KIMI ORA COMMUNITY SCHOOL PROJECT- AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY by 4SightConsulting

TE PUNA TAIAO AT

KIMI ORA COMMUNITY SCHOOL An outdoor, whānau-friendly, multi-use facility

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

CONTENTS Introduction

ANALYSIS

Flaxmere

Flaxmere Recreational Space

Community Links

201 Victoria Street West Auckland Central Auckland 1010 www.4sight.consulting

Te Aranga Marae

Waingakau Village

Food forest and walking/cycling track

Kimi Ora School

Key Outdoor Spaces

FRAMEWORK

Design Framework

The 3 Focuses

NARRATIVES

Cultural References

Initial Cultural Themes

ECOSYSTEMS

Hawke’s Bay Region

Qbase code 2001.

Regional Landscape Features

Prepared by Claudia Boyo, reviewed & released by Renee Davies

Regional Ecosystems

+64 9 303 0311 info@4sight.co.nz This document meets 4Sights information and document control procedures in accordance with our quality assurance system, independently audited by Telarc under

All drawings are preliminary subject to development of design. Photographs included are

Inland Indigenous Forest

design precedents only as indicative look and feel for the design. They do not represent

Lowland Open Sites

Wetlands

Dune + Coastal Fringe

documentation of the design in any way and no ownership of the images or their contents is implied.

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

PLAYSPACE

Peripheral Playspaces Layout

Key Design Elements

Playground Precedent Imagery

Design Approach

Rope Playground Components

9. Mussel Skate Bowl and Sled Hill

10. Tāne Mahuta Forest and Kahu Walkway

THE DESIGN Design Framework

Zoning Plan

Design Process

Initial Thinking

Initial Concept and Sketches

Working Drawings

Initial Plan

Resolved Design Plan

Rendered Design Plan

Design Element Integration

DESIGN SPACES

1. River Mouth Main Entrance

2. Pacific Courtyard

3. Kāpehu Whetū Water Play Bowl

Water Play Bowl Render 4. Rongoā Garden Rongoā Garden Render

51 52 53

5. Classroom Courtyards

6. Loose Parts Meadow

7. Outdoor Community Kitchen

8. Tangaroa Fishing Village Playground

Core Playspace Layout

Tāne’s Forest render 11. Pa harakeke and Passages Pa Harakeke Render

65 66 67

12. Kahungunu Pā

13. Mahinga Kai

Mahinga Kai Concept Sketch

Garden Elements

Recycled and Up-cycled Elements

Mahinga Kai Render

Waynes Garden Shed Render

14. Entrances

PRESCHOOL DESIGN 15. Te Whare Aroha O Nga Mokopuna

78 79

Playcentre Concept Sketch

Play & Education Element

Vertical Integrated Fence Components

Natural Horizontal Components

Materiality and Built Elements

THE END

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

INTRODUCTION The Kimi Ora Project has been driven by the school community and identified as a key priority for the ongoing success and enrichment of students (both current and future), and the project is intended to have strong links and benefits for the broader community of Flaxmere. The project incorporates Te Puna Taiao design elements, community input, landscape and ecological sensitivities, and design strategies that capture the essence of the unique Māori and Pacific student cohort and the Heretaunga plains landscape. The design establishes outdoor spaces that allow for a seamless flow between outdoor and indoor educational spaces. The outdoor environment of Kimi Ora is to be an enriching learning and play space that is beautiful and inspiring for the students, teachers and broader community. The design concept breaks down the current fenced barriers between the school and the broader site and provide facilities and spaces that encourage local community use. The new facility design optimises the spaces surrounding the new buildings and creates a holistic and vibrant community learning and gathering area that honors and celebrates the whenua.

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

ANALYSIS

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

FLAXMERE The Flaxmere area sits on the Heretaunga Plain in Hawke’s Bay. It’s Māori name, Pa Harakeke, speaks of the origins of the land prior to European settlement. The Flaxmere area was also once the bed of the Ngaruroro River, which over the years moved across the plain. Flaxmere is located outside of Hastings and has a population of 9,408 (recorded in 2013). Flaxmere was built to cater to the housing demand of Hastings and it was intended to be an uppermiddle class subdivision. However the land was subdivided into small lots which resulted in the establishment of a lower income neighbourhood. Flaxmere has one of the highest social deprivation index values of the Napier-Hastings metropolitan area.

Kimi Ora School Rewai Kohunga

12 11

14 10

8 7

Flaxmere College

Parks

5 4

Irongate School

Peterhead school

Flaxmere Primary

The main community spaces in Flaxmere, such as the Flaxmere Village, Library, Swimming Pool and Flaxmere Park are located in the eastern end or the area. Kimi Ora School and the Te Aranga Marae are the only spaces in the western end of Flaxmere that provide spaces for the community.

Hugh little park

Walter Way Reserve

Flaxmere Park

Ron Giorgi Park l

Flaxmere Rugby Club

Ron Giorgi Park lll

Lochain Park

Kingsley Park

Kingsley Chatham Park

Ramsey Park

Kilkee Terrace Reserve

Tarbet Reserve

Margate Ave Playground

Margate Ave Reserve

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Community Areas

Library Swimming Pool Te Aranga Marae Flaxmere Village

Schools

Schools Kimi Ora School

FLAXMERE FLAXMERE RECREATIONAL SPACE 1. Tarbet Reserve Playground 400m from Kimi Ora School

2. Kilkee Terrace Reserve 580m from Kimi Ora School

3. Ramsey Park

500m from Kimi Ora School

Kimi Ora School

Rewai Kohunga

1 2 3

The western end of Flaxmere provides very few engaging play spaces for youth. Kimi Ora school has a small playground, rugby field and courts. These spaces are bare and lack natural playspaces that are challenging for all ages. The parks around the school area are either small grass spaces that do no allow substantial play and exploring to take place or playgrounds/concrete courts suitable for younger children. These community parks are often unsafe spaces for children which results in them being underutilised. The Flaxmere West Community Plan was developed in acknowledgment of the need for improved public facilities in the area

Elements:

• • • • •

• •

• • •

Basic playground for young children One tree Several rocks Small concrete space with a hoop Small grass space

4. Kingsley Chatham Park 350m from Kimi Ora School

Small Grass area Corrugated fence

5. Kingsley Park

710m from Kimi Ora School

Medium sized grass space Poor visibility across half the park Two small trees

6. Ron Giorgi Park lll

1400m from Kimi Ora School

Peterhead school

Elements:

• • • • •

• • • •

• • • • •

Large grass space Basic playground for young children Four medium sized trees Power pole running through park Small concrete space

Large grass space Two pieces of play equipment Good range of trees Slight grassy mound

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Large grass space Skate bowl Rugby Fields 2 Cricket pitches Rugby club house

COMMUNITY LINKS WAINGAKAU VILLAGE

With the desire to see a strong connection between the school and its surrounds with the adjacent Te Aranga marae, community garden,future village area, food forest and a walking/cycling track, the landscape of Kimi Ora school can become an important community space within the wider development of the area in line with the Flaxmere West Community Plan.

Te Aranga Marae The estaiblishment of spaces that reflect and recognise Te Ao Māori will connect children and communities, encouraging improved interaction with the marae and its events. Spaces in the school that encourage traditional practices, such as weaving, carving and rongoā, will act as extension spaces of the marae where anyone can participate, as well as providing the marae with resources.

Waingakau Village The development of the community play, eating and outdoor spaces will create a “backyard” for the Waingakau Village that allows the residents and wider community to come together through play, craft and food.

Food forest and walking/cycling track

OOL KIMI ORAISCH ORA SCHOOL

KIM

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

The extension of the existing bike track at the school has the potential to link the school grounds with the food forest and cycling track, creating one cohesive and connected space for the students and the community to utilise.

KIMI ORA SCHOOL Kimi Ora School grounds are currently made up of a mixture of grass and concrete spaces which are mostly disconnected areas that fail to evoke the senses, challenge or inspire children through play. Apart from the two playgrounds (which are small in size, failing to cater for the sizer of the school or test the physical ability of the older children) and the rugby posts, the grounds have no permanent interactive elements that children can engage with, allowing them to learn through play. The landscape does not provide opportunities for children to really challenge themselves and explore their school grounds through play, nor does it create spaces that could act as outdoor extensions of the internal classrooms, creating learning opportunities.

RUGBY PITCH / FIELD

BIKE TRACK WATER PLAY

PLAYGROUND

LOOSE CONCRETE PARTS PLAY COURTS VEGETABLE GARDEN

KOHUNGA GROUNDS

PLAYGROUND

The grounds also have very few natural elements. The school has a select number of mature trees but there is an major absence of native planting and other natural objects such as stones, logs, running water. Students do not have the opportunity to learn about the surrounding natural world and test how they chose to interact with it.

ASTRO TURF COURTS

Utilisation

As ranked by teachers: Astro Turf Courts Playgrounds Kohunga Grounds Concrete Courts Loose Parts Play Area Vegetable Garden Bike Track Rugby Pitch/ Field 11

KIMI ORA COMMUNITY SCHOOL â&#x20AC;&#x201C; AN OUTDOOR, WHÄ&#x20AC;NAU-FRIENDLY, MULTI-USE FACILITY

Underutilised Moderately utilised Highly utilised Highly utilised Moderately utilised Used for learning only Underutilised Underutilised

K E Y O U T D O O R S PA C E S

Concrete Courts + Playground Highly Utilised

Concrete area + Workbenches Moderately Utilised

Mud + Waterplay Moderately Utilised

The concrete courts are one of the most utilised outdoor spaces in the school. They are used for morning exercise, PE, basketball, skating and scootering along withe a range of other activities. The plastic playground is small in size, failing to cater for the sizer of the school or test the physical ability of the older children.

The concrete spaces around the classroom are used for loose part play and construction. Children participate in a range of activities that involve loose parts such as large wooden wheels, plastic barrels, cardboard box play and workshop benches for building and constructing.

This small shaded area was created by the students themselves. It is a waterplay area with a range of water paths, pools and loose parts that allow the children to interact with water and mud.

Multipurpose Grass Space + Loose Parts

School Food Garden

Bike track + Field

Moderately Utilised

Utilised for learning only

Underutilised

The spaces of grass around the school buildings are spaces that children play with loose parts such as wooden posts,plastic and wooden crates, plastic pipes. They use these spaces for imaginative play.

This school vegetable garden features a range of planter boxes and fruit trees. It is less of a play space and more of an educational one for teaching purpose where children learn how to grow edible plants and how to utilise them. This space also grows food for the children’s daily lunches.

The field is barley used by students during lunchtime. The large open space has one rugby field with posts and very few trees. It its separated from the school visually and physically by a large fence making it unwelcoming. The Bike track is used by students during PE but it provides few challenges for students.

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

FRAMEWORK

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

DESIGN FRAMEWORK

3 E

E N

A s i t e t h a t e n co u ra g e s i n d e p e n d e n t ve n t u r e s b u t h a s a co r e h o m e b a s e

ZONE 2

ZONE 1

N A R R AT I V E S

H AW K E ’ S B AY -Paharakeke -Life in a Pa -Connecting to the forest

-Māori Fishing -Waterways -Transport

PAC I F I C -Pacific Village -Maui

E CO S Y S T E M S

NEW ZEALAND -Paharakeke -Hills -Forest

-Rivers -Coast -Waterways

PAC I F I C I S L A N D S -Urban -Pacific Islands

P L AY S PAC E S

INDEPENDENT

SAFE -Independent -Exploring zone -Pushing boundaries -Challenging

T ā k i t i m u Wa ka

A j o u r n ey t h a t t e l l s a s t o r y o r p l a ce a n d o r i g i n

ZONE 3

E N ZO

1 E N ZO

KIMI ORA SCHOOL

-River Beds -Coastal spaces -Waterways

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

-Safe Zone -Simple -Versatile

DESIGN FRAMEWORK

3 E N

1 E N ZO

E N ZO

1 E N ZO

The 3 Focuses

T ā k i t i m u Wa ka

A s i t e t h a t e n co u ra g e s i n d e p e n d e n t ve n t u r e s b u t h a s a co r e h o m e b a s e

A j o u r n ey t h a t t e l l s a s t o r y o r p l a ce a n d o r i g i n

ZONE 3

ZONE 2

ZONE 1

N A R R AT I V E S

H AW K E ’ S B AY -Paharakeke -Life in a Pa -Connecting to the forest

-Māori Fishing -Waterways -Transport

PAC I F I C -Pacific Village -Maui

E CO S Y S T E M S

NEW ZEALAND -Paharakeke -Hills -Forest

-Rivers -Coast -Waterways

PAC I F I C I S L A N D S -Urban -Pacific Islands

P L AY S PAC E S INDEPENDENT

SAFE -Independent -Exploring zone -Pushing boundaries -Challenging

-River Beds -Coastal spaces -Waterways

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

-Safe Zone -Simple -Versatile

N A R R AT I V E S The relationship between indigenous peoples and land gives rise to Māori culture and it has generally manifested in oral narratives, tales, songs, customs, and approaches to healing and birthing, as well as death rituals . Māori culture is deeply rooted in oral traditions including the passing on of narratives, and storytelling. These are used as a “transmission tool in passing down social, ecological, economic, and political constructs to the next generations . Oral narratives have the capacity to connect the past with the future, the land with the people, and the people with the story. - Marques et al, 2018

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

CULTURAL REFERENCES

MACRO

A RO GA TA N

K TI

IN U G

IK ET

TĀ N

TEA ARI

U KIN

E - M A H U TA

ĀNUKU

AUENGA

HUNGUNU

TŪ

M AT

FLAXMERE

PA TŪ

H AW K E ’ S B AY

GOKA

MAUI T H E PA C I F I C

KAHUNGUNU

Sky Father Earth Mother

Building villages I r r i g a t i o n a n d d ra i n a g e C u l t i va t i o n Food gathering Carving Tattooing We av i n g Canoe making

EARTH

THE UNIVERSE EARTH

THE UNIVERSE

God of the sea G o d o f fo r e s t s a n d b i r d s G o d o f p e a ce , a n d o f c u l t i va t e d p l a n t s G o d o f t h e We a t h e r , a n d storms G o d o f wa r , h u n t i n g , fishing and agriculture G o d o f w i l d fo o d p l a n t s

T H E PA C I F I C Wa ka N av i g a t i o n Fishing F o u n d i n g o f N ew Z e a l a n d

NEW ZEALAND Wa ka N av i g a t i o n Pā Settlements Fishing Māori Children

H AW K E ’ S B AY Maui’s Hook Fishing Th e t h r e e r i ve r s Te M a t a Heretaunga Plains F o o d C u l t i va t i o n Te K a h u K a h i ka t e a P a t hway s

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

FLAXMERE P a H a ra ke ke Te Awa o Te At u a / R i ve r of the God

MICRO

INITIAL CULTURAL THEMES M Ā O R I S E A V O YA G E S + F I S H I N G

F i g u r e 1 K u r a Tr a p

M O V E M E N T A C R O S S T H E PA C I F I C + A R O U N D N Z

Figure 3 Māori fishing net made from sticks and

Figure 2 Fish Drying Rack

F i g u r e 4 Wa k a

plaited muka

T R A D I T I O N A L M Ā O R I WAY O F L I F E

Figure 1 Otatara pā

M Ā O R I C H I L D R E N P L AY

Figure 1 A Māori carving showing the use of stilts

M Ā O R I L I V I N G I N H AW K E ’ S B AY

Figure 2 Pā entrance

Figure 3 Pā gardens

Figure 4 Coastal pā

C O N N E C T I O N TO S C H O O L S

Figure 2 A Māori swing

Figure 3 Riding a Reti (sled)

Figure 4 Rakau sticks

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

E CO S Y S T E M S Te Puna Taiao:

Rohe References To provide children with a connection to the natural world, and all the benefits that provides To build mana whenua and allow tamariki to reference their own whakapapa

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

H AW K E ’ S B AY R E G I O N ECOSYSTEMS

Hawke’s Bay lowlands and hill country are highly modified environments due to changes of land use, clearing of bush, draining of wetlands, and realignment of streams and rivers. New flora and fauna species have also been introduced creating weed and pest species that disrupt the native ecosystems that are left, specifically impacting the native birds, lizards, insects, fish, trees and plants in the region.

Tutae

However, the Hawke’s Bay Region was once covered in a rich and diverse range of native ecosystems . Local Māori relied on these native ecosystems for survival, giving rise to the regions deep cultural history. Introducing these ecosystems, their characteristics, species and materials into the landscape will allow students and communities to observe, interact and learn about these important systems, creating an important relationship between the two and a sense of appreciation. Recognising important Māori and Pasifika historical landmarks, events and narratives will allow students to learn about them and feel proud of their background, ultimatley connecting them to their culture and ancestry.

kuri R

iver

NAPIER

a Ng

ra m

r ive

R ro

FLAXMERE

HASTINGS

Te Kuawae-a-Maui

4 HAVELOCK

Native Ecosystems Indigenous forest Wetlands Freshwater Estuaries Dunes and the Coast

KEY NativeEcosystems Rivers Urban Infrastructure

r ive

uk iT

Ecosystems

k Tu

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Culturally Significant Sites 1

Hakikino Settlement

Otatara Pa Historic Reserve

Te Mata Peak

Te Kauwae-a-Maui

R E G I O N A L L A N D S C A P E F E AT U R E S ECOSYSTEM Hawke’s Bay has a range of lanscape features that make up the identity of the region and provided mana whenua with a range of reosurces for building, shelter and kai. The features are culturally, ecologically and visually significant.

Te Mata Peak Standing 399 meters above the Heretaunga Plains, Te Mata Peak offers views over the Heretaunga Plains, and Hawke’s Bay. The peak is significant to Māori due to the legend that portrays the hill as the body of the chief Rongokako an ancestor of all iwi of Ngāti Kahungunu.

The Three rivers Hawke’s Bay has three main rivers, the Ngaruroro River, the Tukituki River and Tutaekuri River. These three rivers have changed paths over time creating the Heretaunga Plains and they are an important part of the regions native ecosystem. Māori used the rivers to travel by waka and lived in close proximity to these rivers using them for water and kai.

Heretaunga plains The Heretaunga is an alluvial plain that formed from sediment deposited by the Tutaekuri, Ngaruroro and Tukituki Rivers and from coastal marine deposits. The fertile soil, the warm, dry climate of the area and water make the plain an excellent site for horticulture and agriculture. The Heretaunga Plains are named after a carved wharenui (meeting house) at Whatonga.

Te Kauwae-a-Maui Cape Kidnappers / Te Kauwae-a-Māui is characteristic of Hawke’s Bay’s dramatic coastline. The curve of the cape represents the hook Maui used to fish up the North Island in the Māori legend Te Ika-a-Māui (‘the fish of Māui’). Te Kauwae-a-Māui means ‘the jawbone of Māui’, giving the cape its name.

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

REGIONAL ECOSYSTEMS Inland Indigenous Forest Small fragments of threatened indigenous forest types remain in Hawke’s bay but they are fragmented and vulnerable to ongoing threats from pest animals and weed. Bush reserves, the Mainland Island of Boundary Stream, and QEII covenanted bush on farms are some of the protected areas. https://www.biodiversityhb.org/why-should-i-care/our-ecosystems/

Native Flora Species

Tawa Beilschmiedia tawa

Dacrycarpus dacrydioides

Kahikatea

Mahoe Melicytus ramiflorus

Nikau Palm Rhopalostylis sapida

Cabbage Tree Cordyline banksii

Kawakawa Macropiper excelsum

Ponga Cyathea dealbata

Turutu Dianella nigra

Ngahere gecko Mokopirirakau

Large Land Snails Powelliphanta

Native Flora Species

Kereru

Hemiphaga novaeseelandiae

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Bellbird Anthornis melanura

REGIONAL ECOSYSTEMS Lowland Open Sites Native Flora Species

Lancewood

Titoki Alectryon excelsus

Kanuka Kunzea ericoides

Kowhai Sophora spp.

Pseudopanax crassifolius

Rewarewa Knightia excelsa

Leptospermum scoparium

Manuka

Toetoe Cortaderia fulvida

Harakeke Phormium tenax

Fantails Rhipidura

Skinks Oligosoma

Tree Weta Hemideina trewicki

Native Flora Species

Tui

Prosthemadera novaeseelandiae

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

REGIONAL ECOSYSTEMS Wetlands The term wetlands covers land areas such as such as bogs, fens, marshes, estuaries, swamps, ponds, lakes. These are biodiversity hotspots for plants, birds and fish, many of which are endangered. Hawke’s Bay only has 2% of its original wetlands left. Wetlands also have important roles in the environment - purifying water, flood control, carbon sink and stabilising shorelines. https://www.biodiversityhb.org/why-should-i-care/our-ecosystems/

Native Flora Species

Pukatea Laurelia novae-zelandiae

Cabbage Tree Cordyline banksii

Leptospermum scoparium

Manuka

Harakeke Phormium tenax

Sea Rush Juncus kraussi

Red Tussock Chionochloa rubra

Oi Oi Apodasmia similis

Purei Carex Secta

Long Finned Eel Anguilla dieffenbachii

Freshwater crayfish Paranephrops planifrons

Native Flora Species

Pukeko Porphyrio melanotus

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Sacred Kingfisher

Todiramphus sanctus vagans

REGIONAL ECOSYSTEMS Dune + Coastal Fringe Hawke’s Bay has two main coastal habitat types - the sand and gravel beaches of the Bay itself, and the extensive rock and boulder reefs around Mahia Peninsula and south of Cape Kidnappers. The highest diversity of species in the inter-tidal zone is found in the reefs - algae, invertebrates - and these are important feeding grounds for wading birds. Dunes are used to provide habitat for birds, insects and reptiles but many in the region are now significantly altered and damaged by human activity and predators. An exception is the dunes at Ocean Beach where restoration work has provided nesting boxes so that penguins have returned, and planted native plant species to stabilise the dunes and provide habitats for lizards and katipo. https://www.biodiversityhb.org/why-should-i-care/our-ecosystems/

Native Flora Species

Mountain Flax Phormium cookianum

Pohuehue

Pingao Ficinia spiralis

Neptune’s Necklace Hormosira banksii

Blue penguin Eudyptula minor

Horopito Latrodectus katipo

Paua Haliotis iris

muehlenbeckia complexa

Native Flora Species

Banded dotterel Charadrius bicinctus

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

P L AY S PAC E

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

KEY DESIGN ELEMENTS T E P U N A TA I A O

Te Ao Māori

Rohe References

Natural Materials

Connected Spaces

Loose Parts

Physical Challenge

Performance Space

Gardens

Sensory Areas

Art & Sculpture

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

DESIGN APPROACH

M U L T I - F U N C T I O N A L S PA C E

P L AY/ PERFORMANCE

LEARNING Physical challenges Versatile spaces Diverse play “worlds”

Outdoor classrooms Teaching resources Cultural cues

A range of ecosystems Native habitats

ECOLOGY

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

THE DESIGN

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

DESIGN FRAMEWORK

3 E N

1 E N ZO

E N ZO

1 E N ZO

KIMI ORA SCHOOL

T ā k i t i m u Wa ka

A s i t e t h a t e n co u ra g e s i n d e p e n d e n t ve n t u r e s b u t h a s a co r e h o m e b a s e

A j o u r n ey t h a t t e l l s a s t o r y o r p l a ce a n d o r i g i n

ZONE 3

ZONE 1

N A R R AT I V E S

H AW K E ’ S B AY -Paharakeke -Life in a Pa -Connecting to the forest

-Māori Fishing -Waterways -Transport

PAC I F I C -Pacific Village -Maui

E CO S Y S T E M S

NEW ZEALAND -Paharakeke -Hills -Forest

-Rivers -Coast -Waterways

PAC I F I C I S L A N D S -Urban -Pacific Islands

P L AY S PAC E S

INDEPENDENT -Independent -Exploring zone -Pushing boundaries -Challenging 36

ZONE 2

-River Beds -Coastal spaces -Waterways

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

SAFE -Safe Zone -Simple -Versatile

KIMI ORA SCHOOL

Sl e hi dd in ll

d Ta n Fi ga sh ro Vi a lla ing ge

Pa hu ng un u

R Cl

R i ve r E n t ra n ceway S c h o o l P a t hway Co u r t s Special Needs Learning Ve g e t a b l e G a r d e n E a r l y C h i l d h o o d Ce n t r e L o o s e P a r t s M e a d ow Rongoā Garden

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V i ew S h a f t KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

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KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

DESIGN PROCESS

Initial Concept and Sketches

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

DESIGN PROCESS Working Drawings

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

DESIGN PROCESS

Initial Plan

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

RESOLVED DESIGN PLAN 18

KIMI ORA SCHOOL

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KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

RENDERED DESIGN PLAN KIMI ORA SCHOOL

R i ve r E n t ra n ceway

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KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

D E S I G N E L E M E N T I N T E G R AT I O N KIMI ORA SCHOOL TĀ N E - M A H U TA F O R E S T

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KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

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KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

1. RIVER MOUTH MAIN ENTRANCE N A R R AT I V E : 3 R i ve r s U n i t i n g t o b e co m e o n e , Te Awa o Te At u a ( R i ve r o f t h e G o d s , a s e g m e n t o f t h e N g a r u r o r o r i ve r t h a t wa s o n ce n e a r t h e s i t e ) E CO S Y S T E M T Y P E : P a H a ra ke ke P L A N T I N G : H a ra ke ke , C a b b a g e Tr e e , C a r ex , S h r u b by t o r o ra r o M AT E R I A L S : S t o n e p av i n g , L a r g e r o c k s , t i m b e r s l a t s A I M : To r e - p u r p o s e t h e o l d r o a d l e a d i n g i n t o t h e s c h o o l g r o u n d s s o i t b e co m e s t h e n ew e n t ra n ce way. Th i s m u s t b e a n e n g a g i n g a n d i nv i t i n g s p a ce t h a t wow s v i s i t o r s a n d exc i t e s s t u d e n t s t o e m b a r k o n t h e i r j o u r n ey i n t o t h e s c h o o l g r o u n d s . Th e e n t ra n ceway m u s t r e p r e s e n t t h e e s s e n ce o f t h e s c h o o l a n d t h e s i t e . CO N C E P T : A Wa h a r o a a n d a s t o n e p a t t e r n e d w h ā r i k i ( we l co m e m a t ) g r e e t s v i s i t o r s a t t h e e d g e o f t h e s i t e . Th e p av i n g o f t h e r e - p u r p o s e d e n t ra n ce way w i l l u s e d i f fe r e n t s t o n e f i n i s h e s t o c r e a t e a s e n s e o f m ov i n g wa t e r a s v i s i t o r s t rave l a l o n g i t ( F i g . 1 a n d 2 ) . Th r e e s t r e a m s o f wa t e r w i l l b e r e p r e s e n t e d i n t h e p av i n g t o s y m b o l i s e t h e t h r e e m a i n r i ve r s o n t h e H e r e t a u n g a P l a i n s ( F i g u r e 4 a n d 5 ) . L i n i n g t h e p a t h o n e i t h e r s i d e a r e wo o d e n s l a t s r e p r e s e n t i n g t h e s h a p e o f a wa ka t rave l i n g d ow n t h e r i ve r . Th e s e s l a t s t a p e r o f f a s yo u m ove o n l y t h e p a t h , a l l ow i n g t h e p a t hway t o fe e l m o r e n a t u ra l i s e d i n t h e h e a r t o f t h e p a t hway b e fo r e t h e s l a t s b u i l d u p a g a i n b e fo r e t h e e n d o f t h e p a t h ( F i g . 6 ) . H a l f way a l o n g t h e e n t ra n ce l i e s a l a r g e t o u c h s t o n e ( F i g . 3 ) . Th e s t o n e r e p r e s e n t s o b s t a c l e s t h a t o f t e n s t a n d i n t h e way o f m ov i n g fo r wa r d . Th e s t o n e i s ca r ve d w i t h M ā o r i p a t t e r n s c r e a t i n g a t ex t u r e d s u r fa ce t h a t v i s i t o r s ca n t o u c h a s t h ey wa l k i n t o s c h o o l , fe e l i n g t h e co o l i n g a n d t ex t u ra l s e n s a t i o n o f t h e r o c k w i l l h ave a ca l m i n g a n d g r o u n d i n g e f fe c t , co n n e c t i n g t h e m t o t h e s i t e . Th e t h r e e we av i n g r i ve r s i n t h e g r o u n d p l a n e p a s s a r o u n d t h e r o c k a n d o n t h e o t h e r s i d e u n i t e t o b e co m e o n e l a r g e s t r e a m o f wa t e r . Th e i d e a b e i n g t h a t we m ay a l l co m e f r o m d i f fe r e n t p a t h s b u t i t i s w h e n t h ey u n i t e a n d b e co m e o n e t h a t t h e p e o p l e o f P ā H a ra ke ke a r e a t t h e i r s t r o n g e s t . D e n s e p l a n t i n g ( F i g . 7 a n d 8 ) , r e p r e s e n t a t i ve o f a p a h a ra ke ke , s u r r o u n d s t h e p a t hway b l o c k i n g o u t a ny o f t h e s u r r o u n d i n g fe a t u r e s m a k i n g t e a c h e r s , s t u d e n t s a n d v i s i t o r s fe e l f u l l y i m m e r s e d i n t h e i r j o u r n ey i n t o t h e school.

T E P U N A TA I AO E L E M E N T S :

NEW ZEALAND CURRICULUM: P r i n c i p l e s ( d i ve r s i t y , co m m u n i t y , r e s p e c t ) Te l l i n g s t o r i e s , R e s o u r ce b a s e fo r c l a s s r o o m s , Wo r k i n g t o g e t h e r a n d relating to others.

P R E C E D E N T PA L E T T E

Figure 1

Figure 2

Figure 3

Figure 4

Figure 5

Figure 6

Figure 1 + 2 Paving representing moving and still water and water currents Figure 3 A large river touch stone Figure 4 + 5 River representation in the ground plain F i g u r e 6 Wo o d e n s l a t s e a t i n g Figure 7 + 8 Harakeke planting and colours

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Figure 7

Figure 8

2 . PA C I F I C C O U R T YA R D N A R R AT I V E : M a u i i n H awa i k i E CO S Y S T E M T Y P E : Tr o p i ca l S p e c i e s - P a c i f i c I s l a n d P L A N T I N G : N i ka u , ca r ex , g l o s s y a n d g r e e n M AT E R I A L S : I m p r i n t e d s t o n e , t i m b e r d e c k i n g A I M : To c r e a t e a b e a u t i f u l , ce n t ra l s p a ce t h a t i s i nv i t i n g a n d wa r m , a c t i n g a s a s a fe z o n e fo r s t u d e n t s a n d a ve r s a t i l e s p a ce w h e r e t h e s c h o o l a n d co m m u n i t y ca n g a t h e r ex t e r n a l l y fo r a ra n g e o f d i f fe r e n t a c t i v i t i e s . CO N C E P T : Th e ce n t ra l s p a ce o f t h e s i t e i s d e s i g n e d t o r e p r e s e n t t h e fe e l o f a P a c i f i c I s l a n d v i l l a g e . Th i s r e fe r e n ce s t h e l a n d M a u i ca m e f r o m ( H awa i k i ) , t a l k i n g o f t h e g e o g ra p h i c o r i g i n s o f M ā o r i , a s we l l a s t h e a n ce s t ra l h o m e o f a l m o s t o n e t h i r d o f r e s i d e n t s o f P ā H a ra ke ke . A l a r g e t i m b e r d e c k w ra p s a r o u n d t h e L s h a p e d b u i l d i n g c r e a t i n g a n o u t d o o r co r r i d o r fo r m ove m e n t f r o m o n e c l a s s t o a n o t h e r o r fo r s p i l l o u t p l ay f r o c l a s s r o o m s ( f i g . 4 ) . A t i m b e r s t e p d ow n t o t h e co u r t ya r d c r e a t e s a s l i g h t l y e l eva t e d s p a ce fo r s i t t i n g a n d wa t c h i n g a c t i v i t i e s i n t h e co u r t ya r d s p a ce . Th e co u r t ya r d i s l i n e d w i t h l a r g e P a l m t r e e s t h a t c r e a t e a “ P a s i f i ka fe e l ” w i t h o u t o b s t r u c t i n g i m p o r t a n t v i ew s o u t t o t h e r e s t o f t h e s c h o o l ( f i g . 7 a n d 8 ) . Th e P a l m ’ s wo r k t o c r e a t e a s u b t l e s e n s e o f e n c l o s u r e , b u i l d i n g o n t h e r o l e o f t h e s p a ce a s a n e s t o r s a fe s p a ce fo r t h e s i t e . Th e F a l e w i l l u s e n a t u ra l m a t e r i a l s t o r e p l i ca t e t h e l o o k o f a P a c i f i c I s l a n d F a l e , c r e a t i n g a n e l eva t e d a n d cove r e d s p a ce fo r o u t d o o r l e a r n i n g , co m m u n i t y p e r fo r m a n ce s , m e e t i n g s a n d c ra f t s ( f i g . 6 ) . Th e co n c r e t e co u r t ya r d s p a ce c r e a t e s a ve r s a t i l e a r e a i n t h e h e a r t o f t h e s i t e t h a t a l l ow s fo r a ra n g e o f d i f fe r e n t a c t i v i t i e s . K a h u n g u n u co m e s t h r o u g h i n t h i s s p a ce a s t h e g r o u n d p l a n e i s “ t a t t o o e d ” w i t h d i f fe r e n t b a n d s o f P a c i f i c i s l a n d d e s i g n s ( f i g . 2 a n d 3 ) . Th e d e s i r e l i n e s o n t h e g r o u n d l e a d p e o p l e a c r o s s t h e co u r t ya r d t o d i f fe r e n t s p a ce s o n i t s p e r i p h e r y w h i l e e a c h l i n e p o i n t s i n t h e d i r e c t i o n o f d i f fe r e n t P a c i f i c I s l a n d w h i c h i s r e co g n i s a b l e t h r o u g h a n a t i ve d e s i g n p a t t e r n t h a t i s i m p r i n t e d i n t h e g r o u n d . Th i s a l l ow s v i s i t o r s t o s t a n d i n t h e s i t e a n d k n ow t h e d i r e c t i o n o f t h e i r i s l a n d h o m e ( f i g . 1 ) . Th i s n o t o n l y r e fe r s t o K a h u n g u n u ’ s s k i l l o f t a t t o o i n g b u t t h e way t a t t o o s a r e a l a r g e p a r t o f P a s i f i ka c u l t u r e a n d i d e n t i t y.

T E P U N A TA I AO E L E M E N T S :

NZ CURRICULUM: P r i n c i p l e s o f c u l t u ra l d i ve r s i t y , Tr e a t y o f Wa i t a n g i .

P R E C E D E N T PA L E T T E

Figure 1

Figure 2

Figure 3

Figure 4

Figure 5

Figure 6

Figure 1 Concrete Desire Lines Figure 2 Imprinted cultural designs F i g u r e 4 Wa r m t i m b e r d e c k w i t h w e a v i n g a e s t h e t i c F i g u r e 5 Tr o p i c a l p l a n t i n g Figure 6 Natural Island Fale

F i g u r e 7 Tr e e p i t a n d U p L i g h t i n g Figure 8 Lines of Palms

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Figure 7

Figure 8

3 . K Ā P E H U W H E T Ū WAT E R P L AY B O W L N A R R AT I V E : S t a r N av i g a t i o n a c r o s s wa t e r ( u s e d by P a c i f i c n av i g a t o r s ) E CO S Y S T E M T Y P E : O ce a n PLANTING: None M AT E R I A L S : E n g rave d / e t c h e d s t o n e , l a r g e r o c k s , p e b b l e s A I M : To c r e a t e a n exc i t i n g wa t e r p l ay s p a ce t h a t a l l ow s c h i l d r e n a n d v i s i t o r s t o ex p e r i m e n t w i t h wa t e r i n a s u p e r v i s e d a r e a t h a t e n co u ra g e s t h o u g h t a r o u n d n av i g a t i n g a c r o s s wa t e r a n d t h e u s e o f i t ( r e t e n t i o n a n d d ra i n a g e ) . CO N C E P T : Wa t e r p l ay a n d co n n e c t i o n s t o wa t e r i s a n i m p o r t a n t p a r t o f l e a r n i n g f o r c h i l d r e n . K a h u n g u n u wa s a m a s t e r o f i r r i g a t i o n a n d d ra i n a g e a n d t h i s s p a ce a l l ow s c h i l d r e n t o ex p e r i m e n t w i t h t h e s e m e t h o d s o f u s i n g a n d m a n i p u l a t i n g wa t e r . Th e l o ca t i o n o f t h e wa t e r p l ay a r e a i n t h e ce n t ra l g ra s s s p a ce o u t s i d e t h e p a c i f i c co u r t ya r d n o t o n l y m a d e i t a v i s i b l e a n d e a s i l y s u p e r v i s e d s p a ce b u t i t a l s o l o ca t e d i t by m a t u r e t r e e s w h i c h p r ov i d e s h a d e ove r p a r t o f t h e p l ay a r e a . Th e i n s t a l l a t i o n o f s e a t i n g p l a t f o r m s u n d e r n e a t h t h e s e t r e e s c r e a t e s a s p a ce f o r t e a c h e r s , p a r e n t s a n d o t h e r s t o s i t o n a n d wa t c h ove r t h e a r e a . Th e t h e m e o f t h e K ā p e h u W h e t ū / s t a r co m p a s s r e f e r e n ce s h ow t h e T ā k i t i m u wa ka , t h e a n ce s t ra l wa ka o f N g ā t i K a h u n g u n u , n av i g a t e d p a c i f i c wa t e r s t o N ew Z e a l a n d , u s i n g t h e s t a r s t o g u i d e t h e m . E t c h i n g t h e co m p a s s e s f o r m i n t o a s t o n e b ow l , w h i c h i s u s e d t o r e t a i n wa t e r f o r wa t e r p l ay , w i l l a l l ow c h i l d r e n t o b e co m e fa m i l i a r w i t h t h e s h a p e a n d d i r e c t i o n o f d i f f e r e n t s t a r s t h a t M ā o r i u s e t o n av i g a t e a t n i g h t , w h i l e a l s o c r e a t i n g a n i n t e r e s t i n g h o r i z o n t a l p l a n e f o r u s e r s t o v i ew a n d i n t e ra c t w i t h ( f i g . 4 ) . Th e co m p a s s b ow l w i l l b e m a d e u p o f a m i x t u r e of smooth stone around the outside and an inner pebbled area with large rocks and p e b b l e s ( f i g . 6 ) . S h a l l ow p a s s a g e s f o r wa t e r w i l l r u n t h r o u g h t h e o u t e r , s m o o t h s t o n e a r e a a l l ow i n g c h i l d r e n t o ex p e r i m e n t w i t h c r e a t i n g d a m n s a n d f l o a t i n g b o a t s , l e ave s e t c d ow n t h e p a s s a g eway s ( f i g . 2 ) . Wa t e r p u m p s p o s i t i o n e d ove r t h e wa t e r p a s s a g e s w i l l a l l ow c h i l d r e n t o co n t r o l t h e f l ow o f wa t e r i n t o t h e s e p a s s a g e s a n d h e l p t h e m t o u n d e r s t a n d t h e e f f o r t i t t a ke s t o m ove wa t e r . Th e ce n t r e o f t h e s p a ce i s a m o r e o r g a n i c a n d f r e e s p a ce f o r p l ay w i t h wa t e r a n d r o c k s . R o c k s i n t h i s s p a ce w i l l h ave i n d e n t a t i o n s w h i c h ca n h o l d wa t e r , c r e a t i n g n a t u ra l b a s i n s f o r c h i l d r e n t o ex p e r i m e n t with (fig.5).

T E P U N A TA I AO E L E M E N T S :

NEW ZEALAND CURRICULUM: S e n s o r y c l a s s r o o m , Te c h n o l o g y (making something and t e s t i n g ) , S c i e n ce ( p l a n e t e a r t h a n d b eyo n d ) .

P R E C E D E N T PA L E T T E

Figure 1

Figure 2

Figure 3

Figure 4

Figure 1 Stone Koru Figure 2 Circular fountain Figure 3 Rocks with water flowing over and around them Figure 4 Stone compass Figure 5 Natural rock basin

Figure 6 Gravel and rock area

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Figure 5

Figure 6

WATER PLAY BOWL RENDER

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

4. RONGOĀ GARDEN N A R R AT I V E : F e r n F r o n d E CO S Y S T E M T Y P E : N a t i ve B u s h P L A N T I N G : K awa kawa , M a n u ka , H a ra ke ke a n d K o r o m i ko , co o k i n g h e r b s M AT E R I A L S : S t o n e b ow l s , F i n e p e b b l e s A I M : To c r e a t e a s p a ce t h a t a c t s a s a n o u t d o o r c l a s s r o o m a n d co m m u n i t y s p a ce w h e r e t h e p ra c t i ce o f r o n g o ā ca n b e t a u g h t a n d r e c i p e s ca n b e m a d e . Th e s p a ce w i l l a l s o a c t a s a p e a ce f u l a n d ca l m i n g p l a ce f o r c h i l d r e n w h o n e e d s o m e t i m e t o t h e m s e l ve s . Th e c l e a r i n g i s d e s i g n e d t o p r o d u ce a s e n s o r y ex p e r i e n ce w h e r e yo u ca n s i t a n d l i s t e n t o t h e w i n d b l ow t h r o u g h t h e t r e e ’ s , f e e l t h e c h a n g e i n s u r fa ce s f r o m co l d s t o n e t o s o f t l e ave s a n d t a s t e a ra n g e o f d i f f e r e n t f l avo u r s .

CO N C E P T : Th e R o n g o ā c l e a r i n g i s l o ca t e d i n t h e h e a r t o f t h e s c h o o l t o c r e a t e a s e m i p r i va t e a r e a away f r o m t h e r e s t o f t h e s i t e t h a t a l s o i m m e r s e s p e o p l e i n a n a t u ra l f o r e s t s e t t i n g . Th e g a r d e n i s d e s i g n e d w i t h a s i m i l a r a e s t h e t i c i n s p i r e d by J a p a n e s e Zen gardens, which are designed to help visitors to meditate and reflect on their l i f e a c t i o n s a n d j o u r n ey , w h i c h h e a l s t h e m i n d , b o d y a n d s o u l . Th i s r e s o n a t e s w i t h t h e p ra c t i ce o f R o n g o ā ( f i g . 2 ) . Z e n g a r d e n s a r e a l s o k n ow n f o r t h e i r u s e o f l u s h g r e e n p l a n t i n g a n d s t o n e . A l a r g e b ow l o f wa t e r w i l l g r e e t s t u d e n t s , t e a c h e r s a n d v i s i t o r s o n t h e i r a r r i va l , a l l ow i n g t h e m t o c l e a n s e t h e i r h a n d s b e f o r e e n t e r i n g a n d l e av i n g t h e s p a ce , a l l ow i n g t h e m t o p hy s i ca l l y co n n e c t w i t h t h e s p a ce a n d f e e l p r e s e n t w i t h i n t h a t m o m e n t ( f i g . 1 ) . A n o p e n ce n t ra l s p a ce i s a t t h e h e a r t o f t h e g a r d e n s w h i c h co n t a i n s o n l y 7 r o c k s i n a s e m i c i r c u l a r f o r m a t i o n ( f i g . 2 ) . E a c h o n e h a s a m o r t a r b ow l ca r ve d o u t o f i t a n d p e s t l e w h i c h ca n h o l d wa t e r a n d c r e a t e s a s p a ce f o r d i f f e r e n t h e r b s a n d l e ave s t o b e g r o u n d u p ( f i g . 3 ) . A r o u n d t h e ce n t ra l c i r c u l a r s p a ce a r e a ra n g e o f c u r ve d g a r d e n s c ra t i n g l u s h g r e e n r i n g s t h a t c r e a t e i n t e r n a l g r e e n wa l l s ( f i g . 6 ) . Th e s h a p e r e f l e c t s t h a t o f a f e r n f r o n d w h i c h r e p r e s e n t s n ew b e g i n n i n g s , g r ow t h a n d r e g e n e ra t i o n , ca p t u r i n g t h e e s s e n ce o f R o n g o ā a s a p ra c t i ce . Th e g a r d e n s ra n g e f r o m h e r b s t o s m a l l R o n g o ā p l a n t s l i ke f e r n s i n t h e i n n e r g a r d e n b e d s t o s u c h a s t o l a r g e r p l a n t s s u c h a s K awa kawa , M a n u ka , H a ra ke ke a n d K o r o m i ko t h a t c r e a t e g r e e n wa l l s o n t h e o u t e r b e d s , c r e a t i n g a n e n c l o s e d a n d s e c u r e f e e l i n g s p a ce . Th e R o n g o ā c l e a r i n g ca n a l s o b e u s e d f o r co m m u n i t y wo r k s h o p s o n R o n g o ā m e d i c i n e .

T E P U N A TA I AO E L E M E N T S :

NEW ZEALAND CURRICULUM: S c i e n ce ( l i v i n g wo r l d ) , S o c i a l s c i e n ce ( b e l o n g i n g t o g r o u p s ) , H e a l t h & P hy s i ca l E d u ca t i o n ( r o l e s & r e s p o n s i b i l i t i e s , p a s t , ex p r e s s i o n o f c u l t u r e s i n d a i l y l i fe ) , Te c h n o l o g y (making something and testing).

P R E C E D E N T PA L E T T E

Figure 1

Figure 2

Figure 3

Figure 4

Figure 1 Natural Cleansing Bowl Figure 2 Circular Japanese Zen garden Figure 3 Stepping stones Figure 4 Edge of a Forest Clearing Figure 5 Kawakawa Figure 6 Circular garden edge

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Figure 5

Figure 6

RONGOĀ GARDEN RENDER

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

5 . C L A S S R O O M C O U R T YA R D S A I M : To c r e a t e ca l m i n g a n d p l ay f u l o u t d o o r s p a ce s t h a t a c t a s a n o u t d o o r ex t e n s i o n o f e a c h c l a s s r o o m a n d p r ov i d e s b e a u t i f u l a n d b i o p h i l i c b a c kd r o p t o b e i n g i n s i d e .

CO N C E P T : S e n i o r s : Th e s e n i o r co u r t ya r d s p a ce w i l l i n c l u d e b o t h a p r o d u c t i ve wo r k s p a ce a n d a l u s h a n d ca l m i n g s p a ce w h e r e q u i e t a c t i v i t i e s ca n t a ke p l a ce s u c h a s r e a d i n g , a r t a n d w r i t i n g . Th e i m m e d i a t e a r e a o u t s i d e t h e c l a s s r o o m w i l l b e a h a r d s u r fa ce d s p a ce t h a t i s a n o u t d o o r ex t e n s i o n o f t h e co n s t r u c t i o n c l a s s r o o m i n s i d e . Th e h a r d s u r fa ce w i l l h ave e t c h i n g s o f co n s t r u c t i o n d raw i n g s t o i n s p i r e t h e c h i l d r e n a n d e n co u ra g e t h e m t o t h i n k t h r o u g h a n d d e s i g n co n ce p t s b e f o r e c r e a t i n g t h e m ( f i g . 3 ) A co n t a i n e r , w h i c h f e n ce s o f f t h e s p a ce , c r e a t e s a s t o ra g e a r e a a l l ow i n g c h i l d r e n t o e a s i l y a cce s s t o o l s a n d wo r k b e n c h e s f o r u s e i n t h i s s p a ce . Th e a r e a b e h i n d t h e co n s t r u c t i o n s p a ce p r ov i d e s t h e s e n i o r c h i l d r e n w i t h a p l a ce f o r r e l a x i n g i n t h e i r d ow n t i m e o r d u r i n g c l a s s e s t h a t i n c l u d e s i l e n t r e a d i n g a n d w r i t i n g . A g ra s s a r e a s u r r o u n d e d by a l u s h n a t i ve b o r d e r c r e a t e s a n a t u ra l s p a ce f o r t h e c h i l d r e n t o s p i l l o u t i n t o . P o s t s d o t t e d o n t h e g ra s s a l l ow h a m m o c k s t o b e c l i p p e d o n a n d o f f ( f i g . ) , C r e a t i n g a n exc i t i n g r e a d i n g s p a ce f o r t h e s e n i o r s . A s m a l l wa t e r f e a t u r e p o s i t i o n e d i n t h e p e r i p h e ra l n a t i ve g a r d e n p r ov i d e s c h i l d r e n w i t h t h e s o o t h i n g s o u n d o f m ov i n g wa t e r w h i l e t h ey r e l a x ( f i g . 4 ) .

J u n i o r s : Th e j u n i o r s p a ce i s d e s i g n e d t o b e a p l ay f u l a r e a w h e r e l e a r n i n g ca n t a ke p l a ce

T E P U N A TA I AO E L E M E N T S :

o u t d o o r s . Th e m a i n f e a t u r e o f t h e s p a ce i s a s a n d p i t w h i c h c r e a t e s t h e o p p o r t u n i t y f o r c h i l d r e n t o i n t e ra c t w i t h a ra n g e o f m i xe d m e d i a s u c h a s s a n d a n d r o c k s ( f i g . 6 ) . Th e s a n d p i t i s b o r d e r e d by a d e c k w h i c h p r ov i d e s c h i l d r e n w i t h a h a r d s u r fa ce f o r a c t i v i t i e s s u c h a s d raw i n g r e a d i n g o r o b s e r v i n g . S e a t i n g o n t h e d e c k c r e a t e s a s p a ce f o r t e a c h e r s t o r e l a x a n d wa t c h ove r t h e c l a s s a n d a l s o i n co r p o ra t e s s t o ra g e f o r s a n d p i t t o o l s a n d t oy s ( f i g . 5 , 6 ) . Th e b a c kd r o p o f t h i s s p a ce i s a b o r d e r g a r d e n o f l u s h p l a n t i n g a n d t h r e e d e c i d u o u s t r e e s w h i c h p r ov i d e s h a d e ove r t h e b a c k o f t h e d e c k d u r i n g s u m m e r a n d l e t l i g h t i n d u r i n g t h e w i n t e r . A n o u t d o o r s h owe r w i t h a f o o t b a s i n by t h e e n t ra n ce t o t h e j u n i o r c l a s s w i l l a l l ow c h i l d r e n t o c l e a n t h e i r f e e t b e f o r e co m i n g i n d o o r s . Th e a r e a w i l l exc i t e t h e i r s e n s e s g i v i n g t h e m s o m e f r e e d o m b e f o r e t h ey n e e d t o f o c u s a g a i n i n c l a s s .

NEW ZEALAND CURRICULUM: English (listening and r e a d i n g ) , Te c h n o l o g y ( m a k i n g a n d t e s t i n g ) , S o c i a l S c i e n ce .

Th e s e n i o r a n d j u n i o r s p a ce s a r e n o t s e g r e g a t e d a l l ow i n g b o t h g r o u p s t o u t i l i s e e a c h o t h e r ’ s s p a ce c r e a t i n g i n t e ra c t i o n s b e t we e n o l d e r a n d yo u n g e r c h i l d r e n . Th e e n t i r e a r e a w i l l b e l o c ka b l e r e d u c i n g t h e r i s k o f l o o s e p a r t s a n d h a m m o c k s b e i n g s t o l e n a n d t h e s a n d p i t b e i n g s o i l e d by a n i m a l s .

P R E C E D E N T PA L E T T E

Figure 1

Figure 2

Figure 3

Figure 4

Figure 5

Figure 1 Modern outdoor seating Figure 2 Hammocks on Posts Figure 3 Interesting pavers F i g u r e 4 N a t u r a l Wa t e r F e a t u r e F i g u r e 5 Wo o d e n S e a t i n g w i t h S t o r a g e

Figure 6 Natural Sand Pit with Deck

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Figure 6

6 . L O O S E PA R T S M E A D O W N A R R AT I V E : K e t e A r o n u i E CO S Y S T E M T Y P E : N o n e P L A N T I N G : P l a n t s t h a t p r o d u ce “ N a t u ra l Toy s : M AT E R I A L S : Wove n wa l l s A I M : To p r o d u ce a ve r s a t i l e s p a ce t h a t e n co u ra g e s l o o s e p a r t s p l ay a n d co n s t r u c t i o n t h a t a l s o p r ov i d e s s u f f i c i e n t s t o ra g e fo r t h e co m p o n e n t s i nvo l ve d i n t h i s p l ay. Th e l o o s e p a r t s p l ay s p a ce n e e d s t o b e a p l a i n , ve r s a t i l e s p a ce t o e n a b l e a ra n g e o f d i f fe r e n t co m p o n e n t s a n d p l ay t o h a p p e n i n t h i s s p a ce . D u e t o i t s l a c k o f co m p l ex i t y t h i s s p a ce wa s p o s i t i o n e d p a r t i a l l y i n t h e s p a ce w h e r e t h e ex t e n s i o n o f t h e s c h o o l i s p l a n n e d , fo r e a s y r e m ova l i n t h e f u t u r e a s r e q u i r e d . CO N C E P T : Th e ex t e n t o f t h e s p a ce i s d e f i n e d by a s e r i e s o f wove n wa l l s c r e a t i n g t h e a p p e a ra n ce o f a K e t e , K e t e A r o n u i - t h e b a s ke t o f k n ow l e d g e o f A r o h a , p e a ce a n d t h e a r t s a n d c ra f t s w h i c h b e n e f i t t h e E a r t h a n d a l l l i v i n g t h i n g s - o n e o f t h e t h r e e b a s ke t s o f k n ow l e d g e ( f i g . 3 a n d 5 ) . Th i s b a s ke t r e l a t e s t o k n ow l e d g e a cq u i r e d t h r o u g h ca r e f u l o b s e r va t i o n o f t h e e nv i r o n m e n t . F o u r l a r g e s h i p p i n g co n t a i n e r s cove r e d i n co l o u r f u l g ra f f i t i w i l l b e co m e s t o ra g e s h e d s fo r a l l t h e l o o s e p a r t s e q u i p m e n t a n d c r e a t e a co l o u r f u l a n d i nv i t i n g b a c kd r o p fo r t h e s p a ce ( f i g . 4 ) . Tr e e s p l a n t e d i n t h e s p a ce w i l l b e s e l e c t e d b a s e d o n t h e i r a b i l i t y t o p r o d u ce n a t u ra l t oy s s u c h a s m a p l e h e l i co p t e r s e e d s , c h e s t n u t t r e e s , o a k t r e e s , ca b b a g e trees etc (fig.6). T a p s l o ca t e d by t h e o u t d o o r k i t c h e n a r e a w i l l a l l ow h o s e s t o b e u s e d i n t h i s a r e a , e n a b l i n g c h i l d r e n t o c r e a t e t h e i r ow n “ h o m e m a d e ” wa t e r p l ay a r e a .

T E P U N A TA I AO E L E M E N T S :

NEW ZEALAND CURRICULUM: S c i e n ce ( l i v i n g wo r l d ) , S o c i a l s c i e n ce ( b e l o n g i n g t o g r o u p s ) , H e a l t h & P hy s i ca l E d u ca t i o n (roles & responsibilities, past, ex p r e s s i o n o f c u l t u r e s i n d a i l y l i f e ) , Te c h n o l o g y ( m a k i n g something and testing.

P R E C E D E N T PA L E T T E

Figure 1

Figure 2

Figure 3

Figure 4

Figure 5

Figure 1 Secret door entranceway Figure 2 Meadow environment F i g u r e 3 Wo v e n a r t w o r k w i t h i n t e r a c t i v e p o s t s Figure 4 Colourful Shipping Containers F i g u r e 5 Wo v e n Wa l l

F i g u r e 6 N a t u r a l To y s

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Figure 6

7. O U T D O O R C O M M U N I T Y K I TC H E N N A R R AT I V E : F l o ra i n t h e P a c i f i c , a s e n s o r y ex p e r i e n ce E CO S Y S T E M T Y P E : P a c i f i c P L A N T I N G : E d i b l e , f ra g ra n t a n d b r i g h t s p e c i e s M AT E R I A L S : Wo o d e n o u t d o o r p av i l i o n , wo o d e n p l a n t e r s A I M : To e s t a b l i s h a n o u t d o o r s p a ce fo r co o k i n g , e a t i n g a n d g r ow i n g e d i b l e a n d f ra g ra n t s p e c i e s t h a t i n s p i r e c h i l d r e n t o g e t exc i t e d a b o u t fo o d . Th i s s p a ce w i l l a l s o p r ov i d e fa m i l i e s w i t h a n a r e a i n t h e we e ke n d a n d a f t e r n o o n / eve n i n g s fo r s o c i a l i s i n g . CO N C E P T : A r o u n d e d , s l a t t e d t i m b e r s t r u c t u r e w i l l cove r a n o u t d o o r k i t c h e n , p r e p a ra t i o n b e n c h e s a n d a n e a t i n g s p a ce w i t h t a b l e s a n d b e n c h e s , c r e a t i n g a n o u t d o o r c l a s s r o o m d u r i n g t h e we e k a n d a s o c i a l i s i n g s p a ce fo r fa m i l i e s i n t h e we e ke n d . ( f i g . 1 , 2 a n d 3 ) A r o u n d t h e ce n t ra l p av i l i o n a r e s e n s o r y g a r d e n b e d s w i t h a ra n g e o f e d i b l e , f ra g ra n t a n d b r i g h t s p e c i e s w h e r e c h i l d r e n ca n ex p e r i m e n t w i t h t a s t e , t o u c h a n d s m e l l ( f i g . 4 ) . A ra n g e o f P a c i f i c s p e c i e s s u c h a s t a r o a n d h i b i s c u s w i l l b e p l a n t e d t o c r e a t e t h e fe e l o f a P a c i f i c g a r d e n , w h i l e o t h e r exo t i c f r u i t s w i l l a d d t o t h e co l o u r s i n t h e s p a ce a n d a l l ow c h i l d r e n t o b e co m e fa m i l i a r w i t h , a n d t a s t e i n t e r e s t i n g f r u i t . I n t h e ce n t r e o f t h e s p a ce i s a l a r g e t r e e p r ov i d i n g s h a d e fo r t h e a r e a w i t h a l ow wo o d e n d e c k fo r e a t i n g a n d s o c i a l i s i n g o n .

T E P U N A TA I AO E L E M E N T S :

NEW ZEALAND CURRICULUM: H e a l t h a n d P hy s i ca l E d u ca t i o n ( we l l b e i n g a n d p e r s o n a l health), Social studies, Te c h n o l o g y ( m a k i n g a n d testing).

P R E C E D E N T PA L E T T E

Figure 1

Figure 2

Figure 3

Figure 4

Figure 5

Figure 6

Figure 1 Circular Pavilion Roof Figure 2 + 3 Outdoor dining space Figure 4 Banana Palms F i g u r e 5 + 6 Ta m a r i l l o + C h i l l e a n G u a v a , t a n g y e x o t i c f r u i t F i g u r e 7 + 8 H i b i s c u s a n d Ta r o , P a c i f i c s p e c i e s

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Figure 7

Figure 8

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

8 . TA N G A R O A F I S H I N G V I L L A G E P L AY G R O U N D N A R R AT I V E : T a n g a r o a , Th e T ā k i t i m u wa ka , M ā o r i f i s h i n g i n o ce a n s a n d r i ve r s E CO S Y S T E M T Y P E : Co a s t a l , r i ve r b e d s PLANTING: Oi Oi, Pingao M AT E R I A L S : Wo o d e n P o , R o p e A I M : To e s t a b l i s h a r i c h a n d d i ve r s e p l ay a r e a fo r u s e r s t o b e p hy s i ca l l y c h a l l e n g e d w h i l e b e i n g t ra n s p o r t e d i n t o a n o t h e r wo r l d w h e r e t h ey ca n l e a r n a b o u t wa ka a n d M ā o r i f i s h i n g t e c h n i q u e s a n d b e m e n t a l l y s t i m u l a t e d t h r o u g h a r e a s t h a t e n co u ra g e i m a g i n a t i ve p l ay.

CO N C E P T : Th e p l ayg r o u n d i s d i v i d e d i n t o a s e r i o u s o f d i f fe r e n t s p a ce s r e p r e s e n t i n g a ra n g e o f e co s y s t e m s r e l a t i n g t o a q u a t i c e nv i r o n m e n t s i n t h e P a c i f i c o ce a n . Th e s e i n c l u d e t h e d e e p o ce a n , r o c k p o o l s , t h e H aw ke ’ s B ay co a s t l i n e a n d l o ca l i s l a n d s . Th i s c r e a t e s a s e r i e s o f p o c ke t p l ayg r o u n d s s u r r o u n d i n g a ce n t ra l p l ay s p a ce , o f fe r i n g c h i l d r e n a ra n g e o f d i f fe r e n t s p a ce s a n d m a t e r i a l s t o i n t e ra c t w i t h . Th e co r e p l ay s p a ce t e l l s t h e s t o r y o f t h e T ā k i t i m u wa ka , t h e a n ce s t ra l wa ka o f N g ā t i K a h u n g u n u , f i s h i n g i n t h e P a c i f i c o ce a n . Th e Wa ka i s d e s i g n e d t o s h ow t h e p r o ce s s o f ca r v i n g a wa ka . I t s t a r t s a s a t r e e t r u n k ( f r o m T a n e ’ s fo r e s t ) a n d t h e n t a ke s t h e s h a p e o f a wa ka w i t h t h e o t h e r e n d b e i n g d e co ra t i ve l y ca r ve d w i t h d e t a i l . Th e wa ka c r e a t e s a n exc i t i n g p l ay e l e m e n t fo r c h i l d r e n t o c l i m b o n a n d i n , p r o d u c i n g a s p a ce fo r i m a g i n a t i ve p l ay t h a t h o p e f u l l y l e a d s t o a s p i ra t i o n s o f o n e d ay r ow i n g a wa ka o n t h e s e a ( f i g . 1 8 ) . B e h i n d t h e wa ka t ra i l s r o p e s a n d n e t s h e l d u p by a s e r i e s o f P o u t h a t h ave r o p e w ra p p e d a r o u n d t h e m i n p l a ce s a n d a r e ca r ve d t o s h owca s e d i f fe r e n t M ā o r i m a r i n e a n i m a l s a n d

T E P U N A TA I AO E L E M E N T S :

p a t t e r n s . Th i s c r e a t e s a s e r i e s o f t i g h t r o p e s , c l i m b i n g n e t s , s w i n g s a n d k n o t t e d h a n g i n g r o p e s t h a t p r o d u ce a p l ayg r o u n d t h a t c h a l l e n g e s a ra n g e o f a b i l i t i e s . Th e r o p e s t ra i l o f f f r o m t h e wa ka c r e a t i n g a l o n g r o p e j o u r n ey t h a t c h a l l e n g e s c h i l d r e n t o c l i m b f r o m o n e e n d t o t h e o t h e r w i t h o u t t o u c h i n g

t h e g r o u n d . R o p e s a l o n g t h e j o u r n ey a r e t i e d t o t h e g r o u n d u s i n g ca r ve d a n c h o r s t o n e s , r e p r e s e n t i n g t ra d i t i o n a l M ā o r i a n c h o r s . L i n e s a n d c l u s t e r s o f O i O i i n t h e m a i n p l ay s p a ce c r e a t e s t a n d s o f s e awe e d , s e p a ra t i n g t h e p l ay a r e a f r o m t h e p a t h . Th e s m a l l e r p l ay s p a ce s s u r r o u n d i n g t h e co r e p l ayg r o u n d r e p r e s e n t e co s y s t e m s f o u n d i n a n d a r o u n d t h e P a c i f i c o ce a n s u c h a s r o c k p o o l s , co a s t l i n e s a n d i s l a n d s . Th e r o c k p o o l s co n t a i n p l ay e l e m e n t s t h a t r e l a t e t o s e a c r e a t u r e s s u c h a s f i s h , K i n a a n d s h e l l s w h i l e t h e s p a ce s r e f l e c t i ve o f t h e H aw ke ’ s B ay co a s t l i n e co n t a i n n a t u ra l m a t e r i a l s s u c h a s s t o n e s , r o c k s a n d l a r g e p i e ce s o f wo o d ( r e p r e s e n t i n g t h e r o c k y co a s t a n d d r i f t wo o d ) . Th e i s l a n d s a r e r e p r e s e n t e d by t wo s m a l l g ra s s m o u n d s t h a t p r ov i d e c h i l d r e n w i t h t h e o p p o r t u n i t y t o l o o k ove r t h e s e r i e s o f p l ay s p a ce s f r o m a n e l eva t e d p o s i t i o n .

H I S TO R I C A L I N F L U E N C E S

Figure 1

Figure 2

Figure 3

Figure 4

F i g u r e 1 M ā o r i K u r a / C r a y f i s h Tr a p Figure 2 Post Structure for drying fish Figure 3 Māori fishing net made from sticks and plaited muka F i g u r e 4 T h e T ā k i t i m u Wa k a F i g u r e 5 Tr a d i t i o n a l A n c h o r S t o n e Figure 6 A Māori carving showing the use of stilts

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Figure 5

Figure 6

Island

Coastal Edge

Rockpool

F I S H I N G V I L L A G E P L AY G R O U N D CORE PLAYSPACE LAYOUT

Pou The Pou will tie in with the Pacific Ocean t h e m e b y h a v i n g M ā o r i c a r v i n g s o f d i ff e r e n t marine animals and patterns, Paua embedded in them or have rope wrapped around them.

Wa k a Ropes The ropes in the playground a r e a r a n g e o f d i ff e r e n t s i z e s to cater to a range of abilities. The ropes create a series of tightropes, climbing nets, swings and knotted hanging ropes.

The waka is designed to show the process of carving a waka. It starts as a tree trunk and then takes the shape of a waka with the other end being decoratively carved with detail

ing ish n F a a ak Oce A W

Rockpool

the Rockpool

Rockpool

Coastal Edge

N A R R AT I V E

KEY Seaweed Beds Strips of Oi Oi planting create seaweed patches separating the play area from the path and create a space for children can run in-between and hide in.

N a t i v e S h r u b s + F e a t u r e Tr e e s Native Grasses Oi Oi Grass

Anchor Stone

Boardwalk

Ropes along the journey are tied to the ground using carved anchor stones, representing traditional Māori anchors.

Bark Pebbles Hoggin

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Island

Coastal Edge

F I S H I N G V I L L A G E P L AY G R O U N D PERIPHERAL PLAYSPACES LAYOUT

Rockpool

Grass Mounds Islands

ing ish n F a a ak Oce A W

Balance platforms Sea Shells

Rockpool

the Rockpool

Rockpool

Rock Piles Coastal Edge

N A R R AT I V E

Large tree trunk Swing Set

Driftwood

Wa h a r o a E n t r a n c e Wa y a n d B o a r d w a l k

Gravel Pathway

Spinning Carousel Kina

KEY N a t i v e S h r u b s + F e a t u r e Tr e e s Native Grasses

B a l a n c i n g L o g Tr a i l

Oi Oi

Fish Spine

Grass

Tr e e S t u m p s

Boardwalk Bark Pebbles Hoggin

Rock Piles

Large Climbing Rock

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Island

Coastal Edge

Rockpool

ing ish n F a a ak Oce A W

F I S H I N G V I L L A G E P L AY G R O U N D PLAYGROUND PRECEDENT IMAGERY

Rockpool 4 Swing set Rocky Coastal Edge Rock piles + Gravel 2.

Rock Pool 1 Shell spring platforms

Ocean Wa k a

Coastal Edge Rock piles + Drift wood log

Seaweed Beds

Ocean Fishing Ropes and Nets

the Rockpool

Rockpool

Coastal Edge

Rock Pool 3 Fish Spine log trail

Rock Pool 2 Kina Merry Go Round

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Rockpool

N A R R AT I V E

F I S H I N G V I L L A G E P L AY G R O U N D ROPE PLAYGROUND COMPONENTS

Rope Swings / Climbing Rope Criss Cross Monkey Bars

Suspended Net Double Rope Ti g h t r o p e

Hanging Bars/ Tw i n g s Double Ti g h t R o p e

Double sided Rope Net

1. Stepping Logs Suspended Net 2.

Double sided Rope Net 3.

Hanging Bars/ Tw i n g s 4.

Ti g h t R o p e 5.

Rope Swings / Climbing Rope

Double Rope Ti g h t r o p e

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Ti g h t R o p e

S l e d H i l l : Th e u p t u r n e d s h e l l o f a M u s s e l

9 . M U S S E L S K AT E B O W L A N D S L E D H I L L N A R R AT I V E : Th e M u s s e l S h e l l - F o o d a n d To o l E CO S Y S T E M T Y P E : O ce a n M AT E R I A L S : Co n c r e t e , wo o d , m e t a l A I M : To c r e a t e t wo d i s t i n c t p l ay a r e a s fo r c h i l d r e n t h a t a r e p hy s i ca l l y c h a l l e n g i n g a n d a l l ow c h i l d r e n t o l e a r n t h e j oy s o f exe r c i s i n g i n f u n way s .

S ka t e B ow l : Th e i n s i d e o f a M u s s e l s h e l l a n d i t s lip

CO N C E P T : Th e s e t wo c h a l l e n g i n g p l ay s p a ce s , l o ca t e d o n e i t h e r s i d e o f t h e T a n g a r o a f i s h i n g v i l l a g e , t i e i n w i t h t h e t h e m e o f t h e P a c i f i c O ce a n b u t a l s o s p e a k o f t h e r o l e o f t h e m u s s e l s h e l l i n M ā o r i c u l t u r e . Th e m u s s e l i s u s e d fo r e a t i n g w h i c h r e l a t e s t o t h e f i s h i n g t h e m e o f t h e f i s h i n g v i l l a g e p l ayg r o u n d b u t i t i s a l s o u s e d a s a t o o l t o s c ra p i n g t h e m u ka / f l a x f i b e r f r o m h a ra ke ke l e ave s fo r we av i n g , w h i c h c r e a t e s a r e l a t i o n s h i p b e t we e n t h e c l o s e l y l o ca t e d s ka t e b ow l a n d p a h a ra ke ke a n d s h a r e s t h e stor y of the use of the mussel.

T E P U N A TA I AO E L E M E N T S :

Th e s ka t e b ow l t a ke s t h e fo r m o f t h e i n s i d e o f a m u s s e l s h e l l a n d i t s g r e e n l i p ( f i g . 3 ) . Th e s ka t e b ow l h a s t wo d i f fe r e n t b ow l s , o n e b ow l i s s h a l l owe r fo r yo u n g e r c h i l d r e n w h i l e t h e b i g g e r b ow l i s s t e e p e r a n d h a s a few l e d g e s fo r o l d e r c h i l d r e n t o t e s t t h e i r limits (fig.2).

NEW ZEALAND CURRICULUM: P hy s i ca l e d u ca t i o n ( m ove m e n t co n ce p t s a n d m o t o r s k i l l s ) , Ad o p t i o n o f s a fe p ra c t i ce s , Principles (participation).

Th e s l e d d i n g h i l l ( f i g . 6 ) , w h i c h t a ke s t h e s h a p e o f a n u p t u r n e d m u s s e l s h e l l ( f i g . 1 ) , i s a l a r g e h i l l w i t h t wo t ra c k s fo r “ s l e d d i n g ra ce s ” , a n o t h e r t ra d i t i o n a l p a s s t i m e fo r M ā o r i c h i l d r e n ( f i g . 4 ) . S t a i r s r u n n i n g u p t h e s i d e o f t h e t wo s l i d e s fo r c i n g c h i l d r e n t o u n d e r t a ke s o m e c h a l l e n g i n g p hy s i ca l a c t i v i t y b e fo r e h av i n g f u n o n t h e s l i d e ( f i g . 5 ) . Th e wa l k i n g t ra c k s a r o u n d t h e h i l l r e p r e s e n t t h e r i d g e s o n a m u s s e l s h e l l , c r e a t i n g e l eva t e d l eve l s fo r d i f fe r e n t p l ay a n d exc i t i n g v i ew p o i n t s a c r o s s t h e s i t e and surrounding area.

P R E C E D E N T PA L E T T E

Figure 1

Figure 2

Figure 3

Figure 4

Figure 1 Mussel Shell Figure 2 Skate Bowl Figure 3 Inside a Mussel Shell Figure 4 Māori Children Sledding Figure 5 Slide hill with stairs Figure 6 Grass Hill

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Figure 5

Figure 6

1 0 . TĀ N E M A H U TA F O R E S T A N D K A H U WA L K WAY N A R R AT I V E : T ā n e t h e g o d o f fo r e s t s a n d b i r d s , S e e i n g t h i n g s f r o m K a h u ’ s p e r s p e c t i ve , N g ā t i K a h u n g u n u u s i n g ka h i ka t e a b ra n c h e s a n d fo l i a g e t o c r e a t e t r e e t o p wa l k way s . E CO S Y S T E M T Y P E : I n l a n d F o r e s t P L A N T I N G : K a h i ka t e a , K ow h a i , T ā n e ka h a M AT E R I A L S : Wo o d e n P o , b o a r d wa l k , m e t a l p l ay e q u i p m e n t A I M : To e s t a b l i s h a fo r e s t s p a ce w h e r e p e o p l e ca n i n t e ra c t a n d o b s e r ve t h e wo r k i n g s o f a f o r e s t e co s y s t e m f r o m b o t h t h e g r o u n d a n d t h e a i r , g i v i n g t h e m d i f fe r e n t p e r s p e c t i ve s o f a n a t i ve e co s y s t e m . Th i s s p a ce w i l l a l s o e n co u ra g e b i r d wa t c h i n g , i m a g i n a t i ve p l ay o n t h e f o r e s t f l o o r a n d p l ay i n g w i t h m u d , b u i l d i n g u p o n t h e r o l e o f t h e c u r r e n t m u d p i t o n t h e s c h o o l , t h r o u g h s p a ce s t h a t a l l ow c h i l d r e n t o p l ay w i t h m u d d y i n g .

CO N C E P T : Th e fo r e s t s p a ce w i l l b e m a d e u p o f a few s e l e c t n a t i ve fo r e s t s p e c i e s t h a t h ave t a l l t r u n k s a n d h i g h fo l i a g e t o c r e a t e w h a t fe e l s l i ke a n e n c l o s e d s p a ce w i t h i n b u t t h a t p r ov i d e s c h i l d r e n w i t h a s p a c i o u s fo r e s t f l o o r fo r a ra n g e o f d i f fe r e n t a c t i v i t i e s ( f i g . 1 a n d 2 ) . A l t h o u g h m o s t o f t h e fo r e s t f l o o r w i l l b e b a r e fo r i m a g i n a t i ve p l ay t o t a ke p l a ce , m u d b ow l s w i l l b e p o s i t i o n e d o n t h e fo r e s t f l o o r w h i c h w i l l a l l ow c h i l d r e n t o m a ke p o t i o n s a n d ex p e r i m e n t w i t h m u d d y i n g u s i n g t h e n a t i ve l e ave s a n d b a r k a r o u n d t h e m . Th e fo r e s t wa l k way w i l l w i n d t h r o u g h t h e fo r e s t , s t a r t i n g a t g r o u n d l eve l a n d t h e n ra i s i n g u p t o a l l ow s t u d e n t s t o b e co m e e l eva t e d i n t h e s i t e ( f i g . 1 , 4 a n d 7 ) . Th e b o a r d wa l k w i l l b e wo o d e n w i t h ca r ve d P o s u p p o r t i n g i t o n e i t h e r s i d e ( f i g . 3 a n d 5 ) . Th e P o w i l l h ave h o l l ow s p a ce s t o s t o r e s e e d s , p l a ce fo o d f o r b i r d s a n d s o m e w i l l h ave h o l e s t h a t c h i l d r e n ca n b l ow w i n d t h r o u g h t o c r e a t e b i r d ca l l n o i s e s , a l l ow i n g t h e m t o i n t e ra c t w i t h b i r d s a s T ā n e d o e s . A s i n g u l a r P o eve r y 1 0 m o r s o w i l l c r e a t e a p o l e f o r c h i l d r e n t o s l i d e d ow n o r c l i m b u p t o g e t o n a n d o f f t h e b o a r d wa l k . Th e r e i s a l s o t h e p o t e n t i a l fo r t h e u n d e r n e a t h o f t h e e l eva t e d b o a r d wa l k t o h ave p l ay e q u i p m e n t s u c h a s m o n key b a r s t o a l l ow t h e m t o m ove t h r o u g h t h e fo r e s t s p a ce l i ke a fo r e s t a n i m a l . At t h e h i g h e s t p o i n t o f t h e b o a r d wa l k , t h e p a t h w i l l s p l i t c r e a t i n g a s p a ce fo r a l a r g e h a m m o c k i n t h e m i d d l e , a l l ow i n g v i s i t o r s t o l i e s u s p e n d e d ove r t h e fo r e s t f l o o r , c r e a t i n g a u n i q u e p l ay a r e a u n d e r t h e t r e e t o p s ( f i g . 6 ) . Th e p u r p o s e o f t h i s s p a ce i s t o m a ke p e o p l e fe e l l i ke t h ey a r e ex p l o r i n g a w i l d e r n e s s a r e a f r o m a b i r d s p e r s p e c t i ve , p r o d u c i n g a s e n s e o f f r e e d o m a n d exc i t e m e n t .

T E P U N A TA I AO E L E M E N T S :

NEW ZEALAND CURRICULUM: S o c i a l s c i e n ce , S c i e n ce ( l i v i n g wo r l d ) , R i s k s , G a t h e r i n g r e s o u r ce s o u t d o o r c l a s s r o o m , English (reading).

P R E C E D E N T PA L E T T E

Figure 1

Figure 1 Elevated forest path Figure 2 Forest clearing Figure 3 Forest Boardwalk Figure 4 Kids rope playground Figure 5 Māori forest Carving F i g u r e 6 Tr e e h a m m o c k Figure 7 Forest walkway

Figure 2

Figure 3

Figure 4

Figure 5

Figure 6

Figure 7

FOREST POU Pou create the opportunity fo r c h i l d r e n t o i n t e ra c t w i t h b i r d s a l l ow i n g t h e m t o b e co m e guardians of the fo r e s t .

P e r c h i n g b ra n c h e s , F r u i t h o l d e r s , S e e d b ow l s , W h i s t l e h o l e s , S u g a r f e e d e r s , We t a h o t e l s .

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

TĀNE’S FOREST RENDER

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

1 1 . PA H A R A K E K E A N D PA S S A G E S N A R R AT I V E : Th e n a t u ra l s t a t e o f t h e s i t e E CO S Y S T E M T Y P E : F l a x f i e l d P L A N T I N G : H a ra ke ke , C a b b a g e Tr e e , C a r ex , S h r u b by t o r o ra r o M AT E R I A L S : Co r t e n S t e e l , Wove n wo o d e n s t e m s A I M : To r e s t o r e p a r t o f t h e s i t e t o i t s o r i g i n a l s t a t e t h r o u g h t h e e s t a b l i s h m e n t o f a p e r m e a b l e f l a x - f i e l d t h a t c r e a t e s a n a t i ve h a b i t a t fo r n a t i ve i nve r t e b ra t e s , r e p t i l e s a n d b i r d a n d b e co m e s a n o t h e r n a t u ra l p l ay s p a ce w i t h i n t h e s c h o o l , p r ov i d i n g t h e s c h o o l a n d co m m u n i t y w i t h s p a ce s fo r we av i n g a n d ca r v i n g t o t a ke p l a ce . CO N C E P T : I t i s i m p o r t a n t t h a t t h e s i t e n o t o n l y s p e a k s o f N g ā t i K a h u n g u n u ’ s o r i g i n s b u t i t s ow n p hy s i ca l o r i g i n s , a l l ow i n g s t u d e n t s a n d t h e co m m u n i t y t o s e e w h a t t h e n a t i ve s t a t e o f t h e s i t e i s . E s t a b l i s h i n g a m a s s p l a n t i n g o f H a ra ke ke a l o n g w i t h o t h e r p l a n t s t h a t wo u l d h ave g r ow n a l o n g s i d e t h e m i n t h e s i t e b e fo r e E u r o p e a n s e t t l e m e n t w i l l r e s t o r e t h e m a u r i o f t h e s i t e . Th e s i t e w i l l b e d e n s e l y p l a n t e d b u t i t w i l l h ave co r r i d o r s fo r s t u d e n t s t o t rave l t h r o u g h t h e f i e l d l i ke i t i s a n a t i ve m az e ( f i g . 6 ) . D o t t e d i n t h e f l a x f i e l d w i l l b e h i d d e n f l a x h u t s t h a t c h i l d r e n ca n u s e a s p l ay h o u s e s o r b a s e s fo r t h e i r m ove m e n t a r o u n d t h e f i e l d ( f i g . 4 ) . Th e r e i s a l s o t h e o p p o r t u n i t y t o b r i n g i n s c u l p t u ra l e l e m e n t s l i ke wove n wa l l s t o s p e a k o f t h e u s e o f H a ra ke ke fo r we av i n g o r P ā t a ka t h a t a c t a s b i r d h o u s e s t o e n co u ra g e m o r e bird species to nest in and around the field (fig1,3 and 5). Large flat rocks nestled a m o n g s t s m a l l e r g ra s s e s w i l l i nv i t e r e p t i l e s s u c h a s n a t i ve s k i n k s t o b a s k i n t h e s u n s o t h a t c h i l d r e n h ave a g r e a t e r c h a n ce o f o b s e r v i n g t h e m . Th e s i t e wo r k s t o c r e a t e a n e co l o g i ca l z o n e t h a t i s a l s o a n a t u ra l p l ay s p a ce fo r s t u d e n t s .

T E P U N A TA I AO E L E M E N T S :

NEW ZEALAND CURRICULUM: Te c h n o l o g y , S o c i a l s c i e n ce , A r t s ( v i s u a l a r t s d eve l o p i n g p ra c t i ca l k n ow l e d g e & understanding arts in co n t ex t ) .

P R E C E D E N T PA L E T T E

Figure 1

Figure 2

Figure 3

Figure 4

Figure 1 Steel sculpture Figure 2 Harakeke field F i g u r e 3 We a v i n g w a l l Figure 4 Hut Figure 5 Pātaka bird house Figure 6 Dense field passage (corn field)

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Figure 5

Figure 6

PA HARAKEKE RENDER

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

1 2 . K A H U N G U N U PĀ N A R R AT I V E : K a h u n h u n u ’ s t o b u i l d v i l l a g e s , O t a t a ra P ā , M ā o r i ’ s u s e o f t r e n c h e s , K a h u ’ s p e r s p e c t i ve ove r f l a x f i e l d s , Th e w i n d s o f t h e p l a i n E CO S Y S T E M T Y P E : F l a x F i e l d P L A N T I N G : H a ra ke ke , C a b b a g e Tr e e , C a r ex , S h r u b by t o r o ra r o M AT E R I A L S : Tu n n e l s , S l i d e s , Wo o d e n F e n c i n g , Wo o d e n s t a g e A I M : To c r e a t e a n ex p e r i e n t i a l P a t h a t t e a c h e s c h i l d r e n a n d co m m u n i t y a b o u t t h e m a ny P a i n H aw ke ’ s B ay a n d h ow M ā o r i v i l l a g e s a n d s e t t l e m e n t s a r e o r g a n i s e d a n d u t i l i s e d . Th e p a w i l l b e a m u l t i - f u n c t i o n a l s p a ce t h a t c r e a t e s s p a ce s fo r p l ay a n d p e r fo r m a n ce a n d M ā o r i t ra d i t i o n s t o b e ex h i b i t e d . CO N C E P T : Th e P ā s i t e w i l l b e a v i s u a l l y d o m i n a t i n g e l e m e n t o n t h e s c h o o l g r o u n d s t h a t i s v i s i b l e f r o m a l m o s t a ny w h e r e i n t h e s i t e . Th e d e s i g n w i l l e n co m p a s s l a r g e h i l l s w i t h s t r o n g d e fe n s i ve fe n c i n g a r o u n d a n d o n t h e m , r e c r e a t i n g t h e l o o k o f a M ā o r i fo r t r e s s ( f i g . 3 , 4 a n d 5 ) . Th e s p a ce i s d e s i g n e d t o e n co u ra g e p l ay t h a t r e c r e a t e s l i fe i n a P ā . Th e r e a r e f i ve h i l l s i n t o t a l , t h e f r o n t t wo a c t i n g a s l o o ko u t h i l l s fo r c h i l d r e n t o wa t c h o u t fo r i n t r u d e r s , w h i l e t h e i n n e r t wo h ave p l ay e q u i p m e n t i n t e g ra t e d s u c h a s a s l i d e a n d t u n n e l s t h a t a l l ow c h i l d r e n t o d i s a p p e a r i n t o t h e f l a x f i e l d b e l ow. Th e l a r g e s t h i l l , Te M a t a p r ov i d e s v i ew s ove r t h e w h o l e s i t e , r e f l e c t i n g t h e r o l e t h e a c t u a l p e a k p l ay s i n t h e r e g i o n ( f i g . 2 ) . Th i s a l s o e n co m p a s s e s t h e s t o r y o f K a h u , g i v i n g c h i l d r e n a d i f fe r e n t p e r s p e c t i ve ove r t h e s i t e t h ey s p e n d m o s t o f t h e i r t i m e o n t h e g r o u n d i n . Th e l a r g e o p e n s p a ce i n t h e ce n t r e o f t h e f i ve h i l l s c r e a t e s a s p a ce fo r K a p a H a ka a n d Wa i a t a p e r fo r m a n ce s t o t a ke p l a ce i n a t ra d i t i o n a l s e t t i n g a n d fo r a u d i e n ce s t o g a t h e r . Th e p a c r e a t e s a n exc i t i n g p l a ce w h e r e t ra d i t i o n a l M ā o r i l i v i n g ca n b e r e c r e a t e d t h r o u g h p l ay a n d p e r fo r m a n ce , l i n k i n g s t u d e n t s a n d t h e co m m u n i t y t o t h e way i n w h i c h t h e i r a n ce s t o r s l i ve d a n d t h r i ve d .

T E P U N A TA I AO E L E M E N T S :

NEW ZEALAND CURRICULUM: Social studies , Arts ( p e r f o r m a n ce ) , d a n ce , d ra m a , m u s i c , t r e a t y o f Wa i t a n g i a n d c u l t u ra l d i ve r s i t y.

P R E C E D E N T PA L E T T E

Figure 1

Figure 2

Figure 3

Figure 4

Figure 5

F i g u r e 1 Tr a d i t i o n a l f e n c e d P ā Figure 2 Large grass mound Figure 3 Pa site entrance Figure 4 Otatara Pā Figure 5 Pā fence Figure 6 Grass Hill

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Figure 6

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

13. MAHINGA KAI N A R R AT I V E : C a p t u r i n g t h e s u n - s t o r i e s o f t a m a n u i t e rā E CO S Y S T E M T Y P E : M i xe d e d i b l e s P L A N T I N G : F r u i t s , ve g e t a b l e s , h e r b s , p a c i f i c i s l a n d e d i b l e s , c h i c ke n s M AT E R I A L S : S t o n e , t i m b e r , co l o u r e d co n c r e t e a n d m o s a i c , g ra s s a n d fo r e s t f l o o r m u l c h M I N I S T R Y O F E D U C AT I O N C U R R I C U L U M L I N K S : S c i e n ce ( h a r n e s s i n g s u n ’ s e n e r g y , l i v i n g wo r l d ) , s u s t a i n a b i l i t y , h e a l t h , c u l t u r e s ex p r e s s e d i n d a i l y l i fe ( p a c i f i c e d i b l e s ) , we l l b e i n g . A I M : To c r e a t e a s t r o n g l i n k w i t h n a t u r e , s h e l t e r i n g a n d p r o t e c t i n g m o ko p u n a w i t h i n t h e e m b ra ce o f t e n g a h e r e t o i n s p i r e n a t u ra l c u r i o s i t y a n d t o i n s p i r e t h e c h i l d r e n a s h a k u t u r i ( fo r e s t g u a r d i a n s ) . CO N C E P T : Th e M ā o r i s t o r y o f M a u i ca p t u r i n g a n d s l ow i n g t h e s u n i n s p i r e s t h e r e - l o ca t e d m a h i n a ka i a t K i m i O ra . Th e ex i s t i n g K i m i O ra k i t c h e n g a r d e n i s r e - l o ca t e d a n d ex i s t i n g g a r d e n b e d s a n d e l e m e n t s r e - u s e d i n t h e n ew s i t e . A s yo u e n t e r t h r o u g h a n a p p l e cove r e d wa h a r o a t h r o u g h a p a l l i s a d e f e n ce ( r e - u s i n g ex i s t i n g p l ayg r o u n d p o l e s ) , a l i n e o f d wa f t f r u i t t r e e s m a r k yo u r way t o t h e ce n t ra l h u b o f t h e g a r d e n . I n t h i s l o ca t i o n a g r o u n d l eve l p e b b l e m o s a i c r e p r e s e n t s t a m a n u i t e rā a n d a ce n t ra l p o l e c ra d l e s t h e m a u i s t o n e fo r t h e m a h i n g a ka i . Th i s p o l e t h e n a c t s a s a s u n d i a l a n d t h e ove r h e a d r o p e s ca s t s h a d ow s o n t h e g r o u n d l eve l s u n r e p r e s e n t a t i o n , t h e r o p e s o f m a u i ca p t u r i n g t h e s u n . A p i vo t

T E P U N A TA I AO E L E M E N T S :

p o i n t w i t h i n t h e m a h i n g a ka i t h a t p r ov i d e s a cce s s t o o t h e r s e g m e n t s o f t h e s p a ce t h a t ra d i a t e o u t from this point. G a t eway s p r ov i d e co n n e c t i o n s t o t h e f u t u r e s p e c i a l n e e d s s c h o o l a n d a cce s s i b l e w i d t h p a t h s a r e

NEW ZEALAND CURRICULUM: Future focus, Sustainability, We l l b e i n g a n d P hy s i ca l e d u ca t i o n .

p r ov i d e d t h r o u g h o u t t h e g a r d e n . A n ove r - a r c h i n g t h e m e o f s u s t a i n a b i l i t y a n d r e - u s e p e r va d e s t h e m a h i n g a ka i . U p - c yc l e d m a t e r i a l s a r e u s e d t o u p - c yc l e t h e ex i s t i n g p l ayg r o u n d e q u i p m e n t i n t o a p o l l i n a t o r g a r d e n v i ew i n g p l a t f o r m a n d a g a r d e n s h e d i s c r e a t e d f r o m t h e o l d s l i d e t owe r . U s i n g t h e ex i s t i n g g a t eway f r o m t h e ca r p a r k a s a m a i n a cce s s p o i n t fo r t ra i l e r s a n d t r u c k s ( a s r e q u i r e d ) a P ā t a ka ka i i s p r ov i d e d a t t h i s e n t r y fo r l o ca l r e s i d e n t s t o a cce s s a ny exce s s e d i b l e s . Wo n d e r f u l v i ew s f r o m t h i s s p a ce , t h e ex i s t i n g s c h o o l co u r t s n ew c h i l d r e n ’ s e n t r y p a t h t o s c h o o l a n d t h e f u t u r e s p e c i a l n e e d s s c h o o l a r e g a i n e d i n t o t h e m a h i n g a ka i - s h ow - ca s i n g t h e b e a u t y a n d p r o d u c t i v i t y o f t h i s o u t d o o r c l a s s r o o m s p a ce . F o o d f r o m t h e g a r d e n s u p p l i e s t h e s c h o o l b r e a k fa s t a n d l u n c h p r o g ra m m e o f K i m i O ra . A r e c yc l i n g ce n t r e , co m p o s t b i n s a n d wo r m fa r m s a r e l o ca t e d u n d e r t h e s h a d e o f t h e l a r g e ex i s t i n g t r e e s a s a r e t a b l e s fo r k i d s wo r k s p a ce s ( r e - u s e d f r o m ex i s t i n g k i t c h e n g a r d e n ) . Th e r e - c yc l e d c h o o k s h e d i s l o ca t e d u n d e r t h e s h a d e o f t r e e s a n d u s e s ex i s t i n g co u r t f e n ce a s p a r t o f t h e s e c u r i t y fe n c i n g t o ke e p t h e c h i c ke n s i n a n d s a fe , b u t w i t h e a s y a cce s s fo r t h e K i m i c h i l d r e n t o fe e d a n d co l l e c t e g g s . Th e ex i s t i n g a n d f u t u r e fe n c i n g a r o u n d t h e s i t e i s i n t e g ra t e d a s p a r t o f a ve r t i ca l g r ow i n g s t r u c t u r e f o r t h e m a h i n g a ka i , s o f t e n i n g t h e i n t e r fa ce b e t we e n s p a ce s a n d p r ov i d i n g a d d i t i o n a l g r ow i n g s p a ce . Th e ex i s t i n g p l ay e q u i p m e n t i s a d a p t e d a n d a p o l l i n a t o r g a r d e n w i t h f l owe r s i n c l u d e d a s a r e s o u r ce fo r c h i l d r e n ’ s a c t i v i t i e s a n d t o i n co r p o ra t e i n t o t e a c h i n g a c t i v i t i e s w i t h i n s c i e n ce c u r r i c u l u m o n pollination.

Figure 1

Figure 2

Figure 3

Figure 4

F i g u r e 1 S t o r y o f M a u i a n d t a m a n u i t ē ra F i g u r e 2 P o l l i n a t o r s e n co u ra g e d F i g u r e 3 R e - u s e o f ex i s t i n g g a r d e n e l e m e n t s F i g u r e 4 I n t e ra c t i ve o u t d o o r c l a s s r o o m & r e s o u r ce b a s e

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

M A H I N G A K A I C O N C E P T S K E TC H

c Recycled or up-

Views from Courts

cycled element

Through to mahinga kai Existing concrete pa

KEY: 1

Entry waharoa with apples

2 Pallisade fence using recycled pou from existing playground 3

Fruit tunnel

Recycled entry beds

5 Up-cycled play house to garden shed

Existing trees

6 New garden bed against fence 7

8 Entry gate from special needs

c22

11 Pātaka kai accessed from car park and footpath and nice views into mahinga kai

12 Existing entry gate for access

13 Recycled garden beds & pumpkin tunnel

20 12

for shaded area

13 15

c c 10

Future special needs school

Recycled garden bed

herb spiral with rocks

Recycled table under shade

Bird bath

20 Up-cycled play equipment for viewing platform and pollinator garden 21

Rustic table and bench seat

Recycled garden beds

Recycled polytunnel

Recycled mesh tunnel

New garden bed

8 6

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

3 4

14 Tamanuiterā story as entry feature and mauri stone

Existing trees

c c

Recycled garden bed

10 New garden against fence with beans climbing on fence

Hoggin entry path

Entry path to school

c 26

New terrace

Planted garden pots

Recycled chook shed

New chook run

O l d b a t h wo r m b i n s

Co m p o s t b i n s

O p e n l aw n s p a ce

Scale: 1:100 @ A3

MAHINGA KAI

GARDEN ELEMENTS

20 Pollinator garden features 2.

2 Pallisade fence & recycled pou

Tamanuiterā story & mauri stone 72

10.

16 Herb spiral with rock

3 Espaliered fruit tunnel

8 Entry gates

11.

19 Bird bath in pollinator garden

30 Old recycled bathtubs

12.

21 Rustic table and bench

using mosaic and rope and pou KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

13.

11 Pātaka kai

MAHINGA KAI RECYCLED AND UP-CYCLED ELEMENTS

5 Waharoa & espaliered fruit

9 Raised garden bed re-used from existing garden

10.

4, 13, 15 Raised garden beds re-used from existing garden

31 Compost bins under shade of trees

11.

17, 18, 23, 24 Table, poly and mesh tunnels re-used from existing garden

12.

13 Tunnel

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

13.

5 Up-cycled existing play structure to garden shed with bug hotels and recycled materials for cladding to create rustic structure with natural character

MAHINGA KAI RENDER

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

WAYNES GARDEN SHED RENDER

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

14. ENTRANCES AIM: “Grounding is to do with orientation and r o o t e d n e s s ” ( G i r o t , 1 9 9 9 , P. 6 2 ) . Th e co n ce p t o f l a n d i n g and being grounded to a site describes the impact of the a r r i va l ex p e r i e n ce . I t i s a b o u t t h e r e l a t i o n s h i p b e t we e n t h e l a n d s ca p e t h a t f i r s t we l co m e s a p e r s o n o n t o a n ew s i t e a n d t h e way t h e s i t e p r e s e n t s i t s e l f , r eve a l i n g t h e i n i t i a l e s s e n ce o f w h a t i s w i t h i n .

W H A R F WA H A R O A E N T R A N C E P U N G A F O R E S T WA H A R O A

Marking the entrance to the forest with a simple Wa h a r o a .

Building anticipation and allowing students to feel as if they are being transported i n t o a d i ff e r e n t e n v i r o n m e n t by creating a long wharf walkway that makes them feel they are entering an important space as well as introducing them to the site.

I t i s fo r t h i s r e a s o n t h a t t h e a i m fo r e a c h s p a ce i s t o c r e a t e i n t e r e s t i n g a n d e n g a g i n g e n t ra n ceway t h a t s p a r k s exc i t e m e n t a n d c u r i o s i t y b u t t h a t i s a l s o r e f l e c t i ve o f t h e s p a ce s w i t h i n a n d t h e r e fo r e d i s t i n c t .

M A R A E AT E A E N T R A N C E WAY

PA / F O RT R E S S E N T R A N C E

This entrance is where visitors being welcomed i n t o t h e s c h o o l w i l l e n t e r. C r e a t i n g a n experience that is memorable and reflective of Māori culture is important and will add to the visitors experience and for Pōwhiri at the school.

Re-creating the entrance to a Pa so students and the community get a feel for what it would have been like to live in a Māori settlement or enter one.

The entrance will be surrounded by native planting, and a series of waharoa providing shade for the mass planting of tree ferns with irrigation misters which will create the a p p e a r a n c e o f m i s t . Vi s i t o r s w i l l p a s s t h r o u g h the mist, so only their outlines are visible before properly appearing to emerge from the misty forest where they can be seen, telling stories of strangers meeting for the first time on New Zealand soil. This will create a memorable experience for them and a great spectacle for the rest of the school.

O R C H A R D E N T R A N C E WAY

Marking the entrance way to the field is important as it is a place where adventure and exploring takes place. This emphasise t h e s h i f t i n t o a d i ff e r e n t z o n e i n t h e s c h o o l , one that is less safe and restricted and more free and unknown. Establishing a fruit tree avenue will create a natural space for imaginative play to take place while providing students with fresh fruit and teaching them about agriculture.

CLEANSING BOWL

People entering the Rongoā classroom are met with a cleansing bowl that allows them to clean their hands and feel the cool touch of water to signify the essence of the site within.

A S E C R E T C A RV E D D O O R

The relationship between the classroom courtyards and the loose parts play area is very important as these are the two spaces the children (mostly the juniors), will travel between the most.

A tropical passage way with a “secret” door will create a special way for the children to enter into their loose parts play space and create opportunities for imaginative play around entering a d i ff e r e n t c o u n t r y o r a h i d d e n w o r l d . I t w i l l be a unique experience that will spark ideas or interest in travel and venturing into the unknown. KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

L A R G E WA H A R O A + W H Ā R I K I

H a v i n g a l a r g e Wa h a r o a a n d W h ā r i k i at the entrance of the school welcomes visitors and expresses the schools values and thinking is e m b e d d e d i n Te A o M ā o r i a n d i t a l l o w s students and teachers to feel they are entering a special place.

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

PRESCHOOL DESIGN

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

15. TE WHARE AROHA O NGA MOKOPUNA N A R R AT I V E : Th e g e n t l e e m b ra ce o f t e n g a h e r e “ I n t h e e n d , we w i l l co n s e r ve o n l y w h a t we l ove ; we w i l l l ove o n l y w h a t we u n d e r s t a n d a n d we w i l l u n d e r s t a n d o n l y w h a t we a r e t a u g h t . ” B a b a D i o u m E CO S Y S T E M T Y P E : F o r e s t P L A N T I N G : Tr e e fe r n s , l a n cewo o d , l aye r s o f g r e e n , b r ow n a n d r u s t / r e d , b r i g h t l y co l o u r e d p a i n t M AT E R I A L S : S t o n e , t i m b e r , i m p r i n t e d co n c r e t e , g ra s s a n d fo r e s t f l o o r m u l c h , wa t e r A I M : To c r e a t e a s t r o n g l i n k w i t h n a t u r e , s h e l t e r i n g a n d p r o t e c t i n g m o ko p u n a w i t h i n t h e e m b ra ce o f t e n g a h e r e t o i n s p i r e n a t u ra l c u r i o s i t y a n d t o i n s p i r e t h e c h i l d r e n a s h a k u t u r i ( f o r e s t guardians). CO N C E P T : I n M ā o r i t ra d i t i o n , p e o p l e a n d fo r e s t s a r e v i t a l l y co n n e c t e d – b o t h we r e c r e a t e d by t h e g o d T ā n e . A m a g i ca l r e a l m g u a r d e d by l i za r d s , b i r d s a n d o t h e r c r e a t u r e s , t h e fo r e s t a l s o p r ov i d e d t h e n e ce s s i t i e s o f l i fe . Th e o u t d o o r s p a ce s l i n ke d t o t h e ex i s t i n g t e w h a r e a r o h a b u i l d i n g a r e i n s p i r e d by t h e t ex t u r e s , fo r m s a n d g e n t l e e m b ra ce o f t e n g a h e r e w h e r e t h e t i n o o t e h a k u t u r i i n s p i r e a n d o f fe r o p p o r t u n i t i e s fo r n a t u ra l p l ay a n d l e a r n i n g . Th e f r o n t e n t r y t o t e w h a r e a r o h a w i l l p r ov i d e a g l i m p s e o f t h e n a t u ra l c h a ra c t e r o f t h e c h i l d r e n ’ s p l ay s p a ce s t o t h e s i d e a n d r e a r o f t h e s i t e . T i ko u ka p r ov i d e a fe a t u r e ve r t i ca l e l e m e n t a n d d ra m a t i c l i n e o f p l a n t i n g t o e m b ra ce t h e b u i l d i n g t h a t s h ow - ca s e t h e fo r m o f t i ko u ka a n d l i n k w i t h c h i l d r e n ’ s s t o r i e s s u c h a s t h e ‘ ca b b a g e t r e e r ow ’ i n M a r g a r e t M a hy s t o r i e s . N a t i ve p l a n t s p e c i e s a r e u s e d t h r o u g h o u t t h e s p a ce . Th e ve r t i ca l fe n c i n g e l e m e n t t h a t s u r r o u n d s t h e p l ay s p a ce o f t h e b u i l d i n g i s a key e l e m e n t t h a t i n t e g ra t e s p l ay a n d e d u ca t i o n o p p o r t u n i t i e s w h i l e a l l ow i n g v i s u a l co n n e c t i v i t y t o t h e b r o a d e r K i m i O ra l a n d s ca p e . I n s p i r e d by t h e h a k u t u r i t h e p l ay s p a ce s o f t h e Ce n t r e a r e fo c u s e d o n t e n g a h e r e n a t u r e p l ay. R e s e a r c h s h ow s t h a t c h i l d r e n h ave a s t r o n g a n d d e e p - r o o t e d s e n s i t i v i t y t o t h e n a t u ra l wo r l d . Th e h u m a n r e l a t i o n s h i p w i t h t h e n a t u ra l wo r l d i n co m p l ex a n d fo r c h i l d r e n p l ay i s a b i o l o g i ca l d r i ve a n d t h e p r i m a r y m e c h a n i s m t h r o u g h w h i c h t h ey e n co u n t e r a n d ex p l o r e t h e i r i m m e d i a t e p hy s i ca l e nv i r o n m e n t s . C h i l d r e n p l ay i n s t i n c t i ve l y w i t h n a t u ra l e l e m e n t s a n d a s s u c h p l ay i s t h e p r o ce s s i n w h i c h c h i l d r e n co n n e c t w i t h n a t u r e a n d t h e n a t u ra l e nv i r o n m e n t p r ov i d e s t h e o p t i m a l s e t t i n g fo r c h i l d r e n t o e n g a g e w i t h t h i s co n n e c t i o n . N a t u ra l e nv i r o n m e n t s s u p p o r t a w i d e ra n g e o f c h i l d r e n ’ s p l ay , b e i n g d i ve r s e , d y n a m i c a n d f l ex i b l e . P l ay i n g i n n a t u ra l s p a ce s o f fe r s p o s s i b i l i t i e s fo r co n t r o l a n d m a s t e r y , co n s t r u c t i o n o f s p e c i a l p l a ce s , d i f fe r e n t way s o f m ov i n g , r i s k - t a k i n g a n d i n s t i l l a s e n s e o f wo n d e r , s t i m u l a t i n g c r e a t i v i t y i m a g i n a t i o n a n d s y m b o l i c p l ay. N a t u ra l P l ay A r e a s a r e o u t d o o r s p a ce s d e s i g n a t e d fo r p l ay t h a t a r e m a d e o f n a t u ra l co m p o n e n t s s u c h a s p l a n t s , l o g s , wa t e r , s a n d , m u d , b o u l d e r s , h i l l s a n d t r e e s . Th e s e co m p o n e n t s r e p r e s e n t t h e l a r g e r w i l d e nv i r o n m e n t i n a way t h a t fe e l s s a fe a n d m a n a g e a b l e t o yo u n g v i s i t o r s a n d t h e i r p a r e n t s w h i l e i nv i t i n g i m a g i n a t i ve a n d ex p l o ra t i ve p l ay. Th e n a t u ra l c u r i o s i t y p l ay s p a ce a t t h e t e w h a r e a r o h a p i c k s u p o n t h e s e co n ce p t s a n d i n co r p o ra t e s t h e m . Th e t h e m e o f n a t u ra l f e a t u r e s o f t e n g a h e r e i s l i n ke d t h r o u g h o u t t h e p l ay s p a ce , w i t h n a t i ve p l a n t i n g we av i n g t h r o u g h t h e p l ay s p a ce . Th e fo l l ow i n g key a r e a s o f t y p e s o f p l ay h ave b e e n i n co r p o ra t e d i n t o t h e d e s i g n co n ce p t : Figure 1

Figure 2

Figure 3

Figure 4

1. 2. 3. 4.

S t r u c t u r e d p l ay i n a n a t u ra l co n t ex t - p l ay e q u i p m e n t a n d s p e c i f i c a c t i v i t i e s U n p r o g ra m m e d p l ay - co l l a b o ra t i ve g a m e s , s p o n t a n e o u s , i m a g i n a t i ve . I m m e r s e d i n n a t u r e - l e a r n i n g t o b e o u t d o o r s , co n f i d e n t t o g o o u t a n d ex p l o r e . N a t u r e a s e d u ca t o r - s p e c i f i c m e s s a g e , g u i d e d , s c h o o l b a s e d , k n ow l e d g e o f t h e n a t u ra l wo r l d .

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

P L AY C E N T R E C O N C E P T S K E TC H KEY: 1.

Entry Ti kouka plantation

2. Entry gate and views to Rongoā outdoor classroom

Building Entry

3. Concrete flexible space for movable tables and ball games with etched leaves in concrete

Existing Play Centre Building

4. Views to Rongoā outdoor classroom 5. Steel rebar organic fencing 6. Water play vertical panel

7. Balance feature

8. Grass glade 9. Music station 10. Warbler nest 11. Stepping rocks through grasses

12. Water play streams 13. Gecko rocker 14. Lizard log pile 15. Grass glade

Deck

16. Branch tunnel

17. Interactive nature panel

18. Bridge 19. Mud play

23. Timber fence with muehlenbeckia wire green wall and bird boxes

25. Whare nikau 26. Rock and log edge to sand hollow 27. Pebble stream edge 28. Existing shade sails

31. Running and scooter/bike track

19 14

7 6

24 20

29. Sand hollow 30. Deck around tree and storage for sand hollow

24. Forest resource space

32. Grass forest glade

33. Forest resource space 34. Solid Timber rustic fence with insect hotels and native plant and tini o te hakuturi imagery and names

Future Special Needs Space and Building

35. Ti kouka plantation 36. Interactive ball play panel 80

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

Carpark

22. Stepping stumps

footpath

21. Punga tunnel

Existing

20. Forest path

PLAY & EDUCATION ELEMENT VERTICAL INTEGRATED FENCE COMPONENTS

36 Interactive Outdoor Ball Play Timber fence panels are inserted within the boundary fence to provide interactive play opportunities with magnetic ball play system on one panel.

10.

11.

12.

13.

15.

5 Steel rebar organic fencing

17 Interactive Nature Wall Panel

6 Interactive Outdoor Water Play Panel

9 Interactive Music Play

Steel rebar used in curved forms and variety of ways to create a visually permeable fence to embrace te whare aroha - allowing visual connections out to broader Kimi Ora activities and to integrate as creative element while still providing security for the mokopuna.

Timber fence panels are inserted within the boundary fence to provide interactive play opportunities with forest and nature themes, with small timber doors to open to reveal treasures from nature and carved animal imagery and bug hotels.

Timber fence panels are inserted within the rebar fence to provide interactive play opportunities with water play opportunity provided in two panels leading to forest stream through site.

Timber fence panels are inserted within the boundary fence to provide interactive play opportunities with music play station within one panel.

KIMI ORA COMMUNITY SCHOOL â&#x20AC;&#x201C; AN OUTDOOR, WHÄ&#x20AC;NAU-FRIENDLY, MULTI-USE FACILITY

P L AY & E D U C AT I O N E L E M E N T S NATURAL HORIZONTAL COMPONENTS

11.

10.

29 Rock and Log Edged Sand Hollow

11 Natural Stone Pavers and Log Edges

14 Lizard Log Pile

34 Rustic Fence & Nature Items

19 Mud Hollow

Natural rocks and pavers edge the sand pit areas, they form edge to sunken sand pit area and informal seating and balance.

A mix of natural stone pavers define entry areas and link playspaces with stepping stones.

Smoothed natural logs are combined as climbing, play structures that run down the slope.

Insect hotels, native plant and insect mural imagery and names and bird houses and feeding stations integrated into rustic fencing panel.

Edged by the water play stream a mud hollow provides for creative play in a defined area with easy access to water adjacent.

KIMI ORA COMMUNITY SCHOOL â&#x20AC;&#x201C; AN OUTDOOR, WHÄ&#x20AC;NAU-FRIENDLY, MULTI-USE FACILITY

P L AY & E D U C AT I O N E L E M E N T S NATURAL HORIZONTAL COMPONENTS

31 Forest Trail for Bikes, Running & Scooters

A dark trail that feels as though it runs through a forest, with surrounding planting provides opportunity for looped running and biking.

25 Whare Nikau

23 Muehlenbeckia Green Wall

10 Riroriro Nest

21 Ponga Tunnel

22 Stepping Stumps

Inspired by traditional whare nikau - a hut space provides for imaginative play and quite shelter space.

A solid timber wall is covered with muehlenbeckia providing a soft backdrop and sheltered area for part of the playspace - creating sense of depth and forest backdrop.

Inspired by the beautiful nest of the riroriro a woven rope structure provides a hut structure for quite imaginative play and reading.

Entry at to Rongoā outdoor classroom and providing tunnel along forest trail, ponga logs create vertical tunnel features with epiphytes and climbers.

Natural stumps are used to create stepping log area for balance and climbing.

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

MATERIALITY AND BUILT ELEMENTS The material palette for the landscape design is restrained and links with the colours and materials of te ngahere. Timber, mulch, natural stone, sand and stenciled concrete.

Grass

Stone feature boulders

Leaf prints in concrete

Concrete rebar rod curved fencing panels

Large bluestone paving stones

Soft fall Safety Surfacing

Rustic solid fencing panels

Burgess Matting in Grey bike trail -

KIMI ORA COMMUNITY SCHOOL â&#x20AC;&#x201C; AN OUTDOOR, WHÄ&#x20AC;NAU-FRIENDLY, MULTI-USE FACILITY

Forest floor mulch

Art sign stickers on timber fence with native plants, birds and insects

Natural Timber

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

“In the end we will conserve only what we love; we will love only what we understand; and we will understand only what we are taught.” Baba Dioum

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

I M AG E R E F E R E N C E S

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

IMAGES REFERENCES PAGE 20 MĀORI SEA VOYAGES + FISHING Figure 1

Taruke or crayfish trap, Waiapu. Ref: PAColl-7488-10. Alexander Turnbull Library, Wellington, New Zealand. /records/22340831 Figure 2 Source: https://commons.wikimedia.org/wiki/File:Fish_drying_on_racks.jpg Attribution: Photo belongs to U.S. Fish and Wildlife Service – no changes made to original image License: Public domain Figure 3 A display of Maori fishing nets (kupenga) and fish traps (hinaki). McDonald, James Ingram, 1865-1935 : Photographs. Ref: PA1-q-257-72-3. Alexander Turnbull Library, Wellington, New Zealand. /records/23148133 Figure 4 Source: https://www.flickr.com/photos/flissphil/7495702 Attribution: Photo taken by Phillip Capper – no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode

TRADITIONAL MĀORI WAY OF LIFE Figure 1 Source: https://www.flickr.com/photos/cle0patra/14884456130/in/album-72157639259847314/ Attribution: Photo taken by Ellen Fitzsimons – no changes made to original image License: Permission granted by photographer Figure 2 Source: https://collections.lib.uwm.edu/digital/collection/agsoceania/id/264/ Attribution: Photo taken by Clapp, Frederick G. (Frederick Gardner), 1879-1944 – no changes made to original image License: Permission granted by The Board of Regents of the University of Wisconsin System, image from their American Geographical Society Library Digital Photo Archive – Oceania collection Figure 3 Young Maori girl at Te Ariki Pa. Ref: 1/2-004619-F. Alexander Turnbull Library, Wellington, New Zealand. /records/23134437 Figure 4 Source: https://www.donsmaps.com/maoripa.html Attribution: Photo taken by Don Hitchcock – no changes made to original image License: Permission granted by photographer on his website under ‘use of images’ (see link above and scroll to bottom of page)

MĀORI CHILDREN PLAY Figure 1 Burton Brothers (Dunedin, N.Z.). Maori carvings and tukutuku panels at Tamatekapua meeting house in Ohinemutu. Ref: PA7-05-36. Alexander Turnbull Library, Wellington, New Zealand. /records/23107324 Figure 2 Source: https://en.wikipedia.org/wiki/File:SwingAngas1847.JPG Attribution: Photo taken by George French, 1822-1886 Angas (Copyist); J W fl 1847 Giles (as the lithographer); Joseph Jenner, 1816?-1854 Merrett (as the artist) – no changes made to original image License: Permission granted by photographer on his website under ‘use of images’ (see link above and scroll to bottom of page) 88

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IMAGES REFERENCES PAGE 20 Figure 3 Source: https://teara.govt.nz/en/photograph/39361/reti-sled Attribution: Photo belongs to Viking Sevenseas NZ (https://vikingsevenseas.co.nz/) – no changes made to original image License: Permission granted for use by Murdoch Riley from Viking Sevenseas NZ Figure 4 Source: Auckland Libraries Heritage Collections 996-429 Attribution: Photo taken by by G. B. Scott – no changes made to original image License: Permission granted by Ngā Pātaka Kōrero o Tāmaki Makaurau - Auckland Libraries

PAGE 25 Main Image Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/beauty-te-mata-peak-captured-on-328471337?src=s2B4ddcqJoVKkqkjyYBn7Q-1-0 Te Mata Peak Image Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/beauty-te-mata-peak-captured-on-328471337?src=s2B4ddcqJoVKkqkjyYBn7Q-1-0 Three Rivers Image Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/beautiful-landscape-te-mata-peak-tukituki-1096437308?src=2oqyAJ950kj3v4g5nQcZ6g-1-2 Heretaunga Plains Image Source: https://unsplash.com/photos/QXCWUx8F9Es Attributions: Photo taken by CMDR Shane on Unsplash - no changes made to original image License: Free download Cape Kidnappers Image Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/gannet-colony-cape-kidnappers-hawkes-bay-1400031266?src=NvXrxpVnOPgQb-_uXr3JHg-1-97

PAGE 26 Main Image Source: Taken by 4Sight staff member Attribution: Photo taken by Dr Arie Spyksma - no changes made to original image License: Permission granted by photographer Tawa Beilschmiedia tawa Source: https://commons.wikimedia.org/wiki/File:Beilschmiedia_tawa_kz1.jpg Attribution: Photo taken by Krzysztof Ziarnek, Kenraiz - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode

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IMAGES REFERENCES PAGE 26 CONTINUED. Kahikatea Dacrycarpus dacrydioides Source: https://commons.wikimedia.org/wiki/File:Kahikatea.jpg Attribution: Photo taken by Alan Liefting - no changes made to original image License: Public domain Mahoe Melicytus ramiflorus Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/bay-islands-new-zealand-mahoe-tree-34412236?src=3PMka4-tUN18KjfxFz_9rQ-1-0 Nikau Palm Rhopalostylis sapida Source: https://simple.m.wikipedia.org/wiki/File:NikauPalmNZ.jpg Attribution: Photo taken by Kahuroa - no changes made to original image License: Public domain Cabbage Tree Cordyline banksia Source: https://pxhere.com/en/photo/1051945 Attribution: Not required License: Free download Kawakawa Macropiper excelsum Source: https://commons.wikimedia.org/wiki/File:Kawakawa_leaves.jpg Attribution: Photo taken by Alan Liefting - no changes made to original image License: Public domain Ponga Cyathea dealbata Source: https://commons.wikimedia.org/wiki/File:Cyathea_dealbata_Ponga_Puketi_Forest_Trail_NZ_1.JPG Attribution: Photo taken by Muriel Bendel - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Turutu Dianella nigra Source: https://commons.wikimedia.org/wiki/File:Turutu_11.JPG Attribution: Photo taken by Rudolph89 - no changes made to original image License: Public domain (https://creativecommons.org/publicdomain/zero/1.0/legalcode) Kereru Hemiphaga novaes Source: 4Sight owned Bellbird Anthornis melanura Source: https://commons.wikimedia.org/wiki/File:Bell_bird.(Anthornis_melanura),_(9496742165).jpg Attribution: Photo taken by Bernard Spragg - no changes made to original image License: Public domain (https://creativecommons.org/publicdomain/zero/1.0/legalcode) Ngahere gecko Mokopirirakau Source: Provided by photographer Attribution: Photo taken by Carey Knox from Wildlands - no changes made to original image License: Permission granted by photographer

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IMAGES REFERENCES PAGE 26 CONTINUED. Large Land Snails Powelliphanta Source: https://commons.wikimedia.org/wiki/File:Powelliphanta_augusta_DOC_2005.jpg Attribution: Photo taken by K. J. Walker - no changes made to original image License: https://creativecommons.org/licenses/by/4.0/legalcode

PAGE 27 Main Image Source: Taken by 4Sight staff member Attribution: Photo taken by Dr Arie Spyksma - no changes made to original image License: Permission granted by photographer Titoki Alectryon excelsus Source: https://commons.wikimedia.org/wiki/File:AlectryonExcelsus.jpg Attribution: Photo taken by Kahuroa - no changes made to original image License: Public domain Kanuka Kunzea ericoides Source: https://commons.wikimedia.org/wiki/File:Kanuka_-_foliage_%26_blooms.jpg Attribution: Photo taken by Karora - no changes made to original image License: Public domain Kowhai Sophora spp. Source: https://commons.wikimedia.org/wiki/File:Kowhai_Blooms_with_Leaf_Buds.jpg Attribution: Photo taken by Karora - no changes made to original image License: Public domain Lancewood Pseudopanax crassifolius Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/young-lancewood-tree-stands-proud-against-1135795703?src=VReyhMQBJaa7M0P3KP9-7Q-1-2 Rewarewa Knightia excelsa Source: https://commons.wikimedia.org/wiki/File:Rewarewa_2.jpg Attribution: Photo taken by Sarang - no changes made to original image License: Public domain Manuka Leptospermum scoparium Source: https://commons.wikimedia.org/wiki/File:Leptospermum_scoparium_Manuka_Lake_Wilkie_Catlins.JPG Attribution: Photo taken by Muriel Bendel - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Toetoe Cortaderia fulvida Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/new-zealand-toetoe-grass-1095919031?src=idNHf8UHOjIGjpymoVWIxQ-1-16

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IMAGES REFERENCES PAGE 27 CONTINUED. Harakeke Phormium tenax Source: https://commons.wikimedia.org/wiki/File:Phormium_tenax_-_wetland_2.jpg Attribution: Photo taken by Emőke Dénes - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Tui Prosthemadera novaeseelandiae Source: https://commons.wikimedia.org/wiki/File:Tui_on_flax.jpg Attribution: Photo taken by Matt Binns - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode Fantails Rhipidura Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/rhipidura-fuliginosa-fantail-piwakawaka-maori-language-1039721977?src=FN1wRAFBsSf8UOt_KQBLNA-1-0’ Skinks Oligosoma Source: https://commons.wikimedia.org/wiki/File:Brown_skink_by_Tony_Wills.jpg Attribution: Photo taken by Tony Wills - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Tree Weta Hemideina trewicki Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/macro-image-auckland-tree-weta-insect-1078788275?src=xf6GQeceu8Sop-NRiqeIbw-1-2

PAGE 28 Main Image Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/royal-spoonbills-platalea-regia-787430524 Pukatea Laurelia novae-zelandiae Source: https://commons.wikimedia.org/wiki/File:Laurelia_novae-zelandiae_11.JPG Attribution: Photo taken by Rudolph89 - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/legalcode Cabbage Tree Cordyline banksia Source: https://pxhere.com/en/photo/1051945 Attribution: Not required License: Free download Manuka Leptospermum scoparium Source: https://commons.wikimedia.org/wiki/File:Leptospermum_scoparium_Manuka_Lake_Wilkie_Catlins.JPG Attribution: Photo taken by Muriel Bendel - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode

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IMAGES REFERENCES PAGE 28 CONTINUED. Harakeke Phormium tenax Source: https://commons.wikimedia.org/wiki/File:Phormium_tenax_-_wetland_2.jpg Attribution: Photo taken by Emőke Dénes - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Sea Rush Juncus kraussi Source: https://commons.wikimedia.org/wiki/File:Sea_Rush_(4244152248).jpg Attribution: Photo taken by John Tann - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode Red Tussock Chionochloa rubra Source: https://commons.wikimedia.org/wiki/File:Red-tussock-grass-lake-tekapo-new-zealand-september-2011.jpg Attribution: Photo taken by Jon Kloske - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/legalcode Oioi Apodasmia similis Source: https://commons.wikimedia.org/wiki/File:Apodasmia_similis_kz2.jpg Attribution: Photo taken by Krzysztof Ziarnek, Kenraiz - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Purei Carex Secta Source: https://commons.wikimedia.org/wiki/File:Christchurch_Botanic_Gardens,_New_Zealand_section,_Carex_secta_tussock_grass_2016-02-04.jpg Attribution: Photo taken by Szilas - no changes made to original image License: Public domain Pukeko Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/new-zealand-pukeko-swamp-hen-head-1375637009?src=fFpWGTRMo7Te4N6fFiIj9Q-1-14 Sacred Kingfisher Source: https://commons.wikimedia.org/wiki/File:Sacred_Kingfisher_(Todiramphus_sanctus)_08.jpg Attribution: Photo taken by Vicki Nunn - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Long Finned Eel Anguilla dieffenbachii Source: https://commons.wikimedia.org/wiki/File:NZ_eel.jpg Attribution: Photo taken by Gusmonkeyboy - no changes made to original image License: Public domain Freshwater crayfish Paranephrops planifrons Source: https://commons.wikimedia.org/wiki/File:Paranephrops.jpg Attribution: Photo taken by Gusmonkeyboy - no changes made to original image License: Public domain

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

IMAGES REFERENCES PAGE 29 Main Image Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/ocean-beach-hastings-new-zealand-1358424005 Mountain Flax Phormium cookianum Source: https://commons.wikimedia.org/wiki/File:Mountain_flax_flowers_(Phormium_cookianum),_circling.jpg Attribution: Photo taken by Avenue - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/legalcode Pohuehue muehlenbeckia complexa Source: https://www.flickr.com/photos/33037982@N04/5023054355 Attribution: Photo taken by Leonora Enking - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Pingao Ficinia spiralis Source: https://commons.wikimedia.org/wiki/File:Ficinia_spiralis_11.JPG Attribution: Photo taken by Rudolph89 - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/legalcode Neptune’s Necklace Hormosira banksia Source: https://commons.wikimedia.org/wiki/File:NZ280315_Kaikoura_Sea_Grapes_01.jpg Attribution: Photo taken by Oren Rozen - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/legalcode Banded dotterel Charadrius bicinctus Source: https://commons.wikimedia.org/wiki/File:Banded_dotterel_347.jpg Attribution: Photo taken by Schwede66 - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Blue penguin Eudyptula minor Source: https://commons.wikimedia.org/wiki/File:Eudyptula_minor_Bruny_1.jpg Attribution: Photo taken by JJ Harrison - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/legalcode Horopito Latrodectus katipo Source: https://commons.wikimedia.org/wiki/File:Latrodectus_katipo_AMNZ6101.jpg Attribution: Photo belongs to Auckland War Memorial Museum - photo rotated but no other changes made to original image License: https://creativecommons.org/licenses/by/4.0/legalcode Paua Haliotis iris Source: https://commons.wikimedia.org/wiki/File:Haliotis_iris_LC0283.jpg Attribution: Photo taken by Jörg Hempel - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/de/legalcode

KIMI ORA COMMUNITY SCHOOL – AN OUTDOOR, WHĀNAU-FRIENDLY, MULTI-USE FACILITY

IMAGES REFERENCES PAGE 32 Main Images Source: Owned by Kimi Ora School

PAGE 48 Figure 1 Source: https://pixabay.com/photos/texture-small-patch-pattern-arches-3034409/ Attribution: Not required License: Free download Figure 2 Source: https://pixabay.com/photos/city-bridge-style-zebra-view-1658798/ Attribution: Not required License: Free download Figure 3 Source: https://commons.wikimedia.org/wiki/File:MARABAR_AUG_29_2017002_copy.jpg Attribution: Photo taken by Ezimmermanstudio - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Figure 4 Source: https://pixabay.com/photos/patch-paving-stones-cobblestones-3698746/ Attribution: Not required License: Free download Figure 5 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/urban-garden-water-feature-concrete-vegetation-251273104?src=gYzO4ng8OyQClsxUiukG9A-1-0 Figure 6 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/modern-curved-s-shaped-brown-wooden-598145903?src=3frmDAacS50ofH5Bb24PjA-1-24 Figure 7 Source: https://commons.wikimedia.org/wiki/File:Phormium_tenax_13zz.jpg Attribution: Photo taken by David J. Stang - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Figure 8 Source: https://www.flickr.com/photos/sidm/8511530554 Attribution: Photo taken by Sid Mosdel l - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode

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IMAGES REFERENCES PAGE 49 Figure 1 Source: https://www.flickr.com/photos/126337928@N05/31772938780 Attribution: Photo taken by Jeremy Segrott - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/legalcode Figure 2 Source: https://commons.wikimedia.org/wiki/File:Waitangi_Maori_Carving_n.jpg Attribution: Photo taken by James Shook - no changes made to original image License: https://creativecommons.org/licenses/by/2.5/legalcode Figure 3 Source: https://www.geograph.org.uk/photo/3907598 Attribution: Photo taken by Steve Fareham - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 4 Source: https://unsplash.com/photos/4xZFlHqT0KQ Attribution: Photo by Cody Board on Unsplash License: Free download Figure 5 Source: https://www.flickr.com/photos/ss2001/4882333012 Attribution: Photo taken by Salil S - no changes made to original image License: https://creativecommons.org/licenses/by-nd/2.0/legalcode Figure 6 Source: https://commons.wikimedia.org/wiki/File:Nikau_Palm.jpg Attribution: Photo taken by Kahuroa - no changes made to original image License: https://creativecommons.org/licenses/by/2.5/legalcode Figure 7 Source: https://www.flickr.com/photos/nnecapa/2874145790 Attribution: Photo belongs to NNECAPA Photo Library - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode Figure 8 Source: https://unsplash.com/photos/MlVY4lcY_kk Attribution: Photo by Pablo Martinez on Unsplash License: Free download

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IMAGES REFERENCES PAGE 50 Figure 1 Source: https://www.geograph.org.uk/photo/1658790 Attribution: Photo taken by Chris Downer - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 2 Source: https://www.flickr.com/photos/tgillin/159748196 Attribution: Photo taken by Tom Gillin - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 3 Source: https://www.flickr.com/photos/fruitsailor/28029570070/ Attribution: Photo taken by Piotr Bronkalla - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 4 Source: https://pixabay.com/photos/points-of-the-compass-stone-work-364419/ Attribution: Not required License: Free download Figure 5 Source: https://www.publicdomainpictures.net/en/view-image.php?image=121134&picture=bird-bath-in-millstone Attribution: Not required License: Public domain Figure 6 Source: https://www.geograph.org.uk/photo/1658790 Attribution: Photo taken by Urashimataro - no changes made to original image License: Public domain

PAGE 52 Figure 1 Source: https://www.publicdomainpictures.net/en/view-image.php?image=115744&picture=zen-garden-in-the-rain-forest Attribution: Not required License: Public Domain Figure 2 Source: https://www.flickr.com/photos/el_ave/30868553144 Attribution: Photo taken by El Ave - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 3 Source: https://pixabay.com/photos/japanese-garden-kyoto-japan-1159550/ Attribution: Not required License: Free download

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IMAGES REFERENCES PAGE 52 CONTINUED. Figure 4 Source: https://commons.wikimedia.org/wiki/File:Walled_picnic_area_in_the_CCC_picnic_grounds_at_Jackson-Washington_State_Forest.jpg Attribution: Photo taken by Nyttend - no changes made to original image License: Public domain Figure 5 Source: https://commons.wikimedia.org/wiki/File:Kawakawa_leaves.jpg Attribution: Photo taken by Alan Liefting - no changes made to original image License: Public domain Figure 6 Source: https://pixabay.com/photos/garden-design-curves-maze-green-974345/ Attribution: Not required License: Free download

PAGE 54 Figure 1 Source: https://pixabay.com/photos/wooden-bench-outdoor-green-grass-2567322/ Attribution: Not required License: Free download Figure 2 Source: https://commons.wikimedia.org/wiki/File:Knit_hammock_knitting_needle_stand_end_view.jpg Attribution: Photo taken by Kostar Photography - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/legalcode Figure 3 Source: https://pixabay.com/photos/patch-paving-stones-cobblestones-3698746/ Attribution: Not required License: Free download Figure 4 Source: https://www.flickr.com/photos/fruitsailor/28029570070/ Attribution: Photo taken by Piotr Bronkalla - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode Figure 5 Source: https://www.flickr.com/photos/98701585@N02/9305545317/ Attribution: Photo taken by James Joel - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode Figure 6 Source: https://pixabay.com/photos/excavators-sand-loading-toys-child-4194136/ Attribution: Not required License: Free download

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IMAGES REFERENCES PAGE 55 Figure 1 Source: https://pixabay.com/photos/wooden-door-entry-garden-rose-bush-3652660/ Attribution: Not required License: Free download Figure 2 Source: https://pixabay.com/photos/spring-tree-flowers-meadow-276014/ Attribution: Not required License: Free download Figure 3 Source: https://pixabay.com/photos/upcycling-tree-crochet-art-1731003/ Attribution: Not required License: Free download Figure 4 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/colourful-shipping-container-painted-vertical-striped-1194357781 Figure 5 Source: https://pixabay.com/illustrations/basket-fibers-basket-texture-braid-2891317/ Attribution: Not required License: Free download Figure 6 Source: https://www.flickr.com/photos/jenny-pics/2697286103 Attribution: Photo taken by Jenning Downing - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode

PAGE 56 Figure 1 Source: https://www.publicdomainpictures.net/en/view-image.php?image=288389&picture=round-thatched-garden-feature Attribution: Not required License: Public domain Figure 2 Source: https://pixabay.com/photos/beer-tent-set-benches-dining-tables-1436147/ Attribution: Not required License: Free download Figure 3 Source: https://commons.wikimedia.org/wiki/File:Outdoor_kitchen_design.png Attribution: Photo taken by Jill Smith121 - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode

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IMAGES REFERENCES PAGE 56 CONTINUED. Figure 3 Source: https://commons.wikimedia.org/wiki/File:Outdoor_kitchen_design.png Attribution: Photo taken by Jill Smith121 - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Figure 4 Source: https://unsplash.com/photos/nJXMg5AxBCU Attribution: Photo taken by Tevei Renvoyé on Unsplash License: Free download Figure 5 Source: https://www.publicdomainpictures.net/en/view-image.php?image=78604&picture=tree-tomato-fruit Attribution: Not required License: Public domain Figure 6 Source: https://www.flickr.com/photos/92252798@N07/8651635743 Attribution: Photo taken by Dick Culbert - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode Figure 7 Source: https://pixabay.com/photos/hibiscus-hibiscus-syriacus-rose-345491/ Attribution: Not required License: Free download Figure 8 Source: https://pixabay.com/photos/taro-leaves-food-traditional-1707892/ Attribution: Not required License: Free download

PAGE 58 Figure 1

A display of Maori fishing nets (kupenga) and fish traps (hinaki). McDonald, James Ingram, 1865-1935 : Photographs. Ref: PA1-q-257-72-3. Alexander Turnbull Library, Wellington, New Zealand. /records/23148133 Figure 4 Source: https://www.flickr.com/photos/flissphil/7495702 Attribution: Photo taken by Phillip Capper - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode 100

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IMAGES REFERENCES PAGE 58 CONTINUED. Figure 5 Stone anchor of the Tainui canoe, at Mokau, 1934. Ref: APG-1495-1/4-G. Alexander Turnbull Library, Wellington, New Zealand. /records/23132972 Figure 6 Burton Brothers (Dunedin, N.Z.). Maori carvings and tukutuku panels at Tamatekapua meeting house in Ohinemutu. Ref: PA7-05-36. Alexander Turnbull Library, Wellington, New Zealand. /records/23107324

PAGE 61 Figure 1 Source: https://unsplash.com/photos/xgAcJZRk9_8 Attribution: Photo taken by Scott Webb on Unsplash License: Free download Figure 2 Source: https://pixnio.com/nature-landscapes/gardens-and-parks/park-grass-nature-playground-fence-wood-tree-outdoor-ground# Attribution: Not required License: Free download Figure 3 Source: https://pixabay.com/photos/beach-ocean-driftwood-sand-nature-1903282/ Attribution: Not required License: Free download Figure 4 Source: https://www.flickr.com/photos/79242426@N00/51781457 Attribution: Photo taken by Joanne - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode Figure 5 Source: http://everydaytourist.ca/2015/tag/Public+Art Attribution: Photo taken by Richard White - no changes made to original image License: Permission granted by photographer Figure 6 Source: https://pixabay.com/photos/playground-play-2661987/ Attribution: Photo taken by Richard White - no changes made to original image License: Permission granted by photographer Figure 7 Source: https://www.flickr.com/photos/city-amsterdam/16843045248 Attribution: Photo taken by Fons Heijnsbroek - no changes made to original image License: Public domain (https://creativecommons.org/publicdomain/mark/1.0/) Figure 8 Source: https://commons.wikimedia.org/wiki/File:Manually_powered_carousel_on_a_playground_in_Saint-Petersburg.JPG Attribution: Photo taken by Reda Kerbouche - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode 101

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IMAGES REFERENCES PAGE 62 Figure 1 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/download/confirm/1414973228?src=uOsQgXgptpkpAhNqLvadxg-5-96&size=huge_jpg Figure 2 Source: https://pxhere.com/en/photo/782013 Attribution: Not required License: Free download Figure 3 Source: https://www.pexels.com/photo/climbing-park-playground-874860/ Attribution: Not required License: Free download Figure 4 Source: https://pxhere.com/en/photo/1289700 Attribution: Not required License: Free download Figure 5 Source: https://www.flickr.com/photos/30478819@N08/40947192775/in/photostream/ Attribution: Photo taken by Marco Verch Professional - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode Figure 6 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/download/confirm/771463492?src=flF2sxy9UCX9Nfy4LQ6Huw-1-7&size=huge_jpg

PAGE 63 Figure 1 Source: https://pixabay.com/photos/shell-beach-summer-sand-mussel-1347659/ Attribution: Not required License: Free download Figure 2 Source: https://commons.wikimedia.org/wiki/File:OIC_myrtle_bank_ridge_park_skatepark.jpg Attribution: Photo taken by Orderinchaos - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/legalcode Figure 3 Source: https://commons.wikimedia.org/wiki/File:Mussels_at_Trouville_fish_market.jpg Attribution: Photo taken by Claude Covo-Farchi - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode https://creativecommons.org/licenses/by-sa/2.0/legalcode

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IMAGES REFERENCES PAGE 63 CONTINUED. Figure 4 Source: https://teara.govt.nz/en/photograph/39361/reti-sled Attribution: Photo belongs to Viking Sevenseas NZ (https://vikingsevenseas.co.nz/) - no changes made to original image License: Permission granted for use by Murdoch Riley from Viking Sevenseas NZ Figure 5 Source: https://commons.wikimedia.org/wiki/File:Wien-Donaustadt,_Donaupark,_Spielplatz-3.JPG Attribution: Photo taken by Dguendel - no changes made to original image License: https://creativecommons.org/licenses/by/4.0/legalcode Figure 6 Source: https://www.pexels.com/photo/1116990/ Attribution: Not required License: Free download

PAGE 64 Figure 1 Source: https://pixabay.com/photos/boardwalk-trees-twist-curved-wood-142632/ Attribution: Not required License: Free download Figure 2 Source: https://pixabay.com/photos/picnic-table-table-woods-soft-focus-837221/ Attribution: Not required License: Free download Figure 3 Source: https://pixabay.com/photos/boardwalk-path-forest-trees-wood-801723/ Attribution: Not required License: Free download Figure 4 Source: https://pixabay.com/photos/playground-play-2661987/ Attribution: Not required License: Free download Figure 5 Source: https://commons.wikimedia.org/wiki/File:Carving_of_Tane_nui_a_Rangi,_at_Auckland_Zoo.jpg Attribution: Carving by Bernard Makoare, Manos Nathan, and Lyonel Grant. Photo taken by Avenue - no changes made to original image License: https://creativecommons.org/publicdomain/zero/1.0/legalcode Figure 6 Source: https://pixabay.com/photos/hammock-fall-close-up-nature-2866202/ Attribution: Not required License: Free download

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IMAGES REFERENCES PAGE 64 CONTINUED. Figure 7 Source: https://commons.wikimedia.org/wiki/File:Canopy_walk_Atlanta.jpg Attribution: Photo taken by Scott Zona - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode

PAGE 66 Figure 1 Source: https://commons.wikimedia.org/wiki/File:%27Eighteen_Levels%27,_stainless_steel_sculpture_by_Ya%27acov_Agam,_1971,_Israel_Museum,_Jerusalem,_Israel.JPG Attribution: Photo taken by Wmpearl - no changes made to original image License: Public domain Figure 2 Source: https://commons.wikimedia.org/wiki/File:Fernbird_(M%C4%81t%C4%81t%C4%81)_among_harakeke_(flax)_and_mingimingi.jpg Attribution: Photo taken by Kimberley Collins - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Figure 3 Source: https://pixabay.com/illustrations/basket-fibers-basket-texture-braid-2891317/ Attribution: Not required License: Free download Figure 4 Source: https://www.flickr.com/photos/82134796@N03/31254809137 Attribution: Photo taken by denisbin - no changes made to original image License: https://creativecommons.org/licenses/by-nd/2.0/legalcode Figure 5 Source: https://en.m.wikipedia.org/wiki/File:Maori_pataka.jpg Attribution: Photo taken by Daryl Mitchell - no changes made to original image License: https://creativecommons.org/licenses/by-nd/2.0/legalcode Figure 6 Source: https://commons.wikimedia.org/wiki/File:Between_corn_rows.png Attribution: Photo taken by Huw Williams - no changes made to original image License: Public domain

PAGE 68 Figure 1 Source: https://commons.wikimedia.org/wiki/File:Model_Of_Maori_Pa_On_Headland.jpg Attribution: Photo taken by Ingolfson - no changes made to original image License: Public domain Figure 2 Source: https://commons.wikimedia.org/wiki/File:Shrum_Mound_aerial_2.jpg Attribution: Photo taken by Kevin Payravi - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode 104

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IMAGES REFERENCES PAGE 68 CONTINUED. Figure 3 Source: https://commons.wikimedia.org/wiki/File:Orongomai_marae_11.JPG Attribution: Photo taken by Rudolph89 - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/legalcode Figure 4 Source: https://www.flickr.com/photos/36683573@N02/4569782181 Attribution: Photo taken by Barb Nicolle - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 5 Source: https://www.flickr.com/photos/boblinsdell/9484141354 Attribution: Photo taken by Robert Linsdell - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 6 Source: https://www.pexels.com/photo/1116990/ Attribution: Not required License: Free download

PAGE 70 Figure 1 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-vector/face-sun-maori-style-tattoo-1016657617?src=wWxEwoYmyXxIAxhBj_XNXQ-1-14 Figure 2 Source: https://www.pexels.com/photo/black-and-yellow-butterfly-on-red-and-yellow-flower-87819/ Attribution: Not required License: Free download Figure 3 Source: https://www.flickr.com/photos/132399483@N05/28123266763 Attribution: Photo belongs to Local Food Initiative - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 4 Source: https://www.flickr.com/photos/takver/15776892338 Attribution: Photo taken by Takver - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode

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IMAGES REFERENCES PAGE 72 Figure 1 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/solar-clock-made-sand-stick-seeshells-60003526?src=XiBVsmbwm1zS5p4KGSIYJg-1-0 Figure 2 Source: https://pixabay.com/photos/garden-fence-paling-colorful-color-9362/ Attribution: Not required License: Free download Figure 3 Source: https://pixabay.com/photos/bird-houses-nature-meadow-landscape-185205/ Attribution: Not required License: Free download Figure 4 Source: https://commons.wikimedia.org/wiki/File:Tischinpilzformmitwindrosesued.JPG Attribution: Photo taken by Clemens Mosch - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/at/legalcode Figure 5 Source: https://pixabay.com/photos/cottage-garden-garden-flowers-fence-2914856/ Attribution: Not required License: Free download Figure 6 Source: https://commons.wikimedia.org/wiki/File:Heale_House_and_Gardens_Apple_trees_trained_over_a_preformed_arch.JPG Attribution: Photo taken by Hartlepoolmarina2014 - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Figure 7 Source: https://unsplash.com/photos/Xu21TslwRAM Attribution: Photo taken by Peter Mason on Unsplash License: Free download Figure 8 Source: https://www.flickr.com/photos/joceykinghorn/10448488296 Attribution: Photo taken by Jocelyn Kinghorn - no changes made to original image License: https://creativecommons.org/licenses/by-nd/2.0/legalcode Figure 9 Source: https://www.flickr.com/photos/awaywego210/8459166157 Attribution: Photo taken by AwayWeGo210 - no changes made to original image License: https://creativecommons.org/licenses/by-nd/2.0/legalcode

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IMAGES REFERENCES PAGE 72 CONTINUED. Figure 10 Source: https://www.flickr.com/photos/amberdc/37705153 Attribution: Photo taken by amberdc - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode Figure 11 Source: https://www.publicdomainpictures.net/en/view-image.php?image=121134&picture=bird-bath-in-millstone Attribution: Not required License: Public Domain Figure 12 Source: https://pixabay.com/photos/table-wood-rustic-forest-bavaria-3584032/ Attribution: Not required License: Free download Figure 13 Source: https://commons.wikimedia.org/wiki/File:Whakarewarewa_Pataka.JPG Attribution: Photo taken by Andy King50 - no changes made to original image License: https://creativecommons.org/licenses/by-sa/3.0/deed.en

PAGE 73 Figure 1 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/old-wood-arbor-grapes-garden-443741122?src=ZSzNz50Z_jilHS3aaFmhSw-1-95 Figure 2 Source: https://commons.wikimedia.org/wiki/File:Raised_vegetable_bed_1.jpg Attribution: Photo taken by Kerstin Namuth - no changes made to original image License: https://creativecommons.org/licenses/by-sa/4.0/legalcode Figure 3 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/adorable-girl-watering-seedlings-greenhouse-cpring-1087944518 Figure 4 Source: https://pixabay.com/photos/bug-hotel-oakley-court-hotel-wood-1743974/ Attribution: Not required License: Free download Figure 5 Source: https://www.flickr.com/photos/132399483@N05/28123266763 Attribution: Photo belongs to Local Food Initiative - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode

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Figure 6 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/download/confirm/345861092?size=huge_jpg Figure 7 Source: https://www.flickr.com/photos/daryl_mitchell/2646188010 Attribution: Photo taken by Daryl Mitchell - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 8 Source: https://pixabay.com/photos/garden-garden-shed-romance-romantic-3460653/ Attribution: Not required License: Free download Figure 9 Source: https://www.flickr.com/photos/llstalteri/7530318478 Attribution: Photo taken by Lori L. Stalteri - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 10 Source: https://www.flickr.com/photos/wicker-furniture/9778479511 Attribution: Photo taken by Wicker Paradise - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 11 Source: https://pixabay.com/photos/garden-center-garden-floral-plant-2211783/ Attribution: Not required License: Free download Figure 12 Source: https://commons.wikimedia.org/wiki/File:Arch_at_entrance_to_walled_kitchen_garden_-_geograph.org.uk_-_935467.jpg Attribution: Photo taken by Evelyn Simak - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 13 Source: https://pixabay.com/photos/swing-play-playground-wiggle-rock-339255/ Attribution: Not required License: Free download

PAGE 76 Forest Waharoa Source: https://www.flickr.com/photos/docnz/25532825031 Attribution: Photo belongs to the Department of Conservation - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode

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IMAGES REFERENCES PAGE 76 CONTINUED. Pa/Forest Entrance Source: https://www.flickr.com/photos/boblinsdell/9484141354 Attribution: Photo taken by Robert Linsdell - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode Orchard Entrance Source: https://www.flickr.com/photos/calliope/6935477236 Attribution: Photo taken by Liz West - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode A Secret Carved Door Source: https://pixabay.com/photos/door-wooden-door-garden-nature-2843724/ Attribution: Not required License: Free download Cleansing Bowl Source: https://www.publicdomainpictures.net/en/view-image.php?image=121134&picture=bird-bath-in-millstone Attribution: Not required License: Public domain Marae Atea Entranceway Source: https://pixabay.com/photos/boardwalk-trees-twist-curved-wood-142632/ Attribution: Not required License: Free download Large Waharoa + Whariki Source: https://commons.wikimedia.org/wiki/File:Maori_carvings_at_the_Winstone_Park.jpg Attribution: No changes made to original image License: Public domain

PAGE 79 Figure 1 Source: https://simple.m.wikipedia.org/wiki/File:NikauPalmNZ.jpg Attribution: Photo taken by Kahuroa - no changes made to original image License: Public Domain Figure 2 Source: Provided by photographer Attribution: Photo taken by Carey Knox from Wildlands - no changes made to original image License: Permission granted by photographer Figure 3 Source: 4Sight owned

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Figure 4 Source: https://pixabay.com/photos/seedlings-seed-children-s-hands-3448883/ Attribution: Not required License: Free download

PAGE 81 Figure 1 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/metal-rods-bent-on-fence-665508568?src=RAwfN5uAnsopashJ_SsIJA-3-81&studio=1 Figure 2 Source: https://pixabay.com/photos/bug-insects-hotel-hotel-nature-1569558/ Attribution: Not required License: Free download Figure 3 Source: https://www.flickr.com/photos/dullhunk/42413238530 Attribution: Photo taken by Dunk (Bee by Karl Macauley chainsaw carvings) - no changes made to original image License: https://creativecommons.org/licenses/by-sa/2.0/legalcode Figure 5 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/children-feet-playing-having-fun-time-419748517?src=KY541-JR-qMudVaZVDJ8NQ-1-62&studio=1 Figure 6 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/wooden-small-bridge-over-mountain-stream-1425299135?src=OMIpx_H-PsbY-aCsFokgMA-1-26&studio=1 Figure 7 Source: Attribution: License: Figure 8 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/iron-rebar-cage-grid-abstract-background-1059937802?src=RAwfN5uAnsopashJ_SsIJA-2-24&studio=1

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IMAGES REFERENCES PAGE 81 CONTINUED. Figure 9 Source: https://www.flickr.com/photos/yellowbookltd/39825606620 Attribution: Photo taken by John Lord - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode Figure 10 Source: https://www.needpix.com/photo/603888/wood-texture-close-up-grain-wood-grain-wood-texture-pattern-wooden-old Attribution: Not required License: Free download / public domain Figure 11 Source: https://www.geograph.org.uk/photo/5556337 Attribution: Photo taken by Walter Baxter - no changes made to original image License: https://creativecommons.org/licenses/by/2.0/legalcode Figure 13 Purchased through Shutterstock Account. Source: https://www.shutterstock.com/image-photo/beautiful-wild-camping-location-next-woodland-1379262671?src=NklUqqJTV3xuOeQDNGPS1w-1-20&studio=1

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