As part of our school history & culture we worked alongside Ngāi Tūāhuriri to develop our cultural narrative. A cultural narrative recognises the historical relationship between the area and its mana whenua. It describes what is unique about the place and the people our school is part of. It helps build a common understanding of heritage, traditional and spiritual connections, and values.

For a school in Aotearoa New Zealand, embracing the cultural narrative of mana whenua represents a commitment to an enduring partnership that is built through open conversations consistent with two world views. It shows we recognise mana whenua and value their knowledge and ways of being.

Woodend is surrounded by water, forest and mountains. The landscape of Woodend and North Canterbury is the inspiration for this cultural story with the above montage on display throughout the school.

The waterways (Te Hāpua and Te Awa) take children in year 0-2 and year 3-4 through the landscape until they get to the Forest (Te Ngahere) in year 5-6. The children emerge from the forest in year 6 (the woods’ end - the end of early Primary school) and in year 7-8 begin to climb the great heights of the Mountains (Te Maunga) as they prepare for secondary school and the beginning of the next chapter.

Te Hāpua: The Lagoon

The safe, shallow waters of te hāpua provide the perfect nursery conditions for aquatic life, and nesting sites for birds. Lagoons provide a haven for endangered species. They are a rich source of nutrients. They are constantly changing, and support biodiversity of flora and fauna. Hāpua also have an important function as protectors against erosion, storms and floods. They are important to the overall ecosystem of the waterways, just as the junior area is important to the overall character and function of our school. This is where we prepare strong foundations and relationships with whānau, and ākonga. These are the years that our ākonga first learn to live and work by our school values and learn about our Intelligent Behaviours. They are nurtured and guided by our kaiako (teachers) as they develop socially, emotionally and academically. The bonds, relationships and foundations that are nurtured during these early years help to breathe new life into the school community, which in turn strengthens, protects and supports our learning ecosystem.

Associated wildlife/themes:

Kete - basket
Kōtuku - White Heron
Pūkeko (the area is highly populated by these birds)
Harakeke
Raupō - rushes
Poaka - pied stilt
Te Tāwhiri

Te Awa: The River

In Māori culture water is likened to the lifeblood of Papatūānuku. Rivers support people, plants and wildlife, creating a nesting and feeding habitat for birds and other vulnerable wildlife. They are a source of mahinga kai (food gathering), hāngī stones and other valuable materials. They provide pathways across the landscape and represent continuity from maunga (mountain) to moana (ocean). Year 3-4 ākonga can be likened to te awa as they gain strength, purpose and direction in their learning. Rivers are in constant motion and change. The dynamic strength of Te Awa moves the river bed to form new shores (new learning), islands (pausing, reflecting) and routes (next learning steps). Te Awa and our ākonga are influenced by, and in turn, influence the landscape around them. Te Awa tamariki move ‘nutrients’ (academic, physical and social skills, Growth Mindset and Intelligent Behaviours) as they gather momentum as ākonga, consolidating, pausing, surging and flowing into self-efficacy, rangatiratanga, and a sense of self.

Associated wildlife/themes:

Ruataniwha - Cam River at Kaiapoi
Rakahuri - Ashley River
Hurunui
Waimakariri

Te Ngahere: The Forest

Forests are complex communities above and below ground. The strong roots of rākau (trees) protect the soil from eroding and reduce flooding. Fully mature trees protect and nurture new growth in the forest. Te Ngahere is host to a huge variety of manu (bird), mū (insect), and ngāi tipu (flora). Forests are vital in producing oxygen for us to breathe. Traditionally te ngahere provided Māori with food, resources, and mana. Like the forest trees, year 5-6 children have grown tall physically, emotionally and academically. They have learnt to support one another and have grown strong roots (values, IBs) that help them stand as individuals. They continue to grow and reach upwards, modelling behaviour and drawing on their learning and experience to inspire and guide younger students. Like te ngahere supports diversity of flora and fauna, this age group supports diversity of thinking, culture and learning styles. They are learning to be self-reflective,

Associated wildlife/themes

Ōrākau - place of trees
Ōtāpiri - place of vigorous growing shoot
Ōtiria - place of planting
Manuka/kanuka
Karamu - coprosma
Koromiko - hebe
Touhou - silver eye
Pīwakawaka - fantail
Riroriro - grey warbler
Korimako - bellbird
Tūī
Tuarahonu - nursery web spider
Tarata - lemon balm
Akeake

Te Maunga: The Mountain

Mountains were places where people experienced a sense of clarity and purpose and were considered tapu/sacred (Kāi Tahu historian Te Maire Tau - 2000). Maunga were believed to be ancestors that linked the tangata to the land. Mountains (eg Maukatere) also provided a food gathering site for Kāi Tahu. To climb a mountain you need to be both supported and supportive, encouraging, and courageous (Team Player). You must cultivate the right attitude (Growth Mindset, Logical Thinker, Self Manager: persistent, planned and organised). Our Inner Resources (culture, friendships, self-efficacy, self-belief, focus) help us to continue to climb when the going gets tough. Those at the top of the mountain help to create a pathway for others to follow. When we get to the top we can better see what lies ahead. We are stronger for the difficulty of our journey.