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Each Enviroschools Theme Area is an enquiry-based learning resource for your Enviroschools journey.  In this Zoom we delve into the captivating world of the “Living Landscapes” Theme Area booklet within an ECE context. Based on the Enviroschools Action Learning Cycle (ALC) we share with you the Key Concepts of this theme area, the Key Questions to help Identify the Current Situation within your ECE setting to determine your understanding, build on your current knowledge and explore further.  We’ve highlighted some Consider questions alongside to spark kōrero as you delve a little deeper.

We hope to encourage our ECE network to pick up this booklet whilst watching this zoom and see how it could be utilised in teaching teams, alongside tamariki and involving whānau.  We’ve sifted through the activities and identified the ones that are most ‘ECE friendly’ and share some inspiring stories from our Enviroschools online puna mātauranga.  The Living Landscapes Theme Area booklet is a great tool to help you explore how to cultivate a love for nature in young learners through hands-on activities and immersive experiences. Discover the power of connecting children with the natural world to foster curiosity, environmental stewardship, and holistic development.

Take what you need from this mahi for your kete, a few strands or the whole lot…kei a koe te tikanga!
You can download a copy of the presentation here.

Mauri ora
Katie & Roimata

The focus of the activities in Me in My Environment is to establish connections with the local environment and understand our own connectedness to it. These activities, learning and reflection help build a puna mātauranga and create a map of our Enviroschool, illustrating features and expressing ideas and feelings about the health and sustainability of the local environment. This leads to discussions, insights and planning for sustainable outcomes that contribute to a Whole Enviroschool Vision.

Below are some inspirational stories to help show the diversity of approaches.

Enviroschools | Experiential learning leads to a living Vision at Paeroa Central School

Enviroschools | Kaitiaki Club motivates Mahi Tahi at Kaingaroa School

Enviroschools | Hybrid Approach to Facilitation Sustains Engagement

Enviroschools | Me in My Environment activities help build awareness and sensitivity to nature.

Enviroschools | Learning Barefoot at Paekākāriki

The Waikato Enviroschools Team  presented a jam packed session with examples of facilitators working in schools and with young people.
Connecting their Enviroschools strategy to their council strategy 2 ½ years ago has enabled an increase in opportunities of growing their work with Enviroschools, leading to achieving more shared outcomes.

Click here to watch the recording, and here to download the presentation slides.

Further resources kindly shared by the team are below:

Climate Camp Runsheet 2023

Leadership Skills day Runsheet

Water of Life Encounters event – runsheet, overview for teachers, event scoping

Event planning Scoping template

Service Level Agreement template

Enviroschools Elevator Pitch

Clarity of End Results (pepworldwide.co.nz)

 

Our Kaupapa and Learning for Sustainability

One of our five Guiding Principles Ngā Mātāpono is Learning for Sustainability.

Learning for Sustainability (LfS) is a holistic, action and future-focused approach to learning, that engages our whole selves and addresses all aspects of our local and global environment.

Local curriculum being embraced in local ngahere.

This approach is also known as Environmental Education (EE) or Education for Sustainability (EFS) of Environmental Education for Sustainability (EEfS). Learning for Sustainability is a holistic learning process based in the real life of the Enviroschool and community, encouraging us to question current practices and systems, and to model new and different ways that truly embody sustainability. Because of this real-life context, a wide range of curriculum outcomes can be achieved. Learning for Sustainability thrives when it is not confined to one subject or to the formal education setting, but flows through the environment and community, embracing many ways of knowing and making meaningful change.

Learning for Sustainability is a creative, responsive and reflective approach, engaging the whole person.

It creates:

  • A strong sense of being part of the natural environment, and the ability to learn within and from 
  • Awareness and sensitivity to everything that is part of our living communities, both locally and globally.
  • Knowledge and understanding of how the planet’s life support systems work, and how human systems need to be aligned with natural cycles and flows, to enhance the well-being of all living things in our communities.
  • Skills and competencies to plan, design and create sustainable places, systems, communities and lifestyles.
  • Attitudes and values of care for all members of the living community, and respectful relationships within the family of Ranginui and Papatūānuku.
  • Opportunities to participate and take action for a sustainable future, as individuals, whānau and communities.

The Enviroschools philosophy favours learning that is collaborative, enquiry based and experiential. The concept of Ako, (which in Māori means both teaching and learning) acknowledges that we cannot teach without also learning, and vice versa. It blurs the distinction between teacher and student and calls upon teachers to adopt a facilitative approach. Co-operative learning is also a feature of Enviroschools, with tuākana (older students) who are more experienced encouraged to guide their tēina (younger ākonga). Effective Learning for Sustainability, consistent with this philosophy, incorporates a variety of learning and teaching methods. These are interactive in approach, with an emphasis on experiential activity and critical reflection. (See ALC).  P 31 kit.

Our resources are rich and built on effective Education for Sustainability pedagogy.

Ākonga made connections between their experiences in te taiao and a range of curriculum areas.

Me in My Environment embracing the pedagogy of EfS and as facilitators and teachers gain confidence in the broader picture, they can then have the benefit of our theme area resources. Each of the concepts is supported with essential reading and activities (all of which have a reflective aspect that help build a puna mātauranga).

We also have posts on curriculum links and this activity Education for Sustainability and the NZ Curriculum we created (in collaboration) for pre-service teachers at Massey University. (Take heed of the invitation for caution and to pace yourself as it is a big topic!).

Previous research has indicated that before people get stuck into the detail of EfS (and often want to whizz along to getting stuff done) it is critical to build a shared understanding of sustainability so that they can begin to form an idea of a future. This activity was designed in response to this.

You can check out the Enviroschools story about Local Curriculum along with examples for our network (which includes the link to the MoE Local Curriculum resource

The wider context in Aotearoa New Zealand

Diving a bit more deeply and thinking about the concepts and focuses that people are wanting to explore, we have this team area post that draws so many threads together!: Enviroschools | Enviroschools – delivering a whole school and centre approach to climate education and action

In 1999 the Guidelines for Environmental Education in New Zealand were published.

MoE link through their TKI website have a wealth of information about Education for Sustainability

“The flexibility of The New Zealand Curriculum allows schools to design a local curriculum that is relevant for their ākonga and community. EfS can be used to design a strong, integrated local curriculum that provides many opportunities for ākonga to become confident, connected, and actively involved lifelong learners. EfS can be integrated into a multitude of meaningful learning contexts, issues, and community projects. It can draw on, and weave together, knowledge from every learning area. Education for Sustainability is relevant and accessible for ākonga at all levels of the New Zealand Curriculum.” – tki

 

“In Education for Sustainability, ākonga explore the relationship between people and the environment within their own context. These place-based connections – being able to learn within your local environment and community – ensure that active, engaged learning takes place within the context that surrounds us. This allows ākonga to develop a strong relationship to the environment and community-specific to their place in the world. It also helps to generate a connection to their natural world, an important foundation from which action can then take place.” – tki

 

 

 

 

 

 

Teachers connect with nature at Rangituhi

Pūtātara is a more recent resource from MoE, incorporating sustainability and global citizenship across the curriculum in Aotearoa New Zealand. Pūtātara encourages schools and teachers to create learning opportunities that expand learners’ understanding of complex issues and take action for change. The resource is aligned to best practice in local curriculum design, education for global citizenship, and environmental education (best practice as outlined in the Local Curriculum Design Toolkit, Guidelines for Environmental Education in New Zealand, the Learning Framework for 2030 as being developed by the OECD, and UNESCO’s work in global citizenship education).

You can also find our team area post about Pūtātara here:

Mātauranga Whakauka Taiao Environmental Education for Sustainability Mahere Rautaki Strategy and Action Plan 2017 – 2021  provides an overview and some useful definitions of EfS along with the strategy and case studies.

student leader participants consider their roles in the future at their school.

Envirogroups play an important role in all Enviroschools and at Secondary level there is an opportunity to harness the knowledge of sustainability, passion for te taiao and leadership qualities that have been developed to be transformational in the school and community.

You can read the generic Enviroschool Handbook approach to Forming and Envirogroup here.

Below we have shared some inspirational stories about what being involved has meant for some students and their advice for others.

Enviroschools | Rangatahi share Stories of Effective Secondary Envirogroups

Enviroschools | Led by Youth for Youth – New Beginnings – Secondary Student Hui

Enviroschools | 2023 Taranaki Youth Environmental Leader

Enviroschools | Celebrating Student Leadership and Vision

Enviroschools | My Enviroschools Journey – Sophie Handford, Enviroschools Intern 2019

Enviroschools | Dotterel dilemma overcome by student advocacy and action

Enviroschools | Long Bay College Envirogroups Strategic Plan 2022 to 2025

Enviroschools | Empowered to make a difference: profiling Ben Carson of Kāpiti

Enviroschools | Enviroschools Students Make Moves to Build Relationship with Local Council

Enviroschools | Let’s Go Exploring!

Enviroschools | Ecolution leads Long Bay College towards a sustainable future

Enviroschools | Enviroschools Empowers Ethan to Engage

 

The Enviroschools Theme Areas have been developed as part of the suite of Enviroschools resources that support young people, their whānau and communities to move towards a healthy, peaceful and sustainable world.

After developing a vision for their school or centre, Enviroschools will want to take action in specific areas. The Theme Areas will help with investigating some themes in more depth – this involves learning about the Theme Area through a range of activities such as sensory experiences, scientific investigations, exploring cultural knowledge and quantitative audits.

Being immersed in the issue from these different perspectives assists Enviroschools students to make decisions about desirable change, and how they might plan, design and implement those changes.

There are five Theme Areas:

Zero Waste

Living Landscapes

Water of Life

Energy!

Ecological Building

 

A poster showing the key concepts and the relationships between all the Theme Areas is available here. ES_A3_Pullout_theme_area_key_concepts_web

Individual posters for each of the Theme Areas for you to add to your facilitation kete are available to download here.

Each Theme Area is an enquiry-based learning resource for schools and centres on their Enviroschools journey. They are based on the Enviroschools Action Learning Cycle and focus on the first part of the cycle: Identify the Current Situation.

Each resource contains focus questions, activities and background text as well as supporting case studies, to guide exploration and assessment of the environment. Working through the resource for any theme area will stimulate awareness and ideas, leading to actions that can be carried out using the material presented in ‘Section 3 – Take Action’ of the Enviroschools Kit.

Schools/centres are also encouraged to develop their own theme areas and to consider the strong connections between all five Enviroschools Theme Areas.

Hard copies of the Theme Area resources are available through your Enviroschools facilitator. A low resolution version can be downloaded  below.

 

Reflection is an integral part of the learning cycle, helping us to make sense of our experiences, deepen our learning and gain direction for the journey ahead. reflection is the step that completes a loop of learning and launches us into our next round of observing, learning, exploring, deciding and acting.

Discussing what you did and how it went helps to build capacity for future learning and action. It gives a chance for different people’s perspectives on an experience to surface, widening and deepening your collective Pool of Knowledge/ Puna Mātauranga

Reflection is about investigating the impact and quality of our actions. It is about observing change in an early childhood centre or school surroundings, operation, organisation, and curriculum. These changes may be seen in the living, non-living and built environment, and young people, staff, whānau and the whole community. Measuring change can reinforce your achievements and confirm that you are making a difference.

 

Outcomes

  • To take stock of where you are at and look ahead to where you might go
  • To review and learn more from your experiences
  • To recognise and celebrate achievements and contributions to your journey so far
  • To touch base with the Enviroschools kaupapa (Guiding Principles and Whole School/ Centre Approach), as well as with your own school/ centre vision, mission or kaupapa.

Key Questions

  1. What have we done and what have we achieved?
    • Purpose: To review and document our progress
  2. How did the project go?
    • Purpose: To reflect on specific projects in order to maximise our learning
  3. What changes and benefits have come about because of our actions?
    • Purpose: To see what difference we are making
  4. How will we celebrate our achievements?
    • Purpose: To consider all the ways we can acknowledge honour and celebrate
  5. Where to from here?
    • Purpose: To look ahead and think about new directions and next steps.

 

Reflect on Change – Documenting, Reflecting and Celebrating offers tools to enable students to track their progress, measure environmental changes, reflect on the journey and celebrate successes.

Each of the reflection activities can be downloaded as individual pdf’s below.

You can access the Reflect on Change Section of the Enviroschools Kit here and the matrix questions here. 

These activities has been written with Primary teachers and facilitators in mind as a gentle introduction to EfS.

There are 3 parts, a) current experiences b) exploring the resources c) broadening your understanding of efs.

Pace yourself! This is a big topic that we encourage you to immerse yourself in, gather inspiration, touch back in and continue your learning. Kia kaha!

Below  activity b) is a summary of key resources to support your navigation of this pedagogy. 

“The Enviroschools philosophy favours learning that is collaborative, inquiry based and experiential. The concept of Ako, (which in Māori means both teaching and learning) acknowledges that we cannot teach without learning, and vise versa. It blurs the distinction between teacher and the student, and calls upon teachers to adopt a facilitative approach. Co-operative learning is also a feature of Enviroschools, with tuākana who are more experienced encouraged to guide their tēina. Effective Learning for Sustainability (one of our Guiding Principles) consistent with this philosophy incorporates a variety of learning and teaching methods. These are interactive in approach, with an emphasis on experiential activity and critical reflection.” – p 31 Enviroschools Kit

 

What do we know now about what an effective Education for Sustainability (EfS) experience is?

Purpose:

  • To relive and reflect on a positive learning experience you have had in taiao/the environment.
  • To record your past experiences and questions for this module.

Outcomes:

  • A list of things that contribute to positive EfS.
  • A list of things you want to learn about/ questions you have.

Method:

Spend a few minutes individually reflecting on a positive learning experience you have had in taiao/the environment. Take time visualising the experience (you might like to find a quiet place and close your eyes). Record answers to the following questions:

  • Where were you?
  • What were you doing?
  • What was the purpose of the activity/ gathering/ event?
  • Who was involved?
  • Were you leading or participating?
  • What behaviours did you observe?

If you can, carry out the pūmahara/reflection part of this activity in your peer learning groups by sharing experiences and answers and then come up with a combined list of what contributes to an effective EfS experience.  If this is not possible, follow the pūmahara questions below and create your own list.

Pūmahara:

  • What were the types of experiences? What settings were there? Were you participating or leading? Who were the people involved?
  • What were the different reactions/ feelings/ emotions you experienced while participating?
  • What occurred that created a positive experience?

Reflect individually and ask yourself:

  • What would you like to learn through this module to build on this experience?
  • What pātai/ questions would you like answered through this module?

b) Exploring resources

Purpose: To learn about and build an understanding about Education for Sustainability (EfS) in the context of Aotearoa, and to start making sense of this from a teaching and learning perspective.

Outcome: A list of key aspects of EfS

Method:

  • Head to the TKI website and check out the Education for Sustainability page: https://nzcurriculum.tki.org.nz/Curriculum-resources/Education-for-sustainability/About
  • Read through the ‘About’ tab and answer these two pātai:
    • What is EfS?
    • How does it link to the NZC?
  • Click on the ‘Toitū te Ao’ tab and read through the information there.
    • Choose one symbol of the carving that reflects a Māori perspective of the environment.
    • How could this symbol be a starting point for a unit of mahi or inquiry?

Image of carving Toitū te Ao from TKI

Reflect and record your key aspects of EfS.

You might want to check out this summary of key resources to further build your knowledge: Summary of key resources and links for understanding Education for Sustainability

c) Broadening your experiences

This is a time to get out and about – gathering ideas and inspiration, learning from others, considering ancient knowledge and wisdoms, finding out about different approaches around Aotearoa and the world and filling your kete with as many ideas as possible.

“By doing this we are becoming more connected – with people in our schools, communities and beyond, and with our natural world and the energies around us. Having formed these connections, we are more likely to act instinctively in ways that care and protect, rather than exploit and degrade. We can become more attuned to the systems that sustain life on our planet and can choose lifestyles that respect these natural flows.” – p6 Enviroschools Kit

Suggested timing:

1 hour to read stories and case studies and 1 hour to complete the task – total of 2 hrs.

What have others done?

Purpose: To broaden your understanding of what EfS could look like.

Outcome:

  • To consider what is effective EfS and record this on your display
  • Update your definition of EfS

Here is a selection of case studies from Enviroschools and other programmes in the wider EfS network in Aotearoa. They are representative of all sectors. Inspiration from Enviroschools and the wider EfS network in Aotearoa

Choose two you are drawn to and answer these pātai:

  1. What has happened/what does this organisation do?
  2. Who was/is involved?
  3. How are tamariki and ākonga involved?
  4. What is the teacher doing?
  5. What is the setting/s (classroom/ school grounds/ community/ local environment/ trip away)?
  6. What were your reactions when you viewed this?
  7. What Teaching and Learning strategies did you observe?
  8. What learning areas could have been integrated into this learning?
  9. What benefits to Papatūānuku (and perhaps other atua) are there?
  10. What benefits are there to tangata in general?
  11. What values are represented from a Māori view?
  12. What insights did you glean from this case study/organisation?

Pūmahara:

 

The Ministry of Education have developed a resource on Local Curriculum – available to download below.

Regional Kāhui Ako and some schools are delving into this resource and Toolkit and facilitators are being asked to help unpack it and make connections with the Enviroschools kaupapa and resources.

In response to this we convened two Zoom events for facilitators to kōrero about Local Curriculum.  It was great to have 30 facilitators and RC’s connect and to define what Local Curriculum is, explore where the drive for this is coming from and hear individual experiences about what’s happening in our network.

Notes from both sessions are available to download below as well.

The local curriculum resource encourages:

  • Meaningful learning experiences
  • Energising everyone
  • Enriching the  whole child
  • Developing the unique way you bring the NZC to life in your school
  • An ongoing process with no recipe-it is a journey

The resource is focused on:

  1. Enabling relationships
  2. Strengthening collaboration and inquiry
  3. Build coherent pathways
  4. Rich opportunities for learning

How does this Local Curriculum approach link to Enviroschools?

Quote from Eden: I feel this is the way we have always taught. It feels natural. We have had a lot of success in using this sort of approach in Northland. Recently there was a student pest plant workshop at one school. Regional Council was involved and finding a significant population of a pest plant was a good learning experience, working with experts. Lots happening! A good way to embed practice.

Quote from Matt: This Local Curriculum (LC) document is validation of Enviroschools approach and visionary nature. One example here is that we have been work with CRC and their catchment management objectives, helping to facilitate these connections – existing community groups and proposed projects with schools in the area. Similarly, being aware of iwi projects, community restoration and action plans groups to help make links.

Quote from Gill: Kāhui Ako provide a way to be involved in wider discussions and I’ve been invited to participate in local one. There are strong links with iwi and their strategic planning. E.g. “wellbeing for all” at the centre of strategy. Health providers are also involved. “Rich opportunities for learning tool” (MoE) – be part of the development of this. Be in the conversations. Engage with them using your expertise. Collaboration with all providers in your area to gain shared/ better outcomes. ………………we can have a roll to support teachers to understand this.

Quote from Andrea: Approached by a Kāhui Ako about LC. I said this is Enviroschools but we are even more holistic. I gave a presentation to show the connections to genuine learning experiences and used the LC diagram. They valued the conversation.

“The Enviroschools programme aims to equip young people with the competencies they need to be leaders in sustainability. We see a world where students are actively engaged in environmental change that has significant effects on the school, community, nation and the planet. We see young people with a holistic sense of the environment, and the ability to confront and challenge barriers to a sustainable future.” P1  Enviroschools Handbook

There are so many links between this document and  the Enviroschools kaupapa – this is essentially what we are working towards!

  • The Enviroschools programme supports children and young people to plan, design and implement sustainability actions that are important to them and their communities.  
  • Our kaupapa and five guiding principles provide a deep framework for developing learning programmes that are responsive to the diverse interests and needs of a learning community.
  • The Enviroschools kaupapa is rooted in creating a healthy, peaceful and sustainable world through facilitating action-learning; where inter-generations of people work with and learn from nature. It weaves in Māori perspectives, combining traditional wisdoms with new understandings. Importantly, our kaupapa reminds us to be in connection: to love, care for and respect ourselves, each other and our planet.
  • The Enviroschools Programme works with the curriculum to provide a programme that goes beyond the classroom, to take a whole school and community approach. Curriculum in this sense acknowledges both the formal and the informal curriculum and values all aspects that influence students’ learning and their futures. Messages that students receive from their school surroundings and through the way in which the school operates and makes decisions, are considered to be a significant influence on student learning” –p 35 Enviroschools Handbook.
  • Enviroschools is a journey of investigation, experimentation, action and reflection to become part of a sustainable community. At each level knowledge and experience and practice increases in depth and breadth.” – p 25 Enviroschools Handbook

Support and tips  for facilitators in helping to unpack this document and to facilitate  the Local Curriculum approach:

  • Spend time with the various Ministry of Education documents (e.g. New Zealand Curriculum, Local Curriculum) to be confident and articulate in the language of these documents.
  • We have some non-negotiables in our programme (Guiding Principles, whole school approach, kaupapa) some strong tools (Action Learning Cycle, Pool of Knowledge, Me in My Environment (MiME) , theme areas resources, reflective practice). Model these when talking about LC.
  • Remember: We are not trying to fix anything or slot into anything, rather we are allowing others to see how our programme will help them plan and deliver LC. We have an opportunity to further Empower the Adults.
  • Ask well-crafted open-ended questions about the current situation and their aspirations for LC. Provide ‘broad’ ideas so that they can see the possibilities (not the quick fix solutions.)
  • Unpack the Guiding Principles with LC lens.
  • Finding the links between EFS, Enviroschools and the curriculum . Ref: P 36 Enviroschools Handbook.
  • Implementing Me in My Environment then creating a whole school and community vision map!
  • Continue to work strategically on partnerships (Regional Coordinators  and facilitators) so that you can then support this process with schools. P 52 – 60 Enviroschools Handbook

“Finding ways to create and live in a healthy and sustainable community is an on-going learning experience, and schools are a microcosm of the larger environment. Students can learn about their world by exploring the diversity of their school environment and decisions and behaviours that change it. They can also gain the skills and confidence to participate in these changes.” -MiME

 

 

This part of the Action Learning Cycle guides participants to collectively evaluate their ideas for environmental change, make design decisions and plan action. Whether conserving something precious, changing something that isn’t working for your Enviroschools Vision, or creating something new, the emphasis is on young people working together towards common environmental goals.

Once you have identified your Current Situation (Me in My Environment) and Explored Alternatives, you can use the Take Action questions and tools to help you plan projects that will move you towards your Vision.

Alternatively use these tools after you have explored an Enviroschools Theme Area in more detail using the Living Landscapes, Water of Life, Ecological Building, Zero Waste or Energy! resources.

Return to the Take Action section of your Enviroschools Kit whenever you need tools to help plan, design and scope out actions.

 

Outcomes

  • A sound plan of action that aligns to our Whole Enviroschool Vision and reflects the principles of sustainable design.
  • A clear sense of who we need to involve in our project and how we can make it work for everyone.

Key Questions

  1. What actions will bring about the changes that we want?
    • Purpose: to ensure that our planned actions will take us in the right direction and bring about the qualities and features identified in our whole school vision.
  2. Which designs will work best?
    • Purpose: To ensure we consider people and nature when thinking through our designs.
  3. What do we need to take action?
    • Purpose: To think through what may be required and make sure that our action plans carried out, by clarifying tasks and, resources and timelines.
  4. Who else do we need to involve?
    • Purpose: To consider others we want to include and spend so time planning how we want to work with them.

ES_Kit_Take Action

See also the full Take Action Section of your Enviroschools Kit for further detail.

Be inspired by others taking action through Our Stories and News and Events articles on our website.

Tools:

ES_Kit_Take Action_Action Statements

ES_Kit_Take Action_Indicators

ES_Kit_Take Action_Planning and Evaluation Sustainable Design

ES_Kit_Take Action_Task Programmer 

ES Kit – Partnerships Action Learning Cycle

Pūtātara – a call to action  is new website developed by the Ministry of Education – incorporating sustainability and global citizenship across the curriculum in Aotearoa New Zealand.

Pūtātara - MoE Resource

This resource aims to support schools and teachers to develop learning opportunities that are place-based, inquiry-led, and focused on participation for change.

Pūtātara encourages schools and teachers to create learning opportunities that expand learners’ understanding of complex issues and take action for change. The resource is aligned to best practice in local curriculum design, education for global citizenship, and environmental education (best practice as outlined in the Local Curriculum Design Toolkit, Guidelines for Environmental Education in New Zealand, the Learning Framework for 2030 as being developed by the OECD, and UNESCO’s work in global citizenship education).

Three broad principles underpin the resource:

  • Place-based approaches
  • Participation for change
  • Integrated, inquiry-based learning

as well as three main concepts:

  • tūrangawaewae
  • kaitiakitanga
  • whakapuāwai

Visit the new website – Pūtātara – a call to action.

Toimata Foundation holds the kaupapa and national network of Enviroschools and we are proud to be in partnership with 20 ECE organisations that are currently part of the Enviroschools network.

We have created this brochure (link below) to highlight the Enviroschools kaupapa and the benefits and alignment this has with the ECE sector and your role in leadership and governance.

We wish to acknowledge and celebrate our ongoing partnership with your organisation and mihi to the many inspiring actions and connections your kindergartens and ECE services engage in. Together we are finding better ways to care for Papatūānuku and Ranginui, learn creatively and live healthy, sustainable lives.

Please contact Katie Higgins National ECE Enviroschools Coordinator katie.higgins@enviroschools.org.nz for further information and support in using this document.

2023_ES_National_ ES movement for positive change_ECE web

The Kids Discovery Plant-out programme is a successful collaboration between Te Ara Kākāriki and Enviroschools and has been delivered to Selwyn schools for the past ten years. Students have the opportunity to take action to link their learning about native biodiversity in the classroom to restoring a native ecosystem close to their school.
Through planting and monitoring days the students become tiaki tamariki, empowered to make a positive difference towards creating habitat for wildlife and improving the health of their local waterways and Te Waihora.

Kids Discovery Plant-out Annual Report 2023

Check out the year-end report 2023 from

Whangarei Girls’ High junior primary industries students at Bream Head learning about pest control and planting waterways.

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.

This is a space where we can draw together all other posts specifically related to the secondary sector as we build our puna mātauranga to support Secondary Schools.

We invite you to contribute to examples of: Regional strategies for engaging with youth, secondary school curriculum, teaching and learning plans, student led actions, guidelines for working with Envirogroups, case studies of what is happening in Secondary Enviroschools, community actions, considerations/ issues/ obstacles that students and teachers may encounter along with tips and tricks and experiences that have worked. We would like to showcase and promote working with community and in and between Secondary Schools.

Taiohi-Taiao Youth Jam event students participated in a range of experiential activities and connecting with each other.

This is a work in progress and 2024 we plan to gather a range of tools, techniques and case studies, videos, reflective practice, starting with a zoom meeting on the 14th February for facilitators.

Thanks to the Secondary working group led by Gill Stewart 2023 we have a Enviroschools Secondary School padlet as a starting point.

 

Kaupapa does not have a direct English translation but encompasses words such as foundations, principles or philosophy. Our kaupapa is our touchstone and guides all that we do.

Our kaupapa is creating a healthy, peaceful, sustainable world through learning and taking action together.

Each of us brings unique perspectives and gifts, and it is by uniting them that sustainable communities will be created. Many solutions will come from people working together intergenerationally, combining ancient wisdoms with new understandings. Answers will also be found by working with nature and allowing nature to teach us. By learning together in practical ways, sustainability becomes an integral part of what we do throughout our learning centres, schools and communities. Caring for our place and the whole planet provides a living curriculum, where young people become the catalysts for change.

2023 kaupapa diagram A3 web

Enviroschools advances this kaupapa in a number of ways.

At the heart of Enviroschools is the Action Learning Cycle, encouraging a process of exploration, decision-making, design, action and reflection.

Surrounding and reinforcing this is a Whole School/Centre Approach where tamariki and students are involved in all of school/centre life, taking action and changing the physical place, practices and ways of interacting in the school/centre.

Embracing and connecting everything are five Guiding Principles – Ngā Mātapono. These inform the whole journey so that young people participate in a genuine way, indigenous wisdom and cultural traditions are honoured, and action-based learning becomes the basis for creating sustainable communities.

Emerging from the kaupapa are any number of environmental themes that offer an opportunity to deepen tamariki and students’ understanding and ability to take action with a specific focus.

Me in My Environment is the core of the Enviroschools programme and involves investigating and understanding the school/centre in the context of its history and ecology. The learning is focused on developing an understanding of whanaungatanga/ inter-relatedness.

What is special about an Enviroschool?

Enviroschools have a sense of place

All aspects of nature, including people, are nurtured and the whole school or centre environment is a learning context. Creating a sustainable physical environment is an ongoing learning exercise that fosters a greater understanding of whanaungatanga – the inter-relatedness between all living things, and a concern for the particular place we live in.

Enviroschools are participatory

Enviroschools processes involve the whole community around a school or centre. Young people, teachers, caretakers, management and governance, whānau and the wider community each have roles in actively creating and caring for their school/ centre and wider environment.

Enviroschools have a sense of purpose

Young people are inspired to be creative and become competent to make decisions and take action in and with their community. They learn how they can nurture both taiao – the environment, and tangata – people around them. Learning is lived and reinforced at their Enviroschool. Teachers reshape and refocus everyday activities to maximise the potential for environmentally friendly practices. Adults are also empowered to advocate and take action for the environment, serving as role models for young people.

Find out ways to Explore the Enviroschools Kaupapa here.

Toimata Foundation is offering a number of professional development opportunities for new and developing facilitators in 2024. These hui will be kanohi ki te kanohi and more details about dates, venue and registration are provided below.


Introduction to Enviroschools workshop (School facilitators) – 28-30 May (Wellington) $750 +GST

Introduction to Enviroschools workshop (ECE facilitators) – 10 April (Auckland)

National Facilitator and RC hui – 8-10 October (Auckland) $300 +GST, registration form sent out in Term 2

 

We also have a placeholder for a second Intro to Enviroschools hui (School facilitators), dependant on demand – 20-22 November (Wellington)

We will send out links to the registration forms closer to the time, as well as provide more details about the content of the workshops, travel logistics and what to bring.

 

 

 

 

 

 

In 2024 we are offering a range of online professional development and learning opportunities to support facilitators with their Enviroschools mahi.

There are inspirational sharing zooms (huitopa) from regional teams as well as individual ECE centres, secondary working group zooms and a zoom cafe. This post will be regularly updated to include registration links as well as links to the recording of sessions after they have taken place.


Enviroschools ECE Facilitators PLD offerings:

What: ECE Facilitator Pānui Zoom 1 Feb 2024
We have decided to start 2024 with a zoom for you ECE facilitators and the purpose will be to share what support and PD will be on offer for you for 2024 and also what you will be able to share with your ECE Enviroschools.  It will also be an opportunity for you to hear about some important national Enviroschools updates, including intended changes to holistic reflections and kupu around the Enviroschools Guiding Principles/Ngā matapono.

Click here to watch the zoom recording

 

What: ECE Holistic Reflection
These zooms are specifically for ECE centres who are intending on undertaking an Enviroschools holistic reflection. We will be running these each term so this is for any teaching team who are looking at reflecting soon.

* This zoom will start at 3.30pm and will not be recorded so please arrive 5mins prior

Term 2 – 21 May 3.30pm – 4.30pm
Term 3 – 13 August 3.30pm – 4.30pm
Term 4 – 5 November 3.30pm – 4.30pm

 

What: ECE Theme Area Inspiration and Connection sessions
Connect with our Theme Areas and be inspired by a team doing amazing mahi within that Theme Area and sharing with the network.

Term 1 – 26 March 3.30pm – 4.30pm
This term the focus will be on the Living Landscapes Theme Area please bring along your resource.

Click here to watch a recording of the session and download the presentation.

Term 2 – 11 June 3.30pm – 4.30pm
Term 3 – 3 September 3.30pm – 4.30pm
Term 4 – 26 November 3.30pm – 4.30pm

 

Other PLD will be offered throughout the year (likely via zoom) – we will assess term by term (based on our network’s needs & priorities).  We will add these into termly emails to ECE Facilitators as they come up and also post here.  For more info contact Katie or Roimata katie.higgins@enviroschools.org.nz   roimata.macfarlane@enviroschools.org.nz


Enviroschools School Facilitators PLD offerings:

What: Regional Spotlight Huitopa

We are asking for regional teams to take a turn to lead a zoom hui (huitopa) to share what is inspiring in their rohe with the rest of us.
Gill Stewart will work together with your team to organise the session AND you decide what you would like to spotlight.

Term 1: 21 February, 10.30am – 12pm midday
Spotlight Region: Waikato

The Waikato Enviroschools Team will be presenting a jam packed session with examples of facilitators working in schools and with young people.
Connecting their Enviroschools strategy to their council strategy 2 ½ years ago has enabled an increase in opportunities of growing their work with Enviroschools, leading to achieving more shared outcomes.

 Click here to watch a recording of the session as well as access other resources kindly shared by the Waikato team.

 

Term 3: 15 August, 10.30am – 12pm midday
Spotlight Region: tbc


What: Secondary Sharing Huitopa

content tbc – some may be discussion groups/ some focused info gathering.

Term 1: 14 February, 9am – 10am

Regional Secondary Strategies discussion
Click here
to watch the recording of this session
Click here for a link to the Jam Board

 

 

Term 2: 15 May, 9am – 10am
Term 3: 7 August, 9am – 10am


What: Zoom Cafe

An opportunity to get together with other school facilitators, learn, network, share and kōrero on topics of interest.

Term 2: 22 May, 10.30am – 12pm midday

 


What: Celebrating our Successes

A chance for you to celebrate, be inspired by and share stories of learning and action from ‘your place’, both locally and regionally.
We will also reflect on support that’s been provided this year and share the latest in regards to what’s coming up in 2024, from a National perspective.

Term 4: 13 November, 10.30am – 12pm midday

 

Please contact gill.stewart@gw.govt.nz if your region would like to be in the lime light in 2024 or if you have any queries about any of the sharing sessions.


What: New and Developing Facilitator Rōpū

Throughout 2024 we will offer our new and developing school facilitator network small group support sessions on a number of different topics. The group you are part of depends on your time in the role, and attendance is optional, come along if you can make it. Sessions will run from 10am – 11.30am.  Topics, and dates for the 2nd half of the year, will be emailed out to your rōpu by end of June 2024.

New Facilitator Support Huitopa:
8 February, 12 March, 9 May (combined with Developing Rōpū), 18 June, 30 July

Developing Facilitator Support Huitopa:
20 March, 9 May, 25 June

For more information contact Beccy or Morag beccy.dove@enviroschools.org.nz   moragv@xtra.co.nz


What: Experienced Facilitator Rōpū

For experienced facilitators (facilitators who have been in their role for 3 years or more) to support each other in a shared-facilitation zoom hui format.
These hui provide an opportunity to network, discuss successes, challenges, relevant topics and share useful strategies and tools.
Sessions are an hour and run from 9.30 – 10.30am twice a term.

Experienced Facilitator Support Huitopa:
14 March, 1 May, 13 June, 24 July, 5 September, 23 October

For more information contact Beccy beccy.dove@enviroschools.org.nz

Was wonderful to come together online with so many facilitators and regional coordinators, to celebrate another inspiring and uplifting year of Enviroschools mahi.

We really appreciated hearing from you all, getting feedback on what worked well and what you’d like to see offered in 2024….. we have already started planning!

If you couldn’t make it to the session (it was a busy time for a lot of regions), click here to watch a recording of the session.

The below word art is a collection of the words we all shared to describe our year 🙂

Enviroschools 2023

In 2023 we are offering a range of online professional development and learning opportunities to support facilitators with their Enviroschools mahi.

There are inspirational sharing zooms (huitopa) from regional teams as well as individual ECE centres, sessions focussed on holistic reflection and climate action, secondary working group zooms and a zoom cafe. This post will be regularly updated to include registration links as well as links to the recording of sessions after they have taken place.


What: ECE Sharing Sessions

When: 

Term 2: Thursday 18 May, 3.30 – 4.30pm
Topic:
This is an opportunity to hear from and be inspired by two ECE Enviroschools sharing an aspect of their journey.
Click here to view recording

Term 3: Thursday 17 August, 3.30 – 4.30pm
Topic:
This is an opportunity to hear from and be inspired by two ECE Enviroschools sharing an aspect of their journey.
Click here to view the recording

Term 4: Thursday 16 November, 3.30 – 4.30pm
Topic:
This term we have Rangitoto Kindergarten sharing their amazing Community Garden mahi and Fairfield Kindergarten inspiring us with how they introduced Bush Kindy.
Click here to view the recording

Who: All Enviroschools facilitators working with the Early Childhood sector


What: ECE Professional Development sessions

When: 27 July, 3.30 – 4.30pm
Topic: Exploring the links between Te Whāriki and the Enviroschools kaupapa
This zoom supports Enviroschools ECE centres to explain the links and share how Te Whāriki fits with our Enviroschools kaupapa.  This zoom will explore the holistic and non-prescriptive nature of Te Whāriki lends itself to the style of learning and action at the core of the Enviroschools kaupapa.
Click here to view the recording

 

When: 29 June, 3.30 – 4.30pm
Topic: Climate Change Action in ECE
Click here to view the recording and download the presentation.

This zoom shared and explored the range of resources new to the Ministry of Education TKI site that have recently been contributed by Toimata Foundation’s Enviroschools national team.

 

When: 31 October, 3.30 – 4.30pm
Topic: Preparing for an Enviroschools holistic reflection
This zoom is specifically for ECE centres who are intending on undertaking an Enviroschools holistic reflection (Bronze, Silver or Green-Gold). We will be running these each term so this is for any teaching team who are looking at reflecting soon.

 

When: 21 November, 3.30 – 4.30pm
Topic: Ways of knowing, being and doing – How we nurture these concepts within our Enviroschools mahi

These three concepts are interconnected, as ways of knowing shape ways of being and ways of doing. Our knowledge influences our understanding of self and others, impacting our identities and ways of being. This zoom unpacks how the Enviroschools five Guiding Principles | Ngā Mātāpono promote ways of knowing, being and doing for ākonga (learners) within the ECE sector and throughout all education sectors, as they grow and their Enviroschools journey progresses along the way.

 

Please contact Katie Higgins and Roimata MacFarlane if you have any queries about Enviroschools ECE facilitation PD offerings. katie.higgins@enviroschools.org.nz roimata.macfarlane@enviroschools.org.nz


What: Zoom Cafe

An opportunity to get together with other facilitators, learn, network, share and kōrero on topics of interest.

When: Wednesday 15 March 10.30am – 12pm midday
Click here
for a copy of the presentation with links from the chat added in.

Who: Primary and Secondary Enviroschools facilitators


What: Experienced Facilitator Support Huitopa

For experienced facilitators to support each other in a shared-facilitated zoom hui format.  The initial session will be to see what people want and how it might run.  Using a shared facilitation approach, it can be an opportunity to network and to stimulate and invigorate your mahi.

When:  Wednesday 29th March  11:00-12:00pm for an initial inquiry and gathering.
You can access the jamboard here to see the ideas that were generated at this zoom meeting.

Additional scheduled zooms for the rest of the year will be held from 9.30am – 10.30am:

Term 2:  Wed 10th May 9.30am and Thurs 8th of June

Term 3:  Wed 16th August and Thurs 21st of September

Term 4:  Wed 25th October  and Thursday 30th of November

 

Please contact Beccy if you have any queries about this  beccy.dove@enviroschools.org.nz


What: Holistic Reflection Evolution of Practice Huitopa

Where are we at with the Holistic Reflection process and approaches? What have you been exploring and trialling? What are the opportunities and the challenges?

When:  Wednesday 28th June  10:30-12:00pm

Click here to view the zoom recording and presentation.

Please contact Beccy if you have any queries about this  beccy.dove@enviroschools.org.nz


What: Regional Spotlight Huitopa

Our facilitator sharing hui this year are taking a little twist. We are asking for regional teams to take a turn to lead a zoom hui (huitopa) to share what is inspiring in their rohe with the rest of us.

Gill Stewart will work together with your team to organise the session AND you decide what you would like to spotlight.

When: 

Term 2: Thursday 25 May, 10.30am – 12pm midday
Spotlight Region: Northland

Click here for link to the recording

Term 3: Thursday 10 August, 10.30am – 12pm midday
Spotlight Region:
Ōtākou
Click here for link to the recording

Term 4: Thursday 2 November, 10.30am – 12pm midday
Spotlight Region: Gisborne + Nelson/Tasman

Click here for link to the recording


Who: Primary and Secondary Enviroschools facilitators

Please contact gill.stewart@gw.govt.nz if your region would like to be in the lime light in 2023 or if you have any queries.

 


What: Celebrating our Successes

A chance for you to celebrate, be inspired by and share stories of learning and action from ‘your place’, both locally and regionally.
We will also reflect on support that’s been provided this year and share the latest in regards to what’s coming up in 2024, from a National perspective.

When:

Term 4: Thursday 7 December, 10.30am – 12pm midday
Click here
for a link to the recording

Who: All Enviroschools Facilitators and regional Coordinators


What: Secondary working group

The aim of this group is to develop easy access to a suite of resources to support Secondary facilitators

When:
Term 1-4

Who: Enviroschools facilitators working in the secondary school sector who have expressed interest in being part of this group in 2023.

Please contact Gill Stewart if you have any queries about this working group gill.stewart@gw.govt.nz

Ka mihi ki a Ranginui, ki a Papatūānuku, ka mihi ki te ngao o te wheiao!
Toitū te whenua, toitū te tangata, ki te wheiao ki te ao mārama.

The complex environmental, social, cultural and economic challenges facing us today call for a collaborative and integrated response.

Toimata Foundation, a charitable trust, is the hub for a cross-sector approach that supports two nationwide networks to create sustainability through learning and action – Enviroschools and Te Aho Tū Roa.

Toimata has core national funding through Ministry for the Environment and a wide reach through partnerships. This includes working with 80% of councils.

Partnerships with councils provide a stable support base for the nationwide network of Enviroschools.

Council investment has been key to the success of Enviroschools for two decades. Over 80% of councils are involved in providing regional leadership and on the ground support for participants nationwide.

Regionally, the Enviroschools Programme is shaped by the partner organisations, the participants and the local situation.

All regions have:

  • A Regional Coordinator in a leadership role who is employed by the coordinating agency.
  • Enviroschools Community Facilitators who are employed or funded by the regional partners.
  • Strong working relationships with each other, and with Toimata, to share knowledge and to strengthen and grow the impact of Enviroschools in communities.

Each of the documents below was pulled together by Toimata in 2022 to provide a regional overview that acknowledges and informs local government funders and partners of the impact of their contributions. They were updated in Nov 2023.

If Regional Coordinators would like to access these, you can download from the links below. If an update is required, please contact Anke.

2023_ES_National_In your region_Murihiku – Southland

2023_ES_National_ In your region_Otakou – Otago

2023_ES_National_In your region_Waitaha – Canterbury

2023_ES_National_In your region_Te Tai Poutini – West coast

2023_ES_National_In your region_Wairau – Marlborough

2023_ES_National_In your region – Whakatu – Nelson

2023_ES_National_In your region_Te Tai o Aorere – Tasman

2023_ES_National_In your region_Te Upoko o te ika a Maui – Wellington

2023_ES_National_ In your region_Manawatu – Whanganui

2023_ES_National_In your region_Te Matau o Maui – Hawkes bay

2023_ES_National_In your region_Taranaki

2023_ES_National_In your region_Te tairawhiti – Gisborne

2023_ES_National_In your region_Waikato

2023_ES_National_In your region _ Tamaki Makaurau – Auckland

2023_ES_National_In your region_Te Taitokerau – northland

 

 

 

 

 

Communications is a key part of what we all do!

This post provides links to communications documents that Toimata has created for Regional Coordinators, Kindergarten Association Managers and facilitators to share with key audiences.  We will continue to add to this list as needs arise so just shout out if you’d like something developed, or have a regional example to share.

  1. Overview of Toimata:

    • Purpose: Provides key information about the kaupapa and structure of Toimata Foundation
    • Audience: All
  2. 2020 Significance of Enviroschools to Regenerative Recovery (NB: download the document from the story)
    • Purpose: to support our discussions with councils, Toimata has put together a supporting document outlining the programme and its role in creating a sustainable future.
    • Audience: Councils
  3. Regional Overviews 
    • Purpose: These documents were pulled together by Toimata in 2022 to provide a regional overview that acknowledges and informs local government funders and partners of the impact of their contributions.
    • Audience: Regional Partners
  4. Creating Change-Growing outcomes
    • Purpose: Highlighting the benefits of the programme.
    • Audience: Councils/ partners/ network
  5. Visual ID for Regional Teams
    • Purpose: A suite of Enviroschools Visual Identity resources and a user guide.
    • Audience: Regional comms teams
  6. ECE Partnerships BoT Overview (Please check with Katie Higgins when using this document)
    • Purpose: Information for ECE sector partnerships both general use and print versions
    • Audience: ECE Partners, senior management
  7. School Board of Trustees
    • Purpose: This document is designed to support Boards of Trustees in becoming confident with the Enviroschools Kaupapa and how it can be embedded in the strategy of your school. Both general use and print versions.
    • Audience: School BoT, Senior management.
  8. Theme Area Posters
    1. Purpose: Posters to highlight each of the theme areas and the key concepts
    2. Audience: Regional Teams, Enviroschools
  9. Enviroschools sign information:
    • Purpose: The process for ordering signs.
    • Audience: Regional Coordinator, comms
  10. Enviroschools cards
    1. Purpose: beautifully designed cards using Enviroschools visual ID for sharing aroha and acknowledging.
    2. Audience: All network

Enviroschools has five Guiding Principles – Ngā Mātāpono.

Our Guiding Principles – Ngā Mātāpono are core to the Enviroschools Kaupapa, providing a common basis for the diverse learning and action undertaken by our network. Two of the principles focus on the ultimate outcomes of our kaupapa: Empowered Learners and Sustainable Communities.

Three other principles are embedded within the process, Te Ao Māori, Respect for Diversity and Learning for Sustainability. These centre on valuing and honouring indigenous knowledge, embracing the richness of diversity, and unleashing the creative potential of young people as active and holistic learners. Together, these enhance and inform a collective journey of learning and action towards thriving communities and ecosystems.

All principles are underpinned by our natural environment. Human beings live as part of the whakapapa of Papatūānuku, Ranginui and their family – plants, animals, land, water and air. The cycles, flows and interactions within our natural environment provide the ultimate source of life for all beings.

Empowered Learners

Empowered Learners participate in genuine ways in their community. Their creativity, perspectives and questions are valued and honoured. They feel connected to the whenua and support each other as a learning community to create meaningful change and hopeful action.

When envisioning their future, young learners are supported by their learning community to take collaborative action.

At the heart of this approach are young people’s choices of relevant issues, teacher responsiveness and trust, and shared power and decision-making. This includes treating young people’s opinions seriously, listening to ideas and scaffolding their growing competence in taking action.

Employing learner-centred strategies such as enquiry learning, action research and experiential learning ensures genuine engagement. This will develop their sense of belonging and understanding of the place they stand, ultimately seeing transformation in our places of learning, homes, communities and beyond.

 

Sustainable Communities

Sustainable Communities act in ways that nurture all aspects of nature, including people, now and in the future. By working together and supporting each other we create safe, healthy, equitable and thriving communities.

Sustainable communities are alive, vital and dynamic, with ever-evolving designs and actions. Our whanaungatanga, interrelatedness and connection with each other and our environment is a central concept.  Consultation with tangata whenua deepens understanding of the history of the land, and forms a basis for establishing tikanga and developing shared future plans.

Our youngest and oldest members are cared for and guide us as we look to the past while planning for the future. Manaakitanga – kindness, generosity, support and care for others is integral to being able to care for the taiao. If people in communities have access to good kai and safe homes, then energy is available to take action for sustainability. This respect and care grow a sense of community pride and celebration.

Sustainability (of environment, society, culture, and economy) includes sharing resources so that everyone can develop to their potential, while maintaining the planet’s life-supporting systems. We respect the natural ecosystems that we are part of and we work regeneratively to restore, maintain and strengthen the mauri of our community.

 

Learning for Sustainability

Learning for Sustainability is a holistic, action and future-focused approach to learning, that engages our whole selves and addresses all aspects of our local and global environment.

This approach has also been known as Environmental Education or Education for Sustainability. Learning for Sustainability is a holistic learning process based in the real life of the Enviroschool and community, encouraging us to question current practices and systems, and to model new and different ways that truly embody sustainability. Because of this real-life context, a wide range of curriculum outcomes can be achieved. Learning for Sustainability thrives when it is not confined to one subject or to the formal education setting, but flows through the environment and community, embracing many ways of knowing and making meaningful change.

The process of learning for sustainability is reciprocal, reflecting the Māori concept of ako. This does not differentiate between teaching and learning, but instead sees everyone as simultaneously both teacher and learner.

Learning for Sustainability is a creative, responsive and reflective approach, creating

  • A strong sense of being part of the natural environment, and the ability to learn with, in and from nature.
  • Awareness and sensitivity to everything that is part of our living communities, both locally and globally.
  • Knowledge and understanding of how the planet’s life support systems work, and how human systems need to be aligned with natural cycles and flows, to enhance the well-being of all living things in our communities.
  • Skills and competencies to plan, design and create sustainable places, systems, communities and lifestyles.
  • Attitudes and values of care for all members of the living community, and respectful relationships within the family of Ranginui and Papatūānuku.
  • Opportunities to participate and take action for a sustainable future, as individuals, whānau and communities.

 

Te Ao Māori 

Tānemahuta: Qualities of growth, strength, shelter, diversity of life.

Te Ao Māori holds insights, knowledge and ways of being in relation to the taiao.   Honouring this acknowledges the intrinsic relationship of tangata whenua with this land.  When we are envisioning and taking action for a sustainable future in our community, we are guided by the history, knowledge, tikanga, traditions and aspirations of local hapū.

In te ao Māori, everything has whakapapa, a lineage that connects to the taiao, our natural environment.  Engaging with the appropriate mātauranga and pūrākau for our region helps to develop an understanding of the whakapapa and the history of that place. 

Meaningful and reciprocal relationships between local hapū and places of learning are fundamental to building a sustainable community. Tikanga and kawa are ways of doing things that are aligned with the natural world, and each hapū can advise the best way to follow these practices. 

Speaking te reo Māori helps us to understand the connections with taiao. For example, the word whenua means both land and placenta.  This reminds us of the life–sustaining concepts embedded within Māori knowledge.

Amplification of indigenous voices to sustain cultural practices safely is part of our ongoing respect for He Whakaputanga o te Rangatiratanga o Nu Tireni and Te Tiriti o Waitangi.

 

Respect for Diversity 

Diversity is celebrated, and all forms of identity and ability are respected to foster a society that is fair, peaceful and cooperative. Cultural traditions and practices from all people are experienced, valued and appreciated in learning spaces, honouring practices led by that community. Access to safe and engaging learning is available to everyone.

Just as biodiversity enriches our environment, diverse perspectives are a valuable aspect of learning and can enhance our environmental action with creative solutions. Sensitivity, awareness and the ability to be fully inclusive help to make sound and enduring environmental change.

Embracing diversity means welcoming the rainbow of different needs, choices, loves, learning styles, ages, cultures, identities, and abilities. Respect and equity are foundational for a peaceful and sustainable community that protects, supports and makes space for everyone, without fear or prejudice.

Our communities have a range of cultural make-ups. Many Enviroschools are finding ways to honour and include cultural diversity alongside Te Ao Maōri. All cultural traditions have insights into the connection of people and the environment.

Learners can explore sustainability through personal experience, values, science, tradition, cultural concepts and practices.

 

You can download the Guiding Principles A3 Handbook image here. 2024_Guiding principles A3 Handbook WEB

 

The natural environment supports all the principles and is the ultimate source of life in our communities. Grounding yourselves in these principles will give you a clear understanding of what Enviroschools is all about.

 

This post is based on the latest iteration of our Guiding Principles, updated in consideration and response to our network in March 2024. These may differ from your hard copies. Please treat this version as current.

The following documents have been contributed by the network to provide ideas and inspiration of how to approach staff workshops that encompass Me in my Environment (MiME) and Creating a Whole Enviroschools Vision. Remember that they are great examples, created with specific people and place in mind.

If you have other examples of how this might be facilitated or would like an editable version of these offerings, please share by emailing stories@toimata.org.nz 

Happy planning and facilitating!

MiME and Vision Mapping staff meeting_RD_edited 2023

ES facilitators guide_Staff meetings_Marlborough_2010

MiME staff workshop_AM_Marlborough

Vision mapping staff workshop_Marlborough

Toimata Foundation is offering a number of professional development opportunities for new and developing facilitators in 2023. These hui will be kanohi ki te kanohi and more details about dates, venue and registration are provided below.


Introduction to Enviroschools workshop (ECE facilitators) – 21 June (Auckland)

Introduction to Enviroschools workshop (School facilitators) – 20-22 June (Wellington) $600 +GST

Deepening Practice hui (school facilitators) – 12-13 September (Auckland) $350 +GST

ECE Facilitator connection hui – 13 September (Auckland)

Experiencing the Kaupapa hui – 7-9 November (Whaingaroa) $600 +GST

 

We will send out links to the registration forms closer to the time, as well as provide more details about the content of the workshops, travel logistics and what to bring.

  

The Sustainable Development Goals (SDGs) Created at the United Nations Conference on Sustainable Development in Rio de Janeiro in 2012. The objective was to produce a set of universal goals that meet the urgent environmental, political and economic challenges facing our world.

These goals have strong connection with the Enviroschools kaupapa, our foundational Me in My Environment and our theme areas.

Enviroschools aims to foster an effective learning process that:

  • Helps people think creatively… AND not just from their own worldview but acknowledging other perspectives.
  • Strengthens connections with the land and its indigenous qualities… AND integrates te ao Māori into learning and action.
  • Leads to action on current sustainability issues… AND involves planning and decision-making by people of all ages.
  • Results in long-term behaviour change… AND critical reflection on lifestyle choices, attitudes, and values.

This resource has been collated by the Taranaki team, offering a range of activities and discussion points for each of the 17 goals. 2024_ES_Taranaki__Sustainable_Development_Goals_resource

The Taranaki team have invited the Enviroschools network to use the resource:

  • unpack with learners to get them familiar with the SDG’s.
  • pick one to focus in on or they can cover off the whole lot.
  • share it with their kaiako if they think it will be of use.

If you would like the original power point, please contact the national team or the Taranaki team.

Kia ora koutou!
Please find here latest news and kaupapa developments.  Feel free to copy and paste text from the Word doc versions to share with centres and schools.

Ka nui te mihi!

October 2024

National newsletter for RCs and Facilitators T4 2023

National newsletter for RCs and Facilitators T4 2023 (word version)

 

Walking barefoot on the land, we are massaging the back of Papatūānuku.

By feeding the soil, we can return to her the love and nourishment that she constantly offers us. Growing a garden allows us to co-create with Papatūānuku, as her earth is moistened by the tears of love falling from the skies of Ranginui. We cultivate plants under the protection of Rongomātāne (atua of gardens and also peace). Plants capture the energy of the sun, Tamanuiterā, store it, and pass it on to us. Plant roots draw in the nutrients of the soil originating from the restless activity of Rūaumoko (atua of earth movement and volcanoes), so that we, in turn, can be energised and invigorated. Experiencing the pleasures of each season, we can mihi to the presence of Hinetakurua in winter, and Hineraumati in summer, as Tamanuiterā turns his attention to each of them in turn. As we explore the wild places in our environment we can encounter the whānau of Tāne and Haumie who make their homes there.

Through the Living Landscapes theme, we experience and strengthen these connections to the land that nurtures us, and to all the creatures that inhabit it with us. We can learn to co-create with Papatūānuku and care for a Living Landscape with spaces that give life to all.

There are five Key Concepts in Living Landscapes to explore:

a) Habitats are places to live; Living Landscapes have spaces for all the children of Ranginui and Papatūānuku.

b) Our Enviroschool is part of an ecosystem.

c) Whenua is the land that nourishes life.

d) People value and change landscapes in different ways.

e) Co-creating and caring for Living Landscapes.

 

The Theme Area resource includes the booklet and case studies.

A hard copy of Living Landscapes Theme Area resource is available from your Enviroschools facilitator. A low resolution version can be downloaded  below.

To help planning for learning and action you can access an overview with links here. Living Landscapes Theme area Overview

You can access pdf downloads of individual Enviroschools Living Landscape activities here.

 

 

READ LIVING LANDSCAPES STORIES

 

The Action Learning Cycle (ALC) is one of the main tools in the Enviroschools programme.

The Action Learning Cycle is central to the Enviroschools approach to enquiry-based action learning. It is a key tool to apply to specific projects or an entire process of an Enviroschools journey. It’s also a wonderful tool that can also be used to guide meetings and discussions.

The cycle begins by connecting with the local environment and immersing everyone in the subject and the possibilities. This gives a rich background from which to consider options, then design, plan and take action. The reflection that follows action and completes a cycle, consolidates learning and raises new ideas that will help begin the cycle again.

 

The Action Learning Cycle encourages tamariki and students’ participation and critical thinking and is a wonderful tool to support collective learning. It encourages a process of investigation and learning (Identify the Current Situation), exploration and prioritising (Explore Alternatives), making changes (Take Action) and reflection and celebration (Reflect on Change).

    1. Identify the Current Situation – Where have we come from and what do we know now? What can we learn? What can we measure?
    2. Exploring the Alternatives – How else could it be? What have others done? What are our priorities for change?
    3. Take Action – What actions will bring about the changes we want? What do we need to do to take action? Who else do we need to involve?
    4. Reflect on change – What did we achieve? What went well? What changes and benefits have come about because of our actions?

It enables young people to be empowered to investigate, explore ideas, make decisions, take action and reflect on the changes they have created.

Enviroschools resources (Me in My Environment and the Them Areas) are designed with ‘Identifying the Current Situation’ in mind.  Activities are offered that help ākonga/ learners build up a picture of the current situation before moving into the next stages of the ALC.

Some learning and teaching methods lend themselves to certain aspects of the Action Learning Cycle. A suggested spectrum of methods is shown in the Action Learning Cycle diagram (see downloads), as a guide for planning your own activities. These include guiding questions for each quadrant, and possible activities.

USE THE ACTION LEARNING CYCLE TO:  

  • plan teaching units
  • guide  ākonga-led enquiry and action
  • reflect on process and progress
  • help build a pool of knowledge

Available in various forms: pdf (2023_ES_Action Learning Cycle web ), as a jpg see as a download below) along with downloads of the semi populated and blank.

Semi-populated editable ALC available as a download

 

 

 

 

Editable ALC available as a download

Blank ALC available as a download

 

 

 

 

 

 

 

 

Effective Learning for Sustainability consistent with a philosophy of collaborative, enquiry-based and experiential learning incorporates a variety of learning and teaching methods. Interactive in approach, they have an emphasis on experiential activity and critical reflection.

This post is based on content from the Enviroschools Handbook & Kit. Contact your Regional Coordinator if you would like a hardcopy of the handbook or Kit.

This document is designed to support Boards of Trustees and management teams in becoming confident with the Enviroschools kaupapa and, how it can be embedded in the strategy of your school. 2023_ESNational_BoT kaupapa guide – single A4s web

For professional printing you can use this version: 2023_ES_National_ES BoT kaupapa guide PRINT imposed A3 3mm bleed

We encourage you to share this resource and supporting tools and facilitate a discussion with BoT members and senior management to explore the current situation in your school and the opportunities to weave the Enviroschools kaupapa through the whole school and community. A series of questions and tools are available to help these conversations along with examples of visions and strategic plans.

You can access further information about the Kaupapa, the Guiding Principles, Whole School approach, Enviroschools process and resources through the team area to build knowledge together and strategically plan for integrated, experiential, locally relevant learning and action.

 

Enviroschools and the National Education and Learning Priorities (NELP)

The Enviroschools Kaupapa directly links to the NELP objectives and helps to support centres and schools to provide spaces that ensure the wellbeing of all. The five Guiding Principles of Enviroschools support each objective, particularly where they are learner centric, inclusive and incorporate mātauranga Māori. 2023_ES_National_Enviroschools and the NELP A4 – web

 

 

Understanding of, and commitment to Enviroschools from management and governance will help support effective strategic planning and engagement for this action-based learning approach.

Enviroschools links to current practice, effective pedagogy, curriculum and both localised and government priorities (NELP). Enviroschools strategies are important mechanisms to support ongoing learning and action – so change becomes embedded in your Enviroschool culture over time.

Reflection is an integral part of the learning cycle, helping us to make sense of our experiences, deepen our learning, and gain direction for the journey ahead.

Reflection is the step that completes a loop of the learning cycle and launches us into our next round of observing, learning, exploring, deciding and acting.

 

The Enviroschools holistic reflection process is one of open enquiry, which includes celebration of our strengths and honesty about our weaker areas as we explore opportunities for growth. It is a collaborative process of discussion, reflection and future planning based on contributions from a diverse range of people.

Discussing what you did and how it went helps build capacity for future learning and action. It gives a chance for different people’s perspectives on an experience to surface, widening and deepening your collective Pool of Knowledge/Puna Mātauranga.

Reflection is also about investigating the impact and quality of our actions.

Reflection is about observing change in an Enviroschools surroundings, operation, organisation and curriculum. These changes may be seen in the living, non-living and built environment, and in children/students, staff whānau and the whole school/ECE centre community. Measuring change can reinforce your achievements and confirm that you are making a difference.

Sometimes you don’t get the results you planned for and sometimes there are achievements you didn’t anticipate. A thorough reflection can reveal all of these expected and unexpected results and yield valuable new insights to assist your journey towards a more sustainable early childhood centre, school and community.

A simplified approach to Reflection

Pausing to reflect

Understanding the purpose and benefits of reflection. Gaining a sense of how to go about gauging progression of the Guiding Principles in our Enviroschool what we want to focus on and who could be involved.

Co-constructing a plan for reflection. Identifying key people, tools, support, roles.

Reflecting

​What have we done and what have we achieved?

How have things gone?

What changes and benefits have come about because of our actions?​

Key questions from Reflect on Change, Guiding Principles, essence words, and other reflection tools.

Sharing and Celebrating

How will we celebrate our achievements? 

Inviting the community to come together to see, hear, affirm and recommit to the kaupapa and to continuing the journey. An opportunity to give voice to aspirations  and concerns so that these can collectively responded to. 

Planning a celebration. Considering how to tell/ share your story. Planning templates.

Continuing

Where to from here?

Distilling the insights, messages, wonderings and ideas that emerged from the reflection and incorporating these into our Vision and planning for our future Enviroschool journey.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………

Include community

Finding ways to keep the wider community connected and informed can help you gain support and input and may spark further ideas and action beyond your gates. Photos and videos can excite interest and motivate others. Make the most of newsletters, noticeboards, presentations and social media to share your progress.

Have a celebration!

Celebrating as an Enviroschool is about having fun and acknowledging what you did, what you learned and what you created. It’s a great way to mihi to everyone who was involved, thanking them for their contribution. What’s more, it’s a good way to raise the profile of your Enviroschool and the environment as a whole. Your celebration can be big or small, and you can celebrate at many points along your journey. 

An opening, a blessing or a gathering is a great way to celebrate achievements and thank the many people who have given their time, energy or resources to a project. It may be the first time that all of these people have been together, and it is often an uplifting experience for people to meet and share their experiences. It also strengthens the networks between school/ECE centre and community.

  • Design a special signing ceremony for your Enviroschools Agreement as part of your re-commitment!
  • Hold an Enviroschools open day for your community
  • Take members of your whānau, friends, kaumātua and other community members around your Enviroschool to see the projects you have been working on and those you would like some help with
  • Use kai from your gardens to have a community morning tea
  • Plan a special Enviroschools reflection sharing day to celebrate changes and recommit to the Enviroschools Kaupapa
  • Have a community harvest festival or a produce market day

Share your story

Share your journey on social media, or compile an Enviro-guidebook, or contribute a case study or story to the Enviroschools website, so that future students and other schools/ECE centres can be inspired to follow in your footsteps!

This story telling and sharing helps because: 

  • You and others can see how much you have achieved 
  • It honours the people, their contributions and the outcomes 
  • It provides a context for the teachers and students who come later 
  • It is useful for gaining support and funding – funding agencies can see what you are doing and are more likely to fund something that they can see is a well-organised and long-term project 
  • It can inspire others to want to join in 
  • It can teach others about how to care for the environment 

If you have any questions please contact your facilitator.

This zoom recording supports Enviroschools Facilitators who facilitate in the ECE space (as well as those who facilitate in both School & ECE sectors), to explain the links and share what Te Whāriki, the NZ ECE Curriculum is and how it fits with our Enviroschools kaupapa.  We hope that by the end of this zoom, you too will see how the holistic and non-prescriptive nature of Te Whāriki lends itself to the style of learning and action at the core of the Enviroschools kaupapa.

Additionally, you can download a copy of the powerpoint presentation and please refer to the Early Years Handbook to connect in with the Guiding Principles and Te Whāriki Matrix.

 

 

 

 

Our Kaupapa

In a world where global environmental and social issues are escalating, so too is energy for positive change.  There is a groundswell of people moving from unsustainable, disconnected ways of being, to ones that are more connected, healthy, equitable and sustaining for people/tangata, and planet.

There are many individuals and organisations actively working to support the transition to a more sustainable and just world, which includes reducing emissions. The challenge for us is to harness the awareness, experiences, development and energy that has built in our network over the last 20 years and maximise it for the coming decades.

We believe that tamariki/children, rangatahi/young people and hapori/communities have a crucial role in transitioning to a climate resilient future and that this is best supported by intergenerational approaches to learning and action. We support the importance of working with Iwi Māori under Te Tiriti o Waitangi for an equitable transition that value the aspirations of Māori. We support decisions being informed by research (contemporary and te ao Māori-led) and best-practice EEfS.

A long-term approach to set the direction of a transition is key as promoting only small-scale ad hoc changes risks a short-lived impact. There is deep and systemic change needed across all sectors of society.   The Enviroschools Programme works effectively in both holistic approaches and alongside issue-specific projects – collaborating for maximum impact.  Much of our work with Enviroschools is focused on practical grassroots change at a local community level.

We believe that the following are crucial enablers for large scale attitudinal and behavioural change, and so we are focused on contributing to these through our programmes:

  • Widespread integration of EEfS (Environmental Education for Sustainability) and Mātauranga Māori, that provides empowering, holistic learning experiences for young people, where they are nurtured to find their identity, passion and connection with the taiao.
  • Focused support for Māori wisdoms, knowledge and perspectives to thrive and contribute to the well-being of our communities and country.
  • Development of pathways for young people to have ecologically-based employment and sustainable livelihoods.
  • Bold exploration of emergent new ways of living in community and in connection with the taiao.
  • A wide range of sustainability models for others to experience and learn from.

Our country has growing numbers of children and young people who are passionate about a sustainable future. They want change, they have ideas, they have energy, and they also have big concerns. Their unique perspectives need to be considered as real solutions and their voices added to decision making at local, regional and national level. They need to be learning alongside adults and to see the adults around them making positive changes in their own lives.

Our Enviroschools Resources and Climate Action

Our Enviroschools programme allows young people to connect with their communities and local environment to explore issues, creatively express their ideas and make changes that are relevant for them. Ecosystem restoration, ecological building, traditional navigation, sustainable energy pathways, rongoa Māori, restoring waterways, marine health, zero waste, school travel planning, sustainable kai production are just some of the local learning and action projects taking place in Enviroschools.

There is a widespread consensus that climate change is one of the most serious threats facing humanity on a global scale.
The Enviroschools kaupapa and approach provides a solution to this focusing on:

  • knowledge, skills, actions
  • hope and a head, heart and hands approach
  • connection with local place as a starting point

Enviroschools encourages young people to investigate the physical aspects of their environment while also exploring the less tangible dimensions of sustainability such as peace, diversity, cooperation, kaitiakitanga and fairness. After gaining a broad picture as a foundation (Me in My Environment), specific interests and topics may be explored in more depth using the five Theme Areas (Living Landscapes, Water of Life, Zero Waste, Ecological Building, Energy!) and other relevant resources.

 

 

 

 

 

 

 

Enviroschools also encourages individual and collective, informed action towards balancing the social, political, economic and environmental aspects of life on Earth and an understanding the connections between local actions to global issues.

“The Enviroschools Programme works with the curriculum to provide a programme that goes beyond the classroom, to take a whole school and community approach. Curriculum in this sense acknowledges both the formal and the informal curriculum and values all aspects that influence students’ learning and their futures. Messages that students receive from their school surroundings and through the way in which the school operates and makes decisions, are considered to be a significant influence on student learning” – p 35 Enviroschools Handbook.

The background information on each of the Key Concepts within each of our Theme areas provides information and insights into the connections both physically and spiritually that align with building and understanding of and responses to climate change and, by definition, behaviour change.

“When we burn ancient deposits of coal, oil and gas, we transform the carbon within them that has been held safely underground for millennia into carbon dioxide gas.  This is one of the trace gases which collects in the atmosphere and affects the global thermal balance.  This means that our choices around transportation especially, but also electricity generation, are having impacts on our atmosphere.  Avoiding the combustion of ancient coal, oil and gas deposits is critical to maintaining our climate balance.”  – Our uses of forms of energy have impacts on our world – Energy! Key Concept

Our regional teams are busy delivering the Enviroschools approach and weaving in discussions and workshops on Climate Change. There are some great collections of resources. Thanks to Tāmaki Makaurau for sharing this padlet: https://padlet.com/SustainableSchools/climate-action-for-teachers-1sk837gylrx62m9p

The Ōtākou regional team hosted Chris Eames (University of Waikato and Sian Cavell (Future Curious) for an online event: Climate change and the role of education. You can view their presentation here.

If you have a collection like this, please share by emailing one of the national team with the link.

Research, Collaboration and Best Practice:

We have collated a number of useful resources below, and hope that if you know of others that add depth and breadth to this collection, you will share them with us.

New Zealand Association for Environmental Education

NZAEE’s mission is to connect and inspire educators, ākonga and communities to learn, collaborate and take action for Papatūānuku. The organisation supports a community of educators – teachers, programme providers and communities – and keep all ākonga (and their children’s children) at the heart of mahi. Recently they have built an online presence with a collection of resources and online PDL.  https://www.nzaee.org.nz/resources They also list many of the EEFS providers in Aotearoa NZ.

Aotearoa Climate Education Coalition

This collaboration is relatively new and has recently (August 2023) launched their website. The Aotearoa Climate Education Coalition (ACEC) includes individuals and networks who work in sustainability and climate education as educators, researchers, academics, providers of professional development, and community education and action. “We come together around our common goals and shared vision to advance and support education that prioritises the long-term wellbeing of people and the planet, while also respecting the specific goals and identities of the organisations, groups, and networks that we connect with.” Toimata Foundation has a presence around this zoom table and have contributed to the position paper. Our Position — Climate Education in Aotearoa New Zealand

Ministry of Education

https://nzcurriculum.tki.org.nz/Curriculum-resources/Education-for-sustainability

Pūtātara is a call to action written by MoE to support schools and teachers to develop learning opportunities that are place-based, inquiry-led, and focused on participation for change.

Using the search function in Te Kete Ipurangi comes up with a range of resources. Refine using the location, learning level or area.

 

 

 

 

This information about emissions reduction and Carbon Neutral Schools may help with background information. https://www.education.govt.nz/our-work/changes-in-education/carbon-neutral-government-programme-in-new-zealand-schools/

The tki Te Whariki site includes a page contributed to by our National ECE team.

Huringa Āhuarangi: whakareri mai kia haumaru āpōpō Climate Change: prepare today, live well tomorrow is a science-based, integrated resource was written in 2022 to 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.

Mātauranga Whakauka Taiao, Environmental Education for Sustainability Strategy and Action Plan (Ministry for the Environment, Ministry of Education and Department of Conservation). This document is an excellent overview of the fundamental principles that guide the field of EEfS. This field is not simply about education in schools/kura. It about lifelong learning and action for people of all ages. To date, for various reasons the Strategy and Action Plan has not been significantly enacted by Government.

New Zealand Council for Educational Research (NZCER). This organisation has a significant body of research about the changes or adaptations our education system may need to make in the immediate and short-to-medium term future, in response to climate change. Their work includes a submission in June 2021 on the Climate Change Commission’s draft advice to the Government. On their website NZCER states:

“Our research, and many conversations with teachers, school leaders, and students who are deeply engaged with climate and sustainability action, shows that the education sector has so much to offer on the pathway to imagining and realising an equitable transition to a low-carbon future for Aotearoa New Zealand. Young people and communities can be powerful sources for innovation and social change. Educators and school leaders often have insights into the diverse needs and circumstances of communities.” Rachel Bolstad, NZCER. https://www.nzcer.org.nz/research/climate-change

The role that Boards of Trusts and management in our Enviroschools is one of the many facilities of increasing depth of practice and long-term change. Our Enviroschools response to this is in the form of flyers that can be sent to Boards and Principals and also workshopped with them if a facilitator is able to secure time with them.

In this article Rachel Bolstad outlines workshops her team have run on Climate transitions with BoT . Check out her padlet of resources.

Science Learning Hub -Pokapū Akoranga Pūtaiao

Science Learning Hub is an online resource encyclopaedia of Aotearoa centric, internationally relevant learning resources making science, technology and engineering more visible and accessible to school students, teachers and community audiences. These resources showcase cutting-edge science and demonstrate how the stories of science can be used to enrich school teaching and learning, making it more relevant, engaging and meaningful. Content is developed by teachers, teacher educators and multimedia experts working closely with New Zealand’s scientists, technologists and engineers.

Climate change is one of the topics they cover. It is pack full of planning information, exemplars, classroom activities and te ao Māori views and impacts.

The search function brings up a range of articles related to climate change and climate action including a page that unpacks some of the key terms.

NIWA

Niwa, the National Institute of Water and Atmospheric Research, is a Crown Research Institute. Their mission is to conduct leading environmental science to enable the sustainable management of natural resources for New Zealand and the planet. They have provided a suite of resource online to help understand climate change and the impacts to our country including this education and training about New Zealand climate and weather page here.

Ministry for the Environment

Climate change at school: resources for teachers and students was produced in 2022. It includes learning about climate change, learning about what the government is doing, learning out in nature and curriculum link ideas.

Action Travel Action

Active Travel Action is a curriculum resource targeted for Year 5-8 students (adaptable to Yr 0-8) developed by Enviroschools Te Upoko o te Ika a Māui and Greater Wellington Regional Council. It provides an inquiry process for students to take action in response to congestion at school gates, climate change and student well-being. It sits here alongside other Waka kotahi education resources.

Kids Greening Taupo

This Taupo based organisation is working collaboratively to restore the local biodiversity through a range of approaches. They share a wealth of resources online here, including information on climate change

The role of te ao Maori and Mātauranga Maori-led science

Melanie Mark-Shadbolt on Te Tiriti-led science policy 25 mins


Te ao Māori view (Melanie again) on protecting our rākau Rangatira and Ngahere

Kiwi Conservation Club

This is a kiwi institution! Many nature-passionate child has subscribed to the magazines over the years. They now have a nice resource library available electronically to help build knowledge and understanding of our natural word. Check out these here.

This kit was written in response to a need for facilitators to have a “one -stop” resource for facilitation Holistic Reflection. This is the 3rd iteration of it, produced in 2016. The Enviroschools network has questioned the validity and appropriateness of this Holistic Reflection Process and stage hierarchy approach that has evolved over the last 25 plus years. Fourteen years ago (in 2010) there was a conscious shift away for the language of awards and yet with the labels of Bronze, Silver and Green-Gold, the language of awards was to a degree retained. Further to this, in some Enviroschools the reflection process was interpreted as an external assessment, overwhelming or with competitive elements. This is not the intention of Enviroschools reflection, nor do those approaches align with the Enviroschools kaupapa 

Never-the-less, the messages and activities within this document may continue to be of us and in order that we honour the work put into it we have left it here.

Enviroschools Holistic Reflection is a process that all Enviroschools undertake when they pause to consider the past, present and future of their Enviroschools journey.

The Enviroschools Facilitator, working with the school or centre, holds a key role and responsibility in guiding the process.

Holistic Reflection is an inclusive and effective process for all Enviroschools to help deepen practice and maintain internal momentum. It ensures a considered understanding of what it means to be an Enviroschool, as well as providing an opportunity to celebrate achievements and identify next steps.

The Holistic Reflection Kit has been written in order to support Facilitators in developing an understanding of the Holistic Reflection Process, and to provide a range of tools that can be used to build a well facilitated process of Holistic Reflection in each school or centre. We trust that this process will honour the Enviroschools kaupapa and Guiding Principles/Ngā Mātāpono as well as reflect the uniqueness of the particular community in which the Facilitator is working.

 

Holistic Reflection – Overview

On-going reflection is part of the Enviroschools kaupapa and action learning cycle. At least every three years all Enviroschools undertake a robust holistic reflection of their sustainability journey as a whole, that identifies and celebrates the unique progress, achievements and shifts that each Enviroschool has made on its journey and identifies opportunities and needs that inform the next steps.

The process for holistic reflection involves a number of stages. These stages describe the common aspects that Enviroschools experience as their understanding and practice deepens throughout their journey. These stages are called Bronze, Silver and Green-Gold. We have a descriptive paragraph for both schools and ECE centres that describes each stage.

A collaborative approach

A collaborative approach underpins all Enviroschools processes. The Facilitator will be working alongside staff, tamariki/ students and community members and will be supported by other Facilitators and the Regional Coordinator.

Regions supporting other regions in the reflection process

Regions supporting other regions in the reflection process provides a worthwhile opportunity for inter-regional mentoring and professional development. This contributes to our collective understanding of progress in the programme at all levels – school/centre, region, and national.

Celebrating Milestones on the Enviroschools Journey

Events to celebrate school/centre milestones can be held at the discretion of the Enviroschool. Resources to help schools and centres celebrate where they are on their journey include:

  • Facilitator support 
  • Reflection Certificates – for celebrating and display in the schools/centre
  • The Enviroschools Sign– to celebrate that the ECE centre/school is part of the Enviroschools Programme, and to celebrate holistic reflection milestones with date stickers added to the sign after each reflection celebration.

Don’t forget…

  • Update the National Team about the reflection. We love to hear about the amazing journeys of Enviroschools, and we keep a record of when Enviroschools reflect in our database.

 

Integrating sustainability into the whole of Enviroschool life, creating learning opportunities by working towards a healthy, peaceful and sustainable environment.

 

A Whole School/Centre Approach aims to make visible what is currently hidden and enable all aspects of school life to be threads that strengthen the learning experience of students. A whole school approach incorporates four key areas of school or centre life that have an effect on sustainability and student learning:

Place Ecological design and action in the natural and built environmentWahi

Practices  Sustainable practices in the day-to-day running of the EnviroschoolTikanga

Programmes A living curriculum with sustainability modelled and integrated into all learning and action Kaupapa Ako

People & Participation  Participatory and inclusive processes Tangata

 

Within schools there is a strong focus on what students learn through the formal curriculum. This includes gaining skills, knowledge and competencies in subject areas, through formal curriculum work. In an early childhood setting, children learn through participation, exploration and reflection. However, young people also learn through knowledge and experience that they gain from other aspects of life, such as what the grounds feel like, how the buildings are built and what people do. This is sometimes referred to as the hidden curriculum.

A Whole School or Centre Approach aims to make visible what is currently hidden and enable all aspects of daily life to be threads that strengthen the learning experience. In this approach to sustainability, the physical surroundings, the people and their practices are all an integral part of the living curriculum. Schools and centres become the practice ground for taking action, the model for showing a sustainable world, and a reflection of the learning being undertaken. The whole school is a resource for learning and a model of sustainability.

A Whole School/ Centre Approach implies that ultimately sustainability will be part of every aspect of Enviroschool life and involve every person in the school community. However, this journey may start from small beginnings. The approach can be applied by incorporating the four key areas into the planning, design and implementation of a single project.

Whole Enviroschool Approach_Enviroschools Handbook – 2020

The Enviroschools Handbook offers an in-depth explanation of the four Key Areas that make up a Whole School Approach. This approach incorporates four key areas of centre life that can be applied to the planning, design and implementation of a project. In this way the whole school or centre becomes a resource for learning and a model of sustainability.

Contact your Regional Coordinator if you would like a hardcopy of the handbook.

 

See resource links below and a whole Enviroschool approach template here. Whole Enviroschool approach template

 

 

 

 

You can access the Kaupapa diagram and whole Enviroschool Approach with Guiding Principles here.

Help build a rich and engaging collection of articles: stories, news and events, team area, #Enviroschools

The Enviroschools national team loves to collect and share your stories as a way to honour and acknowledge everyone involved in the Enviroschools Programme. This is important to allow ākonga, kaiako, schools, centres, whānau, communities, and organisational partners to celebrate their input and to know they are valued for their contributions. Sharing stories can build and maintain positive relationships.

We want you to share your stories with us!

It is important to capture moments in your mahi that can inspire and update others in the wider world, about our kaupapa.

You could be:

  • a facilitator who is working alongside a school or centre… what catches your eye…what are students and teachers doing… ? What changes are you noticing?
  • a tumuaki/kaiako/staff member working at a school or centre… do you take great photos during the day and wonder how to share them with a wider audience?
  • a Regional Coordinator running a regional workshop… would you like to share this event with others?

If you have received funding through the various Enviroschools/partnership network options, part of the reporting requirement is to submit a story that honours the support you have received, showing what the extra pūtea has enabled.

Different Approaches/Platforms available:

Publicly

  • Our Stories Loaded by an Enviroschools National Team member
  • News and Events Loaded by an Enviroschools National Team member
  • #Enviroschools Administered by Enviroschools National team, use #enviroschools in your social media posts or send us your photos to upload
  • Enviroschools Aotearoa NZ Facebook page administered by Enviroschools National team, short and engaging, email us to share your mahi on this page
  • Enviroschools Aotearoa NZ Instagram page administered by Enviroschools National team, short and engaging, email us to share your mahi on this page

 

Within the Enviroschools network

  • Enviroschools website: ‘Team Area’ (requires you to log-in) Can be posted by anyone who has access sign-in or by the Enviroschools National Team on your behalf
  • Enviroschools Facilitators Network Facebook page for Facilitators and Regional Coordinators: individuals or Enviroschools National Team can post events, links, shares, questions or inspiration.

 

We also share some of these stories and articles with our main funding partner, the Ministry for the Environment, in our 6 monthly and Annual Reports, and within our Theme Area case studies.

Deciding what the right platform is to share your story:

 

What type of content are you sharing?

 

What this might look like How to get it there
A story for the Enviroschools ‘Our Stories’ webpage Inspiring content (min 200 words) connected to Enviroschools that has at least a few paragraphs and at least one good quality photo.

 

Email to stories@toimata.org.nz
A story for social media Photos or videos that demonstrate the Enviroschools kaupapa.

Email to social@enviroschools.org.nz or post on your regional Enviroschools Facebook page. A brief caption of the story/event is needed.

 

News story for the Enviroschools ‘News & Events’ webpage or your regional page Updates about regional or national events that involve Enviroschools, which contain a photo, or a poster, paragraph, or blurb about a local event you want to share. (Both before (advertorial) and after (celebratory)

Send to one of the National Team –  stories@toimata.org.nz or website@enviroschools.org.nz.

 

These suggestions are just some of the ways you can share the Enviroschools mahi happening in your region, school, or centre. If you have further ideas or questions, get in touch! We’re happy to help out.

How to enhance stories:

  • Quotes: We love quotes in stories! They give the story a genuine voice.
  • High resolution photos: Website stories (‘Our Stories’) require a landscape photo (an image wider than it is tall) that is at least 2200 pixels wide to be the banner image. Please don’t crop or resize your photos, we can do it when we load the story to best fit the page.
  • Some basic guiding information and also aspects of the story that help connect at a heart level.

Writing for Enviroschools website or other Enviroschools media: Guidelines and considerations

Aims:

  • Showcase examples of our network in action!
  • Celebrate achievements, changes, inspire others, and build the pool of knowledge about what being an Enviroschool can be like/ mean to different communities.
  • Connect stakeholders to Enviroschools. Acknowledge partnerships, relationships, and support.
  • Build awareness about what is involved in being an Enviroschool and part of this nationwide community/network.
  • Build awareness of the holistic approach of Enviroschools and how Enviroschools provide fertile ground for engagement in other issue-based initiatives.
  • Provide examples of deep practice and broad outcomes.
  • Connect others to the kaupapa.

Qualities:

Our stories:

  • clearly communicates the kaupapa of Enviroschools
  • has rich, heart-felt and immersive content to engage our audiences
  • clearly shows outcomes for sustainability include social and cultural considerations
  • includes a range of quotes that reinforce the value
  • clearly reinforces the value of the Enviroschools programme
  • has high quality, engaging photos/images (preferably in landscape format)
  • has appropriate use of te reo Māori
  • Can include supporting resources, slideshows and/or videos

News and Events article shared on the website is:

  • a short celebratory piece that
  • talks about what happened, what people did and said about it (quotes/feedback)
  • is engaging
  • explains what the purpose, outcomes and flow on affects could be (launching the group towards the next….) (feedback/next steps from participants)
  • clearly reinforces the value of this sort of event/action for the Enviroschools programme
  • has quality, engaging photos/images
  • has appropriate use of te reo Māori
  • can include videos

Team Area:

  • is not public, accessible to those who are members of the network
  • facilitators and teachers can add content
  • post resources, activities, examples and guidelines, case studies, plans and templates.
  • is divided into categories and is searchable
  • is a pool of knowledge to support everyone in growing their practice.
  • might be a more in-depth sharing of a story or news and events article.

Size/length suggestions:

  • there is no real restriction but looking at our current stories they sit around 1000 words, shorter for News and Events. Team area posts are flexible (from a quick overview and shared activities/resources, through to in-depth case studies). For social media less is best, succinct, celebratory, engaging photos.
  • 2-8 quality photographs or other images with succinct captions (Our Story banner photos have to landscape greater than 2200 pixels wide, with space around the key focus point so as not to chop heads off people etc).
  • 1-2 quotes (e.g student quotes, politician quotes, community quotes); if possible.
  • metrics that might be useful to show what happened (i.e. 160m of fencing was erected; 250 trees were planted).

Considerations:

  • honouring and acknowledging all who we are walking with us is important to building and maintaining positive relationships. It allows people to celebrate their input and feel valued for their contributions.
  • connecting with the history of the story helps to put it into context. We won’t necessarily be able to capture the whole story but what we can do is open the door for people to explore further. (If in doubt, use Enviroschools Action Learning Cycle)
  • is there a corresponding in-depth case study? Is there a corresponding hero video?
  • Action Learning Cycle, iterative cycles. Celebration.

Not everyone is a writer and word-smith – invitation to co-construct:

Some of our best stories emerge from busy people who send great ideas through, and the writing becomes a co-constructive process. If you have an idea or great content and are not sure how to mould it into a story, contact the national team for help. stories@toimata.org.nz

One of the enablers for working with school governance (BoT, Principals and Senior management) is building relationships.

Holding Principals’ Breakfast events has been a successful approach taken by Otago and you can read more about it here Enviroschools | Enviroschools for Breakfast increases principals’ appetite for environmental learning where they talk about their aim to get principals more engaged with Enviroschools, find out the enablers and challenges for deepening sustainability practices and for them to share ways they support Enviroschools in their schools. Robyn Zink (Regional Coordinator subsequently wrote a post for the team area sharing some of the planning. Enviroschools | Breakfast motivates Principals to collaborate on environmental learning for sustainability

Hawke’s Bay principals gathered for breakfast and to discuss the Enviroschools kaupapa and strengthen relationships.

In May 2022 Te Matau ā Māui – Hawke’s Bay team held a similar event.

Regional Coordinator Sally said:

“Our main purpose was to share with them ideas, and information on creating their strategic direction & policies, looking through a sustainability lens. Raising our profile is always a priority and connecting with the principals in this way was a first for us and very well received. We were delighted that the principal’s breakfast has strengthened our relationships with those who attended.  For Sonya (facilitator), especially, it has elevated her profile with them.  She had been working in this space and on this topic for a while with some of them prior to the breakfast. Her relationship with Nick Reed, Principal from Havelock North Primary School meant he was happy to be our guest speaker sharing their outcomes on setting policies etc. While principals might be tightknit within their own Kahui ako, it was good to facilitate conversations across Kahui/rohe.”

In August 202 the team at Tāmaki Makaurau – Auckland hosted a Regenerative Leadership Principals’ Hui at Sylvia Park School for Principals from Enviroschools in Tāmaki Makaurau to meet and hear about student-led initiatives and be challenged by student leaders about future direction. The Leadership Hui was a chance for Principals from other Enviroschools to meet and hear about initiatives that are happening around Auckland.

 

Principals and students at the Tāmaki Makaurau hui discuss what can be recognised and celebrated.

Bringing people together to share a range of ideas and perspectives.

 

 

 

 

 

 

 

 

 

 

 

This ECE sharing zoom had Fairfield Kindergarten in Waikato (with guest appearance from Hillcrest Kindergarten) sharing how they introduced Bush Kindy and created a network of kindergartens to share the experience and costs. Followed by Rangitoto Kindergarten in Tāmaki Makaurau sharing their amazing Community Garden mahi. These kindergartens were an absolute inspiration showcasing how their mahi and ECE Enviroschools kaupapa weave together.

Ngā mihi koutou! Click here to watch a recording from this session.

 

 

 

 

The thought and creativity that has gone into this document is amazing. Thank you to everyone at Weston School who has contributed. This is a great example of how the 4 key areas and the Guiding Principles can be front and centre – helping to meet national priorities and being local and specific.

This was originally prepared in this format to share at an Otago Principals’ breakfast Event run by the Enviroschools Otago team.

2023_ES_Otago_Weston School_Planning

 

 

Enviroschools Holistic Reflection is guided by a process (the flow of reflection) that is clear and explicit. Tools and activities used within this process to help think deeply (to look back so that we can move forward) are broad and varied. Choose a few that work for your situation.

The Action learning Cycle continues to guide our learning and action and the Reflect on Change section lays out questions that encourage an honest review of what is happening and what this looks and feels like. This process includes considering how the Enviroschools Guiding Principles are progressing across the whole Enviroschools and community. 

We invite you to use these questions, supported by other key reflection tools and activities and your Enviroschools Facilitator, to describe, share and celebrated your Enviroschools journey. tamariki/ rangatahi centric approach in deciding what sharing and celebrating they would like to undertake, and how to go about this.

Understanding the Enviroschools Guiding Principles and Whole Enviroschools Approach is critical to effective Holistic Reflection (these essential understandings may be intuitive/ woven into the culture and language of the Enviroschool community, or they may need to be constantly revisited because of the dynamics of the school/ centre/ community).

You will find useful activities in the Reflect on Change section of the Enviroschools Kit (including the matrix questions) and in the Reflection section of the team area.

Key questions from the Reflect on Change Enviroschools Kit resource (and sub questions that might help conversations)

  1. What have we done and what have we achieved?
  2. How have our projects gone?
  3. What changes and benefits have come about because of our actions?
  • What is the difference we are making?
  • What have we learnt along the way?
  • How can we best describe/ show/ share the changes we have measured over time and accomplishments/ achievements so far?
  • What aspects of our vision are we advancing?
  • What challenges have we overcome?
  • How have the Guiding Principles been woven into our Enviroschool life?
  • What can we say about the way we think and feel about being an Enviroschool?
  • Who and what are we grateful for?
  1. How will we acknowledge, honour and celebrate our achievements?
  2. Where to from here?

There are many other benefits of deeply thoughtful holistic reflection. A thorough reflection can reveal both expected and unexpected results and yield valuable new insights to assist your journey towards a more sustainable centre, school and community. When sharing these with others, there is also an opportunity for strengthening networks, receiving affirmation/ feedback/ feedforward, sparking new ideas and reciprocal professional development for everyone involved. As Enviroschools investigate the impact and quality of their learning and actions they can choose how to go about gathering and sharing information, celebrating and affirming that they are making a difference.

As we look forward in Enviroschools we have an opportunity to strengthen support for each other/ a tuākana-tēina approach, deepening partnerships and learning and working together with neighbouring people, organisations and place/s (school, ECE, marae, community group, catchment group, place of worship) towards a sustainable community.

Our greatest resource is our people who continue to learn and share alongside each other and build the puna mātauranga, honouring the kaupapa and evolving the practice. When facilitators have an established relationship with the school/ centre/ lead teacher, reflection is intuitive. Sharing your stories will help maintain cohesion and build confidence nationally.

We hope that, with this simplified approach, our Enviroschools communities will be encouraged and energised to reflect more regularly. We invite you to move forward in a way that respects and holds the mana of the previous iterations of Holistic Reflection, draws on the wisdom of our past and current network and invites innovation. 

On Thursday 2 November 2023 we had our third regional spotlight huitopa, another inspiring presentation, this time from two regional teams – te Tairāwhiti and te tai o Aorere/Whakatū. We mihi to Charlotte, Kauri and Bridget, Emma and Rick, who shared inspiring aspects of their Enviroschools mahi with our network.

Click here for a copy of the recording.

Click here for a copy of the presentation.

During the Te Tairāwhiti presentation Kauri and Bridget talked about their Gisborne Climate Change Kete, which you can download from here as well.

Climate Education Resources:

Start here – which gives an overview to our approach along with all of the links to the other resources you have heard about during the zoom:

Enviroschools – delivering a whole school and centre approach to climate education and action

We do recommend you watch this webinar:

https://enviroschools.org.nz/team-area/climate-literacy-online-hui-series/

If you are wanting to work with schools who are looking for specific climate change education that includes the science then this resource does. We recommend you view the webinar above to hear from Sian Cavell the author how she teaches it and uses it to empower young people to take action and speak up. Below also is the well-being guide to support teachers. Our Enviroschools resources support identifying what the issues are from their local contexts and moving through to taking action.

https://www.nzaee.org.nz/resources/climate-change-learning-programme

https://www.nzaee.org.nz/resources/climate-change-wellbeing-guide

 

If you are wanting to be more involved or aware of what is happening around taking action for Climate Education sign up to this newsletter which comes from the Aotearoa Climate Education Coalition. Climate Education in Aotearoa New Zealand

Climate Hope, Wellbeing and Action | by NZAEE – this is a summary of all the resources that are available along with videos of speakers that present a Te Ao Māori lens on climate change and recommendations for resources that are appropriate for different levels of learners.

Waste

Story of Stuff – a range of videos on waste and taking action. Scroll to the bottom to see the original Story of Stuff 20 min animation.

The Story of Plastic (documentary film)

LittaTrap™ Catch Basin Insert

Litter Intelligence | Sustainable Coastlines

 

Enviroschools Holistic Reflection is a facilitated process. It looks at what is involved, considers the benefits, outcomes and expectations. It is an opportunity for everyone to consolidate a shared understanding of the Enviroschools Guiding Principles and holistic Whole School/ Centre Approach (4 key areas).

Understanding the Enviroschools ALC, Guiding Principles and Whole Enviroschools Approach is critical to effective, participatory Holistic Reflection. These essential understandings may be intuitive/ woven into the culture and language of the Enviroschool community, or they may need to be constantly revisited because of the dynamics of the school/ centre/ community. The consideration of the depth and breadth of the Kaupapa needs to be an integral part of on-going development of the centre or school. The Holistic Reflection Process is an opportunity to engage with, and to explore more deeply, these aspects of the Kaupapa and to really reflect on how deeply they are embedded at the Enviroschool.

Enviroschools considering undertaking Holistic Reflection also need to be familiar with the support available (people and resources) benefits and how the Reflection fits with the Guiding Principles, Action Learning Cycle and Whole Enviroschools Vision.

If Enviroschool chooses to use the paragraphs and or key/ essence words as a tool they can rewrite sentences to describe the journey they are on, in a locally relevant way and add essence words that help them describe their place, actions and values.

You can access activities to help facilitate these aspects here. The Enviroschools Handbook also has activities that help explore the Kaupapa, Guiding Principles and Whole Enviroschools Approach. p 32-36.

Be mindful that Enviroschools journeys are not linear. The Awa metaphor is used in the Handbook to represent the ebb and flow, depth and breadth, pauses and rests of a journey of investigation, exploration, action and reflection on the pathway to creating a sustainable community.

Each journey will be unique. Regions may choose to use another metaphor to express the ecology of our Kaupapa in a local context.

 

 

 

 

As an Enviroschools facilitator you will be encouraging the centre or school to engage as many people from the wider community as appropriate to participate in and contribute to the Reflection.

Current staff, tamariki, ākonga , rangatahi will be looking back on all the learning and action that has happened over the years, sharing successes and challenges and thinking about how examples of the Enviroschools Guiding Principles are evident and woven into their Enviroschool.

Many discussions over a period of time with a range of people will ensure that the journey and current situation is fully explored with different perspectives represented and emerging.

The key questions from the Reflect on Change part of the Action Learning Cycle can guide this part of the process. Use the student activities around the outside of the ALC reflection quadrant to help capture what has happened and what changes have come about.

As Enviroschools investigate the impact and quality of their learning and actions they can choose how to go about gathering and sharing information and affirmation of that they are making a difference, with guidance from the facilitator.

  • Visual representations have been a useful tool for recording and sharing a journey.
  • The process of generating and adding information and images promotes engagement and thought, pondering and discussion. Such a record lets everyone. together, view changes, progress and recognise opportunities for the future.
  • Next steps will emerge through these conversations and considerations.
  • Visual representations can be added to in the future.

 

Recording and reflecting on the journey can then help develop impressions of where an Enviroschools sits along a continuum of Enviroschools depth and breadth and allow them to choose what they would like to reflect on more deeply.

 

Useful tools for this part of the Holistic Reflection Process include:

Other Enviroschools Kit Reflect on Change activities:

  • What’s like our Enviroschools/ Not like? and p 258 – 267.

 

 

 

 

As the facilitator you will need to be checking in with the lead teacher and Envirogroup to gauge their confidence and talk about how they want to share their journey and celebrate. This co-design will ensure everyone is comfortable and prepared to host invited guests for this celebratory event.

  • How will we acknowledge, honour and celebrate our actions, practices and changes?
  • Before the event things to consider:
  • What is being shared? How is the story being told? What is our focus? Who will be involved, when and where?
  • What have others done?
  • Who needs to be there? Who would we like to participate? from our Enviroschool, our community? local partners/ funders/ supporters/ collaborators/ local hapu/ iwi?
  • What ways do we show manaakitanga on the day? What prep will we need to do?
  • What kind of welcome is appropriate for this occasion and what do we need to tell others so they are ready?
  • What is the purpose/ plan/ process/ framework for the day?
  • Who is responsible for different parts?
  • How can we capture the ideas/ feed-forward that our visitors might contribute to thinking about further exploration/ continuing our journey? How will these be integrated with the ideas that emerged through the Reflecting part of the process?

How will we celebrate?

You can see what others have done here.

If you would like to see how others collect ideas and feedback form visitors and the community have a look at the templates here.

 

The next steps that emerge from an authentic reflection process help to inform the  Enviroschool Vision and future planning for learning and action.

They also provide a sense of continuity:

  • strengthening aspects of the kaupapa that were highlighted through Holistic Reflection
  • allow concerns to be put at ease
  • build ideas for deepening already strong projects, and taking the kaupapa beyond the school to the wider community.

Useful tools for supporting this are in the Enviroschools Kit:

  • Next Steps p 272
  • Keeping your vision alive p 273.

Part of the Holistic Reflection Process is to share your affirmation with the wider community and the network.

This could be done through a 1-page celebratory statement and next steps, or through a story or news and events article. The choice is yours!

 

 

 

Water is essential for life, and the abundance or scarcity of water is a major influence on which life forms can exist in a place.

Raindrops falling from the sky are the tears shed by Ranginui in his longing for Papatūānuku, while the rising mist shows her enduring love directed up towards him in return. The Water of Life – Wai Ora – carries this mauri of aroha as it cycles endlessly through our atmosphere, land and waterways. Water is also a good environmental indicator, and the state of our waterways tells us a lot about our relationship with nature and the health of our  community.

Through the Water of Life theme, we can delve into all of these aspects of this vital element – wai – in our environment.

There are five Key Concepts in Water of Life to explore:

a) Water is essential for life

b) Fresh, clean water is a relatively scarce resource

c) The importance of water is reflected in culture and society

d) Natural processes replenish and cleanse water

e) People can work with nature to create healthy water

 

The Theme Area resource includes the booklet and case studies.

A hard copy of Water of Life Theme Area resource is available from your Enviroschools facilitator. A low resolution version can be downloaded  below.

To help planning for learning and action you can access an overview with activities here. Water of Life Theme Area Overview

You can access pdfs to download of individual Enviroschools Water of Life activities here. 

 

Read Water of life stories

 

 

A facilitator can work with the Enviroschools to consider what is an appropriate celebration for them.

Celebrating a Holistic Reflection requires planning. This can be fun and uplifting and a chance for others to see and hear what an Enviroschool can look and feel like.

Celebrations are a chance to invite the whole community and promote the sustainable practices and processes that the Enviroschool has put in place.

Kaingaroa held a crop swap as part of their celebration.

A celebration is a wonderful opportunity to acknowledge tamariki ākonga and rangatahi and all their supporters and associated groups, for the work achieved and for the visions realised and generated. It is a time to recognise pivotal individuals, without whom such initiatives might not have come to pass. It’s a time to acknowledge all the groups who have help effect positive change and affirm the commitment to the Enviroschools Kaupapa.

 

Creative and thoughtful planning will ensure that the Enviroschools achievements are promoted widely.

Check out the Enviroschools Kit p 268 – 270 for Sustainable Celebrations suggestions and here

Check out Planning a Magical Celebration!

Points to consider are covered on p 56 of the Holistic Reflection Kit for Facilitators.

 

Haka at Green-Gold celebration at Douglas Park School.

 

 

 

 

 

 

 

 

Available to download below is a practical checklist for the Enviroschools holistic reflection process within an ECE setting. The purpose is for teaching teams to check off the process (prior, during and after) of Enviroschools holistic reflection.

If you are facilitating an ECE centre or teaching within one wanting to reflect please register to attend one of the termly zooms. Dates for remainder of 2023: 29th August and 31st October 2023.

For more information please contact Katie or Roimata:

Katie Higgins katie.higgins@enviroschools.org.nz

Roimata Macfarlane roimata.macfarlane@enviroschools.org.nz

 

Below is a collation of ways that the network has integrated the Enviroschools Kaupapa into the Secondary Curriculum. This is a work in progress. If you would like to contribute or notice something is no longer relevant, please contact the national team.

 

 

  • In 2021 the National team hosted a zoom for the network that explored Secondary School Engagement: Where do I begin? You can access the recording here.

 

 

 

 

  • Taranaki Region has shared their place based approach here 

Key external resources:

Sustainability education Enough for all, forever Mātauranga toitūtanga Mā te katoa, mō āke tonu atu written by Andrea Soanes and Lyn Rogers and produced by Waiakto Regional Council s designed to support New Zealand secondary school teachers to implement and assess action-based learning within sustainability kaupapa. The teaching and learning approaches outlined in this resource encourage teachers|kaiako to create opportunities for students|ākonga to explore their own values as well as those of others; to make meaningful connections to place and people, and to develop a range of decision-making and collaborative skills, whilst taking meaningful action for a sustainable future. The approaches are consistent with those advocated for in climate change education (CCE).

Andrea and Lyn were invited to talk about the resource and their experiences with secondary education for the Enviroschools network. The record of this zoom is here.

Action Competence:  Copy and paste these addresses: http://www.tlri.org.nz/sites/default/files/projects/9245_Appendix%20F.pdf     http://www.tlri.org.nz/sites/default/files/projects/9245_Appendix%20E.pdf

TKI https://seniorsecondary.tki.org.nz/Social-sciences/Education-for-sustainability/Pedagogy/Approaches-that-encourage-action-competence

The purpose of this session was to:

  • unpack the core process of Holistic Reflection
  • have an opportunity to share what’s working well, or not for you in your regions and hear from three regions about their explorations
  • celebrate the joy of pausing and considering, sharing the benefits of the rich process
  • explore the resources and the new layout of the amazing Team Area!

We explored ways to remove the obstacles people have shared previously, and talked about what language we can use to ensure we facilitate an Enviroschools-led approach in a celebratory and empowering way that gives the community agency for locally relevant next steps.

 

Click here to watch the recording of the session. A pdf copy of the presentation slides is also available to download. If you require a copy of the original powerpoint, please email Anke.

 

“There are so many creative ways to reflect and share the reflection celebration.”

 “Reflections are great opportunities for schools to share their courageous mahi!”

“One reason I’m so excited to try that approach in our rohe is because it acknowledges that sustainability is not competitive – but about what we can all bring to the table to create a better world. The Ngahere doesn’t look the same everywhere but is intrinsically and scientifically connected to the rest of te ao.”

“we can innovate and great mahi is happening around the motu.”

Feedback from huitopa

 

Inside the Designery, showing the range on sale.

This post brings together a number of stories and articles featuring great learning, action and engagement in Secondary Enviroschools, showcasing cross curricula approaches from around the motu!

Our Stories:

Enviroschools | Waitaki Boys’ High respond to local issues through cross-curricular learning approach

Enviroschools | “The Designery” outlet shop showcases creativity at Spotswood College

Enviroschools | Ecolution leads Long Bay College towards a sustainable future

Enviroschools | Waitara Students Embracing Sustainability Through Authentic Contexts

Enviroschools | Passion for Restoration Becomes Infectious at Coastal Conference

Enviroschools | Empowered Enviroschools students share the aroha and kaupapa with their communities

Enviroschools | Persuasive presentation helps push for positive change

Enviroschools | Students Seek Insights Towards Ensuring a Thriving Future

Enviroschools | Community Composting System a Natural Choice for Waiheke Students

Enviroschools | Tiny Build creates big opportunities at Opunake High School

Enviroschools | Menzies College students develop knowledge and skills through a holistic approach to Living Landscapes

Enviroschools | Kāpiti College and Parihaka

Enviroschools | Students Review Building Design Elements for Effectiveness

Enviroschools | Fertile Grounds of a Secondary School Grow Intergenerational Conversations about Food Production and Action

Enviroschools | Grounding the Vision at Paeroa

Enviroschools | Kāpiti Students Activate Other Youth to Take Action on Environmental Issues

News and Events Articles:

Enviroschools | Seeking understanding, support and solutions – Climate Camp Waikato

Enviroschools | Tuākana – tēina modelled at Tāmaki Makaurau Regenerative Leadership Principals’ Hui

Enviroschools | Video showcases Tairāwhiti Enviroschools WaiRestoration

Enviroschools | Paparoa Wetland provides context for tuākana – tēina learning

 

Central Otago District (15)

Clutha District (15)

Participating Friends

Dunedin City (36)

Participating Friends

Queenstown-Lakes District (18)

Waitaki District (16)