Strengthening cultural connections in the classroom
Learning goes deeper with ocean education and local awa ecology
Ten things to know about the attendance dashboard
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Robinson @ Depth.
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From preparing her first classroom on her 21st birthday to leading te ao Māori initiatives and planning for a future in leadership, Georgia McKenna’s teaching journey has been one of growth, challenge and reward.
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EDITOR’S NOTE
Seek, discover, know
We're back on Instagram! And we're currently calling out for stories about literacy and language for Issue 3.
Mā te kimi ka kite, Mā te kite ka mōhio, Mā te mōhio ka mārama. Seekanddiscover.Discoverandknow.Knowandbecomeenlightened.
In this edition, we explore how seeking and discovering connections to people, place and culture brings meaning to learning, supporting ākonga to fill their knowledge baskets and apply it to their own worlds.
At Central School Te Kura o Waiteata, a journey of transformation has brought a renewed sense of identity, weaving history, values and community aspirations into everyday learning. Similarly, Pacific educators are igniting cultural pride through language and music, creating spaces where ākonga feel seen and empowered.
From kai shaping wellbeing at Kereru Park School to play-based learning fostering self-regulation and resilience, we see how meaningful connections can enhance hauora and engagement. Across Aotearoa, students are also deepening their understanding of the natural world – investigating native fish habitats, embracing ocean literacy, and taking action as kaitiaki of their local environments.
Leadership is also about connection, and in this issue, we follow Cameron Ross as he steps into his new principal role, embracing the challenges and opportunities that come with shaping a school’s future. We celebrate the impact of great teachers, including a Rotorua educator whose dedication has been recognised with a national award.
Finally, we highlight practical resources to support schools and kura – whether it’s understanding the new attendance dashboard or supporting young people’s privacy in an increasingly digital world.
At the heart of education is discovery – not just of knowledge, but of relationships, belonging and purpose. Through the stories in this issue, we invite you to reflect: how are we creating spaces where every ākonga can seek, discover and grow?
Ngā manaakitanga, Sarah Wilson
Ētita | Editor
SCHOOL IDENTITY
A new identity for the future at Central School Te Kura o Waiteata
Gisborne’s oldest school, Central School Te Kura o Waiteata, has undergone a meaningful transformation, guided by Te Tiriti o Waitangi and shaped through deep collaboration with students, whānau, staff, iwi and mana whenua.
Students being led to music practice under Tipuna Tauwheoro.
Central School Te Kura o Waiteata began 2025 with a fresh identity after two years of meaningful conversations with students, whānau, staff, iwi and mana whenua.
The school, originally known as Central School, is the oldest and first public school in Tairāwhiti. Although they celebrated 150 years in 2024, this milestone had been delayed due to Covid-19.
Since opening in 1872 on the corner of Lowe Street and Childers Road, the school has had a strong presence in the Gisborne community. By 1950, it had moved to a grand two-storeyed brick building (built in 1906) on Derby Street by Palmerston Road. In 1975, it relocated again to Whataupoko, where it has remained for the past 50 years.
Recognising the significance of place, the school embraced a new name – Te Kura o Waiteata – to reflect the area it serves now and into the future.
Stu Barclay, who became principal in 2022, found himself leading the project despite its earlier beginnings.
“A lot of people have been a part of this. We have a good team, there’s new energy and enthusiasm.”
With a solid foundation in reading, writing and maths, the challenge was to add value and create a learning environment that was inclusive, respectful and connected.
“This process was driven by the need to foster a sense of belonging and pride among our tamariki and ensure our school’s vision and values were not just visible but deeply embedded in daily life,” says Stu.
The revision also responds to the changing demographic of the school.
“We want this school to connect to the local area. Our demographic is changing. We now have 30 different nationalities at our school. Our tamariki thrive in an environment that prioritises inclusivity, respect and connection.
“They need a learning environment that fosters both academic success and cultural identity, connecting them to their heritage while encouraging personal growth and curiosity.”
“Our tamariki thrive in an environment that prioritises inclusivity, respect and connection.”
Stu Barclay
Community voice at the heart
The school’s journey to a new identity was shaped through collaboration with staff, whānau, Te Runanga o Tūranganui a Kiwa (TROTAK) and cultural leaders like kaumātua Pāpā Boyce Kirikino and Nik House from Leading Learning.
The students love being part of nature, looking for fish and learning the names of streams in their area.
Cultural leader Brian Walters says part of the revision is connecting tamariki to their local spaces. They go for a walk to Waiteata Park around the corner as often as they can.
“This collaboration supported our values and identity to be authentic and respectful of local traditions and history. We needed to ensure our school was genuinely aligned with our heritage and with Te Tiriti o Waitangi.
“We saw a need to create a vision that reflected both the school’s historical roots and the aspirations of our community for the future.”
Consultation with students, whānau and TROTAK shaped the school’s new values, giving students a strong sense of ownership and pride. This strengthened their sense of belonging and enthusiasm for learning.
A new logo represents the school’s geographic surroundings and cultural identity. Every sign in the school is now bilingual and the large covered outdoor space has been renamed in honour of Tipuna Tauwheoro to reinforce connections to iwi and local history.
The team leading the internal rollout includes assistant principal Lydia Richter, cultural leader Brian Walters, deputy principal Dylan Babbington, and kaumātua Pāpā Boyce Kirikino.
The school’s relationship with Waiteata Park is also integral to the new identity. Just a short walk from the school, the Waiteata Stream is where the school’s narrative begins.
Brian Walters regularly takes students there, reinforcing their connection to the land.
“During the first couple of visits to the park, most of the students headed straight for the playground. Now, they skip that and head across the bridge for a hīkoi through the forest, seeing if they can spot
fish in the water of Waiteata Stream,” says Brian.
This local connection is also captured in the school’s new guiding narrative.
From rivers to oceans
The rivers surrounding Gisborne – Waiteata, Waimata, Wai-weherua, and Tūranganui-a-Kiwa –serve as powerful symbols in the school’s identity.
Just as these rivers flow from smaller streams into larger bodies, students begin their learning journey as small, curious learners and grow into confident individuals, ready to navigate the wider world.
The journey of a river represents the nurturing and learning stages that tamariki go through. The smaller koru (spiral) in the logo symbolises early learning and foundational values, while the ocean represents their eventual impact on the wider community and beyond.
“This narrative helps students see their education as a lifelong journey of growth, supported and nurtured by their community.”
Embracing values
Stu says teachers and students alike are embracing the new values, which are evident in the respectful, inclusive and collaborative atmosphere across the school.
Teaching electricity?
Teaching electricity?
Easy to follow animated resources about New Zealand’s electricity system available on
The school’s pepeha is a proud piece of work that involved a lot of people, whānau, students, parents, and the school board. From left is deputy principal Dylan Babbington, assistant principal Lydia Richter, kaumātua Pāpā Boyce Kirikino and principal Stu Barclay.
Guided by the principles of Te Tiriti o Waitangi, te reo Māori is used for the school’s four values because it has a broader meaning.
» Whanaungatanga – relationships and belonging
» Manaakitanga – respect and kindness
» Māiatanga – resilience and perseverance
» Mōhiotanga – learning and knowledge.
Stu says initiatives like tuakana/teina time, which emphasises manaakitanga, have strengthened bonds between students and helped create a supportive environment.
“We’re actually doing what we’re saying we’re doing, from the heart, it’s genuine and the kids have taken it on, the teachers are living it and are being great role models too.”
Parent feedback has also been overwhelmingly positive, with many reporting that their children are talking to them about the school values and correcting their pronunciation.
“The ripple effect is that everyone’s knowledge is being lifted along the way,” says Stu.
Impact on wellbeing and achievement
Fostering a deeper connection to their heritage has built a sense of belonging and pride, positively impacting students’ mental and emotional wellbeing.
“We also aspire to create an environment where students are motivated to excel academically because they feel valued and connected to their school,” says Stu.
“Our vision of ‘lifelong learners’ encourages students to develop resilience, curiosity and a love for learning that will support them throughout their lives.
“We want them to leave our school with a strong identity and a readiness to contribute positively to society.”
This year, a team was developed to ensure Te Tiriti o Waitangi is fully embedded in the school’s direction. This is enabled by the kāhui ako within school teacher (WST) roles, led by Lydia, Brian and Pāpā Boyce.
Pāpā Boyce highlights the importance of normalising te reo Māori.
“What really stood out to me was the acceptance of it all, and the eagerness with which the tamariki wanted to hear the stories and learn more.”
As well as academic improvements, students have shown increased engagement and enthusiasm for school events, particularly those that celebrate heritage and values.
Lydia says she loves the revision, “because we are all on this journey together, it’s an authentic way of being in our kura.”
Bilingual signs around the school upskill and teach everyone.
A gifted whakataukī to guide learning
Jennifer and Heni Pewhairangi from TROTAK and mana whenua Te Aitanga a Mahaki gifted the kura a whakataukī: Te kōpura o te mātauranga; ko Taumata.
It symbolises the lifelong learning journey of the school’s tamariki.
A kōpura (seed) needs the right environment to grow, just as a student requires nurturing, teaching, and support to thrive.
In this saying, mātauranga (knowledge) is represented by both the school (Waiteata) and the river that nourishes the land, fostering qualities like manaakitanga, mōhiotanga, and whanaungatanga.
This whakataukī will guide their approach to education, reminding students of their roots while inspiring them to continuously seek knowledge and growth.
It embodies aspiration for students to honour their heritage, live fully in the present and work towards a bright future. Take Your Students to the Snow
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Wai-weherua is where tamariki transition into the senior syndicate.
SELF-REGULATION
Self-regulation connects through trusted relationships
Self-regulation skills in the early years are crucial for positive life outcomes. ENGAGE offers a fun and effective approach for kaiako to support tamariki in developing these skills through play – and it’s now in action right across Aotearoa with a recent expansion into Te Tai Tokerau.
Mangaweka School whānau use rākau kōrari (flax stalks) to play a game called Matau Maui.
What does a child need for positive outcomes in life?
Research shows that self-regulation skills in the early years are one of the most important factors in predicting how a person’s life unfolds. For young children, these skills are learned and practised within trusted relationships.
ENGAGE presents a simple, fun, and effective approach for kaiako in early learning services to help tamariki build these crucial skills through games. By incorporating ENGAGE activities, kaiako can support tamariki in practising empathy, taking turns, waiting, listening and calming themselves down. Tamariki who develop these skills are better positioned for a smooth transition to school and beyond.
Developed by Professor Dione Healey, ENGAGE began its delivery in early learning services in 2016, initially in just one centre. Since then, it has expanded significantly, evolving through research in Aotearoa to suit a wide variety of services. The programme aligns closely with Te Whāriki and He Māpuna te Tamaiti, ensuring its relevance in early learning environments across the country.
Expanding to Te Tai Tokerau
With Ministry of Education funding, ENGAGE is now delivered in hundreds of early learning services. At the start of this year, ENGAGE reached Te Tai Tokerau, marking its presence in all 10 regions across Aotearoa.
Each region presents unique opportunities to collaborate with kaiako and deliver ENGAGE in ways that best support their practice and their mokopuna. Relationships and connections are key to success.
One of the facilitators working in Te Tai Tokerau reflects, “As the birthplace of Te Tiriti o Waitangi, it has been really important to us to begin fostering strong relationships with kaiako, ensuring they receive the best of what ENGAGE offers while also building a true partnership with centres and their communities.
“This ensures all mokopuna have the opportunity to develop and strengthen their self-regulation skills.”
Facilitators also referenced a whakataukī from Rāhiri, a prominent tupuna: ‘Ka mimiti te puna i Taumārere, ka toto te puna i Hokianga. Ka toto te puna i Taumārere, ka mimiti te puna i Hokianga.’
‘When the fountain of Taumārere is empty, the fountain of Hokianga is full. When the fountain of Taumārere is full, the fountain of Hokianga is empty.’
“This whakataukī speaks of the relationship between the two coasts in Te Tai Tokerau – the resources from one are to help the other. As descendants of the Hokianga, we are excited to share ENGAGE in the north.”
Following an early workshop, a kaiako shared positive feedback, saying, “Ngā mihi nui for the session last night. Nothing but positive feedback received this morning, and I can hear kēmu happening all around our wāhi today.”
Progress and impact
ENGAGE is now running in over 1,500 early learning services, reaching 18,000 kaiako and 60,000 tamariki. This number continues to grow as new services join and more tamariki attend centres where ENGAGE is already embedded.
Educators report calmer classrooms and feel empowered by their role in children’s development. Whānau notice their children practising these skills at home – sometimes even leading the games themselves!
Although ENGAGE is grounded in a strong evidence base, research continues to explore its effectiveness. A 2022 study found that after 10 weeks of ENGAGE, children showed significant improvements in self-regulation, with lower levels of hyperactivity, aggression and inattention. These improvements were maintained in later follow-ups.
A 2024 evaluation by Synergia highlighted ENGAGE’s role in addressing equity issues, stating: “ENGAGE provides crucial self-regulation skills. Kaiako perceived the programme as benefiting children from low socioeconomic backgrounds, and for all tamariki.”
The evaluation also noted the programme’s effectiveness in supporting and including neurodiverse tamariki.
Positive stories from Rangitīkei
In the Rangitīkei district, ENGAGE has already made a notable impact.
After attending ENGAGE workshops, Tanya Gordon from Mangaweka School planned her focus term around
ENGAGE, aligning it with one of their school values: mana. Through games that encouraged communication and cooperation, Tanya noticed a shift in her akomanga.
“Tamariki are more aware of what they say to each other. While there are still disagreements, the tone is more respectful as children learn more about how to communicate and cooperate through games.”
Mangaweka School principal Memory Lyon highlighted the importance of continuity in a rural community.
“If tamariki at our playcentre are practising the same skills, playing the same games and hearing the same language, they’ll feel much more comfortable and familiar when they get to school.
“The fact that ENGAGE is being used in both our playcentre and school is great for our tamariki, our kaiako and our community.”
Connecting with whānau was also a priority. The school held a whānau hui to share the kaupapa and encourage whānau to use the games at home.
Kaiako in the district have also found ENGAGE useful for fostering “courageous conversations with whānau” to identify skills tamariki can develop through play.
One facilitator at Hunterville Playcentre recalled a tamaiti offering to help calm a group during a whānau hui: “I know a way to do it, ’cause I do this at home.”
He then demonstrated his version of PJ Mask deep breathing – an activity designed to help children relax and calm their bodies.
Future vision
ENGAGE continues to grow, with demand exceeding the current team’s capacity. The long-term vision is to reach as many tamariki as possible, supported by ongoing research through the Kia Tīmata Pai study.
The programme aims to expand further into Māori medium services, schools and whānau homes, ensuring self-regulation skills are embedded across different environments.
For more information or to get in touch with the ENGAGE team, contact enquiries@engageplay.co.nz.
“Tamariki are more aware of what they say to each other. While there are still disagreements, the tone is more respectful as children learn more about how to communicate and cooperate through games.”
Tanya Gordon, Mangaweka School
Beyond the classroom: how international experiential education transforms students
By Timothy Mitchell, School Partnership Manager, Unearthed Education.
In today’s rapidly changing world, educators are constantly looking for ways to engage students in meaningful learning experiences that go beyond traditional classroom settings. Experiential education through international travel programmes is proving to be one of the most impactful ways to develop leadership, resilience, and global awareness in young people.
At Te Kura O Tititea Mount Aspiring College, experiential learning is deeply valued. Last year, students participated in a 21-day Unearthed Education by Pacific Discovery program to Nepal, immersing themselves in cultural exchange, outdoor adventure, and service learning. Their experiences provided lessons in leadership, teamwork, and adaptability, qualities that are difficult to develop through conventional schooling alone.
Bridging cultural gaps through immersion
International travel exposes students to different ways of life, fostering empathy and understanding. In Nepal, students from Te Kura O Tititea Mount Aspiring College interacted with local communities, learned about Nepalese customs, and participated in service projects at a remote mountain village. These experiences helped them gain an appreciation for different cultures.
Sandra, a Senior Dean from the college who joined the trip, emphasised the significance of cultural immersion: “For many of our students, this was their first time experiencing a developing country. They came back inspired, with a greater understanding of global issues and a newfound appreciation for things they had taken for granted–clean water, education, even the ability to travel freely.”
Personal growth and leadership development
Travelling in a new and challenging environment requires students to step outside their comfort zones, make decisions, and problem-solve in real time. The Nepal programme pushed students to take ownership of their experience–whether it was navigating a foreign city, working in a team to complete a hike, or leading a community service project.
“Some of our students had never travelled overseas before, let alone been to a country like Nepal,” Sandra shared. “It was a complete eye-opener for them. Watching them step up, take responsibility, and grow in confidence over the three weeks was incredible.”
Beyond the physical and cultural challenges, students also developed emotional resilience. Hiking in the Langtang region required perseverance, teamwork, and a positive mindset–lessons that will serve them in their future careers and personal lives.
Developing a global perspective
One of the most powerful aspects of experiential education is the ability to see the world from a new perspective. Students who participate in international programmes return home with a deeper awareness of global issues such as poverty, education access, and environmental sustainability.
“We had students who came back from Nepal determined to make a difference,” Sandra explained. “One of them is now looking
at studying international development, and another is involved in sustainability projects at school. These kinds of programmes don’t just create great memories; they shape students’ futures.”
Why schools should consider international experiential education
For schools looking to provide experiential education, international travel programmes offer unique benefits. They enhance students’ emotional intelligence, resilience, and leadership skills, while providing a sense of adventure and personal achievement. Unlike a regular overseas trip, these programmes are carefully structured to include elements of personal growth, cultural learning, and real-world problemsolving.
“I would encourage any school to explore this kind of opportunity for their students,” Sandra said. “It’s a once-in-a-lifetime experience that builds confidence, independence, and a genuine understanding of the world.”
Earn credits through experiential learning
Educators can integrate our international programmes into their curriculum to help students earn credits through experiential learning. Whether through service projects, outdoor leadership training, or cultural studies, these immersive experiences align with academic frameworks, providing students with valuable real-world skills while contributing to their educational achievements.
Education is about more than just academics, it’s about preparing students for life. International experiential programmes offer an opportunity for students to grow, learn, and gain a deeper understanding of themselves and the world.
As schools continue to seek ways to engage students and make learning meaningful, incorporating travel-based education could be a game-changer.
For more information about Unearthed Education and how your school can implement experiential learning programmes, visit https://unearthededucation.org
PACIFIC EDUCATION
Inspiring Pacific learners through language and music
Afamasaga Feleti Poepoe Pesefea is on a mission to ignite pride, purpose and passion in Pacific students at Te Aratai College through the transformative power of language and music.
Afamasaga with his Gagana Sāmoa class doing an umu during Sāmoan Language Week.
At Te Aratai College in Ōtautahi Christchurch, the vibrant echoes of Sāmoan language and music fill the hallways, thanks to the inspiring work of Afamasaga Feleti Poepoe Pesefea.
As the college’s Gagana Sāmoa and music teacher, Afamasaga is not just an educator; he is an advocate of cultural pride and academic growth for Pacific students.
Born into a family of dedicated educators in both Sāmoa and New Zealand, Afamasaga’s passion for teaching runs deep in his roots.
“Education has always been in my blood,” he reflects. “Growing up surrounded by teachers, I saw firsthand the transformative power of knowledge and the importance of preserving our cultural identity.”
For Afamasaga, teaching was more than a career; it was a calling – one that allowed him to blend his passion for education with his love for his culture. He quickly realised that students who connected with their cultural roots were more likely to excel in their academic and personal lives.
Blending tradition with modernity
Although Afamasaga has only been a teacher at Te Aratai College for three years, he has transformed his classrooms into dynamic spaces where students don’t just learn about Gagana Sāmoa – they experience it.
Through interactive activities, storytelling and cultural performances, students engage with the language in ways that are both fun and meaningful.
“For me, language is more than just a series of words,” says Afamasaga. “It’s the vessel of our history, our values and our identity. When students connect with their language, they connect with their ancestors, their community and, most importantly, themselves.”
Last year, some of Afamasaga’s Sāmoan language students competed in the FAGASA (Organisation for Teaching and Learning of the Sāmoan Language in Aotearoa) national Sāmoan speech competition. Several of his students placed in the top three, a testament to their hard work and his dedication to language education.
“It was incredible to see our students standing proudly on that stage, delivering their speeches with confidence and fluency,” says Afamasaga.
“They not only represented our school but also showcased the strength of our culture and language.”
Music as a universal language of connection
In his dual role as a music teacher, Afamasaga continues to bridge culture and academics, using the universal language of music to further enrich his students’ learning experiences.
“Music is a powerful connector,” explains Afamasaga. “It allows students to express their emotions, their creativity and their identity in ways that words alone cannot.”
For his students, this approach opens new avenues for expression and self-discovery. Whether performing in front of their peers or composing their own pieces, students experience the power of music to connect them with their culture and each other.
Afamasaga’s classes go beyond learning how to play instruments. They focus on understanding the history and significance of the music they play.
Students are encouraged to draw from experiences outside the classroom, such as songs they sing in church or music shared with their parents and grandparents. This knowledge helps them appreciate music not just as an art form but as a living expression of their cultural story.
Cultivating culture and community
Afamasaga’s influence extends far beyond the classroom walls. He actively organises cultural events, oversees the Polyfest club and coordinates music events, providing his students with platforms to showcase their talents and deepen their cultural understanding.
“These initiatives allow students to engage with the broader community and gain exposure to a variety of opportunities, from regional performances to academic scholarships,” says Afamasaga.
Through these events, students not only gain confidence in their abilities but also learn to appreciate the richness of their heritage.
Afamasaga believes that these experiences are important in shaping the next generation of Pacific leaders, who will carry their culture proudly into the future.
“Alongside the academics, it’s about building a community. The brotherhood or sisterhood you form here will always be with you.
“When you leave school, you’ll always have this community to come back to. It’s important to remember that it’s not just about what you can take; it’s about giving back. This place gave you so much, and now it’s your turn to give back to it, to the next generation.”
His words resonate deeply with his students, reminding them that education is not just a personal journey but a shared experience that creates lasting bonds and responsibilities.
For Afamasaga, the greatest reward comes from seeing his students grow both as learners and as individuals.
“Seeing my students excel academically, creatively and personally is what keeps me going,” he says.
“When I see them embracing their language and culture with confidence, I know I’ve done my job.”
“Growing up surrounded by teachers, I saw firsthand the transformative power of knowledge and the importance of preserving our cultural identity.”
Afamasaga Feleti Poepoe Pesefea
Bryony Edwards receives her NEiTA Award in Melbourne.
Teaching award a moment of collective pride for Rotorua community
When Bryony Edwards received the news of her National Excellence in Teaching Award, it wasn’t just a personal achievement – it was a moment of collective pride for her students, whānau and school community. From fostering the success of ākonga Māori to inspiring young artists to find their voice, Bryony’s career reflects the power of education to uplift, connect and transform.
Bryony Edwards was buying art supplies for her students when she received the news that she was the secondary recipient of the 2024 National Excellence in Teaching Award (NEiTA). The awards recognise teaching excellence in Australia and New Zealand, with Bryony the only secondary teacher in Aotearoa to receive the award this year.
“I was buying things for school and on my phone when I got an email which I really didn’t expect. I was really taken aback and had quite an emotional response – I left the store and cried in the car for about 10 minutes. It was very overwhelming.”
Bryony, a visual arts teacher at Rotorua’s John Paul College, was nominated by her school community, which recognised her dedication to her students and the impact of her teaching. In addition to attending the awards ceremony in Melbourne, she received a $5,000 professional development grant. However, it was the response from her school that resonated the most.
“The seniors had left school by the time I returned with the award, but many came back and took part in a full school haka pōhiri welcoming me onto the school grounds. I was told that I returned to the school as a taonga – it felt so special, and I think that’s when it sunk in, that it really meant something to the school.”
Deep roots in Rotorua
At the pōhiri, a kaumātua from Ngāti Whakaue shared with Bryony that she had brought pride to Te Arawa. Having worked at Rotorua Girls’ High School before joining John Paul College, Bryony developed programmes focused on cultural responsiveness that led to incredible success for her Māori students.
“Being raised here in Rotorua – the history, culture, stories and waiata shaped our sense of belonging and played a big part for me. Hearing that meant a lot.”
The NEiTA theme in 2024 recognised “unsung heroes” in education – those who work with unwavering dedication behind the scenes. In 27 years of teaching, Bryony has embodied this spirit.
“Each year, I have some students who do particularly well. Those are definite career highlights. But I think what I’m most proud of is that I work really hard to get all my kids to do their best.
‘For some of them, that might be that they pass, and that’s wonderful. I joke that I’m a bit like Paula from Hunt for the Wilderpeople. You know, ‘No child gets left behind.’ I’m determined to pull them all across the line.”
Championing students’ success
Many of Bryony’s students have excelled, with several earning places in the NZQA Top Art exhibition. Others have used their artistic practice to explore deeply personal themes.
“We have just found out that one of my students has had his folio selected for Top Art – his second, two years in a row.
“His work has been so inspirational to so many other teens dealing with body dysmorphia and, more recently, confronting the lack of meaningful representation of LGBTQ+ characters in the video game industry. He is going on to study at Massey School of Design. I am so proud of him.”
Bryony began her career with a Diploma in Art at Otago Polytechnic before enrolling in a teaching diploma “just in case”.
“You graduate from art school and think you’re going to be an artist. But in 1996, I walked into the classroom of my curriculum tutor Marie Cass. She held out her arms and said, ‘Welcome to the best job in the world, you’re going to love this.’ And she was right.”
Marie Cass became a defining mentor in Bryony’s career.
“I’m in awe of so many teachers who I aspire to be like”
Bryony Edwards
“She taught me how to inspire, motivate, be compassionate, and create a safe space for teenagers. It was from Marie that I learned how to address the social, emotional and cultural needs of my ākonga.”
Looking ahead
After conversations about her career, Bryony has stepped into the role of head of department while maintaining her presence in the classroom.
“My principal asked me what my five-year plan was and if I had considered moving into middle management such as a pastoral role – but the process with the NEiTA award required me to do so much reflection, and my purpose has never been clearer to me.
“I love my job and being in the classroom teaching photography, design and art. I’m in the best place to be effective, and I don’t want to pull away from that.”
Bryony Edwards and then students Anaheara (left) and Aria during a trip to Te Papa.
Bryony Edwards was welcomed back to school with a pōhiri.
Ten questions you may have about the new attendance dashboard
In an effort to increase awareness on lifting student attendance, a new interactive dashboard has been released to capture schools’ daily attendance data. Here are some Q&As to help you get familiar with this new tool.
Where can I find the new daily attendance dashboard?
The new dashboard went live on 10 February 2025 and can be found on the Education Counts website.
What happened to the previous dashboard?
The previous attendance dashboard was updated weekly. This has been replaced by the new and improved dashboard which is updated daily with information from the previous day.
Why is attendance data made public?
The Government has set an attendance target for 80 percent of students being present for more than
90 percent of the term by 2030. The publication of daily attendance data is one initiative that will support this target by increasing public awareness around the importance of attendance.
Is my school’s data able to be identified within the dashboard?
The dashboard has interactive filters that allow people to look at attendance trends by regional council or school type, but not by individual school.
Why the shift to daily attendance reporting?
Previously, schools were required to provide attendance data after the end of each term. Daily attendance reporting
means we can be more targeted and effective in the decisions we make and the actions we take to support all students to achieve at school.
Are schools required to do any extra work to provide data for the new dashboard?
There should be little or no additional impact for schools because of daily reporting. Daily recording of student attendance is already a requirement when a school is open for instruction. From the start of term 1 this year, this information is sent to the Ministry automatically by school Student Management Systems (SMS), from 6pm each day. The Ministry updates the daily attendance dashboard the following day.
What happens if a student’s attendance code is altered for an absence after the daily data has been submitted?
Your school’s SMS will feed the updated code through in its daily reporting and the dashboard will reflect the updated data.
Have attendance codes changed?
To support schools to provide more accurate data we have reviewed and reduced the number of attendance codes that schools need to use when recording attendance. The School Attendance Rules 2025 also require schools to use Ministry-approved attendance codes to record student attendance. The attendance codes and guidance are designed to support schools and the Ministry to:
» distinguish between presence, justified absence and unjustified absence
» provide high-level indicators to support monitoring of trends and patterns
» support school attendance activities.
Attendance codes are not intended to record causal factors for absences. It is not practical for codes to record this level of granularity and schools should have information management systems in place so that reasons for absences (justified and unjustified) are recorded and responded to appropriately.
Why do some kura have a different timeframe for the requirement for daily attendance data?
The Ministry of Education has provided additional time (until July 2025) for specified kura boards to meet the daily attendance reporting requirements so that they can identify any implementation needs before the daily reporting is required.
Where can I find more information about attendance reporting and these changes?
Information is available on the Ministry of Education website and Education Counts. Read this article at gazette.education.govt.nz for a full list of resources.
We’d love to hear from you!
We know many schools have great initiatives underway to support their students and their families with attendance. Big or small, we’d love to hear about them! Please get in touch with gazette@education.govt.nz.
An example of the dashboard on Education Counts, as at 19 February.
Marshall Laing Primary School ākonga get active in their new play spaces. Principal, David White, pictured middle top.
Creating opportunities for exploration at Marshall Laing Primary
Marshall Laing Primary School in Auckland is reimagining play, providing tamariki with enriching and engaging opportunities that foster social connections, creativity and resilience. Under principal David White’s leadership, the school has embraced diverse play spaces that enhance learning and wellbeing.
Play at Marshall Laing Primary School has been revitalised, thanks to an innovative approach led by principal David White.
The transformation began in 2021, during Sport Auckland’s Puketāpapa Play Project, where David explored ways to expand play opportunities and enhance student wellbeing.
“Sport Auckland’s Healthy Active Learning team and Play Lead challenged our existing beliefs and asked probing questions,” says David.
Inspired by innovative play concepts and shared insights from other school leaders, David wondered if his own school could adopt similar ideas.
He decided to open the school to more adventurous play spaces where tamariki can freely explore and play. David discovered that the fear of injury didn’t match reality.
“These new play spaces are not as risky as they might seem. By giving children these opportunities, you’re making them safer in the longer term. That’s the big paradox – we all want our children to be safe but depriving them of learning opportunities will make them less safe in the long run,” says David.
Diverse play spaces
“All schools have different facilities, but you have just got to look at things and try and be imaginative and creative, and often you hand that over to the children and they will show you what they can do,” explains David.
By allowing tamariki to play in their own way, to be creative and work together to solve problems, David says they develop essential social skills that cannot be taught in a classroom setting.
“In our natural play zone, for example, tamariki can create their own games using leaves, branches and trees. You see a bunch of sticks and it just looks like junk, but for a kid it’s way more than that.”
Through diverse play spaces, tamariki can interact with peers in new ways.
“In parts of the school, you generally see girls playing with girls, or students from the same year level playing together, but down the embankment, which attracts up to 80 tamariki in breaktimes, that goes out the window.
“You see students from Years 1– 6 playing together in the same group, working together, as well as girls and boys playing together. That doesn’t happen in other parts of the school during playtime,” says David.
“Wherever you are, you should just keep trying to nudge as much as you can towards the ‘most child-led’ end of the continuum.”
David White
The benefits of play
Opening the embankment has allowed other parts of the school to be freed up, creating even more opportunities for play.
Tamariki now spend more time outdoors, burning energy, having fun and learning through play in ways that cannot be taught in a classroom.
Through play, ākonga develop their social skills and problem-solving abilities, resulting in fewer behavioural incidents both inside and outside the classroom. The skills they gain – cognitive, social, mental and physical – transfer into the classroom environment.
The school has observed that when tamariki engage in play more effectively, their learning also improves.
Even David himself has changed, admitting he thinks more like tamariki – putting fun first, rules and cleanliness second.
“I’ve just become so much more relaxed. I’ve let go of things like worrying about mess from the mud kitchen. I have just loosened up a bit.”
The school also promoted that its grounds are open to the community outside of school hours. While this meant extra costs to cover security, the board of trustees viewed the move as a valuable investment, recognising the benefits it would bring for tamariki and the wider community.
Overcoming barriers
Resistance to risky play from parents and caregivers continues to be a challenge, though.
To help parents and caregivers recognise the benefits of play, David asks two questions: Do you want your child to play differently than they do on a device? And how did you play when you were a kid?
Although the data shared with parents and caregivers showed that risky play does not result in a higher rate of injuries, many still worry about their children’s safety.
David notes that parents and caregivers are often more accepting of injuries sustained from playing rugby but find it harder to accept injuries that occur from climbing a tree.
“Play is undervalued, and some parents have lost sight of how important it is for their children’s development, including their mental, physical and social growth.”
David sees the play journey as a continuous process and his efforts over the past three years have moved the school along the play continuum.
“Wherever you are, you should just keep trying to nudge as much as you can towards the ‘most child-led’ end of the continuum. As much as you feel comfortable with, just keep heading in that direction and thinking about ways to make the next step,” says David.
Schools across Aotearoa are at various stages on the play continuum. Some are just starting, while others have been on this journey for some time.
David advises, “Start somewhere. Go beyond your comfort zone. The benefits for tamariki – and your school – are well worth it.”
Healthy Active Learning is a joint government initiative between Sport NZ, the Ministry of Education, the Ministry of Health, and Health NZ – Te Whatu Ora. It supports 900 schools and kura to improve the wellbeing of tamariki and rangatahi through healthy eating, drinking and quality physical activity.
Tamariki enjoy the natural play zones, creating all sorts of fun with leaves, branches and trees.
“All schools have different facilities, but you have just got to look at things and try and be imaginative and creative.”
David White
Do you have a vacancy that you would like to advertise to the education sector?
RECRUITMENT
Tumuaki / Principal
• Supporting young people to experience success in education
• “Be the best you can be” – fostering student growth and potential
• Based in Christchurch
Place an advertisement in the vacancies section and reach both the passive and active jobseekers by contacting Jill Parker: jill.parker@nzme.co.nz 027 212 9277
DONOVAN PRIMARY
Associate Principal (1), 4PMU, Equity Index 461, Y1-Y6 Primary
Halswell Residential College (HRC) Te Otu Mātua, is a specialised co-educational residential school offering time-limited interventions for students aged 8 to 16 who face complex behaviours, intellectual difficulties and neurodiverse challenges. Individual education plans foster student growth and potential in the day school and residential area supportive environments.
You will manage and lead the College, implementing programmes, engaging with diverse stakeholder groups and leading staff to support the learning of young people with complex intellectual needs.
Visit www.sheffield.co.nz/Job-Search for a PD and skills/ experience required.
Apply online by 18 March 2025 at www.sheffield.co.nz or email cvchc@sheffield.co.nz quoting 8911EG. Contact Andrea Bankier: +64 274 478 102.
Donovan Primary is a large urban school in Invercargill. We are looking for a new Associate Principal. Do you want to join a strong, inclusive staff?
Our position commences Term 3 2025 or by negotiation. We are looking for a capable person with proven leadership skills and strong interpersonal skills. Must have experience with current curriculum changes and implementing new curriculums. Our new person must have skills and empathy to work with diverse learners and co-ordinate care and programmes for these akonga.
If you want to be part of our team and have Resilience, Empathy, Adaptability and the passion for Lifelong Learning, please request an application pack by emailing application@donovanprimary.ac.nz
This is a re-advertised position.
Applications close 4pm Monday 17 March 2025.
Riley and Steve Hathaway go exploring in te moana, something they want to share with ākonga from across the motu. Did you know? There are nearly 1,000 native species of seaweed in Aotearoa!
Photo credit: Richard Robinson @ Depth.
Exploring te moana: deepening connections through ocean education
Across Aotearoa, schools and kura are strengthening connections between ākonga and te moana, integrating ocean awareness into environmental learning. Through the Young Ocean Explorers 21-Day Challenge and hands-on environmental education, students are developing a deeper sense of kaitiakitanga while building essential skills across the curriculum.
For many schools, environmental education is already deeply embedded in learning. From Enviroschools initiatives to hands-on science projects, schools are fostering student-led action that teaches ākonga to care for and protect te taiao (the environment).
At Ōpua School, teacher Ineke Halse says sustainability is woven into everyday learning.
“Ocean awareness is integrated wherever possible. We take part in programmes that align with our values, such as Project Island Song and Whitebait Connection. Being in the Bay of Islands, we have easy access to the ocean and rivers, so we incorporate hands-on learning as much as possible.”
At Helensville Primary, sustainability is a key focus in term 1 with students participating in environmental groups and schoolwide initiatives.
“Our Year 5/6 team runs the Garden to Table programme, incorporating composting, recycling and worm farming into everyday learning. The Whitebait Connection programme inspired students to plant along a local stream,” says maths lead teacher Bronwyn Conlogue.
Whangaparāoa School science teacher Debbie Thompson highlights how ocean-related learning engages students in scientific inquiry.
“Last year, Year 3–6 students investigated ocean acidification – its causes, effects and solutions. They learned about pH testing and how carbon dioxide affects marine life, even experimenting with seashells in acidic solutions to simulate future ocean conditions.”
Young Ocean Explorers 21-Day Challenge
Teachers across Aotearoa have found the 21-Day Challenge a powerful tool for engaging students in ocean literacy. The challenge includes interactive videos, quizzes and real-world tasks that encourage ākonga to take action.
“This was our first year participating, and the students were captivated. They loved learning about marine
creatures and gained a deeper understanding of food webs and kina barrens. The challenge made them think critically about human impact on the ocean and their ability to influence change,” says Ineke.
For Bronwyn, the challenge has been an annual highlight.
“Each year, my students become more aware of their role in environmental conservation. We explore local waterways to see where stormwater leads, which led students to paint marine life around stormwater drains to remind others that this water flows to the ocean.
Inspired by the challenge, a Year 7/8 class organised a large-scale clean-up of our local river.”
Debbie says the initiative also fosters a sense of collective action.
“Our students were especially motivated by the plastic pick-up challenge. Seeing real-time data on how many children across Aotearoa were participating made them feel part of something bigger. Having Riley Hathaway visit was a highlight, as she connected with students and showed them her father’s incredible underwater footage.”
Young Ocean Explorers (YOE) founder Steve Hathaway emphasises the importance of making marine conservation engaging for young people.
“Young Ocean Explorers brings New Zealand’s unique underwater world to life through captivating content, seen from a young person’s perspective. This approach makes marine conservation exciting, accessible and seamlessly integrated with the curriculum.”
He notes that hands-on experiences are crucial to connecting students with their environment.
“YOE encourages hands-on experiences, such as beach clean-ups and marine surveys, helping students connect with local marine environments. Schools can use YOE’s content as a springboard for field trips, conservation projects, or citizen science initiatives.”
Top left: Warkworth School students with Riley.
Top right: A very captivated audience. Riley and Steve Hathaway have presented to schools all around Aotearoa.
Bottom: A Loggerhead turtle pays Riley a visit on the Great Barrier Reef. Photo credit: Steve Hathaway.
Extending learning beyond the challenge
The 21-Day Challenge serves as a springboard for deeper exploration. At Ōpua School, it led to cross-curricular integration.
“We connected our learning to literacy, maths, social sciences, art and technology. Students explored the role of rāhui in marine protection and travelled to Maitai Bay to see the effects of conservation firsthand. Many students snorkelled for the first time and were amazed by the abundance of marine life in a protected area,” says Ineke.
At Helensville Primary, teachers used a mix of resources to support their ocean studies.
“We used Young Ocean Explorers videos, The Whitebait Connection materials, Seaweek resources, and YouTube documentaries like The Great Pacific Garbage Patch,” says Bronwyn.
Debbie’s students took their learning further by engaging in debates about ocean use.
“Students researched different perspectives, from fishers to conservationists, and debated the challenges of managing shared marine spaces. They didn’t always agree with every viewpoint but gained a greater appreciation for the complexity of environmental decisions.”
Shifts in attitudes and actions
Teachers have observed that hands-on ocean education fosters deep engagement and long-term behavioural changes.
“Many students are highly concerned about the environment and eager to take action. We see this through their involvement in environmental groups, interest in marine conservation and awareness of how their choices impact the planet,” says Bronwyn.
Some Whangaparāoa students became passionate about protecting their local beach.
“After learning about dotterels nesting nearby, they met with local conservation volunteers and studied texts on the species. They then created posters and slideshows to educate others on protecting these birds,” explains Debbie.
The 21-Day Challenge has also inspired behaviour changes at home.
“Students shared their learning with whānau, leading to families reducing plastic use, switching to reusable containers, and even competing to see who could produce the least waste. One student convinced her family to limit their fishing catch, while another encouraged their
“The 21-Day Challenge inspired students to take action, from cleaning up local waterways to rethinking how we use plastic. Seeing their enthusiasm grow was incredible.”
Bronwyn Conlogue
household to walk more to reduce car emissions,” says Bronwyn.
Steve Hathaway highlights the impact of the programme in shifting student perspectives.
“It’s crucial that Kiwi kids grow up understanding not just ‘From the mountains to the sea,’ but also the ocean’s essential role in a healthy planet. By fostering a deep connection to our moana, we can inspire awareness of its challenges and share hopeful stories of those protecting it.”
Advice for schools and kura
Teachers agree that starting with real-world, engaging content is key.
“The Young Ocean Explorers 21-Day Challenge is an excellent entry point. It provides compelling, relevant learning experiences that make ocean conservation feel personal. Students see how their actions matter and feel empowered to create change,” says Ineke.
Bronwyn encourages schools to explore local opportunities.
“Find something students can connect with in their own environment. Organisations like Young Ocean Explorers, The Whitebait Connection and Enviroschools offer fantastic support for schools looking to embed sustainability into learning.”
For Debbie, student-led exploration is crucial.
“Our students love learning about the ocean, especially when it relates to Aotearoa. The more we can connect learning to what’s meaningful to them, the more engaged they become.”
For more information, visit youngoceanexplorers.com.
“Seeing real-time data on how many children across Aotearoa were participating made them feel part of something bigger.”
Debbie Thompson
Ngā kōrero a ngā tauira
What students say
“I liked how you would pick up rubbish every day and how all the schools and some other people signed up and it was kind of like a competition … and then at the end I liked it how you got all the total of how much rubbish you picked up.”
“I did try to walk a bit more instead of using a car ... because of the pollution from the gases and petrol.”
“Every day after school I would come home with a new fact about our oceans and Maui dolphins, and I’d always tell my mum and she was like ‘really? I never knew that!’.”
“I use it to learn more about the ocean and how to keep it from overflowing with plastic because I learned that scientists think that if we don’t do anything now there’d be more plastic in the ocean than fish in 2050.”
“I found it really interesting on the one in the photo of how much rubbish there was in a turtle’s stomach.”
“Young Ocean Explorers brings New Zealand’s unique underwater world to life,” says Steve Hathaway.
Summerland Primary ākonga at Paremuka Stream.
Īnanga investigation weaves local ecology into learning at Summerland Primary
Learning is powerful when it connects ākonga with their environment, their communities and each other. Partnering with community organisations, Summerland Primary School in Tāmaki Makaurau Auckland has been part of an investigation into the native fish calling their local waterways home, deepening their understanding of place and discovering their role in protecting native species like īnanga (whitebait).
“We’re all on a journey to understand the world around us,” says Community Waitākere environmental education coordinator and former kaiako Bronwyn Smith. “Understanding how it all works and where we, as people, fit within the natural world.
“This journey begins by asking questions, and no one does this more eagerly than young people. Tamariki get really curious and ask good questions when they’re exposed to hands-on learning experiences that are meaningful to them.
“At the heart of our work with schools is harnessing the power of curiosity.”
In collaboration with Mountains to Sea Conservation Trust – Whitebait Connection and with funding from the Henderson-Massey Local Board, Community Waitākere works with schools and the wider community as part of programme Ngā Puna Manaaki Īnanga, a whitebait conservation project.
In the programme, ākonga investigate the native species of fish calling west Auckland local waterways home, paying particular attention to īnanga, a species of whitebait, and how they can protect and enhance streams to ensure the species can thrive.
Over five sessions, tamariki from Henderson’s Summerland Primary School took part in a hands-on learning experience exploring Paremuka Stream – which borders their school – determining which species inhabit the catchment.
Learning the tools of ecology
“We’ve always known about the stream,” says Summerland kaiako Amanda Signal. “But we haven’t had a strong connection or utilised it other than doing clean-ups here and there.”
As such, each session started with a question, explains Bronwyn. “What do we need to know now to better understand the health of Paremuka Stream? Tamariki were
the scientists and we assumed the role of guide to their learning.”
Using science-based best practice, tamariki learned the basic tools of ecology, such as water quality testing, ecosystem surveying and fish trapping methods.
“Everyone was encouraged to be curious, ask questions and form their own perspectives on what they thought was happening in the stream. These ‘hypotheses’ were then tested, with the results revealed at the following session,” she says.
“The test results were fascinating. The data told us the Paramuka awa (stream) had good water quality and good macroinvertebrate life, sufficient to support native fish species.
“But we had only seen native eels and caught a single banded kōkopu, another species of whitebait. Why only one banded kōkopu when normally they hang out in schools? Why was there no īnanga?”
“They were so excited to learn during the fieldwork experiences – the stream testing, netting and planting were all particular highlights and provided meaningful contexts for our science and literacy learning back at school.”
Shannon Pulman
“Parents have told us how their tamariki are sharing their learning at home, and how it’s having an impact on their own knowledge of the area. Some students have even taken their parents down to the areas where we did testing and explained the processes they were undertaking and their observations.”
Amanda Signal
Banded kōkopu are one of six species of whitebait in Aotearoa New Zealand and are sometimes referred to as Māori or native trout. They have pale vertical stripes across their sides and can be found in pools where there is cover, such as banks or rocks.
Watching students identify these habitats and begin to understand the importance of protecting these species was incredibly rewarding, says kaiako Shannon Pulman.
“They were so excited to learn during the fieldwork experiences – the stream testing, netting and planting were all particular highlights and provided meaningful contexts for our science and literacy learning back at school.”
Some students started the programme “screaming in disgust”, she laughs, adding that it was amazing to see their enthusiasm and willingness to be more hands-on develop.
“We saw them go from being terrified of the mud and dirt to picking up worms.”
Hearing students’ knowledge and questions change after each session was also impressive, says Amanda. “It doesn’t look the healthiest, so we were all surprised to learn there is quite a bit of life in the stream.
“At the beginning, no one in the class had heard of whitebait, but they now have lots of knowledge about whitebait and the impacts we as humans have on them, and their environment.
“They’re using more scientific vocabulary and asking to further their knowledge.”
Extending learning across the curriculum
Across five sessions, tamariki learned about ecosystems, life cycles and environmental sustainability – which aligned perfectly with their science programme, says Shannon.
“It was an excellent way to provide a real-world learning context, enhancing understanding of biodiversity and human impact,” she explains. “It also tied into the nature of science strand, encouraging observation, hypothesis-making and data collection.”
Amanda says they also integrated learning into their reading programme, taking the lead from what was happening in sessions and tying them into the following week’s reading texts.
“Students were learning about concepts such as whitebait, their life cycle, human impacts and so on. Bronwyn shared resources with us which we utilised in reading sessions to focus in further on key ideas and thinking.”
The kaiako have already identified ways to continue and extend the learning this year, Shannon adds.
“There are so many possibilities – from creating habitat models, conducting more water quality tests and researching conservation strategies. We could integrate more literacy skills by writing persuasive letters to council and creating informational texts (signs) for the community about whitebait conservation.”
“Through this programme, we’ve been able to dig deeper into how the stream connects with the landscape and more about the history, but I’d love to look at connecting with Te Kawerau ā Maki (an iwi based in West Auckland) and even learn more about the history and importance of Paremuka and its connecting streams,” adds Amanda.
“I’d love to look at how we can support kaitiakitanga for the area within a te ao Māori perspective.”
The next chapter
By the fifth session, Summerland tamariki were delighted to verify a small school of banded kōkopu call Paremuka Stream home.
“It was exciting to confirm banded kōkopu and long fin eels call Paremuka Stream home,” says Bronwyn. “In the spirit of inquiry, we posed the question – now what? How might we help the banded kōkopu?”
Sparking the next chapter, tamariki are now focused on identifying and protecting the native fish’s habitat, particularly its breeding grounds.
“Students are keen to get down and clean up the area further,” says Amanda, explaining that planting is now underway to restore the banks of the stream and wetland area with native flora and fauna.
Once established, the native plants will provide protection and shelter for banded kōkopu, while also supporting the broader wetland ecosystem.
“The planting days are a great opportunity to really get into the space and make a difference.”
She says tamariki have even taken their learning home, sharing their knowledge further.
“Parents have told us how their tamariki are sharing their learning at home, and how it’s having an impact on their own knowledge of the area. Some students have even taken their parents down to the areas where we did testing and explained the processes they were undertaking and their observations.”
“Through Ngā Puna Manaaki Īnanga, students have actively engaged in the process of learning and knowledge creation,” says Bronwyn. “They’re developing the foundations for critical thinking, problem solving and collaboration –skills which will serve them throughout their lives.
“Most importantly, they understand the importance of protecting our native ecosystems and are curious to explore what their unique role might be on this lifelong journey.”
Ākonga investigating a water sample from the Paremuka Stream.
Ngā kōrero a ngā tauira | What students say
“I loved planting the native plants to protect the whitebait eggs and getting muddy.” Sophie
“At first we found the macroinvertebrates creepy, but we ended up fascinated. We learned that lots of humans are having a negative impact on the whitebait population, for example, from overfishing to making whitebait fritters, disturbing the plants on riverbanks, and polluting water with runoff from farming.” Susannah
“The highlight for me was stream testing and learning about all the different macroinvertebrates in the water, for example backswimmers.” Grayston
“I didn’t even know whitebait was a thing before this study. Trying to catch whitebait was hard in the area of the stream that we tested. We learned that catchment may have caused difficulty for whitebait to get to that area of the stream.”
Devon
“We’d like to keep planting more plants along the riverbank to help shade the whitebait eggs.” Kayla
“I didn’t know that whitebait went into the ocean and back into the stream. I didn’t know that we had pest fish like gambusia in our streams.” Blaire
“I really enjoyed seeing how much the water clarity and salinity changed between the two sites we monitored.” Jesse
“It was amazing to see eels.” Kriyansh
“I want to make signs that go in the area that the public can read with information about gambusia, whitebait and how to keep the area looked after.” Javi
“I’d like to make a guardian’s club that looks after the area.” Joanne
The Children’s Privacy Project – what is it?
Protecting children’s privacy is a priority, as young people are more vulnerable to privacy harms. The Children’s Privacy Project explores how privacy protections are working and aims to provide best practice guidance for those working with children and young people.
Privacy Commissioner Michael Webster explains.
Children and young people’s privacy is a priority area for my office. Children are more vulnerable to privacy harms, and so they require additional care to make sure that their privacy is protected.
In September 2023, we launched the Children’s Privacy Project, which looked at how children’s privacy is being protected and whether the rules protecting children’s privacy rights are working.
There are some unique challenges and opportunities that relate to the privacy of children and young people as they interact with health and education services and the online world.
To understand these challenges, in late 2023, we consulted with government agencies, professionals who work with children (teachers, doctors, nurses, etc.), and non-governmental organisations who advocate for children and young people. We asked them for their thoughts on how to improve children’s privacy in New Zealand.
In April 2024, we released our report summarising the themes and messages we heard. The report and all our children’s privacy-related information can be found in the Children’s Privacy Project section on our website.
Developing best practice guidance
This year, we will be developing guidance materials using a variety of formats, covering a range of topics specific to children and young people’s privacy.
Our guidance aims to:
» Lift understanding of children’s privacy rights across the children’s sector.
» Provide those working in the children’s sector with best practice privacy advice to ensure children and young people’s privacy rights are protected and respected.
» Empower children and young people (and their parents/ caregivers) to understand and exercise their privacy rights effectively.
Alongside smaller, topic-specific guidance, we will be developing detailed best practice privacy guidance for the education sector, which we’re aiming to release in late 2025.
To support this guidance to be fit for purpose, an expert advisory group made up of specialists across the education sector will help support us from development through to publication. We will be reaching out to everyone who has registered interest in the project to provide more detailed information about the guidance.
Best practice guides
We are also looking at producing Privacy Best Practice Guides – shorter, topic-specific guidance documents designed to help people working within the education sector establish privacy-enhancing practices in areas where privacy harms can occur.
To help provide meaningful guidance and advice for children and young people (and their parents/caregivers), we will be designing visual guides, such as posters.
These visual guides will provide privacy guidance for children, young people and parents/caregivers including online privacy.
If you have any questions about the Children’s Privacy Project, would like to be kept in the loop, be part of the expert group or engaged in the development of children’s privacy guidance, please email children@privacy.org.nz.
For more information, visit privacy.org.nz.
“Children are more vulnerable to privacy harms, and so they require additional care.”
Michael Webster
The Children’s Privacy Project explores how privacy protections are working.
Matafeo leading the way for a more inclusive enviroment for Pasifika students.
Strengthening cultural connections in the classroom
From professional rugby fields to the heart of the classroom, Matafeo Johnny Leo’o champions cultural identity, resilience and student wellbeing at St Thomas of Canterbury College in Ōtautahi Christchurch.
Matafeo Johnny Leo’o (from the villages of Pu’apu’a and Salamumu in Sāmoa) is turning his passions into a reality at St Thomas of Canterbury College.
As the dedicated senior Gagana Sāmoa and physical education teacher, and the school’s Pasifika education leader, his influence reaches far beyond the classroom.
Born and raised in a Sāmoan household where language and cultural values were deeply ingrained, Matafeo carries a strong sense of responsibility to preserve and promote Gagana Sāmoa.
Growing up in Invercargill, he recalls the challenges of embracing his cultural identity in an environment where Pacific representation was limited.
“It was tough growing up in Invercargill and feeling like there wasn’t much space to be proud of your culture,” he reflects.
“That experience really pushed me to create spaces where Pacific students can stand tall in who they are.
If you want any student to engage, you have to make them feel connected to themselves, their culture and their community.”
His journey into education was driven by a passion for cultural preservation and a desire to build meaningful relationships within diverse learning environments. Before transitioning to full-time teaching, Matafeo enjoyed a successful 14-year career as a professional rugby player, competing at an elite level.
The discipline, teamwork and leadership skills honed on the field have greatly influenced his approach to education, fostering resilience, commitment and a strong sense of community among his students.
“Language is the heartbeat of culture,” he says. “When we teach Gagana Sāmoa, we are not just teaching words; we are nurturing identity, belonging and pride.”
“If you want any student to engage, you have to make them feel connected to themselves, their culture and their community.”
Matafeo Johnny Leo’o
Polyfest group after a successful performance at the Canterbury Polyfest.
Nurturing the whole student
As Marlow house dean and Pasifika education leader, Matafeo applies the same principles of meaningful engagement to student wellbeing. His leadership is grounded in the Sāmoan value of fa’aaloalo (respect), creating a supportive environment where every student feels seen, heard and valued.
“Pastoral care is about relationships,” he explains. “It’s about understanding each student’s unique story, providing guidance and walking alongside them in their journey, both academically, socially and emotionally.”
Through initiatives such as their Polyfest group, cultural evenings, parent fono (meetings) and wellbeing activities, he has strengthened the school’s pastoral framework. Students are encouraged to express themselves and seek support when needed.
Cultural pride
Under Matafeo’s guidance, students not only excel academically but also grow as individuals deeply
“When we teach Gagana Sāmoa, we are not just teaching words; we are nurturing identity, belonging and pride.”
Matafeo
Johnny Leo’o
connected in their identities. He highlights the growth of their Polyfest group, which has tripled in size in recent years.
These events not only celebrate the richness of Pacific culture but also strengthen the connections among students from diverse backgrounds.
“We try to normalise culture as much as we can at school. The last thing we want is for our students to feel
Matafeo’s leadership is grounded in the Sāmoan value of fa’aaloalo (respect), creating a supportive environment where every student feels seen, heard and valued.
the need to change who they are just to fit in or set aside their culture to get ahead.”
Matafeo shares that many of the tutors of their Polyfest group are alumni who have returned to give back to their school community.
“The old boys understand what it’s like to go through this school as a Pacific student, so their presence here is powerful,” says Matafeo.
“They show our current students that success is achievable and that giving back to the community is a meaningful way to honour their roots.”
Ministry partnerships
Beyond the classroom, Matafeo extends his commitment to Pacific education through his involvement in the Ministry of Education’s SpacPac (Specifically Pacific) programme.
This initiative supports Pacific students by promoting culturally responsive teaching and professional collaboration among educators.
“Being part of SpacPac has been incredible because it connects me with other educators who are passionate about Pacific education while also providing a range of opportunities for our students,” says Matafeo.
“It’s all about creating the best possible environment for our Pacific students to succeed.”
Looking ahead, Matafeo plans to continue to creating spaces where students feel valued and empowered. He believes that a culturally inclusive approach to education is key to student success.
“When students feel connected to their culture, their peers and their teachers they flourish. That’s the essence of education,” he reflects.
Matafeo’s work at St Thomas of Canterbury College stands as a testament to the lasting impact of teachers who lead with heart, culture and a vision for a more inclusive future.
Matafeo believes that a culturally inclusive approach to education is key to student success.
Connecting to wellbeing through kai at Kereru Park Campus
At Kereru Park Campus wellbeing is at the heart of everything. Through kai, wai, and physical activity, the school has strengthened relationships with whānau to create a culture that reflects and nourishes its community.
“We can’t just expect our kids and whānau to change. We have to do it too,” says Lujoe Johnston, tumuaki of Kereru Park Campus.
Over the past five years, kaiako at the Papakura school have become more mindful about their own behaviour when it comes to kai, wai, and physical activity. Through thoughtful policy and curriculum changes, and professional learning and development (PLD), they are
intentionally sharing this knowledge with ākonga, who in turn are passing it on to their whānau.
This transformation began with a commitment to Te Whare Tapa Whā. This now underpins the school’s curriculum ensuring that every aspect of learning supports taha tinana (physical health), taha wairua (spiritual health), taha whānau (family health), and taha hinengaro (mental and emotional health).
Ākonga swinging away on the entrance to the māra kai. Behind, loose parts encourage further physical activity through play .
“Te Whare Tapa Whā now sits across everything we do in our school. It is not just isolated to one curriculum area. Whether that’s literacy, maths, even science – it is connected to everything,” says Lujoe.
The integrated curriculum, which is also aligned with strategic planning and further underpinned by Ngāti Tamaoho’s curriculum document Te Ara Matauranga, was co-designed by staff with the guidance of CLM Healthy Active Learning Advisor Tracey-Lee Dalton. Tracey-Lee also facilitated PLD on using play to teach health and the atua (Māori deities) associated with kai and connected with the Heart Foundation who lead sessions on saving money by making kai at home, and making conscious choices at the supermarket to best fuel your body. Further cost savings have been achieved through the use of gardens as a food source A new māra kai (food garden) is now pride of place in the centre of the school.
Shared learning
Lujoe says the changes have also increased whānau engagement, which has been “pretty much nonexistent” since Covid-19.
A prime example is the 2024 Matariki whānau day, culminating an inquiry into the maramataka (Māori lunar calendar) and Māori harvesting calendar, focusing on the māra kai. Each class learned about an atua and created something to share, like mussel fritters, kawakawa ointment, and rongoā.
“Our whānau really loved it and are expecting to see it annually,” says Lujoe.
Transforming kai and wai culture
A significant part of the school’s wellbeing journey has been reshaping its approach to kai and wai to better reflect its Māori, Pacific, and Asian communities.
When Ka Ora, Ka Ako | Healthy School Lunches was introduced in 2022, many tamariki were unfamiliar with the food provided.
“Our kids, we realised, had no idea what some of the food coming out was. They had never tried it before. Things like chickpeas were not in their staple diet,” Lujoe explains.
Recognising this, the school were further supported by both Tracey-Lee and the Healthy Active Learning team at the National Public Health Service to design a kai and wai policy that was authentic to Kereru Park and celebrated the kai of different cultures. Today taro, supo sui, and seafood chowder are staples of shared lunches, helping tamariki feel at home in their school environment.
Creating lasting change
The shift in school culture hasn’t happened overnight, but through deliberate, sustained action. Lujoe credits
Ākonga enjoy fresh produce from the māra kai.
Top left: Dallas stands proud at the entrance to the māra kai, which has become another learning space for ākonga and kaiako.
Bottom left: Lujoe has been supported along the way by Tracey Lee Dalton, a Healthy Active Learning Advisor at CLM Community Sport.
Right: The māra kai, funded by the charity Oke, was purposefully built to be at the heart of the school.
her staff’s commitment to ensuring the needs of tamariki remain front and centre.
“The change has been a process. It didn’t happen overnight and we had to work hard. It was scary at first, particularly changing policy,” she says.
The school’s play environment has also evolved, supported by Tū Manawa Active Aotearoa funding to purchase new equipment. This has created more opportunities for tamariki to be active, explore and build social connections through movement.
A Healthy Active Learning advisor at the National Public Health Service, Teresa, praises Kereru Park Campus for taking things one step at a time. She commends the school for clearly valuing the importance of kai, wai, and physical activity in supporting students’ learning.
“We need food to survive, nourish, and fuel us. Kids learn better, are more alert, and play well when they are well-nourished. The flow-on effects are endless,” says Teresa.
This approach aligns with findings from the Active Bodies, Active Minds report, which highlights that physically active young people engage more in learning, stay in school longer, achieve higher levels of success, and enjoy better mental wellbeing.
A model for integrated wellbeing
Throughout the process, Kereru Park Campus has ensured that wellbeing initiatives align with existing school priorities, streamlining learning rather than adding to teachers’ workloads.
“If you said to me, give me one word that describes this journey – it is connections. It’s people connections, it’s policy connections, and in the centre of all those connections is our tamariki,” says Lujoe.
“If you said to me, give me one word that describes this journey – it is connections. It’s people connections, it’s policy connections, and in the centre of all those connections is our tamariki.”
Lujoe Johnston
SERIES: SECTOR VOICES
On the ground with Cameron Ross
Stepping into school leadership
Clyde Quay School’s new principal Cameron Ross is tackling major projects, welcoming new staff, and navigating an Education Review Office evaluation – all in his first few months as principal.
In this series, Education Gazette is going on the ground to hear about the mahi you do every day; whether it’s as a teacher, leader, support worker, mentor, advisor, or any of the diverse roles which shape our education system.
Role: Principal, Clyde Quay School
Location: Matairangi, Te Whanganui-a-Tara | Mt Victoria, Wellington
Fun fact: I am a massive sports fan, including a NZ Warriors supporter since 1995!
Most memorable education moment: There are so many, but moments that stand out are the ones where children have challenged themselves and succeeded, especially in areas such as Education Outside The Classroom (E.O.T.C.) and productions.
Clyde Quay School in Wellington hit the headlines last year when its board raffled tickets and travel to see Taylor Swift.
This year, new principal Cameron Ross (Ngāti Ruanui) is overseeing the major hall relocation and upgrade, as well as a sports turf redevelopment –projects funded by the raffle. He is also welcoming four new teachers and managing an Education Review Office Te Ara Huarau evaluation, all within his first few months as principal.
It’s a significant challenge for someone who never planned on becoming a principal.
“The biggest thing for me was what I would miss out on, being a principal,” says Cameron.
“That was the kids and the awesome relationships you have with them. Being a classroom teacher and seeing these kids flourish and grow up is hugely rewarding and why I love this job. I was worried that as principal I’d miss that.”
After reflecting on his journey, the 36-year-old decided to apply for the role, which had been held by experienced principal Liz Patara for 26 years.
“This school was an environment where I had thrived as a teacher – I wanted to be able to provide that same environment for all of the teachers, where you could be supported, have ideas, and take opportunities.”
“I’ve had a lot of growth and a lot of people that have helped me to develop my skills. There’s lots to manage, but I feel like the teachers are here for me.”
Cameron Ross
Cameron welcomes ākonga to Clyde Quay School.
A career shaped by opportunity
For Cameron, those opportunities have included time away from school to pursue his passion for handball as a member of the New Zealand Handball Team.
“I’ve played sport all throughout teaching, but it wasn’t until I got to Wellington that the opportunities came along – with that comes a time cost and every time I’ve needed time off from school to go away or flexibility I’ve been supported.”
In 2022, after being selected to play in Europe, Cameron texted his principal to ask about taking time off.
“Within 30 seconds I had a reply saying don’t worry, we will sort it out – you’re committed to this and we want to see you thrive in this opportunity.
“I was very conscious of the support I had and so I was sending videos back, showing the kids the experience of what it was like for me as an amateur sportsperson living that life for six weeks – the professional lifestyle.
“Hopefully a couple of the kids might have seen that and gone, ‘Wow, that’s amazing, I want to do that. I’ve got to work really hard and train really hard and dedicate myself to that so that I can one day represent my country in the sport I love’.”
A smooth pathway to
principalship
Cameron started his teaching career in 2010 as a new graduate in Torbay on Auckland’s North Shore. By 2014, he had moved to Holy Cross Te Rotokura in Miramar, Wellington and later joined Clyde Quay School, drawn by the collaborative nature of team teaching.
“What I loved about it when I first came here was that the person I was working with was hugely creative, musical and artistic, which is kind of all the things that I’m
not. And so she could lead on all those things, and I’d be more than happy to support, and vice versa with me in IT and sport and some of my other passions.”
At Clyde Quay – named for its original location near Oriental Bay – leadership opportunities presented themselves.
“Some people would have to change schools, but I happened to be around. The teacher who was team leader wanted a change, so there was the opportunity. And then later, the deputy principal left and got a principal’s job and there I was on the management team, ready for the next step.
“With Liz retiring, opening up that spot again meant that I could do it all through one school instead of jumping around, which can be a lot of work getting to know each new school and role at the same time.”
Embracing the challenges ahead
Now in the role, Cameron is making the most of Ministry of Education resources for beginning principals, his network of former principals, colleagues and peers from his student days, as well as connections made during his Aspiring Principals course.
“I’ve had a lot of growth and a lot of people that have helped me to develop my skills. There’s lots to manage, but I feel like the teachers are here for me and all of them last year were hugely supportive when I was open with them that this was the step that I wanted.
“And then they were hugely supportive and just so happy for me when it was announced I had won the role. So – I feel with that kind of support, the support of your staff, then you can do anything really.”
Cameron values seeing ākonga flourish and grow up.
