It has been a whirlwind year but it is time now for reflection. It truly feels like only yesterday we were beginning the year, welcoming our students at the pōwhiri, setting goals, and setting our sights on a successful year. Yet, here we are near to the close of 2025. This year has passed with breath-taking speed, leaving us wondering where the weeks went.

In the life of a senior student — juggling academic work, extra-curricular commitments, and the increasing responsibilities of young adulthood — time accelerates fast. However, that speed hasn’t just been confined to the classroom; it has been reflected in the broader New Zealand education environment as well.

Challenges in the Education Environment

This year has been characterised by external challenges, particularly the relentless, often chaotic pace of change being driven by the Minister of Education. I would not ordinarily use this as an opportunity to make a political stance but feel that in the current environment this needs to recorded as a very difficult year for the education profession. Our schools and our kaiako (teachers) have been subjected to constant education reform, including the proposed sweeping changes to the national curriculum and most lately to NCEA. Much of this has been pushed through with minimal, often delayed, consultation and, frankly, little regard for the immense workload placed upon those on the front lines, our teachers!

We must acknowledge that these rapid changes have created what many in the sector have called a “tsunami of work.” The government has mandated a shift towards new approaches, sometimes even reverting to an outdated model of teaching by rigid year-level, despite pedagogical experts and principals advocating for flexible phases of learning that cater to students' actual ability levels. Our teachers have had to spend precious time preparing for changes that are often altered at the last minute.

As a college, we must continue to call out the reluctance at the national level to truly acknowledge the critical, expert role our teachers play. Our teachers are not just content delivery systems; they are sophisticated mentors, navigators, and skilled professionals who manage complex and diverse student needs. The commitment they have shown this year, navigating this turbulent environment — an environment where they sometimes feel treated as “collateral damage” in a political ideology — while continuing to deliver excellence, is nothing short of heroic. Our staff, with their unwavering dedication, are the foundation of Ōtaki College.

Curriculum and Governance Concerns

I want to now focus in on a matter of serious concern for myself and other school leaders and the future of our ākonga’s (students') education. Principals across the country are unified in their dismay over the latest draft of the national curriculum for Years 0 to 10. This is the third major version we have seen in two years, and it represents a dramatic and worrying philosophical shift from what was originally promised.

Our national principals’ body, the NZPF, has stated that this new version feels like a “foreign document.”  Why? Because two foundational principles essential to a uniquely New Zealand curriculum have been significantly eroded: Inclusion and giving effect to Te Tiriti o Waitangi. The previous draft was centred on partnership, belonging, and the mana (prestige, power) of every learner. This latest document replaces those values with a focus on standardisation, prescription, and measurement. This reframes the very purpose of education in New Zealand, moving away from student wellbeing and culturally sustaining practice.

Crucially, we are concerned about not just the outcome, but the flawed process. Sector representatives provided detailed, substantive feedback, yet there is no evidence that major concerns were addressed. At the time of writing this, Principals have temporarily paused discussions with the Ministry of Education to unite and ensure that the voice of the profession is heard. We owe it to all our ākonga, our communities, and our profession to get this right. It demands genuine consultation, adequate time for implementation, and a curriculum that is truly fit for purpose for Aotearoa New Zealand.

 Adding to this concern, we are seeing unprecedented political interference in the governance of our profession. In a sudden and unexpected move, the Minister of Education has decided to strip the Teaching Council of all its professional standard setting functions for initial teacher education and the teaching workforce and give them to the Ministry of Education. The Minister is also changing the composition of the Teaching Council so that overnight the balance of power will lie with Ministerial appointed members, not teacher representatives. The extent of these changes is out of step with every other professional body in Aotearoa. Her actions constitute an unprecedented level of political interference with our professional body and can only be perceived as a power grab. This move, alongside the unveiling of an extremely prescriptive curriculum, appears designed by the Minister to allow her to exert more direct control over the teaching profession.

Furthermore, in another totally unexpected move, the Minister announced that she was removing from the Education and Training Act the objective for school boards to give effect to Te Tiriti. The education peak bodies have met urgently to begin planning a sector-wide response to these draconian and undemocratic actions.

It is for these reasons and the support of this government around divisive race related policies that I chose, rightly or wrongly, not to invite our local member of Parliament to this celebration and have explained that rationale to him. I could not, morally or ethically have a member of this party here celebrating our ākonga and their successes knowing the huge negative impact his party was having on this community!

Deepening Learning for the Future

However, despite the external noise and administrative strain, our vision this year was to continue to Deepen Learning for the Future. We have not wavered from our core purpose. Instead, we have deepened our resolve to focus on what truly matters: deep, engaging, and relevant learning for our ākonga.

There is a whakataukī (proverb): Kia tau te rangimārie i roto i te āwhā — May there be calm within the storm.

So, inside of what has been going on politically, we have carried on the vital work of embedding Deep Learning (DL) — an initiative championed by global experts. DL is not about ditching knowledge; it's about giving students the skills to use that knowledge to solve complex, real-world problems. This approach focuses on developing seven core competencies that are non-negotiable for success in the 21st century: Character,Citizenship, Collaboration, Communication, Creativity, Critical Thinking and Cultural Competency.

We continue to believe strongly that it’s these competencies that make learning “incredibly engaging,” turning the teacher from a lecturer into an activator who designs authentic learning experiences.

Our next Strategic Shift is moving towards Big Picture Learning and a Faculty Structure in the college. This commitment to deeply personal, future-focused education is taking a huge step forward next year as we introduce Big Picture Learning (BPL) into our middle school, Years 7 to 10. BPL is an innovative, globally successful model. At its heart, it shifts the educational emphasis to ‘Learning by Doing.’ Students will connect their personal passions and interests directly to real-world projects and later internships, seeing how their academic subjects apply in the world outside our gates.

This model has a proven track record of helping to turn around the lives of students, particularly those who are otherwise at risk of disengaging from education. Crucially, this innovative pathway is supported by the International Big Picture Learning Credential (IBPLC) — an evidence-based qualification that is already being recognised by universities and tertiary providers. This ensures that while our students pursue their passions, they are building a formal, credible qualification that prepares them for any post-secondary path. Big Picture Learning is fundamentally about personalising education and ensuring every student finds their place and their purpose.

To support this necessary pedagogical shift, we have also been undergoing an essential internal restructure, moving from traditional Subject Departments to a new Faculty structure. This is a strategic move designed to:

·         Enhance Curriculum Coherence: Breaking down the silos that naturally form between single subjects.

·         Foster Interdisciplinary Connection: Allowing teachers to collaboratively develop integrated programmes that reflect the real-world problems our students will face.

We know that navigating the massive wave of external reform alongside internal development has caused stress and is a high risk for staff overload and burnout. This new Faculty structure is designed to equip our Senior Leadership Team with more strategic time to embed critical initiatives like Mātauranga Māori and Deep Learning, managing change proactively rather than reactively, and ultimately leading to better outcomes for our ākonga.

Power of Effort, Grit, and Leadership

At our senior Hui Whakapumau (Prize Giving) we came together to celebrate academic, sporting, and cultural excellence. Every award given was a testament to the talent in our school. However, I want to reiterate the foundation of that success: effort. Natural talent can open the door, but effort is the key that turns the lock. If you look at those who succeeded that night, there was a common thread: they showed up, they pushed their boundaries, they were persistent. When they failed — and everyone fails — they got back up. This is how grit, determination, and resilience are built. They are not innate gifts; they are muscles developed over time by confronting challenges, choosing to push through, and constantly striving for improvement. Remember, for every one of you, your biggest competitor is often the person you were yesterday. Keep striving to be better.

Our small college punches well above its weight, and this year is no exception. We have seen outstanding achievements in sport, both individual and team, showcasing the power of individual tenacity, training and teamwork. Our successes in applied science and technology competitions like EPro 8 and EVelocity — where teamwork, innovation, and practical application are paramount — highlight exactly how strong and capable our ākonga are when they apply themselves to complex challenges. Being small in number does not mean we are small in strength; it simply means we are strong in spirit and fierce in competition, reflecting the best of our community.

Premier Awards and Student Leaders

I want to acknowledge those students whose commitment and excellence earned the college’s top awards at the Senior Prizegiving: Yilin Lyu, our Dux; Cruize Lambert, Runner-Up to Dux; Keita Broughton-Alp, Everiss Scholar; Harriet Georgetti, Best All Rounder and Sportsperson of the Year, Manase-Jamez Bailey.

I would like to thank the many organisations, businesses and individuals who have sponsored scholarships and awards for our Senior Prizegiving. These awards provide acknowledgement and support for our students as they embark on their future pathways.

Finally, I want to take a moment to acknowledge the Ngā Ringa Whero — our Heads of School team. Their leadership this year has been extraordinary. Thank you to our Kākākura (Heads of School), Keita and Logan, for your superb guidance, maturity, and passion. You have been true rangatira (leaders) and we are incredibly proud of the legacy you leave behind. To the rest of the team, Harriet Georgetti and Haki Ropata (Ngā Ringa Tauawhiawhi – Deputy heads of School) and Olivia Fogden, Logan Hughes, Kita Kanavatoa and Yilin Lyu, my sincere thanks for all the work you have put into your councils to enable all the events that took place this year to keep the college a vibrant place to be for all ākonga.

The team taking over in 2026 are: Ngā Kākākura (Heads of School): Mau-Atua Edwards and Giorgio Bevan; Ngā Ringa Tauawhiawhi (Deputy Heads of School): Turtle Lindberg and James Auld and Ngā Kaingārahu (Associate Heads of School): Jeana Bevan, Pearl Glanville Hall, Arnyah McLeod, and Eddy Vidulich.

I look forward to working with this team in 2026 and a huge congratulations on your appointment to these roles.

Farewells and Move to the Future

To all our senior students, especially those undertaking NCEA exams: prepare well, look after your hauora (wellbeing), and trust the knowledge you have gained this year. You are ready. Remember that courage is not the absence of fear, but acting in spite of it.

To all our graduating students, your journey at Ōtaki College is almost complete, but your learning journey is just beginning. Go forward with curiosity and courage, and always remember the Ōtaki community that stands behind you.

 Kia kaha, Kia maia, kia manawanui! (Be strong, be brave, be steadfast!)

Mauri ora

Andy Fraser, Principal