons were gained during the first three-day fixture against New Plymouth Boys' High School, highlighting the requirements for success in longer-format cricket. These insights were effectively applied in the subsequent home fixture against Christchurch Boys' High School, resulting in the team's first victory in the red-ball format. Further growth was evident in the final traditional match against Palmerston North Boys' High School.

In the Auckland One-Day competition, the team showed resilience and consistency. Highlights included a one-run victory over King's College and two successful 200-plus run chases against Macleans College and Mount Albert Grammar School, both achieved away from home. With six wins, one loss, and two washouts from nine matches, the 1st XI team are equal first on the table heading into the winter break.

Yachting

The School's Yachting team began their 2026 season with a fifth place finish at the Auckland Secondary Schools' Fleet Racing Regatta, with captain Thomas Pilkington (pictured, fifth from right) winning the ICLA Class race.

Following a disappointing result in 2025, the Premier team sailed extremely well at the New Zealand Secondary Schools' Keelboat Championships to qualify first. However, the team failed to capitalise on previous momentum with unforced errors costing them valuable points, resulting in a second place finish by a single point. The School's second team, with many of them being new to keelboat sailing, worked through some unfavourable conditions to finish ninth overall.

At the Auckland Regional Teams Racing Championships, both teams demonstrated exceptional teamwork and tactical understanding to finish first and second. At the New Zealand Teams' Sailing Championships in the Term 1 holidays, the team went undefeated in qualifying, but some errors saw the team finish second overall behind eventual winners Westlake Boys' High School. Their second placing does earn the team direct entry for the Interdominion Championships later this year.

Summer Tournament Week

Volleyball

The Premier team competed at the New Zealand Secondary Schools' Championships in Palmerston North. The team played Wellington High School in their first fixture, losing the first two sets (19-25 and 17-25 respectively), but winning the third time-affected set 18-16. In their second game against Christchurch Boys' High School, the team won the first set 25-23. With a lapse in discipline, they then lost the second set 18-25. In the final time-affected set, they won 7-4.

On Day two, the team played Inglewood High School, winning 2-1. The second match against Tawa College saw the team win 2-0 (25-13, 25-23). Day three saw the Premier team lose 2-1 to Hutt International Boys' School, before securing a 2-1 win against Rototuna High School. On day four, the team had two wins against Aotea College and Hutt Valley High School to win their division.

Water Polo

The Premier Water Polo team secured a top eight position at the North Island Secondary School Division Water Polo Championships by qualifying 2nd in pool play. The one loss in pool play was against Hamilton Boys' High School (13-15).

In the cross over matches, Grammar drew with King's College but lost to Sacred Heart College and Westlake Boys' High School, meaning Grammar had to play off for the 5-8 positions.

To ensure a fifth-sixth place final, Grammar had to beat Rangitoto College, which they did, winning 9-7. Unfortunately, Grammar started slowly in the fifth-sixth playoff final against Westlake Boys' High School, going down 10-9 to finish sixth.

Cricket

Competing at the Under 15 Junior Invitational Cricket Tournament, the Colts Cricket team played their first game against New Plymouth Boys' High School, starting their tournament off with a six-wicket win. This was followed up by a five-wicket win over their opponents from Christchurch Boys' High School. Day three saw the team's game against Palmerston North Boys' High School affected by rain, with the team winning using the Duckworth-Lewis Method, with the game on day four cancelled. The final day of play saw the team play St Paul's Collegiate to determine the final placings. Dismissing the opposition for 114, the game came down to the final 10 overs. At 9 down, the Colts team ran a single to win the game and the tournament undefeated.

Golf

At the Auckland Stroke play Championships, Tony Zhang finished on 5 under par over the two days of competition to place second.