How financial literacy will be embedded in schools
Sports,
screens
and risk
The blurring lines of gaming and gambling
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It’s tempting to think that open-plan classrooms are a modern invention, but New Zealand first experimented with them back in the 1970s. The Government has now directed that new fully openplan classrooms will be built – leaving schools to figure out the best environment for their students.
12 Viewpoint
Why New Zealand can’t afford to overlook independent schools
24 Youth take over Parliament Rangatahi voices challenge the status quo
28 Getting kids back in class Government’s $140m plan to tackle truancy
This issue opens with a return to one of education’s most enduring debates: the design of our classrooms. As we reveal, New Zealand has been experimenting with open spaces since the 1970s, and the lessons are still unfolding. With the Government now shifting towards flexible but practical designs, the conversation reminds us that pedagogy and relationships matter more than walls alone.
We also spotlight the powerful voices of rangatahi in Youth Parliament, the urgent challenge of the teacher shortage, and the growing concern of online gambling reaching teens. At the same time, fresh opportunities are on the horizon — from embedding financial literacy across the curriculum to AI-driven literacy tools and the way we teach boys in single-sex schools.
Group Editor
Phone: 021 676 320 stuart@academygroup.co.nz
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34 St Bede’s approach
Forming men of character in a changing world
40 Tertiary study in the U.S. Kiwi students face political uncertainty
44 Hokitika pupils find a leader
How kids helped recruit a new principal
48 Secondary teacher shortage
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56 Twin Oaks
Classical Auckland’s newest charter school opens its doors
60 Falling behind in tech
Declining student interest in digital careers
64 AI Literacy programme wows
Writer’s Toolbox lifts writing results
74 Dollars and sense
Financial literacy to be embedded in schools
78 AI in the classroom
Using technology to maintain authenticity
82 Sports, screens, and risk
Why gaming and gambling lines are blurring
86 Balancing the books
The importance of outdoors education
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Why New Zealand Can’t Afford to Overlook Independent Schools
If I were to say the words independent, or ‘private’ school, most people think of privilege –not the specialised teaching some students need, or the real difference it can make in their lives.
In any future-focused education system, diversity of provision should be seen as a strength, not a threat. Independent schools are a vital part of New Zealand’s education framework, offering choice, innovation, and tailored learning for students whose needs are not always met within the standard system.
Independent schools help to educate around 4 per cent of students. That figure might seem small, but the impact is significant. These schools cater to a wide range of learners; from high- achieving academic students to those needing highly individualised support due to neurodiversity, learning differences, or social-emotional needs. Independent schools provide much-needed alternatives that relieve pressure on the state system.
on tight budgets. Their families make enormous sacrifices – some take out loans, relocate, or downsize just to give their child a chance at success. That is not elitism. That is determination.
Independent schools don’t only save the government money; they generate tax revenue. In 2024 parents contributed more than $750 million to the economy through tuition and boarding fees. The GST component of fees was around $100 million. This is about twice as much as we received in government funding support.
Many were founded by communities who saw a gap in the education landscape. Some were created to preserve cultural values or language; others to support students falling through the cracks. What unites them is a strong sense of purpose and belief in education’s power to change lives.
Despite being independent, our member schools are not isolated. They are deeply connected to their communities and often act as incubators for educational innovation – from curriculum design to pastoral care to parent engagement. Many of these practices influence the wider sector. Most importantly, they provide solutions for families who have, in many cases, exhausted every other option.
Too often, independent education is seen as solely for the wealthy or accused of taking funding from state schools. This is far from the truth. Many are small, charitable schools operating
Our schools free up taxpayer funding to be directed to state schools serving communities in greatest need. Supporting independent schools does not come at the expense of the state sector – it strengthens it.
Government support matters. We were pleased at steps taken to increase equity of access for families in the independent sector – particularly those attending specialist schools for neurodiverse or high-needs learners. But it must not stop here. Funding should follow the student, regardless of the school gate they walk through.
Independent schools are not in competition with the state system; they complement it. Together, we are all working toward the same goal; helping every child thrive.
Guy Pascoe, Chief Executive, Independent Schools of New Zealand (ISNZ)
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Back to basics
Rethinking open-plan learning
By Jamie Quinn and Paige O’Brien
It’s tempting to think that open-plan classrooms are a modern invention, but New Zealand first experimented with them back in the 1970s, well before the MLE buzz of recent times.
By the mid-1970s, over 200 open-plan units had sprung up in primary and intermediate schools. Yet, within a decade, many had put the walls back up, as teachers and principals struggled with issues such as noise, task management, and distraction.
Fast forward to the late 2010s, and Modern Learning Environments (MLEs) experienced a resurgence under the Ministry of Education’s push, aligning with the New Zealand Curriculum’s call for inquiry, flexibility, and connected learning. Schools welcomed open, flexible layouts that seemed perfectly suited to collaborative teaching, at least in principle.
However, as the dust settled, we can now see that open-plan
isn’t the one-size-fits-all solution many had hoped it would be.
Education Minister Erica Stanford recently confirmed what many school leaders and teachers have long been saying – open-plan classrooms, while well-intentioned, are not always practical in a real-world teaching environment. As of July 2025, no new fully openplan classrooms will be built in New Zealand schools, even if requested. Instead, the Ministry of Education is adopting a backto-basics approach, favouring “standard designs with flexibility.”
That means modular classrooms, walls that can open or close, and spaces that work with, not against, the natural rhythms of teaching and learning.
That’s not to say the underlying philosophy behind MLEs is being abandoned altogether. Collaboration, student engagement, and flexible teaching styles remain at the heart of good practice. However, there’s now a greater awareness that space design must support pedagogy, rather than hinder it.
Many schools that have trialled open learning spaces report that, while the benefits of coteaching and group learning are significant, these can only work when there is strong professional cohesion and robust behavioural systems in place.
Dr Paul Heyward, head of initial teacher education in the Faculty of Arts and Education at the University of Auckland, says that in the right conditions, open-plan environments can offer meaningful benefits.
“The expansion of open-plan learning environments has, by necessity, required more collaboration between teachers in the planning, implementing, and assessing of their learning programmes,” he explains.
“When this increased collaboration results in more thorough analysis of next steps
“They are not so successful when teachers working in the same space have
philosophical differences about how children learn best, approach classroom management differently, or simply do not get along. In these cases, the learning experience for ākonga is compromised, and job satisfaction for teachers is eroded.”
for learning, greater utilisation of individual teacher strengths in instruction, and flexible learning programmes that provide ākonga with space to develop into rational, self-determining human beings, then open-plan
Dr Paul Heyward
“Physical design changes don’t automatically produce better learning – the pedagogy and professional relationships matter more.”
learning environments can be of great value to learners and teachers alike.”
However, Heyward acknowledges the flip side. “They are not so successful when teachers working in the same space have philosophical differences about how children learn best, approach classroom management differently, or simply do not get along. In these cases, the learning experience for ākonga is compromised and job satisfaction for teachers is eroded.”
He has seen both ends of the spectrum. “I have seen openplan learning environments where it is clear that the high noise level is distracting to students, distressing to some neurodivergent students, and frustrating to kaiako. However, I have also spent time in these spaces, impressed by the industrious buzz of engaged learners and the high quality of individualised instruction given by teachers.”
International research has shown some promising outcomes in Active Learning Classrooms (ALCs), a wider concept that includes open or semi-open spaces. Students report higher engagement, increased movement, and more dynamic interactions. But these benefits can be compromised if the space isn’t acoustically designed or if the layout doesn’t allow for quiet, focused work when needed. In other words, flexibility is still key, but it must be thoughtfully executed.
This shift has also had implications of how new teachers are prepared to navigate the
modern teaching environments. According to Heyward, many student teachers begin with a focus on working with children, but open-plan teaching requires strong professional relationships between adults as well.
“Many student teachers understandably begin their journey thinking mainly about their future interactions with children, since that is the visible heart of teaching,” he says. “However, a large part of the role involves working with other adults – colleagues, mentors, leaders, whānau/families, outside agencies, and community partners. When student teachers
are placed in open-plan learning environments, the potential for personal or professional differences with colleagues is increased.
“They are not just working with one mentor teacher in a singlecell classroom; they are now required to fit into the dynamics of a wider teaching team.”
In response to this, the University of Auckland has begun placing greater emphasis on preparing student teachers for complex environments. “As teachereducators, we have needed to place greater emphasis on helping our student teachers develop and sustain professional
relationships in increasingly complex learning environments,” Heyward says.
“My colleague, Associate Professor Fiona Ell, and I are currently undertaking a research project on the kinds of ethical dilemmas experienced by student teachers and mentors in the practicum environment. The aim of this project is to better prepare both student teachers and their mentors to navigate professional concerns and differences with greater respect and understanding.”
As for the Ministry’s recent shift away from open-plan builds, Heyward welcomes the move towards flexibility. “I went to primary school in the 1970s, and I remember a new structure being built at my school that was seen by our principal as the future of school architecture: an open-plan learning environment! When I returned to my former primary school as a student teacher in the late 1980s, the open-plan learning space had been transformed into a block of individual single-cell classrooms.
“It therefore felt somewhat nostalgic to see the process reversed in the mid-teens, as nearly every school I visited was knocking down walls between individual classrooms to create open-plan spaces.
“While I see no value in the walls going up again, I do think new builds need to provide
“The expansion of open-plan learning environments has, by necessity, required more collaboration between teachers in the planning, implementing, and assessing of their learning programmes,”
flexibility to meet the diverse learning needs of students and the pedagogical autonomy of schools to organise for effective learning. I am broadly in favour of this shift.”
Looking at the big picture, Heyward believes physical design alone doesn’t make or break educational success.
“Physical design changes don’t automatically produce better learning – the pedagogy and professional relationships matter more.”
What is coming next for New Zealand schools is something of a hybrid model: spaces that
are adaptable but not entirely open. Think sliding glass doors, breakout areas, and classrooms that can function independently or be joined together depending on the requirements of the lesson. The government’s updated standard designs will prioritise acoustic control, lighting, and teacher usability.
It’s clear that good teaching isn’t dictated by how many walls a classroom has, but by whether the space supports the people inside of it. Teachers need to be heard, students need to be focused, an design needs to follow practical function, not trend.
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Makera Hansen-James: Leading with Heart
For Makera Hansen-James, her mahi as Team Lead of the Mana Ake and Tupuranga services within Purapura Whetū is more than just a role – it’s personal. Her journey began long before she ever stepped into leadership. At just 12 years old, she witnessed her mum’s struggle with postnatal depression following the birth of her brother. At the same time, she was navigating her own challenges, experiencing bullying at school and later facing exclusion with no support offered. Those early experiences left their mark – but they also lit a fire.
“Reflecting on my own journey and the lack of supports I had growing up motivates me to keep going,” she shares. “I want to make sure tamariki and rangatahi know their value and worth, and that they have the support and guidance that I didn’t always have.”
That sense of purpose is at the heart of everything Makera does. Today, she leads a team of over 20 kaimahi dedicated to helping young people re-engage in education and supporting whānau to navigate the complexities that come with it. Her own lived experiences have become her greatest strength, shaping the way she builds trust, connects, and offers practical, empathetic support.
Why does Tupuranga work so well? Makera explains, “We are fortunate to have incredible kaimahi working in this space. Not only do I bring lived experience, but some of our kaimahi have also walked this journey themselves, having previously engaged with attendance services for their own tamariki. This creates a genuine understanding of what whānau are experiencing. Our team is deeply passionate about working alongside tamariki, rangatahi, and their whānau, and I believe this is what makes our service effective – the kaimahi are driven, empathetic, and committed to making a real difference.”
One of her biggest challenges has been navigating perceptions around lived experience versus formal qualifications. “Sometimes people assume that without a tohu, you might not have the skills to support rangatahi effectively. But I’ve learned to let my actions speak for themselves,” Makera explains. For her, proving the power of empathy, understanding, and genuine connection has been more important than any piece of paper.
There are moments that remind her why this work matters so deeply. “I see myself in some of the young people we support,” she says. “When I watch them start to see their
own value, it takes me back. At 13, I was excluded with no support. Yet I worked hard to create a life for myself, and now I’m leading a team making change. Seeing rangatahi realise their potential – that’s why I do this.”
For Makera, success isn’t measured in numbers or reports. It’s hearing the stories of rangatahi finding their way back into education in a way that works for them. It’s knowing that tamariki and their whānau feel heard, valued, and supported. It’s creating spaces where hope can thrive.
Looking ahead, Makera’s vision is clear: “I’m hopeful that more young people will be engaged and consistent in their learning, and that whānau feel equipped to support them on that journey. Through strong relationships and collaboration, I believe we can reduce barriers and create lasting, positive outcomes.”
Makera’s story is proof that from struggle can come strength, and from lived experience can come leadership. She is not only shaping a brighter future for rangatahi but also showing them – by example – that their past does not define their potential.
“He manawa tītī, he manawa toa.”
Youth take over Parliament
By Ben O’Connell
Youth Parliament is a government-run programme that gives rangatahi the chance to experience democracy in the Beehive, represent their communities, and have their voices heard on national issues.
Yet this year’s Youth Parliament saw claims of censorship, raising questions about the role of civics education and the triennial event itself. Minister for Youth James Meager and three Youth MPs weigh in.
“I found the entire Youth Parliament experience incredibly rewarding, especially as it was the first one in my tenure as Youth Minister,” James Meager says. “I got to experience firsthand what a great example of youth voice in action this was – providing Youth MPs with the ability to report their communities’ voices directly to decision-makers on real-time policy issues.
“While there were a wide range of issues and topics raised by the Youth MPs, I was particularly
moved by those who spoke of overcoming adversity and disadvantage to get where they are today. A couple spoke very bravely and openly about their own learning difficulties and personal experiences that had shaped their lives. I thought that was a wonderful lesson for all young people, that no matter your background or challenges, hard work and the support of your family and community can bring great success.
“I think ensuring the voice of young people is heard in politics is essential for any democracy. It’s an important part of ensuring a diverse range of beliefs and opinions is represented well in Parliament.
“We know there are issues around the world with getting younger people interested in and involved with government – at both a central and local level – and programmes like Youth Parliament are a great example of
opportunities to bolster the voice and engagement of younger generations.”
Youth MPs tell all Nate Wilbourne, Youth MP for Damien O’Connor, is also the founder and advisor of Gen-Z Aotearoa, a national by-youth, for-youth network.
Ruby Love-Smith, Youth MP for Tracey McLellan, is also a spokesperson for Make It 16, a Youth Councillor, and advocate who uplifts the voices of youth and wāhine across Aotearoa.
Sylvie Macfarlane, Youth MP for Camilla Belich, is an awardwinning healthcare and youth advocate and assistant editor at Create Happy, the nation’s largest teen-led media outlet.
All three loved Youth Parliament, a chance to participate in political discussions. “Youth Parliament gives us one of the few genuine opportunities to engage directly in democracy, to share our perspectives, and to practice the skills we’ll need to be active citizens” Nate says.
“These opportunities prove that our rangatahi aren’t just the leaders of tomorrow, we’re leaders now, and we deserve to be heard,” Ruby adds.
What were the highlights of Youth Parliament 2025 for you?
Nate: The biggest highlight for me was meeting rangatahi from across Aotearoa who are so engaged in their communities, whether through advocacy, NGOs, or grassroots mahi. It was inspiring to connect with people who are passionate about making change and to learn from their perspectives.
Ruby: For me, the highlight would have to be the press conference held by myself and my fellow spokespeople at Make It 16. While Youth Parliament was an amazing experience, the censorship of speeches and content left many Youth MPs feeling unheard and discouraged. It was a privilege to stand up for our rangatahi and bring that issue into the public spotlight.
Sylvie: Being able to carry the voices of my village with me into the Debating Chamber has been so fulfilling. In a way, it wasn’t just me speaking in the three minutes I was given; it was the hundreds of rural Kiwis whom I had consulted and the thousands more who shared similar experiences. I was so inspired by the rangatahi I met in Youth Parliament, who have such valuable insight into our communities that stems from unique experiences and engagement initiatives.
What issues or debates stood out to you most?
Sylvie: There were countless debates on the education system failing our young people. With the projected changes for NCEA being launched, I found that the cries to be heard and have
“These opportunities prove that our rangatahi aren’t just the leaders of tomorrow, we’re leaders now, and we deserve to be heard.”
- Ruby Love-Smith
our say on education were not entirely recognised. Countless Youth MPs pushed for the youth voice to be involved in decisions regarding mainstream education, kura kaupapa Māori, and beyond. And yet, those who spoke out on our failing education system with grace and strength were heard only by their fellow rangatahi, less so in power.
Ruby: Easily the most popular speech topic, the mental health crisis is front of mind for so many rangatahi. It’s no secret that Aotearoa New Zealand’s youth mental health statistics are appalling, but the lack of action is burdening our young people. If we want our rangatahi to have bright futures, we need to let kids be kids. They shouldn’t have to carry the responsibility of supporting their friends when the system doesn’t.
And honouring Te Tiriti. It’s not just history, it’s a living agreement that shapes the Aotearoa we’re growing up in. When Te Tiriti is honoured, rangatahi Māori can thrive in their culture, language, and identity. All rangatahi benefit from a more just and inclusive society. By upholding Te Tiriti,
we’re creating a foundation where the next generation can stand tall, connected, and united.
Do you have any other comments?
Nate: I do think there were some concerns about young people’s voices being silenced. We were told not to criticise the government or ministers, and our speeches were edited by MYD before being sent back with “changes required.” For next time, I think it’s really important that there’s more transparency and consultation with young people in the process, and that we’re given the space to speak our minds and hold the government accountable if we choose. After all, that’s what true engagement in democracy should look like.
Sylvie: In representing our communities, we were the lucky ones. Hundreds of thousands of young people our age across the country do not get the opportunity to engage in democracy as closely as we did, with many of these young people being from marginalised communities. While we did our best in voicing the concerns of our communities, engaging in politics remains incredibly challenging for many young people, leaving countless important voices unheard. Without systemic change, countless important perspectives will continue to be excluded from the conversations that shape our future. It would be great to see future Youth Parliament events enable those who find engaging in politics challenging, to ensure all voices are able to be heard.
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Graduate Diploma in Teaching (Secondary Education) (Level 7)
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Getting kids back in class
One of the biggest challenges facing schools right now is simply getting students through the gates.
Chronic absence has quietly become a crisis in New Zealand. According to the Education Review Office (ERO), one in ten students were chronically absent in Term 2 of 2024. That rate has doubled in secondary schools and nearly tripled in primary schools since 2015.
It’s against this backdrop that Associate Education Minister David Seymour has announced a major $140 million package in Budget 2025 to tackle the problem head-on. The funding will be spread across the next four years, with around $123 million going towards a redesigned attendance service and $17 million to strengthen existing frontline services.
The ERO’s 2024 report was blunt: the old attendance system wasn’t working. Many services were under-resourced,
inconsistently funded, and unable to keep up with the growing demand. Too often, interventions came too late or weren’t strong enough to make a difference.
The report outlined four key recommendations for a successful model: targeted supports for chronic absence, stronger retention of students once they return, a more efficient service model, and better prevention to stop students from slipping into long-term absence in the first place.
The government’s new model picks up the first three recommendations, with the wider attendance action plan addressing the fourth. By 2026, every school will also need its own attendance management plan aligned with the new Stepped Attendance Response (STAR) framework.
So what does this mean in practice for principals and schools? Seymour says frontline services will be “more accountable, better
at effectively managing cases, and data-driven in their responses.” New case management systems and closer contract monitoring will, in theory, ensure more consistent support.
Importantly, schools with the highest levels of chronic absence — often those in higher Equity Index communities — will be able to apply for funding for their own in-school attendance service. These schools face the steepest socio-economic barriers, so the idea is to provide support that is both targeted and responsive.
The transition to this new system begins later this year, with services expected to be fully operational in early 2026. In the meantime, the Ministry of Education will work alongside providers to keep support in place while changes roll out.
While numbers and funding figures are one part of the story, the human side is just as critical. The ERO found that students become chronically absent for a mix of reasons, like poor past
attendance, housing instability, offending, or simply not wanting to be at school. Mental health and physical health also play a major role.
The long-term consequences are stark. At age 20, more than half of chronically absent students haven’t achieved NCEA Level 2, and by age 25, nearly half aren’t earning wages, with many relying on benefits. The social and economic costs extend well beyond the classroom.
For principals, the funding boost is welcome news, but it also comes with added expectations. Schools will need to engage actively with attendance services, develop their own STAR-aligned plans, and be prepared to work closely with families, social agencies, and communities. With more funding, closer monitoring, and stronger accountability, the hope is that schools will soon have better tools to bring students back into the classroom where they belong.
Supporting New Zealand projects one fastener at a time
Need a nut, bolt, or screw that’s not on the shelves at your local hardware store? The Bolt Shop’s probably got it, and if they don’t, they’ll do their best to track it down. Born and bred in Auckland, this familyrun business has been keeping projects moving since 2000.
What started in Glenfield has grown to include a second store in Wiri, and they’ve built a solid reputation as the people who know their fasteners inside and out.
They’re driven by a philosophy of combining “good old-fashioned, friendly service” with high technical know-how. From the start, The Bolt Shop’s mission has been to stock the hard-to-find. At any given time, they hold around 2.7 million items, a staggering inventory that sets them apart from regular hardware chains. When something isn’t on the shelf, they go the extra mile. And for anyone who’d rather get advice than browse catalogues, they’ve published a Definitive Technical Guide to Fastenings — a free resource diving into materials, strength grades, coatings, and torque values. Their ethos is straightforward: expert advice combined with expert hardware equals happier customers.
The Bolt Shop doesn’t just sell bolts; they’re trusted partners in sectors ranging from aerospace and marine to high-performance
racing. What’s more, they take pride in showcasing real-world applications.
Their clients range from passionate DIYers and innovative project teams to major contractors working on largescale builds. Across the board, customers consistently praise The Bolt Shop for its technical know-how, dependable service, and fast, accurate delivery, all backed by a team that genuinely knows their stuff.
Community involvement and sponsorships
The Bolt Shop doesn’t just sit on the sidelines. They sponsor the University of Auckland’s Formula SAE team (Project F:SAE:47), investing in future engineers and motorsport innovators. They also support the NZ Police Managers Guild Trust as Child Safety Advocates, a cause that speaks to their commitment to local communities beyond just business.
Visiting either location feels like stepping into a specialist’s workshop, not just another store. The Glenfield team, led by Geoff and John, handles complex
enquiries daily, while Louise and the field reps ensure calls and orders are expertly managed. At Wiri, Malcolm and Jared bring both technical skill and customer-first service to their guests.
The Bolt Shop is so much more than a hardware counter. It’s a family-run specialist business anchored in Auckland that prides itself on blending old-school service with technical excellence. Whether a customer drops in to grab a handful of screws or calls in for expert advice on aerospace-grade fasteners,
The Bolt Shop treats every customer with the same dedication and expertise.
Their story has only grown stronger across two locations, numerous projects, and partnerships that span youth competitions to public safety initiatives. It’s that trust, range, knowledge, and genuine willingness to help that keeps customers coming back. In a world of big-box retailers, The Bolt Shop offers something distinctly Kiwi: expert care, loads of stock, and a smile.
YOUR ONE-STOP SOLUTION FOR FASTENERS AND ENGINEERING
The Bolt Shop was established in 2000 under the direction of Director Geoff Smith with a wealth of fastening and technical experience. The team is prepared to support you with your project requirements and take on challenging issues.
The University of Auckland Formula SAE Team and its F:SAE:47 Projects are proudly sponsored by The Bolt Shop Team.
As Child Safety Advocates, we also support the New Zealand Police Managers Guild Trust.
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Phone: 09 441-9425
Mon-Fri: Open 7:30am to 5:00pm | Sat: Open 8:30am to 12:00pm gfsales@boltshop.co.nz
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23 Ash Road, Wiri, Auckland City
Phone: 09 262-2944
Mon-Fri: Open 8:00am to 5:00pm wirisales@boltshop.co.nz
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Why belonging matters
St Bede’s approach to boys’ education
At St Bede’s College in Christchurch, education is about more than academics; it is about forming young men of character, guided by faith, tradition, and a strong sense of community. Rector Jon McDowall leads the College with a clear focus on values, connection, and belonging, drawing on the school’s Catholic and Marist foundations to prepare students for life beyond the classroom.
In this Q&A, Jon shares his thoughts on what makes an all-boys school environment effective, the growing pressures schools are facing, and the importance of helping students build confidence, resilience, and emotional literacy. He also reflects on the role community plays at St Bede’s and what gives him hope for the future of education.
What do you believe defines the character of St Bede’s?
The character of St Bede’s is shaped by our Catholic and Marist traditions. For over a century, the College has formed young men of faith, character, and service. What makes St Bede’s unique is that it’s not just a school, but a community where people matter, faith shapes identity, and shared stories create a legacy that endures. The true magic happens when the story of
the College meets and connects with the stories of each boy. For me, it is simple: to form men of character, strong in mind and gentle in heart.
What do you see as the strengths or opportunities of teaching in a boys-only environment?
The strength of a boys’ school is that we can be very intentional about how boys learn. Boys respond best when teaching is active, structured, and built on relationships they can trust. But just as important, boys love having something bigger than themselves to belong to, a tradition, a team, a story they can hang their hat on. When you combine that sense of belonging with high expectations and good teaching, you get the best out of them both in and out of the classroom.
As told to Paige O’Brien
“When they leave St Bede’s, I want them to be good men who contribute positively in their whānau, their communities, and in the wider world.”
How do you encourage students to grow into confident, capable men in a changing world?
For me, the first step is simple: boys need to know they matter, and that they’re welcome as they are. We put a lot of energy into getting that right from day one. Once boys feel that sense of belonging, we can then help them see themselves in a positive light, grow in confidence, and learn to express their thoughts and emotions. These are skills boys haven’t always been encouraged to develop, but they are vital protective factors as they step out into what is a very different world to the one I grew up in.
What are some of the biggest changes you have seen in your time as Rector?
The biggest shift I’ve seen is the way schools are now scrutinised. Too often, there is a narrative that schools are failing, when in reality, most are doing a remarkable job in the system that, in my view, is badly letting schools down. The constant pace of reform creates fatigue and uncertainty, and instead of helping us move forward, it risks holding education back.
At the same time, schools are now expected to step into roles well beyond education. We’ve become, without doubt, the fourth emergency provider in New Zealand – picking up needs in health and wellbeing that should already be there for young people. Add to this the rise of the “court of public opinion,” where mistakes are judged and amplified without care for the people involved, and the pressures are enormous.
Yet despite these challenges, I remain confident. Schools like St Bede’s can hold steady by
focusing on what matters most: keeping boys at the centre, creating environments where they feel safe and valued, and providing the holistic education that sets them up to thrive. I look forward to the time when those in power can create a system that allows all schools to do this with the time, autonomy, and resources they need.
What does successful education look like to you?
For me, education is about forming good men first and foremost with the attributes that endure. Knowledge and qualifications matter, but they don’t mean much without
character, resilience, faith, and a sense of responsibility. A successful education not only academically stretches boys but also shapes their values, relationships, and confidence in who they are. When they leave St Bede’s, I want them to be good men who contribute positively in their whānau, their communities, and in the wider world.
In what ways does St Bede’s support the emotional and social development of boys?
A real strength of St Bede’s is the way we’ve invested in character education and wellbeing. The Mana Tāne programme,
designed by our own experts in education, psychology, and faith, is unique to us, and I believe it is first class. It gives our boys the tools to build resilience, strengthen relationships, and grow in self-awareness; skills that will serve them well for life. Alongside Mana Tāne, our three Centres – Faith and Leadership, Wellbeing, and Enhancement – provide boys, staff, and our wider community with access to outstanding support and evidence-based practice. Together, these initiatives ensure our young men are well supported while learning that it’s okay to be themselves,
“Sometimes people assume a college like ours is all the same, but the truth is our boys come from a wide range of cultures, backgrounds, and experiences. We make it a priority to help them see and value that richness every day.”
to ask for help, and to look out for one another.
How does St Bede’s prepare students for life beyond the classroom? Especially in environments that are more diverse or co-educational?
Before our boys can prepare for life beyond school, they first need the space to recognise and celebrate the diversity that already exists within St Bede’s. Sometimes people assume a college like ours is all the same, but the truth is our boys come from a wide range of cultures, backgrounds, and experiences. We make it a priority to help them see and value that richness every day. From there, we build on it through leadership, service, cultural exchanges, and St Bede’s global connections, which broaden their horizons even further. In this way, they grow adaptability, respect, and empathy – qualities that give them the confidence to thrive in co-educational and multicultural environments beyond school.
How important is community at St Bede’s, and how do you stay connected with it? Community is at the heart of St Bede’s – it always has been. The strength of our community
has carried the College for more than 100 years, through good times and hard times alike, and it continues to help us thrive today. We’re built on faith, people, and tradition, and that sense of connection stretches across our Old Boys, parents, whānau, and staff. While the role can sometimes pull me away from the shop floor, I do my best to stay close to the pulse of the College – whether that’s among the boys during the day, at school and community events,
or with the Old Boys’ network. My responsibility is to lead and steward the College to the best of my ability, just as those before me did, and that begins with staying connected to the community that gives St Bede’s its strength.
What excites you the most about the future of education?
What excites me most right now is the South Island Boys’ School Network. It’s bringing like-minded schools together to share ideas, raise standards, and create opportunities that go beyond what any of us could achieve on our own.
At the same time, I find huge privilege in simply welcoming young men into our College and walking alongside them on their journeys. I genuinely enjoy their company, and in a role that can
be complex and demanding, it’s those simple moments of connection that remind me why the work matters.
When you reflect on your time at St Bede’s, what are you most proud of?
It’s not about me. I’m proud of this place for continuing to strive to be better for our boys, even in the face of significant challenges schools and communities have faced in recent times – from the pandemic to constant reform and the pressures that come with both. I’m proud of the staff who are deeply committed to driving the College forward, and of course, the young men who live out what it means to be a Bedean. What makes me most proud is seeing our boys leave with confidence, strong values, and a clear sense of who they are.
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Where memory meets craft
At Headstone Warehouse, we understand that a memorial is more than just stone—it’s a tribute to a life well-lived, a story to be remembered for generations. With two convenient locations in Taranaki, Coronation Ave, New Plymouth, and High Street, Hawera—we are here to support you every step of the way.
As the only dedicated stonemason company in Taranaki that is a proud member of the New Zealand Master Monumental Mason Association, we bring craftsmanship, care, and expertise to every piece we create. Your wishes and ideas will be thoughtfully shaped into a lasting tribute that becomes part of your family’s history.
Led by Shaun and Kelly Judkins, our experienced team takes care of every aspect of headstone design, ensuring that each memorial meets cemetery bylaws while also being safe, durable, and truly personal.
From selecting the stone and shape to crafting the perfect inscription, we’ll walk you through the process, never rushing, but always making sure everything is completed in time for any special occasion you may have.
With a warehouse stocked with over 2,000 headstones, you’ll have plenty of options to find the perfect tribute for your loved one. And if you’re looking for something even more unique, we can work with you to design a completely bespoke piece that reflects their life and legacy.
Choosing a memorial can feel overwhelming, but we’re here to guide you with care, experience,
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At Headstone Warehouse, our philosophy is simple: nothing is too much trouble. Every detail matters, and we take great care to ensure everything is just right. Every life has a story, and we know how important that story is to you. Let’s create something beautiful together—a story set in stone.
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Tertiary study in the U.S. faces political uncertainty
As U.S. universities brace for new immigration restrictions under the Trump administration, international students, including those from New Zealand, are feeling the pressure. Recent policy changes, including mass visa revocations and heightened social media screening, have left thousands of students abroad in limbo.
Among them is Andre Fa’aoso, a student from Auckland currently studying at Yale University. While he remains committed to his studies, he’s increasingly uncertain about what lies ahead.
“Leaving the U.S. after I receive my degree is increasingly a top priority,” he told The Guardian.
According to a Washington Post report, over 6,000 student visas have already been revoked, with more restrictions potentially on the way.
The Trump administration has justified these actions as part of a national security crackdown. According to an internal State Department cable signed by Secretary of State Marco Rubio, consular officials have been directed to scrutinise student visa holders’ social media for what the government considers ‘anti-American content,’ and expand travel bans that affect students from select countries. Many students have had their visas delayed, revoked, or denied without a clear explanation.
These developments are raising alarm in global education. U.S. universities rely on international enrolment, which, according to NAFSA’s analysis, international students at U.S. universities and colleges contributed $43.8 billion to the economy in the 2023-24 academic year. More importantly,
new international students. The government also froze hundreds of millions of dollars in federal research funding, due to concerns about antisemitism, ideological bias and insufficient institutional action, a move that led Harvard to respond by filing a lawsuit, arguing that these actions were unconstitutional.
“My return to the US is shadowed by a genuine nervousness about what it may be like when I go through the US border.”
international students enrich campus diversity and promote global understanding, values now at risk of being undermined by political decisions.
This is not the first time U.S. higher education has been challenged under the current administration. Earlier this year, the U.S. Department of Homeland Security revoked Harvard’s Student and Exchange Visitor Program (SEVP) certification, prohibiting the university from enrolling
Beyond institutional concerns, the impact on those affected is evident. Many students feel unwelcome, unfairly targeted, and emotionally impacted. For students like Fa’aoso, who is eager to return to campus, he admits to The Guardian, “my return to the US is shadowed by a genuine nervousness about what it may be like when I go through the US border.”
New Zealand students interested in tertiary study in the U.S. may start to reconsider their
- Andre Fa’aoso
study abroad options in light of these developments. Countries like Canada and Australia are becoming increasingly attractive alternatives, while some may choose to pursue higher education closer to home. This shift not only affects students’ decisions but also impacts the future direction of global academic mobility.
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leeana@quinovic-newplymouth.co.nz
Quinovic Property Management New Plymouth principal, Leeana Hughes, has lived in the area for 22 years. She brings her extensive background in property management, and her business and customer service skills from owning her own travel business to the role.
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Hokitika pupils found a new leader From posters to principal
In a charming twist on recruitment, St Mary’s Primary School in Hokitika turned its headscratching search for a new principal into a community-wide creative endeavour-and it paid off.
After struggling to fill the role since the end of last year, largely due to the requirement that their principal be Catholic and the wider teacher shortages affecting New Zealand, the St Mary’s Board embraced a bold idea; instead of relying solely on traditional advertising, they turned to their students and a local agency for help.
The result? A full “principal wanted” campaign, complete
with student-designed “WANTED” posters, with some calling for a candidate as strong as the Hulk, and others requesting someone who brings a boombox for cricket, as well as a social media video, all created school-wide by the kids themselves.
The campaign’s energy and innovation proved to be magnetic. The video racked up more than 30,000 views within days, capturing not only the attention of the media but also national attention for what had been a very local search. The campaign caught enough attention that a candidate from up north saw the kids on TV and applied.
As Deputy Principal, Karen Gwaliasi, says, “Yes, the ad
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“It’s great to be here in Hokitika, where I am finding the people kind, caring, and straight up –wholesome!”
campaign was a success. One lovely lady from the far north saw our ad and applied.”
St Mary’s has officially appointed a new principal: Marlene Ranfield, who was inspired to apply after seeing the students featured on TV. She officially began her role at the start of Term 3. “It’s great to be here in Hokitika, where I am finding the people kind, caring, and straight
up – wholesome!” Marlene says. “Living proof that the virtues of St Mary’s Primary and community are present and lived.”
Thanks to the children’s creativity and the school’s out-of-thebox thinking, St Mary’s School, Hokitika, found more than just a principal; they reminded Aotearoa what community-led problem-solving can achieve.
Marlene Ranfield
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Reversing the teacher shortage trend
The Government has cited that more children are learning from higher-quality teachers, thanks to the largest annual increase in the teaching workforce in two decades.
Education Minister Erica Stanford says the teaching workforce in schools grew by 2.5% in 2024, resulting in 1,864 new teachers, the largest year-on-year increase since records began in 2009, and slightly outpaced student roll growth. A total of 1,128 new teachers were hired for primary schools, while the number of secondary school teachers increased by 736.
“We want to grow, promote and support the education workforce, who every day deliver real change in the classroom.
“We are providing a worldleading education system with all the support teachers need to deliver it. It’s really encouraging this is resulting in more people choosing to become teachers.”
“We’re seeing growth across the board. Every region has more teachers than it did a year ago, with particularly strong increases in South and West Auckland, Waikato, Bay of Plenty, Wellington and Canterbury. That’s a clear sign our reform of the education system is giving people the confidence to choose teaching as a career.”
“From scholarships and onsite training pathways to removing financial barriers like registration fees, we’ve made it easier for people to take that first step into the classroom, and it’s working,” Erica says.
“We know there’s still more to do to ensure every student
“We are providing a world-leading education system with all the support teachers need to deliver it. It’s really encouraging this is resulting in more people choosing to become teachers.”
has a quality teacher in front of them. That’s why Budget 2025 includes even more investment to grow and strengthen the profession.”
Budget 2025 included $53 million to cover teacher registration fees through to 2028, alongside expanded
training pathways for aspiring principals and support for returning and overseas-trained teachers.
“Great teachers are the single most important factor in a child’s education. We’re backing our education workforce — from training to registration to the classroom — because when we support teachers, we support better outcomes for every learner,” she says.
However, this is counterbalanced by PPTA Te Wehengarua president, Chris Abercrombie, saying more effective and lasting solutions are needed to address teacher shortages.
“It is good to see the Ministry of Education acknowledge there is a serious secondary teacher shortage, but its solutions need to be more effective and bolder.
Ampelite NZ Ltd is a manufacturer and distributor of natural lighting roofing products that has been operating in New Zealand for 25 years. Their extensive product range caters for both residential and commercial applications. The residential range includes products like Solasafe and Easyclick polycarbonate roofing that are suitable for roofing residential deck areas and pergolas. All of Ampelite’s polycarbonate products are UV protected for the New Zealand environment and are available through leading builders merchants throughout New Zealand.
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Wonderglas is used in warehouses, factories, gymnasiums, etc. This is available in most roofing manufacturer’s profiles and has a market leading 25 year warranty for light transmission.
Webglas is a trafficable fibreglass roofing product. While designed for use in harsh industrial environment applications, it is also approved for use in schools by MoE for covered walkways, etc because of it’s trafficability. Webglas is the only GRP product with a 20 year light, water and structural stability warranty. It is available in Clear, Opal and coloured finishes. The colours can be made to match Colorsteel/Colorcote roofing colours as well as custom colours depending on quantities.
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“It
“The Government’s attempts to address the shortage by importing teachers from overseas, employing unqualified staff and lowering the re-entry requirements for teachers who have been out of the profession for a while are a band-aid on the significant need in schools.
“We need improvements in relative pay rates and working conditions, and the removal of barriers into teaching, such as paid training.
“Also, the numbers still only tell part of the story, as the specialist nature of secondary teaching means that you could have numbers balanced yet still be short of hundreds of the needed teachers in practice. And if you want schools to
have a choice of appointment, you actually need a surplus of teachers in each region.
“Even on the most optimistic projection for secondary teachers, schools could still be struggling to fill subject vacancies and reducing curriculum options or having teachers take subject classes they are not specialists in, e.g. specialist history teachers taking physics classes.
“The secondary teacher shortage is worsening, and if this Government is serious about growing Aotearoa New Zealand, it needs to start with the basics and ensure every secondary school student has a trained and qualified specialist teacher in every subject.”
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Inspiring future innovators
At Scratchpad, teaching technology is about more than just code, it’s about helping kids unlock confidence, creativity, and a sense of purpose. One of their standout tutors knows this better than most. After years serving in the military, they’ve traded the tools of combat for the tools of creativity, robotics kits, programming languages, and animation software.
The transition from soldier to teacher may seem unexpected, but it’s built on the same core values: discipline, perseverance, and making a difference. Now, instead of working on missions overseas, they’re guiding kids through challenges that stretch their imagination and problemsolving abilities. Whether it’s debugging a program or getting a robot to turn left instead of right, students learn that failure isn’t the end, it’s just part of the process.
At Scratchpad, every day brings new lightbulb moments. A student cracking their first piece of code. A group high-fiving after successfully animating their story. A quiet kid finding their voice through a digital game they built from scratch. For this tutor and the whole team, these aren’t just wins in the classroom, they’re life skills in the making.
The Scratchpad approach is simple, yet incredibly powerful: equip young learners with the tools, guidance, and
encouragement they need to explore technology through hands-on experiences that are both engaging and meaningful. Each session is carefully designed to balance structured learning with creative freedom, allowing students to dive into areas like coding, robotics, game development, animation, and digital design. Whether they’re building their first website, programming a robot to follow commands, or creating a character for an animated story, students are not just using technology, they’re understanding how it works and how they can shape it.
The goal is to help every student walk away not just more capable, but more confident. Scratchpad wants every child to see themselves not just as users of technology, but as future innovators, leaders, and creators, ready to shape the world, not just adapt to it.
For this particular tutor, their military background adds a
unique perspective. Having seen both hardship and resilience in action, they know how important it is to help kids face challenges with grit and a growth mindset. In their classroom, failure isn’t something to fear—it’s just the first step toward figuring things out.
As Scratchpad continues to grow across New Zealand, the mission remains clear: to make tech education accessible to all kids, no matter their background. That includes expanding into communities where access to devices, internet, or mentors is limited. Because no child should miss out on learning the skills
that will shape tomorrow’s jobs and opportunities.
Scratchpad is a space where kids can experiment, fail safely, and grow into tech-savvy creators. And for one tutor who’s lived through extremes of both conflict and hope, it’s become the most meaningful mission yet.
Whether you’re a parent, teacher, or student curious to learn more, Scratchpad invites you to come and explore what’s possible. Because with the right guidance and support, the future doesn’t just happen, it’s something we build, together.
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At Purple Cow, we are dedicated to providing exceptional passive fire protection consultation and installation services. With a focus on safety, quality, and innovation, we strive to exceed the expectations of our clients in safeguarding their properties and assets against the devastating effects of fire.
OUR EXPERTISE
With years of industry experience and a team of highly skilled professionals, Purple Cow brings unparalleled expertise to every project. From initial assessment and consultation to meticulous installation and ongoing support, we deliver comprehensive solutions that meet the highest standards of quality and compliance.
PROVEN IN PASSIVE FIRE PROTECTION
With a skilled team and tailored solutions, we deliver safety and quality on every project. Count on us to protect your people and property from fire risks.
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Twin Oaks Classical Auckland’s newest charter school
Auckland has welcomed its eighth charter school with the official opening of Twin Oaks Classical School on July 14, 2025.
Located in Greenlane, the school represents a unique addition to New Zealand’s educational landscape, blending two respected educational philosophies, the Classical tradition and the Charlotte Mason method, into a singledistinctive model designed to meet the needs of 21stcentury learners.
Head of School, Amanda Goodchild, says the school’s curriculum is both knowledgerich and character-focused.
“The Classical tradition shapes what we teach, subjects such as literature, logic, history, and Latin, while the Charlotte Mason approach influences how we teach. We’ve adapted both methods to suit our unique context here in Aotearoa and the rapidly changing world our students are growing up in.”
Twin Oaks offers a broad liberal arts curriculum that includes
mythology, art, grammar, nature study, te reo Māori, mathematics, music, Shakespeare, and more.
“Our goal is to cultivate thoughtful, articulate, and virtuous learners,” Amanda says. “We’re excited to see families from all over Auckland coming together for an education that prioritises depth, connection, and joy.”
One of the most distinctive features of the school is its hybrid model, where students attend school in person three days a week and complete learning at home for two days, supervised and supported by their parents.
“Roughly half of our enrolled students were previously homeschooled,” she says. “For these families, Twin Oaks offers a way to maintain a close connection to their children’s education while gaining support, direction, and peer learning opportunities. Other families simply want more quality time with their children and a chance to participate meaningfully in their education — without the demands of full-time home-schooling.”
“Our goal is to cultivate thoughtful, articulate, and virtuous learners. We’re excited to see families from all over Auckland coming together for an education that prioritises depth, connection, and joy.”
The school fully supports this part-time, home-based learning through structured lesson plans and curated resources. Parents are considered “meaningful partners” in the educational journey, implementing lessons that align with the school’s carefully designed curriculum.
In its early years (Years 1–9), Twin Oaks will operate without internet-connected devices, focusing instead on traditional learning practices, handwriting, reading physical books, singing, movement, nature walks, and face-to-face communication. According to Amanda, this “lowtech” approach is intentional.
“We believe that deep thinking and clear communication are fostered by slowing down and engaging with the world in tangible ways,” she explains. “In a world dominated by scrolling and sound bites, children need to learn how to reason, reflect, and express themselves thoughtfully.”
Digital devices will be introduced gradually from Year 10 onward, as students begin preparing for the US High School Diploma.
The school plans to become an accredited international institution, which will give its graduates globally recognised qualifications. Digital tools used at the senior level will be carefully selected for their educational value and adaptability to individual learning needs. Twin Oaks is already proving popular: its enrolment is full until 2027, with 88 children pre-enrolled through the end of 2026. Longterm, the school aims to serve around 230 students across Years 1 to 13 and is exploring the potential for multiple campuses nationwide.
What’s next?
The Charter School Agency is currently working with a small number of state schools that expressed interest into converting to become charter schools.
Tōtara Park School in Auckland signed a contract with the Charter School Agency in March 2025 and will open in term one 2026. It will begin with a Years 1 to 4 cohort.
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Declining student interest in tech as demand soars Falling behind in the digital age
As digital technology continues to reshape industries and redefine the future of work, New Zealand faces a critical challenge: a declining number of students are choosing technologyrelated subjects and careers, even as demand for tech talent across the workforce hits record highs.
Recent data from the National Certificate of Educational Achievement (NCEA) has highlighted a concerning trend. Participation and achievement in NCEA Level 1 technology subjects dropped by 10.4% between 2023 and 2024.
The issue doesn’t stop at secondary school. At the tertiary level, enrolments in Level 3 techrelated certificate programmes declined by 7.6%, while enrolments in diplomas and certificates fell by a staggering 9.3% in just one year.
This drop in participation comes at a time when New Zealand’s employers are desperate for
digitally skilled workers. Diana Sharma, co-founder of leading tech-training provider Mission Ready, says the gap between student interest and employer need is growing wider by the day.
“Instead of technology subjects being a go-to option for young people, we’re seeing fewer Year 12 and 13 students engaging with these courses,” says Sharma.
“What’s even more concerning is that some schools are choosing to stop offering Level 1 technology courses altogether. This means fewer opportunities for students to even explore what a tech career could look like.”
The implications of this shift are serious. According to Sharma, 92% of job openings in New Zealand last year required some level of digital expertise. Roles in areas such as data analytics, cloud computing, cybersecurity, and artificial intelligence are not just growing — they are becoming essential across almost every sector.
“The demand for AI and cybersecurity skills, in particular, is set to surge over the next year,” Sharma notes. “These are fields that require not just technical
“What’s even more concerning is that some schools are choosing to stop offering Level 1 technology courses altogether. This means fewer opportunities for students to even explore what a tech career could look like.”
know-how, but creative thinking and problem-solving — skills many young people already possess but may not realise are relevant to tech.”
To address this skills gap, Mission Ready has launched an initiative aimed at re-engaging secondary school students with the tech sector. Partnering with 10 secondary schools across Aotearoa, the organisation has introduced a 16-week Tech Career Launchpad programme designed specifically for Year 12 and 13 students. More than $150,000 in scholarships have been provided to support the rollout.
The course, certified by NCEA/ NZQA and fully funded for participating students from predominantly low-decile schools, integrates part-time study into the existing school curriculum. Students engage in live virtual sessions with
expert trainers, work through self-paced modules, complete real-world projects, and watch curated educational videos. The full course, valued at $1,920 per student, comes at no cost thanks to the support of the Mission Ready Foundation.
“Our goal is to break down the stereotype that tech is just for ‘geeks,’” Sharma explains. “We want students to see that their unique talents, whether in creativity, communication, or logic, have a place in the tech world. This programme is about opening doors and building real pathways to high-value, futurefocused careers.”
As New Zealand strives to futureproof its workforce, addressing the disconnect between education and employment in the tech sector has never been more urgent.
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AI-driven literacy programme wows
By Ben O’Connell
Early adopters of a new AI literacy programme report improved writing results for students.
At Henderson North School in Auckland, principal Irene Ogden has seen a change she didn’t expect. “Students love writing now. They have a better understanding of expectations and are more self-managing when given writing tasks. All ability levels have benefited from the structured approach and have experienced success,” she says.
The programme behind this turnaround is Writer’s Toolbox, a New Zealand-developed platform that uses artificial intelligence to teach writing, not just mark it. Unlike some digital tools that simply spit out corrections, Writer’s Toolbox guides students through the process, helping them build skills step by step. The AI analyses writing, gives targeted feedback, and helps teachers track progress.
At Tawhiti School in Taranaki, boys using the programme halved their rate of incomplete sentences in a year, dropping from 21% in 2023 to 10% in 2024. Even more striking, the percentage of struggling boy writers fell by 74%. At Moanataiari School in Thames, none of the Year 3 students were writing at the expected standard at the start of 2022. By Term 3, after using Writer’s Toolbox, 56% were meeting or exceeding expectations.
It’s not just students who are feeling the difference. At Tikorangi School, principal Kerry Nancarrow says the biggest impact has been on teachers. “They know where they are going with teaching writing and have a clearer picture. Teachers have the ability to convey the skills of writing to the students, and this is empowering for teachers and students alike.”
For Māori students, the impact has been especially significant. At Thornton School in the Bay of Plenty, the use of incomplete sentences among Māori students dropped from 47% to just 4%. The share of Māori students identified as struggling writers went from
“At a time when educators are stretched and national results are under the microscope, it’s exciting to see real, sustained improvement. No one should be held back in their life aspirations by an inability to write well. The solution is within our grasp.”
50% to zero. That’s a rare kind of progress in a system where, as of last year, nearly 30% of Māori school leavers didn’t achieve NCEA Level 1.
The system processes over 4.7 billion words of student writing annually, and that number is increasing rapidly.
Dr Ian Hunter, who founded Writer’s Toolbox in 2012, says the idea is simple: treat writing as a skill that can be taught, not a talent you’re born with. “Literacy is too important to be left to chance. Writing, like other skills, can be explicitly taught in a structured, scientific way. And when we do, we empower the development of the whole person.
“When we write, we think. And in that process, our thinking is deepened and amplified.”
The timing couldn’t be better. The Ministry of Education is advocating for more structured literacy teaching, and Education Minister Erica Stanford has described it as a key lever for improving achievement and closing equity gaps. The new Common Assessment Activities (CAAs) have exposed just how far some students are falling behind: when the writing CAA was trialled in 2022, less than 3% of decileone students passed.
“At a time when educators are stretched and national results are under the microscope, it’s exciting to see real, sustained improvement. No one should be held back in their life aspirations by an inability to write well. The solution is within our grasp,” Hunter says.
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A model for sustainable design in Aotearoa
What should the future of learning look like in Aotearoa?
For Te Herenga Waka – Victoria University of Wellington, the answer lies in a building that embodies cultural integrity and environmental leadership.
Ngā Mokopuna, a powerful symbol of cultural renewal and environmental innovation, now stands at the heart of Wellington. Commissioned by the university and designed by Tennent Brown Architects, this 3000 m² building aims for Living Building Challenge (LBC) certification, one of the world’s most rigorous sustainability standards, awarded to only a few buildings globally.
Originally named the Living Pā during its design, the project sits next to Te Tumu Herenga Waka, Aotearoa’s oldest university marae. The Living Pā expanded the marae complex, and pursuing LBC certification reflected the university’s commitment to manaakitanga (care and respect for people) and kaitiakitanga (guardianship of the environment). Upon opening in 2024, it was officially named Ngā Mokopuna, meaning “the grandchildren,” reflecting its intergenerational values— honouring the past while building for the future.
The Living Building Challenge requires all materials, systems, and processes to contribute positively to the environment. For Ngā Mokopuna, this meant using non-toxic, ethically sourced
materials and ensuring long-term energy efficiency and climate resilience in the building’s design.
Turfey, a New Zealand contractor specialising in roofing, cladding, plumbing, and drainage, played a crucial role. They installed the corrugated cladding in the plant room and the large-scale Equus membrane warm roof system, which is key to the building’s thermal performance and airtightness. They also installed Dimond Roofing® Corrugate and LT7 profiles, made with ColorCote’s MagnaFlow® substrate, aligning with the sustainability goals.
Brad Turfrey, Managing Director of Turfrey, reflected on the project’s importance:
“Being part of an LT McGuinness project targeting Living Building Challenge certification reflects Turfrey’s commitment to leadingedge sustainability. It means delivering roofing solutions that meet the world’s most rigorous environmental standards — and helping build a better future, one project at a time.”
With updates to New Zealand’s Building Code emphasising thermal insulation, warm roofing has become a sustainable design
cornerstone, helping buildings meet higher R-values and reduce condensation.
ColorCote’s commitment to sustainability is demonstrated through its Environmental Product Declarations (EPDs), ISO 14001 certification, and Toitū carbonreduce™ accreditation. Beyond the product, ColorCote® invested in Near Infrared (NIR) oven technology, replacing gasfired ovens with a rapid-heating, energy-efficient system that reduces CO₂ emissions by 59% per tonne of product painted. This innovation aligns with the LBC’s focus on low-impact materials and processes.
Ngā Mokopuna is not only a technical achievement but
also a cultural one. Every design decision involved Māori stakeholders, ensuring the building reflects Indigenous knowledge systems. Sustainability and culture are embedded in its materials, energy systems, and spatial layout.
So, what should the future of learning look like in Aotearoa? Ngā Mokopuna offers a compelling answer: a place where environmental responsibility, cultural integrity, and technical excellence are the foundations. As it moves towards full LBC certification, it stands as a living example of how architecture can honour the past, serve the present, and inspire a sustainable future for generations to come.
There’s no such thing as coloured steel. It’s all colour coated. That’s what makes it better.
A day with N4L’s security analysts Inside Cybersecurity Services
When it comes to cybersecurity, it’s easy to feel like you’re facing a moving target. For principals and school leaders, the challenge isn’t just keeping up with evolving threats – it’s knowing where to turn for support. While systems and tools are critical, it’s the people behind them who make the real difference.
Addressing online safety and security risks requires collaboration between your school’s leadership, your IT (or vendor), and Network for Learning (N4L).
Meet the Cybersecurity team at N4L
At the heart of N4L’s Managed Network is a dedicated team of Security Analysts. These experts continually monitor network activity across hundreds of schools to detect and respond to cyber threats quickly and efficiently.
N4L has strengthened services by integrating with the National Cyber Security Centre’s Malware Free Networks® and Phishing Disruption Service™. This means N4L can detect and block harmful activity – like local or global phishing campaigns and malware threats – in near real time, at no extra cost or effort for your school.
“The scale of the N4L Security Operations Centre is already significant,” says N4L’s Head of Security Operations, Hayden Brown. “We’re processing over 300,000 events per second across the Managed Network, and these new services make it even more powerful to help protect schools.”
N4L’s approach is proactive. They don’t just wait for an incident –they continuously scan, detect,
and intervene to protect your school before threats escalate.
A day in the life of a Security Analyst
The work of a Security Analyst is part detective, part engineer, and part communicator – combining problem-solving, tech skills, and the chance to help others.
A typical day includes:
• Checking alerts for unusual activity using tools such as the SIEM (Security Incident and Events Management) and firewall logs.
• Investigating signs of potential cyber threats, such as phishing, malware, and Business Email Compromise.
• Contacting schools if something doesn’t look right.
• Monitoring systems using advanced tools like SIEM, firewall, and Email Protection.
For school leaders and staff, being ready is everything. When N4L detects something noteworthy, they:
• Review logs for potential threats or suspicious data.
N4L’s approach is proactive. They don’t just wait for an incident – they continuously scan, detect, and intervene to protect your school before threats escalate.
• Check threats against global databases.
• Work with the school’s IT provider.
Practical cybersecurity tips for your school
Strengthen password security “Encourage staff and students to use strong, unique passwords – and never share them. A password manager can help.”
Turn on Multi-Factor Authentication
“MFA adds an extra layer of protection. Even if someone guesses your password, they won’t get in without your second form of ID.”
Create a simple incident response plan
“Make sure everyone knows what to do if something suspicious happens, who to tell, and how to report it.”
Need support?
If something seems off –or even if you’re unsure –contact N4L Customer Support at 0800 532 764 or support@n4l.co.nz.
Why this matters for schools and principals
As a school leader, your decisions shape how well your community responds to cyber threats. By fostering awareness, ensuring robust processes, and partnering with N4L, you protect not just your school’s systems – but the trust, safety, and wellbeing of your entire kura.
The N4L Cybersecurity team.
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Climbing to new career highs
One of Bailey’s favourite parts of working as a trainee line mechanic with PowerNet in Te Anau is working at heights. “I really like working up the poles. It’s fun. Better than being in an office all day,” he says.
Bailey got his start in the electricity supply industry (ESI) with PowerNet via the Connexis Gateway programme, which gives Year 11, 12 and 13 students the opportunity to gain on-job work experience onsi te with local employers while earning NCEA credits, which may align to one or more of the six Vocational Pathways.
Connexis offers training in infrastructure trades in civil construction, energy, telecommunications and water. It works with employers in those industries to place high school students looking at career options.
Bailey, 20, worked with the small four-person team at PowerNet’s
Te Anau depot every Friday through his last year of high school. That experience saw him employed by the company as a full-time trainee line mechanic at the start of 2023.
He says as well as giving him an understanding of what line mechanics do, Gateway helped him get to know the PowerNet team. “That helped make the change easier; going from the classroom and one day a week at the depot, to working here full-time.”
Bailey’s boss, PowerNet Team Leader Hamish Prentice says Gateway is helpful in making sure new trainees are a good fit.
“It was great having that year leading up to Bailey starting full-time. We got to know him and he got to know what the job involves. It meant when he did start as a trainee he could hit the ground running,” Hamish says.
Bailey says Gateway is a chance for students to learn about jobs they might not know exist,
while learning skills required in those jobs. He says he would recommend Gateway to others. “Everything was new when I started Gateway but the company has made it pretty easy for me to learn and fit in. There’s always someone around that can help.” Go to www.connexis.org.nz/ schools to find out more.
Learn More
Trades careers start at school
EarnLearn’s
Financial education rolled out in schools Teaching dollars and sense
Financial education will become a core part of learning for all students in Years 1 to 10 as part of the Government’s refresh of the New Zealand Curriculum. Education Minister Erica Stanford announced that from 2026, financial literacy will be embedded into the social sciences learning area, providing students with practical skills for managing money throughout their schooling years.
“Helping young New Zealanders become financially capable will be a core part of their schooling from 2026,” Minister Erica Stanford says.
The Government’s aim is for every student to gain a foundational understanding of money. Younger students will begin with the basics, including understanding the distinction between needs and wants, the purpose of banks, and the principles of earning, spending, and saving. As they progress through school, they will build knowledge around more complex topics, including budgeting, interest, investment, taxes, and insurance.
“We want all school leavers to be equipped to navigate the financial responsibilities of
adulthood, earning, spending, saving, and investing wisely.”
To support this change, the Ministry of Education will partner with the Retirement Commission to map out existing financial education resources. This work will identify and align relevant tools and materials produced by financial education providers with the revised curriculum.
“This partnership will mean schools and teachers are better supported to deliver financial education in the classroom.”
The Government says the resource mapping will make
it easier for schools to locate and use high-quality teaching resources that are aligned with the curriculum and appropriate for different year levels. The Retirement Commission will also be responsible for reviewing and assessing these resources to make sure they meet curriculum standards and support the goals of financial education.
The initiative will also be extended into the senior secondary years. While financial education will not be mandatory for Years 11 to 13, the Ministry will provide guidance and support to schools that wish to offer it at those levels. This allows flexibility for schools while ensuring continuity for students who want to further develop their financial knowledge in later years.
Minister of Commerce and Consumer Affairs Scott Simpson highlighted the broader benefits of financial literacy, saying “Financial literacy can set young Kiwis up to be savvy consumers, whether it’s knowing how to invest wisely, choose the best loan at the bank, or identify a scam.
“Through this initiative, we’re giving kids a strong foundation on the basics of money.”
“We want all school leavers to be equipped to navigate the financial responsibilities of adulthood, earning, spending, saving, and investing wisely.”
Erica Stanford added that the financial education component will be part of a broader redesign of the curriculum. The social sciences learning area is the third of eight learning areas being updated under the Government’s curriculum refresh programme. The updated curriculum will be introduced in 2026, with a phased rollout. All schools are expected to implement the new content by the start of 2027. By strengthening the place of financial education in schools, the Government aims to ensure young people leave school with the tools to manage their finances responsibly and understand the systems that shape their financial lives.
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AI in the classroom
Turnitin’s
role in shaping integrity
By Paige O’Brien
For more than 25 years, Turnitin has been a trusted ally in classrooms and lecture halls, helping educators protect academic integrity and promote authentic learning. What began at the University of California as a simple peer-review tool has evolved into a global edtech provider with a suite of solutions used across thousands of institutions.
James Thorley, Turnitin’s Regional Vice President for Asia Pacific, says the mission has always been clear. “Turnitin was founded over 25 years ago to support learning by helping educators drive academic integrity and encourage original thinking among students. Turnitin began at the University of California with a peer-review application that helped students receive feedback from their classmates. Now, our portfolio includes a variety of dedicated ed-techspecific products that support
James Thorley
original thinking, including Feedback Studio, Paper to Digital, ExamSoft, and Ithenticate.”
These platforms work together to help educators maintain the authenticity of student work, while also providing opportunities for constructive feedback and improved learning outcomes. “Our capabilities are backed and checked against a vast database of content, and we regularly enhance feature sets to support evolving pedagogical practices and adapt to the needs of the education community,” Thorley explains. In terms of accuracy, Turnitin’s AI writing detection capabilities maintain a false positive score of less than one per cent, a figure the
company continues to refine as large language models evolve.
Responding to AI in education
The emergence of generative AI has brought about one of the most significant shifts in education in recent decades. Students now have unprecedented access to tools that can both help and potentially hinder the learning process.
“Since its inception, Turnitin has been about fostering academic integrity, and that hasn’t changed,” Thorley says. “What has changed is the educational landscape. The proliferation of AI tools means AI is firmly woven into how students work, regardless of whether institutions officially endorse it. Instead of pretending it isn’t happening, we’ve chosen to address it directly by putting guardrails, transparency, and educational value at the centre.”
One way Turnitin is addressing this shift is through Turnitin Clarity, a new platform designed specifically for today’s classrooms. “Turnitin Clarity
serves as a bridge between educators and students, delivering transparency, efficiency, and meaningful feedback in writing assessment, especially in today’s AIpowered learning environment. This gives students the confidence to demonstrate that their submissions are original and representative of their learning,” Thorley explains.
Maintaining fairness
With these advances, many educators may wonder whether AI detection could unfairly disadvantage legitimate student work. For Thorley, the key lies in balance and human oversight.
“Our AI writing indicator is intended to act as a data point educators can consider alongside their own expertise when evaluating student work. It’s not designed to be the sole factor in determining whether a student has used generative AI. Instead, it provides a starting point for conversations that help uncover the student’s own critical thinking process.”
“Our tools are meant to serve as resources, not final decision-makers. Educators should always make final determinations by weighing all the information available to them.”
He stresses that Turnitin’s role is supportive, not definitive. “Our tools are meant to serve as resources, not final decisionmakers. Educators should always make final determinations by weighing all the information available to them.”
Preparing students for the future
Looking beyond the classroom, Turnitin believes its responsibility extends to preparing young people for a future in which AI will be woven into daily life and the workplace. “We support educators by helping them prepare students for a future where AI will be a critical part of everyday learning, work, and life,” Thorley says. “Our guidance frames generative AI writing as a tool for enquiry, not as a
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replacement for critical thinking.”
To make sure its tools remain relevant, Turnitin invests heavily in research and works closely with those directly impacted. “The answer is continuous research and development alongside close collaboration with the education community,” Thorley explains. “We work closely with educators, institutions, students, and researchers to ensure our tools are designed to reflect both the latest technologies as well as the realities of teaching and learning.”
Beyond technology, Turnitin provides educators with peace of mind that academic integrity will remain the foundation of teaching and learning in a new world increasingly influenced by AI.
SIMPLY JOYFUL
NEW BERNINA 3 SERIES SEWING MACHINES - 30% Savings on RRP for Schools
BERNINA NZ offer special school prices on a full range of machines suited to the demands of the modern classroom. We do not sacrifice on the quality or robustness of the machines, we believe a machine that lasts is the right investment for a school. Sewing is such an important skill for the future and students deserve the best tools to learn with. For more information, contact your local BERNINA Sewing Centre or email info@bernina.co.nz
www.bernina.co.nz
Where Innovation Meets Impact in Education
Welcome to Instant Education Solutions, where innovation meets impact in the world of learning resources.
Instant Education is part of Activate Education Limited, a group of subsidiaries committed to changing lives through learning. At the heart of Activate Education is a shared mission to create and deliver accessible, purpose-driven, and high-quality education across Aotearoa and beyond.
Activate Education operates as an interconnected arc of distinct yet collaborative entities, each contributing uniquely to our shared vision. This arc includes Vision College, ACT Safety, and Achievement NZ, delivering exceptional training and education. Supporting this delivery are Instant Education Solutions, which creates and publishes high quality education resources; and Enform our
innovative and relevant, refined in real-time within active educational environments.
We understand the evolving needs of a diverse sector. That’s why our content is designed to be contextually appropriate, forward-thinking, and fit-forpurpose — ensuring educators and learners are equipped for both today’s challenges and tomorrow’s opportunities.
Our strong partnerships with providers across Aotearoa and
internationally, combined with our in-house expertise, mean we are well placed to support providers with their delivery, whether in schools, PTEs, or industry training organisations.
At Instant Education, we believe that education should empower, and resources should inspire. That’s the commitment we make to every partner and every ākonga/learner we serve.
Visit instant.org.nz to view our catalogue of resources. technology and software development team. Together, they work in tandem to ensure ākonga/learners receive the best possible experience, no matter where they are on their educational journey.
At Instant Education, we are more than a resource provider — we are an integral part of the education ecosystem. As a core member of the Activate Education group, we bring a unique, insider perspective to the development of learning materials. Our resources are
Ray Pickett, Chief Executive Officer Activate Education
100% NZ publisher fully covers the new maths curriculum - years 3 to 8.
Caxton Educational is New Zealand’s quietly confident champion of mathematics. Their resources are engaging, purposeful, and utterly class-room friendly.
Based in Christchurch, this extraordinary publisher has been shaping Kiwi maths education for four decades, producing resources that sync seamlessly with the New Zealand Curriculum. What sets Caxton apart is their blend of deep curriculum knowledge and a genuine understanding of what works in New Zealand schools, and for New Zealand students.
Caxton’s flagship series, ‘NZ Curriculum Mathematics –Connecting All Strands’, delivers an intuitive progression through years 3 to 8 maths, helping students build conceptual understanding, problemsolving skills, algorithmic skills, mathematical thinking and confidence. Teachers report it’s the kind of resource that “boosts
confidence and skills and makes teaching enjoyable”, even for those new in the profession. These aren’t just textbooks, they’re learning journeys, backed up with mapping guides to make planning very easy for teachers and supplementary materials to support diverse needs and teaching styles.
In 2024, Caxton refreshed its core series with new editions, bolstering their Teacher Mapping Guides, Supplementary Student Material, and Online Support. Everything connects, no more guesswork on coverage or alignment. Schools can order class sets, taking advantage of bulk-order discounts that make classroom-wide adoption feel effortless.
Caxton Educational Ltd (CaxEd) is proud to publish New Zealand’s most widely used and respected series of maths books. These texts are written specifically to support teachers in mathematics for years 3 to 8, and for the new 2024 New Zealand Mathematics Curriculum.
TWO NEW OFFERS:
1. DISCOUNTS FOR CLASS SETS of 10 or more books. Email me for a personalised quote!
2. A FREE SUPPLEMENTARY BOOK. Just email me and ask for one!
Boosts confidence and skills and makes teaching enjoyable.
What makes Caxton feel like a partner, not just a supplier, is how responsive they are. The team knows that teachers juggle a million things, so they’ve built an online hub for quick help, objective by objective mapping, and extra downloadable resources. It’s all part of a philosophy that believes teachers and students deserve materials that are highquality, locally developed, easy to pick up and use, and fully cover the new curriculum.
rich programme”. That respect from the teaching community speaks volumes: “Caxton boosts confidence and skills and makes teaching enjoyable”.
Feedback flows in naturally. One teacher said Caxton’s series was “a lifesaver”. Several lamented its absence from the Ministry list of suppliers, saying it genuinely “covers a balanced,
For any school, Kahui ako, or teacher, needing a structured, supportive maths programme that fully covers the new 2024 curriculum, Caxton Educational is the conversation starter you’ve been waiting for. Visit their website caxed.co.nz for more information.
The hidden harm
How gambling is reaching Kiwi teens
By Paige O’Brien
The rise of sports betting and online gambling is no longer just a concern for adults. With smartphones in every pocket and gambling ads embedded in everything from TikTok to televised sports, the line between gaming and gambling is becoming blurred, particularly for teenagers and young adults, despite the legal age limit of 18+ in New Zealand.
To better understand the health implications, Professor Peter Adams from the School of Population Health at the University of Auckland. Professor Adams has long researched addiction and gambling through a public health lens and shared insights into the current risks facing youth.
According to Professor Adams, “There are several important areas, mainly regulatory failure and government abandoning their duty of care to protect the vulnerable. This has happened for younger people with most products, including lottery, pokies, and online sports gambling. Another area of concern is the increasing inclusion of at-risk microtransactions (eg.
Professor Peter Adams
loot boxes) in gaming. We are beginning to research this area.
“Central to public health approaches to addictive consumption is availability, and these platforms have increased the availability of gaming exponentially. Accordingly, the rates of young people experiencing problems will go up.”
Professor Adams points to three major risk factors: “The main factors in terms of harm are: availability, marketing and product design. All these are highly relevant to young people: availability is increasing rapidly with online gambling, particularly sports-related gambling and the legalisation of online casinos. The use of 3rd generation and algorithmic marketing on social media is particularly concerning. Product design is managed by gambling providers with few constraints from the government.”
Marking, particularly on social media, is tailored to target young audiences with algorithms that
reinforce risky behaviour. The risk is amplified by a lack of adequate regulation and the normalisation of gambling in youth culture, especially through sports.
“All forms of marketing contribute to the normalisation of gambling, the disguising of harms and the targeting of at-risk groups. Besides normalisation, these also contribute to the recruitment of heavy users and their retention.”
Educators and parents may not immediately recognise the signs of gambling harm, as it can be hidden in seemingly harmless activities. Yet, its effects are farreaching.
“As with all addictive behaviours, they have a complex relationship with people’s wellbeing that includes their social and mental functioning. One PhD I supervised, Fiona Rossen, looked at the relationships between youth gambling and social connectedness, and found, like with many other at-risk behaviours, gambling issues were associated with low connectedness to school, friends, and family.”
Professor Adams also highlights broader societal risks: “The harms are to research integrity, democratic systems, community integrity, etc. I have written considerably on this, including a key book; Gambling, Freedom and Democracy.”
“As schools face growing pressure to safeguard student wellbeing, understanding the risks of gambling and advocating for stronger protections for young adults about to turn 18 should be part of the wider conversation.”
Professor Adams believes real change starts at the top. “The key challenge is government complicity with industry. This is the main area I research…I think the benefit funding is a key target for change because, as it stands, it prevents other forms of change. But this requires government will. So perhaps we need to look more specifically at government integrity and look at establishing an integrity commission that has oversight of how lobbying and industry influence is managed.”
As schools face growing pressure to safeguard student wellbeing, understanding the risks of gambling and advocating for stronger protections for young adults about to turn 18 should be part of the wider conversation.
Tips on fatigue
When we’re feeling energised, everything feels easier.
On the other hand, when we’re dealing with fatigue, it can significantly impact our daily lives and make it difficult to get through the day.
Common causes of fatigue
• Having an illness (cold, flu etc,)
• Sedentary lifestyle
• Overwork, strenuous exercise and/or general stress
• Not eating well enough.
Further possible causes of fatigue
• Heart disease
• Hypothyroidism (underactive thyroid)
• Sleep disorders
• Medication with a drowsy side-effect
• Hormonal changes
• Anemia
• Depression or anxiety
• Chronic fatigue syndrome
Natural approaches to fatigue
It’s always best to speak with your doctor first if you experience fatigue that lasts more than a few days. However, there may be things to try in the meantime.
Prioritise sleep hygiene
Go to bed and wake up at the same time every day, even on weekends.
Maintain a balanced diet
Incorporate fruits, vegetables, lean proteins and whole grains into your diet.
Stay hydrated
Drink plenty of water throughout the day to prevent dehydration, which can cause fatigue.
Engage in moderate activity
Aim for at least 30 minutes of moderate exercise most days of the week. If it feels too difficult at first, take things slowly to build your stamina.
Practice mindfulness and meditation
Spend a few minutes each day practicing mindfulness or meditation to reduce stress levels.
Consider natural supplements
Discuss your options with a professional to see whether natural supplements such as vitamins, herbal teas, essential oils and more may be beneficial.
From door handles to dream homes
C Brown Builders deliver quality craftsmanship and reliable project management across Southland and Otago. No job too big or too small
Balancing the books and building confidence
Why a full curriculum matters
By William Pike
We’re all seeing it, right? There’s a really clear push from the government these days to sharpen our focus on the absolute basics: literacy and numeracy. Our Education Minister, Erica Stanford, has been pretty upfront about a “relentless focus” on making sure every Kiwi kid is confident and proficient in reading, writing, and maths. That means rolling out a structured curriculum from Year 0-8, encouraging explicit teaching, bringing in consistent assessment tools to catch any struggles early, and even big investments – we’re talking $30 million for top-notch maths
Group accommodation in the heart of Rotorua
Rotorua Blue Lake TOP 10 have a wide variety of accommodation options available to suit every budget, from 180 powered and non-powered tent sites to standard and self-contained cabins.
The facilities at the park will keep your group entertained and active, a private or sole use marquee with attached kitchen and BBQ that can accommodate up to 80 people.
The park is central to a variety of local attractions. Lakes Tarawera, Okareka and Rotokakahi are all within 2km of the park, and a short 8km drive will find you in the centre of Rotorua.
resources and another $100 million for maths intervention teachers. Plus, those new NCEA co-requisite standards for literacy and numeracy? It’s all about building a seriously strong foundation for our tamariki to thrive.
Now, don’t get us wrong, here at the William Pike Challenge (WPC), we’re totally on board with strong literacy and maths skills. They’re fundamental, no doubt about it! But we also reckon a truly well-rounded education
blossoms when kids get to learn beyond the classroom walls.
We see the WPC as a vital way to strike that balance, making sure learning stays explorative and helps develop a whole different set of crucial skills right alongside those core subjects. As UNESCO advocates for a “holistic and humanistic vision of quality education worldwide” where education plays a fundamental role in human, social, and economic development, we believe this balance is key.
Mercury Bay Holiday Park
Whether it’s camping or basic cabins for students and self-contained units for staff – Mercury Bay Holiday Park offers a full range of accommodation options and have great communal facilities. Everything you need for your next class trip. Contact us today to find out more.
Rotorua Blue Lake TOP 10 can offer large groups discounted rates from March – November (excluding peak season only) and can work with you to accommodate any size group and any budget. For more
Beyond the classroom:
What students are saying
And guess what? Our recent 2024 student survey backs this up big time! We asked our tamariki how the WPC has made a difference for them, and the results are incredibly heartening:
• A massive 93% of students felt encouraged to step outside their comfort zone
• 88% felt more confident in themselves
• 85% gained confidence working with all sorts of people, and another 85% felt more confident setting goals and planning ahead
• An awesome 92% are now more confident to tackle new challenges and better at pushing through when things get tough
• It’s not just about individual growth either; 76% feel more connected to their family, friends, and teachers, and a huge 87% want to help others when they see them struggling, with 83% keen to jump into community service.
These aren’t just numbers on a page; they’re real stories of growth! These experiences highlight how crucial ‘soft skills’ or life skills are for future success.
As research from groups like 21K school points out, handson, experiential learning really helps prepare students for complex situations, building critical and creative thinking that’s essential for real life. The OECD’s “Future of Education and Skills 2030” project, with its
“Learning Compass 2030,” further emphasises the importance of developing “21st-century competencies” including knowledge, skills, attitudes, and values for students to thrive and contribute to collective well-being.
There’s the student from Devon Intermediate who “made lots new friends and it made a positive impact on my life,” or the student from Havelock North Intermediate, who’s “proud
to help out in the community and participate in lots of new activities that I would have not done if it wasn’t for the WPC.”
A child from Home School felt such a boost in confidence after helping out in his community that he “want(s) to continue helping different local groups because I see I can make a difference despite my age.” And the student from Te Ranga School, who faced her fear of heights and even found community service “fun!”
Build resilience beyond the classroom.
The William Pike Challenge is the perfect partner for your 2026 curriculum. It’s a fully-supported, teacher-led programme that delivers the 'other side' of education – the part that builds student confidence, resilience, connection - and gets them moving! This year 122 schools are participating in the programme.
• Proven programme running for twelve years
• Our program is suitable for year 6 +
• Over 30,000 students have participated so far
Planning for 2026 starts now. Spaces are limited and filling up! Is your curriculum balanced?
With the national focus on literacy and maths, are you looking for a proven way to ensure your students still get authentic, real-world learning?
Visit
The case for a balanced curriculum
These stories truly highlight that while cracking down on maths and literacy is absolutely essential, the personal development gained through challenges, community service, and outdoor adventures is just as vital. These experiences build resilience, empathy, leadership, and a real sense of belonging –qualities that prepare students for life, not just exams.
So, as teachers look ahead to 2026, we really encourage you to think about balancing your curriculum. While the government’s focus on core academics is super important, let’s also make sure our tamariki get those chances for explorative learning outside the classroom.
After all, the New Zealand Curriculum Framework itself envisions young people who are “confident and creative, connected, and actively involved,” and achieving that definitely takes a holistic approach. These experiences build confidence, shape character, and spark a
lifelong love for learning and contributing to our communities. Ultimately, it’s about creating well-rounded individuals ready for whatever life throws their way – be it a tricky algebra problem or a challenging mountain climb. We celebrate and acknowledge the incredible schools already part of the WPC community for providing that crucial balance— giving students the space to explore, problem-solve, connect, serve, and grow through hands-on, real-world, authentic experiences.
For those not yet part of our community, let’s work together to give our young New Zealanders the best of both worlds: a solid academic grounding and the enriching, confidence-building experiences that help them truly thrive.
To learn more about the William Pike Challenge and see how it can work at your school, just download our free guide to find out more at: www.williampikechallenge.co.nz.
Surfing Education for Schools Yr 3-13
New Zealand’s premier surf school
surf lessons | school education surf programmes | surf tours
Surfing is not just a sport, it’s something that will challenge, educate, inspire - getting students hooked for life!
We offer a variety of programmes, from our ‘Beach Safety Days’ to NCEA Achievement standard courses, which cater for every age; starting with primary through to high school and adulthood. You’ll be amazed at how transformational this sport can be for our younger generations! With 15 years of experience and over 250 schools under our belt, we pride ourselves on being one of NZ’s top surf education providers.
Our philosophy is that learning is something to enjoy and have fun with! Soaking up information is always easier when there’s a mix of visual, vocal and kinaesthetic styles, which is why we combine land-based lessons with water sessions, providing students with a mix of all styles; a space to better themselves. Our moana is the greatest teacher after all!
Experience the ripple effect as students become more confident, safe, and self-assured in the water after just one session; and how this pertains to other aspects of their lives. You pick the beach, we do the rest!
Shelter that stands strong
When it comes to a reliable, high-performance shelter, New Zealanders turn to Hercules Instant Shelter. Whether you are running a market stall, hosting a community event, promoting your brand, or needing reliable shelter on the sidelines, Hercules delivers heavy-duty pop-up gazebos that are as tough as they are versatile.
Hercules gazebos are designed to handle New Zealand’s unpredictable weather conditions. With frame options in commercial-grade aluminium and heavy-duty steel, each model is engineered for durability, easy setup, and longterm use. Canopies are made from top-quality, waterproof, and UV-resistant materials, offering solid protection from sun, rain, and wind.
One of the most impressive features of Hercules Instant Shelter is their ability to transform a functional shelter into a professional branding tool. Their in-house printing service allows you to fully customise your gazebo with logos, graphics,
slogans or full-panel artwork. Whether you’re after a simple branded valance or full-colour walls, the result is always sharp, striking, and effective. Perfect for businesses, sports clubs, schools, expos, and non-profits wanting to stand out.
But Hercules Instant Shelter is more than just gazebos. Their product range includes event flags, feather banners, folding tables, printed table covers, sidewalls, sandbags, weights, wheeled carry bags, and more. Everything is designed to work together seamlessly so you can build a complete, cohesive event setup that looks polished and performs flawlessly.
“One of the most impressive features of Hercules Instant Shelter is their ability to transform a functional shelter into a professional branding tool.”
With branches in Auckland, Wellington and Christchurch and fast shipping across the country, Hercules Instant Shelter makes it easy to get shelter and branding sorted, no matter where you are based. Their expert team is ready to help with advice on sizes,
frames, accessories, and print packages, making sure you get exactly what you need without the stress.
Ready to improve your setup? Visit herculesgazebo.co.nz to explore the full range or get in contact today.
Make your outdoor school functions extraordinary with gazebos built to last. Hercules Gazebos are engineered with unrivaled durability, ensuring every sports day, festival, or community gathering is held under a shelter that stands the test of time. Designed for easy installation and all-weather resilience, our gazebos blend practicality with aesthetic appeal - perfect for creating memorable experiences in any setting.
Make your mark with infrastructure that protects for years to come.
Request your obligation-free proposal today It’s safety, pride, and proof you invested in generations to come.
The Power of Outdoor Exercise — Why Schools Should Invest in Fitness Equipment
In today’s increasingly screen-focused world, children and teenagers are spending more time indoors than ever before. However, studies and school experiences alike point to the significant benefits of outdoor exercise— benefits that go well beyond physical health.
When students have regular opportunities to be active outdoors, they often return to the classroom with better focus, improved behaviour, and enhanced academic performance. Even a short time spent in outdoor physical activity can refresh young minds, boost concentration, and support emotional well-being. Exercise in the open air also reduces stress, lifts mood, and promotes healthier sleep patterns—all essential for effective learning. Physical development is another key benefit. Outdoor play and fitness activities strengthen muscles, improve coordination, and encourage the absorption of vitamin D from sunlight—critical
for growing bodies. With rising concerns around childhood obesity and mental health, outdoor fitness spaces provide a natural, engaging solution.
Investing in outdoor exercise equipment allows schools to create inclusive environments that promote movement and social interaction. Whether through team-based challenges that foster cooperation or individual stations that build confidence and resilience, these spaces support students’ physical and social growth.
More than just playgrounds, these installations become vital learning zones—spaces where students develop lifelong habits
of health, activity, and teamwork. They also help reduce screen time and encourage children to reconnect with nature.
By prioritizing outdoor exercise opportunities, schools send a clear message: student health and holistic development matter.
With the right equipment, schools can offer daily opportunities for movement, helping every child thrive both in and out of the classroom.
Outdoor fitness is not just an investment in facilities—it’s an investment in the future.
Playgrounds for everyone: building accessible and inclusive fun
Every child deserves the joy of a playground, a place to run, play, and make friends.
Creating accessible and inclusive playgrounds isn’t just a nice idea; it’s a necessity. It’s about building spaces where every child, regardless of ability, feels welcome and included.
It starts with the basics: smooth, wide pathways leading to the playground. Inside, safety surfacing is key, allowing children using wheelchairs to move freely. Then comes the fun part – the equipment.
Think about accessible equipment first. These are items that children can use while staying in their wheelchairs, like in-ground carousels or a
wheelchair seesaw. Ramps and tiered designs make elevated platforms accessible too.
Next, consider transferable equipment. These require children to move from their wheelchairs, so smooth surfaces and sturdy supports are essential. Things designed at wheelchair height, with enough space to transfer, make a big difference.
Don’t forget about sensory equipment. Many children benefit from sensory experiences. Textured panels and visually stimulating elements can create a rich, engaging environment for everyone.
An inclusive playground isn’t just about equipment. It also needs quiet spaces where kids can take a break, or areas for social interaction. Accessible seating and retreat areas are
vital for creating a balanced and welcoming atmosphere.
Thoughtful design goes beyond physical access. Using contrasting colours helps children with visual impairments, while braille signage and tactile maps aid navigation. Communication boards and sign language panels support children with communication needs, while quiet areas and sensory integration equipment
can help children with cognitive disabilities.
A truly inclusive playground is more than just a place to play. It’s a community hub where every child feels valued and empowered. By designing with awareness and care, we can create spaces that encourage connection and fun for all.
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Transforming Waste into Wonder: Sustainable Safety Surfacing from Play Matta
As schools prioritise environmental stewardship, the playground has emerged as a prime canvas for showcasing sustainability in action. Play Matta leads the way with their innovative recycled rubber and plastic playground surfaces.
Play Matta’s mission began over 30 years ago when their founder saw an opportunity to turn discarded materials into safe, durable play surfaces. Today, their products contain up to 85% recycled content - everything from road cones and old pool toys to medical waste.
This circular approach not only diverts waste from landfills, but also creates surfaces that are as eco-friendly as they are resilient. Sustainability isn’t just about
using recycled materials; it’s about ensuring those materials meet the highest safety and quality standards.
To achieve this, Play Matta has implemented a rigorous manufacturing process. All
source materials undergo thorough washing and grading, transforming them into a top-tier product with their ISO 9001 and ISO 45001 certifications.
But Play Matta’s sustainability story doesn’t end there. When
their products finally reach the end of their lifespan, they can be recycled again, completing the circle. It’s a true testament to their mission of turning waste into something meaningful and long-lasting.
Keeping playgrounds compliant, fun and open all year round. Play Matta is a category-leading safety surfacing solution, empowering kids from the ground up to explore their abilities.
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Ministry of Education introduces National Asbestos Supplier List
The Ministry of Education has released an Invitation to Qualify (ITQ) on the Government Electronic Tender Service (GETS) to establish an accredited list of suppliers to provide asbestos-related services. The initiative follows extensive consultation with the asbestos industry, professional bodies, and education property stakeholders. Its purpose is to provide schools and the Ministry with access to trusted, capable suppliers who can deliver highquality asbestos services.
A milestone in asbestos management
Asbestos management remains one of the most complex and sensitive areas of school property maintenance. Many of New Zealand’s more than 2,100 schools were constructed at a time when asbestos was acceptable as a building material and routinely used.
Late 2025: Evaluation of supplier submissions, moderation, and confirmation of successful applicants.
Schools and project managers often experience challenges sourcing asbestos professionals, leading to varying work standards, inconsistent documentation, and unnecessary risk. The Accredited List of Suppliers seeks to eliminate these issues by setting clear minimum standards for suppliers and creating a centralised and transparent mechanism for engagement.
Key dates
The ITQ for the Accredited List of Suppliers is now live on GETS. Interested suppliers are invited to register and undergo a prequalification process. High level timeframes are:
1 January 2026: The Accredited List of Suppliers goes live and becomes mandatory for all Ministry-led and school-led asbestos projects. This will apply to all asbestos services, from surveys and risk assessments through to removal, air monitoring, and clearance certification.
Benefits for schools
Transitioning to a mandatory asbestos supplier list protects school communities and makes sure that all projects — regardless of size or location — are delivered to a consistently high standard.
This approach has key benefits for schools:
• every supplier will have undergone independent assessment and demonstrated compliance with defined quality, safety, and regulatory standards;
• eliminates the risk of engaging inexperienced or unqualified operators, thereby reducing the likelihood of substandard work;
• allows schools and project managers to draw from a preapproved pool of suppliers, streamlining the procurement process; and
• delivers better value for money, as a consistent and compliant approach minimises the need for costly rework or remedial action. For principals and School Boards, the assurance that asbestos-related work is being carried out by proven experts offers peace of mind.
SES
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“For schools, principals and Boards, the message is simple: this is about protecting staff and students, ensuring that asbestos is managed properly, and creating a system where quality and safety are non-negotiable.”
Introducing the traffic light system
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To support the new supplier list, the Ministry is introducing a traffic light performance management system that will track performance and give schools greater confidence in the services they receive. It also creates transparency across the sector, encouraging suppliers to maintain strong standards and helping drive continuous improvement over time. The supplier’s performance status will be made available on the Ministry’s website.
Supporting quality and safety
The introduction of a supplier list represents a broader cultural shift. By embedding high expectations and aligning schools with suppliers who consistently meet them, the Ministry aims to elevate standards across the sector. In practical terms, this means improved safety outcomes through robust project management and quality assurance, significantly reducing the risk of asbestos exposure. It also ensures better documentation, with survey reports, management plans, and clearance certificates that are accurate, consistent, and compliant with regulatory requirements. Furthermore, it supports the development of a skilled workforce
by encouraging a professional asbestos industry that invests in training, qualifications, andcontinuous improvement.
Conclusion
Transitioning to a new system will be an adjustment for both suppliers and schools. Suppliers must ensure their submissions to the ITQ demonstrate compliance with the Ministry’s minimum standards, while schools and project managers will need to familiarise themselves with the new list and procurement requirements ahead of the 1 January 2026 deadline.
The release of the ITQ on GETS marks the beginning of a significant reform in asbestos management in New Zealand schools. From 1 January 2026, all asbestos-related work will need to be procured from the Accredited List of Suppliers, ensuring that schools can access consistent, reliable, and safe services.
The introduction of the traffic light performance management system adds an extra layer of accountability, driving improvements across the industry and supporting schools to make informed choices.
For schools, principals and Boards, the message is simple: this is about protecting staff and students, ensuring that asbestos is managed properly, and creating a system where quality and safety are non-negotiable.
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