Issuu

Code of their own

KiwiHacks’ Niko Purdie on the hackathon for students, by students

Nine new subjects Who will teach them from 2029?

Ready for Term FOUR

Sun, pool and asbestos safety for summer

How AI impacts classrooms

From critical thinking to creepy deepfakes

Building a community Alli Williams on opening Prebbleton’s newest school

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COVER STORY Issue 152, Term 4 | 2026

16 Code of their own At 17, Niko Purdie leads KiwiHacks, New Zealand’s first high school hackathon. The club’s free 24-hour events let students aged 13 to 18 build apps, games and hardware. A volunteer team of seven high schoolers runs everything, sponsorship included. The first event drew about 10 students. Each now draws more than 100, and Sydney is next. “High schoolers can take on a lot more responsibility and be a lot more ambitious than people think,” Niko says.

12 Building a community Alli Williams on opening Prebbleton’s newest school from scratch

20 Sun smart all day Planning sun protection into the school day

26 03 Leadership Collective Why young South Island women miss out

Our cover star is the inspiring Niko Purdie of KiwiHacks. He and six other volunteer high schoolers run free 24-hour hackathons where students aged 13 to 18 build apps, games and hardware, and plenty write their first line of code. The tech focus continues with analysis of a handful of new reports on AI’s impact in classrooms. Also, deepfake reports involving our schools are climbing, and one Palmerston North school has taken student photos off Facebook. How does one build a school’s culture and approach? Alli Williams, founding principal of Koromiko Mākoha, tells us what it’s like to open a school from scratch in Prebbleton. Nine industry-led subjects reach Year 12 in 2029, and schools still want to know who will teach them. The PPTA wants guidelines to help teachers respond to extremist views in class. And with Term 4 here, there’s practical help on sun protection, reopening the pool and booking asbestos work before summer. Enjoy,

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30 Joystick trades

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40 Night shift on Rakiura Kiwi spotting and conservation at Mamaku Point

70 School pulls back from Facebook as deepfake fears grow

46 State of the generation

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What Youthline’s latest report says is weighing on young Kiwis

78 Pool season Getting the school pool ready as fewer children learn to stay afloat

50 Extremism in the classroom The PPTA wants guidelines as students repeat hateful views

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62 What AI means for students’ critical thinking

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Teaching & Learning

Building a community

many of the design choices were made before Alli came on board. She’s fine with that. “It’s understandable because of the cost,” she says, adding that, “architect-led projects weren’t always the best use of taxpayer money.”

Alli Williams leads Prebbleton’s newest school By Ben O’Connell Most school leaders step into an established environment, inheriting existing traditions and routines. Alli Williams, however, gets to start entirely from scratch. As the founding principal of Koromiko Mākoha, a Years 1–8 school the Ministry of Education is building on former farmland in west Prebbleton, she is preparing to open its doors in 2027. The job brought Alli home. She taught at Prebbleton School for 12 years, becoming Deputy Principal before moving to her first principalship on the other side of Christchurch in Term 4, 2024. It was never her plan to move again after only 18 months,

but the chance to build a school from the ground up in her local community was an opportunity she couldn’t pass up. “Starting a new school from scratch is a dream for many educational leaders,” she says. “It’s just such a cool opportunity.” Prebbleton is growing fast, with subdivisions going up around the site. While Prebbleton School still has capacity, a second school is being built to keep pace with future growth. The Ministry of

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Alli Williams Koromiko Mākoha School Principal

Education expects Koromiko Mākoha to reach 75 to 100 students by the end of the first year. Stage one has room for up to 214 pupils, with long-term master plans allowing for up to 800. Alli expects a slower start than some of the other new schools in Selwyn. There is a grandparenting clause that will allow younger siblings of Prebbleton School students to keep enrolling there after the zone changes. There is still space at the existing school and families have no reason to leave it. “Good things are happening there.”

A name with meaning Some people hear the name and assume it’s a kura kaupapa. It isn’t. It’s just a school with a Māori name, although it will have a bilingual te reo Māori pathway alongside its Englishmedium classes. Gifted by Ngāi Te Ruahikihiki at Taumutu, the name Koromiko Mākoha connects the school to the region’s native flora and cultural heritage. The area was a vital mahinga kai (food gathering site) near the original margins of Te Waihora (Lake Ellesmere). Koromiko Mākoha acknowledges both the traditional landscape and the enduring relationship between people, place, and wellbeing. The school’s vision is “grow well, give generously and thrive together.” While some assume that a founding principal gets to make every decision, the way building projects are funded now means

The layout will matter to anyone following the open-plan debate. According to the Ministry, stage one has two teaching blocks of six classrooms each, plus an administration block. Alli describes them as single-cell rooms in the traditional style. They are linked by double doors that can be opened for moving between spaces.

A term of teacher-only days Alli is excited about the opportunity to grow the school’s culture alongside staff who start a full term before the children arrive. Learning from previous foundation principals has ensured the school secures this dedicated setup time. “It’s like lots of teacher-only days all in a row,” she says. She wants every child to feel they belong. The bilingual pathway is part of that, but she expects all staff to live the same values, whichever pathway they teach in. She wants students to leave well informed and ready to participate fully in a bicultural New Zealand, “and to appreciate that we are actually multicultural and the diversity of our country is something to celebrate.” Alli says meeting different learning needs is part of everyday life in classrooms. Every child, she says, will be met “where they’re at.” A small first roll helps, because the first children through the door will get extra attention and set the tone for those who follow. She isn’t expecting a flood of enrolments on day one. “It will be something that increases as the houses are built around us,” she says. Being in place early means the school will establish alongside its community, in what she hopes will be a genuine partnership with families. “We’re looking forward to being part of the growth as it happens.”

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Cover that holds up when it matters Umbrella Group’s Abby Esler on the gap between what cover costs and what it has to do. Insurance is an easy thing to put off. The documents can overwhelm, and most people only find out what they actually bought at the worst possible moment. Abby Esler works in that gap. She is an experienced, no-nonsense insurance adviser with Umbrella Group, which runs from offices in Masterton and Greytown. She came to advising after years handling claims from the inside, and took on her father’s client book when he retired. She has watched which policies do what they promised and which fall short, and it shapes the cover she puts in front of clients. Ask her where to start this year and she doesn’t hesitate. General insurance, business and domestic alike, meaning your home, contents and vehicle on one side, commercial and business interruption cover on the other. Natural disasters have pushed more claims through the system than at any point 14 | Term 4, 2026

a business stops trading, the point is to put you back where you were and hold the loss as small as possible. Cover that falls short has failed, whatever it cost. It’s why the way something is insured matters as much as whether it’s insured at all.

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in recent memory, and every insurer is carrying that load. It raises a question most people never think to ask. Does the company holding your cover have the financial strength to pay out when a whole region claims at once? Abby puts that near the top of the list, alongside the more familiar question of what the premium costs. Households and businesses have little spare money, so the job is finding a package that is both adequate and affordable. Neither is the same thing as the cheapest. Adequate is the word she keeps returning to. Insurance earns its keep at claim time and nowhere else. If a house burns down or

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Code of their own

Niko Purdie on the hackathon for high schoolers, by high schoolers By Ben O’Connell

KiwiHacks is New Zealand’s first high school hackathon club, running free 24-hour hackathons for students aged 13 to 18. Everything from the website and art to the sponsorship deals is organised by high schoolers. Across late September and early October, its Nova series took three hackathons to Wellington, Christchurch and Auckland. A hackathon is a time-boxed invention event. Teams build apps, games, websites and hardware projects, and many students write their first line of code at the event. Past KiwiHacks projects include the World’s Worst Keyboard, which types one letter at a time using a knob and a button. Others include a cooking game in the style of Overcooked!, built in Unreal Engine, and a custom interface framework for Linux written by a 13-year-old. The list of incredible projects goes on. Founder Niko Purdie, a 17-yearold Sacred Heart College student, says the name is the biggest misconception. “A hackathon isn’t a period of time when you go and hack a company. It’s a period of time when you invent, when you build. If it was illegal, we’d be locked up for a while.” Niko’s interest in coding began in the principal’s office. At age eight, he got files onto his 16 | Term 4, 2026

school’s server that left teachers unable to access their own work. “After a very angry call to the principal’s office, I wanted to learn how to hack.”

came back and I wanted to bring that experience to Kiwi high schoolers. There’d never been a hackathon for high schoolers before the hackathon I ran.”

He started coding at nine and was later flown to Austin, Texas, to compete in a high school hackathon, which he describes as a life-changing experience. “I

The first KiwiHacks event, in November 2024, drew about 10 students. Niko ran the next few solo, growing them to 30 attendees. “I realised that

The first KiwiHacks event, in November 2024, drew about 10 students. Niko ran the next few solo, growing them to 30 attendees. “I realised that I couldn’t do it myself, so I brought on a team of exceptional high schoolers who had really impactful experiences at the events.” Now, well over 120 students attend each hackathon, run by the KiwiHacks team of seven.

Niko Purdie, founder of KiwiHacks

I couldn’t do it myself, so I brought on a team of exceptional high schoolers who had really impactful experiences at the events.” Now, well over 120 students attend each hackathon, run by the KiwiHacks team of seven. “When I started, I just wanted to run a cool hackathon, and so I went in with no plan,” Niko says. “There were lots of little things that went wrong over the course of the event, and I took all those learnings and applied them to the next one. After eight hackathons we’ve learnt a lot!” The team ensures attendees have a safe and memorable experience. Events are supervised around the clock at one staff member to every 15 attendees, with sign-in and sign-out, first aid on site, signed agreements and parent information sessions. Mentors come from leading New Zealand start-ups.

Cover Story

For high schoolers, by high schoolers Niko says peer organisers know what attendees want. Recent events have included karaoke and a surprise at midnight. “Last time it was ice cream sandwiches.” There’s also a strong sense of camaraderie and community. High schoolers vote on the winning projects rather than a panel of experts, which keeps the focus social rather than competitive. The bond between organisers and attendees runs deep enough that one team’s project was a game about burning Niko’s house down. It placed third. The team are all volunteers, and they’ve signed up some bigname backers. Gold partners GD1 and Simplicity, silver partners Auror, FireEyes, and DoAI, and in-kind partners Canva help keep

overheads close to zero. “High schoolers can take on a lot more responsibility and be a lot more ambitious than people think,” Niko says.

figure out a pathway to their dream career in tech, or gain the skills to found their own startup.”

Events are free, with food, workshops and mentoring covered by sponsors, and students without a laptop can borrow one for the duration of the event. “You just need to bring yourself,” Niko says. “This is an opportunity for anyone to get the experience of building something from scratch and

Nova ran at Do AI in Wellington, Partly HQ in Christchurch and MIT’s Ngā Kete Wānanga Marae in Ōtara. The team chose the Auckland venue after no South Auckland students signed up for the previous hackathon. “We felt we should bring KiwiHacks out to South Auckland.”

Going international

Next year KiwiHacks plans five hackathons, including its first in Sydney, and within two to five years hopes to run events across the Asia-Pacific.

Next year KiwiHacks plans five hackathons, including its first in Sydney, and within two to five years hopes to run events across the Asia-Pacific. Niko points to the United States, where high school hackathons are common. “It’s normal to talk with your parents like, ‘Hey Mum, Hey Dad, I’m going to be at this hackathon for 24 hours, I’ll be back Sunday afternoon’.” KiwiHacks regular Alex Liang was one of 50 Distinguished Winners in Apple’s 2026 Swift Student Challenge and has since mentored other attendees on getting started with the Challenge. For students who are nervous about taking part, Niko’s message is simple. “Just give it a go. You’ll meet a lot of lifelong friends, and all it is, is one weekend to get started.” More information is available at www.kiwihacks.org

Term 4, 2026 | 17

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Staying sun smart this summer Why UV peaks around lunchtime, and how principals and boards can build sun protection into the school day

Skin cancers are the most common cancers diagnosed in Aotearoa, and among the most preventable. The Cancer Society says more than 95% of skin cancers could be prevented by reducing exposure to ultraviolet (UV) radiation. A lot of that exposure happens at school. Sun protection is recommended whenever the UV Index reaches 3 or above, which for most of the country means September to April, especially between 10am and 4pm. That’s all of Terms 1 and 4, during school hours. The Cancer Society’s sample school policy notes that young people’s exposure can be higher on school days than at weekends, so a school’s timetable, uniform and shade decisions change how much sun its students get.

Why lunchtime matters UV is highest when the sun is at its highest point in the sky, a moment known as solar noon. The sun’s rays travel a shorter distance through the atmosphere and ozone layer at that point, 20 | Term 4, 2026

so more UV reaches the ground and unprotected skin can be damaged in a short time.

often lands on the lunch break, when the most students are outside at once.

Solar noon isn’t 12 o’clock. New Zealand’s clocks are set to a longitude well east of the country, and daylight saving adds another hour, so in summer the sun peaks after midday. It falls between about 12.50pm and 1.20pm in Gisborne, and between 1.30pm and 2pm in Invercargill. Peak UV

New Zealand’s UV is strong by international standards too. Clearer air with less pollution means less UV is absorbed or scattered on its way down. NIWA puts peak UV Index levels here at roughly 40% higher than at comparable latitudes in the Northern Hemisphere, because

of differences in ozone, the distance between the earth and the sun, and pollution. The Cancer Society notes that New Zealand and Australia have the highest melanoma incidence rates in the world. The lunchtime peak matters, but the 10am to 4pm guidance still covers the whole school day. UV can’t be seen or felt, so people tend to judge the risk by temperature or cloud cover. That’s an easy mistake in a country with relatively cool summers. UV can be high on a cool or cloudy day, and people stay outside for long periods without enough protection. The damage adds up. UV exposure builds over a lifetime. The Cancer Society describes childhood and adolescence as critical periods when that buildup can become an important risk factor for skin cancer later in life. The UV Index measures the strength of UV reaching the ground at a given place and time. It turns a complex measurement into one number a school can act on. The higher it goes, the greater the risk of skin and eye damage,

Cancer Society | Sunsmart

and the less time unprotected skin takes to burn. Checking the daily UV Index helps with planning. From September to April, the Sun Protection Alert on the MetService website and app shows the times each day when protection is needed, and schools can add the alert to their own website as a widget. The free UVNZ app gives local UV levels. Outdoor time still matters. The sample policy encourages outdoor activity all year for its wider health benefits, vitamin D among them, with protection whenever the UV Index reaches 3. Children with a health condition, or on medicines such as some antibiotics that make them sensitive to the sun, should be protected all year.

What leaders can change Slip, Slop, Slap and Wrap covers five behaviours. Slip on sunprotective clothing and slip into shade, slop on broad-spectrum

sunscreen, slap on a broadbrimmed or bucket hat, and wrap on close-fitting sunglasses. They’re cheap and they fit into a normal school day. Once the policy, the staff and the grounds all back them, they become habit, and staff spend less time reminding students. Principals and boards set most of those conditions through the timetable, the uniform and the property plan. There’s no statutory requirement for a school to have a sun protection policy. The Cancer Society’s sample policy points out that schools still have general duties

to manage the health and safety risk of sun exposure, under the Education and Training Act 2020 for students and the Health and Safety at Work Act 2015 for staff and visitors. Several steps cost little more than a change of routine: • Schedule high-exposure activities earlier in the morning or later in the afternoon. • Build a SunSmart check into planning for sports days, assemblies and other events. • Make hats part of the expected uniform in Terms 1 and 4. • Tell whānau ahead of outdoor

Slip, Slop, Slap and Wrap covers five behaviours. Slip on sun-protective clothing and slip into shade, slop on broadspectrum sunscreen, slap on a broadbrimmed or bucket hat, and wrap on close-fitting sunglasses.

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activities what sun protection their children will need. On hats, the sample policy suggests a legionnaire hat, a broad brim of at least 7.5cm, or a deep bucket hat with a brim of at least 6cm. It doesn’t recommend caps or visors. Students without a suitable hat play in the shade or indoors. Students or staff can be exempt for cultural or religious reasons, and the policy then leans on shade, sunscreen and sunglasses instead. For clothing, it suggests loose tops with sleeves and, where possible, collars, with knee-length or longer shorts and skirts. Rash tops are encouraged for outdoor swimming. Sunscreen works only when it’s applied properly and used with the other four behaviours. Schools can keep it at key spots around the grounds, build application time into routines, and remind families that it goes on before outdoor activity and needs reapplying.

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Cancer Society | Sunsmart Sarah sees staying SunSmart as part of the school’s duty of care. Sun protection is written into the school’s policy, and it’s one of the ways Huia Range keeps its children safe.

The sample policy specifies a water-resistant, broad-spectrum sunscreen of at least SPF 30, applied at least 20 minutes before going out and reapplied every two hours. It favours creams, lotions and gels, because aerosols make it hard to apply enough sunscreen evenly. Sunglasses should fit closely and meet the AS/NZS 1067 standard, which is usually marked on the arm or the swing tag. For boards, shade is also an asset question. Trees, shade sails, covered outdoor learning areas and sheltered spectator spaces make school grounds safer and more usable for years. Where permanent shade isn’t possible yet, gazebos and shade tents still cut exposure at sports days, assemblies and community events. The sample policy asks leadership teams to plan for shade from the start when designing new buildings, playgrounds and high-use areas. A school-wide approach also helps with equity. When the school supplies the shade, sets the hat rule and keeps sunscreen on hand, a child’s protection stops depending on what their family can provide. It also stops depending on whether the child is confident enough to speak up for themselves. Education backs up the policy. When students understand UV radiation, the UV Index and why sunburn can happen on cooler or cloudy days, they’re more likely to take part. Free lesson plans and resources on the 22 | Term 4, 2026

When students understand UV radiation, the UV Index and why sunburn can happen on cooler or cloudy days, they’re more likely to take part.

SunSmart website help teachers connect sun protection with science, health and wellbeing. Staff set the example too. The sample policy asks them to wear hats, protective clothing and sunglasses outside, use SPF 30+ sunscreen and reapply it every two hours, and use shade whenever they can.

Two schools in practice Medbury School, a Years 1 to 8 boys’ school in Fendalton, Ōtautahi Christchurch, has recently been re-accredited as a SunSmart school. As part of that work, it reviewed the shade across its outdoor spaces. “Our tarmac and concrete areas, where junior and senior students often gather, can become extremely hot and uncomfortable during the warmer months,” says deputy headmaster Warren Durant. “In response, we have encouraged students to use naturally shaded areas beneath trees on the field and the Junior lawn. This has provided a more comfortable

environment while reducing students’ exposure to the sun and UVR.” The school is now investigating permanent shade sails for those areas, which would be a significant capital investment. Medbury’s Parents’ Association has been fundraising for better shade. At Huia Range School in Dannevirke, in the Tararua District, deputy principal Sarah Graham says the SunSmart Schools Programme has sharpened the school’s focus on UV harm and sun safety. It has also reinforced the value of a strong policy and shown where the school can still improve.

The Cancer Society’s SunSmart Schools Programme is free to join and open to primary and intermediate schools and kura. Early childhood centres and secondary schools can’t be accredited, though the Cancer Society supports them to be SunSmart too. Accreditation covers four areas. Behaviour means hats, clothing and SPF 30+ sunscreen. Environment means providing shade and encouraging students to use it. Curriculum means teaching students about UV and sun protection. Review means the school checks its policy at least every three years. For a board, those four areas double as a checklist. Around 40% of primary and intermediate schools already have SunSmart status. Depending on the region, accredited schools may receive signage, hats, sunscreen, seedling trees or UV Index boards, and the Cancer Society has a sample policy schools can adapt. With summer coming, schools can apply at www.sunsmart.org. nz/sunsmart-schools.

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Teaching | Learning

Why are we letting geography and gender determine opportunity? Written by: Ruby Love-Smith and Mackenzie Wills, Co-Founders of the 03 Leadership Collective

If you woke up tomorrow as a young person determined to create change in the South Island of Aotearoa, you would quickly notice two things. First, many of the people with the power to support your ideas are based in Wellington or Auckland. Second, once you’ve paid hundreds of dollars for flights and accommodation to meet them, you’ll often hear the same excuse “there simply isn’t enough funding left for the South Island”. Now imagine waking up in that same position as a young woman. Not only are you expected to explain why decision making can’t be concentrated on one island alone, but you are also now required to prove why your voice deserves a seat at the table, in the first place. You now have the joy of navigating two forms of inequity simultaneously: one created by geography, the other by gender. Time and time again, national organisations and funding bodies direct the majority of their 26 | Term 4, 2026

The South Island is not lacking in talent or ambition. Every day, young people are leading community projects, advocating for change, and creating solutions to the challenges facing their communities. Mackenzie Wills and Ruby Love Smith

investment towards where the population is largest. On paper, that may seem like the most efficient use of resources. But, in reality it creates an unequal playing field. Young people in the South Island are already facing additional barriers. We travel further to attend national programmes, spend more to access opportunities, and compete for a much smaller share of funding. Meanwhile, many initiatives designed to support young people are developed through a North Island lens, overlooking the unique

challenges and opportunities that exist in our communities. For young women, these barriers are often compounded by the persistent underrepresentation of women in leadership and decision making.

The 03 Leadership Collective was founded to address both of those issues. The trust aims to create affordable opportunities in the South Island and address the distinctive barriers young women face to thriving as leaders in their own communities.

When funding consistently bypasses the South Island, it inadvertently sends the message that our ideas matter less. Discouraging young people from pursuing ambitious projects and ultimately depriving our communities of the benefits those ideas would bring.

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Supporting schools, empowering learners It is a pleasure to introduce myself as the new Customer Engagement and Sales Manager for Instant Education Solutions. Joining a team that has spent more than 25 years supporting schools and kura throughout Aotearoa is exciting.

of standards that support both cultural understanding and workplace readiness. Teachers and students are responding incredibly positively to the units listed below:

My background spans management, education, and training, with training always being my ﬁrst love. I am passionate about equipping people for success and helping learners achieve their goals. Over the years I have worked across a range of educational settings, beginning in Adult Education, spending time in Early Childhood Education, and supporting learning journeys in many different contexts. Closer to home, I have also had the privilege of helping my two now-adult sons navigate their educational pathways and discover what learning opportunities suited them best.

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One of the things that immediately attracted me to Instant Education Solutions was the commitment to creating practical, high-quality resources that genuinely lighten the load for teachers. In today’s rapidly changing education environment, teachers are balancing curriculum developments, individual learner

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needs, assessment requirements, and wellbeing considerations, all while striving to inspire and engage their students. Our aim is simple: provide solutions that save time, maintain assessment integrity, and help teachers focus on what matters most - teaching and learning. Among our most popular resources are the growing range

• US 33250 – Describe the leadership qualities of a Rangatira. • US 33251 – Describe implications for self in relation to the leadership qualities of an individual Rangatira. • US 16054 – Describe the life, achievements and impact of a Māori leader. • US 15299 – Explain the principals and concepts of Hauora based on a Māori world view. The strong cultural focus within these programmes is resonating with learners. Teachers appreciate the relevance and accessibility of the content, while students value the opportunity to develop practical workplace skills alongside a deeper understanding of Māori values, tikanga, communication, wellbeing, and safe workplace practices. These units are helping schools foster confident, capable, culturally aware learners who are better prepared for future employment and community participation. A school in Rotorua said that these units make a real difference to a student’s Curriculum Vitae. Another area where schools are seeing significant benefits is through Instant Print. We understand that printing,

28 | Term 4, 2026

collating and distributing learning materials can consume valuable staff time. Instant Print removes that burden by managing the entire process on behalf of schools. From workbooks and course materials to certiﬁcates, posters, ﬂyers, and classroom resources, we professionally print and courier materials directly to schools nationwide. This means administration teams and teachers can spend less time managing print jobs and more time supporting learners, at a very competitive cost. At Instant Education Solutions, we believe strong partnerships make a real difference. I look forward to connecting with educators across New Zealand, learning about your needs, and helping you access solutions that make teaching simpler, more efficient, and more rewarding. Together, we can continue changing lives through learning.

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Teaching | Learning

Today’s gamers, tomorrow’s tradies Years spent gaming may be giving some young New Zealanders an unexpected head start in the modern trades, as automation, robotics and digital technology transform traditional workplaces. Industry training organisation Competenz has coined the term Joystick Trades after hearing the same story from apprentices across the more than 30 sectors it supports - young people who grew up gaming are finding skills developed behind a controller increasingly relevant in the workplace. From advanced manufacturing and forestry to refrigeration and signmaking, strategic thinking, problem solving, spatial reasoning, resource management and the ability to quickly learn complex systems are proving valuable as trades become increasingly technology-driven. Industry training organisation Competenz’s National Manager - Apprentices, Kevin Withell, says the organisation is seeing a natural confidence with technology among many younger apprentices. “It’s actually really amazing how some of these young people are coming through, and they have, like, a natural affinity for technology. It’s kind of like they’re hardwired.” Two strong examples are Competenz plastics apprentices Josh Felise-Anderson and Brendan Sekene, who work as Plastics Technicians at Pact Group in East Tamaki, Auckland, where robotics and automated machinery are part of everyday production. Josh, Plastics NZ’s 2026 Plastics Learner of the Year, says he quickly recognised a connection between the gaming he enjoyed growing up and the work he was learning to do. “I used to play a lot of video games when I was younger. I 30 | Term 4, 2026

Kevin Withell, Josh Felise-Anderson, Brendan Sekene

“I used to play a lot of video games when I was younger. I kind of related that to my job. Just fine-tuning these machines and setting them up, I really felt like I liked doing that kind of thing.” - Josh Felise-Anderson

kind of related that to my job. Just fine-tuning these machines and setting them up, I really felt like I liked doing that kind of thing.”

automation and has since created operating guides for new robotic systems to help colleagues learn the technology.

His mother used to tell him gaming was “ruining his brain”, but Josh now sees it differently.

Kevin says that willingness to engage with unfamiliar technology is something Competenz is seeing more widely.

“I actually think it opens your mind because it’s the strategic type of plays you’ve got to make to get ahead. There’s definitely an art to it.” Josh describes himself as a class clown who never felt particularly at home in the classroom. Through his apprenticeship, however, he discovered an aptitude for robotics and

“When you put a new piece of equipment into a factory, or you’re working on something that’s very, very technical, they’ll step forward and step into the technology. Josh has helped write ‘how to’ guides in standard operating procedure manuals, supporting his team to learn new machines.”

And the crossover between gaming and modern trades isn’t confined to Gen Z or millennials. At Auckland advanced manufacturer Buckley Systems, which produces electromagnets used in particle accelerator technology, 51-year-old Competenz learner Maika McMath says gaming sparked his fascination with technology, led him to build his own computers and ultimately helped steer him into advanced manufacturing. He sees strong parallels between assembling a gaming PC and assembling the complex electromagnets he works with today. Similar stories are emerging from across the varying industry sectors Competenz supports. Forestry apprentices operate sophisticated harvesting machinery using joystick controls, refrigeration technicians work with increasingly digital systems, while signmakers and manufacturers are adopting automation, AI and advanced technology.

Teaching | Learning

Kevin says one of the challenges is ensuring young people know these career options exist. From 2029, nine new industryled subjects are planned for Years 12 and 13, including Next-Gen Manufacturing, Engineering Technology and Applied Intelligent Systems, giving students greater exposure to vocational and technologybased career pathways while still at school. “It’s time for change. The new subjects should give secondary school students a taster or, at the very least, a much broader awareness of what some of these careers can actually look like.” And he admits his perspective on gaming has shifted at home as well as at work. “You’re talking to a father who, at times, thought about taking the Wi-Fi modem to work with him to try and get his son out of his bedroom.” Now, he says, the challenge is helping young gamers

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“You’re talking to a father who, at times, thought about taking the Wi-Fi modem to work with him to try and get his son out of his bedroom.” - Kevin Withell

recognise that some of the abilities they are developing could have applications well beyond the screen. “They’re great at problem solving, they think really fast, they’re really nimble. The next step is to say to Mum and Dad and to their school’s careers advisor, ‘How can I leverage this into a job? “The first step is to come out of your bedroom.”

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Teaching | Learning

Is your school working harder than it needs to? Every principal knows the feeling. The strategic work, the mahi that actually moves your school forward, keeps getting pushed aside by the admin tide. Reports, communications, scheduling, compliance. It’s relentless, and not what you went into education for. AI workflows are giving Kiwi school leaders back their most precious resource: time. AI Workflows Agency, founded by Auckland-based Anthony Dahya, works with organisations to map out where time is genuinely being lost, then designs automated workflows that handle the repetitive, rule-based tasks that consume hours every week. Think: drafting routine parent communications, summarising reports, processing data from multiple sources, or routing information to the right people without anyone having to manually manage it.

What makes this approach different from generic tech consultancy is its focus on clarity before tools. Rather than arriving with a software solution in search of a problem, the process starts by understanding how your school actually operates, then identifying the five or ten friction points where AI can make an immediate, measurable difference. It presents a real opportunity for principals. Staff wellbeing, curriculum leadership, whānau engagement, these are the sorts of high-value activities AI cannot replace. But it can absolutely

The schools getting ahead aren’t necessarily the ones with the biggest budgets. They’re the ones making smarter decisions about where human energy gets spent. handle the layer of work sitting underneath them, freeing your team to focus where it counts. You don’t need to become a technology expert. You need a clear strategy and the right workflows in place. That’s exactly what AI Workflows Agency delivers: practical automation

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Teaching | Learning

How will new industry-led subjects be delivered? By Ben O’Connell

School girls on a class excursion walk past a huge tip truck at an open cast coal mine

Schools now know which nine industry-led subjects are being developed for Year 12 students from 2029. But who will teach them, where, and how? Education Minister Erica Stanford and Economic Growth Minister Nicola Willis announced the list in August. Industry Skills Boards will write the content. Budget 2026 gave them $15 million to develop at least eight new subjects, and the approved list has nine. The Government says the subjects will have “parity of esteem” with English and maths. “We know students are more engaged when they can see the purpose of what they are learning and how it connects to their aspirations,” Stanford said. PPTA Te Wehengarua president Chris Abercrombie said the union “fully support[s] industry-led subjects”, but the list was the easy part. “Announcing the subjects is far and away the simplest step,” he said. “Crucially no-one knows how delivery of the industry-led subjects alongside new Ministry 34 | Term 4, 2026

of Education-led subjects will work at the school level and how enough teachers will be found for the new subjects.” What the Ministry has said In June, before the list was final, the Ministry of Education said the subjects would be “designed to fit within existing school structures” and “accessible to most schools and students”. Schools might teach them within the standard timetable, in their own facilities, or through partnerships with external providers. Trades academies were one option, it said, but “not the only delivery option”. In a June Q&A for secondary leaders, it said timetabling would depend on how each school structures its own. For smaller and rural schools, it and the Industry Skills Boards are exploring readily available equipment, digital and blended learning, and simulation where specialised facilities are hard to reach. The work is split between two bodies. Industry Skills Boards

“Crucially, no-one knows how delivery of the industry-led subjects will work at the school level — or how enough teachers will be found.”

scope and design each subject, write the content and develop the assessment approach. The Ministry sets the design criteria, leads engagement with schools and kura, and oversees approval and implementation. Between now and 2028, the boards will also design and provide resources and professional support for the subjects. The subjects run over a full school year. How they’re assessed is still to be settled, though every subject counting towards the new certificates currently needs an exam

component. Students can mix them with Ministry-led subjects, and they count towards the five subjects a year schools must enrol Year 12 and 13 students in. To gain either new certificate, students must pass at least three subjects at the relevant year level and hold the literacy and numeracy Foundational Award. Grades run on a six-point A+ to E scale, and a C or above is a pass. The Ministry says the subjects are “not intended to be pre-trades courses or direct pipelines into specific jobs”. One subject moved the other way in August. Outdoor Education, Akoranga tū-ā-nuku, will be Ministry-led, because it builds skills beyond any single industry. In June, the Ministry also said it would identify resourcing and professional learning needs once the Minister confirmed the list. The August announcement said schools and teachers will be supported through implementation, but gave no detail on staffing or facilities.

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Teaching | Learning

“We know students are more engaged when they can see the purpose of what they are learning and how it connects to their aspirations.” Education Minister Erica Stanford

Staff, space and equipment Abercrombie said the flexibility schools rely on to run trades academies disappears when NCEA ends. Making sure students can take these subjects “regardless of whether they live in Takapuna or Twizel”, he said, “is an incredibly complex process”. “Schools, whānau and industry need to know a lot more about how this will actually work.” Some subjects start from firmer ground than others. The Government’s notes on the nine cite existing delivery for five. They are Construction and Built Environment, Engineering Technology, Food and Fibre Systems, Hospitality Food and Beverage, and Tourism. For the other four, Applied Intelligent Systems, Energy and Infrastructure, Health Services and Care, and NextGen Manufacturing, the notes point to employment prospects, economic priorities or emerging demand, and don’t mention existing delivery.

The PPTA wants the teaching workforce in place before any of the subjects arrive. Abercrombie said the union would have liked “more in the way of teacher training incentives for 2027 to really give the workforce the influx it needs”. Where a school can’t staff a subject itself, the Ministry points to partnerships with external providers. Rosanne Graham, chief executive of workplace training provider Skills Group, said success would depend on “meaningful industry involvement and strong partnerships with tertiary providers”. “In many cases, those providers will deliver the training for schools,” she said. Employers will be needed too. Employers and Manufacturers

Association head of professional services Nick Sheppard said the EMA would encourage its members to take part in developing the subjects. “The door has been opened and now it is important that industry steps through it,” he said. “Curriculum design is only the beginning.” Is 2029 realistic? Abercrombie said the detail was more urgent because “we are moving ever closer to the replacement of NCEA”. The Foundational Award, the first part of the new system, starts in 2028. Whangaparāoa College principal Steve McCracken, who chairs PPTA’s Secondary Principals’ Council, called the subjects “a really positive step forward” but said the timing would be

hard. “It’s going to be tight, and there’s going to be a significant amount of work that’s needed,” he told RNZ. He didn’t think it was out of reach, though. “Is it too tight? No, I don’t think so. Schools always respond.” The Ministry’s timeline has Industry Skills Boards developing the subjects through 2026 and 2027, with public consultation, and assessment design in 2027. The public consultation rounds are where schools can comment on what goes into each subject. By late 2027 the subjects are expected to be ready for formal approval and inclusion in the national curriculum. Piloting and transition take up 2028, when the Ministry will help schools move existing programmes across and set up new ones. Year 12 students get the subjects in 2029 as part of the New Zealand Certificate of Education, and Year 13 students in 2030 under the New Zealand Advanced Certificate of Education. That leaves the promised guidance on staffing and resourcing as the next thing schools are waiting for. “We want the Government to ensure that this reform is well planned and well implemented so that it can work in the very best way possible for young people and their whānau,” Abercrombie said.

36 | Term 4, 2026

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Surveying the ground beneath the region’s growth Behind every subdivision, new build or boundary adjustment across the Whanganui and Manawatū regions sits a piece of survey work that most people never see. For Harrison & O’Sullivan, that foundational role has become the whole point. The Whanganui-based firm of Licensed Cadastral Surveyors covers the full breadth of the profession, from the first site visit through to the plans that let a project break ground. Surveying is often the earliest professional service a landowner engages, and the firm treats that starting point as the most important part of the job. Every project begins with a preliminary consultation, where the team works through what a client actually wants to achieve and how the relevant development regulations apply to their site. Clients describe the team as thoughtful, great listeners, and aware that no two projects are the same. That groundwork matters because the work spans such a range. Harrison & O’Sullivan 38 | Term 4, 2026

handles urban and rural subdivisions, boundary location surveys, topographical and site surveys, and GPS surveys, along with the resource consent applications that so often sit alongside them. On the construction side, the firm provides engineering and construction set-out, marking the precise points that turn a set of drawings into a building on the ground. Beyond measurements and plans, surveying is about creating confidence in decisions that can shape a property for generations. From helping families understand their land options to supporting developers navigating complex projects, Harrison & O’Sullivan provides clarity at every stage. That local knowledge helps turn uncertainty into practical, achievable outcomes. The firm has also invested in the technology reshaping the field. Its 3D mapping and laser scanning capability captures a site in fine detail, producing accurate spatial data that supports design, measurement and planning long

From helping families understand their land options to supporting developers navigating complex projects, Harrison & O’Sullivan provides clarity at every stage. That local knowledge helps turn uncertainty into practical, achievable outcomes. after the field crew has packed up. It’s the kind of tool that once belonged to large city practices and now does every day work for regional clients. The variety of projects the firm has taken on speaks to that flexibility. Recent work runs from dairy manufacturing sites for Open Country Dairy to residential development at Tirimoana Place, and from a commercial fuel station in Whanganui to calibration work on an RNZAF helicopter simulator. Few surveying briefs look alike, and the portfolio reflects that willingness to take on the unusual as readily as the routine. Running through all of it is an awareness that survey and

development work carries real cost for clients, and that good advice early can save money later. The team’s familiarity with local rules and processes means clients are less likely to be caught out by a consent requirement or a boundary complication midway through a project. As registered professionals affiliated with the New Zealand Institute of Surveyors, the team at Harrison & O’Sullivan brings recognised standards to work that underpins how land across the region is used, divided and built on. For landowners, developers and builders weighing up a project, it’s the sort of expertise that’s easiest to appreciate when in place from the start.

Expert professional services to accomplish your project goals • 3D Mapping • GPS Surveys • Laser Scanning • Boundary Location Surveys • Urban and Rural Subdivisions • Resource Consent Applications • Topographical and Site Surveys • Engineering and Construction Set out

Our team offers a diverse range of expert services to support your project goals. We combine practical experience with the latest methods and technology to ensure that you get the best results possible. From surveying and planning to engineering design and supervision, our expertise extends to construction set out for commercial and residential development.

06 345 8828 | admin@nzsurveyor.co.nz | 13 Church Place, Whanganui 4500 | www.nzsurveyor.co.nz

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EOTC

Inside Mamaku Point 30 minutes after sunset, students walk down the fence line to the clearing and wait. On a good night, some Stewart Island tokoeka come out to work the ground around the camp buildings. In the morning, the group reads the probe marks these southern brown kiwi left in the soil, and that tells them where to stand the following night. Mamaku Point Conservation Reserve is a 172-hectare headland on the north-eastern coast of Rakiura Stewart Island, sealed behind a predator-proof fence built across the 2.1km neck of the peninsula in 2005. Inside are 26 native bird species and 154 native plant species, long-tailed bats, and podocarp forest carrying rimu and miro of around 800 years. A monitored biosecurity grid runs on both sides of the fence, so the traps and bait stations students walk past are working equipment rather than display pieces. “From the unforgettable dawn chorus to night-time

kiwi spotting, Mamaku blends immersive conservation with exceptional camp facilities,” says Roddy Scoles, deputy principal at Tahuna Normal Intermediate School in Dunedin. “It offers a safe, highly engaging environment where we can foster a lifelong appreciation for nature in our students.” Schools get sole use of the camp when they stay. There are beds for 37 across the main lodge and a newer bunkhouse, floor squabs and blow-up mattresses to spread around the rooms, and room to pitch tents. The kitchen is fully equipped, and there’s a fireplace, a BBQ, a laundry and a new ablutions block. Wi-Fi and mobile coverage both work. The site opened as a Forestry Service education centre in 1976 and ran as a school camp until

2000, and the trust reopened it to schools in April 2018. Conservation work is on offer if you arrange it beforehand. Groups clear grass from around seedlings on the coastal faces, fill planting gaps and pot up natives. Paws4Conservation will bring a rodent-detection dog and handler to talk to a group, free for schools. Between February and May there may be hoiho at the recovery

A unique southern bioreserve

“From the unforgettable dawn chorus to night-time kiwi spotting, Mamaku blends immersive conservation with exceptional camp facilities.”

The rugged 172-hectare headland contains an extraordinary variety of flora, including some of the oldest native podocarp forest in the country, and is a thriving habitat to over 128 native species, including 26 native bird species, bats, invertebrates, marine mammals, and a thriving population of kiwi.

A great place to hold a SCHOOL CAMP Visitors can take guided kiwi spotting tours, or stay amongst the kiwi in the 5 Star PurePods. Private groups can also arrange short term stays in the school camp facility. 399 HORSESHOE BAY ROAD, STEWART ISLAND, SOUTHLAND

Camp Enquiries: rachel@mamakupoint.nz | General Enquiries: info@mamakupoint.nz

www.mamakupoint.nz

Term 4, 2026 | 41

EOTC

“It offers a safe, highly engaging environment where we can foster a lifelong appreciation for nature in our students.” centre near the camp, fed twice a day by Yellow-eyed Penguin Trust staff. Rakiura has held international dark sky sanctuary status since 2019, which is worth remembering on the walk back from the loo at night. The track to Frenchman’s Beach leaves from the camp and takes 20 minutes. Past the macrocarpas and a grassy hill at the start, it’s bush the rest of the way. Fiordland crested penguins are often in residence, little blue penguins come ashore at dusk, and seals and sea lions turn up on the sand. Line 12 is the way into the oldest part of the forest.

Twinkle Dark Sky Tours run night sessions at the camp, and sea kayaking and a day on Ulva Island are both close by. The camp asks a donation of $30 per person per night, dropping to $25 per child for stays of three nights or more, plus a $160 cleaning fee. Schools are invoiced directly. RealNZ sets education ferry rates from Bluff outside the school holidays. Bookings go through Rachel Thompson at rachel@mamakupoint.nz or 021 783 045, and www.mamakupoint.nz carries the visitor registration and risk disclosure every group signs.

BRING YOUR CLASSROOM TO THE GREAT OUTDOORS! Build confidence & team spirit in both staff & students. Meet your schools EOTC requirements in a safe & cost-effective way.

Take learning beyond the classroom — into the great outdoors! Education is evolving, and with it comes a powerful shift—one that nurtures emotional, social, and creative growth alongside academic success. More schools are embracing Outdoor Education (EOTC) as a dynamic tool for holistic student development, with school camps leading the way.

07 824 8495 info@cyc.org.nz

148 Waingaro Road, Ngaruawahia

www.cyc.org.nz Christian Youth Camps Inc has a Premium Adventure Activities accreditation that has been audited and certified by Qualworx against the Safety Audit Standard for Adventure Activities. 4 Only a short drive from Auckland 4 Great value for money - winter discounts - discounted activities - delicious winter meals and hot pools ready to go 4 Every cabin is now air conditioned for optimal comfort

42 | Term 4, 2026

Imagine students stepping beyond the classroom into nature’s open spaces—where lessons come alive and life skills flourish. Outdoor experiences build a deep connection with the natural world, shaping engaged, communityminded individuals ready to face life’s challenges with confidence. Time in nature isn’t just fun—it helps students develop critical thinking, teamwork, and leadership. It also reduces stress,

improves sleep, and enhances emotional well-being. Exposure to diverse environments fosters environmental responsibility and cultural appreciation, inspiring care for the world around them. At the heart of every great school camp is experiential learning. Students step outside their comfort zones, apply knowledge in real-life scenarios, problem-solve, and grow in independence—all while having an unforgettable time. At Christian Youth Camps, we take learning beyond textbooks. Our immersive outdoor programs bring students and teachers together through adventure, personal growth, and connection. Ready to elevate your students’ learning experience? Contact us today to book your next school camp and fulfil your EOTC requirements!

www.techweld.nz

We utilize medium to high tensile steel sourced in New Zealand for our bowls and handcrafted at our Colombo Street Site in Hamilton with the highest quality of workmanship guaranteed. We have constructed over 1000 Mixer bowls in our history and are proud to say we support the local Economy.

Concrete Trucks • Components/Parts • Concrete Bowls m 07 847 2031 k admin@techweld.nz 9 24 Colombo Street, Hamilton

Supporting sustainability in Waimakariri schools The Waimakariri District Council is proud to support two schoolbased sustainability programmes that empower local schools and early childhood education centres (ECEs) to reduce waste and adopt more environmentally responsible practices.

Sustainability Education Programme Delivered by Eco Educate, our contracted education provider, the Sustainability Education Programme focuses on waste minimisation, water conservation, and the protection of local waterways. This free initiative is available to all schools and ECEs within the district. Eco Educate’s experienced facilitators work directly with teachers, students, and staff to deliver engaging classroom sessions and hands-on workshops. Topics include composting, worm farming, EM Bokashi systems, recycling, gardening, and broader environmental awareness. The programme encourages schools to rethink their waste systems and explore practical ways to reduce water usage and divert organic and recyclable materials from landfill. Support is not limited to the classroom. Eco Educate works collaboratively with 44 | Term 4, 2026

principals, Boards of Trustees, caretakers, and teaching staff to review internal processes and implement sustainable systems. Their team also offers site visits to key Council facilities, including the Southbrook Resource Recovery Park, water and wastewater treatment sites, and the Northbrook Ponds, providing students with real-world insights into local environmental management. To learn more or to book a session, contact Eco Educate at rethink@ecoeducate.co.nz.

Enviroschools Canterbury Enviroschools is a nationwide programme that empowers young people to lead sustainability initiatives within their schools, communities, and the wider district. In Canterbury, the programme is coordinated by Environment Canterbury, with Waimakariri District Council as one of ten regional partners. Additional support comes from eight regional collaborators, including Te Kōhaka o Tūhaitara Trust.

Facilitators work with early learning centres, primary, area, and secondary schools to embed sustainability across key themes such as zero waste, water conservation, energy efficiency, ecological building, living landscapes, and active transport. The programme encourages a whole-school approach, fostering collaboration and long-term change. As of 1 July 2025, 20 schools in the Waimakariri District are part of the Enviroschools network. These schools are actively contributing to the development of resilient, healthy, and thriving communities. To explore participating schools or learn more, visit Enviroschools

Canterbury www.enviroschools. org.nz/regions/canterbury/. For enquiries, contact Zoe Watson, Canterbury Regional Coordinator, at zoe.watson@ecan.govt.nz

Additional Resources For further guidance on reducing school waste, visit the Council’s Reducing Your School Waste page www. waimakariri.govt.nz/services/ rubbish,-recycling-and-organics/ reducing-your-waste) or explore the One Planet Schools website www.oneplanet.nz/schools/ for tools and ideas to support your sustainability journey.

Your RECYCLING bin is only for the following CLEAN items…

To ensure your bin gets emptied and to avoid contamination of recycling:

Rigid household plastic bottles and containers

Keep items loose Don’t squash bottles, tins or cans Put all lids in the rubbish

Aluminium cans and tins

Make sure everything is clean

We DON’T take… Plastics numbered 3, 4, 6 & 7 No containers larger than 4L or smaller than 150ml Containers from garage or garden sheds e.g. sprays, plant pots, car oil

Glass bottles and Jars Paper

Soft plastics or any plastic you can scrunch into a ball Takeaway cups and liquid cartons

Flattened cardboard

Cardboard & paper smaller than an envelope i.e. 140mm x 100mm Aerosol cans Compostable items Clothes and toys Nappies Polystyrene Pans and foils Window glass, crockery & light bulbs Batteries General rubbish or food. Repeated contamination may result in withdrawal of your kerbside collection service.

rethinkrubbish.co.nz

Health | Wellbeing

Young people’s key worries revealed Most young New Zealanders believe the mental health system is falling short, while phone addiction and family finances weigh heavily on their minds, according to a new report.

“Whilst it was reassuring to see that Youthline is still well known as the number one mental health support organisation for young people, 41% of young people were not aware of any mental health support organisations,” Ronald said.

The latest Youthline ASB State of the Generation report captures a generation navigating rising living costs, job insecurity, online pressures and growing concerns about social media and AI. Based on a nationwide survey of New Zealanders aged 12 to 24, the report found mental health was considered the most important issue facing young people today, identified by 59% of respondents.

Certain groups were experiencing significantly higher levels of distress, particularly rainbow, disabled and neurodiverse young people, as well as Māori, Pasifika and migrant communities. While just over half of respondents described themselves using only positive words, one in 10 used only negative terms such as “stressed”, “anxious” or “lonely”, with negative feelings especially common among 18 to 24-year-olds.

A system under strain Many felt support systems were struggling to meet demand, with 32% citing a lack of access to mental health support as the biggest challenge. Long wait times, cost, transport difficulties and confusion around accessing services were all identified as barriers. Youthline chief executive Shae Ronald said the findings reflected what the organisation was seeing every day. 46 | Term 4, 2026

Money worries Financial stress also featured heavily. Cost of living and job market concerns ranked among the most significant pressures, with many worried about affording food, housing and bills. Nearly half of 12 to 17-year-olds said they felt worried because their parents or whānau were stressed about money.

Social pressure and life online were recurring themes. A quarter of respondents said they felt constant pressure to “have everything together”, driven by expectations from adults, peers and social media. Life online, and AI Social pressure and life online were recurring themes. A quarter of respondents said they felt constant pressure to “have everything together”, driven by expectations from adults, peers and social media. Two-thirds identified phone addiction and screen time as among the most common issues young people face, while a similar number pointed to social media itself. Bullying was also seen as widespread, with many saying

online harassment felt impossible to escape due to the alwaysconnected nature of digital life. Artificial intelligence emerged as a growing concern, with almost half of respondents saying they were “a little worried” about AI and one in five “very worried”. Key concerns included misinformation, difficulty identifying real content and fears about future employment. Young people called for stricter safety rules for social media companies, more digital literacy education in schools and improved safety features on platforms. Despite these challenges, many young people remained optimistic about their own futures and relied heavily on friends and family for support. However, nearly a quarter turned to social media to connect with others facing similar struggles, while one in five had spoken to AI chatbots for support. Ronald said Youthline had seen a dramatic increase in young people reaching out since Covid-19, recently averaging four emergency service connections per day, compared to one per week just five years ago.

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■ Grading ■ Retaining walls ■ Section clearing & disposal ■ Drainage & drain laying ■ Road construction ■ Tree & stump removal ■ Machinery transportation ■ Minor & major earthworks

m 0274 434 923 k timmccollcontractingltd@xtra.co.nz E Tim McColl Contracting Ltd Metal and Landscape supplies

Hoskin: Local people helping their communities thrive Hoskin has grown steadily by focusing on a simple idea: helping local organisations make confident property and infrastructure decisions, plan well, and deliver projects that create lasting benefits for their communities. From schools and community facilities through to infrastructure and development projects, their team works alongside clients to guide projects from early planning through to completion. But while the company has expanded its services and expertise, its focus on Northland has remained unchanged. Today, Hoskin employs a multidisciplinary team of project managers, engineers, planners, environmental specialists and asset management professionals, all based in Northland. Many have grown up in the Region, while others have chosen to build their lives here, creating a team with a strong understanding and connection to the communities they serve. That commitment extends beyond project work. Hoskin actively supports schools, community groups and youth development initiatives across the region. The company sponsors science kits for local schools, contributes to school and community sports teams,

and regularly volunteers time and expertise to programmes that encourage young people to explore science, engineering and environmental careers. For Managing Director Kevin Hoskin, investing in the next generation is closely connected to investing in the region itself. “Northland has incredible talent and potential. We get a real kick out of supporting opportunities that help young people develop confidence and discover pathways into rewarding careers.” The business has also placed significant emphasis on developing its own people. As the company has grown, it has continued to invest in local staff, creating opportunities for Northlanders to build rewarding professional careers without leaving the region. That approach has helped Hoskin establish a team capable of delivering projects that previously may have required expertise from outside Northland.

“Hoskin can help schools make confident decisions, get the most from limited budgets, and deliver projects without principals needing to coordinate multiple consultants and contractors.” Increasingly, organisations are looking for a trusted partner who can bring together all aspects of a project, from investigating options and understanding costs through to design, consenting, procurement and delivery. By bringing these services together under one roof, Hoskin helps clients navigate projects with greater confidence while reducing the burden on already busy organisations. For schools, one of the greatest benefits is simplicity. Principals have a single trusted point of

48 | Term 4, 2026

contact who coordinates the entire process on their behalf. The Hoskin team keeps school leaders informed and involved in key decisions, while taking responsibility for the day-to-day management of the project and coordination of all parties. The result is confidence that progress is being made without the project becoming another job on an already full desk. Alongside project delivery, the company also works with organisations to better understand and manage their assets. For schools, this can mean helping clarify priorities, balance immediate needs with long-term planning, and direct limited property budgets toward work that will have the greatest benefit for students, staff and the wider school community. As Northland continues to grow, Hoskin’s role remains centred on helping communities move forward. Whether supporting a school planning for the future, contributing to a local science initiative, or delivering essential infrastructure, the business sees its success as closely tied to the success of the region itself.

Freeing you up to focus on the important things

Hoskin provides a single trusted team to help schools deliver property projects with less stress, fewer surprises and greater confidence that budgets are being directed where they matter most.

Depending on the project, we can: •

assess existing assets and clarify practical priorities for future planning

•

investigate sites and define project scope

•

prepare concept and detailed designs

Whether you’re planning future investment, investigating options for a new project, needing design or ready to move into delivery, we help you make informed decisions and confidently navigate the path forward.

•

prepare funding applications

•

coordinate planning, environmental and consent requirements

•

manage procurement and contractor selection

•

oversee programme, cost, risk and communication

Our local multidisciplinary team combines project management, civil engineering, planning, environmental and asset management expertise under one roof. That means principals and boards have a single point of contact throughout the project, rather than coordinating multiple consultants and contractors themselves.

•

monitor construction quality through to completion

We keep school leaders informed, involved in key decisions, and confident that progress is being made, while managing the day-to-day coordination of consultants, contractors, budgets, programmes and compliance requirements behind the scenes.

Our team lives and works across Northland, from Kaitaia to Mangawhai. We understand local sites, ministry of education and council processes and the realities of delivering projects in the region. Just as importantly, we understand that school projects must be carefully planned around students, staff, whānau and the day-to-day operation of the school. Whether you’re considering a drainage improvement, access or parking upgrade, new building, playground redevelopment or wider property programme, talk to Hoskin early. We’ll help identify the best way forward and stay alongside you through delivery.

Project management | Civil engineering | Environmental and planning | Asset management Kevin Hoskin Managing Director 027 571 9125

Grace Henty General Manager 021 075 1959

Whangarei Office 113 Bank Street Whangarei 0110

Kerikeri Office 460 Kerikeri Road Kerikeri 0293

Health | Wealth

Extremist views surface in classrooms Secondary teachers say they’re hearing more racist, antisemitic and misogynistic views from students, along with neoNazi symbols and language. The PPTA Te Wehengarua wants help to respond. In June the union called for a writer to produce guidelines for members on extremism in the classroom, on a $10,000 plus GST contract. The work follows a 2025 PPTA conference paper, which argued that “teachers and schools should not be left to face these challenges alone”. PPTA president Chris Abercrombie, a history and social studies teacher, said in June that he’d had students deny the Holocaust in class and write essays arguing that not everyone deserves human rights. It wasn’t happening in every school or with every student, he said, but it was becoming more common. The union’s brief goes wider than the far right. It lists the “manosphere”, “trad-wife” culture, pro-anorexia content, 50 | Term 4, 2026

homophobia and transphobia, Islamophobia, antisemitism and anti-Māori racism.

language that signalled white nationalism while leaving room for denial.

How it reaches students

Abercrombie also said the PPTA women’s committee’s submission on the Deepfake Digital Harm and Exploitation Bill described boys taking upskirt photos of students and teachers, which he saw as part of the same online extremist behaviour. The member’s bill passed its first reading in May and is due back from select committee by 19 November.

Abercrombie said students were picking these views up online. When he watches World War II documentaries on YouTube, he said, the recommendations that follow include some very unpleasant material. The conference paper calls platforms like YouTube pipelines to extreme content. It says farright messaging is rarely explicit and travels through memes, coded language and in-jokes that many teachers won’t recognise. Some teachers have noticed a lot of exposure to extremist content among new Year 9 students, it says, and the pressure is likely to get worse. The coded approach isn’t new. The Royal Commission of Inquiry into the Christchurch mosque attacks found a small number of alt-right groups in New Zealand, some targeting universities for recruitment. They avoided openly racist statements and used

What schools have now The Ministry of Education said in June it was still considering the union’s report. It said the curriculum includes tools to help students recognise misinformation and extremist content, and pointed to its partnerships with Netsafe, Network for Learning and Bullying-Free NZ. The PPTA wants more. Its paper asks the Ministry for professional learning for every teacher on responding to harmful online content and managing classroom discussions, a national strategy

By Ben O’Connell

“Extremist ideas are reaching classrooms in coded language, memes and online content that teachers may not recognise.”

on digital and media literacy, and confidential ways for students to report extremist content or grooming. It also proposed that members consider a future collective agreement claim for a digital citizenship and wellbeing lead in every secondary school. The paper warns against shutting debate down, too. When there’s no room for nuanced conversation on complex issues, it says, extremists can start to seem reasonable. The guidance is meant to help teachers handle those discussions with sensitivity and confidence. The PPTA hasn’t said when it will be published.

RESIDENTIAL & COMMERCIAL EARTHWORKS & DRAINAGE

SERVICE CONNECTIONS

RESIDENTIAL & COMMERCIAL

Water, Wastewater, Stormwater and Service Connections. Make James your preferred contractor.

From commercial drainlaying to residential service connections and earthworks, we have the skills for your job.

Need a drain fixed, or perhaps even upgraded? We specialise in all types of repairs and maintenance.

Phone

027 828 1237

james@jwldrainage.co.nz

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Creating lasting tributes in Taranaki Taranaki-owned and operated, Headstones Taranaki are a compassionate and professional service dedicated to helping families create meaningful, lasting tributes for their loved ones. With a strong focus on quality workmanship and personal care, the team understands the importance of honouring a life in a way that feels both respectful and enduring. Specialising in new headstones as well as the restoration of existing memorials, Headstones Taranaki offers a wide range of services to meet individual needs. Whether families are looking to design a brand-new memorial or breathe new life into an older headstone, the team brings skill, attention to detail, and sensitivity to every project. Their restoration services include cleaning, repainting, and second inscriptions, ensuring that ageing memorials are carefully refreshed while preserving their

original character. This allows families to maintain and honour existing sites for generations to come. For those seeking something more personalised, Headstones Taranaki also offers custom stonework and unique memorial designs, working closely with clients to create something truly special.

during what can often be a difficult time.

Every memorial is crafted with care, recognising that each piece represents a deeply personal story. The team takes pride in guiding families through the process, offering support and understanding

With a reputation for reliability and thoughtful service across the region, Headstones Taranaki is committed to delivering highquality results that stand the test of time. Their combination of

experience, craftsmanship, and genuine care ensures that every memorial is a fitting tribute. For families in Taranaki looking to honour and remember loved ones, Headstones Taranaki are a trusted, local service dedicated to creating memorials that will be cherished for years to come.

We carry out all types of memorial headstone and stone works across Taranaki. New headstones | Restoration work | Second inscriptions | Repainting and cleaning of existing headstones

We also specialize in unique headstones made from local stone with carved art work and inscriptions, created by local artists.

m Tiny Austin: 021 663 199 k tiny@headstonestaranaki.co.nz K headstonestaranaki.co.nz

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. Ampelite is the market leader in commercial fibreglass roofing applications with its key products here being: 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. Further to these products, Ampelite’s extensive range includes multi-wall polycarbonate products like Thermoclear and Thermoclick, roofing ventilation products for both residential and commercial use through the Ampelair ventilator range and the Panorama soffit lining system. To find out about these products and more visit us online at www.ampelite.co.nz or call 0800 267354 to find your closest stockist/distributor.

Webglas in school walkway applications

Health | Wealth

Could zoning reform improve education equity?

A team of University of Auckland researchers is testing whether fixing school inequity might start with zoning maps rather than classrooms. Since the study was announced, Auckland Council has started redrawing the map they’re studying. The study is funded by a US$75,000 Spencer Foundation Racial Equity Research Grant, the first Spencer grant awarded to University of Auckland Business School researchers. It will look at what happened after Auckland’s 2016 upzoning, which rezoned three-quarters of the city’s residential land for medium- and high-density housing. Before 2016, large parts of Auckland allowed only lowdensity, high-cost housing. That kept many suburbs out of reach for families who couldn’t afford a standalone house on its own section. The researchers are asking two questions. Did loosening the rules let lower-income families move into wealthier neighbourhoods? And if they did, did their children end up at higher-performing schools? The first has an early answer. The team’s preliminary research indicates the 2016 reforms 54 | Term 4, 2026

enabled low-income households to move to higher socioeconomic neighbourhoods. The second is what the grant pays for. Lead researcher Dr Sam Stemper, co-investigator Associate Professor Ryan GreenawayMcGrevy and Business School doctoral candidate Jia Liu will use geospatial analysis to track where families moved after 2016. They’ll then check whether school-aged children in those families gained access to higherperforming schools. “Auckland’s 2016 zoning reform created a rare large-scale experiment that allows us to study how housing markets shape access to neighbourhoods and schools,” Stemper says. “While upzoning is often discussed as a tool to improve housing affordability, its potential impact on educational equity has received much less attention.” According to the university, no city had upzoned enough residential land before Auckland for researchers to test whether large-scale zoning changes could meaningfully influence educational opportunity. Where you live decides where you enrol Under an enrolment scheme, a state school sets a home zone

“Auckland’s 2016 zoning reform created a rare large-scale experiment that allows us to study how housing markets shape access to neighbourhoods and schools.” - Dr Sam Stemper

around it. “If you live within a school’s home zone, your child automatically qualifies to enrol,” the Ministry of Education says. Families outside the zone compete for whatever out-ofzone places the school offers, usually by ballot. In Canterbury, those places are shrinking. High schools across the region have cut back or removed out-of-zone places, with population growth and buildings at capacity among the reasons. The squeeze is sharpest at Christchurch’s single-sex and large co-educational schools. Christchurch Boys’ High School has cut its out-of-zone places from 144 to 111. For some families that leaves one way in, which is moving into the zone. The move has to be genuine. Christchurch Boys’ High’s enrolment page passes on the Ministry’s warning about “the possible consequences of attempting to gain unfair priority in enrolment by deliberately

giving a false address or by making an in-zone living arrangement which they intend to be only temporary”. That ties school access to the housing market, and it’s the link Greenaway-McGrevy wants to test. He says zoning rules often reinforce disparities by limiting high-income neighbourhoods to expensive detached homes, which shuts lower-income families out. “Removing such barriers through upzoning to allow more affordable housing types like townhouses or apartments offers a potential tool to improve educational access,” he says. Auckland is already redrawing that map, with the council’s revised Plan Change 120 concentrating taller buildings within 10 kilometres of the city centre and leaving about 85% of the urban area on the 2016 rules, and final decisions are expected in mid-2027.

291 Palmerston Road, Gisborne

Education isn't always black and white

Proudly serving Gisborne, Wairoa and the East Coast

Safe, reliable, professional Looking for unparalleled electrical services in the Waikato region? Rivertown Electrical is your go-to, specialising in a wide range of electrical solutions. Whether you need domestic, rural, commercial, or industrial services, our skilled electricians are ready to deliver top-tier and unmatched customer care. Superior service options Rivertown Electrical provides an extensive array of services. From routine maintenance checks to complex installations and emergency repairs, our team ensures your electrical systems function flawlessly. Our expertise covers everything from rural installation and servicing to domestic installation, maintenance and servicing. No job is too big or too small for us. Deep local roots and expertise Located in Huntly, we are deeply embedded in the Waikato community and understand its unique electrical needs and

and use only the best tools and technologies, guaranteeing the highest quality of workmanship. Reach out for exceptional electrical services

challenges. Our local knowledge not only helps us deliver effective solutions but also guarantees compliance with regional safety standards, giving you peace of mind that your electrical work is done right. Customer satisfaction: Our core commitment We prioritise our clients’ satisfaction above all else. Rivertown Electrical is dedicated to exceeding your expectations through our responsive customer service, punctuality, and commitment to solving your electrical issues swiftly and efficiently. We listen to your needs and tailor our

services accordingly, ensuring a personalised experience every time. Safety and quality standards Safety is number one to us at Rivertown Electrical. We adhere to strict safety standards, and all our work is compliant with national regulations. Our electricians are well-trained in the latest safety protocols

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Health | Hydration

Make water the easiest option Most schools already have what they need to keep students hydrated. The work is making sure it gets used. Fountains and taps should be clean, working and easy to reach, and students should be able to refill a bottle when they need to rather than waiting for a single drink break. It’s a legal duty too. Under the Water Services Act 2021, schools must provide safe drinking water on site, and Ministry of Education guidance asks them to flush their taps at the start of each day. Plenty of students aren’t drinking enough. Surveys of 11,720 children and teenagers across 13 countries, published in 2016, found about 60% of children and 75% of adolescents fell short on water from drinks. Water regulates body temperature, helps with digestion and carries oxygen around the body, and children lose it faster when they’re active or the weather is warm. Talitha Best, a professor of psychology at CQUniversity in Australia, says even mild 58 | Term 4, 2026

dehydration raises cortisol, the stress hormone, which can leave children nervous, tense and irritable. That’s a hard state to learn in.

of Otago, says there are signs hydration affects how students learn. “But how much it actually affects their learning, we’re not sure.”

The research on learning itself is promising but mixed. In a 2020 German trial with 250 students in grades 5 and 6, drinking up to about a litre of water over the school morning was linked to better memory. In a 2019 US trial, nine to 11-year-olds who drank the most were better at switching between mental tasks.

The Ministry of Health’s food and nutrition guidelines for children and young people give a guide to how much. They suggest about 1.2 litres a day from drinks for four to eightyear-olds, 1.4 to 1.6 litres for nine to 13-year-olds and 1.6 to 1.9 litres for teenagers, with boys at the higher end. Very active students may need more. The same guidelines name water and low-fat milk as the best drinks for

Jim Cotter, a professor of physical education at the University

“Students should be able to refill a bottle when they need to, not wait for a single drink break.”

children, and recommend giving them a reusable water bottle to take to school. Best’s advice covers how students drink. She recommends proper drinks of 250 to 300ml through the day rather than small sips, with water breaks at set times. In class, that means letting students drink when they’re thirsty and building a drink into transitions, especially before sport and after lunchtime play. Term 4 needs extra attention. Athletics days, camps and outdoor learning all push fluid needs up, and students should drink before, during and after exercise. The Ministry of Health guidelines say sports drinks aren’t necessary for most children, and plain water is the best choice for exercise under 60 to 90 minutes. Water has no sugar and costs nothing from a tap. What else schools provide is still up to each school, after the Government decided in 2024 not to go ahead with a proposed duty to provide only healthy drinks. A quick walk around the fountains, taps and refill points before the athletics carnival is a good place to start.

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What happens to your school’s waste? From classrooms and grounds to science labs and maintenance sheds, schools deal with far more than everyday rubbish and recycling. And knowing what goes where, and what happens to it next, isn’t always straightforward.

containment, collection, treatment or disposal and the required documentation. The same expertise extends to other challenging materials including paints, solvents, oils, batteries, contaminated materials and other hazardous waste.

Most school waste is familiar: general waste, recycling and cardboard collected as part of the weekly routine. But look beyond the everyday bins and there’s a much bigger picture.

It’s all part of a much bigger waste network. What looks like a bin at the school gate connects to people, specialist equipment, processing and treatment facilities, data and expertise working behind the scenes to find the right destination for different waste streams.

There’s green waste from the grounds, larger volumes from school clean-ups, refurbishments or property projects, and materials from maintenance that can’t simply go into a standard bin. Schools may also have liquid waste and other materials that need a more specialised approach. And what happens after collection matters too. Across Enviro NZ’s network, different waste streams follow different pathways. Green and food waste can be turned into compost, recyclable materials recovered, and some unrecyclable plastics processed into Process Engineered Fuel as an alternative energy source. Landfill gas can be captured and used to generate energy, while waste data can help schools better understand what they’re producing and make more informed decisions about how they manage it.

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Then there are materials that require specialist attention. Science laboratories and preparation rooms can accumulate unwanted, expired or legacy chemicals and chemical reagents over time. Knowing exactly what you have, how it should be classified and how to safely dispose of it isn’t something schools should have to work out alone. Enviro NZ’s specialist teams can help identify the right pathway, from assessment and classification through to suitable ENVIRO NZ | MAKING IT MATTER

The Bin is just the beginning. One school. Multiple waste streams. One solution. There is a lot more to managing a school’s waste than emptying the bins. From everyday collections to specialist materials, Enviro NZ can help you take care of it.

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Technology

What AI means for students’ critical thinking By Ben O’Connell

Most teachers think AI is already hurting students’ critical thinking. Of the teachers surveyed for an Education Review Office review released at the end of July, 57% said AI has had a negative effect on students’ critical thinking, rising to 72% at secondary level. Far fewer students agree, at 21%, but some see it. “It gives you the answer, but you don’t do any thinking for yourself,” one told researchers.

work, draft communications, plan lessons and tailor resources. Three in four students use it for schoolwork too, mainly to find information and generate ideas. Use by leaders and teachers didn’t vary with a school’s socioeconomic level. “We didn’t discern differences there in terms of equity or a digital divide,” Chief Review Officer David Ferguson told RNZ.

A small group of teachers has opted out on principle, citing the example it sets for students and the effect on creativity and independent thought. For everyone else, the question is no longer whether students use AI, but what they give up when they do.

The habit is also hard to break. Around 38% of secondary students and 19% of primary and intermediate students reported using AI in ways they knew they shouldn’t for schoolwork, often when work felt repetitive, when they felt they already understood it, or when other subjects competed for their time. As one primary student put it, “It’s addictive, if you use it once then you just can’t stop using it.”

Uptake is already high. ERO found more than nine in ten school leaders and more than four in five teachers use AI, mostly to cut administrative

Assessment looks better. Just 14% of students reported using AI inappropriately for assessed work, and almost three quarters said they never had. Secondary

62 | Term 4, 2026

students were the exception, with 19% reporting inappropriate use and a further 9% unsure whether their use crossed a line. Few get caught. Only 6% of secondary students said they had been. Students generally understand that AI is off limits in assessment unless a teacher allows it. Written rules are patchier. At secondary level, 77% of schools have a policy on AI in assessment, reflecting NZQA requirements, but fewer than one in four primary schools do. Nearly three quarters of teachers had never seen the Ministry’s guidance on generative AI, and only about a quarter of schools have rules for students’ everyday use, which leaves individual teachers to make their own calls. ERO wants a national AI in education framework and clearer national policies on teacher and student use. “This is a big deal for schools in terms of keeping everybody safe, making sure they’re maximising the potential in terms of using it,” David told

“Young people are curious, adaptable and incredibly capable – but many are navigating technologies that adults don’t yet fully understand. “ - Brent Carey

RNZ. Some schools are already there, with internal policies, designated AI champions on staff and expectations set with students. ERO holds them up as models for a more strategic approach nationally. The review, Ready or not: How are schools responding to Artificial Intelligence?, drew on almost 4,000 survey responses from students, teachers, leaders and parents, along with interviews, focus groups and visits to eight schools.

Technology

Beyond the classroom Separate research released in August found the same gap outside school. Netsafe, the Artificial Intelligence Safety Forum and The Light Project surveyed more than 1,200 New Zealanders aged 13 to 24, with support from the Spark Foundation, and almost nine in ten had used generative AI in the past six months. Netsafe chief executive Brent Carey said the argument about access is over. “The conversation has moved well beyond whether young people should be using AI. They already are. The challenge now is making sure the adults around them understand the technology well enough to help them use it safely, critically and confidently.” Of those surveyed, 30% had used AI for personal advice or emotional support, often because it felt easier than talking to a person, or because they didn’t expect to be judged. Many said they worried about relying on it too much, and wanted the adults in their lives to understand what AI can do and where its 64 | Term 4, 2026

limits are. Only 31% would go to a parent or caregiver first if something went wrong online, and almost one in four wouldn’t know who to ask or would tell nobody. Fear of trouble, embarrassment and a belief that adults don’t understand AI were the main barriers. Nikki Denholm, director of The Light Project, put the onus on adults. “Young people are curious, adaptable and incredibly capable – but many are navigating technologies that adults don’t yet fully understand. As their guardians, the most protective thing adults can do right now, is to build their own knowledge of AI – and create positive, informed, and shamefree conversations where young people feel safe to ask questions, speak openly, and seek support.” The harm isn’t hypothetical. Nearly seven in ten respondents had met at least one AI-related harm, including misinformation, AI-generated scams, misleading content, unsafe advice and deepfakes. About one in nine had experienced a deepfake or knew someone who had.

“The conversation has moved well beyond whether young people should be using AI. They already are. The challenge now is making sure the adults around them understand the technology well enough to help them use it safely, critically and confidently.” - Brent Carey

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“AI does not remove the need for advanced digital skills. It makes them even more important.” - Graeme Muller

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Shannon Novak, director of the Artificial Intelligence Safety Forum, said adults and institutions are struggling to keep up. “AI is evolving faster than many adults, schools and organisations can adapt. The answer isn’t to discourage young people from using it – it’s to equip them with the skills to question what they’re seeing, recognise misinformation, protect their privacy and understand where AI can help and where it can’t. AI literacy is becoming as fundamental as digital literacy.” Young people weren’t asking for less technology. More than half named better information for young people as the top priority. Stronger privacy protections, better education on deepfakes and scams, and more guidance for parents and whānau were also on their list. A thinner pipeline Tech New Zealand warns the foundations of the country’s digital workforce are under pressure at the same time. Participation in NCEA technology subjects fell about 2% a year between 2015 and 2024, and the share taking science, technology and maths subjects dropped from the high 80% range to below 75%. International recruitment

is also playing a smaller role. Only 729 visas were approved for ICT jobs in 2024, down 67% on the year before. Chief executive Graeme Muller said that’s not a passing dip. “This is no longer just a leaky pipeline. It is a structural challenge.” He wants stronger foundations, clearer pathways and better coordination between industry, government and education. The report also flags an “AI paradox”. AI tools can help people complete some digital tasks faster, but can add code complexity, technical debt and security risk when used without enough expertise. “AI does not remove the need for advanced digital skills. It makes them even more important,” Graeme said. Is something being lost? Most teachers believe AI has already had a negative effect on students’ critical thinking. Some students say the shortcut is hard to give up once taken. Nearly a third of young people have used AI for personal advice or emotional support, and only 31% would go to a parent first if something went wrong online. Neither study calls for young people to stop using AI. Both say adults need to understand it well enough to answer the question.

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News

School pulls back from Facebook as deepfake fears grow By Ben O’Connell

A Palmerston North primary school has told parents it will stop posting photos of students on Facebook from Term 4, which starts on 12 October. Takaro School will share event photos through its private school platforms instead. The shift comes as reported deepfake incidents involving New Zealand schools climb sharply. Netsafe, the approved agency under the Harmful Digital Communications Act, recorded more than 30 school-related deepfake reports in the first half of 2026, up from single figures in 2024. Those figures come from a report Netsafe published in August with the Artificial Intelligence Safety Forum and The Light Project.

The report found synthetic sexual imagery was the second-largest type of AI-related harm reported to Netsafe, after AI-enabled scams. Frontline services are seeing more young people use “nudify” apps on photos of their peers. It said students had made deepfake videos of teachers and classmates, and one account’s video reached more than 150,000 views. The Ministry of Education told Newstalk ZB it doesn’t collect data on deepfake incidents involving students. Police told the station it’s becoming increasingly difficult to tell an AI-generated image from a genuine photograph. New research adds a parent’s view to those numbers. A study of New Zealand parents

released in July found 75% still worry AI could be used to create fake images or conversations involving their child, even though 77% said they feel comfortable talking to their children about online risks. 44% of parents are not confident their child can tell AI-generated content from the real thing, and 37% doubt their child understands that AI tools can produce inaccurate or misleading content. Mark Gorrie, a cyber safety executive with two children of his own, said the old warning signs children were taught to look for, clumsy wording or a grainy photo, have largely disappeared. “A harmless photo your child posted can be altered, passed on, and turned into leverage.” The same research found 36% of parents have already taken

steps to limit AI-related risk, such as restricting apps, monitoring online activity, or talking to their children specifically about AI. The policy response is still catching up. In March, Parliament’s Education and Workforce Committee recommended banning ‘nudify’ apps and restricting deepfake tools in the final report of its inquiry into online harm to young people. The Government introduced a bill to ban under-16s from social media on 24 August. With ACT and NZ First opposed, it won’t get a first reading before the 7 November election, and Prime Minister Christopher Luxon says it’ll be picked up after the vote. Separately, ACT MP Laura McClure’s Deepfake Digital Harm and Exploitation Bill would amend the Crimes Act and the Harmful Digital Communications Act to cover intimate images that are “created, synthesised, or altered”. It passed its first reading unanimously on 20 May and was before the Social Services and Community Committee at the time of writing.

“A harmless photo your child posted can be altered, passed on, and turned into leverage.”

70 | Term 4, 2026

Ending Facebook posts is a modest, low-cost step for one school. It also shows the old trade-off, the community value of sharing school life online against a background level of privacy risk, being weighed again now that any public photo can be turned into fake sexual imagery.

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New EarnLearn Gateway offers students a headstart on trades careers Secondary school students considering a career in the trades can now gain more credits, relevant industry experience and a stronger pathway into an apprenticeship through EarnLearn’s enhanced Gateway programmes. Responding to feedback from schools, EarnLearn has redesigned its Gateway offering in plumbing, gasfitting and drainlaying (PGD) and electrical trades. The changes bring the programmes into closer alignment with apprenticeship pathways and provide students more opportunities to gain relevant credits and industry experience while still at school. Coming into effect in 2027, the changes include new Level 2 and Level 3 programmes in PGD and electrical. Previously, EarnLearn offered only one programme for each trade, which included Level 1 credits. EarnLearn’s Gateway programmes give Year 11–13 students structured exposure to PGD and electrical trades, while earning NCEA credits and building confidence in their next steps after school. EarnLearn has also modernised the delivery of its Gateway programmes, with the introduction of an online learning platform, making it easier for schools and learners to access learning resources, complete assessments and track progress. EarnLearn Regional Manager and Gateway programme lead, Donna Coghlan, says the changes are designed to help students get even more value from their Gateway programmes. “Gateway gives students the opportunity to experience a trade 74 | Term 4, 2026

“For schools, (Gateway) helps strengthen relationships with local employers and creates valuable pathways for students from education into employment.” - Donna Coghlan

career before committing to a job or apprenticeship. It helps them build practical skills, understand workplace expectations and make more informed decisions about their future. “The new programmes provide a stronger pathway into the trades by aligning learning with apprenticeship requirements and increasing the number of credits students can achieve while still at school.”

EarnLearn Gateway At a Glance: New Level 2 and Level 3 programmes Students can now choose from dedicated Level 2 and Level 3 pathways in Electrical and Plumbing, Gasfitting and Drainlaying (PGD). Stronger apprenticeship pathways Programmes have been redesigned to better align with apprenticeship training and provide more opportunities for students to gain relevant credits while still at school.

Gateway also delivers benefits for employers and schools, says Coghlan. “For employers, Gateway is an opportunity to connect with young job seekers, identify potential future apprentices and see how they adapt to the realities of working and training.

Real industry experience Students gain practical exposure to trade careers, workplace expectations and employer environments, helping them make informed career decisions. Flexible online learning A new online learning platform makes it easier for learners to access resources, complete assessments and track progress. Benefits for schools Supports stronger schoolto-work pathways and connections with local employers and industry.

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News

Pictured (left to right) - Tim McGuire (General Manager ImpacTex), Brook Pannell (General Manager, Argyle Schoolwear), Jeff Vollebregt (Co-Founder and CEO ImpacTex), Anthony Caines (Head of Sales, Argyle Schoolwear)

Argyle Schoolwear partners with ImpacTex to bring textile recycling to schools Argyle Schoolwear has partnered with ImpacTex Textile Recycling to introduce an easy and affordable textile recycling service for schools across New Zealand. The initiative gives schools a practical way to recycle unwanted uniforms, sportswear and textile waste, helping divert valuable materials from landfill while supporting more sustainable practices. Through the partnership, schools within the Argyle Schoolwear network will receive an exclusive 25% discount on ImpacTex’s textile recycling services. The service is available year-round with no minimum quantities, making it simple for schools of any size to participate. All textiles are recovered and processed here in New Zealand, where they are transformed into a range of innovative products, 76 | Term 4, 2026

including durable 100% recycled panels that provide a sustainable alternative to materials such as polyester, corflute and PVC. Schools will also receive an annual Impact Statement detailing the kilograms of textiles diverted from landfill and the estimated emissions avoided, allowing them to measure the positive impact of their recycling efforts. The partnership reflects a growing focus on sustainability within school communities by making textile recycling more accessible, measurable and cost effective. “At Argyle Schoolwear, our first priority is always to provide quality uniforms that are made to last,” says Brook Pannell, general manager of Argyle Schoolwear. “But when garments do reach their useful end it’s great to have a solution that keeps them out of landfill and creates a practical alternative use.

“We’re delighted to be partnering with Argyle Schoolwear to help schools give their end-of-life uniforms a second life. Every uniform collected is one less item going to landfill and another step towards a more circular future for New Zealand,” says Jeff Vollebregt, ImpacTex CEO and co-founder. Argyle Schoolwear partners with approximately 300 schools across New Zealand to design, manufacture and supply quality school uniforms. Founded 75 years ago, Argyle combines decades of experience with a commitment to innovation, sustainability and customer service. Argyle provides uniforms and sportswear to schools’ uniform shops, retailers and directly online. ImpacTex is a proudly New Zealand-owned and operated textile recovery and recycling company helping organisations give unwanted textiles a second

life through innovative, onshore recovery solutions. Working with businesses, government agencies and organisations across the country, ImpacTex provides secure, responsible end-of-life solutions for a wide range of commercial textiles, including uniforms, workwear, curtains, carpets and promotional materials. Through tailored collection programmes and advanced recovery processes, the company diverts textile waste from landfill, maximises resource recovery, and supports customers in achieving their sustainability, circular economy and ESG objectives. Wherever possible, recovered materials are recycled into new products or repurposed for beneficial reuse, creating practical environmental outcomes and helping transform textile waste into valuable new resources for the future.

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Worth keeping afloat For many schools, Term 4 is when the cover comes off the pool. After a winter sitting idle, the plant needs a look, the water needs balancing and someone has to confirm a qualified tester is on hand. It’s easy to treat as a routine chore. It’s worth doing properly, because fewer schools have a pool to open. In 2017, Water Safety New Zealand counted 156 school pools that had closed in the previous five years, with another 130 at risk. The Ministry of Education said then that about 60% of schools had a pool. In late 2018, Stuff put the five-year figure at 165. In 2022, the organisation’s then chief executive, Daniel Gerrard, told the Education Gazette that “the days of every school having a school pool have moved on.” Children’s water skills haven’t kept pace. Water Safety NZ found in 2025 that fewer than a third of 10-year-olds could keep themselves afloat for two minutes, according to Gavin Walker, its general manager of partnerships and funding. Walker credits water survival education with halving the drowning risk for young people over the past 78 | Term 4, 2026

decade, but he doesn’t see that gain as locked in. “Reduced drownings will only continue if we can sustain, preferably increase, effort in water-survivalfocused education,” he said. That effort lost a funder in 2025, when ACC stopped $1.1 million that had paid for water safety training for about 20,000 children a year, particularly in communities that can’t afford private lessons. Glen Scanlon, Water Safety NZ’s chief executive, said about 150,000 school-age children already miss out on a quality programme. For a school that still has a pool, those numbers change what the pool is. For some tamariki, it may be

the only regular time they get in the water. A pool that fails is hard to get back. The Ministry of Education doesn’t count a pool as a School Property Guide entitlement, so there’s no funding to build or replace one. Upgrades such as resurfacing can’t come out of the property maintenance grant either. They need board funds or 5 Year Agreement money. Day-to-day running is covered, but only for Ministry-owned pools. Those boards get operational funding calculated on the pool’s area, meant to pay for chemicals, water, heating, testing, the caretaker’s time, painting, fence repairs and filtration

“Reduced drownings will only continue if we can sustain, preferably increase, effort in water-survivalfocused education.” - Gavin Walker,

servicing. There’s no top-up when community use outside school hours pushes costs up. A boardowned or community-owned pool gets no operational funding, and the board pays for its upkeep and repairs. Keeping a pool open comes down to the basics. A trained staff member, often the caretaker, has to oversee the water quality. If they’re away, the pool can’t be used, so it pays to train a second person. A water sample goes to a lab every month, and a supervisor must be there whenever children swim. Pool chlorine and acid must be stored apart, because they give off a toxic gas if they mix. Small repairs caught early keep a pool running, and every summer it stays open means more lessons for children who might not get them anywhere else.

Swimming Pools

Pool Chemicals Directmaking it easy to keep your pool sparkling clean As soon as it’s warm enough, your tamariki and rangatahi will be excited to get back into your school pool. Make sure you have your pool ready with help from the team at Pool Chemicals Direct. Keep your tamariki and rangatahi safe by making sure your pool water is sparkling clean and healthy. If you haven’t given your pool the love it needed over winter you will need to give it a shock dose and do some testing and balancing prior to getting the water ready for swimming. As well as supplying chemicals, maintenance and testing equipment you need, our website has some helpful information about how to get a neglected pool ready for swimming. In particular our Frequently Asked Questions page could be of use when

preparing for term 4. www.poolchemicalsdirect.co.nz/ blogs/chartsandguides/faqs Pool Chemicals Direct provides an extensive range of costeffective and high quality swimming pool chemicals to help keep your pool clean and healthy, including chlorine granules, liquid chlorine, trichlor tablets, PH Buffer, and everything else you need. We are a one stop shop for all your pool chemical requirements, and we are here to help.

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Healthy relationships at work come from positive connections, communication and support.

Maintaining a thriving relationship Communicate openly and listen actively Clear, respectful communication helps build trust and understanding. Whether you’re working with students, their parents, or colleagues, listening carefully and expressing yourself openly can strengthen relationships and reduce misunderstandings. Lead with respect

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Everyone brings different perspectives and needs. Showing respect, even during challenging conversations, helps create environments where people feel valued and heard. When conflict arises, address it constructively at an appropriate time. Work towards shared goals Strong relationships are built through collaboration. For example: supporting student achievement, improving classroom practice or contributing to school initiatives. Be flexible and willing to compromise

Schools are busy and complex environments. Being open to different viewpoints and adapting when needed helps maintain positive working relationships. Offer and accept support Teaching can be rewarding but demanding. Celebrate successes and effort, and seek or provide support during difficult periods. Healthy relationships involve mutual care and understanding. Maintain healthy boundaries Set realistic expectations around your time, workload, and availability to avoid overextending yourself – which in turn helps protect your interactions with others. Nurture relationships regularly Relationships thrive when they are intentionally maintained. Taking time to connect with colleagues or students and invest in important personal relationships can make a significant difference to your wellbeing and job satisfaction.

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Asbestos | Demolition

The asbestos school holiday squeeze The work still gets done, just in shorter shifts, at unsociable hours, around a building that has to be handed back fit for students by the morning. An asbestos job is a sequence rather than a single visit, taking in setup and enclosure, the removal itself, then clearance before anyone can reoccupy the space.

Asbestos removal has to happen when students are off site, which makes the school holidays the most contested weeks in a removalist’s year. Monique Heaps of The Roofing Specialists, which carries out asbestos work in the education sector, suggests principals whose schools source an asbestos contractor directly, rather than going through a main contractor, factor the holiday periods into their planning as early as possible. Her firm sends an automatic reminder to the main contractors it works with in the education sector roughly a month before each school holiday break, giving them a chance to confirm upcoming asbestos works and secure space in the schedule. “As you can imagine, these periods

Compressing that into nights and weekends is possible, but rarely cheaper, and it leaves very little room for anything to go wrong. One condition, an empty building, ends up setting both the price and the programme. are in high demand and do fill quickly,” Monique says. With asbestos removal needing to be undertaken outside normal school operating hours, completing the work during school holidays is “often the

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82 | Term 4, 2026

safest and most cost-effective option”, Monique says. Where holiday scheduling isn’t possible, the job moves to nights or weekends, which she says can result in additional costs and more complex planning.

The timing pressure has sharpened since April, when the Ministry of Education made its Accredited Asbestos Services List compulsory for all school asbestos work, planned or reactive, from a one-off survey through to a major

Asbestos | Demolition

“Principals should identify asbestos-related works early and engage their contractor well ahead of the school holidays.”

refurbishment. Schools no longer choose from the open market. They choose from a national register that, at last count, held 67 accredited removal companies alongside 39 consultancies and 16 laboratories. That register took the vetting job off schools, which was the point of it. It also means the whole sector is drawing on one finite pool of removalists, all of them working to the same school calendar, and that’s the pressure Monique points at. Three short breaks and a summer, one accredited list, and roughly 2,500 schools deciding when to ring. There’s plenty of work waiting to be scheduled. The Ministry’s property portfolio runs to

more than 16,000 buildings, around a third of them over 50 years old, and any put up before 2000 is likely to contain asbestos. Most of it does no harm at all where it sits. It only becomes a problem when someone disturbs it, which is exactly what maintenance, refurbishment and demolition programmes do. That’s why any school where asbestos is found or presumed must hold an asbestos management plan recording where the material is and how it’ll be handled. Monique encourages principals to identify asbestos-related works early and engage their contractor well ahead of the school holidays.

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Term 4, 2026 | 83

Asbestos | Demolition

Start at the top: school roofs

In an older school, the asbestos most likely to get disturbed is on the roof. Asbestos-cement sheeting was common roofing and cladding on New Zealand buildings, and the Ministry presumes asbestos in any school building put up before 2000. On a school site that usually means the older classroom blocks. The material is bonded rather than friable, so it sits there doing nothing while it’s intact. The trouble starts when someone works on it. Routine roof maintenance is the usual trigger. Water blasting an asbestos-cement roof, or wire-brushing moss off it, breaks fibres out of the surface and carries them into the gutters and the soil. The asbestos regulations ban water blasting outright. Cutting, drilling and sanding do the same thing. New work overhead is the other way in. Solar

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Asbestos | Demolition

panels, heat pumps all need penetrations through the roof, and on an asbestos-cement roof that means drilling into material that needs a survey and asbestos controls first. Age brings a second hazard that has nothing to do with fibres. Asbestos-cement sheeting gets brittle as it weathers, and old roofs give way under foot. None of this argues for pulling the roof off. Bonded asbestos in sound condition is generally best left alone and monitored, which is what an asbestos management plan is for.

Spot the problem in Term 4 and there’s a fair chance of dealing with it over summer. Spot it in the last fortnight of term and you’re talking about nights and weekends.

Where a roof does need work, the same calendar constraint applies as any other asbestos job in a school. It has to happen with students off site, it has to come from an accredited supplier, and the holiday weeks it needs are the ones every other school is after too. Spot the problem in Term 4 and there’s a fair chance of dealing with it over summer.

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