Exploring identity, culture and heritage through art
The design exhibition showcasing students’ skills
Real-world think tank tackles reducing transport emissions
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Editor’s note
Nau mai, haere mai, welcome to term 4. I hope you had the opportunity to enjoy an invigorating and refreshing break. This issue is all about student voice and collecting thoughts, reflections and feedback from our ākonga about their experiences and learning.
Albert, a Year 13 student, shares the process of creating his NCEA Level 3 sculpture project, delving into identity, culture and heritage, while Lute, a student at Tauranga Girls’ College, describes how she made her award-winning short film.
Ākonga from Whanganui-a-Tara Wellington talk about their technology design work as part of the Kohara2Shine exhibition, while young wāhine from schools across the motu outline their experiences at ShadowTech24, an event dedicated to encouraging young minds to explore the world of tech.
Former refugee students at Māngere College tell us about their education journey and what they’ve achieved with the support of the school, while at nearby Clendon Park School, a Year 8 student shares their experience being mentored in preparation for their move to high school.
Don’t miss Rototuna Primary School’s schoolwide revisioning, or neighbouring Rototuna Junior High School’s move to ‘switch things up’ in achieving their curriculum outcomes by running a think tank.
We have just three issues to come this year, and we’re already planning for a bright start to 2025. If you have inspiring mahi to share, get in touch – I’d love to kōrero about what’s happening in your kura or early learning service communities.
Ngā manaakitanga
Keri McLean, Ētita | Editor
the PLD, general notice
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STORY IDEAS
We welcome your story ideas. Please email a brief (50-100 words) outline to: gazette@education.govt.nz
Bridging cultures through art: A New Zealand-born Tongan’s journey of identity, culture and heritage
Kohara: An opportunity to shine in the creative arts
Becoming MATES at Clendon Park School
seize opportunity to solve real-world problems through think tank
ShadowTech24: Exploring tech pathways
Former refugee students reach new heights at Māngere College
Personalising pathways through networked learning
A work of heart: A schoolwide revisioning to weave the past into the present
From isolation to hope: Exploring mental health through short film
Weaving healthy habits into school culture and learning in Northland
Preparing for a potential measles outbreak
On the cover
Page 2: Through his NCEA Level 3 sculpture project, Liston College student Albert has been grappling with the challenge of connecting to his cultural roots.
The deadline for display advertising to be printed in the 29 October 2024 edition of Education Gazette is 4pm on Friday 11 October 2024.
from Responsible Sources.
Albert’s Level 3 NCEA sculpture project was inspired by traditional Tongan foods, the umu pack, and seasonal workers coming to New Zealand.
Bridging cultures through art: A New Zealand-born Tongan’s journey of identity, culture and heritage
Year 13 student Albert has been exploring his Tongan heritage through his NCEA Level 3 sculpture work. As a Tongan living in New Zealand, Albert grapples with the challenge of connecting to his cultural roots. His project, Ofa ki Tutuangakava, reflects his journey of bridging this gap. Inspired by traditional Tongan foods and the umu pack, his work also addresses the duality faced by Tongan seasonal workers in New Zealand. Through art, Albert delves into identity, migration, and cultural preservation.
Mālō e lelei, my name is Albert, I am a Year 13 student at Liston College in Auckland. I am from Holonga and Fungamisi, Vava’u, Tonga. My Level 3 sculpture project began as a personal exploration of my Tongan culture and its traditions and customs.
As a New Zealand-born Tongan, connecting with my homeland often feels like trying to bridge a gap. My understanding of Tonga mostly comes from talanoa (storytelling), faiva (dance), Tongan Language Week, and the oral histories my parents share about their lives in the islands.
With that, I’ve come to realise that much of my relationship with Tonga is secondhand. This sculpture is my way of closing the gap and getting closer to my cultural roots.
Appreciating cultural expression
As a first-time sculpture student, I have learned so much through the process of making. Each step has been an opportunity to explore not only my creativity but my identity as a Tongan. The project has taught me to appreciate the nuances of cultural expression through art and to embrace the challenges that come with navigating my personal and artistic journey.
I feel incredibly honoured and grateful that my sculpture, Ofa ki Tutuangakava (2024), was recognised with
second place in The Arts House Trust’s Secondary School Art Awards. The acknowledgment means a great deal to me, not just as an artist but as someone striving to express the depth of my heritage.
It’s a humbling experience, and it motivates me to continue sharing my journey and my connection to Tonga through my art.
The inspiration behind my project took shape as I became interested in traditional Tongan foods and their ability to encapsulate nostalgia and longing for home. In particular, I was drawn to the umu pack, which is used by Tongans travelling from the islands to transport food cooked in a traditional earth oven – the umu. The oven is a simple but ancient cooking method, and uses heated rocks to cook taro, fish, bananas, and other fruits.
In New Zealand, biosecurity officials monitor umu packs to manage what foods are allowed into the country. To me, umu packs are more than just food, they’re a symbol of the determination of Pacific peoples to stay connected to their homeland. They’re a physical link, carrying tastes, smells, and memories across the ocean to families living abroad.
My project expanded to connect these ideas to New Zealand’s biosecurity policies and the impact they have on Pacific people, especially Tongans, who maintain their cultural practices through these food exchanges.
The Tongan experience
As my work progressed, I started reflecting on a broader issue that has become part of the Tongan experience in New Zealand: the seasonal work migration of Tongan men and women who come to pick fruit and work in the horticulture and wine industries. Like the fruit they gather at home, these workers harvest produce abroad – but with a different purpose.
At home, picking fruit is part of daily life, a way of providing for your family. It’s a direct connection to the land and to tradition. But when these workers come to New Zealand, the same act of fruit picking is a labour, a way to earn money and support their families. It’s a shift from subsistence to profit, from picking fruit to feed loved ones to harvesting for an industry that exports these goods for commercial gain.
This transformation in the meaning and purpose of fruit picking is central to my sculpture project.
In my work, I explore how this duality reflects the experiences of Tongan seasonal workers – the pride they feel in supporting their families, but also the emotional and cultural cost of leaving the motherland.
I use non-traditional materials that evoke both traditional methods of gathering fruit and the industrial demands of working in New Zealand’s horticulture sector. My sculpture represents the tension between sustaining one’s cultural roots and adapting to an economic system far from home.
This connection between the umu pack and seasonal work migration became a powerful metaphor for me. Both represent ways that Tongans carry their homeland with them, whether it’s through the food they bring back or the fruit they pick.
These acts are deeply personal and practical, both rooted in the desire to provide for loved ones. Through this exploration, I found that these labour practices and
A close up of Ofa ki Tutuangakava – Taros
food traditions are not just about survival – they’re about preserving culture and identity.
Telling stories
Engaging with this project has given me the space to navigate these themes of identity, culture, and migration.
The classroom has become a sanctuary where I can freely express myself. It’s where I come to terms with my experiences as a New Zealand-born Tongan and where I can safely reconnect with my heritage. Art has allowed me to explore these complexities and celebrate the richness of my cultural identity.
As I dive deeper into my creative process, I’ve realised that identity is fluid, constantly shaped by both our personal and collective experiences. My work reflects this fluidity, and I hope to show how we, as Tongans, carry pieces of home with us wherever we go – whether it’s through food, work, or traditions.
This project is about more than just art – it’s about telling stories.
It’s about sharing the experiences of the Tongan people, whether through food or labour, and how these experiences reflect a deep connection to my homeland. For me, this project has been an opportunity to engage with my cultural identity in ways I hadn’t before.
I’ve come to appreciate how our traditions and practices evolve, especially as we navigate life between Tonga and New Zealand. And through it all, I’ve learned that no matter where we are, we carry a piece of our homeland with us.
This journey has strengthened my connection to Tonga, and I’m proud to share this narrative through my work. As I continue to develop my sculpture, I am committed to creating pieces that reflect our shared stories – stories of migration, survival, and the enduring ties that bind us to our heritage.
Albert says umu packs are more than just food, they’re a symbol of the determination of Pacific peoples to stay connected to their homeland.
“The inspiration behind my project took shape as I became interested in traditional Tongan foods and their ability to encapsulate nostalgia and longing for home.”
Albert
Albert’s sculpture work has been an opportunity to engage with his cultural identity in ways he hadn’t been able to before.
Kohara: An opportunity to shine in the creative arts
After a successful debut in 2023, Wellington design exhibition Kohara2Shine returned this year, an opportunity for Year 12 and 13 technology students to showcase their industrial, fashion, textile or Māori design skills. Education Gazette was invited to attend and talk to students about their work.
When Wellington East Girls’ College kaiako Nan Walden realised there were no opportunities for secondary school tauira to showcase their fashion, textile or product design work, she decided to create one.
“There’s always been a gap for technology students to compete on the national stage,” says Nan. “Existing competitions tend to be in just one discipline.
“I wanted to create a space for these rangatahi to show how much flair and creativity they have. I love creating openings into spaces, especially within a mātauranga Māori sphere.”
The result is Kohara2Shine, a platform for Year 12 and 13 technology students to exhibit their work, specifically those studying industrial, fashion, textile or Māori design.
“It allows students to experience showcasing their work,” says Nan, adding that because the event is held at Massey University, it also provides an opportunity for students to see the range of vocational pathways available to them.
Now in its second year, Nan says she has big plans to grow the exhibition further.
“Last year was a trial with seven schools to see if it
Finley’s concept drawings.
“I hope Kohara2Shine becomes the WOW of secondary schools. My mission is to allow our students to show off just how creative they are.”
Nan Walden
would work and it ended up being a huge success – the positive response was overwhelming. I knew I had to keep it going.
“This year I invited any school from the Wellington region to join us. Next year, we’d like to extend it to Wairarapa, Tararua and the top of the South Island. The year after that I hope to make it a national event!
“My mission is to allow our students to show off just how creative they are,” she explains, adding that her hope is that the event becomes a household name like Rockquest and Showquest.
“I hope Kohara2Shine becomes the World of WearableArt (WOW) of secondary schools.”
Ngā kōrero a ngā tauira | What students say
‘New
Zealand Witch Dress’ by Finley, Kāpiti College
Finley had a years-long vision she wanted to bring to life.
“I designed and made a piece to wear to the ball,” she says. “I wanted something that is me and is glamorous, simple and goth. I also wanted something that represents New Zealand.
“l love pōhutukawa and seeing the trees bloom in the summer on the Kāpiti Coast.”
Finley’s original idea was to design a dress with a classic ball-gown silhouette, which evolved into taking more of a “witch” form – very in line with the characters in her art and stories, she says.
“The dress consists of a structured satin strapless corset with a lace-up back,” describes Finley. “It has a full gathered tulle skirt in black and is completed with handembroidered pōhutukawa flowers.
“There are 12 panels in the corset bodice and a lining with boning – so 24 panels in total,” she adds, highlighting her main challenges. “It was hard to keep these all in the correct order.”
Although difficult, she says she loved doing the embroidery because it gave her the chance to immerse herself in the process.
“The embroidery took a long time, but I loved doing it. When I’m doing something I love, I get immersed in my own world.”
Finley says the final result is a celebration of her creativity and imagination, which she credits to her autism.
“I loved this because I’m making it to wear to the ball this year.”
Finley with her ‘New Zealand Witch Dress’.
‘Kahu
huruhuru’ by Caitlin, St Dominic’s Catholic College (Auckland)
Needing a korowai for ceremonial events, St Dominic’s Catholic College commissioned Caitlin to create a contemporary kahu huruhuru, a feather-adorned ceremonial Māori cloak, reflecting hōnore (honour), hautūtanga (leadership), and tuakiri (identity).
“The colours are in our school crest and uniforms. It was important for me to refer to the logo and colour scheme of the school,” says Caitlin, adding that a wider connection is the ocean and that the lines represent the horizon.
“Just as looking at the horizon gives you a broad perspective of your surroundings and a sense of being able to see beyond what is in front of you, this design represents looking beyond the immediate and look to the future of students,” she explains.
“On the lining of the kahu huruhuru, I have embroidered the school crest with a Bible verse underneath. I feel as though the garment embodies this verse and that it’s relevant to the role of the principal and the students at the school.
“He korowai, kia kaha, kia hōnore ai ōna kākahu, a kaua e wehi, titiro whakamua kia hari kia koe – She is clothed in strength and dignity and rejoices without fear of the future.” Proverbs 31:25
“Once I knew which themes the design would need to encompass, I did research around their definition,” says Caitlin, who consulted with a range of secondary and expert stakeholders including students from the school, teachers and the wider community to get input and feedback on her conceptual designs.
She says the process of making the kahu huruhuru “had me in my element”.
“From the initial conceptual designs, to interviewing my stakeholders, to the technical aspects of sewing – I truly enjoyed it all. This project has been such an inspiring experience, and I have been so lucky to have worked with some incredible people.
“Creating the kahu huruhuru was so rewarding.
Starting from the bottom and sewing one row at a time excited me because I was able to see the gradual progression of the piece.”
Caitlin says the hardest part of the project was pinning the feathers and keeping them parallel with the exact spacing throughout.
“I was surprised by the sheer number of feathers it took to create a piece this size,” she says, adding that she also learned feather quills are difficult to sew. “I snapped close to 10 machine needles when they hit hard quills!”
As the only student outside Wellington to exhibit, Caitlin says being part of the event was a privilege and that she learned a lot about herself throughout the project.
“I learned to trust the process and believe in myself. It was an enormous project to take on and at times quite daunting. I am grateful for all the support I received.”
Caitlin and her kahu huruhuru.
Kaiako Nan Walden exhibited her own kākahu designs, inspired by traditionally made pieces.
‘Campus’ by Lauren, Wellington East Girls’ College
“The name encompasses the two aspects of this design: the recycled tents the look is constructed from, and the streetwear that I can imagine a younger demographic wearing in the future,” says Lauren, explaining her design.
“My final design is made up of four pieces – a puffer vest, top, skirt and balaclava.
“The puffer vest was the most complicated to make. It’s constructed from an old sleeping bag – I found while making it that each of the bag’s panels were made up of three layers, the nylon shell, the filling, and the cotton lining. I had to disassemble each layer.
“Throughout the look I wanted to see clear references to the recycled resources I used, which is why there are toggles, clips, and existing seams featured.
“I used the original tent strings and straps to create cords in the fabric to form an exaggerated halter-style top with an open back. I secured the top with the tent’s plastic buckles – this also allows the model to adjust it to their size.
“The balaclava is my favourite part of the overall look. I first created a simple nylon balaclava, but felt there was something missing, so I disassembled the small roof window used for ventilation and applied to it to form a cap around the eyes.
“I was inspired to use recycled tents by artist Thierry Geoffroy. His tent sculptures are part of a larger body of work that blends art with activism – they’re designed as temporary, mobile structures set up in public spaces. This is where I gained the initial inspiration – I wanted to show the audience that recycled fashion is not restricted to old clothes.
“After establishing which material I wanted to construct with, I explored ethical ways to get tents. After searching through op shops, Facebook Marketplace, and asking around friends and family, my teacher helped me obtain broken tents from a school department.
“Something that was important to me was size inclusivity. When I wear clothing, I want to feel empowered and comfortable.
“Creating garments that are size inclusive introduced a range of challenges. I decided to draft all of my own patterns, which meant I needed to include seam allowance, and measure out the length of horizontal ruching so my garment was adjustable between sizes 6 and 12. I had to work through errors and create mock-ups in order to perfect my design.
“This whole experience has strongly impacted my approach to design.
“I learned how vital it is to stay true to yourself. I encountered lots of outside feedback designing in an abstract form of streetwear. Initially, I thought that the more opinions I incorporated into my design, the more successful the final piece would be.
“But as the process unfolded, I noticed my work started to feel less authentic and more like a compilation of other people’s ideas rather than a reflection of my own vision.
“Realising this challenged my previous assumptions about collaboration and feedback. While feedback is undeniably valuable, I learned it’s crucial to filter it through the lens of my own creative voice.
“Asking myself, ‘What do you want this to look like?’ became a turning point in my process. It guided me back to my original vision and helped me create something I am genuinely proud of – something that resonates with who I am as a designer.”
Lauren’s piece won the School Upcycled Award at the 2024 Hokonui Fashion Design Awards.
Lauren with her award-winning piece, 'Campus'.
Tensegrity project by Arlo, Wellington College
“My design is a sleek and modern piece that matches a minimalistic aesthetic,” says Arlo, describing his tensegrity project. “I used plywood and acrylic to keep it basic.”
‘Tensegrity’, a portmanteau of tension and integrity, is a design principle in which the integrity of a structure comes from the balance of tensions – or as Arlo describes, “uses physics to look as if it is floating”.
Arlo’s tensegrity table has an acrylic tabletop featuring a laser-cut kingfish. After seeing what others had made before, Arlo says he thought of this particular design because he wanted to “challenge myself and make something different but also practical – every other design was small and impractical”.
“I chose the image of a kingfish because I love spearfishing – over summer I speared my first kingfish and wanted something to remember it by.”
He says the part he enjoyed most was coming up with the design.
“We were able to design whatever we wanted, which meant that I could make something unique and personal to me. It also meant I could challenge myself with a more intricate design that tested my skills.
“The hardest part of the project was bringing it to life,” he adds. “My design hadn’t been tested or made before, but with a bit of trial and error it come out pretty good. I am happy with it.
“One thing that surprised me was how much weight that the floating table could actually hold, even though it was made of just wood and slim strings.”
his tensegrity project.
He says the best part about the exhibition was seeing what others had designed and having the opportunity to see what they “did differently that I could implement in the future”.
Nan hopes Kohara2Shine becomes the WOW of secondary schools.
Arlo with
‘Bloodline
in Beaches’ by Zara, Wellington Girls’ College
“My ensemble consists of three primary elements,” says Zara. “There’s a bandeau-style loom-woven top, a crochet skirt that is very full and made from the same wool and mohair as the top, and sleeve cuffs.
“The skirt is adorned with glass beads that gradient from the skirt’s hem upwards. The beads capture the light when the skirt moves and create greater visual interest. The sleeve cuffs use the beads, but also introduce some small shells across the netted stitch.”
Zara says when she began the design process, she was interested in incorporating her heritage, deciding on loom weaving to show how her grandmother taught her how to weave, and crocheting, a tie to her mother who taught her to crochet when she was young.
“Visually, I incorporated my heritage – Pitcairn is a small island surrounded by the ocean, so this inspired the very blue colour palette,” she explains, adding that the full skirt reflects the rolling waves of the ocean, while the glass beads reference the reflective nature of the ocean when sunlight washes over it.
“My grandmother collected the shells from our home island of Pitcairn when she was young.”
Zara says she’s come to love weaving.
“It’s really opened me up to the versatility of weaving. I found the simple and repetitive motions very relaxing, and it was a very enjoyable break in my usually very busy school day,” she says, noting that making sure the ensemble was “cohesive” was the hardest part.
“It would’ve been much easier for me to do horizontal stripes on the skirt, but having already made the top stripes vertical, I had to adapt to make the outfit flow together as a unit.
“I also had this constant battle of trying to balance my garment being eye-catching and visually interesting, while remaining grounded and linked to my original inspiration.”
She says she was surprised by how much personal innovation was required.
“When I went looking, I couldn’t find any examples of the type of top I wanted to make using a loom weave,” she explains. “I had to trust myself and my abilities.
“But I’m glad things turned out the way they did, because not being able to find many examples similar to my final piece proved to me that my final ensemble is very unique,” she adds.
“I think every garment is a great window into the designer’s mind.”
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Zara with her garment ‘Bloodline in Beaches.’
Becoming MATES at Clendon Park School
At Clendon Park School, the MATES Junior programme connects Year 8 ākonga with tertiary student mentors to help ease the transition to high school, offering academic support, confidence building, and new perspectives on future pathways.
When the bell rings at the end of the Thursday school day at Clendon Park School, some of the Year 8 ākonga head off to meet with their tertiary student mentors for a two-hour mentoring and academic tutoring session.
Clendon Park is one of the schools across Tāmaki Makaurau Auckland offering MATES (mentoring and tutoring education scheme) Junior to Year 8 students. Introduced by Great Potentials Foundation in 2008, the programme is highly sought after by students (mentees) who look forward to their time spent with tertiary students (mentors) for a couple of hours each week.
Recruited, trained and supervised by MATES coordinators, mentors are matched with mentees for the academic year. Through a combination of one-onone mentoring/tutoring and group workshops, mentors help young students with academic study, numeracy and literacy, guidance on future pathways, and provide the
listening ear that young people need.
It’s proved a positive way for Clendon Park to give students the space and opportunity to prepare academically, socially, and culturally if they need more support getting ready to transition to high school.
A sought-after programme
Tania Manuera, programme leader at Clendon Park, says that because the school is a full primary, many of her students have never seen beyond the school and Manurewa is all they know.
Being able to bring in mentors from different cultural and socioeconomic backgrounds is powerful for broadening students’ minds to what is available to them in the wider world.
“It’s giving our kids a real broad view of what the world looks like outside of their initial environments that they’ve been born and raised in,” she says.
MATES mentors and mentees often engage in outdoor activities.
Tania says what makes MATES successful is that students choose to be part of it rather than the school putting them into it. This year she received 52 applications of interest.
“Our selection criteria were simple: we were after students with high attendance who had no obligations on a Thursday afternoon and needed academic support.”
With limited places available, there is a waiting list.
Tania says she had one student who missed out but was so determined to join that he wrote a letter every week for a term outlining why he should be included.
Seeing beyond the classroom
Diversity is something Tania believes we should embrace in Aotearoa New Zealand, and she loves how MATES teaches this.
“Initially when students meet their mentor, they often see someone who looks different, speaks differently, and appears to have nothing in common,” she says. “After developing a relationship and learning more, they see someone who shows them the possibilities and makes them feel great.”
“When I see my mentees coming to sessions motivated to learn, happy, and growing in confidence in their abilities each week, I know I am making a difference, and that’s an amazing feeling!”
MATES Junior mentor
The weekly sessions bring a sense of belonging and ākonga quickly learn that it is purposeful for them, whether this is doing better academically, gaining selfconfidence they never had before, discovering they have a voice and speaking up for themselves, or learning about potential future pathways.
It’s clear Tania is passionate about giving students opportunities to thrive, see beyond what is in front of them and expose them to different environments and experiences that will help them grow into great human beings.
“As teachers, we can only teach so much,” she says.
More than just mentoring
MATES Junior benefits not only the mentees but also offers valuable experiences for the tertiary student mentors.
The programme gives ākonga the space and opportunity to prepare academically, socially and culturally for high school.
“I wanted to use my experiences to help mentees make their transition from primary to high school a little easier,” explains one mentor.
“When working with Year 8 students, I get to be creative with planning my sessions and have activities that are both engaging and tailored to each mentee’s learning goals.
“In our two-hour sessions, the first hour is usually focused on completing homework, doing maths worksheets, working on reading and writing, or other subjects mentees want help with.
“In the second hour, we do interactive activities such as art, playing games, or playing sports as a group.
“It’s great to see them working towards those and sharing their immediate and future goals with me. When I see my mentees coming to sessions motivated
to learn, happy, and growing in confidence in their abilities each week, I know I am making a difference, and that’s an amazing feeling!”
University student Ma’ukakala embarked on her journey with the MATES programme in 2023. She initially joined as a mentor through the University of Auckland’s ‘Education 200’ paper.
Now, as a MATES coordinator, Ma’ukakala is dedicated to enhancing her practice and studies, striving to complete her Bachelor of Arts degree majoring in Education and Pacific Studies.
“MATES is an amazing opportunity to give back to our communities, especially our rangatahi.
“My goal is to continue fostering a welcoming and safe environment for rangatahi to confidently express themselves and guide them into making confident decisions in their academic journey.”
In a recent report, 97 percent of ākonga involved in MATES Junior said the programme has made them feel more confident about transitioning into Year 9. 100 percent of them reported enjoying MATES.
Over the past 22 years, the Great Potentials Foundation has supported more than 5,000 young people to realise their potential through mentoring and academic tutoring.
For more information, visit the Great Potentials Foundation website.
Sessions often involve going over difficult concepts – for example, solving fractions.
A mentor guides her mentee through their workbook.
One student’s MATES Junior experience
I wanted to be in the MATES programme because I heard it helps build confidence. I had seen the mentors around school with students last year, it looked so interesting.
In a typical session, we start by checking in on our week, sharing our highs and lows. We spend time focusing on any homework we need help with or concepts to practise, planning what to work on for the week ahead. After that, we might play a game or talk about things that inspire us or cause self-doubt.
One interesting thing I’ve learned as a mentee is that I’m not alone. I thought I was the only one with specific thoughts – good, bad and sad. For example, I feel like going to high school is like a long, torturous breakup, and I worry that my friends will make new friends next year.
My mentor shared that he felt the same way, and it helped me see that these feelings are normal as I grow up, even if I don’t always like it!
With my mentor, we talk about school stuff, set goals, and practise social skills (because I’m so awkward). He helps me with homework too, which is super helpful and saves me from freaking out on the morning it’s due.
Happy student = happy teacher.
While being in MATES I’ve learned the importance of being open-minded and the value of good communication. I’m gaining tools to interact with people I never thought I could approach, and it’s teaching me not to judge a book by its cover.
It’s helped me understand people better and I can see now that there are lots of things about me that are cool, which makes me think more positively.
Participating in MATES has made me feel more comfortable at school. I’m slowly preparing for high school and what to expect socially, which makes me less anxious.
Since joining, I’ve developed better communication skills and a more positive attitude towards meeting new people.
I’ve also noticed changes in my self-belief – I guess there will always be a part of me that self-sabotages but now I have the skills to sit in my thoughts before acting and identify what makes me a good person.
I like that my mentor really listens to and understands me –or tries to at least. He makes me feel like my thoughts matter.
I’ve been at Clendon Park since I started school, so I don’t know what it’s like at a bigger school like high school. MATES has helped me a lot, and I’m grateful for the tools it’s given me to help me prepare.
I would definitely recommend MATES to others, it’s a great way to make friends and learn how to deal with new situations. Plus, the support is awesome.
ENVIRONMENT & SUSTAINABILITY
Students seize opportunity to solve real-world problems through think tank
Rototuna Junior High School kaiako Thomas (TJ) Reding and Dean Watson have been running their combined social science and mathematics classes as a bona fide think tank to explore new ways of achieving their curriculum outcomes. Education Gazette talks to TJ, Dean and three students about the think tank and what they learned.
Back: Kaiako TJ Reding and Dean Watson.
Front:Year 9 ākonga Kayla, Michaela and Alicia.
Earlier this year, Kirikiriroa Hamilton’s Rototuna Junior High School kaiako Thomas (TJ) Reding and Dean Watson decided they were keen to switch things up in achieving their curriculum outcomes.
They started running their combined social science and mathematics classes as a think tank – a body of researchers who provide advice, ideas and solutions on specific political or economic issues.
About 120 students from the school were part of the think tank, choosing from a range of topics including transportation issues, carbon footprint, hauora Māori and truancy. Experts in each of these fields came to the class to collaborate, often sharing one-on-one with students.
A number of ākonga thought about how to reduce transport emissions. TJ says they reached out to a notable think tank in Wellington for guidance and were met with a generous offer to fly up to Hamilton to share with the students.
From there, they sought out genuine clients from the community to provide authentic problems for the students to research and report back their findings and recommendations.
Transport emissions
Year 9 students Kayla, Alicia and Michaela all decided to address transportation and the effect it has on climate.
“Part of our global warming problem is transport emissions, which is why I chose to research it,” says Kayla. “We pollute a lot into our atmosphere, which does no good to anyone, and I wanted to make a difference to help future generations.
“It is also a great learning opportunity for me and the rest of our class to expand our learning and take a leap.”
She says the hardest part was coming up with solutions to the problem. It required a lot of research, including learning how to avoid repeating the same mistakes of previous solutions which created the negative impact in the first place.
“Something I enjoyed while coming up with possible solutions was seeing all the progress other people around the world have contributed to help reduce the carbon footprint in schools,” explains Kayla.
“This made me happy knowing that many others are also doing their part and that I am also contributing to something bigger.”
The project opened the eyes of the young students to how these issues affect communities. Kayla says a lot of the findings surprised her, including how much of a problem these topics actually are.
The think tank project forced her to go outside of her comfort zone, she adds. “That made me very proud of what I have achieved here so far as a student.”
“The hardest thing for me was keeping up,” adds Michaela. “It took me longer than my peers to get started on my report as I was still busy with the previous parts of the assignment. Although I still managed to submit my report on time.”
Alicia says she wanted to learn about the carbon emissions produced from school traffic after observing the number of students getting dropped off every day.
“We pollute a lot into our atmosphere, which does no good to anyone, and I wanted to make a difference to help future generations. It is also a great learning opportunity for me and the rest of our class to expand our learning and take a leap.”
Kayla, Year 9
Dean says the students felt a huge sense of accomplishment.
Dean and TJ say the process of watching students dive into the think tank has been very fulfilling.
“Learning about transport emissions also means that I am able to help the environment be healthy for longer,” she explains.
Although Alicia knew school drop-off was busy, she was surprised to find out exactly how much carbon dioxide was produced by cars just sitting in traffic.
To try and help this issue, she came up with solution ideas such as offering ride shares with friends and offering a reward for people who are constantly walking, biking or scootering to school.
“It would be an incentive for students.”
Proud teaching moment
For teachers TJ and Dean, the process of watching students dive into the think tank has been very fulfilling.
Seeing them work through challenging problems, collaborate with their classmates, and present their ideas confidently has been incredibly rewarding, explains TJ.
“This initiative has not only strengthened their understanding of mathematics and social science but also helped them see how it applies to the world around them. It’s been a joy to watch them grow and take pride in their learning journey.”
He says it was amazing to watch the 12 and 13-year-old students come up with solutions for real-world problems.
“Their message was so powerful, they were so intelligent.”
TJ says he had toyed with the idea of doing a think tank in the class for a while and was fortunate enough to have the freedom and flexibility to be innovative with his teaching. He believed the concept had the ability to provide students with an authentic environment to connect to and spark their curiosity.
“A place where they would find inspiration and run with it. It has proven to be highly successful, exceeding my expectations.”
Dean adds that the students felt a huge sense of accomplishment when they realised their work was recognised by real individuals who invested time into reviewing their reports.
The acknowledgment instilled a deep sense of pride in the students, he says. “Consequently, this affirmation boosted their confidence, motivating them to dedicate the necessary effort to their work.
“Overall, the approach that both TJ and I implemented facilitated student success but also ensured that their work was acknowledged – a sentiment consistently echoed in our discussions with the students.
“They expressed a strong desire for their voices to be heard, and this initiative provided them with that invaluable opportunity.” Some students explored reducing transport emissions. Transport emissions account for nearly 17 percent of New Zealand’s total greenhouse gas emissions.
On our way
A major contributor to Aotearoa New Zealand’s greenhouse gas emissions, transport accounts for nearly 17 percent of the total annual emissions.
The Emissions Reduction Plan (ERP) sets out the actions needed across all sectors to reduce emissions and achieve New Zealand’s emissions budget, as well as laying the foundations for greater reductions in the future. The ERP sets a goal to reduce emissions from the transport sector by 41 percent by 2035, using 2019 as the baseline.
With everyone having a role in planning, developing, and operating a transport system that keeps everyone moving, the Ministry of Education estimates 700,000 ākonga and 135,000 education staff commuting to school accounts for over 30 percent of the state schooling sector’s total emissions.
Most travel is by private vehicle, covering 1.23 billion kilometres annually. This accounts for 89 percent of our transport emissions and 27 percent of our total carbon footprint reported in 2023.
Accordingly, the Ministry of Education has developed and piloted a programme to respond to the transport emissions generated by the state schooling sector.
The On Our Way programme offers a unique wholeschool opportunity to build and develop climate literacy skills for ākonga. Schools can explore and participate in discovering their transport environment, how it has changed over time, what they use it for, the climate impact of that use, what choices are currently available, and what that transport could look like in the future.
This starts with understanding their school’s carbon footprint, carrying out data collection and analysis, and teaching that provides a climate literacy view of transport across the components of the school curriculum.
Piloted this year, On Our Way will be delivered by Sport NZ and their regional sports trusts in schools across Aotearoa starting in term 1 2025. For more information email emissions.reduction@education.govt.nz.
ShadowTech24: Exploring tech pathways
More than 1,000 young wāhine from 76 schools took part in ShadowTech24, an event dedicated to encouraging young minds to explore the world of tech. After spending the day at one of 90 participating tech companies, six ākonga share their experience and learning.
St Margaret’s College students visited Verizon Connect in Ōtautahi Christchurch.
Samaira, Year 9, Papatoetoe High School
I had the opportunity to visit Amazon Web Services, who specialise in evolving the cloud computing platform provided by Amazon. I spent the day shadowing a team of software developers and tech experts.
The day began with an overview of the company’s history and its projects. We did a range of things, including two activities: one was product design drawing; the other was playing Street Fighter to learn how to define solutions for certain problems.
It surprised me how tech professionals work in small teams and how they collaborate across different departments. I hadn’t realised how integral communication and teamwork are in solving complex technical issues. I was challenged by the different ways we can solve problems – the process of narrowing down ideas was tricky but eye-opening.
The highlight of the day was the tour, it was awesome to see the new technology being used and their workspace. It was thrilling to apply theoretical knowledge in a practical setting and see how developers approach real-world problems.
This experience has fuelled my interest in pursuing a career in tech. I am particularly drawn to cybersecurity, as I am fascinated by the challenge of protecting systems from evolving threats and ensuring the safety of digital information.
I also learned a lot about software engineering which has sparked my interest in different coding languages.
Lexie, Year 11, Queen Margaret College
We had the amazing opportunity to visit PartsTrader, an online marketplace for buying and selling automotive parts.
The day began with one-on-one sessions with different team members. We listened to their journey into the technology sector, and what their job entails.
In an hour, we experienced all phases of product development – what the team spend months completing. This gave us a quick insight into what a career in tech would be like, working as a team using the software development cycle to achieve our outcome. It allowed me to try out a company role, helping me identify what career I may want to pursue in the future.
The day ended with an innovative team challenge. We split into groups and were given a real-life problem that we had to find a solution to, then present a pitch using the knowledge we had gained.
We had to identify risks associated with our solution. Identifying the risks was straightforward, but it was challenging to find solutions. Luckily, we had an experienced mentor giving us ideas and prompting our problem-solving skills. This was the best part of the day for me.
It was interesting to see how the different occupations in the sector overlap – to see how being active in all parts of a project is essential no matter your role. All team members require a broad skillset and deep understanding.
My day at PartsTrader helped me solidify my choice of tech career. Being a product manager seems like an amazing occupation, rallying a team together and turning vision into a reality!
Queen Margaret College ākonga visited automotive online marketplace PartsTrader.
“I was impressed by Visa’s attention to detail and commitment to innovation. The experience illuminated the complexity and significance of their role in the tech landscape.”
Jenett, Year 10
Fatema, Year 9, Epsom Girls’ Grammar School
My day started early with a journey to software development company Sandfield for a day of technological information and fun.
Upon arrival we were directed to a room where most of the activities would take place. We learned about Sandfield, their work, and how they serve their clients.
As a Year 9 student just beginning to explore different opportunities in technology, the day was informative and surprising. I learned about creating aesthetic but practical website homepages. Creating a mock website was my favourite part of the day.
The most challenging part of the day was the Lego building challenge. Teams had certain criteria to follow, which was very difficult. At first, my team was a bit behind, but once we figured out which questions to ask, we built our model.
I’m currently unsure about my specific career path, but I have a few ideas. ShadowTech has inspired me to pursue a career in technology, and I am glad to learn that there are a wide range of skillsets I can choose from if I were to pursue this.
“I was challenged by the different ways we can solve problems – the process of narrowing down ideas was tricky but eye-opening.”
Samaira,
Year 9
Jenett, Year 10, Pacific Advance Secondary School
I got to spend the day at Visa, delving into their operations and learning that technology is mostly about problemsolving.
We observed the team’s work and how they use cutting-edge tools and techniques to manage sensitive data, enhance security, and push the boundaries of what technology can achieve.
Highly skilled engineers and data analysts gave us an in-depth understanding of the sophisticated tools and methods they employ behind the scenes. From encryption techniques to advanced data analytics, they explained how their work underpins many everyday technologies while maintaining an intricate layer of secrecy.
In one activity, teams had to sit at a table, each person with a photo in front of them. Each participant had to describe the image and its context to their team without showing it. Each person had to rely on vivid descriptions and interpretative skills to convey details about the photo, while the rest of the group engaged in active listening and questioning to piece together the complete picture.
Overall, I was impressed by Visa’s attention to detail and commitment to innovation. The experience illuminated the complexity and significance of their role in the tech landscape.
Jolin, Year 9, St Margaret’s College
I visited Verizon Connect, a software company helping businesses track their vehicles.
We were warmly welcomed and taken on a tour. I was really impressed by the staff recreational space – it gave me a strong sense of a company that cares about the wellbeing of employees. The space had a TV, kitchen, toaster, and even espresso machines. It was a place where the team was able to connect, whether it was through a game of table tennis, a board game or watching the Olympics on TV.
After the tour, we were led into a room where we had an activity awaiting us – this happened to be my favourite part of the day. Our job was to improve and develop a driving game, designing a safe route for the driver to deliver a package to a school. It was challenging and fun. Seeing other people attempt your game got heaps of laughs and highlighted lots of room for improvement.
I now know that programming is not my strong point, and if I was to pursue a career in tech I would opt for something more creative and less technical.
The wide range of information shared with us was amazing. I learned so much from the friendly staff and
Be part of ShadowTech25
ShadowTech is a nationwide annual programme delivered by TechWomen. It is available for young wāhine in Years 9 to 11, aiming to inspire them to join Aotearoa New Zealand’s fastest growing and highest paid sector.
Schools are matched with local tech companies on a day-long visit that includes a workplace tour, meeting the team and workshop activities, giving ākonga hands-on experiences to imagine their future career.
Learn more about ShadowTech on the website.
“ShadowTech has inspired me to pursue a career in technology, and I am glad to learn that there are a wide range of skillsets I can choose from if I were to pursue this.”
Fatema, Year 9
have taken so much away. One of the things that stood out to me was when they talked about various jobs in their company, highlighting how many tech jobs there are in the industry. From being a software engineer to a product manager and everything in between, there is something for everyone.
Alex, Year 11, Sancta Maria College
The organisation I visited was Serko. Our activity-packed day started with introductions and a bingo-scavenger hunt. The staff who looked after us made sure to relate each of our activities to their career and technology, teaching us about understanding user struggles, making new ideas and solutions, and working as a team.
In one of our activities, we were told to make a tower out of dried spaghetti and marshmallows. We had to come up with a creative solution to win. I learned that thinking outside of the box is incredibly difficult for me. I’m not overly creative, so it was interesting to watch the others in my group brainstorm ideas.
One of my favourite parts of the day was being surrounded by mostly women – it was so inspiring to see so many women working in tech.
It surprised me that not all tech careers involve working on your own – I saw a large office space filled with colleagues who, from what I observed, worked closely with one another.
If I choose a career in technology, I think I would like to be a graphic or web designer.
Epsom Girls’ Grammar students spent the day with software developers Sandfield.
Former refugee students reach new heights at Māngere College
Māngere College is a vibrant and inclusive hub of learning where a rich tapestry of cultures and backgrounds come together. Among these is a growing community of former refugee students, many ending their time at school having achieved remarkable success. Three students share their education journey and how they’ve thrived with the school’s support.
Mee Cho (centre) says Māngere College has helped her acquire a toolkit of skills that set the stage for future success.
South Auckland’s Māngere College, home to more than 700 students, celebrates multiculturalism every day.
In addition to the school’s already-rich tapestry of cultures, in recent years it has become home to a community of former refugee students. These students, supported by the school’s inclusive programmes, have gone from strength to strength with their learning, many taking home a score of awards from end-of-year ceremonies.
The foundation of their success? The support provided by the school.
“From the moment students enrol, we offer comprehensive support, including access to funding for student needs and extracurricular activities,” says the English for speakers of other languages (ESOL) department’s refugee support Rosalie Kwan.
“We ensure students are paired with a buddy from their cultural background and we build trust through strong relationships.”
“Our ESOL department is the heart of our diverse community,” adds head of ESOL Toofan Rahim. “The achievement of students is driven by the hard work and dedication of our kaiako and kaimahi – they provide not just academic support but they’re also there to nurture students’ social and environmental skills.
“Many former refugee students begin with minimal English in Year 9 and go on to remarkable success, becoming professionals such as doctors, nurses, early childhood teachers, and engineers.
“One owns his own painting business, others have found success in logistics, the building industry and hospitality.”
Teaching to the north-east
Toofan says the school’s commitment to ‘teaching to the north-east’ (a reference to Emeritus Professor of Māori Education Russell Bishop’s Teaching to the North-East: Relationship-based learning in practice) is the foundation for creating a nurturing environment, celebrating diversity and fostering academic and personal growth.
“For schools with students from refugee backgrounds, it’s important to recognise the challenges these students may face, including language barriers, trauma, and cultural adaptation. Building trust and ensuring access to opportunities and the right support are essential for their success in the classroom.
“Teaching to the north-east reflects our dedication to addressing the unique challenges faced by diverse and under-represented groups and fostering an inclusive learning environment. It ensures that every student has the opportunity to thrive, with a focus on building strong relationships and adapting our teaching practices to meet individual needs.”
As an example, Toofan says the school supports students from refugee backgrounds to participate in a range of extracurricular activities.
“They are involved in the health council, they serve as librarians, and they engage in events such as Polyfest, leadership conferences and performing arts.”
“For
schools with students from refugee backgrounds, it’s important to recognise the challenges these students may face, including language barriers, trauma, and cultural adaptation. Building trust and ensuring access to opportunities and the right support are essential for their success in the classroom.”
Toofan Rahim
Mee Cho (left) at last year's prizegiving.
Principal Geraint Tuiletoa Tagaloa says providing extracurricular opportunities helps to create a nurturing space where students can excel both inside and outside the classroom.
Students are also connected to different support networks and given opportunities to volunteer at local charity organisations to gain additional skills and a sense of identity.
Utilising support
Māngere College makes the most of support from the Ministry of Education’s ESOL, Migrant and Refugee team, getting advice on ESOL programmes, and accessing professional development and learning opportunities, as well as funding.
“The support from the Ministry has been instrumental,” explains Toofan. “Their guidance and resources, including ESOL funding, the refugee flexible funding pool, and refugee pathway and careers funding, have been crucial.
“Through the flexible funding pool, we’re able to provide ongoing bilingual assistance, one-onone mentoring sessions, language enhancement, understanding NCEA requirements, goal achievement, addressing in-class focus issues and behaviour, routine establishment, attendance improvement, participation in extracurricular activities, access to curriculum and school life, transition support, academic support, and much more.
“There are also other initiatives available to us that exemplify the collaborative efforts that enrich our students’ experiences, for example, the ‘wayfinding programme’, a career and pathway initiative; and career information nights, where families are invited to learn about NCEA, future pathways for students, and hear from universities.
“These things have all been made possible through the support and funding made available to us.”
“Our ESOL department is the heart our diverse community. The achievements of our multilingual learners really highlight the success of our approach towards fostering their education and achievement.”
Toofan Rahim
Eh Htaw Kue recieves an award at prizegiving.
Ngā kōrero a ngā tauira | What students say
Mee Cho
My time at Māngere College has been a rollercoaster of experiences, delivering both highs and lows. Beyond textbook knowledge, I’ve acquired a toolkit of skills that set the stage for future success.
Amidst this journey, a strong support system has emerged, encompassing friends, teachers, and my rock-solid family. Their encouragement serves as the wind beneath my wings, propelling me forward as I strive to meet the goals I’ve set for myself.
My time has been very fulfilling, and I’ve received recognition for my achievements. My proudest moment occurred being named one of the student leaders this year – an accomplishment I will always cherish.
The crown jewel of my accomplishments so far is the First Foundation Scholarship, a proud testament to the sweat and dedication I’ve poured into my studies.
As I approach graduation, my commitment is unwavering – I aim to tackle challenging goals with gusto, setting my sights on achievements that may seem daunting but are well within reach.
I’m excited for what lies ahead, armed with the lessons learned and the support that has fuelled this incredible journey. Here’s to embracing the next chapter with enthusiasm and a spirit ready for new adventures. Seek the heights!
HserKu
My journey at Māngere College has been challenging but fun. I’ve been able to accomplish so much because of how supportive and patient my teachers are. I think that’s how all teachers should be.
I stay focused and dedicated to my studies so that I can get good grades in all my classes and make my parents proud. I often stay in class during lunch breaks and use my independent learning classes as well. I even stay after school sometimes to do my work, and this is the reason I can complete my work. I find time to have fun with my friends, but I mainly focus on my studies.
It can get very frustrating and stressful at times, but I work hard and never give up. There are times where I want to stop and give up on everything, but I remember a Bible verse, Romans 8:8 – “The pain you’ve been feeling can’t compare to the joy that’s coming”.
I always remind myself of this and how my parents work so hard to provide for our family. Working hard and staying motivated is the least I can do for them.
I received 15 awards at last year’s school prizegiving, many in art. I’ve been passionate about art and design since I was little which is why I chose these subjects at school. I was very happy to be awarded for these subjects because I’ve worked very hard for it.
I didn’t expect to receive that many awards but I am grateful for every single one of them.
My parents are really proud of me and what I have accomplished –that’s how I know all my hard work has paid off. I still have a long way to go with my studies, so I will continue to keep working hard, stay motivated, passionate, and make my parents more proud.
Eh Htaw Kue
Education and school are gifts that many third-world countries don’t have access to, especially as a female, so I’m really grateful for my time at Māngere College.
I had the privilege of receiving a few awards at prizegiving, but the one I am most proud of is becoming student leader.
I had aspirations of becoming a student leader throughout my time at Māngere College – I’ve seen past leaders lead our school with pride and I am so happy to say that I was one of them. You don’t have to be a student leader to lead others, though – as a good friend of mine once said, you just need the mindset and action to lead and you will.
At the end of last year I was proud and shocked to receive the Dux award. This was such an honour – I didn’t just get my name on a cup, I represented my people with pride. When you seek great heights you will be able to achieve great things.
They say it takes a village to raise a child, so I would like to say a big thank you to my Māngere College village. They shaped me to be a leader and the person I am today. Thank you to the teachers and staff who taught me so many valuable lessons during my time at school.
NETWORKED LEARNING
Personalising pathways through networked learning
Keira, a Year 13 student at Cornerstone Christian School in Taranaki, says taking additional subjects online with NetNZ has helped her focus on her interests at school and develop skills she’ll be able to use in the future.
Keira is a Year 13 student taking some of her NCEA subjects with NetNZ
At Cornerstone Christian School in New Plymouth, Keira’s Year 13 cohort is a small group of about 40.
With ākonga actively encouraged to make subject choices that balance their interests and future career or university pathways, many are being supported by NetNZ, a network of schools that provides a broad range of online learning programmes.
All programmes are provided by NetNZ’s member schools as part of a learning exchange that also involves partner network Kōtui Ako.
For Keira, learning online with NetNZ has offered her a wider range of programmes that she “wouldn’t have been able to take otherwise”.
She says getting started was really easy. “All of the documents were really well laid out, so I understood everything and knew what to do straight away.”
Building on interests
“NetNZ has helped me hone in on my interests,” Keira says, explaining that she’s taken philosophy, media studies and psychology.
She says she has developed a deep love of philosophy and wants to pursue it in the future.
“I’ve particularly found that philosophy is a great subject to focus on critical thinking. I really enjoy philosophy and it’s a passion that I maybe want to continue in university and wouldn’t have been able to do otherwise.
“I love the environment of philosophy, the culture of like-minded students asking the same questions, being able to think deeply about our lives and relate on another level beyond the surface.
“In class, we have a teacher who genuinely cares about students and really wants everyone to do well. That part has been really good as well.”
“It’s quite specific to your learning. Instead of having a teacher just talk about the subject that you’re learning, you find everything and then ask the teacher questions specific to you.”
Keira,
Year 13
Learning online with NetNZ offers students access to a wide range of programmes.
Citing Simone de Beauvoir as her favourite philosopher, Keira says she wishes more people knew about taking philosophy at an NCEA level.
“I wish it was more widely offered, it’s such a foundation subject.”
Developing new skills
Keira says she enjoys online learning because it caters to different learning styles.
“I find it difficult to focus in class sometimes – it can get quite loud. Doing classes online provides kind of a quiet space.
“It’s quite specific to your learning. Instead of having a teacher just talk about the subject that you’re learning, you find everything and then ask the teacher questions specific to you.”
Although her programmes are largely self-driven, Keira points out she’s not working in isolation, and enjoys the time she gets with other students all over the country.
“It is very different from regular school where you see your peers face to face – online you can’t unless you’re on a video conference.
“The live sessions have been good in that respect.
They’re an opportunity to connect and be able to see the other students. It’s a time we can get together, see each other, and talk about school and everything and the class.
“For example, in philosophy we get to have really good group discussions about the subject. Sometimes we go into small groups and we’re able to talk more closely and get to know each other and our views better.
“It’s a really great way to be able to see where everyone’s coming from, where in New Zealand they are, what their interests are and what their views are on different things.”
Keira says learning online is also helping her to develop some surprising new skills.
“It’s given me more determination – when your passion falters a little, you just have to keep going anyway. You make sure that you keep going every single day and try to hold yourself accountable.”
It’s also fostered self-management skills – working independently, Keira has guided herself through her courses.
“Sometimes there isn’t a teacher to tell you what you need to do, so you really need to guide yourself,” she says.
“It’s a really great way to be able to see where everyone’s coming from, where in New Zealand they are, what their interests are and what their views are on different things.”
Keira,
Year 13
Collaborative and connected education
NetNZ is a not-for-profit organisation that enables highquality, online education across schools and communities.
“We’re essentially a community of schools who work together to provide online learning opportunities for students based on the New Zealand Curriculum,” says executive leader Darren Sudlow.
Taking a ‘people-centred’ approach, NetNZ aims to connect people through technology, valuing collaboration. It has more than 30 years’ experience educating learners online and traces its origins back to Aotearoa New Zealand’s original e-learning cluster.
“Schools work together as networks of learning to create efficiencies in the use of their resourcing, to cater to a wide variety of learner needs and interests and to prepare them for a ‘connected’ world. A specialist teacher in one school is able to teach students from several other schools using a range of online technologies,” explains Darren.
“Students have access to a broader curriculum and existing staffing resources are used far more efficiently. We’re able to locate specialists anywhere, rather than having to source them locally.
“Schools are also able to ensure opportunities for specialist local teachers to teach subjects they are passionate about.”
A unique journey into Korean language and culture
NetNZ executive leader Darren Sudlow says one of the more unique solutions NetNZ offers for kaiako and students wanting to engage in teaching and learning languages is its Korean programme. Launched in 2015, it is the only national pathway for learning the Korean language.
Under the guidance of kaiako Sue Kim, the programme is based on the New Zealand Curriculum and offers courses for all levels, including beginner and intermediate, as well as NCEA Levels 1, 2, and 3.
“We also have classes for native and heritage students,” says Sue. “It helps them improve their NCEA performance, and understand the Korean language and maintain their Korean identity.”
Like all NetNZ programmes, Sue says Korean courses are designed to be flexible and accessible, offering a range of opportunities for students, “especially those who find it difficult to access traditional language classes”.
Registrations of interest for courses in 2025 are open now to teachers and schools.
“The course gives students foundational spoken and written skills in modern Korean,” she adds. “There are authentic multimedia materials and engaging activities which immerse students in a learning environment enriched with spoken Korean.
“For us, the aim is to teach the language in a way that meaningfully connects students with Korean culture.”
She explains that through the programme, students have a unique opportunity to participate in virtual intercultural exchanges and plan school exchanges with Korean institutions, enabling them to converse with peers in Korea.
“These cultural exchanges have so many benefits,” explains Sue. “They build cultural understanding, with ākonga gaining insights into Korean customs, values, and traditions, broadening their perspective on global diversity.
“They also build digital literacy, with students using a range of online tools and platforms.”
As well as the clear benefits for language skills development, Sue says the exchanges are also an opportunity for networking and seeing what pathways are available to them in the future.
“Students take part in collaborative projects and group activities with Korean peers, which is great for networking, but it also gives them insights into the potential academic and career paths available to them.”
Erena, a Whanganui Collegiate School student, also studies online with NetNZ.
KA MUA, KA MURI
A work of heart: A schoolwide revisioning to weave the past into the present
Recently celebrating 20 years since opening, Rototuna Primary School has revisioned their kura to reflect and honour their mana whenua and local iwi. The kura shares their journey of ‘ka mua, ka muri’ – looking to the past to inform the future.
Rototuna Primary principal Kylie Morris (centre) enjoys the interactive Mangaiti Gully walkway with students. The walkway was painted in collaboration with the School Travel team at Hamilton City Council.
Our kura, Rototuna Primary School, is a large urban kura nestled in the northern suburbs of Kirikiriroa Hamilton. When you visit our kura you are welcomed by Koura, the Ngāti Wairere chieftainess who is our pou. Our school’s previous vision was founded on the curriculum rather than the rich history of our mana whenua and local iwi, with Koura sitting outside the vision.
As Te Tiriti o Waitangi partners, our rōpū (team) was intentional with the kaupapa of our revisioning mahi. The team believed strongly that it was time for our vision to reflect Koura and the landscape of the past.
With the new vision, the kura now sits kei raro i te maru o Koura, beneath the shelter of Koura. Koura is our north star and our school gains mana and strength from sitting under the shoulders of her greatness.
The refreshed vision is twofold. It is built on the āhua and characteristics of the chieftainess, Koura, as well as the life cycle of the tuna – the name Rototuna means ‘lake of eels’. As such, our vision considers both Koura and the resilience of tuna as they journey from Te Moana-nui-a-Kiwa (the great ocean of Kiwa, otherwise known as the Pacific Ocean) to the tributaries of Aotearoa.
It’s given us a motto: kia manawanui, be strong of heart.
A
vision evident throughout our environment
The logo of our kura is a taonga that tells our kōrero, our story. The different background colours of the logo symbolise the different teams that make up our school – named after the waterways the tuna travel through from the Pacific Ocean to the rivers, streams and lakes of Aotearoa New Zealand.
The taiaha on the right of the logo represents Koura, our rangatira, while the tuna on the left honours the taonga species of our area and our namesake, Rototuna. The heart reflects both our original heart-shaped logo and our motto, kia manawanui, inspired by Koura’s strength.
The triangle shape, a Ngāti Wairere design, represents our maunga, Taupiri, as well as the strength of the relationships between our teachers, students, and whānau. The logo is made more special because it was designed by a past student of our kura.
We have a ‘lived’ vision which we’ve brought to life by intentionally embedding it in all that we do. As you wander through the school you will notice that our school buildings or ‘hubs’ have been named after the waterways that tuna journey through during their lifecycle. Each hub is home to a team, which is named ‘puna’ (spring of water) and one of the characteristics of Koura.
For example, our youngest ākonga are in the hub Te Moana-nui-a Kiwa, which is the waterway where the tuna begin their life. Within this hub, their team is called He Puna Manaaki, meaning they are wrapped in manaaki (support, care) as Koura would have done for her people.
New signage of the school's vision welcomes whānau and visitors.
A new map displays the building names, named after the waterways that tuna journey through.
A culture of manaaki has exploded across the school and can even be seen on the fields of weekend sport – our coaches, managers and whānau are all embedding the values of Koura on the sidelines as they support our students to be the best they can be.
Come to our kura and you will hear students talk about our culture of manaaki and being strong of heart or having to ‘flex’ (find their ngāwari, flexibility) just like Koura. A culture of manaaki has exploded across the school and can even be seen on the fields of weekend sport – our coaches, managers and whānau are all embedding the values of Koura on the sidelines as they support our students to be the best they can be.
In every classroom, every day, you will hear kaiako and ākonga participating in our kia manawanui programme, focused on living the values of Koura. This is what we stand for as a kura and our intention is that by the time tamariki leave our special place, they will carry these values within themselves as they (like the tuna) venture off to the next stage of their life journey.
As part of our kia manawanui programme, teachers report to whānau each term on their child’s application of our values and the impact it has on their effort in learning.
Through our rich local curriculum, students are supported to grow their knowledge of tuna. All students have visited our local gully to experience this special place and see the tuna to strengthen their understanding of the species and the importance of tuna in our school vision and place. Students will tell you that the life cycle of the tuna is relevant to us because each year group represents a stage of the tuna’s life.
Our revisioning has also aligned with the work a local environmental group is doing to restore and nourish our local gully. Our school connects with the gully and we see this as a taonga within our wider school community – there has even been a vibrant and interactive mural painted within the community that showcases tuna and infamous local Rototuna icon Daisy the Tuna.
Mahi of many
The work of heart to revision our school has been the mahi of many and has taken place over a two-year period of deep and challenging wānanga. Our school is grateful to the kaumātua and te ao Māori leaders who advised us on every step of the journey. The knowledge they shared directed our focus and decision-making to Koura and the tuna.
We also appreciate the wero (challenge) set down by one of our professional learning and development facilitators, who asked us to reflect on what we already had in place and its relevance to our school narrative – it changed the course of our revisioning waka.
The strength of our vision sits in how our students see themselves located within it. A student shared recently, “Koura was determined to be her best and we want to be a reflection of that”.
Another student explained our vision by saying, “being strong of heart is to be like Koura and think of others, be flexible, be determined, be caring and respectful like she was”.
Another student talks about how “Koura was the chieftainess of our school who guards us and protects us”.
Each and every day, we now go to Koura for our strength and guidance in all facets of school life. As a kura we are proud and excited to continue to embed our vision in every school day life by honouring Koura, learning about tuna, and being committed to our role as Te Tiriti partners.
The interactive art on the walkway features tuna and connects the kura to the Mangaiti Gully, where local tuna thrive.
As part of the rich local curriculum, students are supported to grow their knowledge of tuna.
From isolation to hope: Exploring mental health through short film
This year, 230 students from secondary schools in Auckland, Bay of Plenty and Wellington took part in the Pasifika Youth Short Film Competition. Lute, a Year 13 student at Tauranga Girls’ College, has been awarded the top prize for Bay of Plenty two years in a row. This year her poignant short film Mind Over Matter documented her mental health journey and is an encouragement to her peers that “it’s OK to ask for help”. Lute shares the process of creating her award-winning short film.
Creating short films is a deeply personal and collaborative process.
When the central message revolves around the mental health of teenagers and the importance of asking for help, the responsibility becomes even greater. You’re not only crafting a story but also addressing an issue that has a profound impact on the lives of young people.
I’m going to break down the creative process of bringing such an important narrative to life.
Creating the blueprint
My process begins with identifying the core message: in this case, teenagers struggling with mental health issues
and finding it difficult to ask for help. It’s timely and relevant: depression, anxiety, and other mental health issues are prevalent among teenagers, and the stigma around seeking help still lingers.
My goal for this film was to break down this stigma and present asking for help as an act of courage and strength. It’s so relevant, especially in our Pacific community where children are often seen but not heard.
To begin, I find that brainstorming sessions help create the concept. I ask myself: who is the main character? What challenges do they face, and what triggers their internal struggles? How can their journey be portrayed visually to resonate emotionally with an audience? The answers to
Lute (centre) celebrates a win at the Alofa Awards, which recognises young Pacific filmmakers.
these questions shape the narrative of the film.
Every script is the blueprint for a film. In this context, I needed to make sure the script was tight and focused – the typical running time for me is two to three minutes. Every line of dialogue, every scene, serves the central message.
A crucial part of this for me is making sure the dialogue feels authentic: making sure the language mirrors how teenagers speak in real life, and feels real without being overly dramatic or preachy. It’s important to me to avoid making scripts feel like a lesson, I opt instead for narratives that are grounded in emotion and truth.
Once the script is ready, it’s time to think about how the film will look and feel – the visual style should enhance the emotional tone of the film.
Here I wanted the cinematography to reflect the character’s emotional state, so I used darker, muted colours to represent feelings of isolation and hopelessness. Then, as the story progresses toward the moment of asking for help, the colours become lighter, a symbol of hope and recovery.
The use of close-up shots is essential. Because mental health is often an internal struggle, I use close-ups on the character’s face to capture subtle emotions – tension in the eyes, quivering lips, or a tear rolling down the cheek. I love that visual storytelling conveys a depth of emotions in ways that dialogue sometimes cannot.
Maximising emotional impact
Directing this film required a delicate balance – I had to carefully manage tone to avoid being too superficial. The director (me) needed to work with the actor (also me) to explore the emotional depths of the story.
In the editing process, I fine-tuned the pace of the film to maximise emotional impact. I used quick cuts to heighten moments of stress or anxiety and used takes to reflect moments of contemplation or calm.
I find that sound design plays a major role in enhancing mood. I used subtle, ambient music and sounds to underscore the tension and inner turmoil Lute (as a character) is experiencing, and later hopeful or uplifting music to accompany the resolution.
I love how sound effects such as a clock ticking, echoing footsteps, and heavy breathing further immerse the audience in Lute’s world, and draw them closer to her inner experience. The weight of certain moments is reflected in the sound of a sigh, and even in the silence in the scene where Lute finally asks for help, which I think is powerful.
The film closes on a note that leaves the audience with a sense of hope and encouragement – at the core is the message that it’s OK to ask for help. Every choice I’ve made creating this film – writing, directing and editing – aims to reinforce that message.
It’s also a message to myself as I move into the next chapter in my journey: tertiary education. I will be in a different environment with people I don’t know, studying something that will be very demanding of my time, so asking for help will be imperative.
By crafting a compelling and empathetic narrative, I hope the film makes a meaningful impact, starting conversations and offering support to those who need it most.
“I wanted the cinematography to reflect the character’s emotional state, so I used darker, muted colours to represent feelings of isolation and hopelessness. Then, as the story progresses toward the moment of asking for help, the colours become lighter, a symbol of hope and recovery.”
Watch Mind over Matter and other 2024 award winners from the Pasifika Youth Short Film Competition on YouTube.
Lute
Lute filming Mind Over Matter.
Bottom
Top: Portland School ākonga enjoy spaghetti and meatballs, made by their in-school kaitunu (cook), Ngahuia.
Bottom left: Students have been learning about how farms work as part of their sustainability and inquiry learning.
right: Prioritising healthy habits is having a positive impact on engagement and wellbeing.
Weaving healthy habits into school culture and learning in Northland
Since adopting an internal model of Ka Ora, Ka Ako | Healthy School Lunches programme in 2023, Portland School – Te Kura o Tikorangi in Te Tai Tokerau Northland is seeing happier, healthier and more engaged ākonga.
Every lunchtime at Portland School – Te Kura o Tikorangi in Te Tai Tokerau Northland, tamariki and staff join in a karakia mō te kai (a blessing of food) before sharing a nutritious meal together.
After eating, they wash their dishes in the purposebuilt washing station. Then, before heading back into the classroom, they brush their teeth to a song related to what they’re currently learning.
Year 5 and 6 students Eli, Hurae and Jimmy say eating a healthy and fresh lunch gives them energy and makes them feel good.
“Healthy food helps your brain function well,” says Eli. His favourite school lunch is butter chicken. For Hurae, it’s shepherd’s pie. For Jimmy, spaghetti bolognese.
Prioritising healthy habits
Portland School tumuaki Rachel Bycroft says since prioritising healthy habits and encouraging staff to model these behaviours, the school has seen a positive impact on student engagement, and most importantly on hauora (wellbeing).
“We’ve noticed a real shift in the classroom. Ākonga are more settled, more focused, and better prepared to take on the learning of the day,” she says.
The school has also shifted its eating times to the end of lunch break. Research supports this decision, showing that when children play first, they tend to eat and drink more, and return to the classroom better prepared to learn.
“We also know that regular physical activity is essential for our learning. You can’t get to the reading, writing, and maths until you’ve got some movement and some food,” explains Rachel.
“When ākonga stay active, their minds are more focused, energised, and ready to absorb new knowledge.”
As the school has continued to ensure hauora is at the heart of their school culture, they have been supported by the Healthy Active Learning team from Sport Northland. Healthy Active Learning, a national initiative, supports
schools and kura across the motu to improve the wellbeing of tamariki and rangatahi through healthy eating and drinking, and quality physical activity.
Healthy Active Learning lead Jen Fielden says she celebrates the willingness of the school’s board and senior leadership to better align Ka Ora, Ka Ako with its goal of environmental sustainability.
Sustainability and inquiry learning
Portland School’s sustainability initiatives have included upgrading the school’s kitchen and hiring an inschool kaitunu (cook), Ngahuia, who tailors recipes to reflect seasonal ingredients, ākonga feedback, and the nutritional requirements of the programme.
Rachel says employing a cook as a member of staff has been important to the programme’s success. Ngahuia, a community member, parent, and aunty prepares meals based on the school’s daily attendance. Any leftovers from lunch are eaten at afternoon tea along with fruit and milk.
“Food wastage is minimal,” says Rachel. “Any food scraps are used in our compost heap for our garden and for another community member to feed their pigs.”
The kitchen has become a central hub at the school and Rachel says the delicious smells coming from the kitchen often spark conversations in class around eating for hauora.
This term includes a whole-school inquiry into ‘where does kai come from’. Ākonga have been learning about how farms work, taste-testing unusual food, and learning about the technology used in food production. They have also been cooking themselves to bring their learning to life. Last Friday, they made haloumi cheese; this week, they’re making jam.
Looking ahead, Rachel says the school is excited to develop a stronger garden-to-table programme, with plans to engage more with whānau and the wider community to be part of the kaupapa and connection to the school’s environment.
Preparing for a potential measles outbreak
Measles is dangerous and contagious, especially in communities with low vaccination rates. Although New Zealand continues to be free of measles, it could arrive at any time. All kaiako and kaimahi mātauranga (education staff) should check if they are immune to measles, especially those planning to travel overseas over the summer holidays.
Measles, a serious and highly contagious disease, makes most people very sick and can cause severe complications, including damage to the lungs, brain swelling, and sometimes death.
Measles also affects the immune system – this means that if someone gets measles, they are more likely to get other infectious illnesses for months or years afterwards.
Risk of an outbreak
Aotearoa New Zealand is at very high risk of a measles outbreak. With cases rising worldwide, there is an increasing risk of an infected person bringing measles
If someone isn’t immune, or isn’t sure if they’re immune to measles, two doses of the MMR vaccine is the best protection.
into the country. This is coinciding with a decline in local childhood immunisation rates.
A person can be infectious before they develop measles symptoms and know they are sick. This means you may not know if or when you have been exposed to measles.
Low immunity to measles across Aotearoa and the close contact nature of education settings means one infected person could quickly expose, and spread, measles to many others, starting an outbreak that could be hard to control.
This is why being immune to measles is important –if someone is immune and is exposed to someone with measles, they won’t get sick, be at risk of passing the
“Low immunity to measles across Aotearoa and the close contact nature of education settings means one infected person could quickly expose, and spread, measles to many others, starting an outbreak that could be hard to control.”
illness on to anyone else, and will not need to stay home in quarantine if they are identified as a close contact.
In the event any school or learning service suspects or confirms a case of measles, it is critical to contact your local public health service immediately.
Becoming immune
Being immune is important for everyone’s safety – it’s the only way to make sure someone won’t get or spread measles, even if they’ve been exposed. The only way to become immune is to either have had measles before, or by getting two doses of a measles vaccine after the age of 12 months.
In Aotearoa, the vaccine is known as the combination measles, mumps, rubella (MMR) vaccine.
People born in Aotearoa New Zealand before 1969 are likely to be immune to measles – before this time there were no measles vaccines, so most people were infected with measles during childhood.
Measles symptoms can start seven to 18 days after someone is first exposed to the virus and usually appear within 10 days.
The first symptoms of measles are:
» fever
» cough
» runny nose
» sore red eyes.
Following initial symptoms are spots, which will appear blotchy and will join together. This rash usually starts on the face or behind the ears three days after the first symptoms before moving down the body.
If you aren’t sure, check your status
All kaiako and kaimahi mātauranga should check their immunity to measles.
This can be done by checking immunisation records or test results, which can be accessed through a doctor or healthcare provider, the My Health Record website, or through laboratory results.
If someone isn’t immune, or isn’t sure if they’re immune, two doses of the MMR vaccine is the best protection.
is a serious and highly contagious disease.
Information, guidance and resources
In the event any school or early learning service suspects or confirms a case of measles, contact your local public health service immediately.
Contact details for your local public health service.
Information about measles and checking immunity.
Book an MMR vaccine online.
See Ministry of Education guidance on managing cases of infectious diseases.
Measles
Education Outside the Classroom
Waitangi Treaty Grounds, the site of some of our most significant historical events, provides learning opportunities for all ages.
With two award-winning museums, historic sites and buildings on a sprawling 18.5 hectare site, Waitangi is the place to learn about Te Tiriti o Waitangi and our histories.
Arrange a visit to our taonga and exhibitions for your students, facilitated by our experienced teachers.
Professional Development
Visit Waitangi to increase your own knowledge of Te Tiriti o Waitangi and of our histories.
Participate in our workshops and come away with strategies and ideas you can apply in your context tomorrow. Unable to visit Waitangi yet? Get in touch to enquire about our webinars.
• Onsite education programme and education tours.
• Remote education programme and tours available.
• Pre-tour visits to Wellington region schools by our education team.
• All programmes are free and are tailored to class levels and inquiry topics. Visits from Y0-tertiary welcome. Adult ESOL classes welcome.
• Bookings essential.
For further information and to book a tour of the Visitor Centre and House, visit: www.gg.govt.nz/tours or call (04) 382 0837 bookings@govthouse.govt.nz
•
• Local heroes, volunteers, awards: Schools celebrating their student leaders and volunteers, or looking at how we contribute and belong to our communities can explore these topics through our investiture programme and Inspirational New Zealanders Teaching Unit.
Permanent
Teaching positions in Years 1-8 Commencing 28 January 2025
We have a rare opportunity to join a highly successful school with state of the art property and resources. These include Sports Complex, Performing Arts Theatre, World Leading Library and a Lego Education Teaching Suite. We are seeking caring, inspirational teachers committed to excellence and learning.
If you are a Provisionally Certified Teacher then ERO states “this is the place to be”. If you would like to be a part of a supportive professional team we would welcome your application.
Please send to Jane Milner, Principal, Redoubt North School, 47 Diorella Drive, Clover Park, Auckland, 2019 or by email to office@redoubt.school.nz
Applications close on 25 October 2024 at 12.00pm and should include a current CV, letter of application and contact details of 3 referees.
Do you have a vacancy that you would like to advertise to the education sector?
Place an advertisement in the vacancies section and reach both the passive and active jobseekers by contacting Jill Parker: jill.parker@nzme.co.nz 027 212 9277
TUMUAKI/ PRINCIPAL FLAT BUSH SOUTH WEST SCHOOL Manukau
The establishment board of this brand new school, not yet named, is looking for an educational professional that will lead the way to the school’s opening day and beyond.
The school, located at 121 Murphy’s Road in the rapidly expanding suburb of Flat Bush, will open in February 2026 with an opening roll of 118 and a U Grade of 4, and a planned build for an initial roll of 600.
We are seeking dedicated and experienced certificated teachers to join our team and deliver high-quality education in accordance with the Cambridge International Examinations (CIE) curriculum in Newmarket. The ideal candidate will be passionate about teaching and committed to fostering a supportive and engaging learning environment for students.
Key Responsibilities:
• Instruction: Deliver high-quality lessons across a range of subjects based on the CIE curriculum standards, ensuring alignment with the latest CIE guidelines.
• Curriculum Development: Collaborate with colleagues to develop, refine, and implement curriculum materials and instructional strategies.
• Classroom Management: Foster a positive, inclusive, and engaging classroom environment that encourages student participation and fosters respect.
• Communication: Maintain effective communication with students, parents, and colleagues regarding academic progress, behavioral issues, and other relevant matters.
• Qualifications: Certification: Valid teaching certification relevant to the subject area and/or recognized qualification in education.
• Experience: Demonstrated experience teaching the CIE curriculum or a similar international curriculum. Experience in multiple subjects is advantageous.
• Skills: Strong organizational, communication, and interpersonal skills.
• Knowledge: Comprehensive understanding of the CIE framework, assessment methods, and subject-specific content.
• Education: Relevant degree or qualification specific to the subject area.
• Availability: Candidates should be available to work after school hours, on the weekends or school holidays.
The new leader will begin fulltime in February 2025 and be involved in designing school philosophy, policies and procedures. The work involves
▶ establishing administrative systems
▶ appointing staff and shaping them into a team
▶ designing curriculum and pastoral care systems
▶ health and safety procedures
▶ meeting the requirements of an ERO audit before the school opens
Our ideal applicant will
▶ have leadership experience
▶ be proactive with the school’s commitment to Te Tiriti o Waitangi
▶ have experience working with iwi, and in a multi-ethnic environment
▶ understand the needs of ESOL students and new migrant families
▶ be familiar with best practice in the sector
▶ know the difference between governance and management
▶ is able to work collaboratively and closely with others
▶ be open to advice and learning
An application pack will be available 10th October.
Applications will close on 4 November.
For further information, please contact the board’s appointment adviser, Bernardine Vester, bvester@eduplus.co.nz.
Primary and Intermediate schools can receive free Pause Breathe Smile training and unlimited access to resources to support teacher and tamariki wellbeing. Fully funded by Southern Cross, contact us at
