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Tuakiri - Global identity

E tino mōhiotia ana ngā tikanga tuku iho, ngā kōrero tuku iho hoki e ngā tauira katoa, kia tirohia whānuitia.
Our students are aware of who they are, their heritage and their future - on a local and a global scale.

Photo: Sudhir Duppati, Marlborough Boys' College

Learning at the schools covers every aspect of being a Global Citizen in today’s world, including bicultural and multicultural perspective.

We make prominent our commitment to Te Tiriti o Waitangi, biculturalism and an understanding of who we are and how we connect to New Zealand’s bicultural identity.

While there will be a specific cultural space, we wish the cultural history of the site and the connection to mana whenua to be visible through the school site in a variety of ways, including the use of local native flora in the site planting.


This should not compromise the possibility of shifting of trees or planting of saplings cultivated from existing historic trees from the existing sites.


We value the importance of each student appreciating what being a MBC/MGC student means.​

How will we achieve
the aspiration?


  • Develop and implement our cultural narrative in partnership with local iwi and our Māori community

  • It is important for the site to be culturally-located, and for the site and buildings to be distinctively a product of Aotearoa, and of the school's’ geographic location within the Wairau area.

  • Consideration must be given to reflecting culture through physical design, signage, artworks, symbology, site layout, gardens and plantings, and the ability for the site to be led by tikanga and other cultural protocols. Our identity and cultural narrative should inform elements of design throughout both schools and across the site.

  • Use te reo and tikanga in our everyday interactions. Kaiako and ākonga develop confidence in using common phrases and greetings.

  • Students inspired by relatives they see displayed in photographs and honours boards to be the best they can be.

What space will be required
to enable the aspiration?


  • Throughout each school, there is clear bicultural signage, imagery, the school's whakataukīi and other appropriate elements.

  • Cultural space at front of the schools, located in close proximity to kitchen facilities, toilets and showers (to support noho marae and offering manaakitanga to visitors).

  • ELL (English Language Learners) provision as a shared space between both colleges.

  • Pōwhiri/Mihi Whakatau is, and will continue to be, the formal welcome for all students, staff, parents and visitors new to the Colleges at the start of each year - the cultural space must be configured to support this ceremony, with a space that can function as a marae ātea.

  • Signage and display of other cultural artworks and artefacts will make visible and celebrate our increasingly multicultural community.

  • The ability to physically and digitally demonstrate the value of previous students’ (ancestral) achievements in a way that students connect with them actively and passively.

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