WeSTEM 2025 - Accessible Active Ākonga #
How can we make fitness free, fun and accessible for everyone in our community?
At Glen Eden Intermediate School, Year 7 and 8 students rolled up their sleeves to tackle a real-world challenge: making sport and fitness more accessible, especially for whānau having to make hard choices as the cost of living crisis forces them out of sports. Building on their earlier Youth Voices project, which identified rising costs and limited access to recreation as key barriers in their community, the students turned insight into action.
Their response? A student-led STEM inquiry into designing public parks that support the health and well-being of all. Blending sport science, design thinking and social research, these students imagined a future where every park invites everyone to move.
From park visits to purpose-driven prototypes
Guided by their school’s inquiry learning framework, the students began with sharp eyes and curious minds. They observed how local parks were used, tested fitness equipment for effectiveness and surveyed 40 park users to get real community input.
Here’s what they found:
- 21% wanted more shelter
- 17% said there wasn’t enough equipment for their whānau
- 26% enjoyed the sports fields and courts
- 20% enjoyed the playground
- Bark is terrible for those with accessibility issues
This feedback shaped their vision: parks that are more than just open spaces; that invite belonging, encourage movement and cater for all.
Building the vision: design meets data
From their observations and surveys, the students shifted into creative mode, sketching, building Lego models and turning ideas into digital layouts using tools like TinkerCad. They considered safety, spacing, age-friendliness and accessibility, often surprising themselves with how quickly they adapted to 3D modelling.
“I learnt to think creatively and use survey data to create a good outcome.”
– Year 8 student
Budgeting added real-world pressure to their designs. Students used measurement and area calculations to estimate material, labour and installation costs. With no set prices, they had to make educated guesses, revise their plans and justify their decisions, all part of learning how complex real-life design can be.
STEM, skills and student voice
This STEM project was an exercise in confidence, communication and community impact. Students discovered that creating inclusive spaces means thinking beyond their own needs. They learned that collaboration, compromise and creativity go hand-in-hand.
A standout moment for students was a 3D workshop with VAKA. It was here that the students saw their park concepts come to life and felt the thrill of designing something real.
Learning that counts
Throughout the project, students wove literacy and numeracy into every step:
- Analysing and interpreting survey data
- Writing persuasive pitches and signage
- Presenting design solutions
- Estimating costs and scaling designs
The impact speaks for itself:
- 63% felt more confident in maths
- 75% said STEM now feels more relevant
- 75% said they now see how STEM can solve local problems
A community vision built by community
The students aren’t finished yet. They’re preparing to pitch their ideas to Auckland Council and potential funders. They’re also planning fundraising events and reaching out to construction companies to help refine their budgets.
This project did more than produce playground models; it sparked a mindset shift. These young changemakers saw a problem in their community and through Science, Technology, Engineering and Math (STEM) they began building a better future.