Strategy that makes sense.
Exciting teaching and learning.
Future focused wellbeing.
Content lead, Cognition Education.
Led the refresh of Education for Sustainability for the Ministry of Education’s New Zealand Curriculum Online.
This interim refresh provides the rationale for EfS, celebrates learner outcomes, discusses teaching pedagogies, and describes the ways in which EfS can inform a whole-school approach to creating a more sustainable world.
It is expected that the positioning of EfS will continue to evolve as a bicultural approach within the NZC refresh is developed.
Led the development of From the Past, for Tomorrow: reimagining local history through art, a teaching resource from Te Papa Tongarewa Museum of New Zealand, that uses art as a launchpad to consider identity, the politics of history and the transformative power of contemporary art.
From the Past, for Tomorrow emphasises local, place-based curriculum, supports Aotearoa NZ Histories Draft curriculum and articulates integrated approaches to Visual Arts, Technology and Health and PE.
Content lead, Cognition Education.
Pūtātara is a resource for schools and teachers to integrate sustainability and global citizenship across the curriculum in rich and meaningful ways utilising inquiry learning.
I wrote this resource, collaborating with expert thought leaders, facilitating workshops with teachers and working alongside a talented team of UX designers to ensure it was fit for purpose.
Pūtātara was launched by Minister Hipkins and Minister Shaw. It is aligned to best practice in local curriculum design, education for global citizenship, and environmental education.
This resource was funded by NZTE and the Ministry of Education.
Led the design of the draft curriculum framework for Green School New Zealand – facilitated visioning workshops with key stakeholders both here and in Bali and co-wrote the draft curriculum framework for Green School New Zealand – centering wellbeing, systems thinking and sustainability.
I went on to develop the criteria for the Green School International Appraisal framework – to be used at Green Schools in South Africa, Bali, Tulum and here in New Zealand, utilising quality review and appraisal practices.
Curriculum Design, Cognition Education
Utilised design and facilitation processes to guide the school community in the creation of a new school vision, led a 360 degree sense-making process that identified ways in which local curriculum could develop and improve to ensure this vision came to life and assisted in professional learning to ensure collective ownership and cohesion.
The schools draft local curriculum framework is now in place – mapped to the NZC, underpinned by quality practice, and emphasising future-focused approaches to teaching and learning.
This work was centrally funded by the Ministry of Education.
Lead consultant, Cognition Education.
Tū Ihi Rangi is a curriculum resource for kura kaupapa Māori. This resource explores what it means to be a thriving human, using Te Whare Tapa Whā as a framework and taking deep-dive storytelling sessions with our Māori Oympians as a basis for contextualised inquiry learning. The resource has been underpinned by cultural guidance from mātua Wairangi Jones and kura kaupapa Māori settings in the Whanganui-a-Tara region .
This resource was co-funded by the Ministry of Education and the NZ Olympic Committee.
Supporting For the Love of Bees Charitable Trust in developing their vision and strategy for, ‘ Growing Radical Hope through Food.’
FTLOB create education opportunities and urban farms that spread biology-first principles for growing regenerative food and mitigating climate change.
To check out their amazing work, watch this video, or enrol for one of their Earthworkers courses.
Engaged to articulate the ways in which the Green School Bali philosophy will make sense in the New Zealand context. This involved time at Green School Bali, reviewing and adapting policy, and practice, developing the NZQA Code of Practice application as well as a contributing to a successful MoE license application for the establishment of Green School New Zealand.
Strategy consultant, Cognition Education
Observed and analysed evidence to produce a SWOT report on current practice within learning and engagement at Auckland Museum. Global trends in innovative GLAM practice were synthesised, and from this, areas for development were identified.
I led participatory facilitated sessions, to develop underpinning principles for effective learning and engagement, these informed the vision for learning and engagement at the museum. The outcome, was a logic model that connected learning and engagement activities directly to their wider Future Museum strategy, and a set of recommendations for professional development to ensure quality and consistency.
Solomon Islands Curriculum Project
Project Lead, Cognition Education
I managed the second phase of the design, development and delivery of new curriculum resources in both literacy and numeracy for the Solomon Islands Ministry of Education and Human Resource Development (MEHRD).
I managed a team of curriculum writers in New Zealand and Australia to collaborate meaningfully with local experts in Honiara, Solomon Islands to creating relevant, accessible and engaging curriculum resources.
This project was co-funded by MFAT (NZ) and DFAT (Australia).
Regenerative urban farmer
I lean into and experiment with ideas around connection, sustainability, ecology, food production and mindfulness in our own māra kai. It refuels and influences my mind, body and spirit.
I acknowledge Te Ātiawa ki Whakarongotai as mana whenua of the land that we are stewards of.
Observed and analysed evidence to produce a SWOT report on current practice at ZEALANDIA, a mainland eco-sanctuary in Wellington city. From this process, areas for development were co-constructed, key messages and success indicators for the visitor experience at ZEALANDIA were developed. The outcome, was a logic model that connected visitor activities directly to their Living
with Nature strategy, and a professional development plan for employees and volunteers to ensure quality and consistency at the sanctuary.
Lead consultant, Cognition Education
The Venice Biennale education resource consisted of five learner pathways, across a number of learning areas.
Each pathway focused learners on critically engaging with Lisa Reihana’s artwork and creating student response.
As Lisa Reihana, Emissaries speaks of the importance of claiming identity, there was an emphasis in the activities on capturing authentic student experience and voice.
I wrote this resource in collaboration with expert teacher advisory group, curators and the artist herself.
This project was funded by Te Papa, Creative NZ and Auckland Art Gallery.