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King’s is fortunate to have received significant gifts which have kickstarted major capital campaigns for important building and grounds developments, as well as donations from  individuals and trusts which have established scholarships and bursaries.

Student support

The following are but two examples of the generosity of some of our donors. We are thankful to each and every donor who makes it possible for young men and women in New Zealand to have access to the best all-round education. 

  • Phil Ryall Bursary

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    Phil Ryall Bursary: 11 years of giving rural New Zealand students an opportunity to attend King’s

    Old Collegian Phil Ryall (School, 1943 –44) has been supporting the College through his namesake Bursary for more than ten years.

    His story of how he got to be at King’s is a touching one. “I came from a pretty hard up family in the heart of the King Country,” explains Mr Ryall. “We lived in a real back-country location and I had no way of getting to a high school – there simply weren’t any in the area!

    “My father had a pretty hard time in the War, but he was determined that I would receive a high school education. Through his persistence and determination, I was able to attend King’s. 

    “I was never able to complete my King’s education, however, because my father became really sick while I was at school so I had to leave to help my mother on the farm.

    “I enjoyed my time at King’s in the short time I was there. I was never a top athlete or anything like that, but I made some good friends there,” says Mr Ryall.

    Over the years, Mr Ryall worked hard on his farm – rearing sheep and cattle – and did reasonably well for himself, to the point where he was finally in a position to set up a bursary which would give children from rural New Zealand the opportunity to receive a good high school education. 

    “I wanted to help people who came from the sort of rural life I came from, and that’s what I did.” Mr Ryall hopes that all the recipients of his namesake bursary enjoy their time at King’s and try their utmost to make the best of the opportunities that they are lucky to now have exposure to.

    Thank you, Mr Ryall, for your generosity to the King’s Foundation, and the College.

  • Mark and Angela Clatworthy Scholarship

    Since 2014 Old Collegian and Orthopaedic Knee Surgeon Mr Mark Clatworthy (Averill, 1978-82) and his wife Angela have chosen to provide yearly boarding scholarship solutions for promising students as their focus.

    Up to five scholarships can be awarded to students of Maori or Pasifica descent who have a strong academic and/or sporting ability or who because of financial disadvantage might otherwise have been unable to receive an education at the College. This support represents over a quarter of a million dollars.

    The Clatworthys encourage those in the King’s community to consider supporting a scholarship so as to provide a young person with an education and networks that will hopefully allow them to reach their full potential as an individual and in their prospective careers.

Staff Support 

Each year two King’s College teachers are able to travel overseas on a Fellowship made possible through the generous donation by the late Sir Douglas Myers (School, 1952-56) in the memory of his mother, who had a deep interest in education. The Margaret Myers Fellowship fund also enables educationalists to present seminars, lectures and workshops.

  • Case study: Bryan Sapsworth - 2016 Margaret Myers Fellowship recipient

    Bryan Sapsworth, Head of Department – Physics, and Teacher of physics
    Graduate Diploma in IT | Graduate Diploma of Teaching | Bachelor of Science

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    Journey of exploration

    For Bryan, applying for the 2016 Margaret Myers Fellowship was driven by his desire to create bigger gains in his teaching and educational achievements. “I applied because it appeared to be a good opportunity to seek answers to some burning questions I had in relation to my teaching,” explains Bryan. “For a while I had tried many technological advances in my teaching, but the gain in educational achievement was not being sustained. So I wanted to find out why this was.”

    Bryan spread his Fellowship over a year. First stop was to the United Kingdom for the Bett Show, an annual trade show in the UK that markets information technology in education; and a Visible Learning conference. He then visited Geneva, Switzerland, for a tour of the CERN laboratory, the European Organization for Nuclear Research where physicists and engineers probe the fundamental structure of the universe.

    In Sydney, Australia he attended the National Future Schools Conference; in Melbourne, the IWBnet Leadership conference; and in New Zealand’s South Island, a special Energy Generation and Adventure Tour. In his travels, Bryan also visited a number of schools to learn about their teaching and learning practices in the Physics sphere. 

    Bryan feels privileged to be a recipient of the Fellowship. “It has given me a refreshed interest in teaching at King’s College and a real sense of pride that I was selected.” 

    Bryan’s advice to aspiring and future Margaret Myers Fellowship applicants and recipients is this: “Think about what big educational questions you wish to answer. This will take you on a long journey.”

    Does ICT improve learning?

    “Through my travels, I found that the focus on educational technologies is too strong. ICT is an essential skill to master considering it is all pervasive in the lives of our students and in the workplace. It cannot be ignored. But it is not a magic bullet for education.”

    Bryan concluded that he had spent too much time looking at the activity instead of the outcomes. From here on, Bryan’s focus is back to what future learning he wishes to see in his classroom. “If ICT helps then that is great,” he says. “For me, ICT is now an essential tool that sits beside all other tools. I will take greater care in analysing what I get out of the use of ICT.” 

    How can the classroom be set up to best support learning in Science?

    Bryan explains how finding answers to this particular question gave him valuable insight into what the ideal Physics lab should look like. “The adaptability of space is very important,” says Bryan. “It was also interesting to see that our ‘no front’ to the classroom has been done elsewhere and it was pleasing to know that we are doing very well in this aspect.” 

    Immersing students into Engineering and Physics at College level Figuring out how to best immerse his students in Engineering and Physics at a high school level was the most interesting part of his Fellowship experience.

    “I went to CERN and loved it. But I struggled to develop a way to connect this to my students in New Zealand,” says Bryan. So he went in search of a better alternative – in New Zealand’s South Island. “There is an amazing power generation scheme there so I went through this scheme with the help of Meridian Energy and took Virtual Reality photos and videos at many of the sites, met the people behind it and collected the information I needed,” explains Bryan.

    This material will be used to create an immersive website where students can place themselves in the power stations and then answer open-ended Engineering and Physics questions. These questions will be embedded into the College’s Physics syllabus with the intention of highlighting the strength of New Zealand’s ingenuity and also making it more relatable to the students.

  • Case study: Ro Bairstow - 2016 Margaret Myers Fellowship recipient

    Ro Bairstow, Teacher of Mathematics
    Diploma in Mathematics Education | Diploma in Teaching | Bachelor of Science (Honours)

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    For Ro Bairstow, applying for the Margaret Myers Fellowship was part of his quest to collect information, photos and videos for the creation of an educational and mathematical iBook he was creating, called The Man-made Wonders of the World.

    “Writing iBooks has been a passion of mine for several years,” says Ro. “All of my classes use iBooks, created by me, instead of the traditional textbooks. Students respond well to this method of teaching and learning at the College, and feedback is favourable.” 

    During his Fellowship year, Ro visited a number of fascinating places including Dubai where he went up the Burg Kalifa, London and its well-planned undergound transport hub, and India, where he had the opportunity to tour the Taj Mahal.

    “Whilst on these travels, the one key thing that struck me the most was the very important place that Engineering and Mathematics have had in shaping our modern world,” says Ro. “I obtained much-needed data for my book and was also inspired to start planning a follow-up iBook, called The Natural Wonders of the World.”

    Ro’s advice to future applicants of the Margaret Myers Fellowship is to ensure they think outside the square when putting together their application.

    Ro is the founder of The BestMaths Foundation, a charitable trust dedicated to producing digital resources to assist and enhance the teaching and learning of Mathematics at primary and secondary school levels. The free resources include eBooks, Apps, games and an extensive website full of content such as interactive features and concept videos.

Sporting support

Old Collegians Alistair Dryden (School, 1956-60), Craig Ashby (Averill, 1959-63) and Peter Masfen (Marsden and Major, 1955-59) established a fund to honour Rolf Porter who introduced rowing to the College as a sport in the early 1950s and who played a major role in coaching and developing the sport for the best part of two decades.  

Today the fund supports ‘on the water’ rowing equipment and assists with further fundraising to help grow the fund.

Peter Masfen CNZM who himself is a rowing Olympian has also contributed to the recent purchase of a Hudson Eight Super Predator.