Project-Based Learning Case Study: ReWilding Auckland #
Project-Based Learning isn’t just about what students know; it’s also about what they do with that knowledge.
At Christ the King Catholic School, students took on a complex, real-world challenge: how to restore native biodiversity in their urban environment. The result was a project that combined science, design, storytelling and hands-on problem-solving — with incredible outcomes for the school, the community and the environment.
ReWilding Auckland shows how giving students ownership of meaningful work can grow capability, confidence and care for the world around them.
How can we encourage native wildlife to return to our local environment?
Students at Christ the King Catholic School took on the challenge of increasing biodiversity in their school and community, creating new habitats to support native birds, butterflies and insects.
Working with experts from Auckland Zoo, the Moth and Butterfly Trust and Sustainable Schools, the students first conducted wildlife audits to assess current biodiversity levels in their area. They then identified gaps in the ecosystem and investigated ways to attract native species back into their local environment.
Year 4 students focused on bringing back the monarch, red admiral and copper butterflies. Different caterpillars and butterflies all have different habitat needs and preferences, so the students worked together to design and build a butterfly haven with a variety of complementary plants. They hand-reared larvae in a purpose-built 'butterfly castle' and have so far tagged and released six butterflies into their school habitat.
Meanwhile, Year 5–6 students were challenged to turn a boggy part of their school field into a thriving ephemeral wetland and māra hūpara (play area).
Landscape architects from Boffa Miskell explained how good urban design can support biodiversity, and they guided students to research native flora and fauna and create robust landscape plans.
The students developed valuable 2D and 3D design skills in the process, including using Lego and 3D printed parts to create scale models of their wetland design.
The project culminated in a presentation evening at the school that attracted over 100 whānau and community members. Seeing the students’ enthusiasm and confidence to share their knowledge was a big highlight for teachers and parents alike.
Working with STEM mentors was another highlight, with 70% of students surveyed reporting that they had never met a scientist or engineer prior to the project. Several mentors have committed to continuing to support the school, ensuring that even more students will gain valuable exposure to STEM role models in the future.
With two new habitats completed, the students are now eager to continue long-term monitoring to see how their efforts have contributed to increasing biodiversity. They will continue to adapt their habitats and deepen learning in future restoration and conservation projects.
“Our families love what we do and how interested their kids are in science.
They are keen to be involved in the kids' learning.”
Kimberley Sullings, project lead
Christ the King Catholic School
STEM learning through storytelling
Māori pūrākau (stories) like “Kupe and Te Weke” and "Rātā me te Rākau" provided rich inspiration for this project. Students read many stories and incorporated key ideas and environmental themes into the design of their wetland and māra hūpara.
The school also teamed up with Pacific Kids Learning to create five animated movies, with students getting involved in storyboarding, designing and script-writing. Retelling stories in their own words helped to strengthen the students’ understanding of mātauranga Māori and the environment.
“[This project] showed me that kids can have a voice too.”
Year 6 student
Christ the King Catholic School
For more case studies like this one, see our latest project showcase!
