This section presents a range of kete that outline relevant processes and contain useful resources and educational stories to support the growth of Waitaha.
Select from the kete title links or scroll down this page to view relevant kete.
This section presents a range of kete that outline relevant processes and contain useful resources and educational stories to support the growth of Waitaha.
Select from the kete title links or scroll down this page to view relevant kete.
This kete provides useful links and resources to support student and staff wellbeing. It will be updated as required.
Schools and early learning services who need support following the Christchurch terror attack on Friday 15 March, 2019, please contact the Ministry of Education’s Traumatic Incident Team on 0800 848 326 (NZ only) at any time.
If you have any concerns for your safety or for the safety of others, please contact the Police on 0800 115 019. Dial 111 if you require an emergency response.
If your distress and stress symptoms escalate, or you feel you're not coping, please seek help and professional support. Your GP is a good starting point, or you can free call or text 1737 – 24 hours a day, 7 days a week.
Ministry of Education resources
Tips for parents and educators: Supporting children and young people (webpage)
This information from the Ministry of Education outlines the lockdown procedure students may have experienced on 15 March 2019 and how to provide ongoing support to tamariki.
Cultural awareness messages (Word doc)
To support schools to feel confident in their ability to connect and reach out in a cultural appropriate way to their school community.
Ministry of Health resources
Mental health advice for coping after a traumatic event (webpage)
Downloadable documents on this webpage are being translated into multiple languages and the page will be updated as translations become available.
Resources to share with families
Coping after a traumatic event (PDF)
Useful information in a clear concise way from Le Va – a Pasifika community support site. This could be provided as a link for whānau in school communications.
How to talk with your kids about trauma (webpage)
An article from The Parenting Place which outlines strategies for talking with your children.
Helping young people exposed to upsetting content (webpage)
Information from Netsafe to support any children who may have seen online content from the recent terror attacks.
Dr Sarb Johal – Helping young people through the Christchurch tragedy (podcast)
Psychologist and disaster mental health expert, Dr Sarb Johal, explains how to best support children returning to school following the Christchurch mosque shootings.
Dr Sue Bagshaw – Dealing with children’s trauma (podcast)
Christchurch GP discusses ways to support children with trauma.
Coping with trauma following the Christchurch shooting (video)
A helpful video from the University of Washington with advice about coping with trauma.
Post-traumatic stress disorder – Mental Health Foundation (webpage)
Signs of post-traumatic stress disorder and how to access help.
Grow Waitaha stories with a focus on developing wellbeing in schools around Canterbury:
Avonside Girls High School – Wellbeing programme:
The implementation of a school–wide wellbeing programme: Flourishing@Avonside
The Bays Cluster – Developing Wellbeing
This story outlines the year–long process that Bays Cluster undertook as part of a Ministry of Education Wellbeing pilot, supported by Dr Lucy Hone - Director of the New Zealand Institute of Wellbeing & Resilience.
Limitless – Inspirations and aspirations
Limitless is a programme available for secondary students to understand their strengths and passions and to help them explore options for their futures.
Student Wellbeing (overview)
Ministry of Education overview of student wellbeing with supporting guidelines and links.
Wellbeing for staff (overview)
Ministry of Education overview of staff wellbeing with supporting guidelines and links.
Strengthening Student Wellbeing for Success (guide)
Guidelines to Assist New Zealand Secondary Schools and Wharekura in the Provision of Good Practice in Pastoral Care, Guidance and Counselling.
Wellbeing at school (guiding website and resources)
The Wellbeing@School website is designed to support schools to engage with the whole school community in a process of self-review.
Wellbeing at school toolkit (self review tool and resources)
The Wellbeing@School tools are designed to support primary, intermediate and secondary schools to engage in a review process.
Positive Behaviour for Learning (website, programme and resources)
Positive Behaviour for Learning initiatives help parents, whānau, teachers, early childhood centres, and schools address problem behaviour, improve children’s well-being, and increase educational achievement.
Positive Behaviour for Learning (story)
The whole school community at Porirua College has been involved in creating a more successful learning environment after taking up the Positive Behaviour for Learning (PB4L) School-Wide approach.
Guiding Principles for Wellbeing (webpage report)
Schools with good wellbeing practices (webpage report)
This site shares the work of New Zealand experts Dr Lucy Hone,Dr Denise Quinlan, and their team. There is a range of resources available on the site that they have developed.
What is Positive Education? (webpage)
This site outlines how Positive Education focuses on specific skills that assist students to strengthen their relationships, build positive emotions, enhance personal resilience, promote mindfulness and encourage a healthy lifestyle.
The State of Positive Education (report)
An in-depth look at how Positive education blends learning with character and well–being.
IPEN Website (webpage)
The aim of the International Positive Education Network (IPEN) is to bring together teachers, parents, academics, students, schools, colleges, universities, charities, companies and governments to promote positive education. Its goals are to support collaboration, change education practice and reform government policy.
Te Whare Tapa Whā (webpage)
The Ministry of health outlines this Māori health model.
On this University of Pennsylvania website, you will find information about some of the larger positive psychology initiatives from the University of Pennsylvania Positive Psychology Center.
The five ways to wellbeing (webpage)
New Economics Foundation's (NEF) conducted a review of the most up-to-date evidence and found that building five actions into day to day lives is important for the wellbeing of individuals, families, communities and organisations.
Positive Education Model – Geelong Grammar (webpage)
A model that aims to build a positive culture that places wellbeing at the heart of education.
Te Pae Mahutonga (webpage)
Māori health model. Brings together elements of modern health promotion.
Wellbeing at school toolkit (self review tool and resources)
The Wellbeing@School tools are designed to support primary, intermediate and secondary schools to engage in a review process.
The Educultural Wheel (webpage)
A useful diagram that outlines how communities can work together.
AWE Tool (Assessing wellbeing in education) (webpage)
A tool developed to track wellbeing in school communities. (Cost involved)
Tātaiako: Cultural Competencies for teachers of Māori learners (pdf)
Tātaiako: Cultural Competencies for Teachers of Māori Learners is about teachers’ relationships and engagement with Māori learners and with their whānau and iwi.
Ngāi Tahu Education Strategy (webpage)
A strategy to support education that enables the success and well-being of Ngāi Tahu whānau in all aspects of their lives.
Te Whatu Pōkeka: Kaupapa Māori Assessment for Learning (pdf)
A support for teachers to grow their bicultural development by exploring kaupapa Māori assessment and developing their understanding of a Māori world view and bicultural practices.
Ka Hikitia: Accelerating Māori Success
A strategy to guide action to make a significant difference for Māori students in education.
Māori Movement (webpage)
Māori Movement is a health and wellbeing programme that brings together the traditional training of the Māori warriors (both male and female) into a modern interpretation. (Cost involved)
Yoga Warriors (webpage)
The Yoga in Schools programme offers the incorporation of Te Reo Māori through mindfulness movement. Each programme combines the four dimensions of hauora, physical, mental and emotional, social, and spiritual well-being. (Cost involved)
Pause, Breathe, Smile (webpage)
New Zealand organisation who provide training in a mindfulness programme for schools as well as free resources on their site.
App to support meditation and sleep. (Free trial, cost involved.)
Guided meditation and mindfulness app.(cost involved)
Smiling Mind (webpage)
Website with resources to support mindfulness in education.
Youth Mental Health Project (webpage)
The Prime Minister’s Youth Mental Health Project is rolling out programmes and activities in schools, via health and community services, and online to improve the mental health and wellbeing of young people.
Common Ground (webpage)
Helping you to support young people to manage hard times and enjoy happier lives.
An online e-therapy tool developed by Auckland University with support of Ministry of Health.
Youth Mentors (story)
Youth mentor making a difference to students’ school experience.
Lifehack was a systems-level intervention in youth mental health and wellbeing in Aotearoa New Zealand. Suggested resources from Lifehack:
Skylight Resilience Hub (webpage)
The Skylight Trust has developed resources on a range of topics including Loss and Grief, Relationships and Trauma.
This site outlines the work of New Zealand experts Dr Lucy Hone and Dr Denise Quinlan. There is a range of resources available on the site that they have developed.
VIA Character Strengths Survey (webpage, tool)
Survey for older students and adults to identify key character strengths.
Explore links and resources to pin from the Pinterest Wellbeing board.
Some useful wellbeing handles and hashtags:
@PosEdNet (IPEN tweets)
@VIAstrengths (VIA Institute of Character)
@PennPosPsychCtr (University of Pennsylvania Positive Psychology)
This kete provides useful links and resources to support schools to maximise inclusive opportunities for all ākonga. It will be updated as required.
Grow Waitaha stories with a focus on inclusive education in schools around Canterbury:
Allenvale School and Ashgrove School – Inclusive satellite provision
This story describes Allenvale’s satellite provision at Ashgrove School which has resulted in benefits for students from both schools.
Success for All
Success for All is the Government's four year plan of action to achieve a fully inclusive education system.
Inclusive practice in secondary cchools
This resource provides secondary schools with some inclusive practice perspectives and conversation starters.
What an inclusive school looks like
This info sheet from the Ministry of Education examines the various elements of what makes an inclusive school.
Inclusive education website
This website features a collection of practical ‘how to’ guides aimed at supporting teachers and school leaders to meet the diverse needs of all learners. Some of the guides include:
Inclusive practice and the school curriculum
This resource has been developed to build professional knowledge and create a shared understanding of inclusive practice within The New Zealand Curriculum.
Special education online – TKI website
This site is for school and early childhood educators of children or young people with special education needs.
Gifted and talented – TKI website
This site provides support for gifted and talented education in Aotearoa New Zealand.
Enabling e-Learning – Inclusive classrooms
This section of Enabling e-Learning provides ideas, resources, and stories to support you to grow inclusive classrooms.
NZC Update – The inclusion principle
This Update focuses on inclusion. It highlights presence, participation, and achievement as key aspects for success for all students, in particular those with special educational needs.
NZC Online – Inclusion principle
This section on NZC Online draws together research, digital resources, and examples to support schools as they consider the inclusion principle.
Teachers and teacher aides working together
This set of modules is designed for teachers and teacher aides to complete together. Its purpose is to strengthen working relationships, improve role clarity, and build knowledge of inclusive practice that supports student learning.
IEPOnline is for anyone involved in developing or implementing individual education plans (IEPs) to support students with special education needs.
Developing learner profiles
A learner profile tells teachers about students. It sits alongside assessment data. It helps school staff to build relationships with students and to understand things from a student perspective. This can inform planning, classroom layout, and supports to enable students to participate and contribute in all classroom learning.
Inclusive practices tools
These tools are designed to support primary, intermediate and secondary schools to engage in a review process around inclusion.
ERO evaluation indicators
This set of indicators from the Education Review Office’s 2010 report on including students with high needs provide detailed indicators that ERO looks for in inclusive schools.
ERO self review questions
These review questions from the Education Review Office’s 2010 report on including students with high needs can be used by schools to reflect on their inclusive practices.
Learning Environments, Belonging and Inclusion (2016)
This CORE Education white paper will explore some of the ways in which a well-designed and thoughtfully implemented physical learning environment can foster a sense of belonging in learners, which in turn can contribute to their wellbeing and ultimately their success in education.
Inclusive Practices for Students with Special Education Needs in Schools (March 2015)
This ERO report examines how well students with special education needs are included in New Zealand schools.
Education that Fits: Review of International Trends in the Education of Students with Special Educational Needs (July 2010)
The purpose of this review is to outline international trends in the education of students with special educational needs, with the aim of informing the Ministry of Education’s current review of special education.
Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES) (June 2003)
This best evidence synthesis has produced ten characteristics of quality teaching. The central professional challenge for teachers is to manage simultaneously the complexity of learning needs of diverse students.
The Alignment of Innovative Learning Environments and Inclusive Education: How Effective is the New Learning Environment in Meeting the Needs of Special Education Learners?
This article argues that inclusion in an ILE which addresses the needs of students with disabilities has yet to be fully realised, and that an alternative inclusive education (IE) paradigm is required that aligns itself with the new ILE pedagogical environment.
Ministry of Education – Assistive technology
This website provides information on the Ministry of Education’s assistive technology services including:
Inclusive Education – Assistive technologies
Use this guide to identify devices that may support your students and how and when to use them.
Enabling e-Learning – Assistive technologies
Find information, school stories, and resources about assistive technologies.
Virtual Learning Network – Assistive technology
Share and discuss assistive technology options and the ways that both specialised assistive technology and standard technologies can be used to support students.
Partnership with peers supports effective access to learning – A student's perspective
Matt is a Year 13 student at Wairarapa College. In this video Matt, who has low vision, describes how, with technology and the help of friends, he accesses and participates in the curriculum alongside his peers.
1:1 Netbooks - Allowing excellence in the classroom
Tyler is a Year 6 student at Parkvale School. He has dyspraxia. Using a netbook gives him the freedom to write creatively instead of being inhibited by the speed of his handwriting or his ability to form letters.
An inclusive learning environment supported by technology
Visually impaired student Renée Patete describes the difference technology makes to her learning by providing access to the curriculum and enabling ease of communication.
Netbooks - An "onramp" to success in literacy
Using a netbook, Google docs, and blogging has improved learning outcomes, increased engagement, and facilitated ongoing learning conversations between Year 5 student Teva, Kieren – his teacher, and Tania – his mother.
A 1:1 netbook programme makes a difference for all learners
Implementing 1-1 netbooks with the senior classes at Parkvale school is providing opportunities for success. The netbooks have enabled personalised learning to meet the needs of all students.
Working together – Writing with iPads
Avondale School teacher, Rae Marsh talks about how using iPad writing app Screen Chomp has made a difference for one of her Year 5 students in learning how to form letters correctly.
Improving student writing with digital stories
Primary school teacher, Bridget Harrison – Kimi Ora Community School – talks about using digital stories to support students with English as a second language.
An inclusive classroom supporting a learner with ADHD
Wairakei School teacher, Kate Friedwald explains how information and feedback presented visually and orally in her digital classroom are designed to meet the learning needs of Daniel, a student with ADHD.
An inclusive classroom supporting a learner with Aspergers syndrome
Wairakei School teacher, Kate Friedwald and parent, Denise Fuller, explain how Mitchell, a student with Aspergers syndrome, uses an iPad to support his learning needs and develop friendships through social interaction using FaceTime.
Enabling student ownership of learning by providing a differentiated programme for a learner with ADHD
Daniel has ADHD. He and his teacher, Kate Friedwald, talk about how having a must-do/can-do list and an ipad enable him to have ownership and control over his learning.
Using an iPad to support independent writing for a student with ADHD
Daniel, a student with ADHD, and his teacher, Kate Friedwald, explain how he uses apps on his ipad to support his reading and comprehension. He can now structure his own learning because he can see and hear what it is he needs to be doing.
Asperger's syndrome – Making friends using facetime
Denise Fuller, describes the difference using Facetime to connect with others has made to the confidence, self-esteem, and overall happiness of her son who has Aspergers syndrome. The student himself explains why it is easier to connect with others in this way.
Dyslexia – Using an iPad to support learning
Felix is a Year 5 student with dyslexia. He explains how he uses iPad apps like IWordQ to make the process of reading and writing easier.
Planning for differentiated learning at Wairakei School
Wairakei School teacher, Kate Friewald describes how she uses Google Docs to support differentiated learning in her classroom.
Customising access to learning at high school – A student/teacher partnership
Matt is a Year 13 student at Wairarapa College. He has low vision and in this video describes how he makes school work for him.
Removing writing barriers with Google docs and digital technologies
Teacher Kate Friedwald and one of her students share how using writing tools and other collaborative facilities in Google docs has improved student writing.
Inclusion in the classroom
Students at Houghton Valley School made a book using digital photos with simple captions to help prepare a student needing extra support for their first school camp experience.
An inclusive classroom supporting a learner with dyslexia
Teacher, Kate Friedwald explains how careful and consistent presentation of visual information and classroom organisation supported by technology is designed to foster independent learning in Felix, a student with dyslexia. Felix and his mother Julia discuss the benefits of Kate's approach.
Inclusive Education Guide – Universal Design for Learning
This guide provides strategies, examples, and resources to support New Zealand teachers with understanding and using the UDL principles to support planning for all learners.
Enabling e-Learning – Universal Design for Learning
This section on Enabling e-Learning provides information, resources, ideas, and stories about Universal Design for Learning.
Universal Design for Learning spotlight
This NZC spotlight explores the principles of Universal Design for Learning. Find short videos, group activities, and opportunities for personal reflection.
Universal Design for Learning video
Learning facilitator Chrissie Butler discusses Universal Design for Learning (UDL).
Introducing Universal Design for Learning
In this blog you can find out about the origins and principles of UDL and learn how UDL supports the implementation of The New Zealand Curriculum.
Universal Design for Learning in action
This blog features the stories of two teachers who use UDL. These teachers share their understandings and application of UDL, and offer a smorgasbord of inclusive ideas and strategies for you to take away and trial in your own classrooms.
Meeting the needs of all students using a UDL approach
In this short video, Kate Friedwald explains how she uses a Universal Design for Learning (UDL) approach in her classroom. Teaching is based on students' specific needs and learning activities are differentiated and personalised for each learner.
UDL conversation starters
These UDL conversation starters support discussion around the UDL guidelines.
Needs based groups in an inclusive classroom
Kate Friedwald teaches Years 5 and 6 at Wairakei School. In her classroom groups are needs-based rather than ability-based. She and Daniel, a student with ADHD, talk about how this approach has helped him to be a successful learner.
Effective communication for learners with special education needs
Juanita Corbett from Arohanui Special School challenges us to take a step back and think about how we communicate with our students and how we support our students with special education needs to communicate with us.
Smooth transitions for students with special education needs
Students with special education needs experience positive transitions at the Mt Roskill campus thanks to the collaboration and close relationships between teachers, support staff, therapists, and parents.
Johnsonville School – Capturing achievement through learning stories
Learning stories enable teachers at Johnsonville School’s special education unit to show their students are making progress, no matter how small the steps. They also celebrate this learning in meaningful ways with parents and whānau.
Redwood School – A collaborative approach
A collaborative approach between classroom teachers, parents, the special educational needs coordinator (SENCO), senior management, and outside agencies has proven successful in determining appropriate ways to meet the needs of learning support students.
Wellington Girls’ College – Learning support
Learning support teachers at Wellington Girls' College explain how they are integrating the key competencies into their programme, with very pleasing results.
Planning for inclusive learning
Nicky Lewis, e-Learning teacher at Ashburton College, explains how she presents content in a variety of ways to make it accessible for all students to engage with.
The inclusive classroom – Martyn Rouse interview
Education expert, Martyn Rouse points to the successes of inclusive classrooms and describes how these can be developed to provide the right support for young learners in this video.
Inclusion – ‘With’ not ‘for’
In this blog post, Chrissie Butler, a consultant at CORE Education, discusses inclusive design and practices in innovative learning environments.
Ask your students how you can become a better teacher
This CORE blog post encourages educators to consider how they can adopt a universal approach to teaching and learning to make the learning environment effective for all.
Level up your inclusion
In this CORE blog post, Chrissie Butler applies a gaming analogy to valuing and planning for diversity in your learning community.
Inclusive culture in schools transforms communities
Can changing how we address differences in the classroom raise the bar for every student while creating a more compassionate, inclusive culture? Education leader Heidi Heissenbuttel explores a new school model based on inclusivity in the classroom in this video.
Failing at Normal – An ADHD Success Story
Jessica McCabe tell us the story of her life. Once a gifted child with bright future, who later lives a life of a constant failures, because of one thing - her ADHD diagnosis. Until one thing changed everything and she realised, that she is not alone.
Asperger's, not what you think it is
Krister Palo is a 15-year-old student at the International School of the Hague who just happens to have Asperger's syndrome. In his talk, he shares misconceptions about people with Asperger's syndrome, and breaks down some of these popular stereotypes and assumptions.
The Ministry of Education has established a process to work with schools embarking on a ministry-led capital project. This kete provides stories about Canterbury schools' experiences and information about the master planning and design phases for this process. It will be updated as required.
Grow Waitaha has developed a range of stories outlining the journey different schools and stakeholders have taken during the rebuild process.
Sumner School – Master planning journey
Stuart Cameron, principal of Sumner School, shares his school’s experiences through the master planning and design phases of their property development.
South Hornby School – Master planning journey
Simon Moriarty shares ways his school engaged with community, whānau, and students during master planning.
St Marks School – Working with Mātauraka Mahaanui
St Marks school outlines how they worked with Mātauraka Mahaanui to bring their cultural narrative to life during their school's redevelopment.
Mana Whenua: Master planning role (Under development, link to come)
Grow Waitaha school tours videos
In these videos three schools open their doors to share how their teaching and learning spaces enable future-focused education for all learners and their communities.
Cashmere Primary – Working together to create a master plan
These videos describe the master planning process followed by Cashmere Primary School, including how the school selected their design team and engaged with architects and project managers.
The Ministry's key objectives are:
The planning and design process is outlined here:
School input is essential.
The significant teaching and learning expertise within schools and school communities is critical to delivering successful project outcomes.
Beginning the Building Design Process [PDF]
The planning and design process is outlined further in this document.
Education Infrastructure Design Guidance Documents
The Education Infrastructure Design Guidance Documents set out the Ministry’s requirements and guidelines for designing infrastructure on school sites.
Designing Schools in New Zealand
Requirements and guidelines set out Ministry of Education expectations for a design team a developing property project.
The project brief is an important document to guide the design of the school. It sets out the school’s vision for teaching and learning and how that translates to space to enable the school to realise its vision. The brief is owned by the school and the schools should drive its development, with support from the Ministry. There are two parts to the project brief.
1. Education brief: Developing the education brief is led by the school but supported and facilitated by the Ministry, if required. It includes the school's specific vision for teaching and learning and takes into account the school's cultural narrative. This informs how the spaces will be designed and configured internally. The education brief is given to the architect before they begin the master planning process (see below).
2. Technical brief: This includes standardised and school-specific technical guidelines for design-teams to incorporate into their work.
Education Infrastructure Project Brief Template
The project brief template is completed by both the Ministry and the school board of trustees, and is customised for each project.
Project and Site Constraints Table (PSCT)
The PSCT is used by the Ministry and design teams to outline and communicate key physical, cultural, financial, and amenity project constraints and opportunities and confirm how these have been, or are to be, met.
The master plan is a comprehensive long-term planning tool intended to establish and guide the future development of the school site. It reflects a clear vision for the future direction of teaching and learning at the school and is supported by policies, guidelines, and priorities. The master plan will identify priorities for action (based on the educational vision), set out suggested relationships between public and private spaces, plan for activities and uses which may take place in school areas, and identify movement patterns around the school.
The master plan is highly likely to be a multiple staged implementation plan, which may be completed over a number of years, usually dependant on funding. It is a collaborative process, providing schools with an opportunity to think strategically; aligning their educational vision with the need for built facilities.
The process matches school aspirations, available resources, and site constraints in a proposal for long-term future development. High-level concept drawings, explanatory diagrams, and supporting documentation are developed to describe the future direction of the schools.
An example of a new school site layout:
Master planning can help redefine a familiar place, opening up its potential and offering new insights into the place it could be. The master plan is informed by the project brief and design guidelines. It informs the 10-year property plan (10YPP) and is just one stage of the school design:
Schools need a master plan to ensure a coordinated approach to property development and maintenance, each school will develop an overarching site plan that will be delivered over the long term. The school will develop their 10YPP from the master plan. The master plan will include an implementation strategy and a staged approach for site development. This is shown in the diagram below.
Once the master plan has been approved, there are three design phases for the school to work through. This process is supported by a school’s Ministry of Education delivery manager and the project architects. A design review panel provides quality assurance (see below). There will be at least one design review, or possibly more depending on the complexity of the design. The delivery manager will liaise with the school in regards to the quality assurance process. The school also has its own design team who participate fully in the design phases.
1. Preliminary design: In this phase, concepts are developed about what buildings and spaces will look like. There are sketches and mock ups provided to the school.
2. Development design: More information is added to the approved design. This phase focuses more on the interior of spaces, including items such as break out spaces, wifi access points, and interior walls or sliders. A quantity surveyor then estimates the cost of the project.
3. Detail design: This phase finalises the space design and includes full information about colours, fixtures, and fittings.
Following detailed design, the project is put out to the construction sector for tender to deliver the project. A school’s delivery manager clearly outlines which part of the process a school is involved with.
The length of time for these phases will depend on many factors including:
Design compliance and approval process
Design compliance checklists (DCC) are quality assurance tools that support the Ministry's design compliance approval process.
The checklists are a useful tool for project teams, designers, and contractors. Projects that are to be reviewed by the design review panel (DRP) must complete the appropriate design stage checklist as part of their submission.
The Ministry’s staged approval process is set out below.
Designing Schools in New Zealand - Requirements and Guidelines (DSNZ) [PDF, 1.1 MB]
DCC - Master Plan Stage [PDF, 1.5 MB] (version 2.0, November 2016)
DCC - Preliminary Design Stage [PDF, 1.5 MB] (version 1.0, November 2016)
The design review panel (DRP) has been established to provide quality assurance over the technical aspects of school buildings, as they are designed.
The panel is made up of industry experts who ask questions such as, have the prevailing wind and sunlight factors been adequately considered in the design, is the building going to be weathertight, and does the design meet the education brief?
The DRP doesn’t review the educational aspects of the brief but considers whether the designs will support the school’s vision, as it is set out in the brief. The DRP was established for the Christchurch schools rebuild programme but has expanded to provide assurance of overall capital projects across the country. The Ministry aims to have local expertise on the panel for each review.
Christchurch Schools Rebuild Programme Newsletters
You can read our newsletters about key developments in the Christchurch schools rebuild programme here.
Rebuilding Christchurch Schools 2013-2022
This webpage describes how the MOE is working with local communities and education leaders on a $1.137b programme to renew the education network in greater Christchurch.
This kete provides ideas and resources about learning opportunities in and around Ōtautahi (Christchurch).
Select from the drop down titles to discover content, resources and handy links based on the title theme. More themes will be added as we discover learning opportunities around Ōtautahi.
Search for #learningcitychch on Instagram to find more about the way that Ōtautahi provides authentic learning experiences.
Use the hashtags under each theme to find out more, connect and share.
Lets get out and learn together!
A great way to provide authentic learning is with a school garden. Schools across New Zealand have embraced a garden to table philosophy and are growing edible plants.
Research from South Island District Health Boards' Evaluation of edible gardens in educational settings (2011) found that school gardens had many benefits for students, including helping them stay physically active and enhancing their self-esteem and sense of responsibility. Find out more about this research and different ways school gardens support learning across the curriculum from this 2017 Stuff article.
Sustainable development goals
Find out more
Get inspired to develop your school garden by exploring some of the city’s amazing edible gardens. Explore our gallery on the Grow Waitaha Instagram space and search using the hashtag: #growwaitahagardens
Teaching and learning resources
Young Enterprise – Growing a school garden (pdf)
A series of lesson plans that support students to lead the design and development of a school garden.
Garden to table (webpage)
Established in 2008, Garden to Table works with thousands of New Zealand primary school students to help them discover a love for fresh food. The programme is curriculum-integrated and provides real-world learning opportunities, taking learning outside the classroom. There is a small cost involved.
Yates Vege Growing Challenge 2018 (competition)
Open from 1 September 2018 to 1 December 2019. Share your garden pictures to win awesome prizes.
School gardening calendar (pdf)
A guide to planting across the year.
School gardening learning resources (webpage)
Integrated learning ideas, organised by season.
Go gardening (webpage)
A kiwi website with a wide range of growing tips for healthy plants.
Christchurch urban foragers (webpage)
Places to find food growing in the city that is free to forage.
Cultivate Christchurch (webpage)
An urban farm supporting a garden to table philosophy and empowering young people. It contains resources, ideas and volunteer opportunities.
Grow Waitaha would love to see your school gardens!
Share your images on Instagram with the hashtag #growwaitahagardens. #learningcitychch
Other useful Instagram hashtags
Use the following hashtags to find fantastic images and ideas to inspire your edible gardens:
This resource suggests places you can go to in Ōtautahi to reinforce STEAM focussed learning. It also includes STEAM based virtual activities you can do anywhere, anytime.
The key concept behind STEM or STEAM education is providing an integrated approach to learning that uses science, technology, engineering (and perhaps English), the arts, and mathematics as access points for student problem solving, inquiry, dialogue, and critical thinking.
Students from any year level can use a STEAM approach. Teachers can integrate two or more of these disciplines to call their inquiries and investigations STEAM activities.
Goal of quality education
In 2015, world leaders agreed to 17 goals for a better world by 2030. This STEAM’in Ōtautahi resource links to the 4th goal of quality education.
Crowdsourced STEAM resource
Here is a summary of where you can go to deepen your STEAM learning opportunities in Christchurch. You may be able to link to more learning areas than shown here. This summary is included in the crowdsourced resource.
Teaching and learning resources
A selection of STEAM teaching and learning resources can be found in the STEAM drop down menu in the authentic curriculum kete.
Grow Waitaha would love to hear how you are using a STEAM approach in Ōtautahi.
Email us at firstname.lastname@example.org or post to our Twitter or Instagram platforms using the hashtags #growwaitaha, #learningcitychch, or #growSTEAM
Other useful Instagram hashtags
Use the following hashtags to find images and ideas to inspire a STEAM approach to learning:
This kete provides useful links and resources to support the development of authentic curriculum in schools. This kete will be updated as required.
Grow Waitaha stories with a focus on authentic curriculum in schools around Canterbury:
Haeata Community Campus – Authentic Learning in Years 7–13 (article)
Haeata Community Campus shares how it has designed an innovative curriculum for Years 7 - 13.
Rangiora High School – Authentic and collaborative learning (videos)
In this video series, Rangiora High School shares how they design their environment for learning and create authentic learning opportunities with students.
Mairehau High School - Increasing student agency and authentic learning (article)
Mairehau High School showcases examples of collaborative inquiries the students and teachers have taken part in. These have been designed to increase learner agency and provide real learning opportunities.
Breens Intermediate - Developing a strong culture to support learning (article)
At Breen’s Intermediate, students are involved in school decisions and these often provide authentic learning contexts for students to solve real life problems.
A conversation starter
This resource supports educators to design more authentic learning experiences by gathering and considering students' perspectives about learning.
Join the conversation!
Google form – Share your findings from using this resource pack in this google form. Grow Waitaha will email you a #growreallearning badge to celebrate your participation in the #growreallearning conversation. Quotes from you or your students may feature in our social media spaces otherwise the response form will not be shared out wider.
On social media – Grow Waitaha uses the #growreallearning hashtag to celebrate authentic learning. Search for this hashtag on twitter, instagram, and facebook to find resources and connect with others.
What is authentic curriculum? (PDF)
This information sheet describes what is meant by authentic curriculum and includes definitions of key terms.
Who are these modern learners? (blog)
This blog post asks who the learners of today are, and what shapes their attitudes, dispositions, and behaviours.
The global transformation in education (video)
Mark Treadwell’s video from 2012 considers the forces of change that are causing educators to rethink education for today's students.
Glossary for modern New Zealand learning practice (webpage)
This glossary from the Education Review Office defines a range of terms used in education in New Zealand.
Learner agency: Final research report (PDF)
This resource offers research, experiences, and tools to support teachers and leaders to explore the conditions that enable learner agency.
7 things that happen when students own their learning (video)
This short video outlines the benefits of students leading their own learning.
From student voice to student agency (podcast)
New Zealand principal Stephanie Thompson shares how students are taking the lead to run key initiatives within the school and community.
Learner agency (Google Slides)
Find strategies to help you build greater learner agency in your own classroom.
NZCER Curriculum for the Future (webpage, digital resources)
Curriculum for the Future is a set of three resources designed to stimulate open-ended conversations about learning and curriculum today and into the future. The resources can be used separately or together, and in any order.
Mana ōrite: Critical curriculum contexts for promoting Mauri Ora (video)
Dr Mere Berryman shares critical contexts for change where the curriculum can both accelerate and promote contexts for Mauri ora.
New Zealand Curriculum spotlight: Māori achieving success as Māori (Google Slides)
In this resource, explore what Māori success as Māori means to you. A great tool for working together to develop shared understandings and to be more culturally responsive.
Kā Huru Manu: Ngāi Tahu mapping project (webpage)
Here you can see over 1000 original Māori place names, kā ara tawhito (traditional travel routes), and the original Māori land allocations in the Ngāi Tahu takiwā.
Halswell School - Learning through play (videos)
This video series shows how learning through play is a key part of the curriculum at Halswell School.
What does learning through play look like as a child develops? (blog)
Expert early childhood specialist, Viv Shearsby, shares the progression of learning through play as a child develops.
Powerful Play: Continuity and inquiry for children starting school (blog)
Researcher Keryn Davis emphasises the role of play as powerful learning.
Facebook community: Learning through play (Facebook group)
An online community of educators who share ideas and resources focused on learning through play.
Trash Lab (Google folder)
Use Thorrington School’s public use resources to set up your own trash lab for students.
Play Ideas: Complete collection (PDF)
This Ministry of Education publication provides ideas for resourcing a learning through play programme.
Exploring the connections between the NZC and Te Whāriki (blog)
This blog post makes connections between the NZC and Te Whāriki to support transitions to school.
Learning through play resource book (PDF)
This booklet provides ideas for implementing a learning through play approach in Years 1-3. This resource supports the Northern Ireland curriculum but is also useful for kiwi teachers.
#projectbasedlearning #pbl #deeperlearning
Project based learning explained (video)
This video explains project based learning.
Project based learning on TKI (webpage)
This webpage offers resources to support project based learning including New Zealand school examples.
Buck Institute resources (webpage)
This webpage features a range of blog posts, research, videos, and project ideas.
Edutopia project based learning resources (webpage)
This webpage features videos, articles, and project ideas from Edutopia.
Sabbatical report: Investigating project based learning (2016) (PDF)
Heather Aked from Wellington East Girl’s College investigated project based learning in a range of schools in New Zealand, United Kingdom, United States and Australia.
#inquiry #inquirymindset #pypchat
What is inquiry learning? (video)
Kath Murdoch explains inquiry learning as an approach.
Student inquiry on TKI (webpage)
This webpage features assorted resources to support inquiry learning including New Zealand school examples.
National Library student inquiry (webpage)
This site outlines different models for student inquiry and the skills students need to develop.
Inquiry learning – From knowledge to understanding (video)
Vic Hygate, from Windsor School in Christchurch, explains how she carefully focuses her planning, then uses events and provocative statements to make inquiry relevant and fully engage her students.
Place based education: Māori history in New Zealand (webpage, video)
Professor Wally Penetito, Ngāti Hauā, discusses the value of place based education in Aotearoa.
Promise of place (webpage)
This UK website offers information about place based learning.
Place based learning: Edutopia playlist (webpage, articles, videos)
Edutopia shares their best resources about place based learning.
Makerspaces on TKI (webpage)
This webpage provides a rich range of resources, inspiration, and school stories within our local New Zealand context.
Maker ED (webpage)
An extensive resource library is housed on this site with ideas for starting a makerspace, projects, tools and materials.
Resourcing a junior makerspace (blog)
New Zealand teachers share their teaching as inquiry learnings from introducing a makerspace into their teaching and learning programme.
Developing a makerspace to create successful learning experiences for priority learners (school story)
This story describes how the year 7 and 8 teaching team at Marshland School establish a makerspace to increase engagement and enable successful learning for priority learners.
Digital Technologies Hub: Makerspaces (webpage)
This webpage features resources from Australia that provide lesson ideas and resources.
Edutopia Maker education resources (webpage)
Find articles and videos from Edutopia highlighting best practices in Maker education.
#stem #steam #stemeducation
STEAM on TKI (webpage)
Collated resources that share approaches to STEAM teaching and learning.
Using technology better (blog)
Includes articles and resources to support educators.
Curious minds (webpage)
This website from the Ministry of Business and Innovation, supports kiwis to engage with science and technology.
KiwiNet success stories (webpage)
Find real stories of kiwis striding ahead in the STEM field.
Chantelle's journey with STEAM and UDL (blog)
Chantelle Rich, primary school teacher, shares her learning through supporting collaborative innovative STEAM inquiries using Universal Design for Learning principles.
WAPA 2020 cluster – STEAM in the junior school (article)
A group of teachers share their learning through collaborative, innovative STEAM inquiries with their junior school colleagues, across their schools and with other schools in the cluster.
Edutopia – Resources for STEAM (webpage)
This webpage offers information, examples, and tools related to STEAM based learning.
Edutopia – Resources and downloads for STEM (webpage)
This webpage includes ideas and resources to help you explore ways to use STEM lessons and approaches.
What is STEM and STEAM? A guide for parents and educators (article)
This article explains the characteristics of STEM and STEAM learning.
Pinterest – STEM and STEAM activities (website)
Encourage innovation, invention and creativity with these hands-on ideas for science, technology, engineering, and mathematics.
Wonder wall (blog)
This blogpost includes ideas for generating questions in the classroom.
How to find your passion (blog)
Find tips for helping learners find what motivates and interests them.
Design thinking and genius time: Asking the right questions (blog)
Use design thinking to support developing authentic questions.
The genius of design (article)
John Spencer offers his thoughts on genius hour.
Introducing passion projects (blog)
This blogpost supports you to set up interest based projects in your classroom.
Genius hour (webpage)
This webpage provides ideas for introducing genius hour to students.
Introducing passion time (blog)
This blogpost includes practical suggestions and resources from Twitter educator, Paul Solarz.
Introducing genius hour with 7 and 8 year olds (blog)
Find practical strategies for using genius hour with younger students.
#designthinking #ideo #teachersguild #protyping
Design thinking: A quick overview (blog)
This blogpost outlines the design thinking process and shares a range of models.
Design thinking for educators (webpage)
This website for schools from Ideo, features leaders in the design thinking space. Free teacher toolkit available to download.
The IDEO design kit (webpage)
The full range of videos and design tools from Ideo.
Human centred design (video)
This short video suggests how you can keep users at the centre of the design process.
Why students need to learn design thinking? (video)
This video outlines the benefits of the design thinking approach.
Using design thinking with learners (video)
This video discusses how students are using the design thinking process and the skills they are developing.
Design thinking examples (webpage)
This webpage provides examples from design thinking for educators.
Edutopia 5 minute film festival playlist: Design thinking (webpage/videos)
This series of curated videos highlights the use of design thinking in education.
The Teachers Guild (webpage, online community)
This website is where teachers interact to solve problems of today in collaboration.
Assessment Online (TKI website)
Resources from TKI that support effective assessment practice in New Zealand.
Assessment AS learning (blog)
Wonderings about assessment from “Innovator’s Mindset” author George Couros.
Resources for assessment in PBL (webpage)
Edutopia’s collated resources that support assessing in different ways.
#inclusive #udl #udldesign
Implementing an inclusive curriculum (webpage)
This webpage provides a framework and advice for developing a curriculum inclusive of all learners.
UDL spotlight (Google Slides)
This spotlight shares ideas and resources for planning learning to support all learners.
UDL and the New Zealand Curriculum (webpage)
Learn how Universal Design for Learning can support the intent of the New Zealand Curriculum.