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All over Hawke's Bay, enviroschools are busy creating a sustainable future for the region. Here are some of our stories...

Camberley Kindergarten Enviroschools Newsletter - Spring 2018

Camberley Kindergarten in Hastings have put together a wonderful newsletter full of inspiring stories and information about all the great mahi they are doing in the kindergarten and reaching out into the community.

Click here to have a read

Holistic Reflection celebrations

July 2018

Congratulations to Ngā Tamariki o Ngā Hau e Whā Kindergarten and Mayfair Kindergarten, who both recently celebrated successful holistic reflections in their kindergartens. Tumeke!

Havelock North Kindergarten outdoor environment transformation

...using the Enviroschools Action Learning Cycle and a Māori Perspectives lens

At Havelock North Central Kindergarten the Enviroschools kaupapa supported the direction we wanted to head in, for the upgrade of our outdoor environment.

We used the Enviroschools Action Learning Cycle and the Māori Perspectives Guiding Principle (as well as concepts from book ‘Natural Playscapes’ by Rusty Keeler). 

Our garden development was a very big part of the children's programme. We could all see and be part of the whole process from concept, design, set up ground preparation and then the building etc.

The journey used a holistic approach and ‘kaitiakitanga’ utilising values from the past and the future and incorporating values of sustainability and care for the environment.  We invited whānau and the extended community to contribute thoughts and ideas; from memories of their childhood and garden play, to resource ideas and what was seen as an important part of our community in and around Hawke’s Bay. We included significant features of our whenua such as native plants and terroir encouraging birds and wildlife; wine barrels and grapes; limestone etc. Children contributed to this through a variety of different avenues e.g. korero, hui, art, purakau, stories, planting seeds to grow into seedlings etc.

 We incorporated Māori Perspectives and the dispositions of atua into the plan. Tūmatuenga - strategy focus and determination. This was the planning, consultation, feedback, design etc. We planted grasses for Tāwhirimatea to play and dance through.  We had a formal garden area peaceful, quiet and mindful spaces.(Rongomatane) and let wild plants grow up (Haumietiketike) where they naturally wanted to grow. Tamariki even came up with how to incorporate Urutengangana, and we mosaicked coloured glass and pebbles as stars into concrete. 

Tangaroa and Hinemoana and their elements were incorporated into the sand area. Water is pulled from an old pump by tamariki and so it can then cascade over and around limestone rocks before creating valleys and rivers through shells, fossils and lots of sand. Tanemahuta and his plants are plotted in and around areas of play. Some to give shade from Te Ra, others for different scents and visual delight or seasonal change like his wives .Hineraumati and Hinetakarua. We planted willow to create little nooks to hide in. We harvest the new growth to create other things like fences and wreaths

It’s been a long process and our front garden is complete and working well, we have adapted spaces as children find what works for them.


before and after photos of the outdoor environment transformation




New funding partner for Enviroschools Hawke's Bay

Enviroschools Hawke’s Bay has secured a new funding partner for this financial year. The Hastings District Council has agreed to provide $10,000 from its Waste Levy Fund to meet a shortfall in funding.

Hawke's Bay Regional Council's Community Engagement Coordinator Sally Chandler says the funding from HDC will allow the Enviroschools programme to maintain its current level of facilitation in Hawke’s Bay, “It is wonderful to have this financial support from HDC. I hope it will continue and I encourage the other territorial authorities in our region to support this valuable programme.”

Hastings District Council joins the Hawke’s Bay Regional Council and Pan Pac Forest Products in providing funding to support 30 Enviroschools from Te Mahia School in northern Hawke’s Bay to Sherwood School in Central Hawke’s Bay.

Increasing spiritual goodwill through karakia

Karakia are Māori incantations and prayers, used to invoke spiritual guidance and protection. Karakia are generally used to increase the spiritual goodwill of a gathering, so as to increase the likelihood of a favourable outcome.

In traditional times, karakia were an integral and indispensable part of the way of doing things. There were different karakia for different tasks and situations e.g. planting a garden, greeting the new day, harvesting natural resources, launching a waka, calming a storm. Karakia invoked spiritual guidance and protection, but was not necessarily “worship” of those spiritual elements. Karakia was one of the ways Māori recognised and gave effect to the whanaungatanga, or web of relationships, between all things.

Increasingly, mainstream primary schools and early childhood settings are exploring the use of karakia for a range of purposes. Karakia can be used to tautoko or support enviroschools in their exploration.

Click here for ideas to bring karakia into the classroom

Atua Haumietiketike 

Learn about the Atua - Heretaunga Kindergartens

A Beautifiul concept from Heretaunga Kindergartens - to teach the tamariki about Atua.

We plan to sing this with our tamariki on a daily basis, encouraging tamariki to choose the additional Atua to acknowledge :) see attachment 

Reducing waste at Waipawa Kindergarten

Friday morning is recycling collection day at Waipawa kindergarten. The children are involved with the sorting and collection process. They have also been busy making paper from their paper waste, read more here.

Tutira School steps up to Silver Enviroschool

Representatives from HBRC, Hastings and Napier councils, and the Department of Conservation joined Tutira School Principal Kate Medlicott with staff, pupils and parents to acknowledge the milestone of becoming a Silver Enviroschool.  The step-up is the result of a focus on reducing solid and green waste, introducing a shade house to plant and nurture seeds, and considering sustainability in all decision-making and actions.

With a school roll and staff of just 50, Tutira School punches above its weight and is a vibrant landmark for traffic passing Tutira on State Highway 2.
Kate Medlicott said, “I am very proud to be an enviroschool and I look forward to continuing the fruitful journey we’ve started.”
“We’re growing the rare and endangered kaka beak, and providing a seed source for DOC, which is a proud undertaking for our children and the wider community.”



Fairhaven School

Carvings mark the students' school journey

Our students are educated in a ‘school without walls’ as we acknowledge that all contexts and settings are essential in the education of our students. A student’s journey through Fairhaven is marked by a pathway beginning at our base school, moving through the Fairhaven satellite classes in Napier and Hastings and ending at our environmental classroom at Valhalla Farm west of Napier.

Carvings designed and made by the students, mark steps along the learning pathway. The first carving at Base tells as story of the environment. Tuna thrash through the river. The koru are the four winds, representing people being brought together and flora and fauna emerge at the top. On the back of the carving, students’ carved handprints tell of those involved.

The latest carving at the farm ‘Te Manu Korero – The Calling of the Birds’ shows connections between New Zealand culture and Norwegian background of the owner of Valhalla Farm. The crossbar uses the four winds to bring all people from across the world together. The eagle looks to the past and the future to show that connections to our ancestors will guide our journey. Beneath the crossbar, students carved their own story to include their cultural background. Korowai, patu and tiaha were made to commemorate each carving’s unveiling. At the farm’s powhiri, students gifted the korowai they had made for their hosts, wore their own korowai and carried their patu and taiaha. Their strength, emotion and connection with the environment were clear in their waiata and haka.

In the current stage, students and staff are in the process of designing and developing a wheelchair friendly pathway through a pocket of native bush so all students can access the environment with their classmates. Along the pathway will be areas for contemplation and investigation with sensory areas that reflect the natural environment and interactive stations that evoke curiosity. Each satellite unit is making contributions to these areas and the development of native bush. The pathway is ready for construction following meetings between the school, farm owners, community, engineers and contractors.

One of our High School teams is making weta houses for Valhalla. A weta house is a plank of wood drilled full of holes or rooms for the weta. Each weta house has seven rooms 50mm wide by 100mm long and 25mm deep. I asked Matua Merv how the weta house would attract weta? “Weta like very dark holes in wood. We will hang the weta houses in the trees at Valhalla.” We asked how we would know when the weta had moved in? “This could take up to 3 months. We will be putting clear plastic over the front of their houses so we can see what’s going on inside.” Matua Merv said that by building up the weta population it would attract more bed life to Valhalla.