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E manaaki ana ngā ākonga i te taiao, hei kaitiaki rātou.
Our students understand and apply sustainable approaches to everything they do.

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What space will be required
to enable the aspiration?


  • General learning spaces (and associated support spaces such as breakout spaces, toilets, storage etc) should be as generic as possible, so that they can support the delivery of different learning areas, since learning areas may change in the future.

  • General learning spaces should also be grouped so that they are able to change from delivery of a particular learning area, to delivery of multiple learning areas for a particular group of students.

  • The buildings/sloping roofs should be oriented to maximise aspects of energy capture potential and natural light/heat/ventilation.

How will we achieve
the aspiration?


  • Sustainability in terms of building materials and processes and also in terms of future-proofing the buildings and facilities.

  • Recycling evident throughout the school with strong focus on environmental sustainability.

  • High quality in design, materials, construction and workmanship. It will be cost effective in terms of the ongoing maintenance.

  • The school site will have a net zero energy use. 

  • Solar power should be considered carefully for our region.

  • Curriculum will include hands-on opportunities for caring for the school environment and monitoring energy efficiencies associated with the schools’ facilities.

Sustainability involves creating a site that incorporates green space, natural plants and forests.

Environmental consideration is given to integrating the school into its environment in a thoughtful way, including smart use of natural resources such as sunshine, water and wind.

It is important that the design and physical spaces are sufficiently flexible to support changes in teaching and learning organisational structure and curriculum design. 

This should include the possibility of moving from spaces organised by subject delivery to spaces organised by student-centred learning. This may involve potential repurposing learning spaces (and their groupings) from subject delivery to delivery to a particular group of students, such as four Year 9 - 13 “house” groups of 250 - 300 students each.

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