Oka oka se manaia o lenei avanoa! I recently had the opportunity to visit a Te Puke ō Taramainuku Kāhui Ako event that was a powerful demonstration of how Science and Technology can be used to bring history and culture to life for students. It was immediately clear that the teachers were incredibly passive about forging these connections, ensuring a smooth transition from traditional knowledge to hands-on, creative learning. The day was centered around integrating STEAM principles into the curriculum, but with a unique and deeply meaningful twist: linking scientific and technological processes directly to cultural and historical inquiry through a variety of project-based stands.
Throughout the day, keynotes were delivered that encouraged learners to use their knowledge and experiences in STEAM to explore possibilities in the future. One particularly inspiring speaker was a 3D artist who worked on the iconic creature design for the film Predator. The speaker shared their personal journey, explaining how their career began as a hobby and led to them creating intricate 3D objects and creature effects for movie sets. The talk powerfully illustrated the potential for blending passion with history, scientific knowledge and technical skills.
The event was a vibrant showcase of student ingenuity. In one corner, a project focused on the cultural significance of the kawakawa plant. Students had used their knowledge of science and technology to make kawakawa balm, proudly sharing the finished product and even gifting a small pot to visitors at the end of each session.
Another project explored wind power using technology and science, creating a clear link back to the use of sails and the historical navigation of the sea on double-hulled canoes. The students explained how their experiments with wind energy connected directly to the ingenuity and skill of their ancestors as master navigators.
Nearby, another stand featured intricate 3D cardboard models of historical landmarks in Samoa. The students' understanding was brought to life in a remarkable way, as they had used Scratch and code to program their models to tell stories and play audio recordings. When I interacted with one of the models, it triggered a student's voice explaining the landmark's historical significance, the scientific principles behind its construction, and its cultural importance.
In another area, bilingual classrooms presented a series of captivating stop-motion projects. These short films were not only creative, but they demonstrated the students' command of storytelling, their technical skills in animation, and their use of both their native language and English. A hands on experience was provided by the students for students from the cluster who visited during the day.
I visited a stand focused on the production of coconut cream. Students explained how the project was prompted by solving a real-life problem, and they had applied their knowledge of science and technology to explore the process of extracting the cream. They had even built a machine to "valu popo" (scrape coconut flesh) to improve the process and create a higher yield.
Each of these projects moved beyond simple recall, asking learners to synthesise knowledge. They showed that by using technology and science to explore their heritage, students can create powerful, personal, and engaging learning experiences that also serve their community.
Malo lava le tāpena faiaoga ma lo outou vasega! Ia maua e outou le fanau se lumana'i e lelei ma aoga mo tatou tagata.
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