Taitā Central School Pā Harakeke Project.

Design principles

o   Enhance the School's outdoor space through a well-documented framework for small and feasible interventions that will be implemented over time, depending on the available resources.

o   The design shall be for the tamariki/children, parents/whānau, staff, and the wider Taitā community. 

o   Increase culturally significant learning in an authentic context, reviving Māori Rongoa (medicinal), Tikanga (traditions, values), Kawa (protocol), and art (weaving) within the local community.

o   Include environmental education and sustainability within the School’s teaching and learning programmes.

o   Empower the School’s Values and Guiding Principles that were developed in consultation with ākonga/students, staff and parent community. Specifically: a) have fun when learning; b) be critical thinkers, ask questions, and reflect on learning; c) take risks when learning, make mistakes, and learn from them; d) be passionate, excited learners; e) be courageous, and never give up despite difficulties.

o   Build positive community connections and strengthen the relationship between the School and the wider community.

o   Incorporate the whole School community in the participatory design process, including relevant stakeholder groups; ākonga/students, teachers, teacher aides, parents, caregivers, whānau and aiga, Iwi and community members.

o   Be informed by, and sensitive to local iwi traditions, stories, and aspirations. The School is committed to building close working relationships with Mana Whenua Ngāti Toa Rangātira and Te Āti Awa, and consultation with their representatives will be an important part of the design process.

Design programme

o   Enhance the southeast area of the School defined by: the main School entrance, Churton Crescent street, the School buildings, the football pitch, and the Pasifika Early Learning grounds. 

o   Consider plants and shrubs which will attract and sustain wildlife (native birds, lizards, insects).

o   Construction should be as self-sufficient as possible, considering the involvement of the children, whanau and local community. Ongoing maintenance costs need to be minimised.

o   The design of the Pā Harakeke (flax orchard) and weaving area should: 

• Support the growth in Mātauranga Māori / Rongoā/gardening, Science & Environmental Education, and Sustainability curriculum, integrating Pouwhenua and tukutuku panels created by the School and local artists.
• Be designed to facilitate appropriate growth, harvest, and cultural use of valuable harakeke cultivars from the Rene Orchiston collection, integrating companion planting for raranga/weaving purposes.
• Be a quiet/reflecting/thinking space where to sit and think, reflect, and connect with nature.
• Contain pathways, a small whare, private areas, some seating, and natural materials, maximising stormwater management to feed the harakeke and minimise waterlogging. 

o   The design of the outdoor classroom/flexible space should:  

• Facilitate modern teaching strategies to be used for class and whole School lessons and activities, supporting the reading and writing programmes as well as the Science, Social Sciences and Technology curriculums.
• Integrate flexible seating arrangements to allow for individual and group work, as well as whole class activities, accommodating different learning styles.
• Flexible design to be used for School performances, informal play, and seating while not being used as an outdoor classroom. 
• Consider maintenance, feasibility, and implementation through modular design and/or integration of natural elements, making the layout accessible and inclusive.

o   The design of the outdoor learning space should:

• Be conceived as a sensory garden to stimulate the five basic senses (sight, smell, sound, touch, and taste) through plants, natural materials, and interactive structures.
• Provide a calming, therapeutic environment that facilitates stress reduction, emotional regulation, and focus, integrating natural elements such as plants, topography, water, and fauna (native birds, lizards, insects etc).
• Include sensory and interactive structures, flexible furniture, Pouwhenua and tukutuku panels created by the School and local artists, as well as natural materials and feasible and low-maintenance construction.