Looking for innovative ways to retain students and improve attendance and engagement in learning, three schools in eastern Bay of Plenty created courses supporting ākonga to build kāinga (houses) as part of the pilot programme Mahi Whakamana. Supported by local iwi Ngāti Awa and a number of community organisations, the programme equips ākonga with practical construction skills as well as a kete of knowledge to support their transition to work or further education.
In eastern Bay of Plenty, Trident High School, Tarawera High School and Whakatāne High School were looking to innovate.
Wanting to find ways to engage ākonga and improve attendance, the schools joined the pilot programme Mahi Whakamana, whose ‘big-picture’ aim is to get schools working closely with industry and iwi – and provide new ways of learning so students are retained and engaged in education, are achieving, and have stronger pathways into employment.
“We have students whose strengths lie in vocational, hands-on learning,” explains Trident High School principal and Futures Academy lead Mikaere October. “So we needed an authentic, practical learning project for students not fully engaged in traditional academic programmes.”
“The majority of our students thrive in their learning when it is practical and meaningful,” agrees Tarawera High School kaiako Julie Mees. “Many of our senior students seek apprenticeships or aim to go straight into employment from school.”
Ākonga participating in Mahi Whakamana got stuck into construction projects, with both Trident High and Tarawera High embarking on restoration projects. Trident students renovated a three-bedroom house, while Tarawera students restored a caravan.
Whakatāne High School students started from scratch, partnering with Kāinga Ora to build a new house from the ground up.
“We had already developed a construction course through our technology department to support student achievement in the technology area,” explains Whakatāne High School principal Martyn Knapton.
“But we noticed retaining students into Year 13 technology was poor, so we established a relationship with Kāinga Ora and got our students building houses for them. The course we’ve created offers 12 students the opportunity to engage in all-day learning, building the house and learning on the job.
“Each student in the programme also has a work placement at a local construction-related business – this has given them experience in a variety of sub-trades that sit around the construction industry, for example, electrical, plumbing, painting and building supplies.”
Mikaere says Trident High ākonga are also picking up sub-trades skills.
“Students have gained experience in carpentry, concreting, plastering, painting and decorating, kitchen and bathroom design, window glazing, roofing, plumbing, electrical, insulation, and more,” she lists.
“They have also completed BCITO (BCATS) learning standards, work-related unit standards, and courses covering health and safety, heights, manual handling, hearing conservation, and forklift training.”
“Rebuilding a caravan was not the initial plan,” says Julie about Tarawera’s project. “But it created great learning opportunities, with all students learning new construction skills, design and planning, managing themselves and working as part of a team in a confined space.
“Students have also completed a number of work-related courses, such as working from heights and health and safety courses, as well as learning new skills in media by recording and promoting their journey.”
