Education Gazette 100.14 by Education Gazette

8 NOVEMBER 2021 | VOL. 100 | NO. 14

Flourishing futures Empowering ākonga to create, take action, and thrive

Climate change education ignites action

Digital programme lights up literacy learning

Learning hubs empower migrant families

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ISSU E 1 00.14

Contents

Spotlight on future-focused learning

4 12 16 22

Climate change education ignites action Young artist thrives in inclusive environment Digital programme lights up literacy learning Nature and legends inspire Earth Guardians competition entrants

26 30

Supporting the wellbeing of Pasifika communities Agribusiness offers important skills for the future Learning hubs empower migrant families in Aotearoa

On the fast track to mathematics success

Building hope through the arts

Going beyond the headlines with insights and data

8 NOVEMBER 2021 | VOL. 100 | NO. 14

On the cover Page 12: Danni-Lee Kokiri is a student at Taita College, and a budding artist who is thriving in an inclusive learning environment that fosters individual expression. Flourishing futures Empowering ākonga to create, take action, and thrive

Climate change education ignites action

Digital programme lights up literacy learning

Learning hubs empower migrant families

8 November 2021

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E D UCATION GA ZET TE ON LI N E

Read: Renewal of Microsoft agreement for schools Schools can continue empowering ākonga in Aotearoa New Zealand to achieve more, as Te Tāhuhu o te Mātauranga renews its Microsoft agreement for another three years.

Rediscover: Digital Technologies video series In this series, we explore how schools and kura implemented the Digital Technologies curriculum content in primary, intermediate and secondary settings.

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EDITOR’S NOTE

A hopeful future

ith the level of uncertainty and disruption over the past few years, it’s easy to feel despondent about the future, but education is an area that’s always gleaming with hope and bristling with innovation. Education is the key that unlocks the future for the next generation, and if this issue is anything to go by, what a bright future that is! We travel right across the motu with stories of hope in Tāmaki Makaurau, a fast track forward in Tauranga, the art of inclusion in Te Whanganui-a-Tara, and empowered ākonga in Ōtautahi who are equipped to take on the world. Weaving through all this kōrero is a cross-curricular approach that is guiding future-focused inquiry, dialogue and critical thinking. Ko te pae tawhiti whāia kia tata, ko te pae tata whakamaua kia tina. Seek out the distant horizons, while cherishing those achievements at hand. Ngā mihi Sarah Wilson Chief Editor

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CLI M ATE CHANGE

Climate change education ignites action Climate change education is firmly on the agenda in Ōtautahi Christchurch. The Christchurch City Council has made it a priority to engage with and empower children, young people and their communities to take action on climate change, especially when it comes to sea level rise and adaptation.

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Maxi-Jae, Mia, Kate, Sylvie, Isobel, Flynn and Luke have all become passionate about the environment in their beautiful backyard.

ust 20 minutes from Ōtautahi Christchurch, Ōhinetahi Governors Bay is located at the edge of two extinct and drowned volcanoes that formed Banks Peninsula and Whakaraupō Lyttelton Harbour. We arrive at Governors Bay School Te Kura o Ōhinetahi on a sparkling spring day via Lyttelton, snaking our way around hillsides, with craggy volcanic outcrops towering above. The water is glassy, although the wind soon whips up waves, and the cranes of Port Lyttelton can be seen in the distance. Nature is at the doorstep of this tranquil seaside hamlet, where Margaret Mahy once lived. So, it’s not surprising that the Year 7 and 8 ākonga from Kererū class became deeply immersed in a full year of climate change learning last year.

Climate change resource

We first caught up with Sian Carvell, educator and resource creater of Huringa āhuarangi: Whakareri mai kia haumaru āpōpō I Climate change: Prepare today, live well

tomorrow at South New Brighton School in issue 21, 2019.In 2020, Sian was contracted by the Christchurch City Council to work with 13 Ōtautahi schools in low-lying or coastal areas that would be impacted by sea-level rise as part of the Council’s Coastal Hazards Adaptation Planning Programme (CHAPP). The Ministry for the Environment has asked all regions to start community conversations and planning around sea level rise and adaptation. One of the ways the Council decided to reach out to those low-lying communities was through engaging with children and young people. Delivering the learning to the 13 schools in Ōtautahi was an opportunity for Sian and co-writer of the resource, Ken Taylor, a former director of science at Environment Canterbury, to work with ākonga and share their expertise and at the same time learn from young people.

“It doesn’t have to be the whole of New Zealand getting on board to stop climate change, it’s more ‘my one little project in Governors Bay can make a difference’.” Ange Rayner

Sian Carvell, pictured with Flynn, Saori, Mia, Kate, Zoe and Sylvie, believes that knowledge about climate change empowers ākonga.

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“Parents and adults listen, but they don’t take very much action to do anything about it, because they think ‘it’s your future, not ours’. The work we did last year made us feel like we had a voice.” Zoe, Year 7

The school in its beautiful bay with Lyttleton in the distance.

Authentic place-based learning

Ange Rayner is kaiako of Kererū class and says she jumped at the opportunity to work alongside Sian last year, as the school, which recently became an Enviroschool, has a lot of environmentally passionate children. Ange explains how quality learning experiences not only give children background knowledge, but they also support them to use that knowledge to empower them to make a difference. “It doesn’t have to be the whole of New Zealand getting on board to stop climate change; it’s more ‘my one little project in Governors Bay can make a difference’.” Because they became passionate about the environment, Ange says the mahi was really meaningful for them. “It wasn’t just something they learnt about and then they moved on to another unit of work. They thought, ’Actually, let’s do something about this!’” explains Ange. A highlight for the Year 7 and 8 students in 2020 was making a presentation to Christchurch City Council, including performing a song composed by Year 7 and 8 students, Kate and Sasha. So impressed was the Council that they offered funding for a video and song to be professionally recorded. “That was a HUGE learning curve! I think very few primary school children would have the opportunity to go into a real recording studio and record a song with headphones and microphones – that was probably the best day of their lives. Other children were involved when the film crew came on site to film the video,” says Ange. The song/video has been featured in several resources and is currently part of a Climate Change exhibition at Tūranga (Christchurch City Library).

Ange Rayner says the climate change programme was meaningful for ākonga in her class.

Speaking out

Learning about the UN Children’s Convention and the right of children and young people to have a say was very empowering for the tamariki, agree Sian and Ange. Ange says the children delivered speeches to Christchurch City Council, the Lyttelton Community Board, and at an Enviroschools workshop for teachers. When asked what worries them about climate change, Year 7 and 8 ākonga agree that a lack of urgency amongst adults and feeling unheard are key issues. “Parents and adults listen, but they don’t take very much action to do anything about it, because they think, ‘It’s your future, not ours’. The work we did last year made us feel like we had a voice,” says Zoe. “People might not do anything about it and if it’s too late, there might not be any hope left,” says Sylvie. “I think the same, but I think that people won’t listen because they think either they can’t do anything about it and there’s absolutely no hope or chance of fixing it,” says Kate.

Big ideas in practice

While mistrusting the business motives of many adults, the ākonga did feel listened to when they made their presentations.

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Harper, Bronte and Ryan in the school garden.

“Talking to Christchurch City Council was really important. When we said the port would be flooded in 30 years, they said, ‘That’s all our hard work going down the drain’. We felt that no-one was doing anything, but then we showed them the facts, laid it all out and it was a good presentation and I think that really opened them up,” says Flynn. “Sian has provided the environmental passion and I’ve provided the education passion to see these children take action and have a voice,” explains Ange. “I’ve just led the inquiry process for them – ‘How are you going to do that? What do you need to do? Do you need to call in experts? What’s your BIG idea, what can you do to help that?’” Ideas included researching how to encourage people to use reusable coffee cups at the local café, Harbour House, owned by one of the student’s mothers. The café also provides school lunches and after a lunchbox and rubbish audit, tamariki wanted the school to be plastic free. Now the café brings down school lunches in bowls and serves the food onsite, rather than using throwaway containers. Ange sees great potential in continuing climate change education at the school in the future.

Science and maths

The ākonga enjoyed doing science experiments and activities. Ange says they provided many rich learning opportunities, such as investigating the differences in behaviour of salt water versus fresh water. “We put blue ice blocks in the different water to

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see which melts faster. There are the science literacy conversations because we made hypotheses – and I was able to add in scientific language because of this programme. Then later, we learnt how to write up a scientific experiment,” she says. “There was a lot of mapping – we looked at weather graphs and data for the past 50 years and predictions for the next 50 years. There was a lot of mathematical knowledge and skills being taught, such as graphing, analysing data, and reading tides,” she adds.

Respectful discussion

Whether it’s misinformation about Covid-19 and vaccines, or climate change, Sian says it’s important that young people develop critical thinking skills and understand the importance of listening to different points of view. Sian talks about the importance of meaningful connections, critical thinking and communication, adding that ākonga need to learn how to have respectful discussions, embracing different perspectives and how that can add to the discussion and subsequent planning and action, acknowledging that we’re all in this together. “The other thing we reinforce is critical thinking around misinformation – ‘How do I know? What are the questions I need to ask? Where is this information coming from? Why are they getting in touch with me? What is their motivation?’ It’s not about telling children and young people what to think, it’s teaching them how to think critically and make informed decisions,” explains Sian.

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Ange says it is important for ākonga to understand the science behind climate change and focusing on science has helped the children understand the ‘why’ of climate change. “It’s taken away the fear and anxiety and a lot of that was from what they were seeing in the media and hearing from our generation about all the doom and gloom,” she says.

School-wide mahi

It’s not just the senior students who have become environmentally switched on. Principal Meagan Kelly says the Junior School is also very focused on kaitiakitanga. “Rubbish in the ocean is a big concern for our students,” says Meagan. “We’re involved with Sustainable Coastlines and we do the Nature Agents stream analysis as well. “Our Junior School are really focused on being kaitiaki, they’ve done a lot of work around composting, and a lot of planting for the birds in the area.” Through the Enviroschools mahi, Meagan says the students looked at water in different ways such as water clarity and fauna they found in the stream, which tied in with the Nature Agent stream analysis. “When we did the stream clean-up [Operation River Quest], we found stuff like cardboard, which was actually made of plastic. There were bits of metal and old tyres – I wondered how they got there!” shares Sylvan, Year 2, who is passionate about recycling. “About 90 percent of the people at my school know that I like penguins. We went out in a boat but we didn’t really find any penguins. I worry a bit about the sea getting polluted,” says Arlo, Year 4. An important aspect of the climate change mahi was a focus on people unifying for change and putting the ‘we’ into taking action as a global community. “When ākonga say, ‘I’ve got knowledge, I can apply my critical thinking skills, I know my rights as a child, I’m ready to go’, Sian says, “how do we support them regionally and nationally to pick up those opportunities and run with them? How can we get science-based organisations and businesses invested and involved? Then, how do we reach out into the communities and families?”

Read this story online for more about the students’ song and video. Governors Bay School video: ‘Fix it up’

8 November 2021

Principal Meagan Kelly says the whole school is involved with kaitiakitanga.

Pūtātara – a call to action Pūtātara is a resource that incorporates sustainability and global citizenship across the curriculum, and supports schools and kura to develop learning opportunities that are place-based, inquiry-led, and focused on participation for change. Pūtātara also supports learners to explore concepts and issues that surround Te Tiriti o Waitangi, while building a sense of their own identity and acquiring knowledge of te reo Māori me ōna tikanga.

Fresh eyes on climate change In 2020, ākonga from Te Kōmanawa Rowley School in Ōtautahi showed their care and concern for the environment and won a Royal Society Te Apārangi ‘Days of Ice: Antarctica Through Fresh Eyes Tauira’ film competition. The school’s Kererū 2020 team won the junior age category of the competition with a video that details the impacts of melting ice and rising sea levels on Pacific Island nations. In the video, they discuss how climate change threatens loss of traditions, culture, ancestral lands and values in the Pacific and call on the public to take action to ensure that all the students one day have the opportunity to visit their ancestral homelands.

Watch their video on YouTube.

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Luke leads the walking school bus followed by Bella, Tom, Hugo, Kate and Maxwell.

Walking school bus Year 8 student Luke was concerned about traffic in the area and surveyed the school community to find out if there was interest in a walking school bus. He made up a Google Form and sent it out to the school community. “Lots of parents opted into it – it was really successful in term 1 and we’ll start it up again in term 4 when the weather is better. He mapped out where would be good points to meet,” explains Ange. “That taught him how to create surveys, how to analyse data, how to read maps, how to write a formal letter, make a timetable. There’s literacy, mathematics, digital technology. There was heaps of incidental learning which came about because of an authentic context.”

EDUCATION GAZETTE ASKED LUKE ABOUT THE PROJECT. What worried you the most about traffic in the bay?

Why did you think a walking school bus would help? I thought that reducing the number of cars making these trips would reduce the emissions and would help climate change. How easy, or difficult, was it to set up? It was easy to set up because I had others in my class helping me. We surveyed the parents and had an idea of how well this would be supported. What did you learn from the project? I learnt that parents liked to use their cars when it was wet in winter and that you need to have someone trustworthy to be in charge of the children. What did you enjoy the most? I enjoyed being able to work with my friends to make this possible.

I was worried about the numbers of cars coming to and from school and the impact this makes on our environment.

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Meagan Kelly with ākonga at Ōhinetahi Governors Bay.

Hopes for the future Education Gazette asked tamariki from Governors Bay School about their hopes for the future, now they know they can make a difference. Sylvie: My hopes for the future are that animals don’t suffer and everyone finds a way to help so it’s not just a few people. Mia: My hopes for the future are that we could come up with something so the businesses that only care about making money are still making what they want, but doing it in a more sustainable way, and caring more about the effects it’s having on the environment. Zoe: My hope is that lots more people take action with climate change so that it can get better, not worse. It feels really good to know that more people are learning about it and doing stuff about it. Saori: I hope in the future that people find more sustainable and alternative ways to use electric cars and other things. Kate: My hopes and dreams for the future are that people like us, who didn’t know very much before the programme, are lucky enough to have the opportunities we had. It gives you a chance. I wasn’t aware that we had to do something about it. I hope lots of people like us get the opportunity to share what they’re passionate about and get to go on strikes and do presentations.

Interested in what different groups at your school think about student outcomes, teaching, leadership, and more? ERO is piloting a suite of new tools called Education Now and is looking for schools to take part. Participating is easy. Short surveys will be sent to your school for leaders, teachers, students and Board Chairs to complete – most take only 10 – 15 minutes. You will then receive a data pack of survey responses for your use.

To find out more, email EducationNow@ero.govt.nz

8 November 2021

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Danni-Lee Kokiri won an award for ‘Chakra Forest’.

I NCLUSIVE PRACTICE

Young artist thrives in inclusive environment When Taita College student Danni-Lee Kokiri won big at the 2021 IHC Art Awards, it was consistent with the school’s approach to inclusive education – individual expression within a supportive team environment.

estled among green leafy hills in the Hutt Valley suburb of Taita, is Taita College, where there is an emphasis on the value of each individual. It is a philosophy that aims to be inclusive, and yet nuanced. And a young artist has gained attention by reflecting that environment in her artwork – not just the beauty of her physical surroundings, but the benefits of being in a place where her talents can thrive. Danni-Lee, 18, pocketed $5,000 for her work ‘The Chakra Forest’, which was entered in the competition for young artists with intellectual disabilities. The Lower Hutt high school practices inclusive education, but as principal Karen Morgan says, this does not mean a one-size-fits-all approach. And it certainly doesn’t mean setting students up to fail. Where Danni-Lee and her peers are included in classes throughout the college, there is an emphasis on scaffolding lessons and differentiating the work required. And the results are there to see – Danni-Lee and her peers are thriving. The prize just shows what can be achieved.

Inclusive practice in action

At Taita College, specialist subject teachers work with Danni-Lee and other ākonga within the learning support class. The students who are part of the Ongoing Resourcing Scheme (ORS) have a base classroom, but they are encouraged to join in other classes in which they are interested or passionate about, if and when appropriate for their learning programme. They are also valued participants in sports teams, and in school-wide drama productions. Some students in the learning support class also participate in the school’s Te Ahikaa programme, which is a set day of learning each week to focus on learning through a te ao Māori lens. This involves students going out into the wetlands at the back of the school and learning various skills in a different context each week – this includes waiata, karakia, moteatea, haka, sustainability, science, geography, and more. Inclusion does not mean losing identity, Karen says, and she steers away from the term ‘mainstream’. Rather, it means creating an environment where it is safe to be who

The buildings of Taita College are adorned with art, like this one. A reflection of their surroundings among leafy green hills, and Te Awa Kairangi/Hutt River.

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“Inclusion is about accepting people for who they are and respecting them, their strengths, their identity and their important place in our world.” Karen Morgan

you are. And it also means not just focusing on academic achievements. She says key competencies are a major focus, and this is where the front end of the curriculum is vital for all learners. “It’s about social, it’s about cultural, it’s about sporting, it’s about life and developing the skills needed to be as confident and self-sufficient as possible once students leave college. It’s about helping to shape all our students to be the best that they can be. “Inclusion is about accepting people for who they are and respecting them, their strengths, their identity and their important place in our world.” Karen says the school expects all students to be respectful, and through their actions, demonstrate

manaakitanga and kotahitanga, which means supporting each other to raise one’s mana and strengths. “An example of our students doing this is with the ‘Poly Group’, which two students from the learning support class have been involved in over the last few years. “What is wonderful is that all the students in the group awhi them, and absolutely look after them so that they are fully included and loved.” Karen says all ākonga are learning with and from each other. Students learn to be gentle, to listen, to guide, to help, and quickly learn different ways to communicate for deeper understanding, which is not always verbal, she says.

Teacher aide coorindator, Lynn Offord and HoD Learning Support, Jo Yeoman with Danni-Lee.

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Relationships the key

As principal, Karen says a critical part of success is building the relationships and partnerships between staff, students, and whānau/families. When that is working well, she says magic moments occur every day.  Karen says school should be a fun, happy, safe and exciting place to be. She adds that it’s about relationships. The closer the bond, the more effectively they can work together towards positive outcomes. “One of our values is ‘one heart, one beat’, which means whanaungatanga – we are family, we look after each other and do all we can for one another. “The staff here are so committed and dedicated to doing everything they can for every student because they know their students – and that is gold. When you know them well, it makes a massive difference.” And this means the school should be working with whānau as well as students, says Karen. “It’s got to be that team approach to success, and it has to be all of us to make that happen. It can’t just be in isolation.” Karen is keen to emphasise the contribution of teacher aides in this team approach, who she says do not always get enough credit. She adds that teacher aides are fundamental to students’ success: “They work relentlessly and go over and above the call of duty in order to make a difference.”

“You call them happy mistakes in art. So instead of fighting against the happy mistakes, she makes them part of her work, which is pretty sophisticated. There are professional adults that still need to learn that.” But Regan says her growth has not just been within the subject, and that she has also made huge strides as a person. “She just bosses it,” he says. The art class in question goes further with integration too, mixes students from Years 11 to 13, which gives them a chance to learn from each other. The relationships that Karen, Jo, Lynn and Regan refer to become clear as Danni-Lee talks freely with them and other students. She tells Karen the teachers at the school have helped her a lot, and that she was shy and nervous when she started at the school. But it doesn’t seem that way now as she exchanges greetings with passing students, where mutual respect is evident. With a supportive learning environment and an inspiring physical environment, Danni-Lee is in a perfect place to be all she can be. Tītiro whakarunga ki ngā puke is the school’s whakataukī. Look upwards to the hills, aim high.

A special part of the school

Teacher aide coordinator Lynn Offord has been at Taita College for the past 18 years, and works with Danni-Lee and students in the Learning Support class. Lynn says Danni-Lee has grown socially as well as academically since she first came to the school. “As soon as she walked through the gate, we knew Danni-Lee was at school. Now she comes in like a young adult. She’s grown into a lovely young lady.” Taita College’s HoD Learning Support, Jo Yeoman, says everyone is a valuable part of the school – but it’s important they keep their identity.  Danni-Lee has been practising her art for four years, both in the Learning Support class and across the rest of the school. She takes part in sports and drama classes and does work experience in the library. She also had paid work experience with Kapura, the organisation that makes the school’s lunches, and even works part-time at nearby Avalon Intermediate.  “Danni has been a valued part of our school for five years now and we’re really going to miss her when she leaves,” says Jo.

Danni-Lee the artist

In class, Danni-Lee is clearly in her element, showing confidence with her work and with other students.  Her art teacher, Regan Nicholls, says his student is very good at working with colours and shapes, and he has been impressed with the progress she has made this year. “She used to be hung up on making mistakes, like if you made a mistake it was all over, forget about that, rip it up, throw it away. Now she just goes with it, she rolls with it.

8 November 2021

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Harper shares her digi drawing before adding her recording.

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L ITERACY

Digital programme lights up literacy learning There’s a happy buzz in the activity space at Pegasus Bay School Te Kura o Manga Kawari, where a class of Year 2 and 3 children are working on a range of tasks that build literacy – and make them creators of digital content.

amariki in Róisín Anglesey’s class are working on their digital technology skills, while reinforcing their reading, writing and oral literacy skills. “Junior teachers are working on building creators not consumers of digital objects with independent reading activities. I try to avoid consumer apps and create tasks, so the children become designers of their own digital solutions,” says Róisín, who moved to the school because of its strong digital focus. Located north of Christchurch, Pegasus Bay School opened in 2014, and has been using the digital platform Seesaw to engage with whānau. But Róisín says they have redefined Seesaw to become more child-focused by using a range of engaging activities. When asked for a name for the digital tasks and challenges programme she has developed and added to Seesaw, she laughs and says, “It’s just called digital literacy activities!” Students gaining understanding of some digital applications and how they work falls under Progress Outcome 1 in the curriculum: ‘Designing and developing digital outcomes’. “The activities become routine, and the kids become so comfortable that when that when we do other digital objects, they’ve got those basic skills like logging on, turning on the microphone, and the basics of moviemaking. They’ve got a solid foundation of the digital technology curriculum to build on,” she says. “The beauty of that tool [Seesaw] is its flexibility, it’s a really simple space to create content, and the ability to share is massive,” adds principal Jared Kelly. .

8 November 2021

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Digital challenges

When Education Gazette visits, there’s a group of highly engaged tamariki from ‘Mrs A’s Homeroom’ working on rotations of activities around a book they have chosen. “We’ve got some learners who are very shy. We put the iPad onto selfie mode, and it sounds very simple, but the number of shy children that will read to an iPad and not a teacher has been very interesting,” says Róisín. “They film themselves reading the story and then they upload it onto Seesaw for their parents to see. They absolutely love seeing themselves on Seesaw; the parents really enjoy it. We do one at the start of the term and one at the end of the term and you can see the progress,” she explains. Other children are doing digi-drawings in response to a story they have read. These will be turned into animations for everyone to enjoy. “A common Junior class activity is, ‘Go and draw a picture of what we’ve just read’ – and you can almost hear the sigh. But if you say, ‘Go and do it on an iPad and add a voice to it and record yourself reading it’, it takes off,” says Róisín. Tamariki are also busy making animations and retelling a story, picking a character and making it talk through ChatterPix, and filming themselves reviewing the book. Manipulating digital content in this way encourages tamariki to be creators of digital technologies. “They can tell their own story and manipulate the characters. They absolutely love doing it and then they get to post it straight on Seesaw, it goes home, and the parents get to see it. There’s been an outstanding response from parents.”

Lots of learning

Sienna uses an iPad to selfie read.

“The key benefit is allowing the children to routinely use the curriculum in designing digital objects, and at the same time, building that foundation to continue to learn about, and with, digital technologies. AND it’s hitting the literacy objectives as well.” Róisín Anglesey

Education Gazette

When it comes time for Róisín to read a class favourite, Pete the Cat, the children follow along on their iPads. But don’t think they’re only engaged in what’s on their screens – they animatedly chant responses throughout the story. “They will read with me, then there are follow up activities which reinforce the learning and the teaching. They’re also learning about the structure of a book. There’s been a lot of background teaching beforehand about character, setting, plot, and the beginning, middle, and end of a story. Using stop-motion (manipulating objects and figures frame by frame to create the illusion of movement), and a list of high-frequency words, tamariki spell out a word and make a stop-motion movie. Debugging, or fixing mistakes, is another important skill that tamariki learn when working with digital technologies. “Sometimes they will play it back and the words aren’t right, and we go back and fix it – it’s a fun way of learning spelling,” explains Róisín. The children also have conversations around digital citizenship, such as being respectful and positive and seeking permission for pictures when creating digital objects.

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Huge engagement

The innovative approach to teaching and learning combines designing and developing digital outcomes with literacy as the focus, which engages children in interactive learning. “There’s an absolute minefield of apps out there. There are so many apps that make promises, but a lot of the time, it’s just kids sitting in front of the device doing nothing. These activities allow the children to think for themselves and create content. “The key benefit is allowing the children to routinely use the curriculum in designing digital objects, and at the same time, building that foundation to continue to learn about, and with, digital technologies. AND it’s hitting the literacy objectives as well,” says Róisín Jared agrees. “The level of engagement is huge. It’s not passive, it’s interactive, and that’s a really critical part of that learning model,” he says. “Whether we like it or not, digital technology is a very direct avenue to engaging students’ learning. Our job is to make sure that it’s engaging with purpose, and I think that’s what this achieves exceptionally well. Putting an iPad in front of children is a really easy way to get them engaged, but is the content making a difference? Is it having an impact in a way that we want it to have? “We’re pretty particular about the types of learning that we want to have here – one of those things is around experiential learning. With a programme like this they are really immersed in it – there’s a personal connection to what is happening, so I think we’re using technology in a really intriguing way and that aligns really strongly with our philosophy around experiential learning,” he says.

Ashton is engaged in Mrs A’s digital literacy activities class.

Global audience

Róisín says that technology in the classroom has always been her passion. “It just works for me! Since the introduction of the revised technology curriculum, the Ministry of Education has run several workshops and courses. I think I have attended them all! I also took extra courses to become an Apple Teacher and a Seesaw Ambassador,” she says In July, Róisín was invited to take part in the annual virtual Seesaw Connect conference accessed by teachers from more than 150 countries. She was the only teacher from Aotearoa to present at the conference. Innovative teaching practices are also needed to support the use of digital technologies in the classroom. Róisín modelled this by using the flipped classroom model for her workshop. “I chose five of my digital activities. I pre-recorded everything with a selfie stick. I used my own child to demonstrate some of the activities.” Along with another teacher from Ōtautahi, Róisín was also involved in Seesaw facilitator groups for teachers from New Zealand and Australia. “I had never done anything like this before and it was a very interesting experience. We did four sessions via Zoom, and we just discussed my course, Seesaw content, family engagement and other Seesaw issues. It was more about making connections, because it’s so good to know

8 November 2021

Róisín Anglesey reads Pete the Cat to the class.

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that someone in another location is going through the same digital wonderings as you are,” she says. The people at Seesaw, based in San Francisco, were excited by New Zealand’s philosophy of making children creators, not just consumers, of digital technology. “That was the first time the Americans has ever heard anything like that. It’s just what we’re doing in New Zealand!” says Róisín.

Next goals

Róisín wants to extend the use of her digital initiative to other subjects and more teachers at the school. “It lends itself to so many different subjects – I’m keen to try something in maths. I’m still at the early stages of thinking about it,” she says.

And she’s got the backing of principal Jared. “To me, the iPad is a really exceptional tool for amplifying the type of learning that we do here. If we see it as a tool by which we’re going to measure, then we’re not going to see the whole value; but if we seek the transformational learning opportunities that can come from a digital context, then that’s where the value sits,” he says. “The critical part of it is we want these kids to be highly capable at using digital tools as they move through the school, so that by the time they reach those senior classes, they’re actually leading a whole heap of that learning and are able to create great digital content.”

Gabby: Digi Drawing – it was hard at first and then I got awesome. What is one thing you are most proud of learning from doing the activities? Harper: My first animation story – it was the first time I had used animation and I was a movie maker. Jay: Pete the Cat story – sometimes it was hard but then I got the hang of it. My family was proud. James: Digi Drawing – sometimes it is hard to draw the picture and use the tools but it looks awesome when it is done. Maitland: Stop Gap motion – it is hard but when it is done it is awesome. Lewis and Nate love to share with each other – here they compare ChatterPix characters.

Caitlin: Selfie Reading – I can be brave with my reading. Sometimes I feel shy when I read, but Selfie Reading makes me brave.

Student kōrero

Tell me about something that you have found challenging to learn, and have mastered?

Education Gazette talked to some tamariki from Pegasus Bay School about their literacy programme.

Jay: Using the recording tool, now I know I can use it by myself and I feel happy.

What is your favourite literacy activity?

Caitlin: Tricky reading in front of friends; I then read to the iPad and the iPad is nice. I find a quiet space and read my book and feel brave and happy.

Jay: Animation, because it is really fun and it makes books cool. I’ve animated lots of books and it make books fun. Mia: Stop Gap Motion, because it is so cool and active. I like making videos. Lewis: ChatterPix, because it is really funny and I can make the characters say funny things. Ezra: Stop Gap Motion, because you have to take lots of photos and use lots of skills. Alyssa: ChatterPix, because you make the books come alive and talk to you. Ashton: Digi Drawing – I like the challenge.

Education Gazette

Lewis: Pete the cat animation - the animation was so hard at first. I had so many tries to get it right. When it was finished, I was so proud and my family loved it. There was so much hard work in my movie. Nate: Pete the cat - the animation tools are tricky at first and then I got it! Ezra: Stop Gap Motion - I had no idea what this was or how to work it, once I did it, I was so proud. Cullen: Stop Gap Motion - my first time doing it, it was so wobbly and now I have the hang of it.

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Is your school an awesome place for students?

How does your school contribute to the vision to make Aotearoa NZ the ‘best place in the world for children and young people’?

What would your students say?

Student Wellbeing Measures Project The Ministry of Education is undertaking a Student Wellbeing Measures project that commences in phase 1 with actively listening to the voice of students and ākonga to understand what ‘student wellbeing’ looks like for students in schools across Aotearoa NZ. This information will help us develop a consistent set of measures of student wellbeing that may be used to support schools to monitor, respond and improve student wellbeing.

Students in Years 7-13 are invited to directly engage in this project to have their say. This period of engagement will be open from November 2021 to the end of Term 1 2022. Schools are invited to support student engagement through Ministry provided in-class and online learning options. Class handbooks and resources are provided.

Please contact the Project Team at edkstudent.measures@education.govt.nz or directly indicate your school’s interest and order your resources here: https://www.surveymonkey.com/r/MOEWellbeingfeedback

ART AN D DESIGN

Nature and legends inspire Earth Guardians competition entrants A concept design competition in which Year 10-13 students create a ‘Guardian of the Earth’ character gives ākonga an opportunity to explore and develop a range of skills relevant to creative industries, says Astrid Visser, creator of the Earth Guardians competition.

The New Zealand Ultimate Concept Artist Award winner was Molly Campbell, St Margaret’s College, Christchurch, for her guardian, Wareware, a character that is protective of biodiversity and encompasses features of the extinct huia, moa, Haast eagle and greater short-tailed bat.

Education Gazette

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his year, Massey University’s Toi Rauwhārangi (College of Creative Arts) and Wētā Workshop’s Earth Guardians character design competition attracted around 370 entries from Aotearoa and overseas. Entrants were tasked with creating a character to defend the Earth, using nature and the elements to inspire their designs. They were also asked to supply details about where the character lives, its special powers and links to specific places, and customary cultural narratives and deities. Concept design uses traditional art and digital mediums to create concepts for new objects, characters or environments. It can include anything from designing characters, creatures, props, vehicles and machines to building entire worlds that form the foundations of feature films, theme parks or computer games. “Today, visual arts painting students use a range of digital tools in more abstract ways. For example, we’re seeing students paint portraiture and character work on their iPads. This use of digital devices for concept design is echoed in industry,” says Astrid Visser, design kaihāpai at Toi Rauwhārangi, and a former art, design and digital technology teacher. “NCEA Design within the Visual Arts is seeing a significant surge of interest from students wishing to pursue a more concept, or illustration, focused pathway, over more traditional brand lead inquiries. “Students are developing complex narratives to support these, and the amount of work required to produce this significant body of work is immense, but students appear to be very engaged and are producing outstanding results,” she says.

Links to industry

Many of the designers at Wētā Workshop and Massey University began their careers in schools across Aotearoa and understand how important opportunities to design and create are for rangatahi, says Astrid. “The value of time and space to potter on projects and draw, sculpt, sew and digitally make obsessively in their teenage years absolutely lays the foundation for the creative careers they have forged as adults,” she says. The majority of Toi Rauwharangi’s staff come from industry backgrounds, which means they’re up to date with contemporary practice and the skillsets needed to support students as they move into the industry. “For a student planning a career in this direction, you’d want them to be taking design within the visual arts: painting or sculpture and possibly design and visual communication, materials technologies or digital technology,” says Astrid. With a critical digital skills shortage impacting all parts of the New Zealand economy, Astrid believes that it would be good to see all students who arrive at universities able to write some lines of code and have a broad base of skills so they are comfortable exploring and working out digital solutions.

“The most important skillset is students being able to try new things, take risks and to be able to learn really quickly and thrive in the unknown. Some of the leaders in this space are often finding new tools, or developing their own tools,” she says. Simon Baker, Lead VFX Artist at Wētā Workshop agrees. “Many of our artists are also skilled programmers, helping them overcome the technical hurdles in the pursuit of their artform, but also allowing them to build the platforms and pipelines needed for collaborative workflows in the digital realms.”

Exploring te Ao Māori and pūrākau

Māori and Pacific staff at Massey were involved in developing the brief and categories for the Earth Guardians competition, ensuring that indigenous perspectives are front and centre when investigating issues of sustainability and the environment.

“The value of time and space to potter on projects and draw, sculpt, sew and digitally make obsessively in their teenage years absolutely lays the foundation for the creative careers they have forged as adults.” Astrid Visser

Astrid Visser.

8 November 2021

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Judges were impressed with the variety of strong ideas and styles in the competition.

“Our staff encouraged us to move away from describing this knowledge as ‘myths and legends’ as this undervalues it and the complexities and useful nature of these narratives. It was fantastic to see Māori and Pacific students investigating lesser-known narratives, and regionally specific knowledge to inform their Earth Guardians’ characters. We have also seen non-Māori students respond to traditional knowledge and regional locations of importance to them,” says Astrid. “I personally believe encouraging all ākonga to grow a greater connection to Papatūānuku, and appreciation for te ao Māori only has benefits for our future society and environment. The challenge for teachers is to enable this inquiry with care and with a willingness to be wrong, and to change where needed,” she explains. With many new achievement standards requiring teachers and students to engage with Mātauranga Māori, Astrid says this is at the forefront for many teachers. “My advice, as a Pākehā teacher, is to seek advice from Māori leaders in your schools, encourage the employment of Māori staff wherever possible, and connect with people and institutions locally that can support you with the knowledge you don’t have. “Now is also a time to reflect on current programmes: could engaging with pūrākau as a starting point for projects be more likely to generate new ideas of value which also negate cultural appropriation?”

Education Gazette

Support and collaboration

Toi Rauwharangi understands the importance of secondary school Visual Arts and Technology education, and the value of supporting teachers and schools through initiatives like Earth Guardians. “We hold annual teacher professional learning days and support teacher lead networks of expertise and subject associations conferences,” says Astrid. The university has also collaborated with Wētā Workshop to create the Wētā Workshop School at Massey University. The Earth Guardians competition is in its second year and Astrid sees room for it to grow. “We love having game creators PikPok onboard and seeing room to grow in the game space and in collaboration with digital technology teachers,” she says. “We have also had conversations about adding a sustainable costume and textile/material design dimension to the project. There is so much scope within this brief, and no end to the creative ideas coming from ākonga.”

Read this story online for the winners of the 2021 Earth Guardians competition.

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The International Ultimate Concept Artist Award winner was Puntita Chantapoon of Thailand for her design, Lūk h̄ŵā, a guardian that leaves flowers wherever it walks and acts as a forest guard.

8 November 2021

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Rowandale students enjoying the array of stalls at the wellbeing expo.

PACI FIC WELLBEI NG

Supporting the wellbeing of Pasifika communities A Pacific mental wellbeing programme is uniting parents and teachers to support each other with the stressors of everyday life, including burnout and anxiety.

arlier this year, Rowandale School in Manurewa trialled a new programme that aimed to help Pasifika parents and their teachers in a way that hadn’t been done before. To mark the end of this unique and successful trial, the school hosted a mental health and wellbeing expo in June. The event was attended by parents, students, and the wider Pasifika school community. The expo brought about awareness of available support networks such as the New Zealand Police, food banks, and social and mental health services. The expo also provided further pathways to expand on the teachings of the programme. It was of particular significance for the school to host the expo as they were one of the first to agree to trial Le Toloa.

Le Toloa

Le Toloa is the brainchild of highly qualified and experienced Pasifika mental health specialists Fuimaono Karl Pulotu-Endemann MNZM and Leota Dr Lisi Kalisi Petaia who combined hold 70 years of clinical experience. Lisi and Fuimaono, both Samoan Ali’i matai (high chiefs), intrinsically incorporate cultural, clinical and community approaches in all their work. “We also unashamedly focus on women. Mothers and women are the centre of all Pacific families,” says Fuimaono. They created the programme to work with Pasifika communities to deliver the best available and appropriate

mental health support and mental health workforce development training.

Unpacking shared stressors

Fuimaono explains that their talanoa (conversational) styled sessions were crucial in creating a safe environment for parents and teachers to speak openly with each other. Through these sessions the participants discovered that many of their issues were similar in nature. Burnout, stress and anxiety were the most prevalent issues. The added stressor of Covid-19 only heightened these issues. The programme sought to unpack these discussions and provide a pathway of understanding and skill in detecting mental unwellness for their participants and their loved ones. “Our biggest problem is not identifying those problems and not getting help sooner,” says Fuimaono. “Raising awareness in terms of where to go to get help in a timely fashion is so crucial. We wanted to provide information to change the attitudes towards getting help.” Le Toloa adopts the Fonofale model of health: a system of wellbeing, developed by Fuimaono, that acknowledges and embraces Pacific perspectives. “Fonofale model helps the understanding of why we need to integrate all those issues into mental health. Mental health is not just about clinical health or physical health, it’s influenced by our families, our belief systems, the way we were brought up,” explains Fuimaono. Leota adds, “Our main emphasis was to help these

“Mental health is not just about clinical health or physical health, it’s influenced by our families, our belief systems, the way we were brought up.” Leota Dr Lisi Kalisi Petaia 8 November 2021

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Rowandale students making full use of the beautiful weather and bouncy castles!

teachers and parents to stay well, look after themselves, look after their children and get them some skills to help them maintain good mental wellbeing. “We made a point of working with teachers and parents because these are adults that are surrounding the students for much of the time during the day. So, they need to be educated about early warning signs of mental unwellness and help them understand where to go to for help.” Leota stresses the importance of discussions around mental health and wellbeing being spearheaded by skilled and competent professionals. “These are not easy discussions to have and if they are not approached appropriately, they could be damaging to all who are involved.” Le Toloa was funded through the first tranche of Te Tāhuhu o te Mātauranga’s Pacific Support Funds. Since its launch, the programme has been delivered to over 500 parents, teachers, and students in the South Auckland area.

Next steps

Following the end of the programme, participants have been set up in peer support groups to continue the discourse they had undertaken throughout the duration of the programme and to support each other. Le Toloa has connected each group with a mental health service provider in their area. The success of the programme at Rowandale School has prompted the development of a school policy to implement the teachings of the programme. Le Toloa founders are looking to expand their programme to more schools across South Auckland and eventually, nationally. The team are also working through a plan to deliver the programme to secondary schools. Representatives from the local Police shared some insights into their work in the community.

Pacific Education Support Fund The Ministry of Education’s Pacific Education Support Fund is available for community providers, groups, and organisations to help learners and their families to meet education-related and wellbeing needs arising from and/or exacerbated by Covid-19. The Pacific Education Support Fund is part of the COVID-19 Response and Recovery Fund and invests $39.7m over four years (2020/21 to 2023/24) to broker support for Pacific learners and families to access education. The next tranche of funding will open for applications in 2022. Parents and the wider school community got a chance to learn more about local mental health and wellbeing services.

Education Gazette

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STANDING PROUD

The winners of The Prime Minister’s Education Excellence Awards 2021 have helped to raise achievement for tamariki and rangatahi throughout Aotearoa.

Frimley Primary School The Prime Minister’s Supreme Award Te Kura Taumata O Panguru

Hastings Girls’ High School

Excellence in Engaging

Excellence in Leading

Henry Hill School

Frimley Primary School

Excellence in Wellbeing Education

Excellence in Teaching and Learning

Oruaiti School 2021 Focus Prize Excellence in Environmental and Sustainability Education

Discover teaching best practice in action and see if there’s a winner near you. pmawards.education.govt.nz

E DUCATION TO EM PLOYM ENT

Agribusiness offers important skills for the future With student numbers growing, more teachers are needed in the new NCEA subject of Agribusiness, which has the potential to open doors to many job and career opportunities in the primary sector.

Agribusiness focuses on primary industries beyond the farm gate.

Education Gazette

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“When the Ministry of Primary Industries identified they need 50,000 more skilled workers by 2025, the question was, ‘Where are they going to be coming from?’” Melanie Simmons

n her role as national Agribusiness Subject Advisor, Melanie Simmons, thrives on instilling a passion for the primary industries in teachers and students throughout New Zealand. The Ministry of Education is currently making changes to NCEA and is undertaking a Review of Achievement Standards. On 30 September 2021, the Minister of Education announced the final NCEA Level 2 and 3 subject list for The New Zealand Curriculum (NZC), which includes Agribusiness as a standalone subject. This means a Subject Expert Group (SEG) will be convened to develop a complete suite of new achievement standards for Agribusiness, which had previously only been supported as a subset of Business Studies. Melanie has been selected as a member of the Agribusiness SEG, which will also have tertiary and industry representatives, and looks forward to bringing her knowledge and industry connections to the redevelopment and strengthening of this subject. In 2020, Agribusiness was taught to 3,057 students in 97 schools. The year before, 93 schools taught the subject to 2,500 students, around 60 percent of whom were located in urban settings. Traditionally, there has been a lack of understanding of career pathways in the primary sector, says Melanie. “A massive amount of innovation goes into ensuring that New Zealand stays ahead of the game for such a small country that exports an enormous amount of its produce. But people think the primary sector is only about things like working on a dairy farm, 4am starts and polluting the environment – that’s the perception we’re fighting against. “They don’t think of working in Germany doing a marketing programme for Brancott Estate Wines or writing code for Fonterra to put electronic billboards up across Tokyo in Japan, but that’s also working in the primary sector,” she says.

Curriculum gap filled

Melanie was part of a collective of teachers from eight schools throughout New Zealand, enlisted to collaborate and write the original suite of Agribusiness achievement standards, which would provide teaching and learning across all eight primary sectors and their value chains.

8 November 2021

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“The standards all focus on future-proofing, innovation, value-adding, and sustainability. You’re looking at what is happening now and next, not what has happened in the past.” Melanie Simmons

The initiative was led by St Paul’s Collegiate School in Hamilton, which supports Melanie’s role by providing her with an office base. “When the Ministry for Primary Industries identified they need 50,000 more skilled workers by 2025, the question was, ‘Where are they going to be coming from?’ If students aren’t being introduced to the scope of career capability within the sector, or even the scope of the sector, then they are unlikely to opt for careers in that sector. “A gap was identified in the curriculum around business and innovation in the primary sector and the lead schools reached out to the industry and universities to see

what the industry wants from graduates and then did a trickle down to the NCEA standards,” she explains. A small number of Agribusiness achievement standards are currently available at NCEA Levels 2 and 3. “The standards all focus on future-proofing, innovation, value-adding, and sustainability. You’re looking at what is happening now and next, not what has happened in the past. “To stay ahead, you need to be constantly forwardthinking, so the subject involves a lot of class discussion and students doing their own research, investigation and learning. It’s an exciting subject to teach because you’re not expected to have all of the answers – you’re there to facilitate,” says Melanie.

Big ideas and discussions

As well as being a tangible and relevant subject, Agribusiness is fun to teach, says Melanie. “There’s scope for students to be able to explore really big ideas and have big classroom discussions. I think students and teachers really like the diversity in the subject,” she says. Bruce Reiche from Awatapu College, Palmerston North, has been teaching Agribusiness at the school for the past four years. The Economics, Accounting and Business Studies teacher says that for a variety of reasons, the school decided to introduce Agribusiness as an NCEA subject. “We don’t get many rural students, but I thought Agribusiness is an area where there are growing job opportunities. “The generic Business Studies standards are geared towards big business and pitched at a different level. I think the Agribusiness standards are much broader in the contexts to which they can be applied. I also think a lot of the Agribusiness standards are great for life skills,” says Bruce. The course includes concepts such as climate change, sustainability, equity, how and where wealth is generated; which are interesting to explore with students, adds Bruce.

Support for Agribusiness teachers

Bruce Reiche believes there are growing job opportunities in agribusiness.

Education Gazette

Melanie says her role as a nationwide subject advisor is varied, interesting and rewarding. “Essentially, my role is to help schools to implement Agribusiness into their curriculum and then I support the teachers while they do that in a variety of different ways. It often starts with a face-to-face meeting where we discuss how Agribusiness might benefit the students at that particular school, in that particular area. “I do some moderation of tasks and bench marking of student work with those teachers, either online or in person. I also help them source industry contacts or initiatives that they can use in their teaching context. I run cluster days and try to organise PLD and industryspecific PLD days, and I have discussions directly with the industry to highlight how they can work with schools,” says Melanie.

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Melanie Simmons says that Agribusiness is tangible and relevant, and fun to teach.

The subject is multi-disciplinary and crosscurricular, and Melanie believes that many teachers would be able to teach it. “It takes professional development and a willingness to understand that, but sometimes you just have to have confidence. It’s a newish subject area which isn’t actually that new, it’s just a new industryspecific twist on a bunch of different subjects. “I think it incorporates all the best bits of technology, maths, business, accounting and science into a very real-world subject that the students can relate to.” The Agribusiness programme has also recently received funding to establish a Network of Expertise (NEX) and an Agribusiness Teachers Association. “This funding will now allow us to widen the scope of service we currently provide to offer regional professional development workshops, regular communication to members on industry news, industry contacts for guest speakers, case studies and updated resources for teachers,” says Melanie. Membership to the Agribusiness Teachers Association is free and open to those teaching Agribusiness or any topics within the primary sector in secondary schools throughout Aotearoa.

To find out more, see agribusiness.school.nz.

Join the Agribusiness Teachers’ Association Membership is free and open to those teaching Agribusiness or any form of primary industries topic in secondary schools throughout the country. Member Benefits: • • • •

Regional professional development workshops Regular communication on industry news Teacher resources Contacts for industry guest speakers

Email m.simmons@stpauls.school.nz for the registration form link

8 November 2021

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M IGRANT COM M U N ITI ES

Learning hubs empower migrant families in Aotearoa Ethnic learning hubs in Christchurch have helped migrant parents understand the New Zealand education system, and the initiative will soon roll out in Auckland and Wellington.

Families enjoy some light refreshments at the end of the workshop.

rom an initial 10-week pilot programme of five hubs, there are now seven learning community hubs in Ōtautahi Christchurch. The learning hubs have supported more than 203 families across 19 ethnicities, representing 306 early learning and school-aged children from 61 early learning centres and schools. They were established with the broad purpose of supporting continued participation and engagement of ethnic communities in learning opportunities that enhance their wellbeing and achievement. Part of this is providing families with an understanding of the New Zealand education system to enable them to champion learning and education aspirations for their children and partner with schools to support good learning outcomes. A passionate group of learning hub co-ordinators plays a vital role for the community they are supporting,

Education Gazette

establishing a programme tailored to community needs and providing information in the language of their participating families.

Filipino communities

At Riccarton High School, the Filipino Learning Community Hub is led by Delia Talili. Delia is from the Philippines, has been in New Zealand since 2009, and is currently working as an ESOL teacher. She reminisces that such a course would have been invaluable to her when her children first went to school. The hub pilot evolved from a Filipino literacy and culture class run after school for the burgeoning population of Filipino students at Riccarton High School. It was initiated by Delia and Angela Bland, the head of ESOL at that time.

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Delia says the programme was devised after surveying the parents about what they needed to know and determining the best time to hold the sessions. A commonly suggested topic was the differences between the Filipino and New Zealand education systems in areas such as the curriculum, pedagogic approach and assessment regime; deciphering NCEA; and understanding the social and emotional development of children. Delia has now co-ordinated two 10-week Filipino Learning Community Hubs at Riccarton High School, one in term 3 last year, and another in term 2 this year. She also co-ordinated the Christchurch East Filipino Learning Community Hub in term 1 – all held on Saturday evenings. “The beauty of the workshops is that they are done in our first language. There are some speakers in English, but their words are translated into Tagalog. The families are comfortable and feel free to ask questions,” says Delia. She adds that the programme will make a difference in how parents support their children and equips them with the knowledge they need to raise a ‘New Zealand student’.

Muslim communities

Dr Maysoon Salama is the founder and manager of An-Nur Education and Care Centre and main organiser of the

An-Nur Learning Community Hub workshops. Dr Feruz Mohammed also helped to organise the workshops and reported outcomes. The hubs helped Muslim parents in Christchurch, including those directly affected by the March 15 terror attacks, who are still coping with grief and loss, says Feruz. The workshops were held on Saturday mornings and mothers, grandparents, working parents and their children all attended, with childcare provided. Two mothers were new to the country, having arrived after their husbands died in the An-Nur Mosque attack. Many families were refugees, and English was a second language for everyone, so facilitators from the community were on hand to translate material and provide explanations. The groups were diverse and included Arab, Afghani, Somali, Bengali, Eritrean, Pakistani, Iranian, Malaysian, Ethiopian, Sudanese, Indian, Sri Lankan and Singaporean participants. “Our community was really motivated as the workshops are for the benefit of all of us. We’re improving the parents’ knowledge so they can be a part of their children’s learning,” says Feruz. Many families attended all the workshops, while some opted to attend specific sessions.

“The workshops gave them a starting point, encouraged them not to be afraid to ask questions, or to question the method, or to ask for help, as without asking you can only make assumptions about the school system.” Wendy Higgins

Delia Talili, leader of the Filipino Learning Community Hub at Riccarton High School.

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Empowerment and confidence

The most popular topic was the transition from early childhood education to primary school, which led to the creation of ‘living documents’ for teachers and parents. The parents’ version included some useful transition skills, while the school version focused on supporting Muslim children in primary schools, says Feruz. “It makes it easier for teachers to help the child settle quickly and gives parents confidence to let the teacher know about their culture, such as how to help in prayer and fasting times,” adds Feruz. Empowerment and confidence to speak to teachers is a benefit of the sessions, Feruz says, with many parents needing encouragement to overcome shyness and reticence to participate in the life of the school. Cultural responsiveness and being open to relationships with New Zealanders are also part of the discussions. “We talk about the school schedule, how reporting works, and the right time to contact teachers. Plus, we encourage volunteering at school and showing interest, creating a connection so the child can benefit,” she says. The topics for workshops evolved during the programme, as parents wanted more sessions on parenting skills and a greater understanding of health and sexuality education in the curriculum. The latter is an example of the impact the workshops can have. “Generally, there was confusion and misunderstanding about sexuality education and the curriculum and thinking that the children were getting information that they weren’t supposed to, which led to families pulling their children out of the classes. “We can see from our feedback that now the families are less likely to withdraw their children from these classes, knowing their rights and responsibilities,” says Feruz.

Chinese communities

Ardour Charitable Trust was established in 2012 by three migrant women and secondary school teachers through their passion for Chinese traditional arts and language and providing migrant and New Zealand-born children of Chinese heritage the opportunity to learn it. From 2013 to 2019, before the Covid-19 pandemic, the trust held annual Chinese culture camps. The trust has a vibrant WeChat social media community and its work to foster Chinese culture has been recognised both here and in China. To set up the Ardour Chinese Community Learning Hub, the Trust surveyed parents in their network about the challenges and concerns they have about the education system, attracting both new migrants and long-term residents to the workshops earlier this year. Co-ordinator Wendy Higgins says the Chinese community is quite different from other communities in terms of education beliefs. “When Eastern culture meets Western culture, children do struggle at school and home to meet both expectations. The kids are also struggling with the English language barrier and the culture barrier,” says Wendy.

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The hub sessions took place on a Sunday night, followed by a shared meal, and a different programme offered for the children accompanying their parents. The material was provided in both Mandarin and English, with interpreters and bilingual teachers.

Framing expectations

Wendy says one of the benefits was a change in the parents’ mindset about their expectations of New Zealand education and how to interpret their own beliefs from their experience in the Chinese education system. She adds that knowledge of the pedagogy, and what is taught at school and how it is taught, is important in framing expectations for things such as homework. “If children have any difficulties in study, a lot of Chinese parents, especially mums, have a difficulty to communicate with the school, either because of a language barrier, or a lack of confidence, to express their concerns. “The workshops gave them a starting point, encouraged them not to be afraid to ask questions, or to question the method, or to ask for help, as without asking you can only make assumptions about the school system,” says Wendy. Popular sessions addressed wellbeing as a key to success, including three shared workshops on mental health for parents and teenagers. Another workshop involved three principals – from a high school, an integrated Catholic school and a private school – talking about the education system. A key benefit was a greater understanding of the resources that are available in the community to help parents support their children, says Wendy.

More information on the Learning Community Hubs project is available in the ‘Voices from the Ōtautahi | Christchurch Learning Community Hubs’ report.

Parents at the Ardour Chinese Community Learning Hub.

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Mothers celebrating the completion of a 'Reading Together' session at An-Nur Learning Community Hub.

“Our community was really helpful as the workshops are for the benefit of all of us. We’re improving the parents’ knowledge so they can be a part of their children’s learning.” Dr Feruz Mohammed

Voices from Ōtautahi The ‘Voices from the Ōtautahi | Christchurch Learning Community Hubs’ report findings show that this locally activated and funded initiative has made a substantive impact on the learning, sense of belonging and relationship building between families and schools.

» Venues for learning hubs should be readily accessible by the attendees and be responsive to their cultural and religious needs.

Much of the success associated with this outcome has been the result of being culturally responsive in pedagogic practice, but also being in true kotahitanga (unity) with the ethnic communities to co-create the learning experiences that make a difference to each community.

ASPECTS IMPORTANT TO THE SUCCESS OF THE PROGRAMME:

The report also outlines how the initiative shows that what does not work is a ‘one-size-fits-all’ approach to improving understanding of, and engagement with, the New Zealand education system. There is a need for specifically targeted initiatives that allow for ongoing benefits, a connected community, and a family’s sense of belonging within their children’s educational journey.

ASPECTS VITAL TO THE SUCCESS OF THE PROGRAMME:

» Learning Hub co-ordinators must be well-resourced, have strong organisational skills and be well respected by the community they are serving.

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» Learning hub composition and content must be cocreated with the communities they are serving.

» The composition of the learning hubs should take into consideration how different practices and beliefs within a faith may affect attendee engagement. » Additional funding should be provided to offer specific support for whānau from refugee backgrounds.

ONGOING CONSIDERATIONS:

» Development of a culturally responsive framework that supports the needs of ethnic and culturally and linguistically diverse (CALD) communities as they engage with the New Zealand education system. » Engagement with local iwi at the early stages of creating future learning hubs to co-develop content that is authentically bicultural and honours our partnership under Te Tiriti o Waitangi.

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M ATH EM ATICS

On the fast track to mathematics success A timetabled programme at Tauranga Girls’ College offered to Year 9 and 10 students who are struggling with maths is helping boost students’ confidence and enjoyment while improving their learning and achievement.

Year 10 Fast Track maths student Tumangako works at the board.

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ate’s daughter was fizzing when she came home from school one recent afternoon. The Year 10 Tauranga Girls’ College student had just achieved one of her big goals in maths, a subject with which she has always struggled. Kate says it’s all down to the school’s Fast Track maths class, which is embedded into the timetable at Tauranga Girls’ College. “Whatever they’re doing in that class, they’re doing something right! It has been life-changing for my daughter,” says Kate. “She’s gone from being super shy – someone who doesn’t like to put her hand up in class – to becoming really confident with maths and her learning in general. She’s come to understand that we all learn in different ways. She now realises that she has this incredible brain – it’s just that for some subjects she just needs things explained differently.” Now her daughter has her sights set beyond attaining the basic numeracy credits for NCEA next year – opening the door to more possibilities.

What is Fast Track maths?

Fast Track maths is in its fourth year at Tauranga Girls’ College. It’s not a remedial class that students have to attend at lunchtime or after school; instead, it’s a timetabled, ‘teaching forward’ class, that covers the content ahead of their core maths class. Students can take it as one of their option classes, giving them an additional three hours of maths support to supplement their four hours of core maths.

“We teach forward so the students are always learning the work before their normal core class and this just seems to open the door for them.” Judith Somerville Maths teacher Judith Somerville says they initially started the Fast Track programme because they noticed the remedial programme they were running was too focused on addressing gaps in the girls’ learning from many years ago. “So they always felt like they were behind, never ahead. For Fast Track we concentrate on what they need to know for Year 9. We teach forward so the students are always learning the work before their normal core class and this just seems to open the door for them.” Year 9 students are invited to join the class, based on referrals from their previous school or the results of their entry tests. There is also a Year 10 class. Students are given the opportunity to trial the class for two weeks. Judith says once students have a taste of the class, they inevitably want to stay. 8 November 2021

Judith Somerville enjoys seeing students like Bronwyn make progress in the Fast Track maths classes.

Education Gazette was fortunate to witness a Fast Track class in action and it wasn’t hard to see its appeal. The vibe is participatory and relaxed; there is a sense that no question would be deemed too basic. Judith confirms this. “It’s a smaller class. It’s upbeat. That’s how we play it. High five! It’s a bit more practical. The girls will come up to the board a lot more, ask more questions. “Often, if you are not good at maths, and you’re working in a group, you are often the quietest one in the group. Whereas I find everyone’s a leader in here.” There’s a focus on getting familiar with the vocabulary, and a chance to go over any concepts the students might be having difficulty understanding, so that they hit the ground running when they get to their core maths class. There’s also an emphasis on keeping the context authentic so that concepts resonate with the students. “When I get to my core maths class I fit in more, I know what I’m doing,” says Lilly, Year 10. “This has helped me with maths a lot. I was really struggling, but now I’m where I need to be.” Jess, Year 10, agrees. “That’s what’s good having this class, because by the time we get to our maths class, you’ve already seen all the work, so it makes it easier to understand. And then you can help other people in your maths class.” “We’re really ahead in trigonometry,” adds Genevieve, also Year 10.

Gateway to NCEA

Linda Boubee-Hill is leader of learning for maths at Tauranga Girls’ College and says the Fast Track programme helps prepare students for NCEA. Almost 100 percent of the school’s students obtain the ten numeracy credits needed for Level 1 and beyond. But the team have their sights set higher than that. Their goal is to get as many students from the Fast Track class achieving beyond the numeracy programme, and gaining achievement standards to help support their NCEA progression. Year 10 is a pivotal year in students’ learning, says Judith. Tukutuku Kōrero

The Fast Track maths teaching team (L-R): Daya Louis, Judith Somerville, May Tran.

“Too often the way NCEA has worked, is that Year 10 is a door – it’s where you make choices about your NCEA pathway. And so we are opening that door. And it’s working.”

Confidence in learning

Not only is the programme having an impact on achievement, but it’s boosting students’ confidence and engagement with their learning, says Judith. May Tran, who is also part of the Fast Track teaching team, agrees. “The students leave feeling a lot more confident in their ability to be able to do maths. “And once the confidence is there, they actually start developing as a learner. So they start developing the confidence to ask questions, to say, ‘Oh, I don’t understand this, how does this work?’” May, who is also a primary-trained maths teacher, says secondary school maths is very different from primary school maths, where students keep working on a concept until they have mastered it. “The first thing that I tell my girls is, ‘Don’t hold on to that, this is totally new’. I think secondary school is the perfect opportunity to be promoting change in maths learning, because it’s a brand-new environment, a different school system, everything’s brand new.” Year 9 student Charlotte is a good example of that. “Last year, I kind of struggled with maths, but coming to Fast Track, it’s really helped me be more confident and I like my core class more now. Before Fast Track, I would try and avoid maths. It’s a lot easier now I know what I’m doing. Mrs Somerville explains it in a different way that’s easier to understand. In here you don’t really feel embarrassed to ask for help.”

Crushing stigma

“There is some stigma associated with not being good at maths, but I think we’re pretty good at crushing that,” says Daya Louis, who teaches the programme alongside Judith and May. “I always word it as, ‘No, we just learn in different ways. And we found that this is what works for some people.’” “I think we do quite a bit of work in that message,” agrees Judith. “When I contact parents to invite their daughter into Fast Track, we reinforce the message that this programme can help their daughter gain confidence.” The team agrees that negative attitudes towards maths are

Education Gazette

usually developed over time, and parents are often the culprits. “The parents will often say, ‘Oh, I could never do maths’. So we have tried to overcome that by having more contact with them. In the first term we had flashcards for the students to take home that they could use with their families,” says Judith. Whānau engagement is an important part of Fast Track maths. The English department runs a similar programme – English Support – and the two departments invite parents and whānau to a fun night with kai and a chance to see what their daughters have been doing. “I loved it last time, when one of the mothers said, ‘Oh I get it now!’” recalls Judith.

Vision and leadership

The Fast Track programme supports the work the school is undertaking as part of the Accelerating Learning in Mathematics Programme this year. Judith feels the beauty of the Fast Track programme lies in its simplicity. “It doesn’t feel like we’ve done some weird and wonderful numeracy thing. Everyone who sees it in action says, ‘It’s so simple!’” She believes a big part of the programme’s success is down to Tauranga Girls’ College making the commitment to its priority learners by integrating it into the timetable and allocating three teachers to the programme. “Because there’s three of us planning together, rather than it being just one person’s project, it’s become more embedded in the school and in our maths department. I have felt that support from the department and the school leadership all the way through.” Principal Tara Kanji is a strong advocate for inclusive mainstream education and she looks critically at ways to ensure learning is inclusive at Tauranga Girls’ College. “I challenged the effectiveness of having Fast Track as part of the timetable – and out came a whole lot of data about the difference that was being made, and particularly around confidence-building for young people. “Empowering tomorrow’s women is about empowering their confidence, right? So if you can go in and feel better about your maths, because you’ve had a bit of a heads up, how do you put a weighting on the value of that right? I think that’s brilliant.”

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Student kōrero Charlotte, Year 10: “It gives me confidence with my maths. I feel more confident when I go into my normal class. The smaller group size is good. It helps me concentrate and learn and focus more.” Sasha, Year 9: “I’m finding this Fast Track maths class really good for me. I struggle a lot with math. So, it’s just good that I get the extra support for class. I feel like I’m more confident, you know, because I feel like I’m ahead of everyone.” Genevieve, Year 10: “When we went to class, they weren’t learning the same stuff as we were so we were already way ahead. I think it would be helpful to have it in other subjects, because you don’t just struggle with maths, you struggle with science too.”

PARENT FEEDBACK “Confidence in maths has grown immensely. She is more focused on her maths and makes a much larger attempt to understand things. Previously she would tell us, ‘I’m useless at maths, I can’t do it’ and would give up. This year we have seen none of that and she gets quite excited about it.” (Parent 1) “She used to lack confidence with her maths; however, since going into Fast Track, she is showing so much more confidence in her own abilities. She never used to like maths and now she does! The open evening that was held recently was really useful and it would be great to see more of those happening so parents can gain a better understanding of how they can assist their daughters.” (Parent 2) “She suddenly realised she had knowledge and was confident to participate in class and feel successful.” (Parent 3)

“And once the confidence is there, they actually start developing as a learner. So they start developing the confidence to ask questions, to say, ‘Oh, I don’t understand this, how does this work?’” May Tran

Principal Tara Kanji is always looking for ways to make learning more inclusive at Tauranga Girls' College.

8 November 2021

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Whāia Te Ahu o te Reo Māori

He kaupapa whakawhanake i te hunga whakaako kia whai hononga mā te reo Māori ki ngā tauira, ngā mātua me ngā kaimahi anō hoki.

Rēhita mai ki te ranga e tū mai nei Kauwhatareo – Te Ahu o te Reo Māori

Education Gazette

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WELLBEI NG

Building hope through the arts A classroom-based resource to help primary school teachers and ākonga find a sense of normality following Covid-19 lockdowns has been downloaded nearly 400,000 times in around 140 countries. It will once again be useful as schools in Tāmaki Makaurau prepare for an eventual return to school.

e Rito Toi is an online resource providing arts and researchbased classroom support for teachers when tamariki return to school. It was developed during the first Alert Level 4 lockdown in 2020 by a group of academics, artists and educational practitioners. Managed by the University of Auckland, the project identified a need for teachers to have research-informed resources to shift their curriculum and pedagogy in response to the extraordinary circumstances. A central pillar/pou of Te Rito Toi is that arts-informed curricular approaches are powerful for individual and community recovery after disaster; strengthening social support and building hope. “We know from years of international research into what the arts do, that they qualitatively shift the kinds of talk that happen in classrooms,” says Professor Peter O’Connor, director of the Centre for Arts and Social Transformation at the University of Auckland. “It’s a very gentle way back into schools. At one level, coming back to school will be so important for children in so many different ways, but we shouldn’t leave it to chance, the research tells us this is a really powerful and useful way for primary schools to re-engage with children,” he says. Peter says the concept of Te Rito Toi has been very popular. The lesson plans feature different mediums of expression and provide ways for children to build relationships, explore and describe emotions, engage with possibility, and reimagine the world. “I’ve done webinars with over 40,000 teachers around the world on Te Rito Toi. They’ve created similar resources in Hong Kong, Taiwan, Hungary and they’ve been using it in the US and Canada. It’s been picked up all over the world – I think the key is that return to routine is important, but it’s not enough.

8 November 2021

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Professor Peter O’Connor and his team at the University of Auckland have carried out years of research into the impact of the arts in supporting schools after disasters.

“What Te Rito Toi does, and why it’s unique, is that it’s a classroom-based curriculum resource post-crisis. There’s no luxury for schools post-disaster to just go back to normal routines as if nothing has happened. They actually have to address with children the fact that the world has changed,” explains Peter.

Layers of trauma

Last year the University of Auckland team carried out a research project with eight schools around Aotearoa about the impact of Covid-19 and the use of Te Rito Toi in schools. “What they talked about is that Covid is just another layer of trauma along with multiple traumas which are happening. Especially in areas where Covid has hit and where there are a lot of existing traumas such as poverty and and dislocation, those issues are magnified,” says Peter. When children are busy working with their hands, teachers observed that it was easier to have meaningful one on one conversations about their worries and concerns. “The arts provide a space for really safe dialogue with the adult teachers about ‘will my grandad die? What will

happen if he does?’ All those big questions you don’t necessarily want to have in whole-class discussions.” Peter says coming back to school to the excitement of painting, drawing, dancing and moving was really important. “Teachers decided to put aside those more formal kinds of structures to excite kids about being back at school.”

The power of stories

Many of the activities in Te Rito Toi are linked to picture books, providing teachers with a safe way to engage children in big issues. “That’s the power of fiction, and we’ve always used fiction as humans to better understand our own world,” says Peter. “For example, if you use Aroha’s Way – A Children’s Guide Through Emotions [by Craig Phillips and Rebekah Lipp], you can safely talk about anxiety without talking about your own. You can help name all the feelings that Aroha has and safely talk about the things she could do to help herself. You can have that level of conversation in a classroom and it’s not so personal.”

“ There’s no luxury for schools post-disaster to just go back to normal routines as if nothing has happened. They actually have to address with children the fact that the world has changed.” Professor Peter O’Connor 46

Education Gazette

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New improved version

Feedback from principals and teachers has led to significant changes to the original resource. Some suggestions were: including more culturally diverse perspectives in lesson plans, some resources in te reo Māori, more visual art resources, and resources that directly address poverty issues. The revised version also includes videos with advice about resilience and leadership during crises. One of the first new resources added was by Tongan artist and Sylvia Park School deputy principal Dagmar Dyck. “She produced a beautiful Pasifika visual arts resource where they make traditional lei – that work is centered in Pasifika ways of making things in communal spaces. It’s a highly structured group activity which also creates something really beautiful for them to share with their families. Hope and beauty are really important in Auckland at the moment,” he reflects. The revised version of Te Rito Toi (teritotoi.org) was launched in mid-2021. It has the backing of the New Zealand Principal’s Federation, NZEI and Te Tāhuhu o te Mātauranga. “They are 100 percent behind the idea that when primary schools come back, they use Te Rito Toi. We are going to be doing a series of webinars for teachers from the beginning of term 4, hosted through the Principals Federation and NZEI. Last year when we did one, we had 3,000 teachers online,” says Peter.

Read this story online for more information about Te Rito Toi and Mitey.

A little kindness Assisted by the University of Auckland, the Sir John Kirwan Foundation developed Mitey, a wholeschool approach to mental health education for Years 1-8 that enables schools to deliver effective mental health education as part of core teaching and learning. As a separate piece of work to support ākonga returning to school following lockdown, the team at Mitey developed a Level 1-4 unit of work called A Little Kindness Goes a Long Way, built around the book Tu Meke Tuatara by Malcolm Clarke and FLOX. Using literacy and the arts, and building on themes of friendship and kindness, ākonga are given the opportunity to explore their feelings and reestablish where they belong in their classroom, whānau and community, as well as understanding the importance of reconnecting together and helping each other. A Little Kindness Goes a Long Way is available on Te Rito Toi and from mitey.org.nz

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EVI DENCE AN D DATA

Going beyond the headlines with insights and data Education Gazette explores the value of New Zealand’s participation in large-scale education studies, and how the insights gathered go beyond the headlines of achievement and rankings.

s a country, we regularly participate in five large-scale education studies that provide valuable insights into our schooling system. This research helps Te Tāhuhu o Te Mātauranga | Ministry of Education to understand the wellbeing of school communities – what is functioning well, and where more work is needed to help learners, teachers, schools, and parents/whānau thrive. In 2022, three large-scale studies will be run in selected primary and secondary schools, and participation will be critical to support the analysis of educational policy and prompt change through the development of new initiatives. The TIMSS (Trends in International Mathematics and Science Study) field trial kicks off the year in term 1, followed in term 3 by the main studies for PISA (Programme for International Student Assessment) and NMSSA (National Monitoring Study of Student Achievement). Charmaine Glasse, an analyst within the Ministry’s Te Pouaromātai | Educational Measurement and Assessment team, says the random selection method

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means that the selected schools are representative of the whole of New Zealand, enabling accurate insights into the performance of our entire system. “However, it’s critical that selected schools do, in fact, participate – otherwise we run the risk of drawing conclusions about the system that may not accurately reflect what happens across our schools,” she explains.

Ākonga wellbeing

Several studies are connected to the Child Youth and Wellbeing Strategy, capturing critical aspects such as school belonging, confidence, and identity. PISA and TIMSS asks teenagers and middle primary school students about their sense of security, whether they feel safe in school, whether they feel like they belong in school, and if teachers provide them with emotional support. In PISA 2018, 68 percent of 15-year-olds said they felt like they belong at school, and in TIMSS 2019 over 80 percent of Year 5 students did. Findings show that New Zealand’s Year 5 students have a higher sense of belonging than our Year 9 students.

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Collectively, these studies have shown that students experience greater academic motivation, a stronger sense of belonging and positive perceptions of learning when they feel supported within their school environment.

Prompting change

Both PISA and PIRLS (Progress in International Reading Literacy Study) have identified trends in attitude towards learning, including a decline in reading for pleasure among teenagers, middle primary students, and their parents/whānau since 2009 for 15-year-olds, and since 2010 for 10-year-olds. Findings prompted the establishment of Te Awhi Rito New Zealand Reading Ambassador, a new programme led by the National Library of New Zealand, to champion positive reading experiences and advocate the importance of reading in the lives of young people and their whānau. At the time, Prime Minister Jacinda Ardern said, “We know from research that reading for pleasure makes a huge difference to a child’s wellbeing and their potential for life-long success – in personal relationships, education, health and employment.”  The first Reading Ambassador, announced in May 2021, is Lyttelton writer Ben Brown (Ngāti Mahuta, Ngāti Koroki, Ngāti Paoa). Ben visits and talks directly with schools and acts as a national role model to inspire new readers and build a sustained culture of reading and literacy throughout Aotearoa.

Desire for PLD

In terms of change for teachers and kaiako, research has regularly indicated that teachers desire professional development in maths and science, and a reduction in administrative tasks. Large-scale studies have provided the essential research needed to support the development of teaching tools that address such areas in need, and provide further support to teachers’ wellbeing and students’ learning. TALIS (Teacher and Learning International Survey) 2018 findings show over 80 percent of Year 7-10 teachers felt confident in managing their classroom and engaging students. However, a quarter of teachers reported that teaching negatively affects their mental health, and 28 percent of teachers experience considerable occupational stress. This research has supported policy initiatives and pay settlements in 2019 and the development of a Wellbeing Framework for education professionals to reduce teacher workload and enhance teacher wellbeing.

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More recently, large-scale studies have supported the work of the Royal Society Te Apārangi, currently commissioned by Te Tāhuhu o te Mātauranga to investigate the maths curriculum and best practices of teaching this subject. Professor Gaven Martin, panel chair, expressed that people should take New Zealand’s performance in international assessments such as TIMSS seriously. “The TIMSS report basically places New Zealand dead last among nations that we might think to compare ourselves with and that’s a situation that’s been ongoing for maybe 25 years at Year 5. At Year 9, the situation is not good and getting worse,” he said. School communities can learn more about large-scale studies in an upcoming online seminar, discussing key findings from the past four years.

LARGE-SCALE EDUCATION STUDIES OF THE SCHOOLING SYSTEM Progress in International Reading Literacy Study

PIRLS

Trends in Mathematics and Science Study

TIMSS

Programme for International Student Assessment

PISA

National Monitoring Study of Student Achievement NMSSA Teacher and Learning International Survey

TALIS

Learning more about largescale studies The Te Pouaromātai | Educational Measurement and Assessment team within the Ministry of Education will be holding an online seminar with guest speakers Stuart McNaughton, Chief Science Advisor to the Ministry of Education and Charles Darr, Kaihautū Rangahau | Chief Researcher at the New Zealand Council for Education Research on the most valuable findings that large-scale studies have uncovered in the past four years. Scan the QR Code to complete a registration of interest form and an invitation email will be sent directly to you closer to the date. The team welcomes any feedback and ideas to further the impact of the information collected across these studies. See educationcounts.govt.nz for reports and/or contact the team directly at info.ema@education.govt.nz.

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NOTICEB OARD

Attention Early Childhood Teachers Are you rocking music time in your centre or are you stuck with Baby Shark on repeat? Thanks to the NZ Music Commission you can join Judi Cranston, award-winning children’s music educator and composer in this interactive training. For early learning professionals who want to know how to run super fun music classes that keep the kids engaged and having a blast (without spending hours trying to come up with new ideas). Learn to incorporate te Reo, props, games, instruments plus more! Starting 1 November. Pricing from $195 pp. See www.kindyrock.com/training to register!

VACANCI ES

Lindisfarne College Y7-8 Teacher

Full time, permanent. An enthusiastic and experienced teacher is sought to join our successful faculty from term 1, 2022. Strengths in social studies and science an advantage. We are a state-integrated Presbyterian boarding and day school for boys in Y7–13 that has high academic expectations. You will be required to contribute to the extra-curricular programme at the college through sport and/or the arts.

RT !

Applications close on 18 November at 3pm. Direct enquiries to: Stuart Hakeney rector@lindisfarne.school.nz Ph (06) 873 1136 www.lindisfarne.school.nz/About-Us-2/ Employment-at-Lindisfarne

Churchill Park School Auckland Eastern Suburbs

Principal Appointment See full display advertisement in Vol 101, Issue 1 2022 Education Gazette

To view the PLD, general notice listings and vacancies at gazette.education.govt.nz Scan the QR codes with the camera on your device.

PLD

NOTICES

VACANCIES

An application pack and referees form will be available from The Education Group website www.educationgroup.co.nz from mid-January 2022 Any queries please contact Roween Higgie roweenhiggie@educationgroup.co.nz

Education Gazette

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Deputy Principal Mellons Bay School - 5 MUnits Howick, Auckland – Year 0 – 6 with approx. 530 students Learning to Navigate our Changing World With Respect Responsibility and Resilience This is an exciting opportunity for an experienced and capable senior leader to join our high performing school. Currently fully released. Are you: • A collaborative and strategic leader • Committed to growing others and sharing your expertise across the school • Up to date and keen to lead the recent NZC initiatives and assessment for learning • Experienced in Year 0 – 3 teaching and learning • Committed to setting and maintaining high standards of learning and support for all We are: A school that is committed to providing quality experiences and learning opportunities for all students while upholding our “MBS Way”. The successful applicant will value wellbeing and have a sense of humour. We would encourage you to visit our school. Applications close Tuesday 16th November at 1:00 pm. Position commencing at the start of 2022 or as negotiated. Please visit the school website https://www.mellonsbay.school.nz An Application Pack is available online at www.educationgroup.co.nz. If you have any queries, please contact Roween Higgie at admin@educationgroup.co.nz or 09 920 2173.

Kōwhai Intermediate School

ASSOCIATE PRINCIPAL – Curriculum Director (6 units) Roll 609 An exciting career opportunity for a proven leader. Are you keen to work alongside a dynamic and motivated staff to lead the development of a vision for teaching and learning? Our new Associate Principal will lead our curriculum design team as we work towards developing our local curriculum, implementing the NZ Curriculum Refresh and strengthening our collaborative approaches to teaching and learning. We are looking for an empowering educator who values and builds positive relationships with students, staff and whānau. We seek to employ someone who has: • A commitment to having a positive and nurturing impact on our children's lives • A proactive, collaborative leadership approach that empowers teamwork and develops professional capabilities • Excellent knowledge of the curriculum along with a strong focus on quality teaching and learning and student achievement • Able to develop and promote awareness of te Mana o Aotearoa and foster cultural understanding consistent with te Tiriti o Waitangi. • Excellent organisational and management skills Position commences term one, 2022 Information packs and application forms are available from: The Education Group Limited website: www.educationgroup.co.nz or by contacting Tanya Prentice or Kerry Mitchell at admin@educationgroup.co.nz or 09 9202173 Applications close midday Friday 26th November at midday.

PRINCIPAL U3 Principal (U5) Puketaha School, years 0-8, is located on the outskirts of Hamilton, offering a rural context close to the city. For approximately 300 students, grouped in four Innovative Learning Environments, our shared vision is to develop their unique gifts and talents and equip them with the learning capacity to thrive in our complicated world. We are seeking an exceptional leader to take this great school into the future. The Board wants a leader who: • Articulates a clear and captivating vision and encourages a collaborative approach to strategic planning • Is genuinely caring, placing student outcomes and wellbeing at the centre of all decision making • Understands tikanga and Te Ao Māori and can bring it to life within the school environment • Demonstrates a high level of financial acumen and has experience and expertise in property and health and safety The Staff and Community want: • An authentic, courageous, principled leader who empowers staff and inspires professional growth • A strong communicator who builds positive relationships with all stakeholders • A thorough understanding of ILEs and experience leading collaborative teams Our Students want: • A Principal who gets to know them, says hello in the mornings, has fun with them at lunchtime Applications close 4pm Friday 19th November, 2021

(I) ST JOSEPH’S SCHOOL, WAIPUKURAU Leading in faith, learning for life! St Joseph’s School, Waipukurau, is a full primary, years 1-8 state integrated Catholic school situated in a beautiful area of NZ. We are seeking a vibrant, dynamic faith leader who is passionate about Catholic education with the ability to enhance and promote our school’s Catholic special character, vision, and values and who will engage and work positively alongside staff, students, and the community. This is an exciting opportunity for an innovative and highly motivated professional who has strong interpersonal skills and proven leadership skills and experience. Willingness and ability to participate in religious instruction appropriate to the special character of the school is a condition of appointment. Applications Close Monday 29th November, 5.00pm. To obtain an application pack contact hello@jmrecruitment.co.nz

To view pack, apply online: https://tinyurl.com/puketaha-principal

For confidential enquiries call Jacqui Matthews on 027 600 0546. For more information on the school please visit www.stjosephschb.school.nz

For school visits or enquiries, contact Vicky McLennan, vmclennan8@hotmail.com; (022) 304 0281

Thank you, we look forward to hearing from you.

PRINCIPAL U2

SPECIAL CHARACTER PERMANENT POSITION

(I)ST PATRICK’S SCHOOL INGLEWOOD A Christ Centred Education Uplifted Through our Relationship with God, Others and our Environment. St Patrick’s School is a years 1-8 state integrated Catholic school set in the heart of Inglewood and is well connected to the faith community of Sacred Heart Parish. Founded in 1906 by the Sisters of Our Lady of the Missions, this decile 6 Catholic school is set in a semi-rural environment. It has a current role of 81 joy filled, enthusiastic students who enjoy the very best of education and faith opportunities. Willingness and ability to participate in religious instruction appropriate to the special character of the school is a condition of appointment.

Applications Close Monday 29th November, 5.00pm. To obtain an application pack contact hello@jmrecruitment.co.nz For confidential enquiries call Jacqui Matthews on 027 600 0546. For more information on the school please visit www.stpatsinglewood.school.nz Thank you, we look forward to hearing from you.

Waimea College

DEPUTY PRINCIPAL 8MU + 1SMA Avondale College is seeking to appoint a Deputy Principal to join our high performing Senior Management team, commencing Term 1, 2022, or by arrangement. We seek to appoint a professional leader who is a strategic thinker, will promote excellence and foster positive relationships across our school community. The successful applicant will have proven teaching and learning leadership experience and have the ability to work collaboratively with the senior executive team which includes six other Deputy Principals, Associate Principal, and the Principal. Situated 10 minutes’ drive from Auckland’s CBD, Avondale College is a successful, positive and well-resourced school serving a vibrant school community of over 2700 students. Applications close 4pm on Monday 15 November 2021.

For an information pack please contact the Principal’s Assistant: T: 09 820 1704 E: zsmr@avcol.school.nz www.avcol.school.nz

Assistant HOD Performing Arts & Teacher of Drama Full-time, Permanent, 1MU + 1MMA. We invite applications from registered Teachers who are suitably qualified and experienced to join our Performing Arts Team. This role will take effect from 28 January 2022. Please state supporting subjects. Job Description and Application Form are available from our website www.waimea.school.nz/employment. Further information is available from Nicola Cruise, Executive Assistant, Waimea College Telephone 03 544 6099 ext 813, or email Nicola.cruise@waimea.school.nz Applications close 4.00pm on Monday 15 November 2021.

Do you have a vacancy that you would like to advertise to the education sector? Place an advertisement in the vacancies section and reach both the passive and active jobseekers by contacting Jill Parker: jill.parker@nzme.co.nz 027 212 9277

S E N IOR LEADERSH I P VACANCI ES

CENTRAL REGIONAL HEALTH SCHOOL

Principal/Tumuaki U7, decile 1 Central Regional Health School is seeking a principal with a passion that fosters quality educational outcomes. Demonstrating strong interpersonal skills, s/he will build positive relationships with students, staff and the school’s community. Our new principal will be empathetic, energetic, innovative and a strong advocate for the diverse needs of our students. The school provides education for students in the lower half of the North Island who are unable to attend school for health reasons. We also provide education for students at Te Au Rere a te Tonga, the youth justice residence in Palmerston North, Epuni Care and Protection residence in Lower Hutt, and a cluster of mental health, forensic and intellectual disability units in Porirua. Overall we have 15 sites with students aged five to 20 years. Working with a supportive Board, we are looking for a strong, creative leader who will: • • • • • • • • •

Nurture and maintain the unique character of the school Demonstrate understanding of and commitment to Te Tiriti o Waitangi Lead and drive the building of staff cultural capabilities and competencies Promote and support inclusive practice for students with diverse needs Be a skilled communicator and advocate of inclusive and accessible education for all ākonga, being committed to student and staff well-being Harness the strengths of our senior leadership and teaching teams across a wide geographical area Lead and promote effective pedagogy across the New Zealand Curriculum Engage widely with communities of interest and government to advocate for the needs of our students Have strong operational leadership and management skills Applications close on 15 November 2021. Position commences at beginning of term 2 2022. Emailed information and application packs are available from John Russell, Evaluation Associates, j.russell@evaluate.co.nz Phone 027 410 3329

Principal/Tumuaki

Fiordland College Te Anau

Sought-after Opportunity in an Incredible Place Are you the exceptional person we seek to lead our team and further enhance the excellent reputation of our school? We are a Decile 9, Year 7-13 co-educational school with a roll of 250, stunningly located on the edge of Fiordland National Park. A key element of our strategic vision is to incorporate our unique location in the delivery of our educational and environmental programmes. We have Green/Gold Enviroschool status and are actively involved in the Kids Restore the Kepler Project. We pride ourselves on consistently strong academic achievement and high rates of participation in a wide range of sporting and co-curricular activities. You will bring professional leadership and educational vision to our school. We want to build on our high academic standards while offering a range of other work-based programmes and co-curricular opportunities.

You will demonstrate: » Commitment to the delivery of an excellent and innovative educational experience for every student; » Proven leadership and managerial skills that inspire, motivate and develop students and staff; » Effective communication and relationship-building skills; » Administrative and financial expertise and » Understanding of and strong commitment to te Tiriti o Waitangi

8 November 2021

You will have: » A clear vision of what is required for a thriving and innovative school in southern New Zealand; » A genuine empathy for, and a willingness to engage with our local community and » Appropriate academic qualifications and managerial experience. If you can tick all these boxes, we want to hear from you! Position expected to commence Term 2 2022 or earlier by negotiation. Eligible for High Priority Principals’ Allowance and Removal Expenses. Assistance with school housing an option. Application Pack available from: Sue Walker, Board Secretary, Fiordland College Email: s.walker@fiordland.school.nz Ph: 03 249 7819 Applications close Friday 19 November 2021

Tukutuku Kōrero

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