Sculpting belonging: A celebration of creativity, culture and neurodiversity

Two Year 7 ākonga at Alexandra Primary School have carved more than just a sculpture – they’ve shaped a living narrative of manaakitaka, identity and inclusion under the guidance of a neurodiverse kaiāwhina.

When Alexandra Primary School opened its new building, Hinerakimārie, earlier this term, visitors were greeted by more than just fresh walls and modern learning spaces.

Nestled just inside the new whare stands a taonga carved from whale bone, pounamu and carnelian – a sculpture that embodies the school’s values and the creative journey of two neurodiverse ākonga, Ty and Zion.

The sculpture, shaped into two kōwhai flowers embracing a pod of seeds, is a story of growth, identity and place.

Principal Fiona Mackley explains that Hinerakimārie was built to reflect the school’s cultural identity and community spirit.

“We wanted this space to feel like the ngākau (heart) of our school – a place where every learner feels they belong,” she says. “The sculpture reinforces that message in a powerful, tangible way.”

A taonga with many hands and hearts

The idea to create a sculpture emerged when tamariki discovered a whale bone at Karitāne Beach while they were on a noho marae. Matua Rick, from Puketeraki Marae, invited the tamariki and kaimahi to take the whale bone with them, seeing it as a significant tohu, or sign. Zion’s father, Paisa Bedggood (Ngāpuhi), gifted a stunning piece of pounamu to the school during a whānaui hui that was held later in the year.

Knowing that their kaiāwhina Cheryl Campbell –affectionately known as Grasshopper – was an accomplished carver, Fiona invited her to help bring the vision to life.

“She immediately visualised an ataahua taonga that could represent our tūrangawaewae,” says Fiona.

From the outset, Zion and Ty were involved in the entire process – sketching, designing, shaping and carving.

“The project was fun because you could put your imagination into it,” says Zion. “And it’s part of my culture, so it’s been special.”

Creativity and connection as curriculum

Grasshopper, who is autistic and has ADHD, brought a deep understanding of both carving and connection.

“I believe connection is the first curriculum,” she says. “That safety is something we feel, not manage. That brilliance doesn’t need to be earned – it needs to be seen.”

With no strict deadlines, Grasshopper adapted the pace to suit Ty and Zion, empowering them to explore, fail, and try again.

“When something didn’t work, we didn’t get stuck – we got curious,” she says. “That flexibility gave them confidence to take risks and lead with their own ideas.”

Zion says the hardest part was carving the pounamu into 3D form. “Grasshopper showed me what to do, then I cut it out using the carving tool.”

Ty adds, “She taught me that designing things takes ages –and that taught me patience.”

Through the project, the students developed practical skills like tool handling and design interpretation, as well as deeper qualities of perseverance and creative thinking. But more importantly, they were entrusted with something sacred.

“They weren’t seen as students to fix,” says Grasshopper, “but as rangatahi with brilliance, mana and vision.”

A celebration of neurodiversity

At Alexandra Primary, neurodiversity is not a label, it’s a lens.

“We don’t interpret diagnoses in a generic way,” Fiona explains. “Every tamaiti is seen as a unique individual with their own strengths and aspirations.”

That’s why it mattered that Grasshopper, too, is neurodiverse.

“She has an innate ability to understand what our ākonga need to feel seen,” Fiona says. “Our neurodiverse learners know they can be completely themselves when working with her.”

Weaving te ao Māori throughout

The sculpture process was grounded in tikanga Māori. Zion began each carving session with a karakia using the school’s pepeha.

During a blessing process the senior kapa haka group performed a waiata to farewell the old teaching block following demolition, acknowledging the stories it held. Hinerakimārie was blessed prior to its opening and the sculpture will be blessed on its full completion.

Grasshopper believes that te ao Māori naturally honours neurodiverse learners.

“In te ao Māori, difference is not deficit – it’s diversity of expression, purpose and potential,” she says. “Traditionally, individuals were valued for their unique contribution to the hapū or iwi, not expected to fit a mould.”

At the sculpture’s unveiling, everyone was invited to touch the taonga.

“Over time, the surfaces will become smoother – it’s a way for everyone’s wairua to become part of the story,” says Fiona. The sculpture may be still now, but it tells a living narrative: of inclusion, identity and the power of believing in young people as they are.

About Hinerakimārie

Alexandra Primary’s new learning space, Hinerakimārie, was designed to reflect the school’s community spirit and commitment to nurturing wellbeing and identity.

It includes flexible learning areas and has been designed with both functionality and cultural significance in mind.

The name, gifted by the kaumatua, Louise McKenzie (Ngāti Whatua ki Kaipara, Ngāti Wai ki Mahurangi) and Francie Diver (Ngāi Tahu, Waitaha, Kāti Māmoe), reflects the spirit of peace and manaakitaka the school seeks to embody.