Learning through legacy
St Andrew’s College and its Anzac traditions
Structure, service and self-belief in Palmerston North Ōmata School honours the past and restores a legacy
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Honouring the past, shaping the future
As term 2 begins and we reflect on Anzac Day commemorations held just days earlier, this issue of Education Gazette shines a light on how history and heritage is leading thoughtful and purposeful learning opportunities for ākonga across Aotearoa.
In Taranaki, students at Ōmata School have kept a decade-long Anzac tradition alive – researching, remembering, and even restoring the legacy of two former students once excluded from their local war memorial.
In Ōtautahi | Christchurch, St Andrew’s College holds remembrance at the heart of school life, with student speeches, pipe band tributes, and global battlefield tours connecting ākonga with the stories of former students who served.
At Queen Elizabeth College in Palmerston North, students are learning discipline, leadership and pride through a military-style service academy that culminates in marching alongside veterans each Anzac Day. And in Tāmaki Makaurau | Auckland, school principal Sheryll Ofner reflects on her whānau legacy of service and how it has shaped her approach to leadership – honouring her father’s memory while creating a culture of care, connection and courage in her kura.
We also celebrate the voices of rangatahi through the Ngarimu Waiata Composition Competition, where students have created powerful tributes to their tīpuna and the 28th (Māori) Battalion, showing how creativity is an intrinsic part of storytelling and honouring the past.
These stories remind us that remembrance is not confined to a single day on the calendar. It can be found in every thoughtful lesson, every researched name, every song sung with pride – each moment helping our young people understand who they are and where they come from.
Kia whakatōmuri te haere whakamua. I walk backwards into the future with my eyes fixed on my past
Ngā manaakitanga
Sarah Wilson
Ētita | Editor
The Education Gazette team's Sarah Wilson and Mikayla Morris stand in front of the Bridge of Remembrance in Ōtautahi | Christchurch.
Students learn that history isn’t just about facts – it’s about people, and the choices we make to honour them.
Ōmata School honours the past and restores a legacy
Each year, ākonga at Ōmata School deepen their understanding of Anzac Day through learning, ceremony, and community connection. A powerful project to restore two forgotten names shows just how transformative this learning can be.
Every April the students of Ōmata School in Taranaki come together to do a study of Anzac Day.
It’s been a tradition at the school for 10 years.
As children move through the school they develop greater levels of understanding, delving a bit deeper as they grow older.
At the end of the study, the school gathers for a ceremony inviting local Royal New Zealand Returned and Services’ Association (RSA) members, parents, and others from the community.
Student-led
“Senior students run the ceremony and they contribute most of the content to the service,” says principal Karen Brisco.
“We try and keep it as traditional as we can to what they would experience if they went to the dawn ceremony, and we keep it a sombre, quiet affair so that they understand that we’re remembering people that have died.
“We invite the local RSA president and a grandparent who
serves in the armed forces, to speak. These guests provide personal insights into the significance of Anzac Day, helping our students understand the impact of war on families and communities.”
The students make wreaths and poppies which they wear and take home.
At the ceremony a Year 8 student is chosen to read out all the names of the people from the Ōmata community who died in World Wars 1 and 2.
The names of all those Ōmata soldiers who fought in the two world wars are a strong presence in the small rural community as they feature on the Roll of Honour boards in the school hall and on a cenotaph monument in front of the church.
“It’s a pretty special remembrance,” explains Karen, adding that the families really appreciate it.
“It’s a time of taking note of history and what has happened in the past and hopefully to get them to think about, well this isn’t where we want to be again.”
Bollinger family descendants and ākonga stand together in remembrance at the unveiling ceremony – an emotional moment of honour, history, and healing.
Top left: The stories of sacrifice, bravery, and loss help students develop compassion.
Bottom left: The ceremony brings the community together.
Right: Charlotte unveils the names of George and Herman Bollinger, restoring their place in the community’s story.
“It was an amazing piece of work that the students did … how powerful delving into that history and then going through the process of bringing it to light.”
Karen Brisco
Restoring a legacy
In 2018, Karen became aware through WW100NZ by the Ministry of Culture and Heritage of “a historical injustice” involving former students of the school – George and Herman Bollinger – who were of German descent.
She shared this story with Year 7 and 8 students, and four of them, Charnée, Kyarne, Charlotte and Vaydim, undertook extensive research into the two former students.
Born in New Zealand to a German father, the brothers fought for New Zealand in World War 1 and were tragically killed in action.
Despite their sacrifice, their names were deliberately excluded from the Ōmata War Memorial due to strong anti-German sentiment in the community at the time.
Instead, their names appeared only on the New Plymouth Boys’ High School gates. After being cruelly targeted and ostracised by much of the community, the Bollingers finally left Ōmata.
Determined to right this historical omission, the students reached out to the New Plymouth District Council, telling the story and advocating for the inclusion of the Bollinger brothers’ names on the Ōmata War Memorial.
Their efforts paid off, and the names were finally engraved on the memorial – a significant moment of recognition and justice.
History teaches empathy
Throughout the process, the school engaged with the Bollinger family descendants, who deeply appreciated their commitment to restoring the brothers’ legacy.
This learning exemplified the power of history in fostering empathy, understanding diverse perspectives and recognising how past struggles have shaped where we are today.
A special ceremony in 2019, held in November at the Ōmata memorial, was organised by the school, and several Bollinger descendants travelled from afar for the unveiling of the newly engraved names on the memorial.
Students were able to see the generational hurt of one family and how their caring actions made such a difference to the Bollinger brothers’ descendants.
Karen apologised to the family on behalf of Ōmata.
“It was an amazing piece of learning that the students did … how powerful delving into that history and then going through the process of bringing it to light.
“Helping to heal the wounds of history made the students aware of how injustices are carried heavily through generations and that healing takes understanding, reparation and acknowledgement.”
The Bollinger family donated a tree and two New Zealand history children’s books to the school, as well as a framed thankyou, which is displayed in the school office.
Keeping history alive: St Andrew’s College and its Anzac traditions
At St Andrew’s College in Christchurch, remembrance is more than a ritual – it is a living tradition woven through curriculum, ceremony and community. From history tours to student-led reflections, they make sure the Anzac legacy remains central to its culture of learning.
George (Year 12) and William (old collegian 2024) with their father Gideon (old collegian 1987).
St Andrew’s College has long embraced remembrance as a core value – a tradition rooted in its Scottish Presbyterian founders, who established the school in 1917 amid the final stages of World War 1.
Every visitor to the Christchurch school is reminded of the legacy of war as soon as they step into its magnificent Centennial Chapel. Just through the big double doors leading to the main chapel is the Memorial Enclave. On its brick wall is a Roll of Honour, filled with the names of old collegians who died in service. A beautiful memorial book sits in a glass case, with each page dedicated to one of the fallen.
St Andrew’s College chaplain, Rev Paul Morrow, says the annual Anzac Day service in the Centennial Chapel is a poignant gathering – and one of the most attended services by its old collegians’ network each year.
“It is important we acknowledge the sacrifice of the young men from our school, and remember the past, so we don’t go there again.”
Remembering through ritual and service
At the end of each year, a Year 12 history student is selected to give the keynote address at the following year’s Anzac Day service. Max (now Year 13), whose family have been associated with numerous conflicts, was chosen to deliver the 2025 address about what Anzac means to today’s students.
Another special moment at the service is when rector Mark Wilson, and board of governors deputy chair Nick Letham, read the names on the Roll of Honour.
“It is important we acknowledge the sacrifice of the young men from our school, and remember the past, so we don’t go there again.”
Rev Paul Morrow
Following the service, guests enjoyed a special morning tea, with catering manager Russell Gray and his team creating Anzac-themed petit fours to accompany the traditional Anzac biscuits.
The Anzac service is not the only time the fallen are remembered, shares Paul.
“Each time there is an assembly we turn a page in the Memorial Book, and tell the students some information about the person we are remembering that day.”
Another treasure on the wall of the Memorial Enclave is the French Légion d’honneur medal – the highest French military honour – awarded to old collegian Naylor Hillary for his actions during World War 2. He served in one of British Prime Minister Winston Churchill’s Special Operations Squadrons.
French Légion d’honneur medal awarded to old collegian Naylor Hillary for his actions during World War 2.
Remembrance is a core value at St Andrew’s College, which includes honoring their Scottish Presbyterian founders.
Naylor started at St Andrew’s in the late 1920s. Remarkably, he was 101 when he cut the cake at the college’s centenary celebrations in 2017 – older than the college itself.
Global tours and local heroes
Ian Morrison, the recently retired teacher-in-charge of travel and tourism at St Andrew’s and an expert on both World Wars, says the story of former rector Joseph Mawson, who led the college from 1934–1947, is another memorable one.
“Mawson served in World War 1 and was awarded a Military Cross for jumping out of a trench and taking out a machine gun post by himself. He was rector of St Andrew’s during World War 2 and was so important that the New Zealand military took him out of the college for two years to help run the Pacific campaign.”
For many years, Ian has run global education tours. These trips take groups of students to areas of wartime interest – from the battlefields of both wars to Brockenhurst, UK, the site of the No.1 New Zealand General Hospital during World War 1.
His latest tour group of 10 St Andrew’s students left in early April for Italy, France and the UK. They were to attend a special Anzac event at Brockenhurst on 24 April, alongside the Christchurch Cathedral Band.
“These trips have a big impact on the students, especially when they see the sites and hear the stories of the old collegians who are buried overseas, many who were just a few years older than them when they died,” says Ian.
Old collegian Daryll Fell (OC 1991) who has served
with both the New Zealand and Australian defence forces, is also doing his bit to preserve the legacy of the many former St Andrew’s service people.
Since embarking on a mammoth research journey, Daryll has unearthed an ever-growing list of students and teachers who served during World War 2.
By meticulously cross-referencing names in the school list, he identified just under 700 old collegians and 26 teachers and staff who answered the call of duty. Their contributions span across the navy and merchant marine, the army, and the air force.
Student voice keeps the legacy alive
St Andrew’s students are also involved in a variety of Anzac initiatives inside and outside the classroom.
The Year 10 tutor group of teacher Ellen Hampson have baked giant Anzac cookies, as they remember the fallen soldiers, while Ellen’s Year 9 class have completed reflections on the topic The Futility of War.
Three Year 12 English students were to deliver speeches at the Nurse Maude Anzac service, sharing some of their own family connections to World War 1 and World War 2.
One of the students, Emily, says she enjoyed learning about the importance of music to her great-uncle when he was serving in World War 2.
“My grandmother and I talked about her memories of her uncle and the tales he told about being in Egypt. It intrigued me when she said in 1944, while her uncle was in Egypt, he heard Vera Lynn sing.”
Several members of the college’s award-winning pipe band also take part in various Anzac Day services around the region each year.
Through its unwavering commitment to remembrance, St Andrew’s makes sure the past, and the sacrifice and service of so many of its former students, is never forgotten.
Iona (old collegian 2024) and Adam (Year 13) in the Memorial Enclave of the Centennial Chapel.
“These trips have a big impact on the students, especially when they see the sites and hear the stories of the old collegians who are buried overseas, many who were just a few years older than them when they died.”
Ian Morrison
New guides on teaching fairness and social justice
Designed for Years 1-10, the new Ombudsman resources offer ageappropriate ways to help learners explore civics in The New Zealand Curriculum and Te Marautanga o Aotearoa
View the resources at: ombudsman.parliament.nz/resources or use the QR code below. The resources can also be accessed through Tāhūrangi
One of the college's Roll of Honour boards in the Memorial Enclave.
LEADERSHIP
How Sheryll Ofner is leading with heart, history and purpose
From history teacher to transformative principal, Sheryll Ofner has spent her career growing students, schools and communities – recently recognised with a New Zealand Order of Merit.
Sheryll Ofner with 2024 Selwyn College head students Benji Lowe and Sivakami Sathyendran.
When you ask Sheryll Ofner about being made a Member of the New Zealand Order of Merit in January 2025 she hesitates. Her modesty takes over; but she acknowledges that she is extremely proud of receiving such a significant award.
When you ask Sheryll about Selwyn College and her work as principal, her face lights up.
And when you ask about her history teaching career, her smile is also broad.
“Being the best teacher-leader you can be for our young people – this is what brings me most joy. Growing our teenagers and strengthening our communities are what it’s all about for me.”
Sheryll has been teaching since 1980, after graduating with a degree in history and travelling overseas. She’s had spells as deputy and second principal at Rosehill and Howick colleges respectively.
As well as completing a Master’s in educational leadership, she spearheaded the formation of the NZ History Teachers’ Association, of which she was an inaugural chair, had stints as an examiner in New Zealand and the South Pacific, played a significant role in the development of history standards and co-authored three history books.
“I never really saw myself as an author, but the books were a really important thing to do. I wanted to make New Zealand history and recent historiography accessible to our students.
“Some of my best memories are from my days as a teacher of history and social studies and some of my proudest moments now are seeing my former history students having a powerful impact within their communities.
“I love teaching and that remains at the heart of what I do every day as principal of Selwyn College.”
Transforming Selwyn, strengthening community
Sheryll was appointed principal of Selwyn in 2008.
“I was instantly attracted to apply. I live in the community. I could hear the Minister of Education labelling Selwyn a ‘failing school’ and I knew that the community weren’t sending their students here.
“I also knew that this was the best possible leadership opportunity for me. The chance to transform a school, make it soar and give it back to its community – I really wanted this job and I feel deeply grateful that I got it. I have to say, I just love being here.”
The transformation of Selwyn College included implementing a visible learning approach that is now deeply embedded and includes a pedagogical toolkit and language of learning called Selwise.
At its heart is the goal of students becoming wise about the game of learning and how to control it for themselves.
Sheryll has been recognised nationally for this work and has presented in a range of countries including Denmark, Australia, Scotland, Finland and Iceland. Many international educators have visited to see Selwise in action.
Sheryll also talks enthusiastically about the robust strategies the school uses to wrap its arms around every individual student.
“What I love is that individual wrap-around at our school isn’t just talk, it’s real!” And Selwyn’s high academic results are the natural consequence.
Over time, local students have returned to Selwyn College, generating a roll increase from less than 500 to more than 1,400 this year.
High student involvement in sport on a per capita basis, with results achieved at a national level in several sporting codes, is now a strong feature of the school, along with an exemplary performing arts programme.
Putting people at the heart of every success
But it’s the impact on people that Sheryll is most passionate about. For her, it’s clearly all about the students, their personal growth and achievement.
“I want the students to love coming to school to learn, every day! A bit of a stretch goal I know, but it’s what the work of teacher-leaders is all about. And in turn, this builds strong communities where people enjoy richer lives.”
Sheryll is quick to acknowledge the work of others at Selwyn, including what she calls “an exceptional senior leadership team and core of other gifted leaders of learning”.
This group has been equally excited about the journey, she says, and has travelled with her on most, if not all, of the journey.
“We talk about the importance of everyone being on our Selwyn bus and we have put the strategies in place! We’re also very considered about what we choose to enrich our journey.
“We don’t just grab the next best thing that comes along; it’s got to make a powerful difference.”
“Being the best teacher-leader you can be for our young people – this is what brings me most joy. Growing our teenagers and strengthening our communities are what it’s all about for me.”
Sheryll Ofner
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SERVICE ACADEMY
Structure, service and selfbelief in Palmerston North
Former naval specialist Lance Tahiwi leads Queen Elizabeth College’s service academy in Palmerston North – helping students build leadership, discipline and self-belief through structured, military-based training.
Lance Tahiwi served in the New Zealand Defence Force for 22 years, specialising in underwater warfare. He never thought he’d become a teacher.
“I thought I’d be in the navy forever. But here I am,” says Lance, beginning his 13th year at Queen Elizabeth College in Palmerston North.
Lance directs the college’s service academy, an optional course that provides students with valuable life, leadership, outdoor and vocational skills in a structured, military-based setting.
“I suppose I could sum it up as work experience for the military,” says Lance, who runs five courses per year for ākonga based in Manawatū.
“I take them to Waiouru, Trentham, Ohakea, and Devonport Naval Base. They see it all: getting used to living on base and what it’s like to be in the military.”
Building resilience and responsibility
Service academy outings can be intense. They include bush survival lessons in the Pohangina Valley (where students can earn NCEA credits in outdoor education), adventure courses, and multi-day endurance challenges.
“[The courses] are not easy,” says Lance. “You’ve got to be a certain fitness and a certain mental capacity.”
Lance also teaches general service knowledge like the phonetic alphabet and the 24-hour clock, as well as drill and marching exercises.
He emphasises mental and physical fitness – you won’t find any chips, sodas or cell phones on his courses. What you will find is a focus on punctuality, uniform, and personal responsibility.
“I say to [ākonga], it’s your first feeling of doing something for someone other than yourself,” says Lance.
“It’s amazing to see a young person believe in themselves. To see them believe that they can do something.”
Lance Tahiwi
Queen Elizabeth College Service Academy students, in uniform, selling poppies in the lead up to Anzac Day.
“For some, it’s a real chance to break a cycle and to get out of Palmy – to make a better life for them and for their whānau, to achieve something.
“You have two choices in life: right and wrong, and it’s up to you what you do and how you make those choices. That’s what I teach, really.”
While his courses prepare ākonga for a career in the military, police or fire services, Lance stresses that not all students choose those paths.
“[The academy] is not a recruitment tool,” he says. “Service is just another pathway in our kura.
“What we want to turn out, through our service academy, are good citizens for New Zealand, whether they go into the military, nursing, or building. Wherever they go, they just need to be good citizens.”
Serving whānau and honouring Anzac spirit
The Queen Elizabeth College Service Academy began in 2012 with just over 10 Year 12 students. Since then, enrolment has grown significantly. It now involves over 80 students from Years 9–13.
“It’s grown so big and whānau want to have their child involved,” says Lance, explaining how most of the students on his courses now come from schools across Manawatū.
Both Lance and Queen Elizabeth College principal Chris Moller believe the school’s emphasis on service and citizenship is best displayed on Anzac Day – a date they take very seriously.
During the Anzac Day parade, uniformed service academy students walk alongside veterans, reflecting hours spent marching and practising in the academy drill yard.
“Our students give up their own time in the holidays to support these events and do so with pride,” says Chris.
“They understand the service and sacrifice given in the past and do the same themselves. The students run the majority of the assembly and play the Last Post as well as read poetry.”
Lance adds that, “Our Anzac Day parades are […] to give back to our forefathers who fought for us and gave us the freedom that we enjoy today.
“[Anzac] parades, these Poppy Day sales, and these Armistice Day parades are our way of saying ‘thank you’ and showing respect to what has been before and to those who have served.”
Over half of Queen Elizabeth College’s school roll identify as Māori. Lance says that, for whānau, seeing tamariki marching in the Anzac Day parade is incredibly meaningful.
“It means everything to me,” says Lance, who describes the service academy’s parade as a powerful example of the Anzac spirit.
“I’m proud of the nation. I’m proud of my forefathers and the Māori Battalion, I’m proud to have served,” continues Lance. “That’s all it means for me: giving back.”
Transforming futures through belief
Lance has seen the service academy transform many students over his 13 years at Queen Elizabeth College. He recalls one example of a young woman who, in Year 9, faced two choices: expulsion or enrolment in one of his courses.
The young woman took her first course in Year 9, spent the entirety of Year 10 with the service academy, continued into Years 11 and 12, and recently became a prefect.
Lance recalls her acceptance speech.
“She’s a role model for our students because she said the truth: she said, ‘In Year 9, I enjoyed myself but I got in trouble. I went the wrong way. Then I came back and I worked on myself and I joined the academy and it saved me’.
“She’s gone from lacking the confidence to do anything to a role model student at our school.”
Ultimately, fortifying his students’ confidence is Lance’s kaupapa as director of his service academy.
“It’s amazing to see a young person believe in themselves,” he says. “To see them believe that they can do something.”
Queen Elizabeth College students and principal Chris Moller commemorating Armistice Day.
Honouring tīpuna through the inaugural Ngarimu Waiata Composition Competition
Waiata, mōteatea, haka and poi have always been an intrinsic part of how Māori share information, tell stories and remember loved ones. This is why the Ngarimu Waiata Composition Competition was launched in 2024. In March this year three rangatahi Māori were celebrated at an awards ceremony for their thought provoking and creative waiata.
Waiata, mōteatea, haka and poi have always been intrinsic to how Māori share information, tell stories and remember loved ones.
During World War 2, waiata were composed by and for the 28th (Māori) Battalion in recognition of their immense contributions and lived experiences. Some waiata were written by hōia (soldiers) while others were composed by wives, children, parents and friends to farewell, welcome home and mourn those who served.
This rich tradition is the reason why the Waiata Composition Competition was established by the Ngarimu Fund Board in 2024, in honour of Victoria Cross winner Second Lieutenant Te Moana-nui-a-Kiwa Ngarimu and all the brave men of the 28th (Māori) Battalion.
Open to Māori students in Years 7–13, the competition encourages rangatahi to explore their creativity and express their knowledge and personal connections to the 28th (Māori) Battalion.
Edward and Puhiraumoa perform the winning Ngarimu Waiata Composition Competition - Bilingual Stream waiata alongside their Copium band members.
This competition is the newest addition to the suite of Ngarimu scholarships and awards, which includes a range of academic and vocational scholarships as well as the Video Competition established in 2019.
This year three rangatahi Māori from across the motu were recognised for honouring their tīpuna in the 28th (Māori) Battalion with thought provoking and emotionally resonant waiata.
Congratulations to the winners of the inaugural Waiata Composition Competition:
» Bilingual Stream winners: Edward Ngatai Braybrook (Te Aitanga-a-Hauiti, Ngāti Porou) and Puhiraumoa Milner (Te Aitanga-a-Hauiti, Ngāti Porou)
» Te reo Māori stream winner: Te Kani ā Takirau Porter (Te Whakatōhea, Te Whānau a Apanui, Ngāti Porou).
They Fought On
Edward and Puhiraumoa are the lead composers of the waiata ‘They Fought On’ and were supported by their band members Chase, Taikorekore, Raymond and Taylor, all students at Tolaga Bay Area School and Kahukuranui. Together, they form a band of Te Aitanga-a-Hauiti rangatahi called ‘Copium’, who have been playing together for two years, learning covers and composing waiata.
“We think it’s important to write songs about ngā rā o mua, our tīpuna, our stories and kaupapa that are relevant to us as rangatahi,” says Edward, who spoke on behalf of the band.
Edward shares that it was their music teacher, Koka Delia, who encouraged them to enter the competition.
“While learning about our whakapapa through our tipuna Hingangaroa and the legacy he left behind, we realised that our song was relevant not only to him but to all our tīpuna,” explains Edward.
The band expressed excitement about putting Ūawa | Tolaga Bay on the map with such an award and the opportunity to sing about their tīpuna in front of many people.
“It is a great honour for our school to receive the Ngarimu Award and we are proud to have taken home the first, second and third prizes for the bilingual stream of the Waiata Composition Competition,” says Edward.
“‘They Fought On’ was written as a tribute to our tīpuna who fought in the 28th (Māori) Battalion, who gave their lives to protect their whānau, to protect us, so we could have a future where we grow and prosper,” he says.
Edward expresses pride in the waiata they composed honouring the legacy their tīpuna left behind.
Te Kani ā Takirau accepting the Ngarimu Waiata Composition Competition – Te Reo Māori Stream award via video.
“We think it’s important to write songs about ngā rā o mua, our tīpuna, our stories and kaupapa that are relevant to us as rangatahi.”
Edward Ngatai Braybrook
I te Pō, I te Ata
Te Kani ā Takirau Porter, a student at Te Kura Kaupapa Māori o Ngā Uri-a-Māui in Tūranganui-a-Kiwa | Gisborne, won the te reo Māori stream of the Ngarimu Waiata Composition Competition.
Te Kani says he was encouraged to enter this competition by his aunties Chloe and Jodi Porter who suggested he compose a waiata about his tipuna kuia,
Mātiria Waiapu, and his tipuna koroua, Patariki Valentine Porter.
With the support of his whānau and kura, Te Kani composed a beautiful waiata called ‘I te Pō, I te Ata’, a waiata he describes as a story about aroha above all else.
“I wrote this song to express the love of my tipuna koroua for all of his mokopuna and for his son, my grandfather, who grew up without his father due to Koro Patariki being at war,” explains Te Kani.
“The true story behind the song is the joy my Koro Patariki would have felt when he was able to return home to his loved ones.”
Te Kani shares that this award is significant to him and he is proud to represent his whānau and kura in such a meaningful kaupapa.
“I am very grateful to have received a Ngarimu Award for bringing to life the love my Koro Patariki had for his wahine and whānau through waiata,” says Te Kani.
“It’s important to keep the memories of our tīpuna alive and continue to share their stories for future generations.”
Edward and Puhiraumoa with members of the Copium band.
Edward and Puhiraumoa with members of the Copium band pose alongside kaiako Delia after performing their winning waiata at the Ngarimu Awards Ceremony.
Learning with purpose: Gabriella Keil’s journey to becoming a Māori nurse
In March this year, 13 inspiring Māori students were awarded Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships and Awards at a ceremony at Parliament. Education Gazette spoke with Gabriella Keil, recipient of the Ngarimu Vocational Education and Training Scholarship, a mother of three and a nursing student.
In March this year, 13 inspiring Māori students were presented with Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships and Awards at a beautiful ceremony held at Parliament in Te Whanganui-a-Tara | Wellington.
The Ngarimu Awards aim to inspire and support Māori students in achieving their educational aspirations and pay tribute to the 28th (Māori) Battalion and Victoria Cross recipient, Second Lieutenant Te Moana-nui-a-Kiwa Ngarimu.
Gabriella Keil (Ngāti Pūkeko, Ngāi Tuhoe) was
awarded this year’s Ngarimu Vocational Education and Training Scholarship in recognition of her outstanding achievements and her willingness to give back to her community.
Originally from Pārāwai | Thames, Gabriella is a māmā of three, living in Tauranga and studying a Bachelor of Nursing at Toi Ohomai Institute of Technology.
Gabriella shares that she is deeply honoured to be chosen as a recipient of the Ngarimu scholarship, stating that this award holds great spiritual significance for her and her whānau.
Gabriella Keil receiving the Ngarimu Vocational Education and Training Scholarship at the awards ceremony.
“My great grandfather, Private Te Kani Kingi, was in the 28th Māori Battalion,” explains Gabriella.
“He fought on behalf of his country and whānau, and when he returned, he continued advocating for better outcomes for Māori,” inspiring Gabriella to do the same.
She adds that the award had strengthened her confidence, determination and commitment as a future Māori nurse and will open up more opportunities to further her education in health.
“I know my great grandfather would be proud of me for pursuing a nursing career, as I am driven to help others in times of vulnerability just as he did.”
Gabriella’s journey
Gabriella credits much of her success to her mother and the support of her whānau.
“It was my mother who lifted me up and cared for me. She worked hard to make ends meet, overcoming life’s challenges to put a roof over our heads,” she explains. “Mum was the true hero, with strong support from our whānau.”
Gabriella’s path to nursing was not an easy one. “I had my first child young and with that came the lessons my own mother learned; the sacrifice it takes to put others before oneself,” she reflects.
After exploring a wide range of studies, Gabriella discovered her true passion for helping her whānau, friends and community. She wanted to set an example for her children, showing them that it’s never too late to pursue their goals with courage.
“I knew I wanted to follow in the footsteps of other wahine toa who became nurses so when my tamariki were old enough I decided to take my chance.”
Gabriella began her nursing journey in 2022, but it wasn’t just her love of helping others that motivated her to enrol. She was also driven by the inequities Māori face within the health system.
“I’ve experienced firsthand the grief of losing someone unexpectedly and that experience was the catalyst for my journey into health,” she says. “It fuelled my determination to work toward better outcomes for my people.”
Extending her kete mātauranga
Since beginning her nursing studies, Gabriella has had the privilege of attending national hui hosted by Te Kaunihera o Ngā Neehi Māori, Te Runanga o Aotearoa and the Hauora Taiwhenua Rural Health Network.
She says attending these hui has helped her connect with like-minded students and learn from Māori leaders in health.
“Being part of these important kaupapa has extended my kete mātauranga and strengthened my cultural identity,” she shares.
As her knowledge in health grows, so does her passion for her culture.
“I continue to immerse myself in the wairuatanga of my whakapapa and thrive with the support of my peers and tuākana” she says.
Gabriella hopes to honour her whānau who fought in the 28th (Māori) Battalion by serving her community as a Neehi Māori and upholding their values of bravery, strength and determination.
“The mana and pride of my tūpuna who fought not only during the war but also in the years that followed are now being recognised and appreciated. They walk with me on this academic journey, inspiring me to strive for excellence,” she expresses.
Gabriella credits much of her success to her whānau.
OUTDOOR EDUCATION
School surfing programme making waves on the East Coast
A school surfing programme on the remote East Coast is connecting ākonga to te moana, developing their water safety skills and igniting a love for surfing amongst them and their whānau.
Each team member got to surf three waves, with points scored for the 'biggest stoke' (surfie speak for enjoying themselves).
It’s a midweek morning in the small beachside community of Wharekahika | Hicks Bay, a three-and-ahalf-hour drive north of Turanganui a Kiwa | Gisborne. As the sun rises above maunga Hikurangi, tamariki, whānau and kaiako from coastal kura have gathered for the third annual Ngāti Porou Primary School Surfing Competition.
Surfboards and gear are stored in a shipping container at the event, available 24/7 for anyone in the community at no cost. Funded through Trust Tairāwhiti, it’s one of three containers now permanently installed up and down Te Tairāwhiti | East Coast.
The event, surfboard containers, and the increasing number of skilled tamariki on the waves are the result of powerful community collaboration with a shared vision to connect tamariki with te moana.
This initiative has been led by local organisation Gisborne Boardriders. After several years of engaging with coastal communities, they heard a clear message: tamariki wanted to surf more, but a lack of equipment and teachers was holding them back.
Three years later, surfing lessons – focused on tikanga, water safety, and basic surf skills – have become a regular part of the school day for all 15 kura along the coast.
Designated local surfing champions, who are upskilled through courses such as surfers rescue, ensure that this knowledge flourishes and is retained within the community.
With access to the containers, tamariki can continue practising outside of school hours, further fostering their love of being active outdoors. Events like the surfing competition, funded through Tū Manawa and supported by the Manawakura Healthy Active Learning team at Whiti ora Tairāwhiti (formerly Sport Gisborne Tairāwhiti), play a vital role in this initiative.
Regulating in the wai
Kōkā Vee, tumuaki of Makarika School, a small rural school near Ruatoria, says having the local knowledge and resources easily available to them has been vital to the success of the programme.
“The barriers have been taken away. We have the surfboards, we have the wetsuits, we have the kaiako,” she says.
As well as teaching water safety and encouraging ākonga to be physically active, she has also seen how surfing is supporting their emotional regulation back in the classroom.
“When our tamariki are learning to regulate in the wai we can make connections with how they feel in the water to the classroom,” she says.
Atira, 8, says knowing she will be surfing at school makes her want to go.
“It makes me so happy.”
The Ngāti Porou Primary School Surfing Competition opened with karakia led by musician Rob Ruha, setting the tikanga for the day.
Blake, 9, says she used to fear the water but supported by her whānau and school, her confidence has grown and she loves it now.
“I get to be free swimming and surfing,” she says. “It’s beautiful out here.”
Ride the learning wave
Shyla-Drew Taiapa, Manawakura Healthy Active Learning advisor and local surfing champion, is one of the driving forces behind the surfing competition.
With ties back to, and living in, Wharekahika, ShylaDrew has been able to create the connections between the kura and Gisborne Boardriders. She hopes that the programme will help shift the narrative of surfing on the coast.
“Surfing is more than just fun, it’s teaching our tamariki tikanga, keeping them safe, and helping them feel proud of who they are and where they come from,” she says.
“They are just in another world out there and everyone that comes out of the sea is happy, just smiling.”
Shyla-Drew also encourages kaiako to see te taiao and surfing as a vehicle for learning.
“There is so much learning, and the beauty is they don’t even know they are learning.”
Team mates give each other a helping hand to get the next competitor’s board in the water.
Mary-Beth, the mother of two tamariki competing at the event, says she appreciates how surfing and the way they are being taught encourages them to be respectful both towards others and to te taiao.
Inspired by her girls, she has also taken up surfing, attending her first lesson the previous week. As a whānau, they have started attending a weekend surf school.
Wellbeing at the heart
Flo Bub, Gisborne Boardriders regional manager, says that the programme has been so successful because everyone involved shares a clear ‘why’.
“It’s not about one of us individually, it’s for the tamariki and the rangatahi to get in the water and experience the stoke,” he says.
Shyla agrees, because the commitment to support her tamariki and their wellbeing is at the heart of this kaupapa.
“I just want them to be good people. I want them to contribute to their marae, to looking after the whenua, to looking after their awa. If they make the world circuit even better, but I just want them to be good humans.”
She gestures to the moana behind her.
“And I would love to see them out here with their kids and their mokopuna.”
Waikato Diocesan School for Girls
Hamilton, New Zealand
Lead with Vision –Inspire Young Women –Uphold Special Character
Waikato Diocesan School for Girls (fondly known as “Dio”) is a stateintegrated Anglican school with around 670 students, including 160 boarders, across Years 9-13.
It has a well-established tradition of excellence and is widely recognised as one of the highest performing schools in New Zealand, with an enviable record of academic, sporting and cultural achievements. It is dedicated to providing an holistic education and fostering quality educational outcomes, leadership, and personal growth.
We are seeking an inspiring and values driven Principal to guide our school into the future.
ABOUT THE ROLE:
As Principal, you will be responsible for leading a vibrant school community, ensuring a high standard of education, and upholding the school’s special character. You will work closely with staff, students, whānau, alumni, the School’s Board and the Proprietors Board to create a nurturing and inclusive learning environment where young women can thrive academically, socially, and spiritually.
Key Responsibilities:
• Demonstrate, promote and uphold the school’s special character in all aspects of school life.
• Provide visionary and strategic leadership aligned with the school’s mission and values.
• Foster a culture of excellence in teaching and learning and co-curricular endeavours.
• Lead and support a collaborative, empowered team of dedicated educators and operational staff.
• Build strong reciprocal relationships with students, parents, whānau, and the wider community.
• Drive innovation and continuous improvement in curriculum and pastoral care.
ABOUT YOU:
We’re looking for a registered teacher who:
• Is a practising Christian and has an affinity with the Anglican special character.
• Has a proven record in secondary leadership with experience of girls’ education and boarding, preferably in a special character school.
• Is a dynamic, innovative, future-focused leader with outstanding strategic vision.
• Employs authentic consultation and collaborative planning and implementation.
• Is committed to the principles of Te Ao Māori and Te Tiriti o Waitangi and to growing their own cultural competence and that of staff and students.
• Has demonstrable commercial acumen and an understanding of key business drivers.
• Is a visible, engaged leader and an exceptional communicator and relationshipbuilder.
• Is caring and empathetic, committed to staff and student wellbeing and growth.
• Is passionate about nurturing and empowering young women.
The successful candidate will be supported by an engaged School’s Board, Proprietor’s Board and school community. Join us in shaping the future of young women at Dio!
HOW TO APPLY:
Applications, including referee reports, must be submitted by 9am, 19 May, 2025
To view candidate information and apply online (and for referees to submit reports online): https://tinyurl.com/wdsg-principal-position
Enquiries to Education Adviser, Vicky McLennan: vmclennan8@hotmail.com 022 304 0281.
ROAD SAFETY EDUCATION
Young drivers at apex of road safety education in schools
From kerb drills to the Drive Go app, schools across Aotearoa are embedding road safety learning in meaningful ways – supporting students of all ages to travel safely and confidently through life.
Whether walking, biking, scootering or learning to drive, safe travel is a skill that develops over time. That’s why road safety education is increasingly being embedded throughout the learning journey – from early learning right through to secondary school. For young people in their teen years, the opportunity to gain their driver’s licence is a milestone of independence. It also marks an important shift in how schools support students to take greater ownership of their learning and behaviour – both on the road and in life.
The road to independence
The three-stage driver licensing system in Aotearoa –learner, restricted and full – is designed to give new drivers the time, support and education needed to build the skills required for safe driving.
That progressive learning model sits at the heart of Drive, a free digital learning platform developed by NZ Transport Agency Waka Kotahi (NZTA) and ACC. Accessible online or through the Drive Go mobile app, it offers a suite of tools for young people preparing to sit
Students conduct a speed survey during Road Safety Week.
their learner, restricted or full licence.
For learners, it includes up-to-date road code learning and real practice tests. For those working towards their restricted and full licences, the site and app provide skillsbased guides for building confidence behind the wheel and preparing for the practical test.
The content is designed to be youth-friendly, flexible and fun – helping students to practise independently or use within class-based activities. Teachers are increasingly weaving these tools into senior secondary learning programmes, particularly where safe driving is an essential life skill.
Recognition for learning
Schools can also recognise each stage of the driver licence process as prior learning and award NCEA credits to students who have gained their learner, restricted or full licence. This gives students an added incentive to complete the process and builds a sense of achievement.
David Barwick, careers advisor and Year 8 dean at Palmerston North Boys’ High School, says it’s a valuable tool for student motivation.
“At our school, we highly value the opportunity for students to earn NCEA credits through obtaining their driver’s licence. A driver’s licence is a crucial aspect of our students’ education, providing them with qualifications that enhance their future employment prospects,” says David.
“We ensure that our students are informed about how to claim these credits through assembly announcements and our school’s career page. In 2024, 78 of our students successfully claimed NCEA credits for their driver’s licences.”
David says Drive has become an integral part of school learning for many senior students.
“Several Year 11 classes incorporate this tool into their learning programmes. Teachers have found the website easy to use and engaging for students. Having free access to this tool helps students overcome barriers to obtaining their licences.”
A resource for every learner
NZTA’s Education Portal provides a wide range of road safety resources tailored to different age groups, from early learning through to secondary. All resources are curriculum-aligned and freely available online in both English and te reo Māori.
The portal includes comprehensive unit plans and quick-start activities designed to help teachers seamlessly integrate road safety concepts into the classroom. One of the most widely used sets of tools is the road safety worksheets series, developed by Tātai Aho Rau Core Education.
These worksheets are grouped by year level (Years 1–2, 3–4, 5–6, 7–8 and 9–10) and provide increasingly sophisticated learning about real-life travel decisions. For example, junior students practise identifying traffic signs and staying safe near roads, while Year 7–8 students carry out investigations, and Year 9–10 students analyse risk factors around travel independence.
“By allowing students to earn credits for obtaining their licences, we emphasise the importance of this qualification for their future.”
David Barwick
This staged approach mirrors students’ growing capabilities and the increasing responsibilities they take on as they transition through schooling.
Celebrating road safety heroes
In addition to embedding road safety throughout the curriculum, many schools and early learning services mark Road Safety Week as a time to highlight, celebrate and deepen their commitment to road safety education.
Road Safety Week 2025 will take place 12–18 May, with the theme “Be a road safety hero.”
Coordinated by Brake and sponsored by NZTA and Beca, the annual campaign encourages early learning services, kura and schools, and communities to take part in events, awareness-raising, and fun learning opportunities.
The theme celebrates the many people working to make roads safer – from teachers and road patrollers to emergency services, designers and whānau – and reminds us all that we can be road safety heroes in our everyday actions.
Caroline Perry, Brake’s NZ director, says educators have a vital role in spreading road safety messages.
“Everyone should be able to get around in safe and healthy ways, every day. Schools and colleges also have their own road safety heroes, such as teachers, road patrol students, and walking school bus volunteers who help children get to and from school safely,” she says.
“Educators are pivotal in getting these vital messages out to families, young people and local drivers to make a difference to people’s lives.”
Brake provides a free online action pack for educators. The pack includes lesson plans, activities, event ideas and campaign materials tailored to early childhood, primary and secondary education.
Peer-led change through Kaitiaki o Ara/SADD
Another key contributor to road safety education in secondary schools is SADD (Students Against Dangerous Driving) – a nationwide, student-led programme that empowers rangatahi to take action on road safety in their own schools and communities.
Backed by decades of evidence showing the power of peer influence, SADD equips students with the tools, resources and confidence to lead meaningful, student-driven initiatives. The four aspirations guiding SADD’s work are: safe road users, sharing our roads, safe vehicles and driver licence journey.
As part of their growing partnership with NZTA, SADD is piloting a new Drive peer support class in secondary schools.
“We are piloting a new Drive peer support class in secondary schools to try to encourage students to support each other to use Drive to study for their learner licence. We are working with the NZTA education team, and we are encouraging our SADD students to lead this in their schools,” says Donna Govorko, SADD’s general manager.
“We also participate in Road Safety Week – this is embedded in our calendar of events and occurs after our annual SADD conference in the April school holidays. We encourage our SADD groups to sign up to RSW and run road safety activities in their schools and communities to raise awareness and celebrate our own road safety heroes.”
Donna says SADD plays a vital role in complementing the work of educators and national organisations.
“We believe SADD is integral in all secondary schools to reinforce the mahi that these other organisations are doing and to provide a platform for young leaders to run peer-to-peer road safety education in schools. This has been shown to be a highly effective way to encourage positive behaviour change and life-long learning to build a positive road safety culture.
Havelock North High School host a sausage sizzle with road safety messages for their peers.
“All secondary schools should have a SADD group to help facilitate student-led learning and uphold the duty of care for students travelling to and from school,” she says.
Looking ahead
While Road Safety Week provides a powerful moment of focus each year, the momentum it generates is designed to last well beyond the month of May.
NZTA’s curriculum resources, and programmes like Drive, are part of a long-term effort to build road safety confidence and competence across all stages of learning.
Fabian Marsh, strategy director safety at NZTA, says it’s a national priority.
“Road Safety Week is a great way to highlight people and organisations already involved in improving road safety, while all the activities during the week help inform and inspire others to play a part,” he says.
Get involved in Road Safety Week 2025
Date: 12–18 May
Theme: Be a road safety hero
Register for your action pack: roadsafetyweek.org.nz/educators
NZTA Road Safety Resources for 2025:
New Kerb Drill and Driveway Safety videos are bilingual (English and te reo Māori) and help tamariki learn safe habits around driveways and roads. Great for Years 0–3. Visit education.nzta. govt.nz/news.
Road Safety Week ideas:
» Beep Beep! Day (early childhood and Years 1–2)
» Road Patrol Superhero Day – dress-up day for school patrollers (14 May)
» Go Yellow – yellow-themed activities for secondary schools
» Nominate your Road Safety Hero – celebrate someone making a difference in your school or community
Have a SADD group in your school
Contact SADD for more details to get a group in your school: sadd.org.nz/contact-us
Ākonga taking part in a Road Patrol Day.
MATHS
Crunching the numbers on new maths PLD
Nearly 700 schools have taken part in the new maths professional learning and development, and so far, the feedback is adding up!
Comprehensive new maths professional learning and development (PLD) aims to upskill teachers on the new mathematics and statistics learning area in the New Zealand Curriculum.
Delivered over four days, schools can opt to do two days this year and two in 2026 and take part as a group of schools. A facilitator runs the session either in person or online.
The aim of the maths PLD is to provide teachers with:
» a good understanding of the teaching sequence to be taught across phases 1–3 (Years 0–8).
» a good working understanding of the three elements
in the mathematics and statistics learning area: Understand, Know, and Do.
» a good understanding of the Science of Learning in relation to mathematics and statistics and the ability to use it to inform their teaching.
» a good understanding of the teaching guidance in the mathematics and statistics learning area.
» the ability to plan for mathematics successfully, incorporating a quality hour a day. This includes annual, unit, weekly and individual lesson planning.
» increased knowledge of quality formative assessment practices that inform daily teaching.
Practical skills
Crunching the numbers on the feedback so far shows it’s making an impact with 80 percent of educators reporting that they gained a deeper understanding of the structure and intention of the refreshed learning area, as well as the importance of teaching to year level.
One teacher shared in their feedback, “I really enjoyed the session, especially how the facilitator gave me a clear overview and unpacked the framework. It’s practical, and I can already see how to use it back at school with my staff.”
Another added, “The facilitator did a fantastic job making maths approachable. I feel reassured about setting high expectations and focusing on equity for all our learners.”
Building confidence
While maths can be daunting to many people, teachers and students alike, the PLD is geared around building confidence, something appreciated by attendees.
“The emphasis on creating positive experiences in maths was a real takeaway for me.”
“The materials and resources shared were excellent. Having clear planning guidance and practical ways to handle cognitive load will definitely help our teachers feel more confident.”
Teachers also highlighted areas where they would benefit from additional support, with a strong focus on wanting more information on using assessment to inform teaching.
SPECIAL FOCUS ON MATHS
In the first edition of term 3, Education Gazette will be putting the spotlight on all things maths and statistics!
If you know a teacher who is doing something innovative or exciting with maths and statistics, a school that’s found a way to boost confidence and engagement, or a programme that’s making a difference for ākonga – we want to hear about it. No matter how big or small.
Send your story ideas to gazette@education.govt.nz by Friday 16 June.
This will be covered in future PLD sessions, and additional guidance on assessment and reporting will be shared with schools soon.
In the meantime, the Ministry of Education will continue to run the ruler over this PLD to ensure it is meeting the needs of teachers. Further insights will be shared this term.
Longer term, the impact of this professional learning will be measured through data collected by the Education Review Office and through the Curriculum Insights study. For more information, visit pld.education.govt.nz.
SERIES: SECTOR VOICES
On the ground with Miles Harrington
Leading with lived experience
With a background in youth work and a deep belief in the potential of every learner, Vanguard Military School teacher Miles Harrington combines life experience, discipline, and empathy to support students in achieving success, both in and beyond the classroom.
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 that shape our education system.
Role: Teacher of history and recruit development, and head of physical training
Location: Albany, Tāmaki Makaurau | Auckland
Fun fact: I come from a long line of dancers, specifically ballerinas. If my mother had her way, I would have become a professional ballerina not a teacher. While that path didn’t quite pan out, dance hasn’t been lost on me. At home, dancing brings me so much joy – especially with my daughters. Don’t let the military school façade fool you!
Most memorable education moment: Getting my Bachelor’s degree
“I firmly believe that education can be for everyone but only when we adapt the way we teach to meet the diverse needs of our students.”
Miles Harrington
What inspired you to become a teacher?
Teaching was never something I had planned. It came about through my work as a youth worker in my early 20s. I ended up in youth work after navigating a tough road myself growing up.
The Salvation Army played a huge part in helping me get back on track, they gave me a safe space to figure out who I was without all the noise. Through the encouragement of this community, I started working with local youth and discovered how much I enjoyed giving back.
I felt I had something to offer, especially to young people who were at risk, because I could genuinely relate to where they were coming from. I went on to complete a Certificate and Diploma in Youth Work.
Soon after, I found myself working part-time as a youth worker at Long Bay College. At first, I was nervous (my own school experiences were mostly negative), but I also knew that if I wanted to make a real difference, I had to reach young people earlier, before they were falling through the cracks.
During my seven years at the school, I built a programme for Year 10 boys who were considered at risk. It made a real impact and some of those boys still keep in touch with me today and are thriving in their life.
I also worked as a teacher aide, supporting students in the classroom who needed that extra bit of help. That’s when I really started to see the power of education. I remember thinking, “we can do better for these kids”.
At 24 years old, I was employed part-time by a newly established trust called the Bays Youth Community Trust, who further supported what I was doing at Long Bay College. It was around this time I began asking myself what my next step was. Where was youth work leading me?
One day, sitting at Waiwera Hot Pools, my good friend Ross turned and said out of the blue, “You’d make a great teacher.” I laughed it off. In my head, I wasn’t ‘smart enough’ for that. I’d always seen myself as someone who had failed in education. But the idea stuck with me.
With a lot of encouragement, especially from my wife Rebecca, I started to believe that maybe teaching was the next step. If I truly wanted to help young people thrive, education was the way forward.
That meant I had to take on my own learning journey first and earn a degree. It wasn’t easy and took grit, determination and resilience. But it was the best decision I could have made.
How did you end up at Vanguard Military School?
My first job as a teacher was at Waitākere College. I loved working there and thought I’d stay for my entire career. Working within the cultural diversity of a West Auckland school was incredibly rewarding. However, I also knew that comfort could easily lead to complacency.
In 2013, during my first year teaching and at the age of 29, my daughter was born. Then, in 2017, my second daughter came along. The desire to be situated closer to home became stronger. However, I also wanted to find a school that offered the same cultural richness I valued so much at Waitākere College.
That’s when I came across Vanguard Military School. At the same time, I was going through a personal journey around self-discipline. Teaching had exposed the fact that I was quite disorganised, and I became self-conscious about it. I loved teaching, but I really struggled with the paperwork and admin side of the job. It often triggered imposter syndrome, and there were times it got me down.
Around this time, I was reading a lot of soldier memoirs, mainly because of my interest in military history, which I often taught. This led me to listening to military themed podcasts and eventually applying to become a
reserve in the New Zealand Territorial Force. I became hyper-focused on the goal and was determined to be accepted.
Not long after, I happened to meet a dad at my daughter’s school who was ex-military and working at a school called Vanguard. As he talked about the school, I realised it ticked a lot of boxes.
Taking the job was one of the hardest and best decisions I’ve made, both personally and professionally. It’s pushed me to grow, develop more discipline, and reignite my passion for teaching.
What subject or area do you teach, and why did you choose it?
As a senior teacher, my main subject has always been history. In my earlier years, I also taught social studies at the junior level. Since Vanguard is a senior school, I now focus solely on teaching history, which I really enjoy.
Alongside history, I also teach a subject called recruit development course, which is essentially a life skills programme. In many ways, it’s the backbone of our school. It covers crucial topics like drugs and alcohol awareness, managing stress, and planning for the future.
Miles loves his role in physical training, seeing young people push themselves beyond what they think they are capable of.
I also have the privilege of being the head of subject for physical training, which was one of the main reasons I was drawn to Vanguard. It allows me to combine my passion for youth development, physical fitness and leadership in a very practical way.
I wear a few hats here, and I love it.
What’s involved with being head of physical training?
At Vanguard all of our students, who we refer to as recruits, participate in physical training from Tuesday to Friday. We run a programme called Vanguard fit, which was originally inspired by the NZDF’s force fit programme designed for potential recruits preparing to join the Defence Force.
Our recruits come from a wide range of backgrounds and circumstances, which means they are all very different physically, mentally, socially and cognitively. The programme is designed to meet each student where they are at. It’s not about creating a one-size-fits-all fitness regime, but about helping students set meaningful, personal goals that improve both their physical and mental wellbeing.
As head of physical training, my role is to make sure the
programme is targeted, purposeful and adaptable. Physical training at Vanguard creates a unique space for recruits to push themselves beyond what they think they are capable of. It’s common for them to achieve both small and big wins throughout the year, which often lifts their self-esteem and carries over into the classroom.
Seeing students realise they are capable of more than they thought – that’s what makes this role so rewarding.
What makes your school unique?
Vanguard is fundamentally a senior high school, but what truly sets it apart is its special character. At the heart of Vanguard is its military ethos. This system allows us to establish clear structures and boundaries, removing obstacles that often hinder student success.
Self-discipline and personal responsibility are at the core of what we teach. For example, if students are going to be absent from school, we expect them to take the lead in informing the school themselves.
One of Vanguard’s strengths is that students choose to come here, and that level of buy-in makes a real difference. Like in the military, we leave no one behind. We work closely with whānau to provide a unique educational experience that fosters self-respect, discipline and personal growth.
The role at Vanguard brought Miles’ mahi closer to home and his two daughters.
“I get to witness deep discussions, insightful learning, and students grappling with new ideas as they make sense of the world. It’s a privilege to be part of that process.”
Miles Harrington
What does a typical day look like at Vanguard?
A typical day at Vanguard follows a structured five-day timetable. The day starts and ends with a parade, where students sign in and out, reinforcing accountability.
One key difference is that every afternoon from 1:45 to 2:40 is dedicated to physical training. We understand that teenagers can sometimes struggle to focus later in the day, so instead of traditional classroom lessons, we direct that energy into a structured, high-energy fitness programme that benefits both physical and mental wellbeing.
Another unique aspect of Vanguard is our inter-school competition. Our recruits are divided into 12 sections (similar to home groups), and these sections compete throughout the week to earn the title of ‘best section’. Points are awarded and deducted based on attendance, behaviour, academic performance and Friday competition results.
On Fridays, recruits go head-to-head in an hour-anda-half-long challenge, featuring events like tug-of-war, athletics and military-style games. This competition is a highlight of the week, creating a strong sense of camaraderie, teamwork and accountability.
How do you see students change over time? Confidence! That is the biggest transformation I see in our students.
For a 15-year-old to make the decision to join Vanguard in Year 10, they usually have a story to tell – something that has led them to take this significant step.
Many of our recruits come to Albany from South Auckland, West Auckland, and even as far as Pōkeno. Some of them wake up as early as 4:30am to get dressed, have breakfast, and take multiple buses and trains just to arrive at school by 8:45am for sign-in.
From day one, they are introduced to a structured and disciplined routine, which helps lay the foundation for a ‘can-do’ attitude. Over time, recruits start to realise that what they once thought was impossible is achievable. By the time they graduate, the transformation is incredible. Our graduation ceremony is the highlight of the year. Families come to watch their children walk across the stage, and the emotion in the room is powerful. Every recruit has a personal goal, something unique to them, and graduation is often the moment they realise how far they’ve come.
What keeps you motivated as a teacher?
Teaching is an incredibly rewarding job. I love it because student engagement is often high, and I get to witness deep discussions, insightful learning, and students
grappling with new ideas as they make sense of the world. It’s a privilege to be part of that process.
As long as I can deliver as an educator, I want to continue being there for teenagers in their final years of secondary education – to teach them, learn from them, and grow alongside them.
From my perspective, it’s a win-win – the students evolve, and so do I. That’s what keeps me motivated.
Is there a lesson from your own schooling that has shaped the way you teach today?
My own schooling experience wasn’t great. I struggled academically, and by the time I reached high school, my disinterest was at its peak. I distracted myself with everything except learning and ended up leaving school halfway through Year 12 with nothing to show for it. At the time, I truly believed that school just didn’t work for me.
I went into house painting and, by chance, at 19, I decided to enrol in a Foundation Certificate at Auckland Uni to try and gain some qualifications. Unfortunately, I faced many of the same hurdles from high school, and I failed. I went back the next year for a second attempt and eventually passed, but I swore I would never return to school.
For most of my early twenties, I was convinced that I was ‘dumb’ and simply incapable of learning. Fast forward 15 years, after becoming a teacher myself, I was encouraged to get tested for dyslexia and dyscalculia. The results were clear: I had both.
That moment was an absolute game-changer for me. It felt like a weight had lifted and for the first time, I understood that my brain simply worked differently. Neurodiversity is something that is much more recognised and understood today.
My own struggles have shaped the way I teach and interact with young people. I want to create a learning environment that truly includes all learners, no matter how they process information. Patience, creativity, and challenging assumptions are key. I firmly believe that education can be for everyone but only when we adapt the way we teach to meet the diverse needs of our students.
At the end of the day, relationships are everything. As teachers, we are not just educators – we are also mentors, coaches, and sometimes social workers. Every student comes to school with their own personal circumstances, and unless we can support them through those challenges, traditional teaching and learning won’t be their priority.
That’s why, for me, mutual respect and understanding are at the heart of teaching.
Education Service Desk transitions to N4L
The Education Service Desk has now fully transitioned to Network for Learning (N4L), combining with their existing support services to create a smoother, more integrated experience for schools and kura seeking support with digital tools, online systems, and cybersecurity.
As you may be aware, Network for Learning (N4L) has been running the Education Service Desk (ESD), on behalf of the Ministry of Education, since 2 December 2024.
The service fully transitioned to N4L on 14 April, and you shouldn’t have noticed any difference in the service received or expect any disruption – you can continue to use the same email addresses and phone numbers to contact the ESD as in the past.
You can also now contact the ESD via N4L’s contact details.
You will notice that responses from the ESD will come from the N4L email address educationservicedesk@n4l.
co.nz.
You will receive responses from N4L even though you may have sent your query to an education.govt.nz address.
The ESD will continue to manage enquiries for a range of applications used by schools, such as Education Sector Logon (ESL) and e-asTTle. Data and privacy guidelines will continue to be rigorously adhered to, to make sure your data is kept safe and confidential.
This transition will also simplify schools’ experience by providing one point of contact when seeking network, cybersecurity and online application support.
To contact the ESD, you can phone them on 0800 532 764 or email them at educationservicedesk@n4l.co.nz.
The team settling into the Network for Learning offices.