Experimenting with STEM, digital innovation and student agency
Technology teachers lead the way through peer-driven PLD
Preparing students to face the forces beneath their feet
the
Pūhoro puts STEM on
radar for ākonga Māori in Taranaki
and
Preparing students to face the forces beneath their feet
Ākonga develop an AI tool that supports learning, not shortcuts
Disability careers expo opens doors to life beyond school
Waikato ākonga explore global citizenship through three-year Model UN journey
Technology teachers lead the way through peer-driven professional learning
Pūhoro puts STEM opportunities on the radar for ākonga Māori in Taranaki
How ākonga are shaping the spaces where they play and learn
Meadowbank School’s Year 2 class explore the science behind volcanic eruptions with Auckland Museum and the DEVORA (Determining Volcanic Risk in Auckland) programme. The classic science experiment demonstrated an eruption using tomato sauce, vinegar, food colouring, and baking soda.
Dates and deadlines | 2026
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DEADLINES
Preparing for the future
Kia ora koutou,
This is my last edition as editor of this treasured magazine – for a short while. I am heading on parental leave to welcome another pēpi into the world, and if this edition is anything to go by, his future is in bright young hands.
In this issue of Tukutuku Kōrero, we shine a light on the many ways ākonga are shaping their futures, and ours.
Our cover story takes us underground – literally – as students explore the dynamic forces beneath their feet. Through hands-on science, local geology, and hazard mapping, they’re learning to interpret the land, understand risk and apply their knowledge to real-world resilience planning.
Across Aotearoa, students are not just learning in and about their environments, they’re helping design them. From Whangārei to the West Coast, tamariki are building sandpits, creating shelters and transforming donated materials into imaginative play spaces – engaging in real-world design, problemsolving and teamwork.
In Taranaki, the launch of Pūhoro STEMM Academy is opening new doors for ākonga Māori, blending identity and science in a kaupapa that fosters belonging and ambition. Meanwhile, students in Marlborough are exploring the ethical dimensions
of artificial intelligence, designing a writing support tool that reflects their own learning needs and values.
We also explore how schools are responding to the challenges of online safety with proactive, community-driven solutions, and celebrate how regional PLD roadshows for technology teachers are strengthening curriculum confidence and connection across the motu.
In the Waikato, a three-year journey led by Rototuna Senior High School students culminated in the region’s largest Model UN event, empowering young leaders to engage with global issues. And at the ‘What’s Outside the Box?’ disability careers expo, rangatahi and whānau explored future pathways with confidence and community support.
When we trust young people to lead, and support teachers to innovate, we build a future grounded in agency, equity and possibility.
Your next edition will be led by a very talented writer and editor, Maike van der Heide. As we step into the busiest season yet, your stories and your summer reading remain in excellent hands.
Mā te wā,
Sarah Wilson Ētita | Editor
DIGITAL SAFETY
New framework supports kaiako to teach digital safety and creativity
Five Ōtautahi schools and one early childhood education centre, are part of a new future-focused initiative to support tamariki to use technology safely, confidently and with purpose.
Team of lead ākonga involved in character, soundtrack and video design.
The Digital Learner’s Framework (DLF), rolled out this year, supports ākonga, kaiako and their whānau to navigate the digital world.
There has been a huge demand in recent years from kura and whānau for digital safety support, says Digital Learning PLD director and framework developer, Emma Planicka.
As Australia bans social media for under-16s, and debates continue over research like Jonathan Haidt’s Anxious Generation, parents are overwhelmed.
“Our communities just want to make sure their children are protected and safe in the online space,” says Emma.
Already teaching digital fluency in several Christchurch schools, Emma saw an opportunity to create a resource that supports a holistic approach to digital safety education. She gathered insights through whānau evenings and in-classroom discussions in 2024, building the framework based on the data and needs idenftified.
The framework contains practical resources organised under three pillars: digital safety, digital confidence, and digital creativity. They connect from early childhood to Year 8.
Daily integration
Other than resources such as Netsafe, there has never been a full curriculum or specific guidance on digital safety, says Anita McGowan, Mt Pleasant School’s Digitech lead kaiako.
“But the DLF collates everything into an easy-tofollow structured method for teachers to use as a tool within their classes,” she says.
Framework activities are integrated to support numeracy and literacy. One teacher uses her students’ screen time statistics to build graphs in maths class. Another teacher uses digital safety teachings as the basis for persuasive writing classes.
“In this way, the framework integrates into teachers’ day-to-day teaching,” says Emma. “It’s not a one-off learning session where the student might lose concentration and the message is lost, or is too overwhelming. Instead, it’s woven into the everyday.”
Rather than a ‘one-size-fits-all’ model, the framework is also contextualised for schools’ needs. Anita is using the framework to teach her Year 7 and 8 students about their digital footprint and how it paints a picture of who they are online.
“We can define the target areas that we need to discuss with ākonga in a really authentic context,” she says, “such as teaching them to be kind online.”
“Digital safety is really important to learn about, and also how we can use it for creative things.”
Emma Planicka, Digital Learning PLD director and DLF developer.
Te Raekura Redcliffs School principal Nick Leith says the framework helped his school to quickly set up internet infrastructure, and they have linked the learning to reflect their school values. This year, each term is dedicated to one framework pillar, and students discuss learning during circle time.
“It’s a daily discussion rather than a big announcement,” he says, “and we’ve noticed that any crisis moments have reduced.”
Taking control of the narrative
“Instead of saying, ‘no technology at all, all technology is bad,’ we need to prepare our tamariki and provide them with the skills to navigate technology at an ageappropriate level,” says Emma. “Technology can be used to support learning in meaningful and purposeful ways”
Nick says at his kura, many students did not know how to use technology for creative purposes; rather, they were primarily consuming media. The ‘Digital Creativity’ pillar was developed to teach ākonga how to use their device as a tool and creative outlet.
Emma worked with Mt Pleasant ākonga Lucy, and a team of Year 6–8 students, to create several of the framework’s videos on digital safety.
“I learned how to make videos and how to use the different apps,” says Lucy. She used Procreate to design ‘Digital Navigator’ characters. On Canva, Lucy helped to create moving animations of the characters, scripting their dialogue.
Another ākonga, Liam, helped create a video inviting whānau to an educational night about safe technology use.
“Digital safety is really important to learn about and also how we can use it for creative things,” he says. This is especially important for him as he completes most of his work on his computer.
Parents are often so focused on their child’s consumption of technology that they forget that digi-tech can be used positively for creative thinking, explains Anita.
“It’s about changing the narrative and stopping fearmongering”, says Nick. “We can teach how technology can be used as a healthy tool for creativity.”
Importance of whānau collaboration
With students accessing technology both in and outside school hours, a collaborative approach is essential, something the framework encourages through promoting whānau meetings and resources being sent home.
“It’s on the teachers, the school, the parents and the tamariki themselves to work together,” says Emma.
“Education around digital technologies has become a 24-hour job, not just within school hours,” adds Mt Pleasant principal Donna Ellery.
“It used to be that unkind notes were passed around in schools, that teachers could see and deal with, now those notes are passed around digitally from home at any time,” she says. “The whānau evenings help connect teachers with families, to see what we can do together to support their child and how they positively engage with others online.”
At these events, parents are provided with weekly planners for screen time use, ideas of non-technology activities for their ttamariki, a device use contract, and an action plan.
“Parents often think they have no control when it comes to their kids being online,” says Donna.
“But they can have control. They need to be taught as much as the students to help their kids be digitally safe and make wise choices at home as well.”
“Education around digital technologies has become a 24-hour job, not just within school hours.”
Start learning early
Connecting with whānau is essential, says Sydenham Community Preschool infant and toddler team leader Chantal.
“It’s about extending their learning experiences,” she says. Although young children may not be on devices, educators want to prepare parents to think about digital use early on.
“This builds confidence and understanding of how to keep children safe as they reach device-using ages,” says Emma.
Technology is also allowing early childhood educators to branch out in the ways they support whānau. Parents are engaging well with shared videos created, highlighting learning, explains Chantal.
“It’s enabling families to feel so much more included in their children’s learning,” says says Rhonda, centre manager.
Free, energy-related
• All teaching and learning resources available online.
• Engaging activities to inspire tamariki and extend learning.
• Educational online games and e-books available in both te reo Māori and English.
Find out more at: schoolgen.co.nz/ for-teachers or use the QR code
Preparing students to face the forces beneath their feet
A new online teaching hub is helping schools across Aotearoa to equip students with the knowledge and confidence to face natural hazards. Developed by Massey University researchers with Bay of Plenty schools, the resource blends science, local context and hands-on learning to build future resilience.
Massey University researcher Marion Tan is working with Bay of Plenty schools on natural hazard education.
Anew resource is preparing ākonga for the challenges of the future: earthquakes, tsunamis and volcanoes – significant natural hazards we have seen before and will see again.
Lead researcher Marion Tan explains that, after engaging with several Bay of Plenty schools on natural hazard education, kaiako had been asking for follow-up materials. Their ākonga were still curious and wanted to learn more.
“As researchers, we might come to schools once or twice a year to run a really engaging programme with the students,” she says. “But once we leave, the teachers are left to their own devices.”
The online platform was created in response, providing accessible teaching materials all in one place. It was developed with direct input from schools, reflecting classroom needs.
Teachers can feel confident in teaching the material, with activities tailored from Year 1 to Year 13 and split across three different hazard types.
“Living in Aotearoa, we have many natural hazards, from earthquakes and tsunamis to high-impact weather events,” says Marion.
“We live with natural hazards, and so it’s essential to have a resource that teaches tamariki how to prepare for them.”
Educational activities include lava fudge recipes, virtual field trips, video games and more.
The initiative works to empower teachers and students with future preparedness. When students learn about earthquakes, at first glance they may seem scary and daunting, Marion explains, but the hub materials provide a wider perspective.
“Students learn about why we have earthquakes – due to the movement of tectonic plates – but they also learn that the same processes help create the beautiful mountains that we have,” she says.
“We’re sharing with the students that, although we’re surrounded by hazards and they might be scary, there are ways that we can prepare for them, and we can also appreciate the natural processes.”
Content grounded in the local environment
Anna Brown, who co-led the research with Marion, says linking the hub’s educational content to the local environment is really important for getting students interested. They have seen the success of this through the DEVORA (Determining Volcanic Risk in Auckland) research programme.
DEVORA and the Auckland Museum Volcanoes Van visited Meadowbank School’s Year 2 class last term.
“We made a volcano with tomato sauce, vinegar, food colouring and baking soda. It exploded high onto the tray,” one student says.
“We passed humongous rocks around. I got to hold the large obsidian and the moustache rocks. We looked at the screen and we saw Rangitoto. They said Rangitoto is 600 years old, and it’s a baby,” another student adds.
“Although we’re surrounded by hazards, and they might be scary, there are ways that we can prepare for them and we can also appreciate the natural processes.”
Top and bottom: DEVORA and the Auckland Museum Volcanoes Van visited Meadowbank School’s Year 2 class last term, where the students learned about how volcanoes erupt with an in-class demonstration.
“Teachers play a vital role in building future resilience in communities, and this resource makes it as easy as possible for them to take that leadership role.”
Linking the in-class experiment to the students’ own backyard helped them better conceptualise the science behind volcanoes.
“At this age, the children start to become really curious about the world around them, and they want to find out how things work,” says Meadowbank teacher Brownwyn Steptoe. Her students were asking the facilitators questions like, “What would happen if Rangitoto erupted?”
“The demonstrations contributed to the learning the students had already done,” she explains.
“They’re able to learn about volcanoes and then understand we’ve got systems in place in New Zealand to be able to keep them safe. They learn ideas for how to prepare.”
Favona Primary School’s Year 5 and 6 classes have been learning how volcanoes are formed by looking at the Auckland volcanic field.
“We linked the stories to our maunga, Māngere Mountain,” says teacher Jane Thomas, “as understanding the risks of where we live is really important.”
The students then wanted to know if the volcanic field was still active, and one of DEVORA’s volcanologists visited their class to provide the answers.
“We often forget, as Aucklanders living here, that the volcanic field is bubbling away below us,” says Jane.
“So then the kids went home and talked about it with their parents, encouraging whānau discussion about being prepared. It gives the kids a lot of power when they understand how our Earth works.”
“We hope that, through engaging with tamariki about natural hazards, they will then go home to their families and share what they’ve learned,” adds Marion. “It’s starting those conversations with families to help them prepare at home.”
Preparing for the future
The Natural Hazards Commission, which funded the hub and many of the resources within it, is invested in helping all New Zealanders better understand their risk of natural hazards so they can better prepare.
Public education manager Hamish Armstrong believes educating our children about natural hazard risks and how to prepare for their impacts is very important.
“It’s vital we build this knowledge from the ground up, as early as possible, growing the next generation of hazard-riskaware New Zealanders,” he says.
“If we do that from an early age, it becomes ingrained, and then we can carry that knowledge with us through the rest of our lives and apply it in those really important moments.”
Children are agents of change, adds Hamish. “They’re the scientists of the future, and hopefully, we’re inspiring a passion to learn more about these events so they can become future leaders in the natural hazard and preparedness space.”
DEVORA’s work is featured in the Teaching Hub, and it has already been added to since its creation. Marion welcomes feedback and says that teachers can contact her if they have any suggestions for good resources to be uploaded.
“There is so much amazing work out there across New Zealand and around the world on natural hazards, and the beauty of this hub is that it pulls it all together,” says Hamish.
“Teachers play a vital role in building future resilience in communities, and this resource makes it as easy as possible for them to take that leadership role.”
Take a look NZ Natural Hazard Teaching Resources hub at crisislab.org.nz/teachingresource
Tamariki from Meadowbank and Favona Primary schools got to hold different types of rocks.
Meadowbank School is learning about natural hazards in its Auckland backyard with a teaching team from Auckland University and the Natural Hazards Commission.
Ākonga develop an AI tool that supports learning, not shortcuts
Three Marlborough Boys’ College business studies students have developed an artificial intelligence (AI)-powered tool to support NCEA students with their writing, not do the writing for them. A finalist in the regional Young Enterprise Scheme (YES), WordFrame has been designed to be risk-free and ethical, and already has subscribers from around the motu.
Lawrence, Sanjiv and Kahu created AI tool WordFrame as part of their Level 2 business studies class.
“The benefits of AI are too good for students to ignore.”
When Marlborough Boys’ College students Sanjiv, Lawrence and Kahu had to come up with a business idea for their Level 2 business studies class, they turned to AI – not to provide the answers for them, but to develop a solution for others.
Having observed that AI was widely used by their peers, they wanted to find a safe and ethical option that kept students engaged in their learning.
The resulting essay helper, WordFrame, is tailored to NCEA and offers the benefits of AI, risk-free, say the students.
“Within education, AI needs to help you learn instead of doing the work for you,” explains Sanjiv.
“We understand that its generative nature makes it easy to copy entire paragraphs and essays, but by doing so we will lose the critical thinking and learning aspect of school itself. AI should simply be a tool, not a shortcut.”
The start of something big
Marlborough Boys’ College business studies teacher Joyce Kumar says the project began with suggestions and discussion around the creation of new business ideas.
“From a curriculum perspective, the goal of the project was for students to apply their understanding of business knowledge and concepts to develop an innovative and sustainable business idea.”
Joyce says students were expected to take the lead in every aspect of their enterprise, from developing their innovative idea to designing and implementing the business plan.
“They managed their own roles, delegated tasks and made decisions collaboratively, showing initiative and resilience. My role was to mentor and guide them, but the leadership and direction of the project remained student driven.”
For the students, developing WordFrame involved “design and tedious code”.
“Kahu designed our visual branding while Lawrence and I planned the technicalities of our app,” explains Sanjiv.
“After deciding its features and costs, Kahu was tasked with designing rough wireframes for the visual layout. I used Cursor as my IDE (integrated development environment) to code the wireframes into a functional prototype.
“Lawrence constantly ran tests to make sure each feature was behaving as it should and that everything was working correctly. We repeated the process of building and testing until we reached a polished version ready for release.”
Sanjiv took on the chief executive officer role and led the team to use their strengths.
“I have a pretty strong understanding of how to build an MVP (minimal viable product), prove validation, market the product and retain customers.”
Lawrence oversees the tracking of profitability and expenses as chief financial officer while Kahu felt his best fit was as creative director.
“I enjoy getting to shape the visual image of WordFrame, including our colour palette and branding.”
“We are trying to help students to learn to write with AI instead of getting AI to write.”
The WordFrame team received the Best Annual Review award 2025 at the Young Enterprise Scheme (YES) regional finals for Nelson Marlborough.
Made by students, for students
Joyce says AI is currently used by Marlborough Boys’ College students for research, planning and developing ideas, while teachers use it for feedback and classroom support.
“It helps promote creativity, problem-solving, and independent thinking.”
Before its release, WordFrame was tested by students and teachers at Marborough Boys’ and Marlborough Girls’ colleges.
“Testing it in a real school environment allowed the students to see how their idea worked in practice and make small improvements based on feedback,” says Joyce.
“Many have commented that this is brilliant and innovative… The students themselves are now using the app for their English write-ups, which shows its versatility and usefulness beyond business studies.”
Lawrence says WordFrame’s point of difference is that it is made by students for students, “so we understand what is needed in the market”.
“We are trying to help students to learn to write with AI instead of getting AI to write.
“They can also ask simple questions so they can continue writing for longer periods of time rather than going onto other websites to find out their answer.”
Kahu says students can use WordFrame’s structure guide to help outline sections of an essay.
“We figured the name ‘WordFrame’ suited our product because its main selling point is that it helps students structure their work properly,” he says.
Then, says Sanjiv, if a student wasn’t too sure how to improve their draft, “they could use our feedback tool to see their current grade and what to work on”.
“WordFrame has been my partner throughout most of my internals, helping me reach Excellence in almost every one of them. I used the structure guide to outline my reports, and used the feedback tool to improve my drafts. The research tools were also useful whenever I needed to know a quick fact.”
A winning product
As part of their class, WordFrame was entered into the 2025 Young Enterprise Scheme (YES) for Nelson Marlborough. YES provides a mentor and engagement with the wider business community, giving ākonga realworld experience in developing and running a business.
WordFrame won the first two challenges and, in October, received the Best Annual Review award 2025 for the top of the South. The team will continue to compete in YES next year with WordFrame.
Lawrence says YES gave him insight into the business industry and “how my future could potentially look”. Kahu adds the programme helped him gain more of an understanding of how businesses like theirs operate and market.
A key challenge was juggling the YES project with other curriculum requirements and internal assessments, says Joyce.
“As the YES programme required them to take full leadership, I had to step back at times and let them make their own decisions, which wasn’t always easy… I also had to guide them in refining their sustainability ideas so that they were not only environmentally responsible but also practical and financially achievable.”
Growing into the future
For Joyce, WordFrame has demonstrated how, when used responsibly, AI can complement teaching and help students innovate.
Sanjiv says the project has taught him about accessibility, “and getting people to use your app”.
“Our platform is great and a really appreciated concept, however, transitioning users from Google Docs into a whole new platform can be overwhelming. We need to simplify and make access and usage a whole lot easier if we want to get more users.”
The team is now working hard on plans to release a standalone product for NCEA grading.
“Realising the issues with our current app, our approach next year is expected to be incredibly strong and successful,” says Sanjiv.
Lawrence says they will remove boundaries by using a ‘freemium’ model and making the product ‘super easy’ to use.
The goal is to get as many users as possible and focus on volume, says Kahu.
Beyond the secondary school market in New Zealand, the WordFrame team founders are looking to tertiary and global curriculums.
“WordFrame will develop by going into other markets such as the American market for their high schools and colleges,” says Lawrence.
Sanjiv says the future goal is to make ethical AI accessible and used “by the majority” while Lawrence adds that AI is “inevitable” in the workforce.
“If students are using an ethical AI such as WordFrame to help them, then it shows that they are actually learning the material while getting a realistic experience of what it will be like beyond school,” says Lawrence.
“Point is, you will never be able to ignore AI,” adds Sanjiv. “It is our future, and students will always eventually turn to it. It is our job to accept this and point them in the direction of ethical usage.”
the tool: WordFrame - Ethical AI Writing Tools for NCEA Students.
Expert
Boost structured literacy in your school with evidence-based, practical resources for Year 0–8 students.
The How to Teach collection takes a research-informed approach to handwriting, writing, spelling and grammar. Run fun, effective programmes with its teaching knowledge, lesson plans and assessment. Resources for foundational skills intervention and to challenge advanced writers are available.
Story Seekers is an engaging series of chapter books for older students needing extra reading support, including ESOL learners. Readability features strengthen decoding and comprehension skills. Teaching support includes discussion questions and phonics focus, plus detailed teacher manuals.
Ministry funding is available for structured literacy resources for use school-wide, based on Year 0–3 enrolments. For more information, visit:
www.essentialresources.co.nz/structured-literacy/
Explore
Disability careers expo opens doors to life beyond school
Held on a school day for the first time, the regional ‘What’s Outside the Box?’ disability careers expo invited young people with disabilities and their whānau to explore future possibilities with confidence, creativity and community support.
On 2 September, the Ākau Tangi Sports Centre in Wellington was transformed into a vibrant, inclusive space for the fifth annual ‘What’s Outside the Box?’ disability careers expo. It’s a regionwide event designed to help young people with disabilities and their whānau explore what life after secondary school could and should look like.
With over 50 organisations in attendance, the expo offered a one-stop-shop environment for discovering pathways in education, employment, community engagement and independent living.
From driving services and financial support to technology,
advocacy and wellbeing, the event showcased a broad spectrum of tools and services available across the Wellington region.
Sparking deeper engagement
This year marked a significant shift: for the first time, the expo was held on a school day.
According to Naomi Yeoman, general manager of Well-Able Disability Information & Equipment Services and leader of the expo working group, this decision was based on feedback from previous years.
Read more about Hutt Valley High School’s SNAP Frozen programme in Education Gazette 103.12: Ice cream team – How Hutt Valley High School is helping students look to the future.
Left and right: The Ākau Tangi Sports Centre in Wellington was packed out with more than 50 organisations ready to support young people with disabilities, and their whānau.
“We know that an expo environment does not suit everyone, so this is only one way to access this information,” says Naomi.
“However, it provides an opportunity to talk face to face with a wide range of services in one place, substantially reducing the time needed to explore the available options.”
The change paid off. Schools from across the region attended, including Hutt Valley High School, which brought 16 students from its Tautoko Supported Learning Centre.
Head of Tautoko, Heather Lear, says the experience was invaluable.
“I was motivated to bring our students to the event because it’s really important that they have the opportunity to explore future pathways over an extended period of time rather than leaving it until the last minute when there is the inevitable anxiety around life beyond school,” says Heather.
“It’s a great, interactive event that makes the ‘What’s Outside the Box?’ question less daunting.”
Heather’s students responded positively, engaging confidently with stallholders and asking thoughtful questions.
“There was genuine interest in our students as they explained about their organisations and how they might be able to link with them in the future,” she says.
One standout moment came when a student recognised a driver from Driving Miss Daisy, recalling a previous experience with joy. “It was like seeing a long-lost friend,” shares Heather.
Alongside Naomi, the expo was also supported behind the scenes by Caroline Campbell from the Ministry of Social Development, Donna Clark from Mahinawa Specialist School, Mathias Bridgman from I.Lead and Margaret McNally and David Hibberd from the Ministry of Education.
Real-life connections that complement classroom learning
The expo complemented the transition work already happening at Hutt Valley High. Heather explains that transition planning begins early, with students in Years 9 and 10 starting to take responsibility for independence tasks. By Year 11, they begin engaging with the community.
Senior students participate in the Sustainable Networks and Pathways (SNAP) programme, supported by Year 13 mentors. This includes exploring skills, interests, and values, and running a student-led business: SNAP Frozen, an ice cream enterprise.
Students also take part in OWLS (Opportunities with Life Skills), a weekly programme focused on cooking, household tasks and community access.
“This term we have two students who are leaving school this year participating in an overnight AirBnB ‘Go Flatting’ experience, using money raised through SNAP Frozen,” says Heather.
“The most important element in preparing our students for leaving school is that it is done slowly, at a manageable pace, over time.”
‘Stand Tall’ is a budgeting game for people with intellectual disabilities and neurodiversity.
“The most important element in preparing our students for leaving school is that it is done slowly, at a manageable pace, over time.”
Heather notes that one student who used to panic at the idea of leaving school is now willing to have conversations about next steps. The expo helped spark new ideas and possibilities.
One student discovered Thumbs Up, a potential next step previously thought out of reach. Another learned about the Disability Business Network, which could support her in using her art skills for future enterprise initiatives.
“The expo complements the work we are doing in school because it provides real-life links with the community,” says Heather. “It provides a stepping stone between school and beyond.”
Heather is now looking to bring organisations like People First, ReCreate, and Tu Matau Ora into the school to run workshops and build stronger community links.
“Schools and communities can work together by building relationships,” she says. “We need to know who to contact directly, who can come into school to talk to students and whānau, where we can take our students to visit in the community, and for organisations to become more aware of the individual needs of students in our current climate.”
Interactive learning and inclusive fun
The expo also featured presentations on health and wellbeing, individualised funding, employment rights, and support funds. Light-hearted activities from Special Olympics, Nuku Ora and WI Dance added to the welcoming atmosphere.
Among the exhibitors was Phil Clark from IHC, showcasing ‘Stand Tall’, a budgeting game for people with intellectual disabilities and neurodiversity.
“Some educators already knew about the game and used it regularly in transition classes, and others who were just learning about it were surprised and excited that they could use it for their students,” says Phil.
“Occupational therapists are especially enthusiastic. When they discover Stand Tall, they often light up thinking of someone who could benefit.”
Phil says the expo is a powerful way to connect with key professionals. “Parents at the expos are often surprised and delighted to discover that a game can be educational. It opens new possibilities for learning and engagement.
“These expos help us make meaningful connections with key professionals, especially teachers and transition support staff, who are looking for practical, engaging tools for their students.”
For Naomi, the expo is about more than showcasing services; it’s about reducing anxiety and supporting rangatahi.
“In a period of so much change and uncertainty for rangatahi, we want to reduce the level of anxiety involved with planning for this next step and equip them with the knowledge of what’s available locally, so they can feel more positive about exploring what’s next.”
For more information about the expo, visit the Well-Able Disability Information & Equipment Services website.
The transition workbook that comes out of the event can be found here: Electronic Transition Booklet with links August 2025.
Waikato ākonga explore global citizenship through three-year Model UN journey
As part of their Puna Wānanga, Rototuna Senior High School ākonga, supported by kaiako Benny Pan and Martin Mai, organised and hosted the Waikato region’s largest Model United Nations event, with 126 students from 15 schools taking part. The project began three years ago, as a restart to the Waikato events, which stalled during Covid-19.
One of the ākonga groups awarded Best Delegation.
The Waikato Model UN (MUN) allows ākonga to role-play international diplomacy and debate real-world issues.
Although there is a history of MUN in the Waikato, Rototuna Senior High School (RSHS) kaiako Benny Pan and Martin Mai – and a group of Year 11 ākonga – hadn’t been involved before.
Five of the now Year 13 organisers, James, Ellen, Alex, Vennela and Sreshthaa (Sresh), and kaiako Benny, share their story of the journey to the August MUN, what they learned from the experience, and its legacy.
Project history
The project started in Year 11 with ākonga initially focusing on learning the basics of MUN. They did this with support from the UN Association Waikato branch and president, Mano Manoharan.
Taking part in conferences across Aotearoa and connecting with their sister schools in China helped build their skills.
It was last year, in Year 12, that the group organised their first smaller-scale MUN event – a one-day meet-up with 80 ākonga hosted at RSHS.
This year’s August event – the largest in Waikato history – was held over two days with 126 rangatahi from 15 schools taking part.
“Before, I was completely disinterested in politics and global stuff, but now I want to make a difference in the world.”
Because of a scheduling clash at RSHS, ākonga reached out to Waikato University and secured one of their lecture theatres. This venue ended up being a great fit for the event.
Ākonga had big responsibilities – from catering, budgeting and tech needs to organising the venue. With each having different skill sets, their roles were fairly defined. They shared that some overlaps were needed, so they stayed flexible.
The group often worked late into the evening and across weekends – it was a huge time commitment.
Skills developed
Vennela says she was quite shy when the project started. But with MUN’s structured speaking opportunities, she became a confident public speaker.
“Throughout these conferences, I’ve been able to find my own voice, and … connect with other people as well.” Her role was marketing and liaising with other schools.
Sresh took on budgeting and logistics. She shares that communication was a big thing they all learned to be better at through MUN. Not just within the team, but also externally.
lanyards for delegates with their names and assigned countries.
Organising committee of the Waikato MUN.
Automated
“[MUN] helped us learn so much about different countries’ stance on everything, ways different communities think, different ways that we could think.”
Ellen’s focus was education and chairing committees. She’s proud of the deep MUN knowledge she gained. “It was really rewarding to be able to teach people [about] MUN. Because MUN hasn’t been around for a few years in the Waikato, we found that a lot of people don’t understand how it works.”
Alex’s roles combined marketing and tech. He improved his Canva graphic design skills and says he enjoyed “coming up with ideas that are both fun but also informative that we can put on our social media to advertise our events”.
He also found the group mahi rewarding, being part of a team to achieve something big together – judging when help was needed, and proactively jumping in.
James used his tech and graphic design skills to create the automated lanyards for delegates with their names and assigned countries. “I was also able to help out with the websites and having a platform where people can register.”
Connections and collaboration
A big part of the team’s learning was appreciating the issues and perspectives of the countries they were representing.
Sresh says, “[MUN] helped us learn so much about different countries’ stance on everything, ways different communities think, different ways that we could think.”
It also gave her a deeper connection to the world. “We’re all people. We’re all human. We’re all trying to go towards the same goal of the happy life.”
MUN has improved Ellen’s worldview and changed how she sees her future. “Before, I was completely disinterested in politics and global stuff, but now I want to make a difference in the world.”
Like all RSHS’s Puna Wānanga activities, the project was ākonga-led.
Benny says, “I think the teacher’s role is really working in the background and bringing stakeholders and community partners into the picture.”
As kaiako, he and Martin helped ākonga connect with venue sponsors, kai vendors and guest speakers.
Ākonga, especially Sresh, say that Benny was being modest in describing his input. She says he was involved “every step of the way”.
They all shared how the experience has prepared them for university. Some plan to build on their event management, knowing that university will provide more opportunities to use their new skills.
MUN has helped shape the group’s career plans. Vennela and Srish both plan to pursue medicine, where they will use their improved communication skills.
Ellen became interested in research and engineering, sparked by the project. And Alex is looking ahead to more group mahi and leadership roles through uni clubs and councils.
They all agreed the experience has taught them independence and self-management.
Community leader perspectives
Kaiako Benny helped the team secure community leaders to speak at MUN. These included the local mayor, councillors, their RSHS principal and a law professor from Waikato University. Each speaker gave ākonga useful insights into global issues discussed at MUN.
Delegates gather in Waikato University lecture theatre.
Vennela commented that it was good to hear these speakers share similar concerns and perspectives on world issues.
The community link gave the MUN experience authenticity for ākonga, along with building networks outside the school environment.
As Year 13s, the founding team will graduate soon. With that in mind, they each chose an intern – from Year 11 and 12 students in their Puna Wānanga – to replace their role. The interns shadowed them at meetings, gradually increasing responsibilities. The interns observed the planning of the first MUN event and had active roles in this year’s two-day MUN.
Leaving their MUN project is “bittersweet”. But they have confidence and trust in the team they’ve trained to continue their legacy.
Two delegates in flag-decorated selfie frame representing the countries attending the event
What are the benefits of a BASE value-added assessment?
Value-added assessment offers an objective, accurate way to measure student growth and the influence schools and subjects have on students’ educational experiences. With this information, schools are better able to:
• Monitor the growth of all groups of students from low-achieving to high-achieving, ensuring growth opportunities for all students.
• Measure student achievement as a result of the impact of educational practices, classroom curricula, instructional methods, and professional development.
• Make informed, data-driven decisions about where to focus resources on helping students make greater progress and perform at higher levels.
The BASE value-added monitoring systems at Year 7 and Year 9 are a good predictor of later academic studies. VA12 and VA13 measures academic progress at the senior school level in a wide range of subjects.
Waikato MUN in session.
Pacific talk about Education and Learning
A unique Professional Learning Development (PLD) programme tailored for teachers, boards and principals across Aotearoa
New Zealand which support schools to strengthen their Pacific capability.
Pacific talk about Education and Learning for teachers is delivered by Tātai Angitu Massey University and CrossPolynate over 12 sessions utilising the Talanoa Ako: Pacific talk about Education and Learning resources. It focuses on:
› reflective teaching practices
› privileging Pacific voice
› success factors and barriers
› achievement from a Pacific centric base
› evidence base
› a community of learning
› the Action Plan for Pacific Education.
Talanoa Ako: Tāhūrangi – NZ Curriculum website newzealandcurriculum.tahurangi. education.govt.nz/talanoa-ako/5637167086.p or you can order hard copies through Down the Back of the Chair by visiting thechair.co.nz
Register your interest for the Talanoa Ako: Pacific Talk about Education and Learning, PLD programme by emailing Talanoa.Ako@education.govt.nz
Protecting young lives online Empowering schools to lead in digital safety & wellbeing
Digital safety in schools is evolving rapidly and it’s no longer just about blocking harmful content.
It’s become a complex part of how we support students, meet compliance obligations, and manage technology. With more student devices, blurred boundaries between school and home, evolving online risks, and limited resources, schools are under increasing pressure to get digital student safety right.
These challenges aren’t just theoretical nor unique to New Zealand. Globally, educators are grappling with how to protect and support their students in today’s digital environments. Taking a closer look at New Zealand, the country continues to report the highest rates of bullying among OECD countries, with 15% of students experiencing frequent bullying.
A 2023 NetSafe report estimated cyberbullying costs the country over $1 billion annually, up from $444 million reported in 2018.
Behind the screens and statistics are real young lives. Suicide remains the leading cause of death for Kiwi teens aged 15 to 19. OECD data from 2024 also shows that teenagers are more likely to take their own lives than older people, highlighting the urgent need for stronger support systems during adolescence.
A global challenge, a local response
The link between online harm and mental health is undeniable. From cyberbullying to exposure to harmful content, digital experiences can deeply affect a young person’s wellbeing.
Schools across New Zealand are stepping up, embracing smarter, more holistic approaches to digital safety, moving beyond compliance and network monitoring. Technologies like Saasyan Assure help schools identify early signs of concerning online behaviour, allowing staff to intervene before harm escalates.
At Whanganui Collegiate School, an early-stage pilot of Assure is underway and already showing promising results, though full implementation is not yet in place. Beau Frericks, Director of Information and Communication, says: “We recognise how much the online world can influence a young person’s wellbeing. That’s why we’ve been trialling Saasyan Assure, not as another layer of control, but as a way of giving us clearer visibility of the challenges students may face. Technology will never replace the care of teachers or a trusted adult, but it can provide the insight to know when that care is needed”.
What stands out most for Whanganui Collegiate is the difference early detection makes for their culture of care.
When staff can step in before an issue escalates, it’s not just about preventing harm, it’s about showing students they are noticed, supported, and valued.
During the trial, Saasyan Assure has already provided timely alerts that prompt wellbeing check-ins and encourage meaningful touchpoints, strengthening the trust between staff and students. “Like many schools, we continue to work through the balance between digital freedom and digital safety. Filtering and blocking systems have their place, but they often mean responding only after problems arise. What we are exploring now is how tools like Assure can give us a more complete picture, helping us focus less on restriction and more on building a positive, safe digital environment for students”, Mr Frericks continues.
A Broader Movement in Student Online Safety
This shift is part of a broader movement and just across the Tasman, Australian schools are also taking proactive steps. For example, The Southport School in Queensland supports over 2,000 staff and students with a proactive digital safety strategy that goes beyond monitoring, focusing on education and empowerment. “We’re promoting and empowering the boys to take control of their cyber world and how good online behaviour should be seen,” says Karel Bos, Dean of Students (7-12).
In South Australia, the Department for Education has rolled out Saasyan Assure across 555 public schools. “We previously had no view into student wellbeing. We needed a way to monitor web searches, videos, email, and chat so schools could keep students safe online. We have that now,” says Dan Hughes, Chief Information Officer.
As schools continue to navigate the complexities of digital safety, tools like Saasyan Assure are helping shift the focus from reactive control to proactive care. By combining technology with human insight, schools can build safer, more supportive environments where every student feels seen, heard, and protected.
To learn how your school can take the next step in digital wellbeing, visit www.saasyan.com/newzealand
Ceri de Boo and Dave Beazley deliver a workshop on materials experimentation, changing materials performance properties through manipulation, combination or transformation.
Technology teachers lead the way through peer-driven professional learning
Technology teachers across Aotearoa are taking professional learning into their own hands through regional, teacher-led PLD roadshows that support curriculum change and classroom innovation.
When 450 technology teachers gathered for the combined subject association conference (TESAC) in 2024, one message was clear – teachers wanted more accessible, hands-on and relevant professional learning.
In response, the New Zealand Graphics and Technology Teachers Association (NZGTTA) in partnership with the Digital Technology Teachers Association (DTTA) and BCITO, launched a nationwide series of regional roadshows to bring professional learning and development (PLD) directly to teachers.
“NZGTTA is a national subject association that is based around a regional structure,” says Toni Tippett, NZGTTA president.
“This gives us the capacity to offer both nationwide PLD as well as regional PLD. This in turn enables us to be agile in responding to the needs of teachers across the country as well as to the particular needs of a region.”
The initiative quickly expanded from eight to 10 regions, reaching teachers who might otherwise miss out, especially those working in small or sole-charge departments.
“We were targeting those who would often not get release time from the classroom,” says Toni. “We also knew we had the strength of our regional network to be able to do it.”
The model’s strength lay in its relatability. “Receiving PLD from a practising teacher gave delegates confidence in the PLD and its workability because it had been applied and the teachers presenting know the constraints and challenges of working in the school environment,” adds Toni.
Feedback was overwhelmingly positive, with one Waikato participant describing it as “the best PLD I have ever had.”
Others even travelled between regions to attend multiple sessions. “Two delegates I am aware of attended an initial event and then travelled to a second event the next day just so they could get more PLD,” says Toni.
NZQA
Building the plane while flying it
Designing and delivering the roadshows was a collaborative effort, says Mike Fleming, former president of NZGTTA.
“In some respects we were building the plane as we were flying it,” he says. “We were learning and refining from one region to the next.”
The design process was data-informed and teacher-driven. “We looked at survey results, analysed comments on the NZGTTA forum, and listened to national moderators as to what they saw were areas needing addressing,” says Mike.
Partnerships were key. NZGTTA joined forces with the Digital Technology Teachers Association (DTTA) to co-deliver workshops, share costs and strengthen regional networks along with the Building and Construction Industry Training Organisation (BCITO), who have been a long time support, sponsor and partner.
“They had a similar philosophy, which meant a sharing of administration and the chance to develop their own regional network too,” says Mike.
Each roadshow followed a consistent format: registrations and whanaungatanga in the morning, two half-day workshops, and time for hands-on collaboration.
“We allowed enough time not just to receive information but to talk it through in terms of delegates’ own programmes of learning and to create resources while expertise was present to guide,” says Mike.
Sessions covered areas most needed at the time, with some events including NZQA moderators to give insight into assessment expectations. Teachers were encouraged to attend outside their specialisms, particularly heads of faculty looking to strengthen understanding across disciplines.
“All sessions were of high value,” says Mike. “But some combinations gave people so much more clarity, especially when the learning workshops were paired with sessions that explored the same content through assessment or design perspectives.”
“It was the team that made it successful. They refined and responded after every event as any great reflective practitioner would.”
One of the many DTTA workshops run covering AI, programming, electronics, and other aspects of computer science and digital technologies. Led by Andrew Churches, Tracy Henderson and their team of facilitators.
Coordination
and collaboration
Behind the scenes, coordination was a major undertaking. Mike describes the initial challenges of coordination between two different associations who had two different systems for registration and membership.
“Time and process were huge in all respects, but it was also an initiative to grow leadership capacity.”
That leadership focus was deliberate. “Bringing on a project manager from our own ranks as a means to further grow our leadership capacity and share the workload was a strategic and beneficial move,” says Mike.
The collaborative ethos proved to be the secret to success. “It was the team environment and how the core group pulled together and supported each other through the whole initiative because it was a huge ask of the presenters – most fronting for all 10 events across term 2,” says Mike.
“Still they refined their presentations from one event to the next as any great reflective practitioner would do.”
Funding support through the Networks of Expertise (NEX) programme made the regional model possible.
“The funding allowed us to cover the expenses of getting the team to the regions, with the materials they needed, and to recognise the time and effort that goes into resource development and presenting,” says Mike.
Strengthening connections and shaping the future
For Ceri de Boo, NZGTTA curriculum advisor, the roadshows represented more than professional learning. She says they were about strengthening community and wellbeing in the technology teaching space.
“The roadshow has provided opportunities for teachers to both connect to each other but also to clarify their
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Delegates participate in a practical session for food and processing technology, experimenting with different ingredients.
understanding and thinking around particular aspects related to curriculum and assessment,” says Ceri. “We are a very teacher-centric subject association.”
She adds that many teachers appreciated being able to engage regionally rather than travel to large city events.
“Going out to the regions has facilitated conversations with teachers who often can’t get to PLD due to many and varied circumstances,” she says.
“The conversations have highlighted there are some real gems out there – teachers who are regionally located and ready to be part of the PLD team, growing our reach and connection to more technology teachers.”
There was also a strong mentoring element, pairing experienced teachers with those newer to the profession.
“ Another initiative was to pair up teachers with the identified experience to support other teachers who required support in terms of pedagogy, curriculum knowledge, best practice and skills,” says Ceri. “This has been a great success.”
The work has also had flow-on effects for assessment confidence and consistency, says Toni.
“A moderator for one of the subjects we covered has indicated that anecdotally there was a shift to better evidence and understanding of assessment criteria.”
Looking ahead, NZGTTA plans to measure the longer-term impact by following up with the 600+ delegates who took part.
“We’ll be asking them how they used their learning and what that meant for their classes,” says Toni. “We’ll also put together a reference group to see what impact we had overall.”
“I cannot stress the importance of the subject associations for all teachers looking ahead to 2026 and beyond.”
The association’s future goals are ambitious as they continue to grow their regional networks and develop high-quality resources for members.
“We’re also planning nationwide competitions that recognise students excelling in our learning area and complement classroom learning.”
NZGTTA’s advocacy work will continue to be central to its mission, and Toni explains the critical work they do to make sure there is good quality, accessible support to retain the technology teacher workforce.
“We advocate each year to the Ministry to maintain scholarships that enable people to transition into teaching and build up our workforce.”
As Aotearoa moves towards a refreshed curriculum and a new national qualifications system, Toni says they will be pivotal in supporting teachers to feel prepared and supported.
“I cannot stress the importance of the subject associations for all teachers looking ahead to 2026 and beyond,” says Ceri. “He tangata, he tangata, he tangata”
Lauren May, left, with one of her happy delegates. There were smiles all round the PLD face to face events.
Delegates were put in the position of students to gain their perspective on the learning in a relatable context.
Pūhoro puts STEM opportunities on the radar for ākonga Māori in Taranaki
Pūhoro STEMM Academy’s arrival in Taranaki is connecting ākonga Māori with science and technology through a kaupapa that blends academic support, cultural identity and futurefocused skills. With local schools now on board, the programme is laying the foundations for a new generation of Māori leaders in science, technology, engineering, maths and mātauranga Māori.
Year 11 rangatahi from across Taranaki, gather at Owae Marae to celebrate the launch of Pūhoro STEMM Academy in the region.
When Pūhoro launched in Taranaki in term 3 this year, it marked a quiet but powerful milestone – the start of a new era for Māori students exploring science, technology, engineering, maths and Māori identity together.
The expansion of Pūhoro into the region was “a long time coming,” says Liahna Smith, the Taranaki kaihautū who has helped bring the programme into local schools.
“They just wanted to provide some more opportunities, especially in that STEM space, where we don’t necessarily have those opportunities for our Māori in schools.”
Pūhoro was founded to boost Māori representation in science and technology by creating culturally grounded pathways from school through to tertiary study and employment.
“We focus on three areas to get across to our Māori that we work with: tuakiri – our identity as Māori; careers – the different types of careers that can fit within the STEM areas; and then 21st-century skills. Those are the three main focuses that we have.”
The programme is currently working with Te Paepae o Aotea, Waitara High School, New Plymouth Boys’ High School, New Plymouth Girls’ High School, and Stratford High School.
This expansion into Taranaki was made possible through a strategic collaboration with Why Ora, an organisation with a rich history of serving rangatahi Māori in the region.
With deep, trusted relationships in local kura and a longstanding commitment to building pathways for Māori into health and STEMM careers, Why Ora has played a pivotal role in opening the door for Pūhoro into the rohe. United by a shared vision to see rangatahi Māori thrive, Pūhoro and Why Ora have come together to create meaningful opportunities for the next generation.
Blending identity and learning
Students in the Pūhoro Academy take part in weekly onehour sessions that alternate between cultural identity and academic tutorials.
“So once a week we go into the schools, we get an hour block with them. It’s put in the timetable as Pūhoro. We always start off with karakia, there’s always kai at the end, and then in the middle bulk of our sessions is when we get down to the nitty-gritty side of things.”
The identity-focused sessions are flexible and shaped around the needs of each group.
“For example, what we did last term was we did some tuakiri just to get them talking a bit about their identity and being comfortable with expressing where they’re from,” says Liahna.
The academic tutorials, meanwhile, focus on helping students strengthen science and maths skills. Pūhoro run promotions in the kura, and following this process, the kura can nominate up to 15 students to join the kaupapa.
“We want them to feel heard and seen in these spaces… to learn about who they are as Māori, but also to learn about the STEM space themselves.”
Top and bottom: Pūhoro kaihautū and rangatahi coding microbits.
Top left: Rangatahi participate in whakawhanaungatanga.
Bottom left: Pūhoro kaihautū and rangatahi coding microbits.
Right: Rangatahi gather in front of the wharenui at Owae Marae.
“There’s only three things that are required of them to be joining Pūhoro –that they whakapapa Māori, they are taking a science or a maths subject (or both), and that they want to be at the sessions we run,” says Liahna.
Challenges and aspirations
Moving into 2026 the focus will be promotion to get more students and schools on board and engaged. The early stages have been about building relationships and sparking curiosity. Liahna says it can be hard to get buy-in from the students.
“As the weeks went on I started to see, especially in some students, there was excitement to talk about science. They’re seeing themselves answering questions correctly and they’re so excited and then I’m excited too, because we’re learning alongside each other in these spaces.”
That enthusiasm is what Pūhoro hopes to nurture long-term – not just participation, but pride and self-belief.
“We’re very under-represented as Māori in the STEM space. So it’s about finding our identity and then also adding that excitement of what these roles could be, because they open so many different doors when you continue to take these subjects.”
Liahna says a challenge has been the fact not all schools have science and maths as a compulsory subject.
“So how do we kind of navigate that space and get them to want to take those subjects? A lot of the students don’t want to take these subjects, but they’re having to because it is compulsory or they’re having to because of the job that they want to do in the near future.
“So that is a huge goal in 2026 – to get them wanting to come back and make them realise that it can be fun and it’s exciting.”
Strong partnerships
“It’s been a long time coming in a sense, Pūhoro coming to Taranaki,” says Liahna.
Tanya Anaha, pou whakahaere of Why Ora, echoes this, saying, “it is significant for us to be bringing this relationship together ... Imagine what we could do when we come together to meet the aspirations of our rangatahi and Taranaki whānau.”
She explains that Pūhoro, Why Ora, kura and whānau all want ākonga Māori to succeed.
Liahna says the most important part of Pūhoro is not just academic support, but belonging.
“We want them to feel heard and seen in these spaces,” she says.
“Because we understand that with the education system, it doesn’t work for every single person and you just can’t help that.
“It’s hard to just get them engaged at school full stop these days, so how can we provide that safe space that they want to come into, they want to learn about who they are as Māori, but they also want to learn about the STEM space?”
It’s a challenge, but one filled with possibilities, says Liahna.
The blend of culture and science gives Taranaki’s young Māori something many have never had in the classroom – a space to see themselves as both Māori and scientific.
With the groundwork now laid, the Taranaki team is focused on expanding in 2026 – bringing in more tutors, adding schools, and embedding the programme more deeply into local communities.
For a region steeped in innovation from energy to environment, the arrival of Pūhoro could mark the beginning of a new generation of Māori scientists, engineers and thinkers whose pathways begin at home.
How ākonga are shaping the spaces where they play and learn
Across Aotearoa, students are not just learning in their environments, they’re helping shape them. Whether it’s building a shelter, designing a sandpit, or transforming donated materials into imaginative play spaces, tamariki are engaging in real-world design, problem-solving and teamwork.
At Pinehill School in Auckland, play has always been more than just a break between learning blocks; it’s an essential part of learning.
A few years ago, junior students experienced the Junky Monkeys play initiative as part of EOTC, and staff saw firsthand how unstructured, imaginative play fosters collaboration, risk-taking, innovation and problemsolving.
As students reflected on the experience – how much they loved it and wished they could do it every day – the
idea for something more permanent began to take shape. That was the spark for the Creative Playbox.
With the support of the Board and the incredible efforts of property manager Mark Skeath, the Creative Playbox came to life; complete with donated materials, sinks, a repurposed oven, and endless opportunities for play. This space has become a hub of exploration, where students create, build and problem-solve using real materials.
The students themselves describe the Playbox as a place where imagination comes to life.
Pinehill School ākonga use a surfboard and tyre to make a seesaw.
“When I play in the play box, I can be creative,” says Hudson, 6.
Ava, also 6, enjoys the freedom to invent. “I like that we can use our imaginations and make things up.”
Jeremy, 7, is drawn to the mud kitchen, where “I love making mud soup in the kitchen and using water to make waterfalls.”
Their creations are as varied as their ideas. Hudson built “a big marble run with tyres, pool noodles, and other stuff” with his friends. Emma, 5, made “a strawberry pie for my teacher,” while Ava and her friend used a surfboard and a tyre to make a seesaw.
Jeremy recalls, “We made a ship out of tyres, crates and pool noodles,” during a game of pirates.
Often, play begins with a spark of inspiration. “I was holding a noodle and my friend said I looked like a pirate, so we started to make a ship,” says Ava.
Emma adds, “We didn’t plan it, it just happened.”
Jeremy notes that, “Sometimes we get ideas when we see what other people are making.”
Through play, students are learning to share ideas, take turns and solve problems.
“I have learned to be creative,” says Hudson. Ava says, “I have learned how to play with my friends.” Jeremy reflects, “I have learned how to make things balance and not fall over,” and Emma adds, “I have learned to share ideas and take turns.”
Principal Carla Veldman says, “We’ve watched our tamariki flourish through creative, meaningful and joyful play, ensuring they develop the skills, wellbeing and confidence to carry forward in their learning journey.”
From the ground up at Paparoa Range School
At Paparoa Range School on the West Coast, a similar story unfolded, but this time sparked by a student-led campaign for a better sandpit.
When principal Hamish Lancaster started at the school, one of the first things he learned from students was that they wanted a proper sandpit. At the time, the only option was three standalone garden planters filled with fine gravel, which students didn’t enjoy.
In term 1, senior students wrote letters to Hamish asking if the school could explore the possibility of building a real sandpit. Their voices were heard.
The school was fortunate to have a student teacher with a background in building, who took on the sandpit as a special project. He created a workbook for senior students to work alongside him. Using an aerial map of the school, students identified the best location, sketched designs, calculated materials, drew perspective sketches, developed a materials and equipment list, calculated costs, identified hazards and helped with the build.
Local businesses donated materials; parents and staff pitched in, and the home and school committee contributed $1,500. The result is a 5m x 7m sandpit with an activity wall
“This activity was a great exercise in hands-on, real-life learning that was engaging and exciting for our learners.”
Paparoa Range School student Jackson watching the sand delivery and waiting to help spread the sand out into the new sandpit.
Pinehill School ākonga work together to create games and play – and test their balancing skills.
and space for a mud kitchen that was officially opened at a school assembly in term 4.
“This activity was a great exercise in hands-on, real-life learning that was engaging and exciting for our learners,” says Hamish. “It’s something we would love to do again in the future with another group of students.”
Shelter and inclusion at Renew School
At Renew School in Whangārei, a Year 10 technology project became a blueprint for how student-led, real-world learning can reshape school culture. What began as a simple question about community needs evolved into a full-scale design and build project that bridged learning areas, boosted student confidence, and inspired future initiatives.
The need was clear: students had no dry, sheltered space to wait for pick-up at the end of the school day. Students took
ownership from the outset. They developed a concept, pitched it to school leadership and created a detailed budget covering materials, tools and fees. They sourced quotes from local suppliers and drafted funding proposals for community trusts and school grants.
Acting as project managers, designers and advocates, they demonstrated not only technical and financial literacy but also persuasive communication and teamwork. The final design was shaped with input from the wider school community, and construction took place over two hours a week.
Students applied knowledge from across the curriculum. Maths supported measurement and angles. Science informed structural integrity and material choices. Social studies provided context around regulations. Physical education contributed teamwork and group dynamics.
Associate principal Bruce Alison says, “Over the course
Left and right: Students at Renew School help build the shelter.
of the project, I saw a major shift in student confidence and engagement. It was remarkable to witness students who initially struggled with basic tasks like using a shovel or taking measurements, grow more assured in their abilities.”
One moment stood out as particularly meaningful: the involvement of a student who is visually impaired. Bruce says it was “awesome” to watch how other students supported her to not just participate but thrive.
“It’s incredibly powerful that she was able to use power tools, climb ladders and dig holes.”
Year 10 student Giselle reflects on the experience: “We all decided together so we didn’t really have roles, but I helped with the layout and design.” Her favourite moment? “Screwing on the roof or when the girls dug a hole in half the time the boys did even though there’s like double the amount of them.”
She also saw how classroom learning connected to the
project. “Maths helped a lot because of measurement and angles. Visual art also helped a lot for the painting aspect of the shelter.”
Bruce believes the shelter project has opened minds across the school to what is possible.
“These years can be disengaging if not taught with passion and consideration for what students want from their schooling. I think primary schools do project-based learning really well and secondary teachers can reflect on the great learning that can take place in that space.”
He encourages other school leaders to consider student-led, real-world projects.
“It needs to have someone willing to think outside the box. More than anything, I find it requires a change in mindset. Where is there need in our school community? How can we involve or get students to lead change in this area?”
