School News, New Zealand, Term 1, 2025 by Multimedia AU/NZ

The essential industry guide

TUMUAKI PRINCIPAL SPEAKS: Kiri Turketo's lessons in leadership SPECIAL REPORT: Can we prevent or correct the summer slide?

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Inside our term one issue

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EDITOR

Gemma Easton, editor@schoolnews.co.nz

INDUSTRY REPORTERS

Naomii Seah and Sarah Davison

DESIGN & PRODUCTION

Richard McGill, production@schoolnews.co.nz

ADVERTISING

Dee Dawson,

CONTRIBUTORS

Thank you for joining us in 2025

Welcome to our first edition of School News for 2025!

I hope everyone enjoyed some downtime over the summer holidays, and that you’ve all returned refreshed and excited, eager to tackle this new school year. So much happens in the days and weeks leading up to the start of term, though, and Christmas already seems like a distant memory. I’m sure some of you are keen for a holiday already!

In this edition, Tumuaki Principal Kiri Turketo from Sir Edmund Hillary Collegiate provides a fresh perspective on leadership. Kiri’s approach to leadership throughout her career was inspired by an unlikely source—a cartoon of a dog’s bottom. The image, which Kiri saw in her school staff room

Gemma Easton Editor, SchoolNews editor@schoolnews.co.nz

as a beginning teacher, has stuck with her, and has shaped her thoughts on leadership.

As students returned to your school or kura this year, did you notice a decline in their skills and achievements? Our Special Report this term looks at evidence around the summer learning eff ect, which suggests

that students return to school with a drop in achievement compared to the end of the previous school year. We unpack the evidence to support this both internationally and in Aotearoa, and discuss ways to correct or prevent this.

Sustainability is becoming important in every sector, including education. Beyond waste management, encouraging recycling and starting composting schemes, schools should consider their built environment in eff orts to go green. Our sustainable furniture feature discusses how to ditch fast furniture and make choices that will last long-term, as well as ways to reuse and repurpose existing furniture to keep it out of landfill.

If you’re looking for ways to help tamariki use some of their excess energy, our features

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on increasing school sport engagement, and safe and inclusive playgrounds may provide some inspiration. The Ministry of Health recommends children and young people have 60 minutes of moderate to vigorous physical activity each day. With much of the day spent at school, opportunities must be provided to get kids moving.

School camps and excursions can also provide a great way to get kids active, and help them to discover new interests. From adventure activities like rock climbing and raft ing, to visits to libraries and museums, our extensive EOTC feature will provide plenty of inspiration for leaving the classroom and extending learning this year.

I hope you enjoy this edition of School News, and the first term of 2025! Happy reading.

Ngā mihi, Gemma

The

summer slide:

Can we prevent it?

By Naomii Seah, Industry Reporter

Some students see a decline in learning over the summer. Can we overcome it?

The good old Kiwi summer is associated with many things: bright red pōhutukawa, Christmas at the beach, jandals, long sunny days, pavlova, lemonade iceblocks and backyard barbecues. But for some children, it’s also associated with something much less positive—a decline in achievement.

What is the summer learning effect?

Over the summer break, children and teens have been shown to lose some of their knowledge and skills accumulated from the previous school year. This is often measured with standardised tests, where students will demonstrate a percentage point drop at the beginning of the school year compared to the end of the previous school year.

In local and international research, this phenomenon is termed “summer learning loss” or the “summer learning eff ect” (SLE). It’s been identified both overseas and locally in Aotearoa as a major barrier to achievement, and equitable outcomes in education.

It’s important to note that while SLE has been documented and studied for decades, there is inconsistent evidence on the size of the eff ect and how it is impacted by the length of summer holidays (if at all).1 This is partially due to the measurement inconsistencies in the literature. Studies range, with some finding that SLE can be equivalent to the loss of a month or more of learning, and others finding SLE att ributable to a simple stagnation in progress.

Overseas evidence also shows mixed evidence for variations in SLE by year group.2 Some data shows learning loss is more pronounced at higher year levels, whereas others find the eff ect is more pronounced in lower year levels. In New Zealand, the

It’s never too early to start planning an intervention

phenomenon has largely been studied in lower year level groups, with interventions focused on primary-aged tamariki.

One of the most studied aspects of SLE is a decline in literacy over the summer period, but SLE has been found in other subjects too, like mathematics and writing. It’s unclear to what extent each subject domain experiences SLE, but evidence suggests SLE may be more pronounced in subjects that require memorisation and procedural skills like maths and spelling compared to areas that require abstract understanding.1

Widening inequity

Studies in Aotearoa New Zealand show that SLE is most pronounced in students from minority ethnic groups, and students from lower socioeconomic schools.1 In New Zealand, Māori and Pasifika students are found to have larger learning drops than Pākehā students.1,3 Additionally, students from lower socioeconomic schools may experience a larger SLE even after accounting for ethnicity.1 Those from wealthier backgrounds may continue gaining progress over summer.

This finding is replicated in other contexts too, with American students from disadvantaged backgrounds displaying the most significant SLE in the US.2

Researchers believe the SLE is due to a lack of opportunities to learn and/or practise skills over the summer.4 For reading and writing, SLE could be exacerbated by a lack of access to books, fewer choices of material of interest, lack of skills and self-motivation, negative att itudes, fewer opportunities to practise and a lack of role models.5 One paper suggests that extracurricular activities during summer are important to ameliorate SLE, which could explain the disparity of SLE between families of diff erent socioeconomic status.4 Diff erences in summer learning may also result from diff ering parent strategies and expectations for their children over the summer break.6

Interestingly, one recent overseas paper found that the SLE is most prominent for exceptional students from a low socioeconomic background. This implies that SLE observed between socioeconomic bands primarily results from disparities between exceptional students.6

Local researchers found that New Zealand students demonstrated the largest SLE in writing. They suggest that this is because writing is a complex skill which involves recall and procedure, and writing is less practised over summer than reading.1

Proven interventions

In New Zealand, two studies have examined how we might mitigate the SLE in reading and writing.

One study looked at the SLE on literacy in low socioeconomic schools with a high proportion of Māori and Pacific students. Researchers examined the teaching practices of classes which demonstrated high and low SLE. They found that students with low SLE had someone helping them read at home, and were encouraged to selfselect reading material over the holidays by their teachers. Students who were sent home with specific reading material demonstrated the highest SLE, suggesting reading enjoyment is a crucial aspect of mitigating SLE in literacy over the holidays.2

PARK SUPPLIES & PLAYGROUNDS

With these findings, researchers developed an intervention aimed at mitigating the SLE. The intervention included:

• Teacher preparation: Discovering students’ reading interests and designing an associated topicbased study with specific texts.

• Parent guidance: Supporting parents to help their child’s summer engagement.

• Student review: Students self-reported their reading practise over summer.

The study found that students who completed the review had a reduction in their SLE.3

International evidence draws similar conclusions. In the US, a home-based summer reading programme called READS for Summer Learning has been shown to decrease the SLE for lower socioeconomic students in the intermediate-age band. The intervention includes mailing students eight books over the course of the summer that are matched to their interests, along with a review paper.2

Another intervention trialled in low-income New Zealand schools asked students to blog over the summer. This was modelled on overseas research which found that students self-initiated ongoing writing over the summer for social communication or journaling, that is, for social and leisure activities. The study found the intervention worked to mitigate SLE in reading and writing, especially for students that posted at least twice a week. Participants scored higher than a control group on their progressive achievement test (PAT).7

Combatting the summer slide

Given the wealth of research, it seems the summer slide doesn’t have to be a given for our ākonga. Students that demonstrate a decline in achievement over summer can and should be given resources and interventions to ensure they continue to progress even over the school break. Importantly, some of these interventions and practices do not need to be restricted to the end of the school year, or employed just before the break, but can be developed and encouraged throughout the year to mitigate SLE into the future as children move through their school years.

The New Zealand study on reading interventions found that mentoring students in meta strategies such as developing their literary engagement and taste, identifying their interests, and teaching students how to access texts, is eff ective for promoting reading as a summer leisure activity.3 This has the added benefi t of improving student engagement with reading overall, as these strategies enhance students’ enjoyment and engagement of texts. By strengthening awareness of which texts they enjoy, where to get them and how to find and select appropriate texts from resources like public libraries or online websites, teachers can strengthen students’ overall intrinsic motivation and enjoyment of reading, which has been demonstrated to improve overall student literacy.

Another important component is supporting parents and whānau to guide at-home reading. Students with a lower SLE had parents who were able to identify specific support practices such as discussing reading material with their child, enabling their child’s access to texts, and encouraging their child to focus on reading for enjoyment rather than academic success.3

One intervention for SLE in literacy that can be implemented in Term One is to review students’ summer habits for reading, writing or wider learning. One study found that the process of reviewing summer habits at the beginning of the year was associated

with a dramatic decrease in SLE. The researchers posit the review may enable teachers to get to know their students and their learning habits and interests.

Another explanation is the review focuses teacher and student on specific areas of learning in preparation for the school year.3

Perhaps your school has noticed a marked SLE for some cohorts or students this year. It’s never too early to start planning an intervention or come up with a wider school strategy to address achievement in certain subject areas, especially over summer. Resources to help plan your school’s summer reading strategy are available on the National Library website and can be adapted for other subject areas.

References

1 Meyer, Frauke, Esther S. Yao and Kane Meissel. 2019. “The summer learning eff ect in writing in New Zealand.” Reading and Writing 2019. htt ps://doi.org/10.1007/s11145-019-10003-6

2 Quinn, David M., and Morgan Polikoff. September 14, 2017. “Summer learning loss: What is it, and what can we do about it?” Brookings. htt ps:// www.brookings.edu/articles/summer-learningloss-what-is-it-and-what-can-we-do-about-it/

3 McNaughton, Stuart, Rebecca Jesson, Tone Kolose and Sophie Kercher. 2012. “School achievement: Why summer matt ers.” Teaching & Learning Research Initiative. htt p://www.tlri.org. nz/tlri-research/research-completed/schoolsector/school-achievement-why-summer-matt ers

4 Baş, Gökhan. 2023. “Eff ect of summer vacation on learning loss in mathematics: a meta-analysis of the findings.” Journal of Education for Life 37(2): 565 – 580 . htt ps:// doi.org/10.33308/26674874.2023372572

5 National Library. n.d. “Research on the summer slide and summer reading.” Accessed November 26, 2024. htt ps://natlib.govt.nz/ schools/reading-engagement/summer-reading/ summer-slide-and-summer-reading-research

6 Gershenson, Seth and Michael S. Hayes. 2017. “The summer learning of exceptional students”. American Journal of Education 123(3). 447-473

7 Willianson, Rachael, Rebecca Jesson and Daisy Shepherd. 2019. “The summer learning journey: ameliorating the summer learning eff ect using blogging”. Computers & Education 145(2020). htt ps://doi.org/10.1016/j.compedu.2019.103738

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Lessons in leadership from our four-legged friends

By Kiri Turketo , Tumuaki, Sir Edmund Hillary Collegiate

When I started as a firstyear teacher, the internet was just beginning to find its stride—much like me, stumbling through the early days of my teaching career.

E hoa mā; to my fellow educators—embrace your inner lead dog

Back then, memes, GIFs, reels, and all the fleeting internet trends we know today were still a distant phenomenon.

We didn’t have TikTok or viral videos to capture our collective imaginations, but we did have something just as powerful: a simple piece of wisdom

found in the unlikeliest of places. One chilly morning, I bounced into the staff room as a beginning teacher, ready to check the daily notices pinned on the board. There, amongst the announcements about meetings and lunch duty schedules, I spotted a hand-

drawn image that immediately caught my eye. It was a cartoon of a dog’s rear end, leading a sled with the rest of the pack straining behind him. The drawing was inspired by the famous Iditarod Trail Sled Dog Race in Alaska, an intense event where teams of at least twelve dogs, led by their ‘musher,’ race across the icy wilderness from Anchorage to Nome.

The Iditarod, which began in the early 1970s, is still as competitive today as it was back in 1973. It’s a race of endurance, teamwork, and leadership, where the dogs pull together with all their might to reach the finish line. But this article isn’t about Alaska or its freezing temperatures. It’s about a simple, powerful message I discovered under that drawing—a message that has stuck with me for 25 years and shaped my journey as an educator: “If you’re not the lead dog, the view never changes.”

Bruno - Images courtesy of Sir Edmund Hillary Collegiate

The lesson of the lead dog

In any sled dog team, the lead dog is the one out front, sett ing the pace, steering the pack, and guiding everyone forward. It’s an enviable position but also a demanding one. The lead dog faces the brunt of the wind, forges the path through deep snow, and takes on the responsibility of keeping the team on track. The rest of the pack follows in its wake, often staring at the same tail for miles. It’s a metaphor that’s not only humorous but deeply insightful, especially for those of us in the world of education and leadership.

When I first saw that image and read the quote, I didn’t fully grasp its significance. I was still finding my feet, content to follow the experienced teachers and stay safely in the pack, staring at the tails before me. But over the years, I’ve realised that stepping into the role of the ‘lead dog’— whether as a teacher, a mentor, a coach, teacher aide or a school leader—means embracing change, forging new paths, and being willing to step out in front even when it feels daunting.

Why leadership matters in education

Just like the Iditarod’s lead dog, a school leader must set the pace and direction for the team. It’s about having a vision for the future and the courage to navigate uncharted territory. The world of education is constantly evolving, with new challenges, technologies, and student needs emerging every year. If we choose to stay in the middle of the pack, content with the status quo, we risk falling into a routine where the view never changes. But if we step up as leaders— teachers who innovate, mentors who guide and principals who inspire—we can transform the landscape of learning for our students and colleagues.

The power of perspective: Driving leadership and vision

“If you’re not the lead dog, the view never changes” is also a reminder about perspective. From the back of the pack, your view is limited; you’re following the same path that’s already been forged. But when you’re the lead dog, you get to see the horizon, the obstacles ahead,

and the opportunities waiting to be seized. As educators, we should strive for that vantage point—not because we seek power or control, but because it allows us to better support our students, adapt our teaching, and create a dynamic, engaging learning environment.

For leaders, education and learning is the cornerstone of eff ective decision-making and strategic vision. Whether in the field of business, government, or social initiatives, or mustering a new trail in the snow, education provides leaders with the tools to navigate complexities, understand diverse perspectives, and foster innovation. Leaders who value education prioritise learning as a continuous process, not only for themselves but for the teams and organisations they guide. They recognise that an educated workforce is more adaptable, collaborative, and capable of critical problem-solving. Investing in education creates a ripple eff ect, empowering communities to embrace change and progress, ultimately driving sustainable growth and success.

Stepping up as the lead dog

Becoming the lead dog doesn’t mean you have to be the loudest voice in the room or the one with all the answers. It means being willing to take risks, try new things, and advocate for change when it’s needed. It means leading with empathy, understanding that every member of the team has their own strengths and struggles.

And it means being brave enough to face the headwinds and the unknown, knowing that you’re guiding others toward something better.

For teachers, stepping into the lead dog role might look like trying a new teaching strategy, advocating for a student who needs extra support, or mentoring a new colleague.

For school leaders, it might mean driving forward a new initiative, embracing innovative technology, or fostering a culture of collaboration and creativity. It’s about refusing to sett le for the same old view and striving for something greater.

You see, when you strive for excellence, you are inadvertently building social progress and promoting equity. You are leading change for improvement and the chance to reach students from all walks of life and provide them with the skills and knowledge to overcome barriers and realise their potential. And within the sled, the lead dog cannot do this alone but their commitment to their pack is of excellence and endurance. As a school leader, it is a commitment to social equity and justice, ensuring that everyone has the chance to contribute meaningfully to society. By advocating for inclusive and equitable education, teachers and leaders become champions of social progress, breaking cycles of poverty and empowering communities to thrive.

Image courtesy of Sir Edmund Hillary Collegiate

Embrace the lead dog mentality

The quote I stumbled upon all those years ago has stayed with me because it captures a timeless truth about leadership. Whether you’re a beginning teacher navigating your way in this world, or an experienced educator leading a school, the message is clear: don’t be afraid to step into the front of the pack. Yes, it can be challenging, and yes, the wind may be strong, but the view is so much better up there.

The positives of education for teachers and leaders are profound and far-reaching. It is a source of empowerment, a driver of equity, and a catalyst for innovation. By embracing the power of education, teachers can inspire students to reach their full potential, and leaders can foster environments that prioritise growth, creativity, and progress. Together, they hold the key to unlocking a future where knowledge, compassion, and wisdom guide the way.

Dr Rick Rigsby reminds us that education is not just an investment in the individual; it is an investment in humanity's collective future, lighting the path toward a brighter and more prosperous world and to “make sure your servant’s towel is bigger than your ego. As ego is the anaesthesia that deadens the pain of stupidity”.

E hoa mā; to my fellow educators—embrace your inner lead dog. Take the reins, set the pace, and don’t be afraid to forge a new path, even if it feels uncertain or challenging. Leadership in education isn’t

about following the welltrodden trail but about blazing new ones that inspire growth, creativity, and transformation. Because if you’re not the lead dog, the view never changes.

At the same time, remember the power of the pack. Just as a team of sled dogs works in harmony, drawing strength

Whether you’re a beginning teacher navigating your way in this world, or an experienced educator leading a school, the message is clear: don’t be afraid to step into the front of the pack.

from each other to overcome obstacles and reach their destination, we too must work collectively as educators and leaders. Each of us plays a vital role—sometimes leading, sometimes supporting—but always moving forward together.

In education, change is the heartbeat of progress, the pulse

of innovation, and the path to creating a brighter future for our students. United as a pack, we can achieve remarkable things, ensuring no one is left behind and everyone contributes to shaping the future of learning. These e hoa mā, are lessons learned from our beloved four-legged friends.

Images courtesy of Sir Edmund Hillary Collegiate

Exploring personal potential at Tauranga Intermediate School

By Naomii Seah , Industry Reporter

Tauranga Intermediate School is on a mission to empower its students to find themselves.

“We’ve only got our students for two years... We want them to look back on their time at Tauranga Intermediate School as a very positive time in their lives where they’ve been exposed to great teaching, were able to develop their self-confidence and self-esteem, try new things and be ready for the next stage of their education.”

Cameron Mitchell is tumuaki | principal of Tauranga Intermediate School, a large school servicing the Tauranga Moana region with a roll of more than 1250 Year 7 and 8 students.

Its localised curriculum is underpinned by the ‘STARS’ values, which are integrated with the Positive Culture for Learning (PC4L) programme. The school’s vision statement is to “explore personal potential”, a mantra evident from the wide range of opportunities on off er to students. The school has a rich sporting and cultural history, an emphasis on connecting with the local whenua, and many opportunities for students to broaden their horizons through exposure to diverse and international cultures.

Cameron Mitchell

Identity as a foundation for learning

Tauranga Intermediate, like New Zealand itself, is now very culturally diverse, which is a strength and a key feature of the school’s identity. The school is almost 40 percent Māori, and there are many other ethnicities represented in the school body. Over the past few years, the school has emphasised identity building as the foundation of its vision statement.

Tauranga Intermediate has a range of cultural groups and events, including a “very strong” Pasifika group, a multi-ethnic Indian dance group, a nationally recognised

kapa haka group, and a whanaungatanga day where whānau from various cultures are invited to come into school and share an aspect of their heritage.

Tauranga Intermediate also has a strong Chinese language and culture programme, which recently won a National Excellence Award. The programme was created in partnership with Victoria University over a decade ago, when New Zealand’s trade and partnership with China was becoming stronger.

“We want to make sure that all students are first learning Te Reo Māori ... then we expose them to the Chinese language as well. It helps develop internationalmindedness and global citizenship, as well as having awareness, respect and tolerance for other cultures.”

In recent years, students have had the opportunity to visit Canada, China, Thailand and Samoa with the school.

“International culture is very important to us, as is making connections with our global community,” says Mitchell. In this way TIS aims to help their students make sense of their identity within Tauranga Moana, and then further contextualise how Tauranga Moana and Aotearoa New Zealand fi t on the world stage.

Images courtesy of Tauranga Intermediate School

The TIS Inquiry Model and curriculum

Mitchell brings his own international outlook to the school, with 10 years' experience in Singapore. Mitchell and other staff members have experience with the International Baccalaureate, and they bring this context to the localised curriculum at Tauranga Intermediate School.

Tauranga Intermediate has its own learning model, the ‘TIS Inquiry Model’. Students use the model to move through six themed ‘Inquiry Roadmaps’ over two years:

• Tūrangawaewae: I am the land, the land is me.

• Te Taiao: In the natural world everything is connected. This helps us to understand relationships among living organisms and their environment.

• Te Ao Tūhura: The Earth and its place in the universe can be understood and explored through Mātauranga Māori and Scientific Investigation.

• Whakawhanaungatanga: Lets be closer, not far apart.

• Te Ao Putaiao: Science is a way of understanding and explaining the world around us.

• Kohinga Putea: Developing an understanding of earning,

spending, saving and borrowing early in life, lays the foundation for financial security in the future.

The inquiry model has four cyclical stages based around the school waka, that students are encouraged to move through to guide their learning:

• Building: brainstorming existing knowledge and creating guiding questions

• Paddling: creating a research plan

• Sailing: gathering, sorting and analysing information

• Navigating: making connections, communicating findings and reflecting.

The roadmaps are themed areas of learning that integrate traditional subject areas together for a “natural fi t”.

“Our teachers are doing a great job of making sure learning is contextualised, so it’s not just doing an activity for the sake of activity.

“There has to be an organic connection to what’s being taught for it to be truly integrated. When we’re teaching reading and writing through our road map, it becomes transdisciplinary learning. The depth of understanding is improved through students making connections between the real world and what it is they’re learning and reading and writing about.”

Mitchell says the school is working on strengthening its implementation of Te Tiriti o Waitangi. He says they’re fortunate to have the mana whenua of Tauranga Moana – Ngāti Ranginui, Ngai Te Rangi and Ngāti Pukenga – represented in their staff.

“We’re very fortunate that we have all three [iwi] represented... we’re able to tap into their knowledge, expertise and who they are to help us develop and refine our localised curriculum.”

Part of that strong localised curriculum is Te Tai Whanake, a resource developed by Tauranga Moana’s three Kahui Akō in partnership with mana whenua using Ministry of Education funding and local grants.

Images courtesy of Tauranga Intermediate School

“It’s an amazing resource that helps us understand what is important to each iwi, the aspirations they have for their tauira, and ensure their voice has a place in our programmes of learning.

“It also supports schools to teach the Aotearoa New Zealand Histories curriculum, in particular the stories of who we are, where our students have come from, around Marae, around Kaupapa and around local pūrākau.”

Shoot

for the STARS

Underpinning the local curriculum are the school’s values, known as STARS. The acronym stands for: Manaakitia (Safety), Whanaungatanga (Team), Ka taea (Achieve), Whakamanatia (Respect) and Pārekareka (Sense of Humour).

Pārekareka, or sense of humour, is an unusual value that catches many people’s eye, says Mitchell. But he believes the value fi ts in perfectly with the PC4L model and is important to include.

“Students of this age group are sometimes going through a crazy time in their lives. They’re rapidly changing physically... then they’re growing up in essentially an ever-changing world. The impact of social media on top of everything that’s going on during puberty is a lot to handle.”

Pārekareka, then, is essential for staff and students alike.

“We unpack what ‘sense of humour’ means in the classroom. It’s about learning to celebrate our successes but also have a bit of a laugh along the way because we want to make learning fun, and ensure we’re in a supportive environment knowing that when things go wrong, you’ve got people around you who will pick you up.”

The school works hard to ensure their STARS values and their PC4L programme are one and the same. The PC4L programme is about developing positive relationships,

There has to be an organic connection to what’s being taught for it to be truly integrated

and Mitchell says TIS does that through embedding their STARS values into everyday teaching and learning.

“We’re talking about our STARS all the time, we have a STARS school song and there are awards related to our STARS. The STARS are very visible around our school,” says Mitchell.

To ensure no student gets lost despite the size of the intermediate, TIS is organised into a 10-house structure. Each house is named after a prominent native tree, and the school is currently developing each house’s cultural narrative: giving the houses their own identity and kaitiaki symbol. Mitchell says this structure works as each house is like a “mini-school”, ensuring pastoral care and academic oversight is maintained for all children.

“All four teachers [in each house] know every student.” The 10 houses compete regularly to earn points for the hotly contested Spirit Trophy.

Exploring personal potential

In addition to fostering personal and collective identity in students, guided by the school’s underpinning values, TIS also off ers students a wide variety of extracurricular activities and has a strong emphasis on EOTC to build confidence and self-esteem.

Tauranga Intermediate owns its own EOTC facility: Ngamuwahine Lodge in the lower Kaimai Ranges.

“It’s an amazing natural sett ing [and] we’ve put a lot of eff ort and capital into growing this as a resource,” says Mitchell.

Each student at TIS heads on a four-day camp once a year over their time at TIS, and the school has been able to subsidise the cost for each student to ensure they can attend. Mitchell says the school is proud to be able to off er more opportunities for students to go to camp, as the experience builds self-confidence, self-esteem, self-management and teamwork skills.

Tauranga Intermediate also has a strong sporting culture, with a rich history. TIS has produced many excellent sportspeople, and the intermediate carries on its tradition by off ering a variety of sports so that students can try new things, which links back to their school vision statement. Mitchell says their wide range of sports would not be possible without a dedicated staff who commit their time to coaching and running sports programmes.

Each aspect of school life and culture at TIS is ultimately driven by their vision statement, says Mitchell.

“We're trying to do things just like every other school in New Zealand. You know, teaching the curriculum as well as we can, making sure we've got value added for all of our students, but also really celebrating who we are as an Intermediate School.

“We want to make sure that our students, regardless of their backgrounds, come here and can explore their personal potential.”

Images courtesy of Tauranga Intermediate School

Unlock the Power of Structured Literacy

with the Be er Start Literacy Approach (BSLA)

In today’s classrooms, the need for evidence-based, e ective literacy teaching has never been greater.

Schools across Aotearoa can now choose to partner with our Be er Start Literacy Approach (BSLA) team to provide professional learning and development (PLD) for teachers and literacy specialists working across Years 0–8. With a proven track record of success, BSLA empowers educators with the tools and strategies they need to accelerate children’s oral language, reading, and writing skills.

Why Choose BSLA for Your School?

The results speak for themselves: 100% of teachers who have participated in BSLA workshops agree that our team members are experts in structured literacy teaching. Our programme is built on researchbacked methodologies and years of hands-on experience, ensuring that teachers are equipped with the best strategies to support their learners.

A Research-Based Approach That Works

We know that structured literacy

teaching is a game-changer in literacy education. Our data, drawn from thousands of children across New Zealand, consistently demonstrates the positive impact of BSLA. As highlighted in a recent publication

from our team, our approach leads to signiﬁcant improvements in children’s oral language, reading, and writing skills. With our expertise and resources, teachers gain the skills to notice, identify, and respond to students with greater learning needs, including those with dyslexia and other literacy challenges

Strength-Based, Culturally Responsive Teaching

At BSLA, we recognise that teaching literacy is not a one-sizeﬁts-all approach. That’s why we provide culturally responsive and strength-based ways for teachers to implement structured literacy teaching in their classrooms. Our PLD and accompanying lesson plans are uniquely designed for the New Zealand context, ensuring that they resonate with the diverse learners in our schools. We honour the strengths of every child, supporting their growth in a way that is inclusive, meaningful, and engaging

Join Our BSLA Whānau

When your school joins BSLA, you become part of a wider learning community dedicated to evidencebased literacy teaching. Our workshops and communities of practice are designed to be practical, engaging, and transformative. With support from our expert team, teachers gain conﬁdence and capability in structured literacy instruction, leading to be er outcomes for all learners.

Don’t miss this opportunity to be at the forefront of literacy education. Partner with BSLA today and empower your teachers with the knowledge and skills to make a real di erence in the lives of their students.

We are a Ministry of Education provider of structured literacy PLD. Contact us now to learn more about our PLD opportunities and how we can support your school’s literacy journey.

www.be erstartapproach.com

Image courtesy of Better Start Literacy Approach (BSLA)

Photo courtesy of St Mary’s School, Mosgiel

Better Start Literacy Approach

Outstanding professional learning opportunities for literacy specialists,

Year 0-8 teachers and teacher aides in 2025. Gain skills, knowledge and a qualification in evidence-based early literacy instruction for tamariki in Aotearoa.

The Better Start Literacy Approach is a culturally responsive, structured approach to literacy instruction, supporting early literacy success.

The Better Start Literacy Approach is a culturally responsive, structured approach to literacy instruction, supporting early literacy success. Developed for New Zealand teachers and students, by world-leading researchers in phonological awareness and oral language development,

teach children

spell.

Developed for New Zealand teachers and students, by world-leading researchers in phonological awareness and oral language development, it utilises the most effective, evidence-based ways to teach children to read, write and spell.

Inclusive practices to support dyslexic students

By Naomii Seah , Industry Reporter

Inclusivity in education has been a focus in recent years, as we grapple with how the education system can perpetuate inequity.

Failing to account for neurodivergence is one example of how our education system can lead to inequitable outcomes. As the new English curriculum comes into effect this year, many kaiako will be wondering how we can support our dyslexic and other neurodivergent ākonga through these changes.

What is dyslexia?

Dyslexia is a neurodiversity, and a learning difference, where individuals process information through the “visual” centre of the brain. This means dyslexic individuals must convert written or spoken information into a visual format to understand. To respond, they must convert that visual information back into a written or spoken form. This process asks extra mental effort and time from dyslexic individuals, and they may appear to struggle with processing and producing written and verbal tasks in the classroom.

Dyslexia is estimated to affect 10 percent of New Zealanders.

Children who are dyslexic may display poor phonological awareness. Older children may be able to answer questions well but struggle to write down their ideas.

Diagnosing dyslexia

Achieving a diagnosis for dyslexia can be complicated, time consuming and expensive, but ultimately life changing for some people with the learning difference.

Screening tests and interventions may be required for some students with dyslexialike learning differences. An official diagnosis can only be provided by a registered psychologist or Level C

assessor with the Lucid Rapid Test commonly used. For more on accessing screening or a diagnosis for dyslexia, teachers should consult available RTLBs and SENCOs. Information on assessment providers can be found on the website of Dyslexia Foundation of New Zealand (DFNZ).

Changes to English learning area

Explicit teaching and structured literacy have been shown to be effective interventions for children with dyslexia. This method has been written into the updated English learning area and teachers are guided through each step of literacy acquisition for Years 0 to 6.

This commitment to structured literacy approaches also extends to accelerative learning supports and resources for students who may need extra support. Additional support for learners will be accessed through annual staffing allocations from 2025. The Ministry of Education has also indicated that additional, targeted support for structured literacy will continue being developed and rolled out in consultation with the teaching community.

It is hoped this scaff olding will enable all students to acquire reading skills at appropriate rates. However, difficulty reading is only one symptom of dyslexia, and a change in approach to teaching reading only addresses one aspect of learning with dyslexia. So, what are some other measures teachers can take to support students with dyslexia in the classroom?

Supporting students with dyslexia

DFNZ promotes a “notice and adjust” model for supporting students with dyslexia in the classroom. The model is based on making simple changes to teaching and learning that can help students with dyslexia access learning.

Shared understanding for e ective dyslexia support

Supporting students with dyslexia begins with building a shared understanding among teachers, intervention specialists, and leaders.

Alignment in knowledge and teaching practices, grounded in evidencebased Structured Literacy, is crucial. Collaboration across leadership, kaiako, and specialists ensures sustainable literacy improvements, creating systems to monitor progress and provide necessary support. Clear communication with whānau keeps families informed and engaged in their child’s learning.

Recognising dyslexia indicators and how to support these learners is essential. When kaiako are equipped to identify early signs, they can enable timely intervention. Collaboration between teachers and

specialists ensures additional support complements core instruction. Intervention specialists use data to guide adjustments and engage colleagues and leaders in student data discussions, strengthening alignment, driving meaningful change, and closing achievement gaps —all while building the shared understanding needed to support each learner.

Structured Literacy provides a solid foundation but requires a clear roadmap, thoughtful planning, and ongoing support. We must develop knowledge and practice across all tiers, ensuring strong core classroom instruction (tier 1), e ective targeted (tier 2) practices, and intervention specialists delivering tailored (tier 3) support, enabling students with dyslexia to thrive with any adjustments to the curriculum.

Learning MATTERS

This can mean anything from changing the seating layout, to adjustment of noise levels, to using new technologies. Teachers may modify lesson plans, breaking them into smaller chunks; adjust teaching style; minimise board copying and diction; allow extra thinking time; and/or use creative and multisensory approaches to thinking and learning.

Supporting Schools to Implement Structured Literacy

For nearly a decade, Learning MATTERS has been a trusted partner for schools and educators across Aotearoa, supporting Structured Literacy implementation and empowering educators with evidence-based practice. We have done this by providing:

professional learning featuring practical, motivating sessions facilitation by passionate, knowledgeable consultants a consistent implementation plan for Structured Literacy comprehensive coverage and alignment of core instruction (tier 1), targeted support (tier 2), and tailored instruction (tier 3) the iDeaL Approach for Schools and for Specialists, developed specifically for the New Zealand educational context by the Learning MATTERS team.

Learning MATTERS is an accredited provider, currently delivering Ministry-funded Structured Literacy professional learning and development.

Image courtesy of Learning MATTERS

Using technology may also help students with dyslexia in the classroom. Teachers may investigate using “dyslexic fonts”, designed to be more readable for people with dyslexia. Note taking software or using speech synthesis can also be effective supports.

Kaiako interested in learning more about supporting students with dyslexia can access PLD through the Ministry of Education, including support for implementing structured literacy methods. Questions to support schools with selecting appropriate programmes can be found on the TKI website.

What the experts say

Early identification of dyslexia is critical for effective intervention, said Carla McNeil of Learning MATTERS

“Teachers should observe key indicators, including persistent difficulty with phonemic awareness and letter-sound correspondences. Other signs include inconsistent spelling, slow reading fluency, and challenges with sequencing or following multi-step instructions.

“How we teach is crucial to ensuring success for all learners. Explicit instruction provides clarity, structure, and opportunities for mastery.

Active participation—through guided practise, frequent feedback, and opportunities to respond—builds both confidence and competence. Decodable texts help develop accurate and automatic word recognition, allowing students to apply skills systematically.

“For comprehension, students need exposure to rich, meaningful texts that inspire deep reading and critical thinking. Drawing on insights from Dr Maryanne Wolf, fostering a “reading brain” balances skillbuilding with engaging students in texts that promote empathy, creativity, and connection. Evidence-based teaching ensures equitable opportunities for dyslexic learners to thrive with confidence.”

Professor Gail Gillion, cofounder of the Better Start Literacy Approach (BLSA), and Professor John Everatt (Professor in dyslexia), both from the University of Canterbury, note that even a short period of struggling to read can have adverse outcomes for learners.

“We strongly advocate that all children’s phonic, phoneme awareness and word decoding skills are monitored in their first year of formal reading instruction. Children who are not responding in the expected manner to evidence based explicit teaching in reading should be identified.

"Additional teaching support that focuses on enhancing these children's foundation skills to enhance their ability to decode printed words and to spell words efficiently should be provided as soon as possible.

"For younger learners, effective intervention methods include explicit teaching in phoneme awareness, phonics word decoding, spelling, word recognition and building reading fluency. Interventions should also support meaning development.

“For older children with dyslexia, effective interventions incorporate more meaningfocused skills. This focus should be in addition to explicit instruction to advance their phonological and morphological processing skills. Older learners need to develop both speed and accuracy in recognising words in print. They also need to develop other cognitive skills that support reading comprehension and writing processes.

“It is important that all interventions to support children with dyslexia embrace strengths-based and culturally responsive teaching practices. Such practices can support children’s motivation and interest in reading and reward the intense effort that learners with dyslexia must exert to become proficient readers and writers.”

Ros Lugg from StepsWeb said that effective support in the classroom is crucial to keep students engaged and motivated.

Image courtesy of StepsWeb

Image courtesy of Better Start Literacy Approach

“We know that many dyslexic students will have difficulties with the literacy aspects, but there are other areas teachers may not be so aware of. These include: remembering and following verbal instructions; organising themselves; planning their work; number skills; and concentrating for longer periods.

“As well as providing a structured and progressive literacy approach, teachers need to allow dyslexic and other struggling learners to progress at their own pace. A whole-class spelling test, for example, is often just sett ing these students up for failure. It’s important to provide a diff erentiated approach, which enables them to progress at their own level and achieve success.”

Ms Lugg notes that teachers should never ask a dyslexic student to read aloud in front of others. Teachers should also consider peer support strategies, using tools or reference materials like the ACE Spelling Dictionary, encourage students to ask for

instructions to be repeated, and provide a checklist of tasks.

“And crucially, of course, be aware of individual diff erences and needs. No two dyslexics are exactly the same!”

The team at ITECNZ said learning diff erences and difficulties can be identified using appropriate assessment tools.

“Early signs could include delayed speech, struggles with phonological awareness,

slow reading, letter confusion, poor spelling, and difficulties with sequences.”

ITECNZ notes strategies such as multisensory learning, assistive technology for reading and writing, providing extra time for tasks, visual aids, and encouraging peer support are all eff ective interventions for helping students.

“Research has shown that as much as 90 percent of learners need at least some explicit instruction to become

fluent readers and writers. A structured literacy approach is best, starting with systematic and explicit teaching of phonemic awareness, phonics, decoding and spelling.

“Digital reading programmes with a structured literacy approach can be beneficial to help teachers cater to the varying needs across a class. Prioritise programmes that personalise instruction for each student, and are research- or evidence-proven, not just research-based.”

& interactive environment

First Aid for the School Environment - 4 Hour course held at your premises at a time to suit you. This is a cost-effective course designed to give teachers confidence to cope with medical emergencies and accidents at school or on surburban trips. This fits with staff development and is based on Ministry of Education guidelines.

Image courtesy of StepsWeb

Topping up the budget with school fundraisers

By Gemma Easton , Editor

School budgets are notoriously tight, and fundraising is often the difference between opportunities and resources for students, and having to manage without.

Fundraising can be wholeschool focused, with the aim of securing funding that would benefi t the entire school, or might be undertaken by a particular year level, school team or club, or a group of students hoping to raise money for a specific project. Your school might need some extra cash for upgraded facilities, school excursions, more books for the library’s collection, instrumental music lessons for students, and much more.

Given its importance, careful planning is integral to the success of any fundraiser. In this feature, we look at how to ensure your fundraiser meets your targets without stress.

Organisation and planning

A winning fundraising venture relies on efficient organisation. For whole-school events, school parent communities, like the Parents and Friends Association often take the lead, and should work collaboratively with the school. Clear parameters should be established, including what the fundraiser is for, how and when details will be communicated with the school community and the wider community if appropriate, and the monetary goal.

Parent associations often contain many parents with expertise in a certain field. These expertise can be drawn on to enhance fundraising eff orts. A person proficient at utilising social media platforms, for example may be tasked

A well-executed fundraiser can help to foster community

with coordinating social media content to promote the fundraiser; an individual with links to a local business may be asked to approach the business for support.

Choosing the fundraiser that’s right for you

You can run your fundraiser completely in house, or to relieve some of the organisation pressure, external providers can help to arrange your fundraiser. Organisations can provide a range of products to sell, including chocolates, first aid supplies, and wrapping paper. Baked goods like pies,

lamingtons or hot cross buns for Easter are often a popular choice for schools. Other special occasions can be linked to fundraising activities, for example wrapping paper or baubles for Christmas, or keepsakes like photo keyrings or reuseable mugs for Mother’s Day.

To fund larger projects, or to establish a pool of funds for future use, a regular fundraising event may be suitable. These work particularly well for schools with a strong student alumnus, who appreciate the opportunity to give back to the school. Activities like

giving days, sponsorship of a paver, bench seat, or classroom, or an annual gala dinner or long lunch, give the broad community a chance to off er their support. For auction items or raffle prizes, connect with local businesses for donations, particularly those run by the families of current or former students.

More than just a fundraiser

Many fundraising activities can tie to an educational outcome. A fun run, for example, teaches students the benefi ts of regular exercise; a reading challenge can encourage students to read regularly and often, and help to establish a love of reading; selling items like reuseable tote bags and bees wax wraps can raise awareness about the environment and

Image courtesy of Mish Fundraising

sustainable practices, while the sale of first aid essentials can be linked to basic first aid education and training.

Depending on the scale of the fundraiser, learning opportunities for students could also include designing and distributing information about the fundraiser, building strong communication skills while selling items or tickets, and practising numeracy skills while calculating profi ts. Students can also build teamwork skills as they work together to achieve a common goal. Through volunteering their time to assist in running the fundraiser, students learn the value of service to their school and the community.

School fundraising can be an opportunity to make more than just money. A well-executed fundraiser can help to foster community within your school, with parent volunteers, staff and students working together to make a diff erence for the school at large. Students may also feel pride in their school and community, and a sense of belonging.

Planning, organisation and a great product will help your fundraiser to be a hit with students, their families and the broader community.

Fundraising ideas for your school

For more than a decade, Mish Fundraising has been supporting schools, ECEs, clubs and councils with low cost, high return disco and gala/fair fundraising. If you've been to a local council or school event where everyone is glowing, flashing and smiling, chances are that Mish were with you too, in the flashes!

Mish Fundraising provides straightforward, low risk fundraising opportunities in a form that tamariki love year after year. The team has had lots of experience and can advise you on products and quantities suited to your event. Mish’s school focused policy allows orders to be sent out prior to a disco event, allowing disco profi ts to be taken in before the invoice is paid, and unsold items can be sent back.

Disco. Disco. Disco!

Mish Fundraising is your one-stop shop for school disco and fair fundraising. Discos are a fun, communitybuilding way to support extra school costs. Kids love dressing up, dancing with friends, and taking home reusable LED accessories like flashing glasses, necklaces, rings, foam sticks, and UV paints. We make it easy — let our team handle your order, quantities, and delivery, or

choose your products directly from our website. Request a free sample pack to see our most popular items. With over 25 product options for all ages, school sizes, and event themes, we’ve proudly served 1,200+ schools nationwide, from small rural schools to large primaries and intermediates, for over a decade. Our products and service receive AWESOME feedback.

Contact our friendly team to start planning your school disco: fundraising@mish.co.nz, 03 377 8293, or visit mish.co.nz.

Leading by example with sustainable furniture options

By Naomii Seah , Industry Reporter

Aotearoa New Zealand has long been a poster child for sustainability and eco-consciousness.

We teach our tamariki to be guardians of the whenua, and many schools have their own waste minimisation and composting programmes. Yet there is always more to be done, and schools can find their carbon footprint racks up in unexpected ways. Now, more schools are considering the environmental footprint of their built environment, including furniture.

There are an increasing number of options available for quality, good-looking, sustainable furniture units.

Many companies are looking toward greener and low-carbon construction materials such as recycled plastic, carpets, and even castor beans. These options off er a high quality, low-emissions alternative to old-school furniture styles.

Refurbishing existing furniture

Some providers off er modular options, where high use surfaces prone to wear and breakage can be replaced independently of other components that require less frequent replacement. For instance, chair seats, backs and tabletops can be replaced independently of the unit legs.

Critical. co-founder and Chief Executive Rui Peng, said that in Aotearoa approximately

Replace, don’t waste: Upgrade your school’s desks smarter

Every 10 years, 165,000 classroom tables in New Zealand end up in landfills –not because they’re unusable, but because their cheap laminate tops fail. MDF swells, chips, and rots, leaving desks looking outdated and unfit for modern learning.

Critical.’s School Desk Refit Programme offers a smarter solution: replace old laminate tops with Cleanstone – durable, beautiful panels made from 100% recycled plastic, crafted right here in Aotearoa.

• Zero maintenance: No chipping, peeling, or swelling – just solid, long-lasting material.

• Graffiti and wear resistant: Quick wipes remove stains; light sanding every 7-10 years restores like new.

• Stronger than laminate: Built to withstand heavy use and school life.

• Sustainable: Schools like Manurewa High and James Cook High are leading the way with Cleanstone, aligning with values of kaitiakitanga and zero waste.

Cheaper than new desks and better for the planet.

Register your school for Critical.’s School Desk Refit Programme at criticaldesign.nz, email rui@criticaldesign.nz or call +64211739524

165,000 classroom tabletops are sent into landfill. “Often only the laminate tabletops are vandalised however the entire unit including the metal legs are sent to landfill.

“Typically, classroom tables are made of laminates, which is eff ectively an MDF core between two melamine layers, wrapped in a PVC edging. The issue is, depending on the school, the desktop is the first to break. Kids today are creative! Often, they use compasses or rulers to etch or engrave the desk, peeling the laminate layers and edging, exposing

the MDF. When this happens, MDF is quickly exposed to moisture. It swells and mould builds up making it both ugly and impractical,” Mr Peng said.

“On top of this, sustainability for the next generation is the bottom line. We’ve seen in the last fi ve to 10 years an explosion in consumer behaviour demanding for brands to be sustainable.

“The beautiful thing is that sustainable products made from 100 percent recycled materials not only look great, they tell a story and are

Sustainability for the next generation is the bottom line

Images courtesy of Critical.

better than existing materials like laminates on all fronts. Generally recycled plastics panels are fully waterproof and graffiti proof, can last a lifetime, and can be recycled forever at the end of life.”

Mr Peng highlighted that repurposing existing furniture is a practical approach to sustainability. “Schools can simply retrofit old classroom table frames with new, durable surfaces made from recycled materials. Recycled plastics as tabletops are highly customisable. Schools can choose the colours and look of the material, and request different shapes and sizes of tabletops to be refitted over old metal frames.”

Furniture that fits

your needs

Custom furniture can offer a sustainable solution to breakout and specialist learning areas, providing options that are tailored to your schools’ needs.

Storage solutions can also be built into furniture, such as intable storage, and custom-built

shelving made of sustainable materials is also available.

Ensuring furniture is not only sustainably made, but has a sustainable end-of-life pathway that keeps plastic and refuse out of landfill, is crucial to meeting schools’ environmental goals.

There are many options available for schools to donate furniture items they no longer need, for example new schools, local libraries and community centres may be interested in funiture that you no longer need but is in good repair. Several charities collect and ship unneeded school furniture items for distribution throughout New Zealand and the world.

Incorporating sustainable furniture into the built environment sets a strong example for students on how to care for the earth. Learning about production, lifetime use, and sustainable end-oflife pathways can present a strong learning opportunity for our rangatahi.

Why Choose WiPath Communications?

• Leader in innovative display solutions

• High-quality products that meet the unique needs of educational institutions.

• Designed to be energy-eﬃcient, visually stunning, environmentally friendly, durable, and easy to operate.

• Dedicated Support: Our team provides comprehensive support, from initial consultation to installation and beyond, ensuring your signage meets your educational goals.

10% discount on all LED sign orders placed before the end of Term 1. A great opportunity for schools to upgrade their communication systems with our state-of-the-art signage at a reduced cost.

Boost whole-school wellbeing

Image courtesy of The Peace Foundation

By Naomii Seah, Industry Reporter

Schools have a duty of care for both staff and students, which sets a legal mandate to support wellbeing at school.

Systematic wellbeing approaches make sense as part of a wider teaching and learning strategy, as student wellbeing is strongly linked to learning outcomes.

Student wellbeing is characterised by a few attributes, namely: satisfaction with school life, engagement with learning, and positive socioemotional behaviour. Unfortunately, New Zealand students and schools can struggle to maintain positive wellbeing. We have higher rates of bullying in schools than other countries, and one of the highest youth suicide rates.

On the positive side, we know that wellbeing can be improved by certain evidence-informed practices in partnership with students themselves and their whānau and wider communities.

Research from the Wellbeing@

Schools project found student wellbeing and aggression varied widely in New Zealand, and schools can make a difference by teaching wellbeing activities and implementing effective schoolwide actions. These interventions improve student wellbeing, which lowers the chance of aggressive behaviour at school.

Researchers found that some teaching practices were associated with student wellbeing. Teachers who gave students chances to talk about their concerns and practise wellbeing strategies generally saw higher levels of student wellbeing.

One emerging strategy for teaching wellbeing is mindfulness, the practice of focusing on being completely present in the moment. Research has shown that mindfulness can support emotional regulation and mental health. One meta-review of mindfulness interventions in school showed that the programmes were effective at improving mental health, especially during late adolescence.

Image courtesy of SPARX

Mindfulness practice can be incorporated into the school day or week at various points. Teachers may choose to incorporate a breathing exercise, a short meditation session or mindful movement and eating.

Explicitly teaching students emotional regulation and fostering positive classroom cultures can contribute to positive peer relationships and behaviours. New Zealand research has also shown that schoolwide policies can be effective at reducing aggressive behaviours and encouraging positive relationships. Examples of schoolwide actions that can decrease or deter bullying and aggressive behaviour included promoting a caring and inclusive community, staff modelling supportive and respectful behaviours, and sharing successes widely.

Most schools will have a range of policies in place to support wellbeing. Despite this, we know that schools experience a wide range of wellbeing outcomes both internally and externally. Measuring wellbeing is therefore a crucial

first step to understanding how well existing policies are working, and to pinpoint what might be done to further lift whole-school wellbeing.

Measuring wellbeing usually involves surveying stakeholders like teaching staff, students and the community. It may also involve digging into existing data, for example how many recorded incidents of aggressive behaviour have occurred recently. School leaders and boards might wish to develop questionnaires to target certain areas of wellbeing. There are also

ready-made surveys and resources to support improvement at your school or kura.

Schools looking to further enhance their wellbeing practice can consult with external organisations and nonprofits that aim to uplift young people in Aotearoa.

What the experts offer

Tim O’Donovan, operations manager at Barnardos Aotearoa said the organisation collaborates with schools to help to create a proactive wellbeing culture, providing

preventative mental health resources and offering confidential support for tamariki and rangatahi whenever they need someone to talk to.

“The 0800 What’s Up helpline is crucial in ensuring that young people can reach out for help in a safe, judgment-free space. By working closely with schools, we ensure that students are aware of this service and feel encouraged to use it.

“Through partnerships with the Life Education Trust and OfficeMax, Barnardos amplifies the message of 0800 What’s Up, spreading awareness to both students and staff. We also provide a Social Worker in Schools service, where a dedicated social worker helps tamariki break down learning barriers so they can thrive. As part of this role, social workers also inform students about the 0800 What’s Up helpline, ensuring they know support is always available.”

By embedding these services within schools, Barnardos is fostering a supportive environment where students feel safe seeking help, said Mr O’Donovan.

Images courtesy of Pause Breathe Smile

Images courtesy of Barnardos Aotearoa

“We aim to create a culture where mental health and wellbeing is prioritised, and young people know they are never alone in facing challenges. With these partnerships, we can ensure ongoing support for rangatahi and staff alike.”

Pause Breathe Smile Trust CEO, Natasha Rix , said: “It’s been a challenging time for schools. We’ve adapted to meet the changing needs of educators. We can deliver PLD online, over four one-hour sessions, and many of our resources are digital, including a new app. This supports kaiako to grow their knowledge and understanding of wellbeing easily, which is so important.”

Pause Breathe Smile (PBS) is funded by Southern Cross Healthcare meaning the free PLD has been provided to more than 500 primary and intermediate schools in Aotearoa, reaching more than 150,000 students (30 percent). Independent research by Mindquip in 2024 found that PBS-trained teachers report improvements in student wellbeing, behaviours and att itudes. Twenty-one percent of aggregate wellbeing scores had moved above the baseline average, one year after implementing PBS. Students experienced sustained, extended improvement in flourishing (feeling good, functioning well most of the time), with decline in languishing. Further, children were significantly more self-motivated, perseverant, focused, and supportive after one year of PBS, and teachers were more inclined to feel satisfied or enjoy their work after delivering the programme.

New Zealand students and schools can struggle to maintain positive wellbeing

“By training teachers in a mindfulness-based wellbeing approach, benefi ts are seen year on year, despite the upheavals in education” Ms Rix said.

SPARX is an innovative online tool developed by researchers from the University of Auckland and funded by Health NZ. Designed for young people aged 12 to 19, it uses cognitive behavioural therapy (CBT) to teach practical mental health skills in a fun, interactive format. SPARX can be played on a desktop computer or accessed as an app.

In collaboration with Hato Hone St John’s Whātuia te Waiora | Weaving Wellbeing programme, SPARX is reaching more schools, providing tools to build resilience and promote emotional wellbeing. Together, SPARX aims to empower young people with skills that are both therapeutic and practical for everyday challenges.

From Term 1, 2025, SPARX promotional kits will be available to help schools incorporate SPARX into their wellbeing programmes.

Te Rōpū Rongomau o Aotearoa/

The Peace Foundation delivers innovative training in conflict resolution skills to kura (schools) throughout Aotearoa. A registered charity, the organisation has been a leader in peace education since 1975. The Peace Foundation is the only national organisation which off ers peer mediation programmes for primary, intermediate and secondary schools which are contemporary and culturally responsive.

A tuakana-teina approach is used to foster respectful, safe relationships among peers. This whole school approach to constructive conflict resolution has a positive impact on school culture and reduces stress and workload for kaiako (teachers).

The Peace Foundation provides ākonga (learners) with pathways to develop their agency to lead and to do good in the school community. Ākonga trained as peer mediators become ‘Ambassadors of Social Justice’ or ‘Peace Ambassadors’, modelling and promoting acceptance of diversity and the importance of kindness, fairness, empathy and respect for all. Peer mediation encourages ākonga to find non-violent solutions to their problems.

Students benefi t from improved academic outcomes as ākonga feel safe, have enhanced mana and therefore are more ready to learn. Kaiako spend less time handling minor conflicts and more time on quality teaching. Your kura benefi ts from reduced bullying and therefore a safer school environment for ākonga and kaiako to thrive.

Images courtesy of Pause Breathe Smile

A free, conﬁdential phone and chat service for teens and children from Barnardos Aotearoa.

Do you know a young person or child who needs a non-judgemental and conﬁdential conversation with a trusted adult? Let them know they can call 0800 What’s Up. The phone line is operated by Barnardos Aotearoa, an organisation who provides support for children and teens across the motu.

What is 0800 What’s Up?

0800 What’s Up is a free, conﬁdential helpline and online chat service

provided by Barnardos Aotearoa for tamariki and rangatahi (5–19 years old) in New Zealand. Available daily from 11am to 11pm, it o ers a safe space for young people to talk to a counsellor who can help them navigate challenges in their lives and improve their wellbeing. Children and youth can connect anonymously or openly by phone or online chat.

Why might a child or teen call the line?

Tamariki and rangatahi may call 0800 What’s Up for emotional and psychological struggles like anxiety, grief, mental health concerns, self-

harm, or loneliness. They might also reach out for support with relationship issues or major life changes such as starting a new school or losing conﬁdence. The service is there for both everyday struggles and as a useful early intervention tool, before issues become overwhelming. However, no ma er when they reach out, we’re always here to help tamariki and rangatahi.

What can a caller expect?

When a young person contacts 0800 What’s Up, they will be listened to by a counsellor who takes their concerns seriously. The counsellor will help them explore strategies to manage their challenges, focusing on building resilience and empowering them to solve their own problems. The service o ers ﬂexible engagement, where young people can reach out as needed, with no pre-booking required. If they contact the service again, they can also request to speak with the same counsellor, so they don’t have to repeat their story.

What approach does 0800 What’s Up use to help children and rangatahi?

0800 What’s Up focuses on empowering young people by recognising them as experts in their own lives. Counsellors listen to understand their feelings and challenges, then help them ﬁnd solutions that work for them. The approach emphasises resilience and providing tools to manage

di culties. While it’s primarily an early intervention service, it is also available for serious concerns, o ering continuous support whenever needed.

How can adults or whānau identify when a child might be struggling?

Adults or whānau can look for signs like mood changes, withdrawal from others, or struggles with school and relationships. Emotional distress, such as anger, sadness, anxiety, or self-harm, may also indicate that a child needs support. Major life transitions, such as moving to a new school or struggling with conﬁdence, can be challenging, and young people may beneﬁt from talking to someone outside their immediate circle.

How can adults or whānau refer a young person to the line?

Adults or whānau can encourage children to reach out to 0800 What’s Up by sharing the contact details: 0800 942 8787 or visiting the website whatsup.co.nz for online chat. A child or youth can reach out whenever they feel ready. It’s important to reassure them that the service is conﬁdential, safe, and available for any issue, big or small.

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 pausebreathesmile.nz

Pause Breathe Smile Mind Health Ambassador with Southern Cross

How STEAM can inspire the innovators of tomorrow

By Naomii Seah , Industry Reporter

In the modern age, technology is changing rapidly and so are the frontiers of collective knowledge.

Interdisciplinary research is driving important innovation, and in the job market, demand is greatest for workers who can think flexibly, use important soft skills and problem solve in many diff erent domains.

This context has driven the rise of STEAM as a school subject. Weaving together science, technology, engineering, arts and maths, STEAM inspires and engages students using real world contexts. By encouraging students to think outside of the sometimes-dry academic context, STEAM brings concepts off the page and catalyses deep learning as ākonga make connections between subjects.

From STEM to STEAM

The recent inclusion of the “A” for “arts” is a vital upgrade from STEM pedagogies. It’s an acknowledgement of the importance of an arts perspective on all fields, including maths and science. Integration of the arts expands STEAM to cover additional interdisciplinary fields such as architecture, data science and visualisation. In any STEAM project, an arts view encourages students to approach problems in unconventional ways.

Additionally, including an arts focus in a STEAM project may engage students who otherwise struggle with maths, technology and science as individual subjects. STEAM approaches, then, can be inclusive and can encourage underrepresented demographics into STEM fields. To ensure STEAM projects create engagement for students, kaiako should consider the context of each student and ensure projects remain relevant for them in some way.

For instance, the Pasifika Education Community website off ers resources aimed at engaging Pacific children with STEAM. The posters and resources explain how Pacific people utilise STEAM within traditional culture and practices. Linking STEAM activities and inquiries to a child’s background or context ensures children can see themselves represented in STEAM. This is important to improve engagement and maximise the benefi ts of STEAM learning.

According to Te Kete Ipurangi, STEAM encourages flexible thinking, provides opportunities for hands-on learning, and builds teamwork. Teaching STEAM projects is also eff ective pedagogical practice—students have demonstrated

STEAM brings concepts oﬀ the page and catalyses deep learning

improved application and understanding of science and maths following STEAM teaching. One New Zealand study found that an open-ended, project-based STEAM curriculum improved engagement for students. As STEAM teaching focuses on the learning process rather than set outcomes, students discovered intrinsic motivation to engage in the inquiry process.

STEAM in your classroom

Kaiako interested in implementing a STEAM based project in their classroom can find a wealth of resources online, including pre-prepared STEAM activities

on Te Kete Ipurangi and other sites with resources aligned to the New Zealand Curriculum. External providers can also off er STEAM programmes, activities and projects aligned to the curriculum.

Teachers who are new to STEAM might wish to begin with a project-based module as this has proven a popular and accessible entry to the field. Teachers should carefully consider the connections they want ākonga to make, and the learning outcomes they would like to achieve. At least two of the subjects of STEAM should be incorporated into the project.

Images courtesy of MOTAT

Science + Tech + Play

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LEARNABLES STEM KITS ONLINE WORKSHOPS

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Whether you are looking for an out-of-school visit including rich experiences and inspirational activities or a customised education programme delivered at your school, MOTAT can provide tailored learning opportunities for you and your students.

Visit to explore our unique museum and participate in one of our education programmes, or let us bring our hands-on education experiences to you in a STEAM Cell visit to your school. Book an online workshop for an exciting in-class lesson or borrow a Learnables STEM kit to use in class. *Only available to schools in the North Island. ZOOM US INTO YOUR CLASSROOM DELIVERED TO YOUR SCHOOL*

Assessment design is also important when creating a STEAM module. What modes and methods of assessment are appropriate and will aromatawai demonstrate the desired learning outcomes? Teachers wanting to develop teamwork and bonding in their classes could also consider placing students in groups.

Designing a STEAM project

For any given topic, educators can consider the following basic steps when outlining lesson plans for a STEAM project: question, context, identification, application, presentation and reflection.

Questioning involves coming up with a specific question related to the chosen topic. Teachers may wish to present background information to the class, perhaps beginning to outline the connections between the subject and fields of learning. Allowing children to lead the direction of inquiry can be an important way to create buy-in from learners. One method may be setting a broad category for students to choose from, for example, modes of transport, modern and historical; technologies; the natural world, and more.

Following the initial question, students should be guided to seek more context that may lead them to possible solutions. This section enables students to draw on skills learned in other parts of the curriculum and encourages connected, whole learning.

With context, students can identify potential solutions that already exist for their question. With this knowledge, students can be guided to see gaps where there is potential for innovation.

Applying their findings, students can attempt to find their own solutions, analysing what works and what doesn’t.

Students can then present and share their findings, evaluating outcomes and reflecting on the project to encourage deeper learning.

Of course, this is just one model and there are many other entry points into STEAM. Another way kaiako can access STEAM may be to use existing school resources such as school gardens or school grounds.

STEAM activities can also emerge organically from real problems. Inquiries into waste processes or designing products for the school is one way to link learning to real world contexts, strengthening student engagement.

Integrating school computer rooms and other technology into STEAM lessons could be another way to increase engagement for students and bring concepts alive. The latest technology such as 3D printing, laser cutting, coding programmes and more enrich the STEAM learning experience. If your school or kura has access to these resources, students can experience the wonder of bringing their designs to life. Being able to design and execute a concept can do wonders for ākonga, encouraging experimentation and

creative thinking. With these technologies, students can create prototypes of a final design, unlocking endless opportunities and directions for STEAM enquiries.

For teachers looking for some external support on their STEAM journey, School News spoke to some providers who have developed their own STEAM opportunities for schools.

The Innovation Forge is a new education programme launching this year at MOTAT Focused on nurturing the talents of New Zealand’s emergent innovators, the programme brings students into a unique space onsite at MOTAT to develop innovation projects, explore workshop tools and digital technologies, and build design thinking and problem-solving skills.

In collaboration with schools, MOTAT will host selected students in a series of workshops over multiple weeks and builds authentic learning relationships with schools.

Image courtesy of The Wonder Project

Image courtesy of Engraving Supplies and Universal Lasers

Developed by Head of Education Julie Baker and Lead Educator – Innovation, Damon Kahi, the Innovation Forge programme follows a tiered structure, supporting students to develop from novice to emergent innovators. In the “Tool Room” (a STEAMequipped workshop), students begin by learning best practice for using tools and workshop machinery. The Innovation Practice module focuses on design thinking, guiding students from ideation to product evaluation. In the final module, students become emerging innovators, receiving advanced support from industry mentors to take their product into production.

The Wonder Project is on a mission to get ākonga excited about STEM. Since 2018, it has reached almost 140,000 Kiwi kids with free programmes that seamlessly blend curriculumaligned STEM learning with hands-on activities like launching rockets, supporting kaiako across Aotearoa to make STEM lessons a blast.

Backed by years of research and refinement, Wonder Project programmes are carefully curated to deliver sustained engagement with STEM across the most impressionable years of Kiwi kids’ school experience, reinventing their perceptions when it matters most. To achieve this, each offering is fun, engaging, accessible and designed to resonate with all ākonga, and especially girls, Māori and Pacific Peoples. After their 2024 experience, over 95 percent of kaiako reported their confidence teaching STEM increased.

That’s down to the free, child-centred resources the Wonder Project supplies, including ākonga activities, videos, a challenge guide, and high-value challenge kit.

Where possible, classes are also supported by volunteer industry professionals who impart their wisdom, passion and excitement for STEM across the learning journey, raising ākonga aspirations so they believe they can do anything they set their mind to.

Engraving Supplies and Universal Lasers has been working with schools in NZ for

Design to Production

Universal Lasers let students design, prototype, cut curves and contours and build a range of products easily using tools such as Adobe Illustrator and CorelDraw.

With a Universal Laser, students can cut, mark and etch a range of surfaces including paper, card, wood, plastics and fabric.

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• Highest quality

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more than 20 years. With their ongoing support, the team have enabled thousands of students throughout the country to be inspired, motivated and rewarded using the latest technology to bring their imaginations and creations to life.

Engraving Supplies and Universal Lasers offer new and second-hand machines, in depth training and support, and offer a wide range of supplies and materials to experiment and turn designs from fantasy into reality.

Seconds!

STEP 1 // Create a design in existing graphics software.

STEP 2 // Print the ﬁle to Universal Laser control panel.

STEP 3 // Reﬁne the laser’s speciﬁc settings.

STEP 4 // Watch the laser etch and cut your ﬁle.

STEP 5 // Assemble cut and etched pieces.

Image courtesy of Engraving Supplies and Universal Lasers

Programme with the power to supercharge your STEM lessons

Registrations are now open for the free programme that delivers engaging, curriculumaligned STEM learning to Aotearoa schools through rocket blasting, mini-town powering and water-network crafting – the Wonder Project.

With its project-based, handson learning experiences, the Wonder Project is on a mission to inspire rangatahi to love STEM. By supplying kaiako with NZ Curriculum-aligned ākonga learning material, a detailed challenge guide, and a high-value challenge kit, completely free, the schools programme empowers kaiako to make STEM lessons the most anticipated moment of the day.

Driven by strengths-based teamwork, Wonder Project challenges seamlessly blend awe-inspiring activities like designing and launching rockets with STEM learning – increasing the amount of knowledge ākonga understand and retain, and helping disengaged rangatahi thrive.

“[The Wonder Project] provided an amazing term of learning for our kids and the whole school was inspired by the project. Kids that often struggle in their learning were fully engaged!” says Kath Dillon from Balfour School.

Part of the programme’s magic is the relationship between ākonga and the volunteer industry role models that support their class, Wonder Project Ambassadors. Ambassadors provide reallife context to the learning material and become a source of meaningful representation for rangatahi – uplifting the confidence of ākonga and kaiako alike and showcasing the many possibilities of a STEM career.

“There was nothing like the Wonder Project when I was at school. My STEM lessons hardly went past dissolving sugar in water. Now with these awesome Wonder Project challenges, I want students to discover how fun STEM is before getting to high

school!” says Hayes Okesene, a Wonder Project Ambassador. Feedback on last year’s programmes not only highlighted high levels of ākonga engagement, but also the confidence kaiako got out of their experience – providing them with the tools and support they need to make STEM teaching easier and stress-free.

• 96% of kaiako increased their confidence teaching STEM

• 93% of kaiako said ākonga were engaged with the programme

• 98% of kaiako and 80% of ākonga said they would do it again

“This is the most successful and motivating kit I have ever had. It was packed with learning and challenging child-centred experiences.” says Heather Folly from Clifton Terrace Primary.

To help bridge the gap of women, Māori and Pacific Peoples working in STEM fields, Wonder Project Challenges are designed to be accessible and inspiring for ākonga from all backgrounds. Everyone that signs up for the Rocket or Power Challenge in 2025 will have the option of using ākonga activities in English, or te reo Māori, so all schools across Aotearoa can have a blast learning STEM.

Visit wonderproject.nz to ﬁnd out more.

Register now for 2025

The Wonder Project’s 2025 programmes are now live for registrations. Register to be part of the wonder today at wonderproject.nz or contact hello@wonderproject.nz for a kōrero with our advisors.

• Rocket Challenge – Term 2, Year 5–6

• Power Challenge – Term 3, Year 7–8

• Water Challenge – Term 3, Year 7–8

The Wonder Project is Engineering New Zealand’s free programme for schools, designed to get young Kiwis excited about science, technology, engineering and maths (STEM).

Could an AV system improve learning outcomes and student engagement?

By Naomii Seah, Industry Reporter

In modern classrooms, audio and visual technologies (AV) can offer a tailored solution to common issues like audibility, and improve student engagement.

Integrating AV into your classroom and school can improve communication, foster collaboration and boost engagement. When selecting and implementing AV solutions, aligning your AV choices with specific educational requirements and goals will ensure maximum benefit from these technologies.

Improving communication

Some classrooms suffer from poor sound quality. With loud or distracting environments, poor speech intelligibility may hinder students’ ability to listen to instructions or understand material, affecting learning. Students at the back of a class may also be more likely to disengage as distance decreases volume, leading to poor comprehension. Kaiako may find themselves straining their voice by trying to project to the class. This may be counterintuitive as a louder volume decreases speech intelligibility. AV equipment could help to mitigate these factors and improve outcomes for some students.

Larger rooms or spaces may benefit from a comprehensive AV system, which creates a “sound field”, where a teacher’s voice can be heard clearly in any area of a given space. These systems include an interconnected network of one or more microphones, amplifiers and speakers installed around the learning area to ensure a teacher’s voice is evenly distributed over the learning area. Such sound field systems can be easily controlled by remote or console and can be installed in multiple adjacent learning spaces to maximise the use of each area and provide flexible learning options.

Other large, flexible and multi-use learning spaces may also benefit from these sound systems. Lunch halls or school auditoriums, for instance, could be a great candidate for a comprehensive AV system.

Installing sound systems could mean a rest area can double as an alternate classroom space or large learning area for multiclass activities. For auditoriums, a clear AV system could bring musicals and plays to life, or even assemblies, creating immersive soundscapes. Some AV systems even have integrated lighting systems which can both bring school productions and events to life and provide practical, technical learning opportunities for students.

Providers are able to advise on systems suitable to a school’s particular needs or learning styles. In classrooms, two or more microphones can be connected to the same system to allow multiple people to use the system within the same session, and many systems come with simple controls that can be connected to components such as laptops or computers for sound playback.

Boosting learning engagement

AV systems can come with additional useful features such as recording equipment. In today’s digital era, and following the COVID-19 pandemic, schools and other organisations

Innovations in AV technologies present new opportunities to engage with students

have recognised the power of online learning. Today, illnesses still abound, and many classrooms face high absences caused in part by an increased understanding of the importance of staying at home when sick. This means recorded lessons can be crucial for students needing to catch up on work. Even students originally in attendance will benefit from recorded lessons as they are able to access the material as an additional study or revision resource.

Image courtesy of NAS Solutions

Image courtesy of Edwards Sound, Lighting and AV

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Innovations in AV technologies present new opportunities to engage with students. For instance, interactive whiteboards and touchscreens can create more kinetic learning experiences for ākonga and keep them engaged by moving around the classroom and collaborating in real time. Some whiteboards and touchscreens can be connected to existing systems allowing interactive classroom activities to be recorded and uploaded for later reference.

With new innovations in AV technologies, the options to maximise engagement and learning in the contemporary classroom are almost endless.

AV systems in performance spaces

Jonathon Neil from Edwards Sound, Lighting and AV, said AV technology has the power to transform existing spaces like school halls, enhancing learning environments and adding to performances and events.

“The school hall is more than just a gathering space,” notes Mr Neil. “It’s where assemblies, performances and events shape a school’s culture. With

the latest in lighting and AV technology, schools can transform these spaces.

“The latest lighting and control systems, often integrated with digital sound and projection, allow students to programme lighting cues and seamlessly synchronise eff ects with music and dialogue, bringing performances to life like never before.”

Mr Neil said some lighting systems can create unique eff ects. “Today’s advanced LED fi xtures, like motorised wash lights, can create special eff ects like dappled sunlight, rippling water, or dramatic colour washes that make a school production look professional.

“Students involved in designing, programming, and operating lighting systems gain hands-on experience in an exciting blend of art and technology—valuable skills for the entertainment industry and beyond.

“A high-quality AV system and lighting doesn’t just enhance productions and assemblies, it enriches student learning by providing technical training and

supporting creativity in subjects like drama, music and media studies,” Mr Neil said.

“For schools looking to upgrade their performance spaces, the right equipment makes all the diff erence.”

Considered acoustics for clear sound

Optimising acoustics in classrooms is essential for clear communication and eff ective learning, said Euan Mackenzie of NAS Solutions

“Schools should consider a combination of architectural design, strategic material choices, and AV solutions.

“Soft furnishings, acoustic panels, and ceiling treatments can help reduce reverberation, while directional speakers and microphone systems ensure even sound distribution. Proper design minimises distractions, reduces teacher fatigue, and helps students to focus and engage.”

Mr Mackenzie said AV advancements are transforming learning environments.

“Sound masking systems help reduce distractions by covering background noise with a consistent, unobtrusive sound, improving concentration and speech clarity.

“Seamless integration of audio systems with school bells and paging ensures smooth communication across the school, allowing for clear, real-time announcements and scheduled alerts without disrupting lessons.

“When these elements work together, they create a more structured and engaging learning atmosphere, helping students and teachers stay focused while maintaining a well-coordinated school environment,” Mr Mackenzie said.

“Ultimately, the goal of AV in education is to break down barriers to learning—whether those barriers are physical, cognitive, or technological—so that every student has an equal opportunity to thrive.”

Image courtesy of Edwards Sound, Lighting and AV

Image courtesy of NAS Solutions

School sport opportunities to help students move

By Gemma Easton , Editor

Sport is an important part of maintaining a healthy, active lifestyle.

We know that participating in school sport positively impacts students physical and mental health, and provides valuable social connections. Physical activity has also been shown to stimulate brain function, and is likely to increase academic performance.

A long-term study published in the Journal of Physical Activity and Health tracked the sports participation of more than 4000 Australian children aged four to 13. Researchers found that continued sports participation during school years was linked to lower absenteeism,

better attention and memory, and higher end-of-school scores, as well as higher odds of studying at university.

In the Aotearoa New Zealand context, a review published

The beneﬁts of quality physical activity

A recent Sport New Zealand report (Active bodies, active minds, January 2025) states that students who are physically active:

• Engage more in learning

• Stay in school longer

• Have higher levels of achievement

• Experience higher levels of mental wellbeing

We know active school environments help students achieve their academic potential and support the development of life-long

healthy habits. That’s why many school leaders and boards are exploring how physical activity can enhance outcomes for students.

This could look like school policies that support all students to be active or demonstrating school values through physical activity. Other options include physical activity opportunities for students during curriculum time and breaks; community access to school facilities for physical activity outside school hours; community partnerships; or active transportation options.

If you want your students to reap the beneﬁts of quality physical activity, your local Regional Sports Trust is here to help.

in the International Journal of Environmental Research and Public Health found evidence which shows examples of the links between sport and physical activity and improved outcomes

in subjective wellbeing, individual development, personal behaviour, and social and community development. In particular, for Māori students, the findings demonstrated a strong impact on social and community development through building social capital and enhancing cultural identity.

How much movement is enough?

The Ministry of Health recommends that children and young people aged five to 18 years get 60 minutes or more of moderate to vigorous intensity physical activity per day. This is more than the 30 minutes per day recommended for adults. The 60 minutes does not need to be completed all

• Quality experiences and environments

• Increased engagement and participation

• Inclusive opportunities

• Community access

• Community links

To find out how your school can be supported visit aktive.org.nz/participation/active-schools or email enquiries@aktive.org.nz

Image courtesy of Aktive

at once, and can be achieved over several shorter sessions.

Activities which strengthen muscles and bones should also be included in the 60 minutes throughout the week.

The Ministry of Health’s National Survey of Children and Young People’s Physical and Dietary Behaviours found that most fi ve to nine-year-olds met the guidelines for physical activity. However, this decreased with age, with a corollary rise in screentime. About 40 percent of children met the guideline for less than two hours per day in front of computers, game consoles or TV. Long periods of sitt ing, for example in front of a screen, can lessen the benefi ts of physical activity. This means it is important to encourage students to move and exercise throughout the day.

Physical activity should take place in a variety of sett ings, meaning schools should provide opportunities for children to move. School sport, whether competitive team sports, health and physical education lessons, or activities at lunchtime,

before, or after school, there are many opportunities to help students be active. Students may benefi t from decreased stress and anxiety, improved concentration, better self-esteem, and improved fi tness, including coordination and motor skills.

For the reluctant movers

Not everyone is a lover of sport, and some students may need to be given opportunities to move in a creative way.

A simple activity might be a running club. Students

gather together before or after school, or during lunch time to run or walk laps of the oval. Speed need not be the goal, though showing up and moving as best you can should be encouraged. Students could challenge themselves to better their performance each time, walking one extra lap or completing the course quicker than last time. For some extra fun, your school could set up a park run style course around the school grounds.

Blending elements of problem solving with physical activity,

orienteering or geocaching are great ways to get students outside. Students can work together to find the next target, and often run excitedly between points.

Dance is another great activity to increase movement in the school day. Dances can be displayed on a screen for students to copy, or you may like to engage a professional instructor to lead the session. Students may also wish to choreograph their own da nces to share with their peers.

Image: Elias Rodriguez, www.photosport.nz

For a simple lunchtime exercise break, handball has been loved by children for generations. Set up courts around your school and encourage ākonga to get involved.

Collaborating to boost school sport engagement

Engaging external providers to facilitate sporting activities for your tamariki can boost engagement. Specialist coaching sessions for school teams, after school activities for interested students, and programmes built-in to PE lessons can all be organised. Often, external providers will bring all of the equipment needed to run an in-school sport session. This means your school won’t have to invest in extra equipment to make school sport fun.

Aktive believes working towards embedding wellbeing frameworks into a school strategic plan provides a strong foundation to build on. Consideration can then be given to relevant school policies; how school values are reflected through physical activity; and what is effective and feasible in a specific school community.

Aktive partners with CLM Community Sport, Harbour Sport, Sport Auckland and

Sport Waitākere to support primary, intermediate, secondary schools and Kura Māori to create active school environments through quality sport, play, active recreation and physical activity opportunities for tamariki and rangatahi. Aktive also partners with College Sport Auckland to support quality secondary school sport opportunities.

The wider team works with schools wanting to utilise physical activity opportunities for students to enhance positive outcomes. This may include guidance around quality experiences and environments; engagement and participation knowledge; community access and links; and funding support.

Kelly Sports partners with schools to enhance student engagement in physical activity and sports by offering tailored programmes that cater to various age groups and skill levels. Through school-based initiatives, Kelly Sports provides expert coaching, structured sports sessions, and extracurricular activities designed to spark interest in various sports. These programmes aim to build foundational skills, promote teamwork, and encourage lifelong physical activity.

By working closely with schools, Kelly Sports delivers flexible, high-quality sports education that complements the school's curriculum. The team can offer after-school sports clubs, lunchtime activities, and special events such as sports days or tournaments. Their coaches are trained to adapt sessions to suit the needs of students, ensuring both enjoyment and skill development.

This collaboration helps schools foster a positive sports culture and supports students in gaining confidence, improving their fitness levels, and learning valuable life skills such as resilience and cooperation. Ultimately, Kelly Sports helps to create an inclusive environment where children of all abilities can experience the benefits of sport, both physically and socially.

The team at Edsports know that a strong school sports programme starts with the right equipment. By providing top-quality gear to schools, Edsports helps students engage in sports, stay active, and develop valuable life skills.

Understanding that limited resources can hinder participation, Edsports offers budget-friendly solutions, bulk discounts, and expert advice to make sports accessible to all. From durable equipment to sports goals, Edsports supply everything needed to foster a love for physical activity, helping you create dynamic and inclusive programmes where every student can thrive.

Edsports has been working with NZ schools for more than 20 years and stand behind their products in the school environment. They are proud sponsors of the Hawkes Bay, Central Plateau and Waikato Principals Associations, the NZSSSC National School Sport Conference 2024, Toa Whakaihuwaka Sports Festival

Image courtesy of Edsports

Image courtesy of Kelly Sports

2024, plus many more school and sports conferences throughout New Zealand.

Sports have the power to transform students’ lives, building confidence, teamwork, and resilience.

Work with the Edports team in championing student participation to get kids moving, learning, and excelling—on and off the field.

In 2022, New Zealand Football conducted a comprehensive review of secondary school-aged football. This review engaged over 3700 players, parents, coaches, administrators, and officials.

Football is the largest team participation sport in Aotearoa New Zealand, and school football and futsal programmes play a vital role in the growth of the game. To ensure the game continues to evolve and grow, it is crucial that football remains dynamic and seeks opportunities for improvement.

In 2024, more than 170,000 players were registered for

football and futsal across the country, with approximately 20 percent (33,814) participating through school programmes in partnership with New Zealand Secondary Schools. This represents a 13 percent increase in school participation compared to 2023.

The review not only highlighted the strong passion for the game within schools but also provided a series of recommendations, many of which have already been implemented or are in progress. These recommendations include emphasising the potential value of playing in both club and school environments, promoting futsal as a key school participation sport, and increasing focus and investment in female players, coaches, referees, and administrators.

Football and futsal continue to thrive across Aotearoa, and school programmes will remain a key avenue for players to access and enjoy the game.

Empowering schools, inspiring students

At Edsports, we provide highquality sports gear to schools, ensuring every student has the opportunity to participate in physical activity.

We believe that sports build conﬁdence, teamwork, and resilience – key skills that extend beyond the ﬁeld. Unfortunately, a lack of proper equipment can hold students back.

That’s why we o er schools a ordable, durable, and sport-

speciﬁc gear, tailored to meet the needs of all students. From sports goals to training equipment, we make it easy for schools to create inclusive and engaging sports programs. Active students perform be er academically, develop social connections, and form lifelong healthy habits. Let’s work together to remove barriers and encourage more students to get involved. With the right gear, every child can experience the beneﬁts of sport.

Contact us today via sales@edsports.co.nz, 0800 888 431 or visit our website www.edsports.co.nz to see how we can support your school’s sporting success!

Images courtesy of Kelly Sports

Learning, growing and exploring on school camps and excursions

Education at Stardome Observatory & Planetarium in 2025

By Naomii Seah , Industry Reporter

School camps and excursions are more than just fun trips— they're hands on learning experiences that can deliver deep, connected learning for students in a variety of subject areas and competencies.

Stardome has launched a refreshed and consolidated education programme for 2025. Check out their upcoming Teacher PD days in earth and space science, as well as Matariki. The aim is to give teachers tools to deliver these topics in their classrooms with conﬁdence!

Pre-visit trips for teachers wanting to gauge the physical site before a school trip are free of charge. To organise email education@stardome. org.nz. For an in-depth look at what programmes will be o ered in 2025, have a look at their website www.stardome. org.nz/education and join their education mailing list.

School camps are a safe and controlled environment to experience new things. For many tamariki, a school camp is their first extended period away from their whānau, and it can give them a sense of independence, responsibility and self-sufficiency that improves self-esteem. Being with their peers also promotes strong social bonding, and many ākonga will overcome challenges together and build their teamwork skills.

Fostering confidence and selfmanagement is the foundation of a strong and successful learner, and these qualities are enhanced when school trips are combined with outdoor

adventures. Camps are usually a way for ākonga to experience the great outdoors, and when combined with adventures such as rock climbing and kayaking, students can build a reciprocal relationship with the outdoors and learn about how to safely, respectfully and sustainably interact with Papatūānuku. If camping is not right for your student group, excursions are a way to bring lessons to life. Many excursion destinations have experienced external educators, who can link excursions to specific learning areas and provide resources to maximise engagement and deep learning for your class. Excursions are often a crucial way to synthesise and connect information due to their hands on nature, and can enhance learning outcomes across the curriculum.

Below are just some of the learning opportunities available across New Zealand, which off er handson learning experiences across the curriculum.

Stardome off ers a hands-on opportunity for students to

Stardome is located in Maungakiekie One Tree Hill Domain, 670 Manukau Rd, Epsom, Auckland 1023

Image courtesy of Stardome

learn about space, history and more. Recently, the team has refined their approach to ākonga learning sessions, making them more interactive, fun and engaging. As an observatory and planetarium, the team at Stardome off ers crossover and context-based learning in line with modern pedagogical approaches.

Stardome will launch a refreshed and consolidated education programme this term. Stardome off ers flexible learning environments for ākonga. From their solar scope on the Zeiss telescope (used during the sunny months), to the unmatched planetarium experience, and the newly redesigned gallery space that includes te reo Māori translations completed by Hemi Kelly, Stardome can off er sessions that appeal to a wide range of age-groups and learning objectives.

Complementing school visits to the planetarium, Stardome also off ers teacher PD in Earth and Space Science, and Matariki. These sessions are aimed at equipping teachers with the

tools to deliver these topics with confidence in their classroom.

Spanning 185 hectares of open space, Orana Wildlife Park is home to New Zealand’s only gorillas and is globally recognised for its contributions to breeding programmes for endangered native and exotic species.

Orana’s dedicated education team create bespoke programmes tailored to align with your specific curriculum learning outcomes, providing a personalised approach to ensure that each visit is enriching and bridges the gap

between classroom learning and real-world application. Orana provides its own RAMS documents to participating schools, eliminating the need to undertake additional on-site risk assessments. Programmes are tailored to fi t your schedule, and the team can also provide pre- and post-visit assistance to enhance learning both before and after your visit.

Learning takes place outside using the zoo as the classroom, providing students with an immersive experience that brings curriculum concepts to life such as ecosystems,

adaptations, and sustainability. Experienced educators guide students, fostering their curiosity and critical thinking while nurturing a deeper understanding of our natural world. Sensory experiences such as hearing animal sounds and observing behaviours leave lasting impactful memories, inspiring tamariki to be kaitiaki of the natural environment.

Riverside Adventures’ EOTC programmes give school groups a way to engage with the world outside the classroom. With a range of activities on off er—like biking, kayaking, stand up paddle boarding, and the popular “amazing race” adventures— students get to step out of their comfort zones, build confidence, and learn by doing.

Every school has diff erent needs, so the team at Riverside Adventures can adapt to suit diff erent contexts. Whether it’s a single-day excursion or multi-day activities, Riverside Adventures can tailor a schedule that suits your group’s ages, abilities, and learning goals.

Epic Waikato School Adventures

Looking for an unforgettable school trip?

At Riverside Adventures, we specialise in fun, handson programmes that boost confidence and teamwork. From gentle river paddles to heart-pumping mountain biking, our activities cater to all abilities. Our expert instructors ensure safety and can tailor each session to meet your class’s needs — both educational and adventurous!

With stunning Waikato scenery as your backdrop, your students will learn valuable leadership and collaboration skills while having a blast in the great outdoors.

Ready to take the next step? Let’s create a memorable experience they’ll talk about all year.

We can’t wait to welcome your class to Riverside Adventures!

Images courtesy of Orana Wildlife Park

Riverside Adventures can come right to your school or meet at various outdoor spots to create the perfect set-up. The instructors are not only skilled in outdoor activities, they’re also passionate educators who focus on safety, teamwork, leadership, and problem solving.

With Riverside Adventures, students will develop essential life skills, discover their strengths, and learn to trust and collaborate with each other, all while having fun. By swapping the usual classroom walls for fresh air, open

skies, and mud underfoot, these activities can help student’s grow and learn in ways that last long after the activities are done.

ROCKUP Adventure Activities offers students fun, safe and engaging adventure-based learning activities including an exciting portable eightmetre-high rock-climbing wall and archery programmes.

ROCKUP activities help students develop self-esteem, confidence, trust, teamwork, safety awareness and positive behavioural learning.

Shared student experience builds and strengthens bonds, leadership skills and creates positive camaraderie and friendships. The programmes utilise buddy networking, goal setting, consequences for action strategies and interactive teamwork in an encouraging, positive, safe and supportive environment. ROCKUP programmes build self-esteem, develop confidence and instil life skills.

Teachers can sit back and observe the programme or join in for some

ROCKUP fun to develop a closer rapport with their students.

ROCKUP delivers portable rockclimbing walls and activities to your school or camp venue. Choose from more than 30 activities including archery, rifle shooting, paint ball alley, axe throwing (rubber mallet type axes with velcro targets), giant earth balls, interactive inflatable games, kayaks, raft and Bivouac building programmes, rubix cube puzzles, spider webs and top team challenges.

Image courtesy of Riverside Adventures

Image courtesy of ROCKUP Adventure Activities

Hillary Outdoors provides transformative experiences that immerse students in the outdoors. Through outdoor education, Hillary Outdoors provides opportunities for youth development that build confidence, forge lasting friendships, and empower students to embrace new challenges. Their residential programmes are delivered from two centres: Tongariro and Coromandel, which are tailored to each school’s specific goals. Whether focusing on resilience, leadership, or strengthening student connections, Hillary Outdoors co-develops bespoke experiences that foster growth over multiple days, weeks and even years.

Through hands-on activities, students can also complete NCEA unit and achievement standards, further enhancing the educational value of their time in the outdoors.

School trips to Butterﬂy Creek provide students with an opportunity to explore and connect with nature while learning about a wide variety of animals and creatures.

Located in Auckland, this destination is perfect for an

educational day out, regardless of the weather, as 75 percent of its exhibits are undercover.

The tropical Butterfly House, home to over 800 butterflies, offers an immersive experience for those interested in insects and lifecycles.

Kiwi Forest, part of a national breeding programme, provides a rare chance to see New Zealand's national bird in a special nocturnal setting. At Buttermilk Farm, students can interact with friendly farm animals like goats, rabbits, alpacas, and guinea pigs.

A standout attraction is Dinosaur Kingdom, featuring over 50 life-size models that roar and move, bringing prehistory to life for young palaeontologists.

The Mythical Creatures exhibit supports students learning about myths and legends from around the world, showcasing dragons, serpents, and other legendary beings.

Butterfly Creek also offers several free animal encounters, including an impressive crocodile show. Schools can enhance their visit with 15-minute educational talks on topics such as dinosaurs, butterflies, kiwi, wētāpunga, or eels.

Hillary Outdoors empowering young New Zealanders

Hillary Outdoors empowers young New Zealanders through transformative outdoor education.

With over 50 years of experience and an industry-leading safety system, Hillary Outdoors is the trusted choice for schools seeking to enrich student learning beyond the classroom.

Their Education Centres in Tongariro and Coromandel o er tailored multi-day, residential programmes designed to align with curriculum goals and social outcomes. These immersive experiences foster leadership, environmental sustainability, and vital social and emotional learning.

Participants engage in outdoor activities that promote teamwork, build trust, and create lasting peer connections in just a few days, results that o en take weeks to develop in other environments.

Through whanaungatanga, Hillary Outdoors helps students grow in conﬁdence and collaboration. Teachers frequently report improved a itudes, increased class engagement, and enhanced academic performance following a programme. Many students become leaders in their communities, schools, and beyond.

For programme enquiries, please contact Chloe: chloeb@hillaryoutdoors.co.nz

Image courtesy of Hillary Outdoors

Image courtesy of Butterfly Creek

Eden Park is more than a stadium, it’s a living classroom. At Eden Park, the stadium is a blank canvas that allows room for students’ creativity. A visit to the stadium supports students to step out of their everyday routine and into a world of discovery, where education comes alive.

Imagine unleashing the power of the haka in the home changing room, where Kiwi sporting legends prepare for greatness. Schools will feel the energy and passion, all while learning more about this

element of New Zealand culture. Eden Park also off ers tailored tours for any curriculum.

From exploring the architectural marvels of stadium design, to diving into the history that shaped Eden Park, the science behind peak sports performance, or sustainability initiatives, these tours are crafted to complement your classroom curriculum.

These experiences don’t just teach, they encourage collaboration, critical thinking, and a passion for learning that students will carry forward

into every aspect of their lives. Learning through experience helps students bridge the gap between theory and practice. Whether your students are

studying history, science, art, or culture, this is a unique opportunity to connect their lessons to the real world in a dynamic and exciting way.

Images courtesy of Eden Park

Turning lessons into lifelong adventures

At Eden Park, we believe in the power of making our stadium a blank canvas to allow room for creativity. We support students stepping out of their everyday routine and into a world of discovery, where education comes alive in ways they’ll never forget.

Imagine:

• Unleashing the power of the haka in the home changing room, where Kiwi sporting legends prepare for greatness. You will feel the energy and passion, all while learning more about this element of New Zealand culture.

• Tailored tours for any curriculum. From exploring the architectural marvels of stadium design, to diving into the history that shaped Eden Park, the science behind peak sports performance, or sustainability initiatives. These tours are cra ed to complement your classroom curriculum.

• Inspiration across subjects. Eden Park is more than a stadium, it’s a living classroom. We have a variety of di erent roles in many di erent ﬁelds which they can see in action.

These experiences don’t just teach, they encourage collaboration, critical

thinking, and a passion for learning that students will carry forward into every aspect of their lives. Learning through experience helps students bridge the gap between theory and practice. Whether your students are studying history, science, art, or culture, this is a unique opportunity

to connect their lessons to the real world in a dynamic and exciting way. Step beyond the classroom into a world of inspiration. Start planning your school’s custom learning adventure or book one of our standard school Stadium tours at Eden Park today.

Image courtesy of Eden Park

Formerly known as Waikato Museum, Te Whare Taonga o Waikato Museum & Gallery is an all-weather education venue in the heart of the Kiingitanga region. Te Whare Taonga o Waikato is proud to showcase many taonga of Kirikiriroa Hamilton and the Waikato— such as the magnificent waka taua Te Winika—and to share

the region’s complex histories with all who visit. The education programmes on offer cover arts, social sciences, history, science and tangata whenua themes, and are available to all levels from primary to tertiary.

Te Whare Taonga o Waikato is perfectly placed to support teachers with the new Aotearoa

tewharetaonga.nz/education

Histories and Art curricula. Nothing compares to students being able to encounter taonga, historical objects and artworks firsthand, with educators bringing their narratives to life through hands-on activities, puuraakau and other koorero.

The education team will manaaki students and teachers

throughout their visit, from planning or timetables to meet-and-greet and farewells. For them, it is an honour to participate in the transmission of valuable cultural knowledge, so they work hard to make every museum visit as rich and memorable as possible for tauira and teachers alike.

1 Grantham Street, Kirikiriroa Hamilton

Image courtesy of Te Whare Taonga o Waikato Museum & Gallery

Hanmer Springs is a great location for school trips and camps with multiple accommodation options within an easy distance from Christchurch. Hanmer Springs Attractions offers activities from one central hub within easy access of the village, making it ideal for school groups. There’s plenty of parking and space for students to eat lunch outdoors or on the covered balcony.

Activities are available for all ages and tastes, including jet boating, grade-two river rafting,

bungy jumping, paintball, laser clay shooting, and quad bike treks (minimum ages may apply). Multiple activities can be combined in a day to customise your experience.

School groups can also rest assured with Hanmer Springs Attractions, as they have a strong focus on health and safety. They are the only activity operator in Hurunui with Qualmark Gold and AdventureMark accreditation for top safety practices and an all-twin engine jet boat fleet.

School group activities at Hanmer Springs A ractions

Hanmer Springs Att ractions operates a range of fun adventures perfect for school groups to enjoy the outdoors.

Their action-packed jet boat rides off er plenty of thrills for those aged 3 years and over, and a river raft ing adventure is a fun group activity for participants 6 years and over. The company also operates bungy jumping, paintballing and laser clay shooting for guests 10 years and over, as well as

quad bike treks for customers 16 years and over. Their central hub allows groups to easily take part in multiple activities.

The company is Hanmer Springs’ premium adventure tourism operator with a focus on safety and has the area’s only all twin-engine jet boat and power-steering quad bike fleets. They hold a Qualmark Gold award and AdventureMark for their top operating and safety procedures.

Contact the team for options for your school group visit to Hanmer Springs by email at info@hanmerspringsattractions.nz or visit www.hanmerspringsattractions.nz.

Image courtesy of Hanmer Springs Attractions

Image courtesy of Butterfly Creek

Image courtesy of Riverside Adventures

Where learning comes naturally

Sustainability

(Years 0–13)

Connect with nature and learn about the problems facing te taiao, discover small changes with big impact!

Book your session with the team today.

Auckland Zoo conservation learning

Images courtesy of Auckland Zoo Auckland Zoo off ers a variety of engaging conservation learning sessions that bring the wonders of wildlife and conservation directly to your ākonga. These sessions are designed to complement the New Zealand Curriculum, providing handson, experiential learning that fosters a deep connection to the natural world. Each session is led by expert facilitators who bring a wealth of local and global conservation learning knowledge and passion to the classroom. By participating in these sessions, students not only gain valuable knowledge but also develop a sense of responsibility and stewardship for the environment.

One of the standout sessions is Sustainability, off ering an opportunity for students to engage with real-world environmental issues in an interactive and meaningful way. Through hands-on activities, storytelling, and practical examples, students will

learn how small actions can lead to significant positive changes for our planet.

The sustainability session learning outcomes are tailored for diff erent age groups with curriculum links for primary, intermediate and secondary students. Students will be encouraged to take informed action—applying what they have learnt to make ethical decisions, make a diff erence in their own backyard and live sustainably.

Science + Tech + Play

WE COME TO YOUR SCHOOL

STEAM CELLS

LEARNABLES STEM KITS ONLINE WORKSHOPS

Find your learning ﬁt with MOTAT

Safe, inclusive and engaging playgrounds

By Gemma Easton , Editor

For many students, the playground is their favourite place at school. Much more than just a place to play, playgrounds provide opportunities for ākonga to explore the natural environment, develop social connections, enjoy some fresh air and sunlight, and move their bodies.

Designing or upgrading a school playground requires thoughtful planning to make sure it is safe, inclusive, and engaging for students of all ages and abilities.

Design details

Playground design will largely be dictated by your student population, and equipment selection should be appropriate for their age and ability. Small slides, low climbing frames and monkey bars might be appropriate for young students,

while larger climbing structures and fi tness equipment might be well-suited to older students.

Your playground should also encourage a range of diff erent play, including physical, imaginative and creative play. Sensory items like diff erent textures, and elements that make noise are useful to include.

Before you start building your playground, make sure you’ve considered anything on the site which might impact your playground. Large trees that might drop branches and leaves, how water will run through and drain from the playground, and the type of soil the site is on might all impact the construction.

The broader area around your playground should also be worked into plans. To ensure accessibility for all users, wide, even paths and ramps are a good choice. Water fountains and bubblers, rubbish bins, and covered seating areas might also make your playground more user friendly.

Larissa Rose from Park Supplies & Playgrounds outlined fi ve crucial elements that contribute to an engaging play experience:

“Inclusive capacity: A vibrant play space welcomes everyone. In a bustling school environment, it's essential to design for diverse play styles and group sizes, making sure that no one feels left out. This inclusive capacity encourages social interaction and a sense of belonging.

“Dynamic play experiences: Variety is the spice of play! Off ering a range of play experiences is key to maintaining children’s interest. Avoid repetitive or redundant options and thoughtfully consider what’s already available within the school. This ensures that the play space off ers fresh and exciting challenges.

“Irresistible appeal: A truly eff ective play space has an undeniable "wow" factor— something that immediately draws children in. This can be achieved through imaginative

design, vibrant colours, engaging themes, or intriguing topography. The goal is to create a space that sparks curiosity and promises adventure.

“Sustained engagement: Att racting children is just the first step; the real magic lies in holding their attention. Experiences that encourage social interaction and develop motor skills are particularly eff ective at keeping children engaged for longer periods. Think about elements that encourage collaboration, problemsolving, and physical activity.

“Open-ended exploration: The best play spaces invite children to explore and discover. Equipment that supports diverse and unexpected uses encourages creativity and imagination. When children can find new ways to interact with the space, they become active participants in shaping their own play experiences, leading to greater engagement and enjoyment.”

Image courtesy of Playscape

We design and build outdoor spaces. From unique nature inspired playgrounds through to landscapes that bring the learning outdoors. With our inhouse designers and skilled construction teams, we streamline the process for you from start to ﬁnish.

Natural experiences

Recent years have seen a trend toward nature play and loose parts play. Nature play, as the name suggests, involves incorporating natural elements into play. Consider areas in your playground that might be suitable to add swings and ropes into trees, rock gardens and balance logs, sandpits, mud kitchens, and other features which take advantage of the natural landscape.

Loose parts play means providing loose items for children to play with however they choose. Old tyres, logs and rocks may be incorporated into nature play areas. Foam blocks, giant jigsaw pieces, hoops and recycled items

can also be used. Check with local businesses to see if they have any items suitable for use. This type of play encourages children to use their imagination and engage in unstructured play.

Lara Croll from Playscape said a link to nature in children's playspaces helps them feel more connected to the world around them. “Being immersed in nature has shown to help soothe and calm children with the environment helping to regulate emotions and behaviour. A natural playspace can also create a canvas for imagination to run wild, encouraging discovery and explorative play.

“From sand and waterplay, through to softening areas with

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planting, and creating playful pockets with natural materials, there are plenty of ways we can weave in natural elements while maintaining a safe, functional and low maintenance playground design,” Ms Croll said.

Many factors will influence the choice of elements in a playground, including the age of the children. “While using equipment that promotes upper body development, it's also important to create an environment with elements that encourage curiosity and open-ended play.”

When designing a playground, Ms Croll encourages schools to think long term. “Is your school likely to grow? It may be

beneficial to look at how this playground may expand over time and create a masterplan to cater for a growing population. We also think play doesn’t stop at the playground. We're big advocates of creating playful pockets around a school.”

Safety measures

Safety is always a top priority for schools and should be front of mind when building or upgrading a playground. The Ministry of Education provides guidelines for schools to ensure playgrounds are safe, including minimum standards for flooring and safety surfaces. Ensure your safety surfaces are supplied and installed by a reputable company, and that all necessary

Image courtesy of Matta Products

Image courtesy of Park Supplies & Playgrounds

certifications are provided to the school. Any damage to safety surfaces should be promptly attended to, to mitigate safety concerns and stop the damage from becoming worse.

Michael Klaja from Reharvest said safety is always paramount at schools, particularly around playgrounds. "Make sure the product you choose as a floor covering meets safety standards, and has been through rigorous testing.

"Even with safety measures in place and appropriate supervision, children may sometimes fall off equipment. This means it is important to have a floor that will cushion falls. A safety surface that has been impact tested to at least three metres will ensure minimal impact to the child," Mr Klaja said.

"Everyone must be able to use outdoor spaces, including students or teachers with different mobility needs. Look for a mulch that interlocks so the area can be safely accessed by wheelchairs.

"Using a mulch made from recycled product is a sustainable solution, and will reduce your school's environmental impact."

Justin Hadley, NZ North Sales Manager at Matta Products said safety surfacing is essential in every school playground, not just for compliance with New Zealand regulations but to reduce the risk of head trauma.

“Falls are inevitable in active play, but the right surface can

significantly minimise impact and improve outcomes. Beyond safety, high-quality surfacing promotes greater outdoor activity. If children feel safe in their environment, they are more likely to engage in energetic, exploratory play, which is crucial for their physical and social development.

“Equally important is ensuring that playgrounds are accessible to all students, including those with mobility considerations,” Mr Handley said. “Where budgets allow, selecting disability accessible surfacing ensures clear entry and exit points around equipment. However, accessibility goes beyond the surface itself. Pathways, ramps, and inclusive play equipment should be integrated into the overall design to create an environment where every child can participate fully.

“When planning a playground, schools should factor in not just the initial purchase price but the long-term cost of maintenance and durability. Understanding fall height requirements based on chosen equipment is crucial, as is considering the sustainability of materials— where they come from and how they are managed at end of life.

“Finally, schools should scrutinise warranties to avoid unexpected limitations. By carefully considering these factors, schools can create playgrounds that are not only safe and compliant but also inclusive and sustainable, ensuring a richer play experience for all students.”

Structured Literacy

Lexia Core5 is revolutionising literacy and reading at Cardinal McKeefry School, empowering our students with personalised learning experiences and accelerating their academic growth.

Applying the Science of Reading in the Classroom for Years 1-6 for Years 7-13

Progresses students through Phonological Awareness, Phonics, Structural Analysis, Automaticity, Vocabulary, and Comprehension.

- Peter Hijazeen, Principal of Cardinal McKeefry School

Designed for adolescent students and helps prepare for new NCEA literacy skills requirements for Word, Grammar, and Comprehension.

Resources for Instruction and Practice

Printable materials for teacher-led instruction, as well as independent student practice resources designed to support, enhance, and expand student online learning.

Independent Student-Driven Learning

True personalisation with automatic start level placement and instructional scaffolds based on student responses—accessible via browser and iPad app.

Ongoing Data to Drive Instructional Priority

Easy to access, real-time progress data and individualised action plans with the speci�c skills and instructional intensity required for success of each student in the class.