Core Education

In this podcast, Te Mako and Riria kōrero about Kia Āhuareka te Reo, a programme focused on beginner-level te reo. They discuss that although she wasn't a beginner, it helped kick-start her reo again.

“Ahakoa te rā kotahi, ko ngā āhuatanga i ahu mai i te Tiriti ka pā mai ki a tātou ia rā o te tau.” Nō reira, me aha tātou e noho ai te Tiriti ki te puna o te whakaaro i roto i ā tātou mahi katoa? I tā mātou pāhōrangi hōu, ka matapaki a Tākuta Hana O’Regan rāua ko Leah Te Whata i ētahi kōrero āwhina, whakahihiri anō hoki mā roto i ngā poutama e toru: Me whai whakaaro Āta whakaritea he rautaki Whakatinanahia

"Te Tiriti o Waitangi is not something that can be put on a shelf and taken off once a year". So how do you enact the Treaty every day? Why is this important? In our latest podcast, Dr Hana O'Regan and Leah Te Whata discuss practical and inspirational advice about enacting te Tiriti o Waitangi, in 3-steps: Develop a mindset. Design an equitable plan. Take action.

Ruta McKenzie describes how Talanoa can be used to support mentees in Coaching and Mentoring practice.

How do you find your purpose as a leader? These are the pātai Rebbecca Sweeney and Sean Bailey discuss and unpack in this podcast for those in a leadership role and those aspiring to be a leader.

Hear how being innovation-led inspired ākonga. Alicia Ngaropo-Tuia and Hoana Te Aika present this collection of experiences from ākonga, kaiako and judges.

Questions from schools answered by Sorcha and Aurelie from School Strike 4 Climate, Wellington 1. Tell us about School Strike 4 Climate. How did the strikes go? What was the feeling amongst the people gathered there? Was it effective? 2. What motivated you to become part of School Strike 4 Climate? 3. What decisions have you made about how you live in response to climate change? Have you thought about how you get around or the food you choose to eat or the consumer items you buy? What advice do you have for others? 4. What do you find the biggest challenges are when taking action for the wellbeing of the environment? How do you overcome these challenges? 5. You are both dedicated to be part of the solution to climate change. How do your friends and schoolmates react to this? 6. What recommendations/tips would you give young people who want to do something about climate change but are unsure about where to start? 7. How are you going to take your passion for the environment further? What are your aspirations b

Questions from schools answered by Duane Wilkins from LINZ. 1. What can satellites show us about the effect of corona virus on the World? 2. What different views of the World can satellites show or measure - infra-red, temperature and what else? 3. Can you measure the hole in the ozone layer and has it changed over New Zealand? 4. What affects on the enviroment will the corona virus have? 5. How does the coronavirus affect the enviroment? 6. What can we do to help the ozone layer to completely cover earth? 7. How do we know what greenhouse gas and temperatures levels were in the distant past? 8. What would happen if we never burned fossil fuels?

Questions from schools answered by Dr James Renwick and Dr Dave Frame, both Victoria University Climate Scientists on the International Panel for Climate Change (IPCC). 1. What year do you think most people "got" Climate Change? 2. Who were the first groups? Who will be the last? When did scientists "get it"? 3. Is there really an irreversible date for CC? 4. Is coronavirus at all linked to climate change? 5. Are viruses like COVID-19 more likely to appear because of a warming planet? 6. What chance do you think there is of change when people always seem to want new cars, new houses, overseas travel, new clothes, new tech stuff? 7. What would happen if sea creatures went extinct? 8. Can the meting ice caps affect our coast lines? 9. What can we do to help this problem? 10. Are there any animals affected by climate change? 11. Are polar bears going to go extinct? 12. How much does the sea rise every year? 13. In NZ what is the largest contributor to CC? 14. How much is planting trees part of the solution to g

With Jase Te Patu Mindfulness for educators in Aotearoa We've all heard the expression ‘adjust your oxygen mask first’. But how do we actually do it? Explore the importance, benefits and how to make mindfulness a habit with Jase Te Patu, CEO of M3 Mindfulness.

How do you find the leader within? Amira Aman, CORE facilitator explores the process of understanding what’s already there, how to shape your own inner voice and thoughts to empower the leader within.

The following questions from schools are answered by NZ historians and archaeologists: 1. How do you think all the history that has been explored about Ahuahu will be shared with others in the future? 2. How long will it be until other native and protected animals come to live safely on Ahuahu? 3. Can you tell us how you think archaeology will change or improve to help us learn more about NZ history? 4. How else will you ensure that no more pests come onto the island? What if someone doesn't check their boat for stowaways? 5. Can you describe how you think Ahuahu will look in 50 years, including the landscape, plants and animals? 6. How will climate change affect Great Mercury Island? 7. Are there any other goals or plans for Ahuahu, other than becoming pest free? 8. Has pollution affected Ahuahu? Or do you think it will in the future? 9. How do you personally view offshore islands and landscapes like Ahuahu, playing a role in our lives now and in the future? 10. Is there any discussion about conserving the m

The following questions from schools are answered by NZ historians and archaeologists: 1. Out of all the plant life and animal life, how native is Great Mercury Island? 2. With the 23 pā sites discovered, there must have been a lot of people living on the island, are there estimated numbers of the amount of early settlers? 3. How have argentine ants affected Ahuahu? 4. With archaeologists from the museum and Auckland University examining Tūhuru Ahuahu have they been able to answer questions for the local tangata whenua about their past? And vice versa? Tangata whenua being able to give insight to the researchers about what they know about their past. 5. How can you trust that all visitors keep their boats clean and pest free? 6. With the findings from the garden areas, were there any findings to suggest the early Māori settlers trialled having gardens at different places around the island or were the gardens all generally in the same areas i.e up high etc? 7. What is the most interesting thing you have found

The following questions from schools are answered by NZ historians and archaeologists: 1. Why did people decide to do archaeology on Ahuahu in the first place? 2. How will Ahuahu being pest-free affect people and the environment on the mainland? 3. Are there any other threats of invasive insects affecting Great Mercury Island? If so, what are they? 4. When an interesting artefact is found on Ahuahu, or anywhere, what process do archaeologists follow? 5. Who ‘owns’ an artefact that is found? 6. What inspired you to want to be archaeologists? 7. Are there specific rules or regulations to follow on the island to help keep it pest-free? 8. Has anyone ever accidentally brought a pest on to the island? And what did you do about it? 9. For how long is it predicted that there will continue to be new discoveries on Ahuahu? 10. Are there any plant pests on Ahuahu and if so, what is being done about these? 11. How big is the Island (compared to other offshore islands in NZ)? 12. What food do you think Captain Cook and h

The following questions from schools are answered by Ben from Sustainable Coastlines: 1. How is it decided where a marine reserve goes? 2. Who is responsible for ensuring marine reserves are kept safe? 3. Can people fish and do recreational activities in the marine reserve? 4. Are there any special rules people need to follow at the marine reserve? 5. How do fish know where the marine reserve is? 6. What defence mechanisms do fish in the reserve have? 7. How deep is the reserve? 8. How many endangered species of fish are there in the reserve? 9. What is the most dangerous species in the reserve? 10. What is the water temperature like around the island and does this influence what type of fish are found there?

The following questions from schools are answered by Ben from Sustainable Coastlines: 1. What is citizen science? 2. If we see someone breaking the rules of a Marine Reserve, what should we do? 3. Can we as kids make a real difference when commercial fishing has such an impact and also other countries aren’t as careful with plastic as we are in nz 4. How long do whales usually live for? Are there any around Kāpiti? 5. When did the Kāpiti marine reserve open? 6. What is the rarest fish found so far at Kāpiti? 7. Is the habitat of Kāpiti Marine Reserve typical of most of the rest of NZ?

The following questions from schools are answered by Ben from Sustainable Coastlines: 1. Is Kapiti Island like the mainland used to be, in terms of birds and animals? 2. When and where was NZ's first Marine Reserve established? 3. How many species of animals are there on the island ? 4. How many species of endangered birds are there? 5. Do they ship fish into the marine reserve or do you attract them in another way? 6. Where is the safest place for birds to go? 7. Why do you have more fish than at Tapu Te Range? 8. Are there other species like sharks in a reserve or do you protect them? 9. What is the view like from the hutt? 10. How do animals eat a range of foods when they live on an island? 11. How big are the great whites?? 12. Is it rare to see dolphins? 13. Are there native snails on Kapiti Island? 14. So Kapiti has operators who are doing eco-tourism sustainably?

The following questions from schools are answered by volcanologists and an iwi-based researcher: 1. We saw a GNS video on measuring sulfate and chloride ions in the crater lake. Do geologists measure these in Lake Taupō to track activity? 2. How can we tell if a supervolcano is in a building phase, “potentially culminating, at some undetermined point in the future, in a large-scale eruption again in New Zealand"? 3. Yellowstone is a famous supervolcano, is it more likely to erupt again before Lake Taupō caldera? 4. Are all supervolcanoes rhyolite calderas? 5. Does new pumice get generated without an eruption? It always seems to be floating on the lake. 6. Could we get a supervolcano in Auckland? 7. There is a geothermal electricity station near Taupō. Why don't we have any at Tongariro or Rotorua?

The following questions from schools are answered by volcanologists and an iwi-based researcher: 1. How many people would be involved in the monitoring (watching or studying) of the volcanoes in New Zealand? 2. Does ash freeze if it is too high in the atmosphere? 3. What technology do you think will be available in 50 year's time to monitor volcanoes to keep people and animals even safer? 4. How did water fill up the caldera? 5. Can you cook a meal in the hot pools at the top of the volcano? 6. How hot is the magma in the chamber under Taupō? 7. What would New Zealand’s most active or dangerous volcano be? 8. Do other countries study our volcanoes. If so why? 9. How do geologists measure when a supervolcano is going to erupt?

The following questions from schools are answered by volcanologists and an iwi-based researcher: 1. How is a supervolcano formed? 2. What causes a supervolcano to erupt and how much damage can that cause? 3. What makes tectonic plates move? 4. How does a pyroclastic flow stop? 5. How can the Taupō supervolcano help us to understand volcanoes better? 6. How do humans live with supervolcanoes? 7. Could humans cause a supervolcano to erupt? Why/why not?