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Slow Fashion - Taking Action on Fast Fashion

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Slow Fashion - Taking Action on Fast Fashion

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Nelson Enviroleaders Camp in Abel Tasman National Park. (2025)

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Nelson Enviroleaders Camp in Abel Tasman National Park. (2025)

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read the reactions of the students from this wonderful 2 day experience. Key element - Chat around the campfire - beats an online hui!

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For the last five years, Nelson and Tasman Enviroschools have partnered with Project Janzoon to give secondary students an immersive weekend hui in the Abel Tasman National Park.

Thanks to the Sea Shuttle, students are transported via water ferry to Bark Bay, leaving just a short walk with gear and food to a DoC hut. The aim of the weekend is to offer a reward for students who have contributed consistently to their school Envirogroup, provide an opportunity to network with like-minded ākonga and create cross-school connections, develop leadership skills, learn about monitoring in a national park, and spend time connecting with te taiao.

Macey Harper, student at Nelson College for Girls wrote an account of her experience at this year's Bark Bay hui:

During May 3rd and 4th, on an incredibly special trip, I watched the morning light glisten upon the golden sand of Kaiteriteri and saw the sun set in the Able Tasman's magical clouds. The Bark Bay Hui was an extremely special experience I loved participating in, and I can't help but feel excitement and hope for those yet to experience these amazing Enviroschool camps. This year we were graced with beautiful sunny skies in Bark Bay where we engaged in fish trapping, pest detection and careers discussions.

It always feels amazing to contribute to the revitalisation of the Able Tasman, while experiencing the beauty of the national park simultaneously. Being completely surrounded by what we fight for as Enviro Leaders always heartens me to continue my passionate fight for nature.

However, these activities are incomparable to campfire discussions. Inspiration sparks like the flames of the fire pit and there is an incomprehensible sense of comfort in the atmosphere as I am surrounded by so many students fighting for our environment. We discuss our environmental groups, comparing and contrasting the experiences we face in our respective schools. Despite the short length of this overnight camp, there is a guarantee of long-lasting impacts. New friends to laugh with, new group chats on our phones and new ideas and collaborations set into the works for the Nelson-Tasman environment groups. I have learned so much from these other students and I can't wait to implement the idea of sub-groups into my committee.

"The Enviroschools camps are incredibly important to me and handfuls of other Enviro students as we are transported into a weekend of conservation, adventures and laughter. I am incredibly excited to watch this annual activity bring hope and joy to the next generation of Enviro Leaders." Macey Harper, student.

Petra Cogger, student at Garin College also shared her experiences at this year's Bark Bay hui:

It's my second year of attending the Nelson Enviro Leaders Weekend Hui. It's been an absolute highlight of my year. To bond with other Enviro Leaders has given me so much inspiration, and a lot of inter-school enviro club collaboration has come out of it. The activities we do are honestly so much fun - they are insightful, full of knowledge and adventure.

It was very rewarding to go away and see the outdoors that we were working to protect. To see people like Rick Field and Jen Thomas [ Enviroschools Facilitators] appreciate the mahi we've done for the enviro clubs. One of my friends who went to the hui, who is involved in the enviro club but mostly because all her friends are - doesn't really think climate change is a pressing issue or conservation matters. She got talking on the weekend to a DOC worker, and on the car ride home she was googling careers in DOC as it inspired her to work in conservation. That weekend definitely changed not only her perspective, but dream career.

"This weekend has given me so many skills to take back to my kura to make it more sustainable. It's also kind of like a reward, everyone has worked so hard with all their initiatives and a lot of it goes unnoticed." Petra Cogger, student

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Immersive weekend hui for Nelson and Tasman secondary students

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For the last five years, Nelson and Tasman Enviroschools have partnered with Project Janzoon to give secondary students an immersive weekend hui in the Abel Tasman National Park. Thanks to the Sea Shuttle, students are transported via water ferry to Bark Bay, leaving just a...

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Student Kaitiaki from Te Tai o Aorere and Whakatū Connect 2025

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Student Kaitiaki from Te Tai o Aorere and Whakatū Connect 2025

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Student Kaitiaki from Te Tai o Aorere and Whakatū Connect

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Senior environmental leaders from Whakatū and Aorere secondary schools once again met at the beautiful Waimārama Sanctuary in Whakatū with like-minded students to discuss initiatives and issues.

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Sacred Heart School integrated approach  - from agreement with  Hawkes Bay Regional Council

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Sacred Heart School integrated approach  - from agreement with  Hawkes Bay Regional Council

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Central Otago Secondary Hui - 2025 - Leadership and Film Making focus

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Central Otago Secondary Hui - 2025 - Leadership and Film Making focus

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Central Otago Queenstown Lakes Secondary Hui Runsheet March 2025

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Ōtepoti Secondary Hui - 2025 Celebrate Connecting with our Seas

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Ōtepoti Secondary Hui - 2025 Celebrate Connecting with our Seas

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Dunedin Senior Secondary Hui Run Sheet 2025

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Waikato Climate Camp 2024 - Presentation to Facilitators (Oct 2024)

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Waikato Climate Camp 2024 - Presentation to Facilitators (Oct 2024)

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REAL Leadership Programme in Tamaki Makaurau

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REAL Leadership Programme in Tamaki Makaurau

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REAL by Ross Enviroschool Energiser Hui Oct 2024

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He Kaupapa Tūmanako - Project Hope - 4 Week leadership course

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He Kaupapa Tūmanako - Project Hope - 4 Week leadership course

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He Kaupapa Tūmanako – Project Hope is a four-week learning experience that provides rangatahi

with a toolkit of practices relating to transformative hope. Developed from the social sciences and

Mātauranga Māori (Indigenous knowledge practices of Aotearoa New Zealand) the course, offered in

Term 1 2025 teaches three key practices which are grounded in critical hope: Practices of Whakaaro

(Thought), Whiti (Connection) and Ātetenga (Action).

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He Kaupapa Tūmanako 2025 course information.docx

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Switch is a cross-curricular learning alternative that enables enquiry-based, project-focused learning. It integrates subjects like science and maths into a cohesive learning experience – giving students the opportunity to take the lead on the direction of their own studies.

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Whangārei Girls’ High School switches it up to empower future environmental leaders - Story - Northland Regional Council

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Northland Regional Council (NRC) and Whangārei Girls’ High School (WGHS) joined forces to hold an ‘Environmental Action’ taster event as part of the school’s innovative Switch programme.

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Ecological Data capture by Year 13 students - NCEA - practical science

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Ecological Data capture by Year 13 students - NCEA - practical science

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Enviroschools (Matt Stanford) supported the school to set up this pilot with other agencies.

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Secondary students embrace in-the-field learning

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A stream monitoring programme is piloting experiential ways to engage year 13 students in locally relevant fieldwork during typically content-heavy NCEA assessments.

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2024 Otago Secondary Schools Hui - Your Voice

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2024 Otago Secondary Schools Hui - Your Voice

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Taking action in community groups in the morning then listened to inspiring speakers finishing with planing their projects for the year in their teams.

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The 2024 Otago secondary schools hui "YOUR VOICE!" involving 9 schools and 40 students, focused on turning environmental ideas into action in schools and the wider communities.

The whakatauki for the hui was "Ehara taku toa i te toa takatahi, he toa takitini" a traditional Māori whakatauki "My strength is not as an individual, but as a collective".

The participating students started the day volunteering in their local community being hosted by Trade Aid, Yours Café cooperative, Stitch Kitchen (a textile waste minimisation group) Dunedin Fringe (promoting creative expression), Graffiti Removal, Food Bank, and two second-hand stores.

"Awesome to start the day at Trade Aid doing some mahi," said one student.

They then gathered together to hear from inspirational environmental action speakers - a conservationist, waste minimisation educator, local action advocate, and an artist.

"Great range of speakers! Was really cool to hear from such a wide range of people." - feedback comment

The afternoon was spent planning for projects for the year and discussing these with their peers.

"Awesome day, and great to have the time to plan our activities for the year," remarked one person.

"It was a great day and the students were a very keen and engaged bunch. Next time we'd like to provide even more opportunities to collaborate and draw out ideas and share experience from students as part of the day," said facilitator, Jennie in response to feedback.

"It looks like quite a few of the Envirogroups are ready to share their ideas with other schools, be inspired by their peers and to collaborate on "a vision for the city"! We will certainly follow up on this by contacting schools and we would love to facilitate a follow up after-school hui to continue this mahi!" - added Facilitator Tess

Banner image: Sharing a laugh at Yours Café

You can also read the Otago Daily Times story about this hui

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The 2024 Otago secondary schools hui "YOUR VOICE!" involving 9 schools and 40 students, focused on turning environmental ideas into action in schools and the wider communities.

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Starting an envirogroup or wanting to gain momentum?

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Starting an envirogroup or wanting to gain momentum?

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A good process to look at - how a leader restarted their Envirogroup in a whole school participatory way.

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Students building momentum at secondary school

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In 2023 a year 13 student decided he wanted to re-invigorate the Envirogroup at Fairfield College and build momentum for environmental change at the school. Find out more..…

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Climate Change: prepare today, live well tomorrow - Huringa Āhuarangi: whakareri mai kia haumaru āpōpō

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Climate Change: prepare today, live well tomorrow - Huringa Āhuarangi: whakareri mai kia haumaru āpōpō

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Developed by Aotearoa New Zealand educator Sian Carvell, in collaboration with both national and local organisations. The programme was piloted in 2018 and extensively audited and updated in 2021. Feedback was gratefully received from teachers and children and young people participating in the programme as well as science based organisations, climate change education specialists, local and central government, and stakeholders.

The programme is a science-based, integrated learning programme consisting of user and wellbeing guides and eight modules.

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'Huringa Āhuarangi: whakareri mai kia haumaru āpōpō Climate Change: prepare today, live well tomorrow'

'Whakareri mai kia haumaru āpōpō' was developed by Aotearoa New Zealand educator Sian Carvell, in collaboration with both national and local organisations. The programme was piloted in 2018 and extensively audited and updated in 2021. Feedback was gratefully received from teachers and children and young people participating in the programme as well as science based organisations, climate change education specialists, local and central government, and stakeholders.

The programme is a science-based, integrated learning programme consisting of user and wellbeing guides and eight modules.

Click on the title links below to download the PDF files.

The programme encourages learners to interpret, analyse and engage with science, and to understand that science knowledge changes over time. There are opportunities to consider a mātauranga Māori perspective, particularly around the interconnectedness of life on earth as expressed through the relationship between Papatūānuku and Ranginui.

It builds understanding of climate change through an exploration of critical global, national, and local responses aimed at mitigating and adapting to predicted impacts.

Watch this recording from our 2022 national conference for an overview of the climate learning programme and wellbeing guide, with resource authors Sian Carvell and Jenny Ritchie. Student Keegan Verster also shares his story of being involved with the programme and how important this has been for his personal wellbeing and development as a young leader.

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In exploring the challenges of climate change, ākonga are encouraged to develop and apply key competencies. They are prompted to think beyond themselves, to tautoko | support others, and to connect with the intergenerational community responding to the problem.

"I feel I know lots more about it and I'm able to understand what people are talking about when they say climate change and I'm able to join in" - Te Kura o Ōhinetahi Governors Bay School

Most importantly, the resource supports and empowers all learners to have a voice, to take action, and to play their part in a larger, systematic response.

From Learning to Action: 'We Asked to be Heard'

Next Generation Conversation, a coalition of climate change activists aged between 10 and 14 years old submitted on the Christchurch City Council's Coastal Adaptation Framework at the end of 2021. But before they did, they all took part in the climate change learning programme.

Created by the Christchurch City Council, the short film, We Asked To Be Heard, takes people through the process and the eventual outcome. It highlights how the programme can lead to student engagement and empowerment.

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Climate Change Learning Programme | Resources by NZAEE

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This Aotearoa resource is a science-based, integrated learning programme consisting of user and wellbeing guides and eight modules. Gain access free today.

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Nikki Harre - Psychology for a Better World

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Nikki Harre - Psychology for a Better World

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Niki Harré is a professor in the School of Psychology at Waipapa Taumata Rau | The University of Auckland. Her research addresses issues of sustainability, citizenship, values, and political activism.  In 2007 she co-edited the book Carbon Neutral by 2020: How New Zealanders Can Tackle Climate Change. In 2018 she published Psychology for a Better World: Strategies to Inspire Sustainability (2nd edition) and The Infinite Game: How to Live Well Together.

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Enviro Expo run by the Blue Planet Group

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Enviro Expo run by the Blue Planet Group

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The Blue Planet group at Rangiora High School wanted to have an Enviro Expo at their school to empower students to engage in environmental action and to increase their awareness of local environmental groups.

Together with Siobhán, their Enviroschools facilitator, they designed an interactive expo with many community groups showcasing their amazing mahi, supported by staff from the Waimakariri District Council, Waimakariri Biodiversity Trust, Eco Educate, Environment Canterbury rangers, Ashley Rakahuri River Care Group, Waimakariri District Youth Council and more. Over 200 students connected with and explored the stalls.
A full and diverse offering
Oliver Kelly (Waimakariri District Council (WDC) Youth Council, Rangiora High Student) and Emily Belton (Youth Development Officer, WDC) - demonstrating a youth-led rubbish clean up event along the Ashley-Rakahuri River - sign-up sheet to be involved in future action!

Kate Steel (Biodiversity Ecologist, WDC), Lucy Barltrop (Freshwater Ecologist, Waimakariri Biodiversity Trust), Siobhán Culhane (Waimakariri Enviroschools Facilitator, Environment Canterbury) - learning about freshwater invertebrates, mahi that they could be involved in with WBT and using iNaturalist app

Judith Hughey (Ashley-Rakahuri Rivercare Group) and Richard Chambers (Pest Free Waimakariri ranger from WDC) shared their knowledge and passion for braided river birds, predator threats and encouraged participants to sign up to see a wrybill nest.

Matt Hunt & Brad Smith (Regional Park Rangers - Environment Canterbury) highlighting the ecological restoration efforts around the Canterbury Regional Parks

Dan Cameron (Waimakariri Irrigation Ltd) shared their vision to re-establish functional indigenous ecosystems within productive landscapes, encourage eco-sourcing of seeds, seedlings, establish native plant nurseries, and to maintain the Waimakariri water race scheme

Lesley Ottey (Eco Educate) wasted no time in talking about 'What not to flush', 'Yes, the Poo talk', and share correct recycling information

Other stations were held by Student Volunteer Army (two volunteers), Rangiora High Blue Planet Group with their Grow your own food stall and a Rangiora High student displaying the living organisms within soil under microscope.
Let's do this again!
Buoyed by the success and enthusiasm for the Expo from students and collaborators the Blue Planet group are now looking at the opportunites for running something similar in 2025. Watch this space!

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Rangiora Enviro Expo connects rangatahi to local groups

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Local Connections The Blue Planet group at Rangiora High School wanted to have an Enviro Expo at their school to empower students to engage in environmental action and to increase their awareness of local environmental groups. Together with Siobhán, their Enviroschools facilitator, they designed an...

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In the heart of Kirikiriroa Hamilton, tucked away in a quiet corner of the Fairfield College grounds, sits Aratiatia Marae, one of the finest examples of Māori carving in the world.

Its creation was driven by the long-held dream of Whaea Erana Coulter of Ngāti Porou and brought into reality by Tainui master carver Kereti Rautangata, with the help of local Rangatahi.

During construction, Rautangata took many young people under his wing, teaching them carving skills and tikanga, bearing testament to what can be achieved when young people are given the space to dream, learn and create together.

"It's such a fitting and uplifting location for our third Waikato Climate Summit," said Waikato Regional Council's Senior Education Advisor Michelle Daly, who helped organise the three-day event.

"The young people here aren't just dreaming of a better future for our climate and environment, they're taking action today to carve out a better tomorrow.

"The Waikato Climate Summit is all about equipping them with the tools to do that - inspiring and empowering them to connect and make their voices heard together.

"This year, we've seen the momentum and enthusiasm absolutely take off, with attendance more than doubling."

The summit supported young people from eight secondary schools across the Waikato rohe (region) to connect with nature and develop leadership skills to promote wellbeing and resilience.

A highlight for many was a tira hoe, an exciting educational journey in a traditional waka on the Waikato River. Students relished the opportunity to explore while also learning about te ao Māori, mātauranga Māori, biodiversity and climate change adaptation.

The council's Kaihāpai Hōtaka Mātauranga Arna Solomon-Banks said: "This is a space where our rangatahi can really celebrate their identity and their culture, wherever they're from, connect to the whenua and the awa together on one waka, and find their place, their voice in the climate change kaupapa."

The students also heard from a range of inspirational speakers, including School Strike 4 Climate founder and New Zealand's youngest councillor, Sophie Handford, and got hands-on learning about urban biodiversity and gully restoration at the Fairfield Project.

Hanne Vanhoovels, a student at Hauraki Plains College said: "I'm really passionate about climate change and activism for the environment, so I saw this as an opportunity to pursue that more and find out as much as possible. I want to take what I've learned back to my school to show how we deal with environmental issues and make the best positive change we can."

Summit veteran Seth Seerup, who is from Paeroa College and part of the Rangatahi Voices youth forum is now into his third year of attending. "I've learned so much here. There have been lots of inspirational speakers and it's been really cool meeting new people. It's awesome. I really recommend other young people getting involved next year."

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Taking action today to carve out a better tomorrow

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In the heart of Kirikiriroa Hamilton, tucked away in a quiet corner of the Fairfield College grounds, sits Aratiatia Marae, one of the finest examples of Māori carving in the world. Its creation was driven by the long-held dream of Whaea Erana Coulter of Ngāti Porou and brought into reality by Tainui master carver Kereti Rautangata, with the help of local Rangatahi.

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Short video overview.

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Access to units and standards etc. developed. Also can sign up to the newsletter. Note eg. Tuna Kuwharuwharu unit - includes Vision for what you can do to help.

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Biology Educations Association of New Zealand membership porta;

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Mikes News - Science Newsletter - you can sign up to get the latest. Have a look at July.

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Mikes News - Science Newsletter - you can sign up to get the latest. Have a look at July.

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This weekly newsletter is produced by Mike Stone, a science facilitator with Learning Solutions. She facilitates PLD for science teachers through NZASE.

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1 Jul

STEM educators expo at MOTAT in Ak, 4:30-7pm

2 Jul

ESS Scholarship tutorials begin 7 pm. To join Students need to contact Jenny

2 Jul

SLH National Summit - Science education: Fit for purpose. Novotel, Ak Airport.

3-5 Jul

Mātauranga Māori Science & Design Fair Sudima Hotel, Wgtn

10-12 Jul

UoA Women in Engineering 3 free days of activities. More info here. Questions here.

11Jul

World Population Day www.stats.govt.nz , go to Schools Corner

12 July

Deadline to apply for Science Teaching Leadership Program. Info here.

Moon

NM Jul 6 1Q Jul 14 FM Jul 21 3Q Jul 28

Talks that may be relevant for us

1. Resources for Matariki

2. Science Learning Hub's winter school holiday event listings across the country. Tell your students.

3. NZ Geothermal Week 1-6 Jul is held in Taupo & around the Taupo Volcanic zone to showcase and celebrates this thriving industry. https://www.taupo.biz/nzgeothermalweek

Info

1. Mātauranga Māori:

This webpage uses text and video to explain some key concepts (kaitiakitanga and whakapapa) in drawing on mātauranga Māori when caring for the environment.

6 new geothermal kupu have just been published by the Māori Language Commission

2. Pedagogy:

3. Professional reading/watching/listening:
Resource to use with teachers exploring cognitive load in the classroom.

4. Student opportunities:
Young Rutherfords' holiday courses (Auckland)

5. Digital:

6. Literacy:

7. The latest NZASE newsletter has a articles on Science Learning Spaces for anyone and Māori dyes and Aurora for members only as well as a profile of scientist Jan Eldridge. Sign up for the newsletter or find resources or join NZASE here https://nzase.org.nz/.

Resources

1. Biology:

TED talk on why it's so hard to cure the common cold

Science now knows eye colour is polygenic not a simple monohybrid cross. Teaching otherwise can end up with students upset, thinking they are adopted (or worse!).

2. Agricultural and Horticultural Science:

3. Earth & Space Science:

4. Chemistry:

5. Physics:

6. Primary & intermediate:

3 seasons of Magic School Bus https://www.youtube.com/@VictorNelvanaShows/playlists

A science book you might like to read

The Violinist's Thumb by Sam Kean explores the wonders of DNA in stories. Very readable

What science book would you recommend for teachers or students?

MoE/NZQA

Info about the common assessment activities https://www2.nzqa.govt.nz/assets/NCEA/Subject-pages/2-Universal-documents/L1-Submitted-External-Assessment-Guidelines-V1.0.pdf

Can you help?

1. Mandy Gunderson is completing MEd research into how teacher integrate sustainability into the science curriculum. If you could spare 10-15 mins for a chat about your junior sci or senior bio teaching that incorporates sustainability, please contact her at ag360@students.waikato.ac.nz

2. Lisa Hooker is looking for a pdf copy of Living things by V. Slaughter. This book has lots of simple biological diagrams. If you can help please contact hookerlisa@gmail.com

Professional Learning & Development (PLD) Opportunities

1. Science Learning Hub webinar, Exploring mātauranga in the classroom, Th 1 Aug, 4:00-4:45 pm. Chloe Stantiall and Greta Dromgool share their experiences exploring mātauranga as pākehā educators in English medium classrooms. Useful for teachers of years 1-10.

2. Microsoft Innovative Educator Experts are holding a hui 9-10 Jul at Microsoft House, Level 5/22 Viaduct Harbour Avenue, Ak CBD. Info here. Register here

3. Resources from NZASE's term 2 PLD are available to all here. There are some real gems in the discussion summary, which also lists all the places you can go to get help with the new standards. https://drive.google.com/drive/folders/1gypbqQsezk-P3fkN07J4YnMS2yYLOoF6?usp=sharing

4. Maungatautari is running a native plant identification workshop 17 Jul. Complete this form to be sent details when finalised

Technician

Flowers for dissection - check the school grounds. Agapanthus, fuchsia, Gladioli nanus, camelia, rhododendron, daffodil, hibiscus. Ask local florist to donate not so fresh flowers.

Although I will continue to produce Mike's News for a few more years, the time has come to retire from PLD facilitation - it is now almost 20 years since I was in the classroom. I got my gold card in March and thought I would need to see the year out, but now I have the opportunity to hand the responsibility on to someone eminently qualified. Linda Haycock was in the classroom last year, has facilitation and pilot school experience and is much more patient than I have been recently. As you will be in very capable hands I do not feel I am leaving you in the lurch. Many thanks for all the encouragement and support over the years. From 22 Jul Linda will be NZASE's new PLD facilitator, available at lindahaycock@gmail.com.

Cheers, Mike

Mike's News is brought to you with the generous support of NZASE and Warp Computers

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1 Jul STEM educators expo at MOTAT in Ak, 4:30-7pm 2 Jul ESS Scholarship tutorials begin 7 pm. To join Students need to contact Jenny 2 Jul SLH National Summit - Science education: Fit for purpose. Novotel, Ak Airport. 3-5 Jul Mātauranga Māori Science & Design Fair Sudima Hotel, Wgtn 10-12 Jul UoA Women in Engineering 3 free days of activities.

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Secondary Education and Rangatahi Environmental Action Leaders (REAL) Sustainability Programme Strategy 20-25  - Auckland Council 

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Secondary Education and Rangatahi Environmental Action Leaders (REAL) Sustainability Programme Strategy 20-25  - Auckland Council 

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Thanks to Ross Martin and the Sustainable Schools team at Tāmaki Makaurau.

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secondary education and REAL Sustainability Programme Strategy 2024-2025

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Liam's Submission to Council for a Youth Council

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Liam's Submission to Council for a Youth Council

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Like many regional councils, Environment Southland is undergoing its long-term plan deliberations, working through submissions.

Josh Sullivan, Senior Education Advisor and Enviroschools Regional Coordinator at Environment Southland, remarked that it has been really refreshing to see some youth engaging in these conversations. Thanks to Josh's recommendation, we have gained permission from 17-year-old Southlander, Liam Calder, to share his story.

Liam's submission:

"As a 17-year-old I can't stress enough the need for improved youth engagement in Southland's environmental and regional decision-making processes. While all other councils in the regional have youth reference groups, Environment Southland does not, leading to a lack of youth involvement in discussions about the region's future. To ensure Rangatahi stay in Southland, engage with them in THEIR future.

I urge the council to engage with youth through schools, student councils, and youth organisations to ensure that young people are included in shaping the future of Southland. I cannot emphasise enough that the councils should be leaders that young people can aspire to and calls for greater inclusivity in regional decision-making.

It is time to engage with the leaders of tomorrow. You may think that young people don't care but everyone has an opinion. Teach us but more importantly show us, the plans for our future. It is time to cross the line between the suits and the students.

Expanding the Enviroschools Programme into high schools has several compelling reasons. Firstly, the programme promotes a holistic approach to environmental education, focusing on the well-being of the entire school, community, and ecosystem. By implementing this approach in high schools, students have the opportunity to engage with real-life environmental challenges at a critical stage in their development, fostering a deeper understanding of sustainability.

Secondly, high schools are where young people begin to form their world views and develop skills that will carry into adulthood. By involving high school students in sustainable practices, the programme can create role models who demonstrate these values in their schools and wider communities. This can lead to a ripple effect, as students share their knowledge with family, friends, and peers, spreading sustainable practices and raising awareness about environmental issues.

Thirdly, expanding the programme into high schools can help cultivate future leaders who are equipped to make informed decisions and take action on environmental issues. These students can play a vital role in driving sustainability efforts within their communities, leading to long-term positive impacts. As future leaders, they can bring a sustainability mind set to various sectors, influencing policies and practices at a broader level.

To solve these concerns of mine I am proposing that Environment Southland adopt a youth reference group/youth council to engage and listen to the concerns from the youth in a safe, comfortable and learning environment.

A youth council in Environment Southland is essential for fostering youth engagement and ensuring young people have a voice in regional and environmental decision-making. It provides a formal platform for youth to express their views and contribute to discussions that shape their future. Including a youth council promotes inclusivity, allowing Environment Southland to incorporate diverse perspectives in its policies. This leads to more balanced and forward-looking decisions. Additionally, a youth council cultivates leadership skills among young participants, encouraging them to take ownership of environmental issues and become active community members. 58 councils in New Zealand have a youth reference/ youth council and Environment Southland is missing out on this opportunity to grow closer ties with the community it serves. This engagement helps ensure that the next generation is invested in creating a sustainable and vibrant Southland".

Liam's submission can be viewed below from 2.08hr in the recording.

https://youtu.be/7sUnjcWQnEA

Banner photo: Aurora seen from the New River - a huge environmental focus in Southland. Photo credits (showing places in Southland that are special to Liam): Liam Calder.

"As someone who has spent hours exploring the diverse landscapes and vibrant communities of Southland, these photos hold a special place in my heart. From the serene shores of our beaches to the bustling streets of our towns, every image represents a unique aspect of a region I deeply care about. From our New River Estuary within Invercargill itself to the vast and green plains of Southland we are all one in our environment. My submission is not just a presentation of the Southland environment, it's a reflection of my commitment to preserving and enhancing the natural beauty and cultural richness of this remarkable place for generations to come." - Liam Calder

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Cultivating Rangatahi Engagement and Leadership

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Like many regional councils, Environment Southland is undergoing its long-term plan deliberations, working through submissions. Josh Sullivan, Senior Education Advisor and Enviroschools Regional Coordinator at Environment Southland, remarked that it has been really refreshing to see some youth engaging in these conversations. Thanks to Josh's...

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Powerpoint for Central Otago hui for Secondary students

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Powerpoint for Central Otago hui for Secondary students

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High Tide - Don't Hide Movie with curriculum resource for Social Science

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High Tide - Don't Hide Movie with curriculum resource for Social Science

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This movie is available to view free. ASSEN have developed resources to support schools. Please share with your relevant teachers or Envirogroups.

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In the race for existence, striking teenagers discover that activism, authority and awareness make for a steep learning curve.

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Effective facilitator techniques with Secondary schools - advise from Jenn Thomas from Nelson

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Effective facilitator techniques with Secondary schools - advise from Jenn Thomas from Nelson

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Re-visiting Waste Minimisation at Whanganui Girls’

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Whanganui Girls’ High students have been addressing waste issues at their school through creative approaches, reducing, reusing, recycling and re-imagining across different areas of school.

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Seaweek - Kaupapa Moana 2024

Seaweek is an opportunity for all ages to discover the many ways that our lives are connected to the sea. Seaweek comprises a wide range of events, activities, opportunities, competitions and ...

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Welcome to the Science Learning Hub, a place to find out more about New Zealand science. Watch scientists in action with one of our short video clips, find out what questions are being asked, and explore some of the key ideas.

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Secondary Envirogroup Zoom Hui Recording - Hear from rangatahi and facilitators.

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Secondary Envirogroup Zoom Hui Recording - Hear from rangatahi and facilitators.

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Facilitators and rangatahi share their experiences of working with and in Envirogroups.

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Pathways for Secondary School Engagement Zui3: Secondary Envirogroups

Our Enviroschools National Facilitator support team has been busy this year providing a range of learning experiences for our facilitator network. This has included a series supporting effective practice in the secondary sector.

The series has been made up of 3 well attended zoom events and culminated in one looking at the role of Envirogroups and drawing on the experience of both rangatahi and facilitators.

Due to the interest in sharing this with student groups around the motu we are pleased to be able to provide a recording of this event using the Access Passcode: vL?9D^69 and the accompanying slideshow. 2021_ES_National_Secondary sharing zui3_Envirogroups

The programme included contributions from Mikayla Robson - student leader Long Bay College, Nicky Elmore - Tāmaki Makaurau Sustainable Schools Team, Waiheke High School students Ruby Ross-Hayes and Rebecca Campbell via a pre-recorded video (see below), Cate Jessep - Tāmaki Makaurau Sustainable Schools Team, Stevie Shipman - ex student leader Kāpiti College, Jennie Upton - Ōtepoti /Dunedin Facilitator (via Gill, the convenor).

As part of the zui, participants were encouraged to share what they were hearing from contributors about enablers to effective engagement. Here is the list collated. 2021_ES_National_Enablers to effective Envirogroup engagement at Secondary level

Feedback for these young people, their colleagues, teachers and facilitators was fulsome!

Tori Christie said, "I mihi to Mikayla for her passion, leadership & willingness to share! Thank you!."

"Thankyou for sharing with us Mikayla. You and your group are incredibly inspiring," commented Liz Peterson

Lucy Francke said "Thanks so much to everyone who has shared. I can't wait to share what I have learned today from you with our high schools here in Central Otago."

Enviroschools National Manager, Esther Kirk said, " This is very inspiring Stevie - such amazing structure and embedding in all areas of school life. It's so neat to see Nicola in the photos (as a past ES facilitator). What an amazing wāhine, and also Amanda is a shining light - you're right! Good luck with the rest of your year, ngā mihi for sharing!

Liz Peterson : Stevie, your energy and enthusiasm is incredible. I have learnt so much from listening to you today. Ngā mihi

Jen Rodgers : Thanks Gill for pulling this together! Incredible stories! Thanks to all the speakers- loved hearing rangitahi voice.

After the event Stevie shared her thoughts about being involved.

"It was awesome to sit in on the zui, yes. I have taken away so much and further reconnected with my why and with the green community. Lots to mirimiri into my lifestyle." - Stevie Shipman

Video clip: Waiheke High School Environmental Group

Banner photo: Kāpiti College Envirogroup celebrate their Silver/Ponga Holistic Reflection.

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Rangitahi share Stories of Effective Secondary Envirogroups

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Pathways for Secondary School Engagement Zui3: Secondary Envirogroups Our Enviroschools National Facilitator support team has been busy this year providing a range of learning experiences for our facilitator network. This has included a series supporting effective practice in the secondary sector. The series has been...

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Secondary School Engagement Zui2: Understanding how Secondary Schools Work

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Secondary School Engagement Zui2: Understanding how Secondary Schools Work

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Guest speakers Andrea Soanes and Lynette Rogers cover a range of aspects to help build a foundation of language for working with teachers and students in this sector.

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Taranaki example of how they have linked NCEA standards to their local places and initiatives.

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Taranaki example of how they have linked NCEA standards to their local places and initiatives.

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Enviroschools Linking secondary subjects to curriculum and Enviroschools.DOCX

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Material we have collated on this post opens up the possibilities and helps address challenges as we facilitate weaving the Enviroschools kaupapa into secondary school life. The aim is to empower our facilitators so that they in turn can empower kaiako and young people in locally relevant environmental education/ learning for sustainability and prepare students for the future.

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Secondary Schools: Shaping and linking our resources, curriculum links, whole school approach

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Secondary Schools: Shaping and linking our resources, curriculum links, whole school approach

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NZAEE - Secondary Education: Inspiration and Support - A comprehensive update of the latest best practice and links into keeping in touch with the changes.

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NZAEE - Secondary Education: Inspiration and Support - A comprehensive update of the latest best practice and links into keeping in touch with the changes.

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Empowering rangatahi to engage with authentic learning and actions in their local community and environment.

If you're lucky enough to work with adolescents you know how complex and creative they can be, while navigating social pressures and frustration if they are underestimated by adults. As educators we have an important role to play in their lives, by modeling and nurturing respect and connection with nature, while providing them with opportunities to develop a sense of belonging and agency.

We know that the wellbeing of our rangatahi is interconnected with the wellbeing of our environment.
- Children and Nature Network research summary

This Spotlight is full of stories featuring passionate kaiako and ākonga, with the aim to celebrate and support sustainability, nature connection and climate education in Aotearoa secondary schools and wharekura. Based on our webinar held in March 2023, we have pulled together resources, case studies and environmental education providers who can support you.

Time to Listen: Rangatahi Voices

Activities include: Sit spot, Koru art, Puoro | Music, Outdoor workout, Photo challenge.

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Resources for Teacher Guidance

We have a range of teaching resources in our Resource Catalogue, where you can filter by Education Level to find resources relevant for ākonga in Years 9 - 10 and Years 11 - 13.

The Education Outdoors NZ website also has a wide range of resources and publications relevant for Secondary teachers, including a focus on Te Ao Māori, articles about research and case studies in the current and past issues of Te Whakatika. They also have resources to support gender equity in the outdoors and the Revisioning School Camps resource.

Here are some other key resources we recommend checking out:

This essential resource includes templates to use with students, case studies from schools and advice for integrating specific Achievement Standards.

You can also watch this recorded webinar for an overview of the guidelines from Andrea and Lyn.

In 2021 Andrea, Lyn and teacher Kate Rivers discussed the integration of Education for Sustainability standards in an NZAEE webinar: watch it here (58 mins).

TKI: Education for Sustainability curriculum resources and guidance, including an excellent diagram of a whole-school approach by Toby Morris.

Te ao tangata | Social sciences refreshed curriculum 'Progression in Action'
Yr 9 - 10 context:We are not drowning, we are fighting How can we achieve climate justice in the Pacific? This case study is part of a broader unit exploring environmental justice and ways that groups are responding locally and internationally to address unjust impacts of environmental policies and practices.

Science Learning Hub - Mātauranga Māori resources and teacher PLD, including videos and articles. We recommend watching their webinar about Science competencies, with Rose Hipkins from NZCER.

Te Whai Toi Tangata, University of Waikato, recently held a series of webinars focused on Teaching and Learning at the interface of Mātauranga Māori and Science, with educator Stephen Ross.

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Inspiring Case Studies from Schools and Kura‍

The content below includes short videos from the Prime Minister's Education Excellence Awards (PMEEA), along with NZAEE, Enviroschools and Te Aho Tū Roa webinars and recordings. We've also included articles and websites with more information about these inspirational schools and kura.

Click on the bold titles to watch the videos or read the articles.

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Spotswood College: The Designery
‍Inquiry, creativity and enterprise are a key part of the Impact Projects at this college. The short video below, from Taranaki Regional Council, gives a quick overview.
For more information, read this Enviroschools story or watch the full recorded webinar here.

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"We want these students to aspire to the Year 12/13 course, but they need to have the knowledge to apply the knowledge. You can't just get Year 9 and 10 ākonga to plant some trees. They've got to understand why they are planting the trees: What's the science behind it? Why does this area need replanting? What was it like before? They have got to understand the past and the present to go forward to the future,"
- Teacher Melynda Bentley

Te Kura Taumata o Panguru: Noho Taiao programme| Winner PMEEA 2021 - 5 mins
From mountains to sea, Panguru is collaborating with regional and national agencies to support learning in te taiao. Iwi organisations and science providers are partnering on regeneration projects in their forest and their awa.
Read more in Mātauranga Māori nurtures love of land, Education Gazette article from 2021.

This inspiring mahi has led to a wider noho taiao programme which you can learn about in this short video:

Te Kura Kaupapa Māori o Ngā Mokopuna: Tihei Rimurimu| Te Aho Tū Roa - 5 mins
Immersive, place-based marine and seaweed education experiences in Te Ūpoko o te Ika, a collaboration between Te Aho Tū Roa and Mountains to Sea Wellington.

Ao Tawhiti: Āhuarangi Climate Course| NZAEE webinar 2022 - 18 mins
Teachers Kate and Brent discuss this new course which incorporates Social Studies, Science and Philosophy, including NCEA assessments, with the direction led by student interest and local opportunities.

After watching the climate webinar you may be interested to learn more about the recently opened Climate Action Campus Ōtautahi, an exciting project for student-led learning.

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Photo credit: Kate Rivers

Rangi Ruru: Integrated, Student-led Learning
NZAEE conference 2022 - 30 mins
Art teacher Kate Rivers and students discuss examples and processes that have enabled authentic student projects to evolve, across multiple learning areas.

Read more about sustainability initiatives at Rangi Ruru on their website here.

Kate is also part of the Eco-Action Nursery Trust, working with schools across Ōtautahi to grow and plant native trees. Read this article from Stuff to find out more about this project that empowers rangatahi to take local action.

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Taitā College: Ahi Kaa
Nadine Anne Hura explores the rich place-based learning in this article on the Spinoff: Taitā College students peel back layers of postcolonial destruction.

"Ahi Kaa isn't a class, it's direct climate action. Students are working to change the environment, but the environment is also changing them. They're working to liberate the natives from the pine and the pests, and at the same time, they are also being liberated. I can see it." - Matua Hirini, Taitā College

Western Springs College | Ngā Puna O Waiōrea
A People-focused Systems Approach to Sustainability
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Niki Harré and Charlotte Blythe, School of Psychology, University of Auckland, have published an article featuring Western Springs College - Ngā Puna o Waiōrea's sustainability journey in the American Journal of Community Psychology. Read the summary here, which highlights the importance of a people-focused approach to incorporating long-term and successful sustainability initiatives in schools.

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Curriculum and Assessment Updates

The curriculum refresh and review of NCEA achievement standards both offer opportunities to embed local, relevant and engaging environmental education in our programmes. We know this is a lot of work for teachers and educators who don't always have the luxury of time away from the classroom or your programmes.

Sign up here to receive email updates about curriculum support from NZAEE during Terms Three and Four, with resources and short videos to help you unpack the changes and feel inspired by other schools and kura. We will look at integrated and cross-curricular learning opportunities, along with subject specific changes to assessment and learning.

Read our Curriculum updates here:
Update #1: Te Mātaiaho and Mātauranga Māori
Update #2: Secondary Education changes (curriculum and NCEA)

Watch these videos from the Ministry of Education NCEA website highlighting the opportunities for sustainability and place-responsive learning within NCEA Level 2 subjects:

Environment and Societies (name provisional):

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Outdoor Education:
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Support from Providers and Programmes

Our Providers catalogue allows you to filter by region to find local support and opportunities relevant to your area.

Organisations that work specifically with secondary schools and wharekura include:

Photo credit: Papa Taiao

Sustainable Coastlines
Love Rimurimu (Wellington)

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Learning Area Support: Networks of Expertise

Networks of Expertise provide professional learning, resources and support for teachers.
Aotearoa Social Studies Educators' Network NZ Association of Science Educators
Technology Education NZ
NZ Association for the Teaching of English
Find a full list of subject-specific Networks of Expertise here.

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Discussion Forums

Facebook group: Education for Sustainability - Discussion group for educators

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Have we missed any resources, programmes or stories that you think we should profile in this Spotlight? Get in touch and let us know.

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Acknowledgements
Thank you to Kate Rivers from Rangi Ruru for providing images to use in this article.

Main Image: Eco-Action Nursery Trust planting day in Ōtautahi Christchurch, Kate Rivers.

Thanks also to EONZ and Sophie Watson for your involvement with our Secondary Education webinar and associated resource list.

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Secondary Education: Inspiration and Support | by NZAEE

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Explore stories, resources and programmes that support sustainability and place-based learning in secondary schools and kura. Gain access free today.

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2023 TARANAKI YOUTH ENVIRONMENTAL LEADER

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2023 TARANAKI YOUTH ENVIRONMENTAL LEADER

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Taranaki Regional Council recently celebrated the leadership and contribution of some amazing youth from the region.

Amber Cayley and Arabella Barber are the joint winners of the Youth Environmental Leader award for 2023.

Here we are profiling Arabella Barber from Stratford High School. She was recognised for leadership, support of others and willingness to share ideas in making a significant contribution to Taranaki's environment.

Arabella secured funding for composting bins to divert food waste at her Enviroschool, Stratford High School from going to landfill. She also won funding from the Taranaki Regional Council and Wild for Taranaki to plant 350 native trees along the Pātea River.

"To win this award is amazing. Getting recognised for all the hard work myself, other students and parents have done," says Arabella.

Congratulations to all those who have been recognised for their Environmental work in Taranaki. You can find out more about all the TRC 2023 Environmental awards here.

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2023 Taranaki Youth Environmental Leader

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Taranaki Regional Council recently celebrated the leadership and contribution of some amazing youth from the region. Amber Cayley and Arabella Barber are the joint winners of the Youth Environmental Leader award for 2023. Here we are profiling Arabella Barber from Stratford High School. She was...

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Sophie’s reflections on her journey through Enviroschools

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Sophie’s reflections on her journey through Enviroschools

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MY ENVIROSCHOOLS JOURNEY – SOPHIE HANDFORD, ENVIROSCHOOLS INTERN 2019

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MY ENVIROSCHOOLS JOURNEY – SOPHIE HANDFORD, ENVIROSCHOOLS INTERN 2019

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Since starting at Kāpiti College in 2014, I was eager to become involved in school life. I signed up to almost every group, club, and sports team possible, but quickly found that spreading my time this thin wasn't going to work. When it came to whittling down these groups, the Eco Action group was the first one I wasn't willing to quit and I'm so glad I didn't.

Little did I know when getting involved with this environmental group, our school was an Enviroschool! This didn't mean much to me at the time but now, as I sit here writing this and reflecting on the opportunities, highlights and challenges, it means more than I ever thought it could.

Through Enviroschools, I had the opportunity to present at a Select Committee Hearing in Parliament, visit Koraunui School and gift them the Māui Dolphin Print, present at the National Enviroschools Secondary Hui, and so much more.

These opportunities developed me into a more passionate, educated and motivated young wahine. They also influenced my decisions outside of school. Experiencing all of these things, gave me a taster of what I could potentially spend more time doing and that made me extremely excited! It made me so happy to know that there are groups out there like Enviroschools, who are doing such important work in partnership with others, to foster a generation of young people who instinctively think and act sustainably.

This excitement and passion provoked me to send an email to Enviroschools about potential work experience. I made a very conscious decision to commit my 2019 to the planet, influenced by my learnings from the Enviroschools process and kaupapa.

"Enviroschools has taught me the importance of thinking and acting sustainably".

We are destroying our own planet and time is running out. Banding together to make sustainable decisions is what needs to happen. This idea of thinking and acting sustainably has shaped some changes I have made in my own life. Our family has reduced plastic waste by around half, we are always emailing food companies to let them know we aren't happy with the amount of plastic packaging they use and we use bikes far more often.

I have made a decision that I not only want to live and lead a sustainable life but that I want to inspire others to do so too, just like Enviroschools has done for me. The learnings I took away from the Enviroschools Programme have influenced my study plans too and I now plan on studying environmental science. I am extremely thankful for the facilitators, staff, and volunteers who work for Enviroschools. They have allowed me and so many other young people to discover the ability they have to make sustainable decisions and actions, without even thinking about it!

"For me, 'Enviroschools' prompts thoughts of unity, a journey, sustainability, youth and aroha"

I have too many highlights to mention all of them but a part of my Enviroschools journey which I absolutely loved was being able to see the impact of my actions. From watering and weeding the maara kai, to installing litter traps, to presenting at the Choose Clean Water select committee hearing, I was able to see the positive impact I was having and this is something that brought me great satisfaction and joy.

There are so many things you can get involved with nowadays which send money overseas and it's so hard to understand what that money is physically doing and how it has helped people and the environment. Enviroschools made me happy, it allowed me to understand the power and impact of a simple action. I also grew to understand the ripple effect more, how any small positive action can create more positive outcomes.

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My Enviroschools Journey - Sophie Handford, Enviroschools Intern 2019

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Since starting at Kāpiti College in 2014, I was eager to become involved in school life. I signed up to almost every group, club, and sports team possible, but quickly found that spreading my time this thin wasn't going to work. When it came to...

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Ethan McCormick is a young man with passion and a vision for the future to eradicate rats, possums and stoats. Ethan's journey of learning about native biodiversity and understanding about the impact of pests started as a 5 year old and has since been nurtured by family and his involvement in the Enviroschools Programme at Howick College. This involvement helped open Ethan's eyes to the raft of opportunities to take real world action and develop hands-on skills.

"Ethan is a humble and truly action competent Enviroschools Enviro-group member and Head Boy at Howick College 2020, and is also now a great member of our Pest Free Howick Team. Both the community and students love working with him." - Cate Jessep, Enviroschools Facilitator Tāmaki Makaurau

Enviroschools fosters a tuākana-tēina approach - older students teaching younger students - and Ethan's mahi (work) provides a great example of this! Having left secondary school, he is now studying at University, working part-time for Pest-Free Howick as Conservation Assistant and piloting a pest-free cadet programme in another Enviroschool. Ethan is raising awareness of introduced pests and the control of them in this area and mobilising the community to work together, towards pest free 2050. He was recently able to take a photo of a morepork/ ruru family in his garden - testament that introduced predators are being reduced.
See below!

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Ethan McCormick is a young man with passion and a vision for the future to eradicate rats, possums and stoats. Ethan's journey of learning about native biodiversity and understanding about the impact of pests started as a 5 year old and has since been nurtured...

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Ethan’s insights into the value of council support for Enviroschools_Waitaki Secondary leaver 2022

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Ethan’s insights into the value of council support for Enviroschools_Waitaki Secondary leaver 2022

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Ethan’s insights into the value of council support for Enviroschools_Waitaki Secondary leaver 2022

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To edit and develop - Envirosurvey online

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To edit and develop - Envirosurvey online

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This survey will help gauge sustainability practices across the whole school - place, practices, people and participation, and programmes. The questions cover sustainability broadly utilising Enviroschools 5 Guiding Principles: Empowered Learners, Sustainable Communities, Respect for Diversity, Te Ao Māori and Learning for Sustainability.

Strongly like our school

Like our school

Not like our school

If you are unsure tick other and leave a comment if you want to .

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This survey will help gauge sustainability practices across the whole school - place, practices, people and participation, and programmes. The questions cover sustainability broadly utilising Enviroschools 5 Guiding Principles: Empowered Learners, Sustainable Communities, Respect for Diversity, Te Ao Māori and Learning for Sustainability.

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Aspects of Sustainability – Enviro-Survey Activity

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Aspects of Sustainability – Enviro-Survey Activity

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Ben Carson - Empowered to contribute to change

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Ben Carson, a recent graduate of Kāpiti College is now studying Ecology at Otago University. His Kāpiti College Eco Action group involvement helped him become empowered to make real change.

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Sustainability initiatives at Rangi Ruru Girls School

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Sustainability initiatives at Rangi Ruru Girls School

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Whole school involvement at Palmerston North Girls High

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Whole school involvement at Palmerston North Girls High

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Since the receipt of the grant from the Enviroschools' action fund, the revamp of the Hort Area has proceeded at pace. The first part of the action plan was to form a team that could help with the revamp of the area. The key driver for progress in Phase 1 was the sustainability group who made an action list and allocated tasks to different people. Sustainability now extends across the school involving a range of people, departments, tauira and whānau.

Phase 1 of the long-term project has been a collaborative student/staff effort that involved fundraising in 2018/2019 - through catering for a regional GATE conference, the Enviroschools' grant, gaining funds from the Palmerston North Girls' High School (PNGHS) Board of Trustees and PTA and plant/food sales. The Enviro Group also visited Manchester School - a Green-Gold Enviroschool, to learn about their practices and how these were maintained.
Students use produce from the gardens to create nutritious meals The old glasshouse and tunnel house are decommissioned and the new glasshouse installed.
In Term 1 2019 the Hort area was planted with vegetables and the produce used by students in the the Applied Consumer Technology Department. Next, the Hort area was cleared and the glasshouse and the tunnel house, decommissioned. The frames remained but coatings were removed.

In Term 2 a new fence was built around the expanded Hort area and the new glasshouse was installed. Alumni who had helped to fundraise for the glasshouse returned to see its successful installation.

In August (Term 3), the new PNGHS orchard was planted by tauira, whānau and staff. The orchard includes heritage apples, pears, feijoas, plums and citrus. New student Enviro Group leaders Micah and Sarah were appointed, and they began to rally the students to action.

Term 4 saw the weather improve and a row of olives was planted. Their Kaumātua, Wiremu Te Awe Awe, and Executive prefect, Salma Abdulla, led the olive planting to remember the Christchurch attack and to honour the increasing number of Muslim students in their community. Mrs Biggs, the recently retired principal, planted a persimmon.

Recently, vege pods have been installed, two new composters constructed, fences painted and trellised, murals are being designed, raised beds are under way.
The glasshouse was used as a Pop up cafe by the Food Technology students. Alumni came to help paint the Hort area fence.
The Applied Consumer Technology Department is also introducing a new food waste management system in the Food Technology rooms with the new composters forming a key part of this scheme. Our vision is to expand composting within this Department and across the school, in the coming years.

It is hoped that Phase 1 will be celebrated with planting and harvesting in early 2020. The growing and use of the produce is being integrated into the Food Technology curriculum and Extension programme.

With the revamp, a new community has developed, with increased interest in plants and how the Sustainability area can be used as a resource across a range of learning areas. Students have learned to plant trees and they take pride in these, checking on their health and fruitfulness. Conversations about sustainability, food production and next steps happen daily. Relationships have formed that enhance hauora and are intergenerational. Phase 1 has sparked joy. 'It takes a team to make a dream'.

We appreciate the support of all involved especially the mentoring from Georgina Morrison, Palmerston North Enviroschools Facilitator and Sarah Williams, Enviroschools Regional Coordinator.

Banner Photo: Students from PNGHS check out their food gardens after the summer break.

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Fertile Grounds of a Secondary Enviroschool Grow Intergenerational Conversations

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Working together to revamp the horticulture area at Palmerston North Girls' High School has sparked joy for the school community, taught young people about how it takes a team to make a dream and how hauora has been enhanced through collective action.

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Rangatahi from across the Waikato gathered beneath Pirongia mountain for the first Waikato Enviroschools Climate Camp. Over 2 days they engaged in discussion, carried out experiential activities, learned about climate change and explored opportunities for future learning and action taking.

Michelle Daly (Enviroschools Regional Coordinator) opened the hui by saying that this was an opportunity for like-minded rangatahi to connect, to learn, to share, and to build confidence and capacity to educate peers about climate change.

After a welcome from the team of facilitators, Sophie Handford, Councillor for Kāpiti District Council, spoke about the passion that fired her journey from Enviroschools student leader to Enviroschools intern, Strike for climate organiser to local politician, asking, "which side of the future do you want to be on?"

"This camp has raised the awareness of the reality of climate change. It's unavoidable and we have been ignoring it for too long" - participant comment.

There was then time to get to know each other before a thought-provoking presentation "Understanding Climate Change" by Rick Liefting (Tsunami man) and Whitney Mills from the Regional Hazards Team.

"Talking about climate change and tsunami was powerful and influencing" - participant comment

Activities during the camp included archery, rock climbing, a Mangakara stream study, and nature awareness to help connect students to each other and the environment whilst building confidence in their ability to overcome challenges.

"I liked the metaphor used with the climbing activity. We were lifted up and supported. The actions of one were supported by many." - participant comment.

Participants also connected with Rangatahi Voices, the independent youth forum for the Waikato region. This group led a number of the activities on camp.

A panel of inspirational speakers included Professor Margaret Barbour who talked about a new degree at Waikato University, Bachelor of Climate Change that combines scientific knowledge with understanding economic and political systems and impacts on Māori, Pacific and Indigenous communities.

Lilian Balfour (youth leader currently studying at Waikato University (B. Climate Change) and Halle Aish (student and Youth volunteer for Pirongia Te Aroaro o Kahu Restoration Society) gave their different experiences of transition from active Envirogroup members at school to study, work and further engagement in their communities.

Lilian commented that stepping up and into action boosted her confidence and advised tangible local action otherwise it can seem overwhelming.

Halle's interest in conservation was very obvious as she showed photos of Pirongia forest and some of the actions she has been involved in with the restoration society. A key message she had was about the personal benefits of this involvement; mental, spiritual, physical, social and educational as well as environmental.

Julie Hansen caught the interest of a number of rangitahi (eager to get their drivers licences/cars) when she discussed emissions reduction plans and strategies to decrease the numbers of cars on the road.

Jo Wrigley from GoEco opened participants' eyes to the significant issue of food waste, food security, and food rescue that she helps coordinate as part of Kaivolution. She shared facts and figures about food waste quantities as well as the amount now being redistributed.

Lorraine Dixon, Project Advisor Taiao Team, Climate Change (Waikato Tainui) talked about the importance of understanding the issues from a Mātauranga Maori perspective and not being afraid to getting involved. Lorraine is working with others assessing the impact of climate change on the 68 marae in the region. When talking about solutions, Lorraine reminded rangatahi of the 1000 years of observational knowledge that local Māori had.

The Climate Change programme incorporated activities facilitated by NIWA and Waikato Tainui as part of the Kura Waitī programme, which involved an interactive "board" game of climate adaptation that had rangatahi having to work as a team to decide best actions and use of a budget when planning for climate mitigation.

"It was great hearing other peoples' stories and how they got there." - rangatahi reflects.

Talking about what difference the Climate Camp made, one participant commented that they saw their role now was to help educate others, spread awareness with peers and raise interest in the topic.

There were many special connections and experiences occurring throughout the hui, including the launch of the Secondary Education for Sustainability resource, written for Waikato Regional Council (and teachers within the region) by Andrea Soanes and Lyn Rogers, two very experienced Secondary teachers and resource writers. Andrea ran a short workshop for teachers on the second day, introducing the resource and emphasised the importance of enthusiasm of teachers in climate change education. There are plans for this resource to be launched at a series of workshops including a workshop for Enviroschools lead teachers, a Ministry of Education workshop and possibly NZAEE conference.

Planning for taking action was an important part of the camp. This allowed students to consolidate their learning and each school was tasked to consider how they could take these ideas back to their schools and communities. Participating school groups will have the ongoing support of their Enviroschools Facilitator to launch a climate action or initiative at school and will have access to a dedicated Waikato Regional Council grant fund to enable their project.

"I feel excited about doing a project together at my school" - participant talking about next steps

With each facilitator taking responsibility for designing and delivering a different session of the programme this was a real team effort, with a series of planning hui necessary to scope, check in and peer review the wātaka development. The Waikato team are grateful to Enviroschools Hawkes Bay for the generous sharing of their climate camp material and hope that other regions can benefit from this growing puna mātauranga/pool of knowledge.

Michelle says that although there will be a few changes to the programme, the team are inspired and committed to running Enviroschools Climate Camp 2023. Watch this space!

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Seeking understanding, support and solutions - Climate Camp Waikato

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Rangatahi from across the Waikato gathered beneath Pirongia mountain for the first Waikato Enviroschools Climate Camp. Over 2 days they engaged in discussion, carried out experiential activities, learned about climate change and explored opportunities for future learning and action taking. Michelle Daly (Enviroschools Regional...

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Hawkes Bay Regional Council Offerings for Secondary Schools

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Hawkes Bay Regional Council Offerings for Secondary Schools

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Youth Climate Action forum

Environmental Challenge

Rangatahi Environment Committee

Environmental Education Resources

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Environmental Education for Hawke's Bay Secondary Schools is about education opportunities in, about and for the environment. Our aim is to ignite sustainable behaviours, the value of personal and collective action against Climate Change and encourage innovation.

On this page Related documents Related pages

Secondary Schools

Environmental Education for Hawke's Bay Secondary Schools is about education opportunities in, about and for the environment. Our aim is to ignite sustainable behaviours, the value of personal and collective action against Climate Change and encourage innovation.

Our mahi focusses on motivating and educating our young environmental kaitiaki through education programmes, resources, partnerships, and events.

Our purpose is to create opportunities to experience nature in the outdoors, understand conservation and environmental issues, and to develop knowledge and skills to protect, conserve, and restore our taiao.

Climate Action in Secondary Schools

Our goal is to support our secondary schools, students, and teachers to ensure a better understanding of our changing climate. We aim to provide support, resources, EOTC opportunities as well as helping to create local curriculum.

Welcome!

Kia ora koutou, ko Hinerangi Price toku ingoa - Environmental Education Community Facilitator.

I am committed to and passionate about kaitiakitanga for our taiao and supporting young people to develop their awareness about and for the environment through personal commitment and action.

I work closely with the Hawke's Bay Rangatahi Environment Committee, support the Hawke's Bay secondary school's environment challenge and the Enviroschools programme and organise events such as the Hawke's Bay youth climate action camp and youth climate action rally.

To find out more about environmental education opportunities for Hawke's Bay secondary schools, contact me on 06 835 9200 or email hinerangi.price@hbrc.govt.nz

Disclaimers and Copyright
While every endeavour has been taken by the Hawke's Bay Regional Council to ensure that the information on this website is accurate and up to date, Hawke's Bay Regional Council shall not be liable for any loss suffered through the use, directly or indirectly, of information on this website. Information contained has been assembled in good faith. Some of the information available in this site is from the New Zealand Public domain and supplied by relevant government agencies. Hawke's Bay Regional Council cannot accept any liability for its accuracy or content. Portions of the information and material on this site, including data, pages, documents, online graphics and images are protected by copyright, unless specifically notified to the contrary. Externally sourced information or material is copyright to the respective provider.

© Hawke's Bay Regional Council - www.hbrc.govt.nz / +64 6 835 9200 / info@hbrc.govt.nz

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Environmental Education for Hawke's Bay Secondary Schools is about education opportunities in, about and for the environment. Our aim is to ignite sustainable behaviours, the value of personal and collective action against Climate Change and encourage innovation.

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Hawkes Bay Environmental Challenge for Secondary Schools

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Hawkes Bay Environmental Challenge for Secondary Schools

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Growing Enviro Go-getters in Hawke's Bay Secondary Schools

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Laying down the challenge The Hawke's Bay Secondary Schools (HBSS) Environmental Challenge was an idea that came about when deciding on an initiative for our Youth Environment Council (YEC) members (made up of secondary school enviro leaders) to take back to their school and generate...

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Waiheke High Envirogroup share how they operate and top tips.

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Waiheke High Envirogroup share how they operate and top tips.

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RANGATAHI SHARE STORIES OF EFFECTIVE SECONDARY ENVIROGROUPS

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RANGATAHI SHARE STORIES OF EFFECTIVE SECONDARY ENVIROGROUPS

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Pathways for Secondary School Engagement Zui3: Secondary Envirogroups

Our Enviroschools National Facilitator support team has been busy this year providing a range of learning experiences for our facilitator network. This has included a series supporting effective practice in the secondary sector.

The series has been made up of 3 well attended zoom events and culminated in one looking at the role of Envirogroups and drawing on the experience of both rangatahi and facilitators.

Due to the interest in sharing this with student groups around the motu we are pleased to be able to provide a recording of this event using the Access Passcode: vL?9D^69 and the accompanying slideshow. 2021_ES_National_Secondary sharing zui3_Envirogroups

The programme included contributions from Mikayla Robson - student leader Long Bay College, Nicky Elmore - Tāmaki Makaurau Sustainable Schools Team, Waiheke High School students Ruby Ross-Hayes and Rebecca Campbell via a pre-recorded video (see below), Cate Jessep - Tāmaki Makaurau Sustainable Schools Team, Stevie Shipman - ex student leader Kāpiti College, Jennie Upton - Ōtepoti /Dunedin Facilitator (via Gill, the convenor).

As part of the zui, participants were encouraged to share what they were hearing from contributors about enablers to effective engagement. Here is the list collated. 2021_ES_National_Enablers to effective Envirogroup engagement at Secondary level

Feedback for these young people, their colleagues, teachers and facilitators was fulsome!

Tori Christie said, "I mihi to Mikayla for her passion, leadership & willingness to share! Thank you!."

"Thankyou for sharing with us Mikayla. You and your group are incredibly inspiring," commented Liz Peterson

Lucy Francke said "Thanks so much to everyone who has shared. I can't wait to share what I have learned today from you with our high schools here in Central Otago."

Enviroschools National Manager, Esther Kirk said, " This is very inspiring Stevie - such amazing structure and embedding in all areas of school life. It's so neat to see Nicola in the photos (as a past ES facilitator). What an amazing wāhine, and also Amanda is a shining light - you're right! Good luck with the rest of your year, ngā mihi for sharing!

Liz Peterson : Stevie, your energy and enthusiasm is incredible. I have learnt so much from listening to you today. Ngā mihi

Jen Rodgers : Thanks Gill for pulling this together! Incredible stories! Thanks to all the speakers- loved hearing rangitahi voice.

After the event Stevie shared her thoughts about being involved.

"It was awesome to sit in on the zui, yes. I have taken away so much and further reconnected with my why and with the green community. Lots to mirimiri into my lifestyle." - Stevie Shipman

Video clip: Waiheke High School Environmental Group

Banner photo: Kāpiti College Envirogroup celebrate their Silver/Ponga Holistic Reflection.

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Rangitahi share Stories of Effective Secondary Envirogroups

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Pathways for Secondary School Engagement Zui3: Secondary Envirogroups Our Enviroschools National Facilitator support team has been busy this year providing a range of learning experiences for our facilitator network. This has included a series supporting effective practice in the secondary sector. The series has been...

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Tilly’s encouragement to incoming enviro-leaders_Waitaki Secondary leaver 2021

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Tilly’s encouragement to incoming enviro-leaders_Waitaki Secondary leaver 2021

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Tilly’s encouragement to incoming enviro-leaders_Waitaki Secondary leaver 2021

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Mady’s top tips to incoming enviro-leaders_Waitaki Secondary leaver 2022

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Mady’s top tips to incoming enviro-leaders_Waitaki Secondary leaver 2022

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Mady’s top tips to incoming enviro-leaders_Waitaki Secondary leaver 2022

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Ethan’s encouragement to incoming enviro-leaders_Waitaki Secondary leaver 2022

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Ethan’s encouragement to incoming enviro-leaders_Waitaki Secondary leaver 2022

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Ethan’s encouragement to incoming enviro-leaders_Waitaki Secondary leaver 2022

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Long Bay College Envirogroups Strategic Plan 2022 to 2025

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Long Bay College Envirogroups Strategic Plan 2022 to 2025

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ENVIROSCHOOLS STUDENTS MAKE MOVES TO BUILD RELATIONSHIP WITH LOCAL COUNCIL

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ENVIROSCHOOLS STUDENTS MAKE MOVES TO BUILD RELATIONSHIP WITH LOCAL COUNCIL

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Back in 2018 when Waitaki Council agreed to fund the local facilitation of the Enviroschools Programme, more Waitaki Schools wanted to join than the Council had capacity for!

Schools were asked to submit an expression of interest and selection was based on a number of criteria including having the Early Childhood Sector, Primary, Intermediate and Secondary schools represented as well as schools from across the Waitaki District.

One of the lucky schools accepted was Waitaki Girls' High School. Waitaki Girls' now has a rapidly-growing Envirogroup, with over 30 active members.

The school's Enviroschools co-captain Breanna Greaney and supporting teacher Jessica Wright recently met with Waitaki Mayor Gary Kircher to discuss the work that the Envirogroup was doing, and in turn, what work the Council was doing to mitigate the impacts of environmental degradation in Aotearoa.

They also talked about the role the school could play in supporting the council.

Mr Kircher was impressed with the long list of projects that the Envirogroup has undertaken and collaborated with other schools on, which include a beach clean-up, tree planting, waste reduction at schools, and lessening their plastic consumption by making their own beeswax food wraps.

Waitaki Girls' Envirogroup are an enthusiastic group who are embracing the resources they now have from the Enviroschools Programme.

By developing their own environmental projects and encouraging their local Council to support their efforts, it is clear that they are committed to making an impact and raising awareness around sustainability.

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Enviroschools Students Make Moves to Build Relationship

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Back in 2018 when Waitaki Council agreed to fund the local facilitation of the Enviroschools Programme, more Waitaki Schools wanted to join than the Council had capacity for! Schools were asked to submit an expression of interest and selection was based on a number of...

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STUDENTS INSPIRED TO BRING ABOUT WHOLE SCHOOL RECYCLING AT KURANUI COLLEGE

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STUDENTS INSPIRED TO BRING ABOUT WHOLE SCHOOL RECYCLING AT KURANUI COLLEGE

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Students Inspired to bring about school Recycling at Kuranui College

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During weekly 1-hour "Inspire time" slots in 2020, students at Kuranui College worked with their teachers to explore their own interests. Although the school has an Envirogroup, the opportunity to use allocated school time was vital to this project's success. It also meant that students...

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FERTILE GROUNDS OF A SECONDARY SCHOOL GROW INTERGENERATIONAL CONVERSATIONS ABOUT FOOD PRODUCTION AND ACTION

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FERTILE GROUNDS OF A SECONDARY SCHOOL GROW INTERGENERATIONAL CONVERSATIONS ABOUT FOOD PRODUCTION AND ACTION

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Since the receipt of the grant from the Enviroschools' action fund, the revamp of the Hort Area has proceeded at pace. The first part of the action plan was to form a team that could help with the revamp of the area. The key driver for progress in Phase 1 was the sustainability group who made an action list and allocated tasks to different people. Sustainability now extends across the school involving a range of people, departments, tauira and whānau.

Phase 1 of the long-term project has been a collaborative student/staff effort that involved fundraising in 2018/2019 - through catering for a regional GATE conference, the Enviroschools' grant, gaining funds from the Palmerston North Girls' High School (PNGHS) Board of Trustees and PTA and plant/food sales. The Enviro Group also visited Manchester School - a Green-Gold Enviroschool, to learn about their practices and how these were maintained.
Students use produce from the gardens to create nutritious meals The old glasshouse and tunnel house are decommissioned and the new glasshouse installed.
In Term 1 2019 the Hort area was planted with vegetables and the produce used by students in the the Applied Consumer Technology Department. Next, the Hort area was cleared and the glasshouse and the tunnel house, decommissioned. The frames remained but coatings were removed.

In Term 2 a new fence was built around the expanded Hort area and the new glasshouse was installed. Alumni who had helped to fundraise for the glasshouse returned to see its successful installation.

In August (Term 3), the new PNGHS orchard was planted by tauira, whānau and staff. The orchard includes heritage apples, pears, feijoas, plums and citrus. New student Enviro Group leaders Micah and Sarah were appointed, and they began to rally the students to action.

Term 4 saw the weather improve and a row of olives was planted. Their Kaumātua, Wiremu Te Awe Awe, and Executive prefect, Salma Abdulla, led the olive planting to remember the Christchurch attack and to honour the increasing number of Muslim students in their community. Mrs Biggs, the recently retired principal, planted a persimmon.

Recently, vege pods have been installed, two new composters constructed, fences painted and trellised, murals are being designed, raised beds are under way.
The glasshouse was used as a Pop up cafe by the Food Technology students. Alumni came to help paint the Hort area fence.
The Applied Consumer Technology Department is also introducing a new food waste management system in the Food Technology rooms with the new composters forming a key part of this scheme. Our vision is to expand composting within this Department and across the school, in the coming years.

It is hoped that Phase 1 will be celebrated with planting and harvesting in early 2020. The growing and use of the produce is being integrated into the Food Technology curriculum and Extension programme.

With the revamp, a new community has developed, with increased interest in plants and how the Sustainability area can be used as a resource across a range of learning areas. Students have learned to plant trees and they take pride in these, checking on their health and fruitfulness. Conversations about sustainability, food production and next steps happen daily. Relationships have formed that enhance hauora and are intergenerational. Phase 1 has sparked joy. 'It takes a team to make a dream'.

We appreciate the support of all involved especially the mentoring from Georgina Morrison, Palmerston North Enviroschools Facilitator and Sarah Williams, Enviroschools Regional Coordinator.

Banner Photo: Students from PNGHS check out their food gardens after the summer break.

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Fertile Grounds of a Secondary Enviroschool Grow Intergenerational Conversations

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Working together to revamp the horticulture area at Palmerston North Girls' High School has sparked joy for the school community, taught young people about how it takes a team to make a dream and how hauora has been enhanced through collective action.

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ECOLUTION LEADS LONG BAY COLLEGE TOWARDS A SUSTAINABLE FUTURE

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ECOLUTION LEADS LONG BAY COLLEGE TOWARDS A SUSTAINABLE FUTURE

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Long Bay College Ecolution members recently took part in an Enviroschools Holistic Reflection with support from a representative from Auckland Council Sustainable Schools team, and feel proud of achieving Enviroschools Bronze status. It was a chance to celebrate progress to date and to inform next steps on the College's sustainability journey. As part of their reflective process they put together a video to share ideas and further engage their student community. Ecolution is a student-led initiative focused on advocacy for sustainability through action.

Like in many Enviroschools around the country, young people at Long Bay college are concerned about the waste being generated at their school. In February 2020, a 3-bin system was introduced to minimize landfill contribution. However, it hasn't been fully embraced by students, the group frustratingly report, with discussions around how best to address this.

In 2018 the students visited Long Bay Primary School to share their knowledge about sustainability, leading a fun series of educational games with the children. They have also visited Western Springs College, investigating their bin systems and other sustainability successes to help kickstart their group.

Over the last 18 months water conservation has been a significant concern for the whole of Auckland Region. Long Bay Ecolution group are contributing to water conservation by installing a water tank to collect rainwater for the various gardens on campus.

Ecolution have also been involved in the last two Long Bay Regional Park tree planting days with Sustainable Coastlines, as well as a beach cleanup - prompting the group to consider regular beach cleanups after school.

Litter is a big issue at their school. A significant contributor is the tuck shop, a popular lunch option with excessive plastic packaging on items. Ecolution students approached the tuck shop, resulting in PLA bioplastic containers and paper bags being introduced instead of single use plastic bags when possible. This has helped reduce litter in general as more could be composted.

Valentine's day in any secondary school can be met with a level of hype and expectation and in the past also involved a lot of plastic (the red roses came in plastic sheaths). The students in Ecolution addressed this by advocating that wrappers were brown paper, and bows were hemp string - a much more attractive gift and a significant reduction in waste. This has been embraced with open arms by staff and students.

The sustainable action within Long Bay College is all student-led. They run the groups, advocate for involvement, organise events, seek funding, and liaise with different people to get traction.

"I feel more confident to speak and have become more passionate about sustainability." - Holly

One of the frustrations of being part of the Ecolution group is that these students are not recognised in the same way as other school leaders. It is also difficult to get their voices heard and get change across the whole school happening. Even the label "Sustainability" seems to be pejorative.

"Sustainability is more than litter - it is about maintaining relationships, standing up for what you believe in, and caring for others. But because of negative association with litter and detention, it is difficult to get students on board." - Mikayla

They suggest there could be different approaches to this - rebranding Ecolution as a 'sustainability council' which represent the whole school, and having an action-based group involved in physical things such as the upcoming regenerative garden or tree planting.

There was further discussion about this regenerative garden as it presents the group with the opportunity to engage younger students transitioning from Northcross Intermediate (an Enviroschool) - who have many opportunities through their biotech curriculum where students are learning in about and for their environment. The garden could become a catalyst for tapping into this knowledge and continuing to hold the interest of these students in sustainable learning and action. It could also provide further opportunities for learning more about atua Māori and tikanga in relation to care and nurture of soil, maara kai and people.

"We want to develop a culture of care in our school, so the garden is a perfect opportunity to begin normalizing sustainability in and out of the classroom."- Mikayla

Our whole school vision for sustainability is to be an environmentally innovative and aware school and be leaders within the community. We want to create positive change within the school to develop an eco-conscious community by leading a shift in school culture, normalizing sustainability holistically.

This articulate group of students suggest that if other secondary students want to become involved in student advocacy and action for the environment, they should start small and work as a group to achieve things. Find a teacher that is passionate and willing to support you on your journey. Give things a go - mistakes will be made, but it is part of the learning experience. Laying foundations (goals, intentions, etc) before embarking on big projects is very effective.

Banner image: Long Bay College Ecolution members planting trees at the local regional park.

The Ecolution video below is an invitation to be a part of the Long Bay College Enviroschools Bronze Reflection Day they recently held. The video explains what Enviroschools is and outlines a set of expectations for Long Bay College as a school, to meet.

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Ecolution leads Long Bay College towards a sustainable future

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Long Bay College Ecolution members recently took part in an Enviroschools Holistic Reflection with support from a representative from Auckland Council Sustainable Schools team, and feel proud of achieving Enviroschools Bronze status. It was a chance to celebrate progress to date and to inform next...

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Wellington East Girls’ College Enviro Committee Model - Bioblitz

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Wellington East Girls’ College Enviro Committee Model - Bioblitz

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Cashmere High School eco-habitat / Tāne-te-waiora Riparian restoration

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Cashmere High School eco-habitat / Tāne-te-waiora Riparian restoration

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A bus load of Marlborough Girls' College students and their supporting teachers recently travelled over the hill to be hosted by the Nelson College for Girls Enviro Team...

Keen environmental leaders from Marlborough Girls' College (MGC) were looking for some inspiration for next steps for their school, and they found it with their enthusiastic counterparts at Nelson College for Girls (NCG).

The NCG enviro team shared some of their projects including a recycling station, a very cool up-cycled clothing shop that opens a couple of times a term, and their school beehives.

They also shared their Enviroschools journey to becoming Silver which included running movie evenings with environmental films, hosting interesting visiting speakers and inviting the public to attend, and running an energy challenge at school complete with chocolate for prizes!

Our MGC students came away with some ideas that are now in the preparation stages, so watch this space!

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Marlborough Girls' College go Exploring!

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A bus load of Marlborough Girls' College students and their supporting teachers recently travelled over the hill to be hosted by the Nelson College for Girls Enviro Team... Keen environmental leaders from Marlborough Girls' College (MGC) were looking for some inspiration for next steps for...

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COMMUNITY COMPOSTING SYSTEM A NATURAL CHOICE FOR WAIHEKE STUDENTS

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COMMUNITY COMPOSTING SYSTEM A NATURAL CHOICE FOR WAIHEKE STUDENTS

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Ella Singh and Waiheke High School Sustainability Group

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Community Composting System a Natural Choice for Waiheke Students

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Waiheke High School Sustainability Group leader Ella Singh tells us about how funding has enabled the purchase of their first composting system and inspired their vision of a Community Composting hub.

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PERSUASIVE PRESENTATION HELPS PUSH FOR POSITIVE CHANGE - Team Green  Mount Aspiring College

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PERSUASIVE PRESENTATION HELPS PUSH FOR POSITIVE CHANGE - Team Green  Mount Aspiring College

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After successfully lobbying the Council to support their Enviroschools journey students at this new Enviroschool in Otago continued their commitment toward positive change. They were aware of issues around waste management at their school and wanted to find out exactly what was happening and then propose some changes.

"Attractive packaging and advertising are designed to sell more products, convincing us that our deepest needs can be satisfied by buying even more things. But so often this results in waste. Excess packaging is thrown away immediately and products we do not really need may not be used for very long before they too become waste. Processed foods and fast foods tend to have more packaging than things made at home from basic ingredients and fresh produce." - p 11 Enviroschools Zero Waste Theme Area Resource

The Mount Aspiring College students found the 3 case studies about waste reduction in Auckland very useful (see links to these below) in helping them prepare for a presentation to the board.

Team Green started working on this issue pre-Covid and are now picking up momentum again and very disappointed that they have lost ground with the canteen in that they can't bring their own containers again. This is one of the solutions that Team Green are advocating for change.

"I am really inspired by this small, but very proactive Envirogroup and I am also impressed by the new Principal Nicola Jacobsen who has really responded to their concerns along with the very supportive board. I think the school, in general, is going through a positive phase of change where the profile of sustainability is being enhanced. It is great to walk, at a distance, alongside them on their journey." - Enviroschools Facilitator, Damian Foster

Below is a version of what Team Green, the Envirogroup at Mount Aspiring College in Wānaka, presented to the BOT about the waste issue at the school with their ideas for how to address this issue, along with a copy of their presentation: 2022_ES_Otago_Mt Aspiring_ student presentation_Waste Minimisation at MAC

Why are we here?

RECYCLING and waste management at Mount Aspiring College is NOT working; We are here on behalf of Team Green and our Grounds team of which Graham spends around 3.5 hours of his day collecting rubbish.

We would like to show what we have tried, what we can suggest and why we need support from you.

Background:

In 2020 Team Green initiated a drain cleaning project, where we cleaned out all the school drains; we extracted lots of rubbish from each drain. Here is our youtube video link about the project if you are interested: Drain Cleaning Project] Drain Cleaning Project - YouTube

The same year Team Green held free beeswax wraps workshops; a drain art design competition and secured a BYO container deal with the canteen (which is no longer supported by the canteen) to attempt to increase awareness and provide alternatives.

This year we focused again on waste at our school. In term 1 we collected discarded food waste for one week around the school grounds (with the help of the caretaker) and found approximate 4 kg of food waste on the ground each day (and lots of litter too).

In Term 2 we conducted a waste audit. Together with caretaker, Graham, we emptied:

1 yellow recycling bin and 1.5 rubbish bins, which we collected from the school ground and sorted them into:

The yellow recycling bin contained:

10 kg food waste

3kg recycling (now contaminated)

8kg rubbish/waste

The rubbish bins contained:

14kg food waste

4kg recycling

25kg rubbish/waste

What do we need to change?

If recyclables are put together with food waste, they are contaminated and won't end up being recycled

The school pays Allwaste an average of $835/month for waste disposal

The school CANTEEN contributes to a lot of rubbish, that ends up in landfill/on the school grounds, by selling wasteful, packaged items: Iced tea plastic bottles, cans of fizzy drinks, cling film food items, hot chip cups which are not recyclable, plastic wrapped ice blocks etc.

If the CANTEEN is run by the school, the Board has a direct input into what can be sold and reduce the waste produced on site! Is this correct?

COMPOSTING on site would reduce the amount of food waste that goes to landfill; this is an easy and effective way of putting carbon back into the soil instead of increasing the Greenhouse Gas Emissions; the school needs to come up with a good system to collect food waste and divert food waste going to landfill.

More education also about what can go into the recycling bin at school is needed.

How do we make everyone care?

Students identified the connections between their school kaupapa, vision and values that directly link to care for the environment and asked, "The wording is in our School Vision and Values but how are we upholding these?"

Our ideas/ what we need from the BoT

All staff and students need to be involved in waste management.

We want MAC to come up with a specific mission statement and the school board to set a strategic goal and targets around waste minimisation at school just as other schools in the country already have done.

Ideas:

Go waste free (no bins at school) just like the Primary Schools and Early Learning Centres in Wānaka (this is Ronnie's preference).

Have better signage on bins (easy / fool proof/ encouraging) so everyone knows exactly what goes in which bin.

Canteen audit: create less waste within the school by changing what is sold in our canteen. Who is responsible for this?

Education at staff meeting, whanau and assembly: Waste/ recycling Quizzes, Guest Speakers at assembly, visit Wastebuster etc.

Have composting bins around the canteen / food tech department and field and a composting system on site.

The waste minimisation at school needs to be MANAGED FROM THE TOP - leading it and having clear expectations

Credit must go to the Team Green students and to Sarah Jane (key teacher) and Chrissi (support staff) for committing to this kaupapa.

Enviroschools Facilitator Damian was at the meeting and was impressed with the case they put together.

"Kia Ora Team Green, I just wanted to write and congratulate you on your amazing presentation to the school board this week. You made a really strong case, and it was received very well by the board. Ian Hall (BoT Chair) was definitely impressed by what you had to share, and we all heard him commit to taking action. I thought the other board members were really pleased to hear what you had to say, and I have heard from one board member who said the board spoke at length about what you had to share. I think Nicola (Principal) would have been very proud of the hard work you did in preparation and how well thought out and persuasive your presentation was." - Enviroschools Facilitator, Damian Foster

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Persuasive presentation helps push for positive change

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After successfully lobbying the Council to support their Enviroschools journey students at this new Enviroschool in Otago continued their commitment toward positive change. They were aware of issues around waste management at their school and wanted to find out exactly what was happening and then...

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Thrift Shop Open for Business at Marlborough Girls’ College

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Marlborough Girls’ College students have a new addition to their school: a thrift shop where students can recycle and purchase used clothing. A visit to Nelson College for Girls last year sparked the idea for

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Run sheet of the leadership hui held for Secondary students in Central Otago.

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Mātauranga whakauka taiao – mā te katoa, mō āke tonu atu | Sustainability education – enough for all, forever

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Mātauranga whakauka taiao – mā te katoa, mō āke tonu atu | Sustainability education – enough for all, forever

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https://www.waikatoregion.govt.nz/services/regional-services/for-schools/resources-for-teachers/

The resource was created to help teachers navigate the NCEA Education for Sustainability (EFS) Achievement Standards.

It’s intended to help build the confidence of new and experienced educators alike to successfully scaffold student learning in environmental education

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Enviro leaders workshops in Wellington and the Wairarapa - Co-design with Rangatahi. 

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Enviro leaders workshops in Wellington and the Wairarapa - Co-design with Rangatahi. 

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KAIPARA MOANA REMEDIATION PARTNER WITH NORTHERN KAIPARA SECONDARY SCHOOLS

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KAIPARA MOANA REMEDIATION PARTNER WITH NORTHERN KAIPARA SECONDARY SCHOOLS

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The Kaipara Moana is the largest natural harbour in the Southern Hemisphere, and one of global significance. It is the home to rare and threatened species, including migratory birds from the northern hemisphere, and contains some of the rarest ecosystems in New Zealand, including sand dune, sea grass, freshwater and estuarine wetland ecosystems. It has deep cultural and economic significance. The harbour is home to several iwi/hapū groups, with local taonga species providing food and medicine, underpinning cultural practices and connecting people to place. The Kaipara is also the breeding ground for New Zealand's valuable snapper fishery. (source: Kaipara Moana Remediation)

When I saw strong similarities in the Kaipara Moana Remediation (KMR) approach to the environment and community to those of Enviroschools, I reached out and engaged with KMR in the early stage of the programme to see what the possibilities were for student engagement.

"The Kaipara Moana Remediation Programme is the largest landscape programme underway in New Zealand. It represents new models of co-governance, planning, collaborating and problem-solving to restore the health and mauri of the Kaipara Moana." - Kaipara Moana overview

After talking with the KMR team and NRC Regional Coordinator for Enviroschools Northland/Te Taitokerau, Susan Karels, we agreed there was potential for meaningfully engaging young people in local learning and action. I was supported to do the Field Advisor training with KMR. It is KMR policy to find appropriately skilled people in each area and provide additional training to enable them to engage the farmers in their local area to fence and plant their waterways - and in my case, with the schools. This is part of a local approach to support smaller communities and individuals in ways that include supporting local plant nurseries (often small) to supply eco-sourced plants to the farmers in the area.

I then invited Tahiroa Bishop and Griffin Hope, from KMR, to come and talk to interested schools, Ruawai College and Dargaville High School, about what they do towards restoring the health and mauri of Kaipara Moana. We then put our heads together to think how we might work together.

The first early action we took was a planting day at the first local KMR farm. I provided a Sediment Reduction Plan (advising on how to fence and plant waterways on the farm and providing 50% funding) for a local farmer, David Byles, who had already carried out other mitigations against environmental impacts of his farm.

I then contacted the schools to see who wanted to come out as part of their Agriculture/Horticulture (Ag/Hort) class, and help David get the plants in the ground and learn about his land management practices. Taking advantage of being a local, I also invited the volunteer weed control group I coordinate, the local Lions (whom I work with on the Lion's walkway in Paparoa), Otamatea Harbour Care members (the Board of which I was on for a number of years) and the local community in general. We had a good crew turn up, including the Dargaville Police, and got all the plants in. Some great role models were introduced to the students at the same time.

Currently Ruawai College is incorporating a restoration unit into their Ag/Hort course and a lead-in cross-curricular study around the waterways. The vision and mahi of KMR in the junior school is due to kick off next year. We are also looking at the use of the school nursery to grow plants that will then be planted along waterways in the Kaipara Moana catchments. Part of this is connecting the school and local farms with shared waterways to help restore those areas, in partnership with KMR.

Further possibilities we are exploring include piloting a rangatahi field advisor training course.

"Rangatahi working as KMR field advisors would provide a career choice for students enjoying learning and taking action in Enviroschools WaiRestoration projects. When we see a clear purpose for our learning, we are energised to get stuck in, our wellbeing is nurtured, and we're enabled to work locally." - Susan Karels, NRC Education Manager and Regional Co-ordinator for Enviroschools

See here for a story about Kaipara Moana Remediation team members joining in an Enviroschools WaiRestoration tour.

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Kaipara Moana Remediation partner with local Secondary Schools

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The Kaipara Moana is the largest natural harbour in the Southern Hemisphere, and one of global significance. It is the home to rare and threatened species, including migratory birds from the northern hemisphere, and contains some of the rarest ecosystems in New Zealand, including sand...

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Environmental education and the new English standards.

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Environmental education and the new English standards.

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A story from one of our lead teachers.

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Exploring Environmental Education and the Refreshed Secondary English Curriculum

Written by Nicola Easthope, an English teacher and poet based on the Kāpiti Coast.

October, 2023

The long anticipated Aotearoa New Zealand curriculum refresh, Te Mātaiaho, provides exciting opportunities for the integration of education for sustainability and reconnection with te taiao, our environment, in junior and senior secondary English courses.

Something most teachers are looking forward to is the refocus on "curriculum first and assessment next" (Dr. Rosemary Hipkins) rather than the end-game demands of frequent internal assessments. We're all familiar with students asking, even at the beginning of a unit, "Is this worth credits, Miss/Sir?"

Changes to NCEA will help shift us back to a focus on curriculum, supporting the development of capabilities for lifelong learning and living as part of our interconnected planet.

Fewer, larger assessments in senior Englishwill enable teachers to introduce a wider range of contexts for learning, including the integration of ecoliteracy, cultural competency and citizenship into our units.

In terms of our environment, the refreshed English curriculum gives space to promote:

The primary importance of Te Ao Māori perspectives in our learning about, in and for the environment of Aotearoa

Critical and creative thinking, writing, oratory and visual presentations for te taiao

Nature connection, protection, restoration and rewilding

Participation in community building and politics at local and national levels

This could include protest and protection for land, people and culture, and other ecological beings and habitats under threat.

Empowered Students

What young people need to learn in 21st century classrooms across the curriculum is vastly different to the colonial, production-line models of mass education in the past. The natural world is making it immediately clear that the human pursuit of endless economic growth through global industrialisation and consumerism is putting excessive pressure on Earth's natural ecological limits. The interlinked crises of biodiversity loss and climate instability present an urgent challenge to educate and activate our rangatahi for positive, regenerative change.

Student work by Liliana Loorparg (L), Ella Giddens (R)

The static images above were produced by Year 11 Kāpiti College students Liliana Loorparg and Ella Giddens in 2022, and gifted to It's Our Future, a campaign from 350 Aotearoa to share stories from rangatahi about climate change. Students combined creativity and critical thinking to produce blackout poetry, speeches, letters to MPs and static images as submissions to central government.

Students at Kāpiti College have also been involved in submission writing workshops for the Choose Clean Water, Climate budget, and Zero Carbon Bill campaigns, building confidence and skills in researching, writing and delivering their submissions orally at local government and Select Committee levels.

Now more than ever, young people understand that decisions made at local and central government levels have direct consequences for the health and survival of te taiao.

Civics education for the environment can be optimised from Year 9 in cross-curricular collaborations with our Social Science s colleagues, as well as provide a dynamic focus for extracurricular enviro-group activities.

Though most tauira are not yet of voting age, they can be empowered within and outside of the classroom to participate in our democracy. As well as Social Studies, English is a natural home to learn the language and ideas of laws, policies and community action.

With more time spent on the knowledge, skills and action required to sustain life on our planet, students can be better supported to lead and get involved in Civics education, taking their research, writing and oral presentations to the institutional powers that govern the country.

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More Time to go Cross-curricular

Te Mātaiaho as a whole encourages the building of relationships between kura and mana whenua, providing rich and enduring environmental and social contexts for learning.

Kāpiti College has a long-standing relationship with the Parihaka community in Taranaki, who extended an invitation for the college to adopt the Parihaka Mai Ai programme and weave the ten values throughout our curriculum learning areas.

As part of this mahi, Kaiako Paora Trim wrote the Parihaka production, which drew on student work from Te Reo Māori, kapa haka, dance, drama, music and English. Enviroschools gives a fuller account of this mahi here.

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Mana ōrite mo te Mātauranga Māori in English

One explicit shift in the curriculum refresh as a whole is the overdue promotion and incorporation of mana ōrite mō te Matauranga Māori. This challenges teachers, and wider society, to recognise the equal value of Indigenous systems of knowledge in Aotearoa, in an education system founded on colonial assumptions and structures.

How does this relate to English as a subject? One of the Big Ideas in the renewed English curriculum explores the role of language in identity and wellbeing. When Māori students feel welcome as Māori in an English-medium classroom, mana ōrite can begin to be restored. The use of te reo Māori, inextricably tied in with tikanga Māori, is integral to mana ōrite mō te matauranga Māori. This section explores a few ways te reo me ona tikanga can be upheld in an English classroom.

Setting up your class culture at the start of the year

Learn and share pepeha. No matter where we and our ancestors come from, sharing our identities through pepeha is fundamental for tauira and kaiako to be able to establish relationships and meet as equals in the classroom, "kanohi ki te kanohi".

It is important to understand that tauira who whakapapa Māori will express their kinship links to maunga, awa, moana, waka, etc. in a way that honours their indigeneity.

For non-Māori students, this pepeha article and templateis a great place to start.

Choosing your texts and local contexts

For over 20 years now, the English curriculum has allowed for flexibility and responsiveness with the texts teachers choose to provide students. Many English teachers give equal time and energy to the diverse works of Māori and Pasifika writers, as well as the canonical classics and other contemporary texts.

Our rangatahi deserve to be exposed to a wide range of texts that both reflect and reach beyond their cultural identities in accessible, relevant and stimulating ways.

Ko te reo tōku tuakiri, ko te reo tōku ahurei, ko te reo te ora.

Language is my identity; language is my uniqueness;
language is life.
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- Purpose statement, refreshed English curriculum

"Language is my identity", contains echoes of "land is my identity"-whether that be the whenua in Aotearoa for Tangata Whenua, the connections Pākehā and Tauiwi have to this land by way of Te Tiriti o Waitangi, as well as the ancestral lands most of us have in other parts of the world.

As part of getting to know the students in front of you and co-creating local contexts for learning, set them a task to find out (more) about the pūrākau of their iwi and hapū, and/or the ancestral stories from other lands. Who are the published and unpublished, written and oratorical, ancestral and living storytellers of their whānau, hapū and iwi?

We are fortunate to have an abundance of quality literature that recognises that the state of our environment cannot be separated from the history of colonisation, Māori land loss, and commercial development in Aotearoa.

Below are just a few suggestions from my experience that invite analysis and discussion through Indigenous, 'post'-colonial, ecological lenses.
The short stories of Patricia Grace
"Journey" tells the story of a 71-year old man taking the train from his home to the city to attend a meeting with officials about the future development of his tribal land. English teachers can make the connection with the Grace whānau and their fight to protect their ancestral land when the Kāpiti expressway was being designed, and winning their case.
Here's a task for the new Level 1 writing standard.

"Matariki All Stars" contains themes of aroha, whānau, fatherhood, grief and resilience. Students can examine the way the characters mirror the Matariki constellation and celebrate indigenous cosmology and kinship. Please contact the author for a 4-week unit plan for this short story.

"Butterflies" is a great story for junior English classes that highlights the difference of values within mātauranga Māori and settler-colonial approaches to growing and maintaining a vegetable garden.

Whales and Dolphins literature unit

This is an engaging way for students to explore and make connections between the local and global issues of our marine megafauna and the way human beings relate to them.

‍The Whale Rider by Witi Ihimaera is an enduring classic about 8-year-old Kahu, a descendant of Kahutia Te Rangi, the whale rider who brought her ancestors on the back of Paikea to Whāngārā on the East Coast of the North Island.

Studying this novel supports mana ōrite mo te matauranga Māori and learning about the environment "through the lenses of kaitiakitanga, whanaungatanga, manaakitanga as well as tangatawhenuatanga" (Mere Meha-Uelese, from kōrero on Secondary English TKI e-list).

Often taught at a junior level, The Whale Rider can be successfully developed at the right level of challenge to Year 11-13 tauira as well.

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Sophisticated themes senior students can analyse include:

pre- contrasted with post-colonial gender roles and perspectives

the way colonisation has fractured communities

the relationships different cultures have with whales and dolphins, on spiritual, social, ecological, and economic levels

the change that empowered young people bring to the world

the way different hapū around the motu follow different tikanga, especially with regards to mana wāhine on the marae

Singing Home the Whale is an award winning novel by Mandy Hager that resonates well with The Whale Rider. This tender and exciting story is set in the Marlborough Sounds and is about the relationship between a teenage boy and a baby orca that the fish farming locals fear is threatening their livelihoods.

Hager is a Pākehā writer who has recognised the importance of respectful consultation with mana whenua in the process of writing Māori characters and perspectives in this work. It contains themes of healing from the trauma of bullying, interspecies communication and connectedness, the power of song, and forging bicultural community partnerships for conflict resolution.

This Whales and Dolphins in literature unit can be supplemented with the local histories of whaling around Aotearoa, for example, at Kāpiti Island, now a totally protected Marine Reserve, and Tory Channel at the top of Te Waipounamu, which is the setting for another exquisite work of historic fiction, The Blue, a novel by Mary McCallum.

Another engrossing novel, suited to Years 12-13, isAukati, by Michalia Arathimos. Set in Taranaki, the protagonists are Alexia, a Greek law student escaping the expectations of her family and Isaiah, a young Māori man who returns to his tūrangawaewae to reconnect with his people. Together, they fight to stop fracking on Taranaki iwi land and waterways by fossil fuel companies.

This book presents morally complex questions about local people working in an extractive industry that damages land and waterways, and the most ethical and effective way to protest. Arathimos is another non-Māori fiction writer who models the importance of maintaining relationships with mana whenua in the telling of her story.

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Poetry, Essays and Film

Pasifika poetrythat weaves Indigenous and ecological concerns include, amongst others, these spoken word gems:

Dear Matafele Peinam by Kathy Jetnil-Kijiner

Matariki by Te Kahu Rolleston

Waiting Water and Samoa Asks by Aigagalefili Fepulea'i Tapua'i

Spoken word poetry for secondary school students has a vibrant and nurturing hub in the work of Action Education. Some of this work is available online, including Remember Your Atuatanga, written and performed by Kaiya, Ava, Arahi, Piremina, Koromiko, Matariki and Manaia, for Verses in Vision: Truths of Tāmaki.

Tangata Whenua poetry-J.C. Sturm, Hone Tuwhare, Hinemoana Baker, Robert Sullivan,Tayi Tibble-there are too many great poets to name here! As a starting point, seek out these anthologies:

‍Puna Wai Kōrero

Te Rito o te Harakeke: a collection of writing for Ihumātao.

Te Awa o Kupu (newly published poetry and short fiction; its non-fiction companion is Ngā Kupu Wero)

Tame Iti's "Mana - The power in knowing who you are" isa spellbinding TEDx talk about identity, dignity, sovereignty and land justice that is perfect for a study of persuasive language and oratory.

The bestselling essay collection,Imagining Decolonisation, published by Bridget Williams Books, offers clearly written, profound and passionate essays about the impacts of colonisation on the present day, and transformational visions for our shared future.

Further afield, for a planetary perspective, Don't Look Up, the Netflix sensation of 2021 set in America, can provoke students to think about the way satire illuminates the global issues of our time. It offers a wider relevance to social and ecological issues in Aotearoa including themes of multinational corporate and political corruption, misinformation, denial, and the manipulation of the truth. The film provides a metaphorical parallel with the climate crisis and Covid-19 pandemic.

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Get Extra with Extracurricular: Eco Action Group

English as a subject can also flow from and into environmental action in an extracurricular capacity. College envirogroups, supported by organisations like Enviroschools, are places to meet like minds and develop student leadership, language and communication skills as well as a critical awareness of the health of te taiao.

The Eco Action Group at Kāpiti College is in its eleventh year, meeting at lunchtimes and after hours to take informed action on issues such as climate change and energy use, freshwater quality, marine pollution and biodiversity.

The multilevel age group gets involved in school recycling, the māra kai, beach clean ups, native tree planting and has also assisted advocacy groups such as Low Carbon Kāpiti, Choose Clean Water and 350 Aotearoa.

In 2019, a Year 9 student, Bee Veale, organised a Day of Action for Ihumātao, site of the original food basket of Tāmaki Makaurau which was under threat from a proposed housing development.

Members of the Eco Action Group supported this initiative, attending a lunchtime demonstration and a wānanga with the then Mayor, K Gurunathan, at the college marae.

Some English teachers brought this kaupapa back to the classroom, supplemented by a collection of writing for Ihumātao, Te Rito o te Harakeke, as a context for learning.

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Of course, there are many more texts and contexts available beyond the scope of this article, and national networks of English teachers, including the NZ Association for the Teaching of English (NZATE), the SecondaryEnglish TKI email list, and the NZ English Teachers Facebook group remain lively, generous spaces to discuss and share curriculum ideas and resources.

Ultimately, the curriculum refresh means we can reorientate ourselves and our tauira to the purpose and "Big Ideas" for learning within and from English, underpinned by the guiding kaupapa and vision for young people inTe Mātaiaho, which complement the values within the diverse and versatile field of environmental education.

With the refreshed curriculum, English as a subject, in collaboration with other learning areas, mana whenua and extracurricular communities, can further foster student agency in the present and future of our world.

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Reference List

Aoake, Hana Pera, Overbye, Sinead, Ranapiri, Essa May, Rahurahu, Michelle, (editors). Te Rito o te Harakeke: a collection of writing for Ihumātao, Rangatahi o te Pene, 2019.

Arathimos, Michalia. Aukati, Mākaro Press, 2017.

Grace, Patricia. "Butterflies", Electric City and other stories, Penguin Books, 1987.

Grace, Patricia. "Journey", Collected Stories, Penguin Books, 2001.

Grace, Patricia. "Matariki All Stars",published in the excellent anthology, Black Marks on the White Page (ed. Witi Ihimaera and Tina Makereti, Penguin Books, 2017).

Hager, Mandy. Singing home the whale, Penguin Books, 2014.

Ihimaera, Witi. The Whale Rider, Penguin Books, 1987.

Kiddle, Rebecca (ed). Imagining Decolonisation, Bridget William Books, 2020.

McCallum, Mary. The Blue, Penguin Books, 2007.

McKay, Adam. Don't Look Up, Hyperobject Industries and Bluegrass Films, 2021.

Rapatahana, Vaughan and Piahana-Wong, Kiri. Te Awa o Kupu, Penguin Books, 2023.

Whaitiri, Reina and Sullivan, Robert (eds). Puna Wai Kōrero: An anthology of Māori poetry in English, Auckland University Press, 2014.

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Useful Links
Aotearoa New Zealand Review of Books English | Curriculum Refresh (education.govt.nz) Enviroschools
It's Our Future 2022 (350.org.nz) - art and writing by rangatahi for fossil fuel free schools

E-Tangata - for insightful interviews, analysis, opinion pieces, memoir and a great source for non-fiction articles for the classroom.
Māori Literature Trust
New Zealand Geographic - for richly written environmental and societal essays.

Writers in Schools through ReadNZ - Te Pou Muramura

About the Author

Nicola Easthope (Pākehā, Tangata Tiriti) taught English for 16 years (as well as several years of Social Studies and Psychology) at Paraparaumu and Kāpiti colleges. She has been an environmental educator and activist since high school in the '80s and has worked for Greenpeace and Enviroschools.

Nicola is currently studying full time for a Master of Creative Writing through Massey University. Her poetry project examines Pākehā identities and the assimilative attitudes and practices of the church and Native Schools, drawing on the memoirs and letters of her Scottish missionary-teacher ancestors as well as 40+ years of her own journaling. Nicola has two collections of poetry, leaving my arms free to fly around you (Steele Roberts, 2011) and Working the tang (The Cuba Press, 2018). She has appeared as a guest at poetry festivals in Queensland, Tasmania, Wellington and the Manawatū.

You can contact Nicola by email: nicolaeasthopeful@gmail.com

Nicola would like to acknowledge her editors: Lauren Sharpe (Ngā Puhi) and Miriama Gemmell (Ngāti Pāhuwera, Ngāti Kahungunu, Ngāti Rakaipaaka).

Article Images: Nicola Easthope, used with permission from Kāpiti College and students.

Main Image Caption: L-R: Amanda Dobson, Enviroschools facilitator for Porirua and Kāpiti, Nicola Easthope (author), Fraser Stone (Year 13, 2022) and Pyper Adams (Year 13, 2023).

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In 2019 the 3-day Taiohi-Taiao Youth Jam event was focused on Climate Change, and over 50 students from across the region came together for 3 intensive days of interactive learning, looking at such diverse topics as mapping sea level rise, exploring Māori perspectives on Para Kore (Zero Waste) and exploring the impacts of fast fashion and consumer culture on our natural environment . This event inspired more work to follow with small groups participating in Climate Change action through striking and organising planting days out in our communities to combat the effects of Climate Change.

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In 2019 the 3-day Taiohi-Taiao Youth Jam event was focused on Climate Change, and over 50 students from across the region came together for 3 intensive days of interactive learning, looking at such diverse topics as mapping sea level rise, exploring Māori perspectives on Para...

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2021_Kaipara College Year 9OI class taking action to support The Kaipara Harbour Remediation Project

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How to create student empowerment in secondary schools. E.g. Social Enterprise.

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Whanganui Girls' College students have undertaken many projects over the last 2 years. With the help from a dedicated lead teacher and amazing support staff, the school managed to set up a vegetable garden for production of crops all year round. This has included kūmara for making chips, fruit trees to share, bird houses to encourage biodiversity, a worm farm, and making marmalade from excess grapefruit from a local tree to share with the school community for a gold coin donation.

They have been actively involved with the community by hosting the Whanganui Environmental Education Expo in October, where other schools and organisations gathered together to learn about sustainability with hands on workshops. Another project they participated in was Sustainable Coastlines Litter Intelligence, where students conducted a beach litter survey every three months at Castlecliff Beach and received a statistical analysis of the data each time.

One of the biggest achievements within this secondary school has been the number of teachers that have taken on the heart of the Enviroschools kaupapa and woven the Enviroschools Guiding Principles throughout their lessons.

Student art portfolios showcased their years' work of art, based around biodiversity and sustainability. One student's work highlights research of the topic of plastic and how it influences ocean biodiversity. The artwork follows a journey from healthy ocean species and their habitat to the affect of plastic bags on marine species. The work shows a human hand in each picture depicting the human role in destruction of the marine life. The final piece is a timely reminder that we are slowly running out of time, and we do have a hand in this, but we could also tip this hourglass to have a different outcome by making changes.

Another student chose a powerful display of species in their environments, again using the concept of time with each species blinded by human hands with a stopwatch depicting that it's only a matter of time before species are no longer available to see within their environments.

Samantha Overweel, the textiles teacher, involved students in at a variety of projects this year that focused on sustainable products. Students undertook market research to see what products. They also looked at opportunities to create products using sustainable ingredients and packaging. They looked at where ingredients came from and how they were sourced.

This year the production was aimed at lip balms, soaps and bath bombs which involved working in teams to create a product that would be utilised by the students. Testing of fragrance preferences was undertaken to ensure the correct target market before sourcing of materials and packaging and involved a lot of collaboration between teams to complete the final product.

Students remarked that some of the products worked and they would buy these in the future if available, knowing they were made from sustainable ingredients and were better for the environment. There reflected on their products and recognised there were improvements they could make next time.

Other students looked at everyday needs of students and opted to make reusable lunch bags that were available for sale.

Students were asked to work on a project this year which represented empowering women. They created a mural of words that each student felt represented themselves, all made from recycled denim.

Teacher, Samantha, raised the important issue of period poverty within the community and the lack of access to menstrual products. It was understood this led to low school attendance during mensuration and concerns for students unable to afford pads and tampons. To help combat this, students made disposable pads, sourcing the appropriate material to ensure long lasting use. These were donated to the women's refuge.

Next steps the students and teachers at Wanganui Girls' College have identified are for the Envirogroup to present to the entire school, to spread awareness of the Enviroschools kaupapa, the progress so far, the plans for the future and looking to get more students involved on the journey. They will also look to implement clothing swap days and deeper learning for local kūmara traditions on their journey to silver.

Banner image: products made by the technology students.

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Whanganui Girls' High School investigation, action and reflection

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Whanganui Girls' College students have undertaken many projects over the last 2 years. With the help from a dedicated lead teacher and amazing support staff, the school managed to set up a vegetable garden for production of crops all year round. This has included kūmara...

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SANCTA MARIA CARITAS TEAM SWEATS IT OUT FOR LENT

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SANCTA MARIA CARITAS TEAM SWEATS IT OUT FOR LENT

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How to empower students and Respect for Diversity are the GP  focused on for this project. Enviroschool themes and values are teamed with with Caritus a Catholic charity aimed at improving peoples lives.

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Introduction:

At the beginning of 2022 secondary school teacher Wilda Laux created a document to weave Enviroschools and Caritas together into one strategy, then proposed it to colleagues Debbie and Joanne. They were happy for the two programmes to be integrated and for Wilda to take the lead. This has helped support student empowerment to undertake a Move it Live it Sweat it Stop it campaign that challenged their students during Lent and run a Caritas challenge day as part of their special character week at the beginning of June.

"This year I was going to be involved in the two groups and there was no way I could give 100% to each so by combining the two, it allows me to tackle both areas." - Dr Wilda Laux

The Challenge:
The Caritas team at Sancta Maria College in Botany, Tāmaki Makaurau have been significantly involved in the school community, accomplishing their goals to 'Move it', 'Live it', 'Sweat it', and 'Stop it', but more particularly 'Sweat it'.

The team worked hard within the 'Sweat it' goal and collected jam jars for the purpose of upcycling them into vases that will be part of a Christmas parcel to acknowledge the work volunteers do for the Totara hospice, working in physically and mentally challenging conditions. This project also aimed to make use of recycling and upcycle. The team upcycling these jars is aiming for 200 completed vases before the end of the school year.

"We are making use of disposable glass jam jars by turning them into mini vases - recycling - all while fulfilling the Special Character of our school by making a difference in the lives of the Totara Hospice volunteers through gift giving as a thank you for the work that they do. It is not only promoting appreciation for community work and eco-friendly upcycling of everyday waste but also team building skills as we observe the importance of shared contribution to make a difference for our earth, even if it may be small." - student reflection

In addition, the team worked after school in the butterfly garden to revitalise the area to 'Sweat it'. Over the previous year, the once beautiful butterfly garden had grown weeds and many of the flowering plants had died. Students, supported by Dr Laux and Mrs McCreath, worked extremely hard to weed and plant new flowers, kindly donated by Bunnings Warehouse, Botany (who also provided paint for the jar vases). Thanks to everyone's support and hard work, the garden is again flourishing.

To 'Stop it', the team gave up something during Lent. This included giving up 'plastic wrapping' or meat once a week. Giving up the use of single-use plastic wrappers reduces landfill waste and further supports our hope for clean waters by reducing microplastics into our oceans and waterways. Giving up meat also reduces methane production, a contributing factor of climate change.

To 'Move it', many students worked to collect and remove moth plants. These invasive and noxious weeds significantly harm the native life of our country. The students WALKED from school to collect these, enabling them to reduce their carbon footprint and increase their 'step count' for the day. They have also planned a beach clean-up later in the year where they will WALK to remove litter and built muscles by carrying the litter back to base.

The 'Live it' component of the challenge saw the senior team monitoring the two main water fountains in the school in order to ensure students do not waste water. Many countries are deprived of water and many individuals are suffering from dehydration and drought conditions where they live. This monitoring was hoped to raise awareness of this issue by ensuring our students appreciate the privilege of having easy access to clean water. (See banner photo).

The college students have also been collecting money and non-perishable items throughout Lent. The money went to support the Caritas relief funds and the non-perishables were used to make food parcels for families of Sancta Maria College community who are struggling from the effects of COVID 19. These parcels were sent to homes just in time for Easter as a message of HOPE and AROHA. Special congratulations to 9BRN who made a challenge to collect $250 as a Homeroom and reached their goal two days before the collection ended.

"Overall, the Caritas team have been working hard to accomplish the four Caritas challenges within the 40 days of Lent. It has surely been a challenge for our school community, but one we have all loved being involved in. We are very proud and humbled that we were given so many opportunities to EXPERIENCE these simply pleasures we sometimes take for granted. As stewards of God, under the guidance of Dr Laux and Mr Tamayo, we will continue to work for the common good of all. We are excited to tackle our next projects!"

The Caritas Challenge Day - One Day of Difference for a Lifetime:
At the 2022 Caritas Challenge event a range of fun and educational activities were run to provoke students to think about the challenges that other people face. Three particular activities were linked to their Enviroschools programme: water race challenge, the washing activity and the making houses using cardboard.

The water race involved using a 1.5 l bottle to collect water from a barrel and then carry this water back to 'home base' without dropping water on the way and fill up a bucket at 'home base'. The winning team who managed to fill up the most water in their 'home bucket' without dropping water on the way got tokens to exchange for extra food at dinner. This activity was aimed at raising awareness of the importance of water in our life and how in some countries, some people have to travel long distances to find clean water to drink.

The water was then returned to the barrel so it could be used during the washing activity that occurred after the obstacle course when students got dirty but then experienced the use of recycled water to wash their clothing.

This activity again aimed to build appreciation of the value of water in our life and how in some countries, they have to sometimes use 'dirty water' for washing clothes.

An activity involving teams of students making houses with cardboard was aimed at raising awareness of recycling resources and the use of basic resources to build a shelter. This experience gave a small hint of the life of less fortunate (for example people living on the streets who have to use the likes of cardboard to build a shelter). The feedback from participants showed that the cardboard house building activity was the most popular and promoted values and an opportunity to consider the lives of those less fortunate than them.
Learning about Social inequities and inequalities:
Kenny (Service Prefect) and Lavinia (Deputy Head Girl) attended a Social Justice chat conference delivered by Caritas to learn about social inequities and inequalities. They are now involved in developing activities towards the Social Justice week from 4-10 September. This will be based on raising awareness of racism and Sancta Maria College are planning to add a locally relevant aspect by including link to top social justice issues at school such as attitudes towards people of different genders, religions and cultural practices.
Reflection:
With each of these challenges and events, there was a lot of planning and action. Students used the Action Planner and reflective questions to gauge the effectiveness of their engagement. They surveyed participants and also carried out self reflections.

Below are some examples of this.

Student leaders were asked after the Caritas Challenge 2022, "What difference did you feel you made to your own attitudes and behaviour and to that of others as a result of you modelling and promoting positive behaviour through the activities you ran and the reflections you led?"

"My own attitude and behaviour has changed through leading the Caritas Challenge activities since the more I talked and discussed with others during the reflections, the more I realised that there are small things that we can do to be in solidarity with those suffering worldwide. With the water bucket challenge, I could see how easily water was being wasted but I learnt that it is also easy to save water by prioritising it. Rather than trying to win the competition fast by running and dropping water on the way, I appreciated the idea of slowing down in order to save water that many struggling individuals desperately need." - Samara Anubhav for the water challenge activity

"I felt like I got a deeper understanding of the activities and how other people struggle. It was incredible for me to experience even a part of the suffering others go through and promoting a positive attitude for others during the challenges as well." - Sean Carlos as a leader involved in the planning of the night

"The difference I made to my own attitudes and behaviour is that I balanced my excitement with calmness. This was essential for the Scripture activity as the activity was supposed to be both fun and reflective. By allowing my excited side to appear, I was able to have fun and enjoy the activity. With my calm side, I was able to reflect deeply and understand my values more. With my promotion of positive behaviour, I believe I showed the participants that the Scripture activity isn't as boring as people thought it might be when they compare it with obstacle course, etc. For the scripture's activity, during reflection next time I would have the participants write their thoughts on paper and have them brainstorm why they feel that why. Is it maybe their values, roots, etc? By understanding themselves better, they can maybe understand others better and see the importance of making a change in our world." - Kenny for the scriptures activity

"I feel as though I changed my behaviour to be more positive in pushing energetic participation, especially in the washing activity and subsequent reflection. I noticed almost all participants showed this positive energy back, and took part in the activity with a determined, team-spirited mindset." - Reuben for the washing activity

"I believed by being positive while leading the activities, it genuinely encouraged me to be in a good mood and think positively about my experience and time there. This then reflected when discussing with the participants during the instructions and reflection period of the activity. By being encouraging and being in a good mood, this made participants be in an excited state and engaged in the activity. The activity became less formal and like a chore, so the reflection became a friendly discussion and not judgemental, encouraging the students to join in. I encouraged students to think about being grateful for the materials they have access to and how we can advocate for not wasting the resources we have. The participants received this very well and came up with some very insightful answers. There was often one person per group that would talk the most and other members would add to their idea." - Ellen for the house building activity

"Due to the time of the activities, I felt very cold and tired, but I made sure to stay enthusiastic and involved in the games. It was fun to watch the players participating and seeing their competitive sides come out even in the cold and dark. Afterwards, during the reflection, I had to come to the front and help lead even if I wanted to sit and relax, which led to the players laughing and having fun when talking or playing short games." - Jennifer for the water challenge activity

"I believe although it was a long day, I did my very best to stay positive and it helped me enjoy helping with the challenge even more. Seeing the smiles on the contestants was one of the highlights of my night and is what helped radiate positivity to others. I showed I was having fun which inspired others to do the same. The message we tried to put across was really good as the activities we ran for the water buckets symbolised the true issue at hand. The reflection really left a good thought behind to the contestant which helped them become more aware of their water usage etc." - Jaden for water challenge activity

"I felt that by staying positive and energised throughout the day, others were motivated to stick it out and see it through to the end even with how long the evening got. I was so happy and grateful for how everybody contributed, as well as the trust I was able to put into people, running activities even if I wasn't there myself to watch over them. Because I did my best to encourage everyone, it was a great feeling when everybody put in their own efforts to make the day as successful as possible. While I didn't get to stay for a long time at any specific activity, I got to see all of them. A specific example that I remember of changing how the participants thought about an idea, was when Joseph was leading the reflection for the bucket challenge. He asked 'how can we change what we do in our daily lives to save water' but everyone was struggling to come up ideas. I was watching so I jumped in and suggested how everybody takes showers almost every day when they get home, and one of the best ways to conserve water would be to shorten these showers to 5 minutes at the most. I feel like this went a long way in making sure that the participants took lasting lessons away from the day." - Adrian as a leader involved in the planning

"I felt that I had to take initiative to take up tasks that were originally not assigned to me (eg helping out in the kitchen to prepare and serve dinner). Also, I tried to keep a positive attitude and worked collaboratively as a team with the other prefects in the kitchen so the dinner could run smoothly. It was enjoyable working with other prefects I do not normally talk to and seeing the participants enjoy all the activities as well as dinner. I was originally assigned to the washing activity but had to move to the dinner due to the lack of people helping to prepare the food. The dinner ran really smoothly as we all decided to assign each person with a job (eg I was responsible for making and distributing hot chocolate and Rosie was in charge of the gluten-free and vegetarian food). I think the participants understood the message that we are very lucky to eat the food we want and have a decent portion, unlike those who are less fortunate. It also allowed them to enjoy and appreciate the food we served, even if they did not have enough tickets/points to claim all the food and drinks they wanted." - Camilla for the washing activity

"I feel that I have changed my perspective of the impacts our actions make on our environment and learnt to appreciate little things more. Initiating and participating in activities have allowed me not only to educate and improve others, but also myself. Before, I would not even have the slightest care for amounts of water wasted. Now I think about those who do not have such opportunities as I do. I realised that my actions have become more considerate, which made myself feel encouraged knowing it creates a big impact. To our school community, I know that have helped to reduce the water waste and further educated them on our effects on the environment. This has helped with both financial benefits and environmental benefits. During times at school, I find myself smiling seeing colleagues correcting others when such privileges are not being used appropriately. As a whole people became more aware of their actions when these activities were created, therefore, the school has changed for the better and will continue to from further improvements." - Kathrina Bacay on monitoring water fountains

A video of the student run "One Day of Difference for a Lifetime" event:
Some links to some articles that were published
https://www.sanctamaria.school.nz/moth-pod-eradication/

https://www.sanctamaria.school.nz/move-it-live-it-sweat-it-and-stop-it-the-caritas-challenge-for-lenten/

https://www.sanctamaria.school.nz/caritas-team-sweat-it-and-stop-it/

https://www.sanctamaria.school.nz/butterfly-garden-makeover/
Pledges for the future
Students produced hand prints featuring pledges they have made as a result of these Caritas challenge experiences. These will be displayed on the wall in the school auditorium - a reminder for everyone of the key messages and the impact the challenge made.

And the learning and action continue: Posters and a video promoting Plastic Free

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Sancta Maria Caritas team Sweats it out for Lent

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Introduction: At the beginning of 2022 secondary school teacher Wilda Laux created a document to weave Enviroschools and Caritas together into one strategy, then proposed it to colleagues Debbie and Joanne. They were happy for the two programmes to be integrated and for Wilda to...

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Resting and activities you can use to test the quality of the water.

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GROUNDING THE VISION AT PAEROA: Secondary students create a canvas for a Living Landscape

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GROUNDING THE VISION AT PAEROA: Secondary students create a canvas for a Living Landscape

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The concrete quad area that students had described as "barren" and "boring" has been brought to life after creating a Vision Map last year, as part of the process of becoming an Enviroschool.

Local potter, Mike O'Donnell, and permaculture designer, Trish Waugh, have supported the students throughout the project and have worked with everyone in the school to create the tiles that represent their connections.

Enviroschools Lead Teacher, Corrie Anderson is delighted with the process and the resulting tiles "They look amazing, and the kids are rapt with them", she said. The tiles were laid over a couple of weeks and the quad had it's official opening in December last year.

Creating the tiles with local potter Mike O'Donnell helped Paeroa College pupils and teachers to explore their connections to place and people, and to go on to develop and transform their shared quad area.

It's amazing what can happen in a short time when you have a group of keen students, passionate teachers, an inspired Principal and highly creative members of the community.

Paeroa College became an Enviroschool at the beginning of 2017. The Year 9 and 10 teachers decided to run the programme with their students to start with and allow it to grow throughout the school in subsequent years.

They started with a bang and hooked the students' interest with Enviro workshops that spanned two days and were situated around the school, the Ohinemuri River and at a local permaculture garden providing the students with lots of hands on learning experiences around sustainability.

From there, students looked at what was currently happening in their school and created a Vision Map to work towards becoming a secondary school where students were connected to place and felt empowered to take action to nurture each other, their environment, and their community.

They decided to start with developing the large tar-sealed quad that the Year 9 and 10 learning hub faced onto.

A focus group worked with local potter Mike O'Donnell and permaculture designer Trish Waugh to develop a plan for the area.

The plan was taken to Principal Doug Black and the Board of Trustees who supported it wholeheartedly.

Ten months later, the area has becoming a living landscape, a deck/stage area has been created, soft sections of grass have already become well established and wide pathways lead to a central water feature created from local Rocks.

Students planted lupins in one section to enrich the soil for spring planting. Now heritage potatoes and kūmara are flourishing there.

Recently, with the help of community members, students laid clay tiles into the pathways.

These tiles have been created by every student and teacher in the school over the last few months. Shannon Treleaven described how her tile expressed her connection to water, nature and the sun and that she saw these elements as the life of all things - "I feel like my tile is just connected to everything".

Asia Te Moananui wanted to express what her Māori Culture means to her and included in hers, her mountain, her iwi and her whānau. She said students were excited to see their tiles laid and to realise they will be there for the future.

The quad was opened officially on the 6th of December 2018.

The Vision Map has been grounded with learning and action, and will guide and support future plans to care for people and the environment - not only in their own school but also in the wider community.

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Secondary students create a canvas for a Living Landscape The concrete quad area that students had described as "barren" and "boring" has been brought to life after creating a Vision Map last year, as part

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Good example on how to apply a bioblitz to your local area or project and good application of the Action learning Cycle.

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The seed for the Lincoln High School bioblitz was planted during a Selwyn Enviroschools cluster meeting that focused on using local nature reserves as outdoor classrooms.

An attending Year 10 Science teacher from Lincoln High School was keen to strengthen the Nature of Science Achievement aims - particularly 'Participating and Contributing' across the 5 Science Capabilities.

A bioblitz was a clear solution to engage students and support their learning in the natural classroom.

A bioblitz is a communal, citizen-science effort to record as many species as possible within a designated location and time period.

Lincoln High decided to utilise a modified version of the iNaturalist (a website where you can share with other members what you see in nature) Bioblitz platform.

Bioblitzes are great ways to engage the public to connect to their environment while generating useful data for science and conservation. They are also an excuse for naturalists, scientists, and curious members of the public to meet up in the great outdoors and have a lot of fun!

Mahoe Reserve proved to be an ideal location for the bioblitz.

The Mahoe Reserve restoration project was originally developed with Year 9 students back in 2002, and the management of the Reserve is now in the hands of Lincoln Envirotow n.

Lincoln Envirotown's organisational objectives include ensuring that the Reserve is used as an outdoor classroom where students can lead action to improve native biodiversity.

A partnership approach was adopted and environmental experts were invited to speak to students in the classroom. The experts shared their roles, field work skills, monitoring tools, and the wider context behind their passion and career choice.

This was followed by a second session at the Reserve, where students practised fieldwork skills. This built up the students' skillsets and exposed them to a range of areas - such as pest trapping, aerial weed monitoring, wētā motels, and lizard habitats - to help nurture their different interests.

The students then picked an area of interest and developed a longer term monitoring strategy using their newly honed field work skills. After a few weeks, the groups and experts came back together and shared the data they had collected on iNaturalist to future proof their project.

Using their monitoring data, the students developed actions, which then developed into proposals that they presented to the Lincoln Envirotown Mahoe Reserve Committee.

The students actions ranged from building a hedgehog proof lizard area, where both skinks and predating hedgehogs had been detected using tracking tunnels, to running a trap line and trialling a Borax weed killer for Convolvulus.

The final step of this project was gathering feedback from the students - and they had suggestions for improvement!

Most notably, allocating more class time initially to condense the whole programme, smaller working groups, and ensuring that the students recognised project-based learning as valid as their normal class time work.

A project overview with learning intentions, curriculum references and timeframe, planning, proposals and the student feedback are available on request: Matthew.stanford@enviroschools.org.nz

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The seed for the Lincoln High School bioblitz was planted during a Selwyn Enviroschools cluster meeting that focused on using local nature reserves as outdoor classrooms. An attending Year 10 Science teacher from Lincoln High School was keen to strengthen the Nature of Science Achievement...

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WAIMEA STUDENTS CONNECT AND CONTRIBUTE THROUGH INLET INQUIRY

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WAIMEA STUDENTS CONNECT AND CONTRIBUTE THROUGH INLET INQUIRY

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Extra link
Waimea Inlet: How a cross-curricular action learning approach in secondary has multiple benefit. : An introduction powerpoint for a staff briefing showcasing how a cross-curricular action learning approach in an environment close to school has multiple benefits.

https://enviroschools.org.nz/team-area/waimea-cross-curricular-action-ppt/

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Estuaries are dynamic, rich ecosystems where freshwater mixes with the sea and have a range of ecological and cultural features and values. Waimea Inlet, near Nelson is the largest semi-enclosed estuary in the South Island at 3455 ha with an internal coastline of 65km.

A collaborative community approach to restoration of the inlet has been underway for a few years in response to threats such as silt from removal of natural vegetation cover, pollution, weed invasion and reclamation. Waimea College students are following an inquiry based Enviroschools Action Learning Cycle process to connect with and take action for this local taonga. They have learnt alongside community experts and contributed to the visionary process of ecological restoration of Waimea inlet through monitoring water, enhancing habitats for whitebait and the banded rail, and predator trapping.

This SAVE module process and outcomes has been shared in a recent article in Education Gazette. Further information is available via our team provided by Roger Waddell, course leader and science and education for sustainability teacher at Waimea College (with significant experience in EfS and the Enviroschools Programme.)

"My favourite part was the practical things we did every Wednesday. We could either bike, walk or run down to the Waimea Inlet and got to see all the things we had learnt in class demonstrated in a practical way. This included placing traps, looking at pest footprints and planting" - student, Grace

"I learned a lot about migratory birds and the flight paths they take. I also learned how our school was contributing to pollution both positively and negatively. The main issue was how the waste water from our pool was going through the storm water pipes instead of the sewage. We now have a temporary pipe and are working on placing a stable long-lasting pipe. It was great to put our learning into practice in this SAVE module" - SAVE student, Elise

In July it was announced that the Waimea enhancement project would receive govt funding, as part of the Jobs for Nature Programme, for continuing work to improve the water quality of some tributaries that feed the estuary, increasing saltmarsh habitat, creating a habitat restoration strategy and ongoing weed control of the inlet margins.

Waimea College students are poised to be leaders in this field as they continue to develop connections with this place and skills to manage it.

Banner image: Tasman District Council scientist, Trevor James, explains whitebait habitat requirements to students.

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Waimea Students Connect and Contribute through Inlet Inquiry

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Estuaries are dynamic, rich ecosystems where freshwater mixes with the sea and have a range of ecological and cultural features and values. Waimea Inlet, near Nelson is the largest semi-enclosed estuary in the South Island at 3455 ha with an internal coastline of 65km. A...

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Enviroschools in Secondary - using a cross curricular project based framework - published resource

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Enviroschools in Secondary - using a cross curricular project based framework - published resource

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WHAT A DIFFERENCE A YEAR MAKES – APARIMA COLLEGE STUDENTS REFLECT ON 2020

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WHAT A DIFFERENCE A YEAR MAKES – APARIMA COLLEGE STUDENTS REFLECT ON 2020

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In March, Enviroschools Southland Regional Coordinator, Megan Bates, came to help us with our Bronze Reflection, thinking about our place, practices, people and programmes and the way these interact to create a sustainable community, empowered students, effective learning and respect for cultural diversity. We became a Bronze Enviroschool and started working towards some Silver goals, particularly to increase staff and student engagement and to be more inclusive.

In October, Aparima College won the Keep New Zealand Sustainable Schools Award in recognition of a number of our sustainable initiatives including local tree planting (The Tree Project), waste minimisation and vegetable gardens.

"We're doing well but we need to get more people involved. Perhaps we could have an EnviroLeader badge so people know to ask us about enviro things" - Jayden, EnviroCouncil student reflecting on the KNZB recognition

"We have done so many things this year, especially considering we lost time during Lockdown" Alexe, EnviroCouncil student reflecting on the KNZB recognition

Garden Project
Supported by our Board of Trustees, Rebecca Perez has been tasked with planning and started planting a Garden beside the Tree Project, created bedding strips of compost on top of dampened cardboard to maintain moisture. She raised flower and vegetable seedlings in the small tunnel house and transferred these into the beds. Enviroschools and Aparima Community Board funding in September enabled us to purchase a larger tunnel house, currently planted out with tomatoes, cucumbers and courgettes. All food grown is destined for the students and local community. In Term 2, Nick Kiddey from the South Coast Environment Centre showed our Electives students how to collect, recognize and store seeds. During Terms 3 and 4, our Electives students have been learning how to plant, care for, and harvest the vegetables. You can read more and watch a video here or below.
Tree Project
During Electives periods, more trees were planted, bringing the total number planted since August 2019 to over 1000. Josh Sullivan, our new Enviroschools facilitator, helped us plant native trees to stabilise the dunes, using the broom as a protective 'nursery' plant. The focus has now moved on to care and maintenance. Robyn Guyton pruned our heritage fruit trees to encourage them to grow a bumper crop this season. Leon Black and family donated sheep dags to spread around the base of the young trees, providing food and protection. As the grass grew around the trees, we weeded enough to stop the plants from being choked but left enough grass to protect them from the wind. Rosco and Year 12 students Jackson, Kori and Thomas have continued to make progress on the Outdoor Classroom. In November we staged a Treasure Hunt to encourage everyone to take a closer look around the area. Local lady Gay Maley donated a yellow picnic table which was well used during the Eco-Picnic and Adopt-a-Tree community afternoon held in November.
Wellbeing Walkway
A Ministry of Education Creatives-in-schools grant enabled Year 10 to partner with Wayne-of-the-Hill and Teoti Jardine from the Riverton Arts Centre and Ōraka Aparima Rūnaka to explore and celebrate our connections with this place. Year 10 students were mentored to express their thoughts, hopes and dreams in poetry and to translate these into sculptures from 'found' materials collected from the local area.

The students explored their connection with the environment through the lens of local history and wildlife and then transformed the essence of these connections into creative writing and symbolic sculptures. These have become part of a Wellbeing Walkway through the Tree Project, designed to delight locals and visitors. Poetry was displayed at the Riverton Arts Centre's Taiao Exhibition in March and Sculpture photographs became part of the November Aparima College Exhibition.
Waste Management
The Enviro-Council identified that litter was a real problem around school and that our school was not very advanced in separating our waste. Daniel decided to take on the challenge of improving our waste systems around school. Helped by Mrs Mailman, he secured a Keep New Zealand Beautiful grant to help purchase bins to recycle plastic bottles and then took them to the Recycling Centre once a week. He kept a tally of the number and types of plastic bottles in the bins and then wrote a report on his findings and what he would like to see happen in future.

This report received an Honourable Mention in the national Young Reporters for the Environment Reduce Plastic Waste Litter Less competition, and Daniel was voted Volunteer of the Month for October 2020.

Following a performance from Waste Free Wanda, Daniel asked Ange Molloy from WasteNet Southland if Aparima College could have a yellow recycling bin, so that he would no longer have to do the weekly trip to the edge of Riverton.

By November, students started to get used to separating their waste. Recycling plastics has become normalized, particularly in the Staffroom!
Soup kitchen
Mrs Mailman and volunteers from Year 7-10 helped produce soup and cheese rolls on Mondays and Tuesdays, in place of the canteen. Meals were served café-style in the Hall on china plates with metal cutlery. Scraps were composted in the Small Garden.

Out and About in our Environment
Litter Intelligence surveys for Sustainable Coastlines
The Science Department became increasingly involved in conducting our three-monthly Beach surveys. Year 9 and 10 students helped collect and sort waste from beaches near the Rugby Club, North Beach and at the estuary near Bath Road, and then upload data to the Litter Intelligence site. We also had support from Ben Knight and from two SIT students. We became a collection depot for used mobile phones, which are upcycled for their parts, and a portion of the profit is donated to Sustainable Coastlines.
Murihiku Coastal Treasures Conference
Just before Lockdown, three of our senior Enviroleaders - Dom, Alexis and Jamie - and Mrs Grove were sponsored by Toimata Foundation to represent our school at the Coastal Treasures conference, which was held in Southland this year. Experts shared best practice in dune restoration and we visited examples of ecosystem management at Waituna Lagoon, tourism management at Curio Bay and flood mitigation in Otatara. It was amazing to network with such knowledgeable and passionate people from across Aotearoa. We wrote an article that was published on the Enviroschools website.

At our EnviroCouncil meeting at the beginning of term 4 (a busy time) we discussed how the students feel about their Enviro mahi this year and the recognition that came via the Sustainable School award. They also looked at things that they wanted to achieve before the pending end of the school year.

"We really enjoyed planting trees and seeing how much they've grown" - David, Samantha

"We like seeing progress in the Gardens and especially the Garden Blessing we had" - Alexe, Jayden

"We have enjoyed linking our classes around the Tree Project and Garden, especially Science and English" - Jayden, Samantha

"We liked helping sort the rubbish and put out the new rubbish bins" Nikita, Lisa

"We really enjoyed helping Mrs Mailman with the soup kitchen in the winter" Nikita, Lisa

Ideas for the rest of Term 4

paint an enviro-themed mural

hold an Enviro Fun Day, eg. make rafts from found materials and race them down the river

go on trips, eg. to see the planting at Bluff / Otautau Arboretum/ Otatara community gardens

Our vision for the next year is two-fold: firstly, to consolidate what we already have, for example, by encouraging our school's departmental leaders to integrate the Tree and Garden Projects into long-term plans and then to share their learnings. This will help us with data-gathering, maintenance and future planning based on solid evidence. (Note: We already have Maths, English and Science on board, and are reaching out to Art, Humanities and Digital Technology).

Secondly, we aim to reach out to our community for their wisdom, particularly in the area of Mātauranga Māori. Our school is based within an important traditional food-gathering area, and we are hoping to learn more about traditional practices and to reinstate some of them within our own practice, for example, by adding a maara kai to our Food Garden, by sharing kai-related pūrākau, by joining local kaumatua and kuia in learning about sustainable kai moana tikanga, and by feeding our community with locally grown kai through our Food Kitchen.

Banner image: Haast Eagle by Ryan King and Brayden Wilson - one of the sculptures that were part of a local exhibition.

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What a difference a year makes - Aparima College reflect on 2020

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In March, Enviroschools Southland Regional Coordinator, Megan Bates, came to help us with our Bronze Reflection, thinking about our place, practices, people and programmes and the way these interact to create a sustainable community, empowered students, effective learning and respect for cultural diversity. We became...

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Waikato Secondary Engagement Strategy - 2024

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Waikato Secondary Engagement Strategy - 2024

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Enviroschools Waikato has opened up our offering and facilitators work with all schools for environmental education (with a view to pathway to Enviroschools if they ae keen) – our climate summit was available to any secondary school and we also support youth to attend through the rangatahi voices umbrella (from a pastoral care lens) if there school is currently not engaged in Enviroschools.

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Development of Student Empowerment through the Enviroschools Programme – Hillcrest High School Case Study (TA)

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Development of Student Empowerment through the Enviroschools Programme – Hillcrest High School Case Study (TA)

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Enviroschools Journey - voices of 6 passionate students

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Enviroschools Journey - voices of 6 passionate students

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Student Leadership structure review @ Western Spring College

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Student Leadership structure review @ Western Spring College

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Pūtātara - A call to Action. Min of Education

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Pūtātara - A call to Action. Min of Education

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Local rohe - Wairarapa Secondary Strategy 2024-2025 

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Local rohe - Wairarapa Secondary Strategy 2024-2025 

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From Gill in her local rohe of Wairarapa - with a focus on young people.

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Te Upoko o Te Ika a Māui Regional Secondary Action and Strategy 2020-2021

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Te Upoko o Te Ika a Māui Regional Secondary Action and Strategy 2020-2021

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We have not developed another strategy yet for the region.

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Secondary Actions and Strategy 2020-2021