The students were manifestly curious and very enthusiastic about this project. They were very inquisitive and eager to understand the whole context, while excited to have the flexibility to explore whatever they were drawn to, raising more questions along the way. The learning involved a variety of different skills, ranging from literacy and numeracy to research skills, keeping students engaged.

Students showed to be very excited and empowered to understand their role in making progress towards the goals— evidenced by their direct actions such as riparian plantings, donation drives and beach clean-ups. In turn, they also recognised that top-down change is also essential, evidenced by their research of their local council’s plan and letters written to their councillors.

The exhibition at the end of term also provided them with an excellent opportunity to showcase their learning to parents and other classes as well as serving as a leadership opportunity and public speaking.

The teachers also thoroughly enjoyed the project. They report that it enraptured the imaginations of both students and teachers and that they saw great alignments and connections happening between the project and their school— especially the fact that it was supporting a local artist.

Teachers also reported personal benefits from the project as they found it valuable to broaden to a more global perspective as well as their role and relevance in the bigger picture. This program also posed an exciting challenge on a personal and professional level. “It was the fist time that I needed to create something from scratch. It was new and daunting, but exciting and different” says Semmone. Seeing the excitement of the students and the ultimate success of their projects gave the teachers more confidence that they can deviate from the ‘norm’ and achieve great outcomes. Teachers also enjoyed seeing the fruits of their labour on display for everyone to see made it even more inspiring.  

The impact of the project was also felt outside the walls of Te Uku, permeating into the wider community in the form of beach clean-ups, connections with local organisations (such as Extreme Zero Waste, Food Bank, Salvation Army, Church, Raglan Community House) and conversations that were prompted at home— catalysed by curious students. They even wrote to their local councillors telling them about the importance of taking care of their riparian zones— resulting in a donation of plants from Environment Waikato.

Community relationships were also strengthened by further involving parents in the classroom. For example, 2 parents who are scientists came into the school to talk about water quality, while another explained what poverty can look like in New Zealand and their role in the local community. Lastly, they also reported numerous home conversations featuring their child learning and that many connections were made by the students on their own— expressing deep gratitude for their lives and how lucky they are to have the things they do, especially their education; a massive life lesson.

We were able to catch some of the children and teachers in action during some of our visits. 

Because this was a 'learning by doing' projects, the best learning moments were not necessarily the ones captured on camera... these are all summarised in our written report above!