Teach Music at a school in the largest city in New Zealand, Auckland. You'll work closely with the children in small groups, as an Assistant Music Teacher, as well as with the school choir to help them as much as possible with their music.

You'll work with children from all backgrounds, including Maori children and refugee children from underprivileged countries such as Somalia, Ethiopia and the South Pacific islands.

YOUR HELP MATTERS! I teach trombone or piano for an average of about two hours per day. It really is marvelous to see students improve day by day. There was this one student named Tyrese who suffered from severe palsy. The teacher said he was unaccustomed to success, so when he finally learned how to properly hold and play a few notes on the trombone, his face really lit up. That gave me some real pride in the work I was doing--a sense of true purpose.
Chris Hauptfeld


Hi, I'm Andy, Project Coordinator for New Zealand, and I'll be working with you to arrange your ultimate experience here, so if you've any questions, please contact me:
+44 (0)1903 502595,
or email: info@travellers
Price: £1,695 (approx. US$2,150) for 4 weeks
£270 (approx. US$345) for each additional week.
Excludes flights. Please see Full Price List & prices in other currencies
Duration: From 4 weeks to 12 weeks or longer. Subject to visa requirements.
Start Dates: Projects start every Thursday, during school term times only (see “Work Content” tab) – you choose your start and finish dates.
Requirements: Minimum age 18. You don't need any qualifications or experience to do this project. However, you do need to have a very good knowledge of music and musical instruments in order to be able to pass this knowledge onto the students.
What's included: Arranging your Programme,
Full pre-departure support and assistance,
Payment Protection insurance,
Meeting you at the nearest airport,
Transfer to your accommodation
Local in-country team support and backup,
24-hr emergency support,
Certificate of Completion
What's not included: Flights, Insurance, Cost of Visas, Food, Daily transport to and from your project, Return transfer to the airport.
Who can do this Programme? All projects are open to all nationalities and all ages over 18.
Suitable for gap years or those taking a year out, grown-up gappers, career breakers, anyone interested in caring for children, teaching music or working with children overseas while doing voluntary work, projects abroad or study abroad.
Also available as a summer placement or short break in New Zealand, or for those interested in TEFL teaching.


  • An exciting opportunity to travel, see the world and experience a foreign culture first-hand.
  • New skills, more confidence and invaluable personal and professional development.
  • The enormous satisfaction of helping these disadvantaged children and knowing that you made a difference to them.
  • An opportunity to take a break from the traditional academic track or your current career path in order to gain life experience and global cultural awareness
  • An entry on your CV or Résumé that will enhance your career opportunities and make you stand out from the crowd.
  • Make friends, form relationships and build memories that will last a lifetime.
  • Opportunities to enjoy some exciting adventure and cultural activities while on your programme.
  • And best of all ... an unforgettable experience!

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Each break time Daniel and I would take ukuleles out into the playground and ‘jam’ with the children. All in all I had a fantastic time working on my placement at Owairaka. The staff are amazing there and I felt immediately welcome. Bethan Thomas

Work at a school in Auckland, the largest city in New Zealand. Auckland is known as the city of sails and is surrounded by beautiful islands and extinct volcanoes. At the moment there is a shortage of teachers so your help will be very beneficial and is very much appreciated.

You will work as an assistant teacher to the music teacher. The school has a large number of ethnic children who are classed as the underprivileged community in Auckland. There are children from many different communities and countries at the school such as Maori, Somalia, Ethiopia, Tonga and Samoa. These children come from lower socio-economic backgrounds and so your teaching can make a difference to them and help them integrate into the normal Kiwi culture!

As an Assistant to the Music Teacher, you'll have the opportunity to work one-to-one and in small groups with the children to assist them with their music and really give them the attention they need. Class sizes vary between 20 and 30 children in each class and you will be teaching children between the ages of 5 and 18, depending on which school you're at. You'll be involved in teaching a number of different instruments and groups:

  • Guitar
  • Recorder
  • Instrumental
  • Keyboards/Piano
  • Choir
  • Instrumental group
  • Ukulele

The lessons you'll teach generally last for 40 minutes and the school day runs from around 8:55 a.m. to 3:00 p.m. Your working day will be around 4 to 5 hours of teaching and preparing for your lessons. The Music project runs from Monday- Friday, or 3 days per week, depending on which school you are at. At Owairaka you would have the opportunity to help 2 days per week as an assistant teacher in normal lessons.

You are likely to work between 8:30 a.m. - 3.00 p.m., Monday - Friday. The programme is only available during the school times, as follows:

The school dates for 2019 are

  • Term 1: 7th February - 12th April
  • Term 2: 29th April - 5th July
  • Term 3: 22nd July - 27th September
  • Term 4: 14th October - 13th December

The school dates for 2020 are

  • Term 1: 7th February - 10th April
  • Term 2: 27th April - 3rd July
  • Term 3: 20th July - 25th September
  • Term 4: 12th October - 18th December

REQUIREMENTS: Anyone working with children and/or vulnerable adults is required to complete a Criminal Records Check (CRC) as part of their application process. We'll provide you with the necessary papers and take you through the process.

Veronica van der Straaten, Deputy Principal, talks about the huge difference Travellers Worldwide Volunteers are making to the Children and the School.:
As the day begins there are screams and laughter coming from the school pool as children at 9.15 a.m. plunge into the cold depths and race around trying to get warm. Meantime in the music room nearby the music teacher is setting up instruments in front of each eager face as the music lesson for a junior class is about to commence. As you walk around the school you notice one or two groups of children reading to an adult while busily in class children are learning, with the help of the adults in the room. In the office area children who are running late are having their names recorded in the absence register, while the telephone rings and a parent with a new five year old waits patiently to have his/her child enrolled. In the resource room volunteers, teacher aides and a parent stamp and bind new books ready to be categorised and to be put onto the shelves ready for teachers to use. In classrooms children are reading, writing, and/or working on their maths.

This is the start of a typical day at Owairaka Primary School situated in the central city district of Mount Albert, Auckland, New Zealand. A busy multicultural school with 320 children, some of whom were born in New Zealand, many of whom have English as a second language or have parents from non- English speaking backgrounds, some are refugees. As you look around the classes and playgrounds there is a vision of the United Nations with Ethiopian, Somalian, Indian, Chinese, Japanese, Russian, Samoan, Tongan, Cook Island, English, Maori, European children, and many more cultures, intermingling, playing and learning together.

At the swimming pool, while the class teacher is instructing a group on how to use arm strokes to swim, a volunteer is working with a group of children teaching them how to float. In the music room another volunteer assists the music teacher with her programme, encouraging and assisting the youngest children. The adult listening to the small group of children read is a volunteer from England. He realises the importance of his role because for some of these children reading to a parent to whom English is a second language is difficult. In the office another volunteer is typing up a policy document that is needed for the next Board of Trustees meeting while her friend is working in the resource room, stamping and taping new readers for classes to use. In a year 3 and 4 class, the last volunteer is working alongside a child who needs help to write his news for the day while the class teacher helps the other children.

We are very fortunate at our school. This term we have had the benefit of having six extra adults in our school. They are making a difference! Two of the volunteers from Travellers Worldwide are assisting our music specialist; all of the volunteers are involved with classes so there are at least two adults at the pool at any one time teaching the children to swim. All of our volunteers have children who read to them daily and from last year’s testing we know this has and does make a difference to their learning progress. At lunchtime we have volunteers supervising the free swim time as well as taking the school cricket and softball teams. One of our volunteers works in the library for part of the day binding books and assisting children in the selection of books. All of our volunteers work alongside children in classes at some time during the day. There is variety in their programme and their strengths and interests are utilized.

2007 saw the start of our association with Travellers Worldwide ... [the volunteers] have been welcomed with open arms. I cannot speak more highly of their commitment and dedication to our school and the children. They are making such a difference.


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You'll live in a centrally located hostel that is friendly and relaxing, making it ideal for long-term stays. Here you will be sharing a twin room (private rooms available upon request) with access to a well-equipped kitchen, laundry facilities and lockers. The lounge area has a TV and DVD player where you can relax and socialise with other guests during your evenings.

The Hostel is situated in a vibrant area of the city. There is a great selection of supermarkets, shops, bars, cafes and restaurants. The public transport is very easy and convenient for going to and from your project and also for getting away for the weekend and exploring other areas of the city.

Across the road from the Hostel you’ll the beautiful Myers Park, which is the perfect place to relax on a sunny day! Queen street, Viaduct Harbour and the iconic Sky Tower are all within walking distance.

Wi-Fi / Internet: The hostel offers free, unlimited WiFi.

Food is not provided on this project, but Auckland has restaurants to suit all tastes - the most popular cuisine is New Zealand lamb, which can be ordered at many restaurants around the city and is well worth it! For meals in local restaurants, a trip to Auckland's inner city centre is well worth the effort - it bustles with activity and offers a range of choices of restaurants.


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Read important information about the Support & Backup you receive before you leave and during your programme.

Read about the Safety and Security measures we take to ensure your safety and wellbeing while on our programme.

Thanks from a School Principal to Travellers' NZ Organiser:
Hi Annette, Just a quick note so say how much the staff enjoyed having Jennie and Delyth and are still enjoying having Adria. They all fitted in really quickly and have been a tremendous help to us. As well as helping children read, assist in class and so on, we had a new child arrive who was very needy and Jennie and Delyth were able to work with him separately at different times while we were trying to organize support. This meant the teacher was assisted greatly and could concentrate more on the rest of the children. Just wanting to pass on all the school's thanks for the volunteers and hope there are many more to come. Diana Tregoweth"

Once you have applied for a placement, we'll contact you and send you our Welcome Pack. You'll also receive Log-on details and password for our Volunteer Extranet where you'll have access to all the documentation and information which we've put together to facilitate preparations for your adventure! Your Project Co-ordinator for your country will liaise with you throughout the arrangements process, as well as while you're on your placement and on your return home.

The documents you'll have access to also include a Country Factfile, Safety Guide and any manuals that may assist you on your particular programme (e.g. Teaching Guide, Sports Manuals, Enrichment Suggestions for Animal Care, etc.). We do all we can to make your stay one that you'll never forget. This is a truly awesome, elegant and beautiful country.

On Arrival, your Introduction to the Country:
When you arrive you will be welcomed by a member of our team who will take you to your accommodation and introduce you to everyone. During your first few days you'll be given an induction so that you can learn about the country and its culture, as well as other useful information, like how to use the transport system, banks, safety issues, tipping, and lots more.

As well as protecting all our volunteers, Travellers Worldwide is committed to all our projects and dedicated to practices which protect children and vulnerable adults from harm. Read Travellers' Child Care and Vulnerable Adults Policy.


The country can be divided into the North Island, the South Island and Stewart Island, as well as many tiny surrounding islands. The North Island is typically famous for beaches, springs and bush, whilst the South Island boasts mountains, glaciers, alpine forests and farmlands.

The city centre boasts great shopping, restaurants and pubs or head over to the viaduct for more pubs, nightclubs and multicultural cuisine. You'll get to work via bus, which is close to your accommodation.

Maori settlement in Auckland was at least 800 years ago where by different tribes built theIr fortifications on the various volcanoes in Auckland. When the British arrived in 1840 they claimed Auckland as the capital city of New Zealand until Wellington became the capital 25 years later. The city is modern and vibrant - a fun and friendly with beautiful surrounding islands and harbour.

Some of its more famous attractions include the Sky Tower, Rangitoto island, the Harbour, the Hauraki Gulf Islands and the many extinct volcanoes that are in Auckland which provide great views of the city.

Climate: New Zealand has a largely temperate climate. While the far north has a subtropical summer, the inland alpine areas can get as cold as -10°C in winter. Most of the country, however, lies close to the coast, which means mild temperatures, moderate rainfall and abundant sunshine.


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DOWNLOAD THIS INFORMATION in .pdf How to Fundraise for your Program


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Make the most of your time there! To help you do that, we've put together some exciting activities, courses and tours that you can add to your itinerary. These are designed to be fun, but also to enable you to learn, and expand your personal and professional development enjoyment ... but mostly for your enjoyment! :-)

Coming Soon!

Message from Annette Orchard Travellers Organiser in Auckland, New Zealand:

If you're reading this then you are probably a lot like NZ- we are innovative and creative, not set in our ways yet, and still developing our identity. We have a great "can-do" attitude to life.

We are the ultimate outdoor playground and, if it hasn't been done, we invent it- Jet boating, Black-water Rafting and Bungee Jumping to name a few. Within easy reach you can also go Whale-watching, Sky-Diving, White-water Rafting, Abseiling and numerous other activities. The locals are invariably friendly and helpful and will make you welcome.

Auckland "City of Sails" is a modern vibrant multi-cultural city of one million with a beautiful harbour, numerous islands, beaches, parks and volcanoes for you to explore. You will always see people out jogging, walking and cycling. There are numerous multi-ethnic restaurants, great shops and a busy night-life scene. New Zealand has a temperate climate and although winter can be frustratingly wet, it is reasonably short.

We are proud of our country and happy to share it with you!

Terms and Conditions apply for Add-Ons, please see here.




Teaching Music to Children in Schools in Auckland

What was your most memorable moment on the Project?
The most memorable moment on the program probably has to be my last day (yesterday), when all the students and I gathered around the piano and we all played and sand the songs we learned together over the past few weeks.

What do you think was your biggest achievement?
I think my biggest achievement in the program was seeing how much motovation and love for music I gave my kids- they actually went home and practiced the songs we played together without me telling them to!

... and your biggest impact on theProject?
I think just the fact that I was able to give individual attention to the music students, who really don’t get it in a class of 30, was the biggest impact I made.

Teaching Music to Children in Schools in Auckland

It has been fun, informative and an experience I will always cherish. These kids and this time are truly special!

I had a most wonderful time. I helped with the Music department. I focused on guitar mostly but was able to help with other aspects as well. Working with a competent teacher was a great experience for me. She really had a finesse with the children and made the music learning fun. I have to say I wouldn't trade my time there for anything! Thank you Travellers WorldWide for everything! It has been a blessing to do this Project in New Zealand!

What experience do you feel you're gaining?
I am gaining a wonderful cultural experience along with the experience of guiding young students on a positive path toward success. The best thing about my placement so far is being able to work alongside professional teachers and Principals with the goal of creating a wonderful learning environment and productive experience for the children.

Would you recommend this placement to anyone else?
Yes I would. It would suit someone who would like to immerse themselves into a variety of cultural backgrounds and someone who desires to learn from participating as well as directing their own input to a curriculum.

Can you describe a typical day?
My day started at 6am. I got ready; made my lunch to carry and headed off on a 5 minute walk to the bus stop around 7:25am. I caught a bus (7:43am) that took me to the school. Travel time is about 20 - 30 minutes depending on bus and/or stops along the way.

Arrive at the school around 8:20am or so. Have conversation with other teachers in the lounge and set out at 8:45 to the Homeroom class where I would start my day. The first week I followed LS20(Learning Studio 20) around for each of their classes. I was able to see what they would be exposed to each day. Most wonderful experience. Smiling faces everywhere. I don't remember seeing anyone down or sad.

The next few weeks I stayed in LS20 teaching guitar to classes of 3-5 students each hour. Every student has been eager to learn the guitar. As some are more capable to excel in this area some fall short but are still willing to learn. I love witnessing a student go from "I can't" to "Wow, how did I do that"! It is magical at times.

11:05am - 11:25am we have morning tea time which amounts to a reasonable and sometimes thankful break. 1:05pm - 1:45pm we have lunch and lunch break. After lunch it is back to learning.

Some days we have P.E. where I have assisted in creating and initiating an exercise regimen for the students based on my military experience. I was approached by Ms. Grace the homeroom teacher to design a 20 minute exercise regimen. I typed up a copy for the teachers and ran them through the steps. The students love the spirit of the quick but boisterous workout. They seem more motivated and focused afterward.

I have been received with open arms and open minds of the staff. They are all wonderful instructors and truly care about each individual student! I have witnessed more love in one school than all the schools I have ever attended. I end my day at the school at 3pm. I help close the class and see the children off; move my button on the board to "Out" and take off on a 5 minute walk to catch the bus back to the BK Hostel.

The evening always sees me getting my favorite Thai food and then I stop off at the K'RD Mart for a Magnum Double Chocolate Ice Cream Bar. I settle in my room each night with a recap of the day and a movie on my laptop then ease off to dream land to wake another day and do it all over again.

Teaching Music to Children in Schools in Auckland

What was your most memorable moment? The most memorable moment of the program was when I taught Tyrese, a student suffering from severe palsy, how to play the trombone. Due to his affliction, he was unaccustomed to success with instruments that required precise fingerings. However, when he made his first sounds and began to play the trombone, his face lit up and he was visibly excited. That was rewarding.

What do you think was your biggest achievement? My biggest achievement was my instruction of two beginning trombone players named Corbin and Rodney. They had never picked up a trombone previously. They learned much through my guidance, including note names, slide positions, and even scales--fairly advanced for musicians with only a few weeks of experience. They progressed most rapidly, I should think, of all my students, and the skills they acquired during our lessons constitute my biggest achievement.

What positive impact do you think you had ont the project? My most significant impact was probably teaching the students practically. I was assigned several tasks, from photocopying music to building shelves to teaching trombone, piano, and music theory. Out of these, the most helpful and meaningful to the project was certainly teaching the students of Mount Roskill Grammar School how to effectively play their instruments.

Teaching Music to Children in Schools in Auckland

The best thing about the placement has been doing something that I am interested in everyday and seeing children learn and develop thanks to my own input. Also having fun with the other volunteers and sharing this common interest.

Living at the hostel in Auckland with a weekly food budget has given me experience of living on my own and how to manage money myself without having parents to fall back on.

Being treated as an individual adult gives both responsibilities and advantages, and I have started to appreciate both of these things.

Teaching Music to Children in Schools in Auckland

Each week was so incredibly different that it is hard to give an exact description of what a week might be like but here is a general overview of some of the things I got up to during my time in New Zealand. Firstly a key:

  • Kauri team – years 5-6,
  • Puriri team - years 3-4,
  • Rimu team – Key Stage 1.

We had a relatively early start each morning, leaving the hostel at about 8am to walk to the bus stop for our 40 minute journey to school. Mondays tended to be completely different each week, more so than other days because there were no music lessons on a Monday.

The morning would usually begin waiting for fruit. The government in NZ provided fruit to the school for each child to eat every day. This fantastic scheme gave the children opportunities to eat healthily and to try fruit they might not have tried before. The fruit was delivered every two or three days and each morning a team of parents and us volunteers would count out portions of fruit for each classroom.

The day would then include a number of activities including helping with some admin, doing some reading mileage in classrooms and supervising swimming. In the afternoon, Daniel (another music volunteer) ran a session for four children in Kauri team called ‘Music Maker’. ‘Music Maker’ is a software programme that contains thousands of samples of music and enables you to create pieces from them.

Tuesday to Friday would be spent teaching music with Robyn (the fantastic music teacher ).In the first four weeks of term we were focusing on the topic of ‘Elastics’ which involved a lot of singing and dancing about lycra, making shapes, playing games etc. Music is the only lesson each week not taught by the children’s form teacher. It is therefore a change for the children and gives the teachers an hour of well earned non contact.

As well as helping Robyn in lessons, we ran two choirs, one for Puriri team which was a rather large group and so more like crowd control at times but incredibly rewarding to listen to their sound and one for Kauri team which was my favourite part of the week – they made such a beautiful sound and were so enthusiastic.

I also ran a special music group for a group of Gifted and Talented children in Rimu team. In these we would sing and play musical games and had great fun learning more about music! Each break time Daniel and I would take ukuleles out into the playground and ‘jam’ with the children. Having never played the ‘Uke’ before coming to New Zealand, many of the children were far better than me but I worked hard and soon became competent enough to teach!

When not at school, our time as volunteers was spent seeing the sights around Auckland such as Devonport, Waiheke Island, Rangitoto, and Mission Bay and experiencing the fantastic Maori culture Auckland has to offer. Once a week we would try and cook a big group meal which was great fun as there was usually about ten to twelve of us. We also went out to various restaurants we had scouted out – recommendations go to Mt Fuji (amazing Japanese place on Queen Street). BK Hostel is a great place to stay, it’s clean and friendly and well situated within Auckland.

All in all I had a fantastic time. The staff are amazing there and I felt immediately welcome. Having worked in a school in England for the rest of my gap year I have observed that there is a much more relaxed attitude to life in New Zealand. The children are amazing and I will remember them and my time teaching forever.

Teaching Music to Children in Schools in Auckland

After a two day long flight, two proposals of marriage by Arabs in Dubai airport and about a total of two hours sleep, I finally landed in Auckland airport where I was met by my projects organiser Annette on Thursday 9th October. And yes, she was actually holding a sign in her hands with my name on it, I felt as though I was in a movie! After arriving I was briefly shown around Auckland city centre and I finalised some paper work with Annette.

I was meant to be staying in a Hostel for the duration of my stay, but a lady from the school I am working in had offered to take me in as a home stay. So after my little guided tour, I was taken to her house, which was about a half hour drive from the centre. A Little Bit about the Family ...

  • They are from Delhi, India
  • Manpreet is the name of the lady that works at the school
  • She is 26
  • She lives with her husband Sammy and his parents
  • They have a pet dog called Sheba and is a German Shepherd
  • Oh, and they are lovely!

My first weekend was fairly chilled. On Friday I got shown around the area I was staying in and the family had some friends over in the evening, so this was my true introduction into Indian culture. Saturday I spent mainly on my own. I went out food shopping with Sammy's mum for things I wanted for the house and then I went off to the city market. That evening I was taken out by Manpreet and Sammy for my introduction into the Auckland night life. And because it's now late into spring here, me and Manpreet took full advantage of the glorious 22 degree heat on Sunday and had a girly day out on the beach.

Monday arrived and that meant an early rise because school registration starts at 8.30 and because of early morning traffic, which meant we had to leave at 7.30. Monday however was a nice easy introduction day for me, simply two hours spent with the deputy head getting told all of the expectations of me and a little tour. The rest of the day was left for me to relax because the hard work would start the following day

A Little Bit about the School:
The school is situated on the western side of Auckland and it has been here for over 75 years and it has had a rich cultural background. Children from many ethnic backgrounds attend the school, which makes Owairaka District School an exciting and vibrant place to be. The school has a commitment to high academic standards and an expectation that all children will succeed. Schooling is an open partnership between parents, the child and the school.

I have a full timetable at the school which includes helping and teaching in all of the senior school music classes, reading with some children that require an extra bit of help, helping in some of the sports lessons, admin duties for staff and my own personal Mori lessons. It's a very intense week and incredibly exhausting but the children are such an inspiration to work with and each and every one of them shows so much appreciation for your work that I find it hard not to go searching for jobs to do when I get a spare five minutes in my day.

I have recently gone and got a henna design put on both of my hands. It's very pretty. Mehndi is the traditional art of henna painting in India. In Indian mehndi, a person applies designs traditionally to a woman's hands and feet. For particularly auspicious occasions, men apply mehndi as well. The most auspicious occasion warranting mehndi artwork is the Indian wedding, where both bride and bridegroom apply henna, as well as several members of the bridal party. Henna on any occasion symbolizes fertility.

This weekend has been pretty busy. With such fantastic weather on Saturday I took a trip up the Sky Tower. You can get an absolutely amazing view of the city and land around. I decided not to be really crazy and jump off the tower however I did take the opportunity to sit and have lunch at the top of the tower. After descending back down to earth I went to Auckland Museum where I attended their Maori culture show which was really interesting and is the main source for all the Maori information I wrote earlier. That evening there was the annual Diwali Indian Festival at the harbour. The day marks the homecoming of Lord Ram to his kingdom Ayodhya after the fourteen days of exile. And because the family I'm with are from India they asked me to join them for the celebration

Some Things That I've Already/Are Planning to Do Whilst I'm here:
I'm getting the chance to work with the school ukulele group and help them compose a song to they can enter a competition. (I can now add ukulele onto my list of instruments I can play.) I'm going to start teaching them a little bit about Scottish music and the culture and traditions behind it.

Next weekend (Labour Weekend) I'm travelling to the Bay of Islands for three days. This is the most northern part of New Zealand. At around about mid November I'm going to go down to Rotorua which is famous for its hot springs and hot pools.

I haven't decided when yet but I will go down to South Island- apparently that's where all of the Scots move to- and I will go and visit the main cities there; Christchurch, Nelson, Queenstown and Dunedin. By the end of November I'm hoping to take about a four day break to go and visit my step sister and her husband in Adelaide, Australia. So that should be awesome. December is a very busy month at school with summer Santa coming so lots of parties, concerts and organising to be done which is why I'm keeping December fairly free.

I hope this has kept you happily informed about my progress and you have enjoyed taking a little break to read this! Sending happiness from the land of the long white cloud. Gillian Davidson

An email from Gillian to Rachel at Travellers HO coming to the end of her placement:

Kia ora from down under! As expected I haven't got the time to write another essay on what I've been up to but I thought I'd let you know briefly what has been going on and what I'm still planning on doing.

The first big news is that the ukulele group was one of the three unranked winners of the song writing competition and on the 2nd Dec we are going to a recording studio with the other two schools to record our song! The kids were elated by the news.

The biggest change to me over the past few weeks is that I got dreadlocks. I know it might seem quite drastic but I've actually been wanting them for about a year now and couldn't resist! :) I started my recorder group which is going really well and we are now preparing to play at one of the end of term concerts.

This weekend has been fairly hectic, I've been at the schools cultural festival and then the music teacher and I went to the ukulele festival where I got my souvenir ukulele to take home and I met the Jimmy Hendricks of the ukulele.

And here's what I'm filling my last three weeks with:

On Thursday I'm going over to Australia for 6 days to visit my half sister in Adelaide which I'm really looking forward to. Then on the Tuesday I get back I'll be going to the recording studio with the uke group.

Manpreet is then having a party at the house that weekend so that will certainly keep me busy. And then I'm already into my final week and so I will probably meet up with Annette and reflect on the project. Then on the Saturday before I leave there is a festival called 'Christmas in the Park' which I think we are all going to go to ... and then I start my return journey the following afternoon.

I've truly enjoyed what I have experienced so far and I will make sure that in the little time I have I will continue to fill it with even more exciting things. Hope this keeps you informed. Thanks.


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Sustainable and ongoing development of local communities is always the primary aim of our volunteer projects and this project is no different. You'll take up where others before you left off, you’ll be involved in the continued personal development of the children and thus helping to continue making this project sustainable.

We are passionate about mutually beneficial interaction with the local community. The team members are locals and very community-minded. We work closely with the local community to achieve maximum benefits and emphasis is always placed on doing what is best for the local environment.

To this end, information on how to leave minimal negative impact on the environment is given to you prior to your departure as part of your documentation from Travellers Worldwide. This is also highlighted in your induction on arrival.


We have local staff in each destination where we have Programmes and where we work with local partners, again the staff employed are locals. We have long-standing relationships with local people, making this a sustainable, on-going project. Your work here contributes to, and helps to continue, the long chain of worthwhile achievements in this community. You'll also be directly influencing the local economy and supporting international tourism, an important part of the country's general economy. So, by living in the local area, you're bringing in income through tourism and education through cultural exchange!

The accommodation on this project is locally owned and all the staff are from the neighbourhood. Where food is provided, produce is purchased in nearby shops, helping provide authentic local cuisine. Where you've chosen host family accommodation (where available), families are selected based on their desire to provide real cultural exchange and at the same time a warm family environment.

Social Responsibility: The information we provide prepares you for your placement and how to deal with the local people. It also briefs you on the Do’s and Don’ts and makes you aware of the possible impact of your behaviour. However, you are also expected to do research on the country you're going to and their customs and culture. The research you do will help you to gt the most out of this exciting travel and experience opportunity.

Cultural sensitivity: Volunteers receive an induction and orientation on arrival which covers things like being sensitive to the culture you’re in, everyday processes which will be different to what you’re accustomed to, how to have the maximum beneficial imprint and the minimum negative impact.

We stress the importance of responsible tourism, cultural differences and acceptable/unacceptable conduct. Where appropriate, volunteers are briefed on local customs, particularly those that are different to the volunteer’s accepted norm.

Economic Responsibility: By living in the volunteer house provided by the project you’ll, again, be providing much needed income and employment to the local population. The house is simple and built from natural materials and you are actively encouraged to recycle, be efficient with energy and water usage and preserve the natural surroundings. All food is provided and sourced locally. Your transport to and from the project will usually be either on a bicycle or walking again contributing to green efforts.

For 25 years our volunteers have lived in local communities around the world, spent their money with local traders and brought funding to the projects they work with. Travellers employs local staff and works with local support staff. This helps to fund the project directly and through bringing money into the local community.

In general, the organisations we work with around the world often struggle to financially support and maintain the work they do, so every penny raised makes a real difference.

Our aim is to create always a Win-Win-Win situation in terms of the benefits for, (a) the local communities and institutions you work in, (b) our Volunteers, i.e. you, and (c) for Travellers. We do not embark on any project that is not beneficial to all three of these stakeholders.

The impact of pollution: Where transport to and from the project is required, it is left up to you to choose. Public transport is always recommended by us and all nearby public transport routes are shown to all new arrivals. If taxis are required, you'll be encouraged to share with other volunteers in order to lessen the impact of pollution wherever possible.

Having regard for the local community by being consciously aware of your impact is encouraged in all our documentation for all our projects in all our destination countries. This is because we feel very strongly that many countries are subject to, for example, water shortages, high cost of energy and high impact of energy usage, the negative impact of litter and general pollution. Thus we encourage you to be aware of these possible impacts so that they contribute positively and not negatively to the community in this respect


We provide you with many tips on how to be a responsible traveller regarding the environmental impact you have.

We want you to be immersed in the culture, by living and working with local people. We work with local communities, local charities, local government bodies and local schools. We also often partner with local organisations whom we have vetted to ensure that they are committed to the projects they run, that they have the same responsible attitude to the local community that we do, that they are eco-friendly and have ethical policies.

In our projects and in our headquarters offices, we take an environmentally responsible attitude towards recycling and reusing of waste products. We encourage all participants to offset their flight emissions via a carbon offset scheme. Our volunteers are given pre-departure Information that encourages them to minimise waste and reduce their use of water and electricity, in other words, to live sensitively in the environment that they’re working in.

Travellers also give donations as and when required by projects. This is often done through our charitable arm, The Bridge The Gap Foundation. Our projects enable vital conservation, research, care and education work to take place directly where it is most needed. Our volunteers contribute, all over the world, to projects that would not exist without them.


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PHOTO GALLERY: Teaching Music to Children


Fill in the form by clicking the button above. We'll contact you no later than the next working day to confirm. Then we'll do the rest for you.