Education Gazette 99.12 by Education Gazette

3 August 2020 | Vol. 99 No. 12

Supporting success for MÄ ori and Pacific learners Learning for life: focusing on financial literacy

Outdoor learning: reimagining school camps

Ngārimu VC and 28th (Māori) Battalion Memorial Scholarships Applications are now open and close on 7 September 2020. For further information, go to: https://www.education.govt.nz/furthereducation/information-for-students/ scholarships/ngarimu-scholarships/

Image credit: Te Moananui-a-Kiwa Ngārimu. New Zealand. Department of Internal Affairs. War History Branch: Photographs relating to World War 1914-1918, World War 1939-1945, occupation of Japan, Korean War, and Malayan Emergency. Ref: DA-11264-F. Alexander Turnbull Library, Wellington, New Zealand.

This issue:

Spotlight on Learning for Life Editor’s note The refreshed Māori Education strategy, Ka Hikitia, and the Māori Language in Education strategy, Tau Mai Te Reo, were launched at the start of term 3, the result of extensive consultation over three years. Together they outline the shifts needed in education for Māori to achieve educational success. The same week saw the launch of the Action Plan for Pacific Education 2020-2030 at Ōtāhuhu Primary School in Auckland. In this issue, we look at all three strategies and their importance to education in Aotearoa New Zealand. We also focus on lifelong learning – from financial literacy learning initiatives to exciting developments in outdoor learning, to an online course helping children understand the science behind a pandemic like Covid-19, it’s great to see our world-class curriculum in action. We're also pleased to present the latest video in the Education Gazette's video series on wellbeing – check out the Gazette's YouTube channel to see wellbeing in action at Epuni Kindergarten.

3 August 2020 | Vol. 99 No. 12

On the cover

Supporting success for Māori and Pacific learners Learning for life: focusing on financial literacy

Outdoor learning: reimagining school camps

P2: The Action Plan for Pacific Education 20202030 was launched and celebrated at Ōtāhuhu Primary School at the start of term 3.

Regulars 31

Notices

Vacancies

Delivering a vision for Pacific education

School camp reboot

16 Money know-how important for young people

24 Online PLD to support Curriculum Progress Tools

Refreshed Māori education strategies launched

Mouldy bread and microscopic beasts

Maths Craft brings maths to the masses

InnerFit Kids builds character and confidence

Video competition brings history to life

Pacific practices inform wellbeing resource

Key contacts

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The deadline for vacancies and notices to be printed in the 17 August 2020 edition of Education Gazette is 4pm on Friday 7 August 2020.

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TUKUTUKU KŌRERO | 3 August 2020

PACIFIC EDUCATION

Delivering a vision for Pacific education The Action Plan for Pacific Education 2020-2030 was launched at Ōtāhuhu Primary School in late July.

tāhuhu Primary School was a hive of activity on 21 July as the school community and invited guests gathered to celebrate the new Action Plan for Pacific Education, which was officially launched by Associate Education Minister Jenny Salesa. The plan is a blueprint for transforming outcomes for Pacific learners and families, intended to drive systemic change in and across the education system.

Pathway to change In 2018 and 2019, as part of Kōrero Mātauranga | Education Conversation, many people participated in fono to help identify key changes needed in Pacific education. Through the fono series, Pacific learners, families, teachers, leaders and communities shared what matters to them in education: an education system that is free from racism; that values Pacific children, young people and families as leaders of learning, and supports them to feel safe, valued and equipped to achieve their education aspirations. The effects of Covid-19 have further emphasised the importance of access to education and meaningful pathways that lead to employment, learner and family wellbeing for Pacific communities. The Action Plan for Pacific Education 20202030 was co-designed with Pacific communities with the aim of achieving the change needed. It builds on the Pasifika Education Plan 20132017 (PEP). While funding individual initiatives to support Pacific success has had some positive results and has created pockets of good practice, the approach fell short of the system changes that were needed to address inequities for Pacific learners. The Action Plan is the first step to map a more responsive way of working because it coordinates action across the Ministry and partner agencies and takes action to invest in innovative practices led by Pacific communities for Pacific communities.

Education Gazette | 3 August 2020

The Action Plan The Action Plan maps how early learning services, schools and tertiary providers can transform outcomes for Pacific learners and their families. It identifies five key shifts and a set of actions that are needed to achieve this vision: » Work reciprocally with diverse Pacific communities to respond to unmet needs, with an initial focus on needs arising from the Covid-19 pandemic. » Confront systemic racism and discrimination in education. » Enable every teacher, leader and educational professional to take coordinated action to become culturally competent with diverse Pacific learners. » Partner with families to design education opportunities together with teachers, leaders and educational professionals so aspirations for learning and employment can be met. » Grow, retain and value highly competent teachers, leaders and educational professionals with diverse Pacific whakapapa. Resources, guidance and planning templates are available to help early learning services, schools, tertiary providers and families and communities implement the Action Plan. Please visit the online version of this article to see: » video outlining the Action Plan for Pacific Education 2020-2030 » research to understand the features of quality Pacific bilingual education – Review of Best Practices report » the Action Plan for Pacific Education 20202030 Supporting Research and Community Voice » best practice for teaching Pacific learners – Pacific Evidence Brief 2019.

Places of learning (from early learning through to tertiary) will be able to order copies of the Action Plan for Pacific Education 2020-2030 from Down the Back of the Chair shortly. Community members can email pacific. educationconversation@education. govt.nz to get their copies or order translated copies.

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“The Action Plan ... takes action to invest in innovative practices led by Pacific communities for Pacific communities.”

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TUKUTUKU KŌRERO | 3 August 2020

MĀORI EDUCATION

Refreshed Māori education strategies launched The refreshed Ka Hikitia and Tau Mai Te Reo strategies will be front and centre of New Zealand’s education system.

a Hikitia, the Māori Education strategy, and Tau Mai Te Reo, the Māori Language in Education strategy, together outline the shifts needed in education for Māori to achieve and enjoy educational success.

The refreshed Ka Hikitia and Tau Mai Te Reo documents underpin Aotearoa New Zealand’s 30-year education vision and objectives and sit at the heart of the Ministry’s wellbeing approach.

» Māori want growth in te reo Māori for both Māori and non-Maori learners. To do this, Māori want to be active partners with education services in Māori language learning.

Ka Hikitia and Tau Mai Te Reo are the culmination of indepth discussions held with Māori learners, whānau and the education sector over the past three years, including Kōrero Mātauranga and the subsequent wānanga, says Daryn Bean, Deputy Secretary for Māori Education at the Ministry of Education.

They set out the strategic direction for Māori education and Māori language in education respectively and the actions that need to be taken across the Ministry, education agencies and the sector.

“We have incorporated these key messages into the vision and principles of Ka Hikitia and Tau Mai Te Reo. We have also connected this work with the Maihi Karauna [the Crown’s Māori Language strategy],” says Daryn.

Consistent key messages

For the first time, Ka Hikitia, Tau Mai Te Reo and the Action Plan for Pacific Education 20202030 will be front and centre of everything the education system does, in order to correct some of the problems that Māori and Pacific learners and whānau spoke to the Ministry about two years ago.

“We know that happy, healthy tamariki and rangatahi learn better and are more likely to achieve in education, work and life when they feel safe and confident in themselves and connected to their learning environments,” he says. “Our education system has historically underserved Māori learners for a long time. As a result, Māori learners collectively experience worse education outcomes than other New Zealand learners and are less engaged in our education system. “This has significant social, cultural, health and economic impacts for whānau, hapū, Iwi, Māori and New Zealand as a whole.”

In the Kōrero Mātauranga | Education Conversation and subsequent wānanga that have been undertaken over the past three years, Māori learners and whānau provided some consistent and familiar messages: » Learners and whānau must be at the heart of our education system. » Māori learners must be free from racism, discrimination and stigma. » Māori are diverse and need an education workforce with the right skills and capability to respond to all Māori learners. » Identity, language and culture matter for Māori learners. » Māori want to exercise agency and authority in education.

“We have reflected on these messages and are determined to instil them in our education system. To achieve this, the Ministry intends to support the incorporation of Māori identity, language and culture into the day-to-day practices of our education services,” says Daryn. “Our success will be measured through achievement data and engagement surveys. It’s vital that we are accountable for seeing improvements across the board.

“Our success will be measured through achievement data and engagement surveys. It’s vital that we are accountable for seeing improvements across the board.” Daryn Bean 4

Education Gazette | 3 August 2020

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MĀORI EDUCATION

“We will be continuing the conversation with whānau, hapū and Iwi about what is important for them in Māori education and te reo Māori. This means that Ka Hikitia and Tau Mai Te Reo will be living documents that we can update regularly,” he says.

themes in Ka Hikitia and Tau Mai Te Reo and think about how they apply to their work and circumstances.

Practical applications

This will provide the platform for these education services to develop their own implementation plans, in partnership with their local Iwi and Māori communities.

Over the next six months, the Ministry of Education and education agencies will work with early learning services, schools and tertiary education institutions to consider the key

This work will build on the requirements set out in the Education and Training Bill (2019) to give practical effect to the Treaty of Waitangi and achieve equitable outcomes for Māori learners.

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The $200 million Māori Education Investment package announced as part of Budget 2020 is designed to support Māori learners and whānau to reconnect and succeed in education, strengthen the integration of te reo Māori into all students’ learning, and boost support for Māori learners and whānau to stay connected with education services following Covid-19. To find out more about the refreshed Ka Hikitia and Tau Mai Te Reo strategies, please visit this article online.

TUKUTUKU KŌRERO | 3 August 2020

OUTDOOR LEARNING

School camp reboot A fresh approach to school camps can involve curriculum enrichment, real-world learning and building connections and relationships.

Education Gazette | 3 August 2020

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OUTDOOR LEARNING

Revisioning school camps School camps are a traditional part of the fabric of school life in Aotearoa, but research and a new resource suggest it might be time for a fresh approach.

“

We need to really blow out our thinking in terms of the traditions of camp and what is actually possible and best-suited for each community,” says Sophie Watson from Education Outdoors New Zealand (EONZ).

The research identified a number of factors that help EOTC to flourish in schools, including school culture, community and place, EOTC champions, EOTC systems, and professional learning and development.

Education Outside the Classroom in Aotearoa New Zealand: A comprehensive study was conducted by a cross-university team led by Dr Allen Hill from Ara Institute of Canterbury, with funding support from the Ministry of Education and Education Outdoors New Zealand (EONZ).

Learning opportunities

“The purpose of this study was to gather an up-to-date sense of the nature of the EOTC (Education Outside the Classroom) that’s occurring in schools across Aotearoa New Zealand, the value that schools place upon it and the challenges they have in providing equitable, quality EOTC,” says Allen.

EONZ is the professional organisation supporting education outside the classroom. Executive officer, Catherine Kappelle and Revisioning School Camps project leader Sophie Watson, say a combination of time-poor teachers and school camp tradition has contributed to a disconnect in making the most of the rich learning opportunities school camps can offer. “School camp is often traditional for a lot of schools and some people have a strong feeling around ‘this is the way it’s always done and it’s a rite of passage for

our kids and if it’s not done in that way they’re missing out’,” says Sophie. “Because of that time-poor factor, it’s easy to just roll camp over like it has been done in the past. I think through that process schools have become a bit divorced from the real learning opportunities that are presented through camp experiences.”

External providers and co-design A growing trend has been for school camps to be run by external providers, who provide a programme of often adventurous activities. The report notes that in recent years a focus on risk and safety, along with increasing costs, has meant that a number of schools are reluctant to run outdoor activities, or have used external providers.

“We’ve got into this trap where the expectation of camp or EOTC is that it has to involve ‘crazy, fun’ outdoor pursuits ... but camp experiences can be multiple single-day trips. It’s about shifting thinking to consider the needs of your school and wider community.” Sophie Watson

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TUKUTUKU KŌRERO | 3 August 2020

OUTDOOR LEARNING

Students from Matamata Intermediate visited the gravesite of Tarore as part of their EOTC experience in 2019. They are accompanied by kaumātua from Raungaiti Marae, where they had a noho.

LEOTC (Learning experiences outside the classroom) providers were talked to as part of the EOTC research. Sophie says some providers wanted to provide ‘awesome’ learning experiences but found that some schools were not engaged in the same way. “We need to empower teachers to have the knowledge and skills themselves, and also remind and encourage LEOTC providers they are there to support and maximise the experience teachers bring with them. “There is always going to be a need for external providers to contribute support with expertise and practical knowledge that schools themselves don’t have, but it really needs to be a co-design rather than a ‘cookie-cutter’ approach,” says Sophie. Catherine says there has been interest from external providers in collaborating to deliver school camps with a range of pedagogical approaches. “There’s an opportunity to open up that dialogue with external providers and that’s a space that we look forward to exploring as fully as we can. I think it’s really important to bring the providers along, because external provision of camps is not going to go away as a worthwhile option, and it can enrich learning for students,” adds Catherine.

Camp PLD The EOTC report offers a vision in which camps and EOTC contribute to curriculum enrichment, real world learning, building relationships and connections, along with providing students with new and unique experiences. EONZ would like to see all students have equitable access to quality learning experiences at camp. Networks of Expertise funding enabled EONZ to develop the resource Revisioning School Camps. During the past year, workshops have been held around Aotearoa, involving over 150 teachers from 110 primary, intermediate and secondary schools. “The professional development started with a one-day workshop and was followed up with 8–10 months of post-workshop support. That’s been pivotal in shifting practice. If you don’t have the ongoing support, it can be difficult to maintain momentum,” says Sophie. “The feedback we’ve had from the people who attended the PLD is incredibly positive – I think because we haven’t just said, ‘Here are some practical ways you can change your camp’. Instead we’ve dedicated a lot of time to considering what is the purpose of camp? how does it align with your school values? or to your student graduate profile?”

Education Gazette | 3 August 2020

Once schools have established their objectives, the opportunities available in their local areas and the expertise they have on staff, it’s easier for them to rebuild a programme.

everything into it, there are no limitations regarding curriculum design apart from your own thinking,” explains Sophie.

“We’ve got into this trap where the expectation of camp or EOTC is that it has to involve ‘crazy, fun’ outdoor pursuits, when with my own students I used to do an ‘extreme stream explore’ where we would literally just walk up a stream, and they LOVED it. It’s how you facilitate that learning and how it connects to everything else,” says Sophie.

Well-resourced EOTC champions in schools are critical, says Catherine. “It relates to capability of teachers to design and implement programmes and for schools to have good systems in place.

“We’ve been very deliberate in the language we use in the PLD. Often when people talk about ‘camp’, their minds return to their own camp experiences. Thinking can become limited to the ‘camp box’, where we go away for ‘x’ number of nights and do these particular activities, but camp experiences can be multiple single-day trips. It’s about shifting thinking to consider the needs of your school and wider community,” she says.

No limitations The Revisioning School Camps resource focuses on four key concepts: equity; cultural relationships for responsive pedagogy; place-responsive pedagogy; and integrated curriculum. Many schools are interested in being more culturally responsive and through the PLD have been reminded how interconnected EOTC is, how it can address and embed inclusive and responsive practices into a school. “That’s the beauty about EOTC, it’s a way of learning. Literally you can bring anything and

EOTC champions

“If the EOTC coordinator role is really wellsupported, that would result in better opportunities for in-staff professional development as a way of ensuring good EOTC management processes were understood and followed, in turn raising the capability to deliver quality programmes. “That came through in the research: if schools had really supportive school leadership and if the EOTC coordinator was well supported and empowered in that role, then they were really champions of EOTC and school camp experiences. “It comes down to that kind of resourcing and the perception of how EOTC and school camping can enrich a curriculum, not just as an experience, but as adding to learning that’s already happening in the classroom and elsewhere,” she says. The National EOTC Coordinator Database ensures good practice information is relayed directly to EOTC coordinators. It also provides access to expertise through one-to-one support. The database initiative is free to all schools. For more information, contact office@eonz.org.nz. gazette.education.govt.nz

OUTDOOR LEARNING

Camp in own backyard Mana College in Porirua instigated a three-day locally based camp for Year 9 students called Exploration Days. Students rotated through three significant local environments within eight kilometres of the school: Mana Island, Whitereia Park and the school’s own marae.

Student kōrero

Activities included exploring the natural environment, learning about ecology, exploring students’ cultural heritage and identity, learning history and stories of the area from local Iwi and developing a positive group culture.

» Exploration Days were one of a kind; I liked visiting Mana Island... I enjoyed how we learned about a variety of plants I had never been introduced to before. I also enjoyed making the sandcastle, which was an octopus aka ‘Te Wheke’.

“The response from the community has been amazing. So much so, that the school is looking at how they can roll it out across other year levels. The students have developed a sense of place and belonging, not just to the school, but to their local place and considered how they can contribute to it. That’s had a huge flow-on effect,” says Sophie.

Hinerangi, a Year 9 student at Mana College, enjoys exploring Mana Island with teacher Cam Fraser and classmates.

Some Year 9 students from Mana College share their impressions of their school’s Exploration Days:

» Exploration Days was a great experience. I got to learn the back stories of Mana Island and the story about the octopus Te Wheke. I mostly loved it because I connected with my classmates and my tuakana [senior mentors]. » Waves crashed against the boat for 20 minutes of excitement and we are finally there [Mana Island]. Placing my feet on the ground filled me with joy. We all learnt new things. » We learnt about the place and Māori traditions, like our marae that welcomes people. We learnt about the history [of Mana] and we made our own Māori rap story. » It was interesting learning about the history of Mana Island. I didn’t know whaling went on there. » I enjoyed looking at all the old stuff [in the old woolshed] that tied in with Mana Island. » The Exploration Days were a few months ago but it still helps me during school. Whaea Awhi told us many stories. It helps me to understand Mana College’s history. One story was about the wheke, which I’m pretty sure was chased to Mana Island by Kupe, who was making sure that the wheke would stay away from their food. But he ended up lost and slayed the beast on the shores of the island. Because of this story, we got the idea of making an octopus (wheke) sandcastle for our competition. We ended up winning free pizza. We were ecstatic and felt as though it would have been better than going on a camping trip. » Whitireia Park: In Whitireia we walked and appreciated the view of Porirua. We drew some places that caught our attention and talked about the history of Whitireia. We walked down to the beach and made a sandcastle. We had fun doing kayaking and playing with the water. After that we walked home and we saw the team who went to Mana Island.

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TUKUTUKU KŌRERO | 3 August 2020

OUTDOOR LEARNING

Pre-camp games result in happy campers Year 6 students at Churton Park School are well prepared for school camp because, for the past three years, they have ‘played’ their way through various scenarios before heading off to their camp at Makahika Outdoor Pursuit Centre, outside Levin.

n 2017 teacher Leanne Stubbing designed a gamified pre-camp programme that enables children to unpack pre-camp learning by designing their own games around likely scenarios at the actual camp site. Leanne had been involved in game design with students for a number of years and participated in NZCER’s research and conference about Games for Learning. “I thought to myself ‘What if camp was a game?’” she says. “Kids are quite familiar with how a table-top game is played – they are experts at play – and it brings it into their space a little more. “We use the game design process to explore some of the things they are going to need for camp, but not necessarily thinking about camp while they were doing them,” she explains.

Finding strengths Students create their own version of a game of camp based on information they are given about what the camp looks like, but they aren’t shown any images. “We might say ‘the swing bridge goes over the river and takes you to the flying fox’ or ‘the river is in the shape of a fishhook’. Their first task is to come up with their gameboard – from there they come up with scenarios of things that could happen in those places. Then they develop characters with strengths and weaknesses who play this game – the kids use their own strengths and weaknesses to make up characters. “They play the game in a team where they may get to know children who aren’t their special friends. For example, there might be a scenario where you’re in the cabin or lodge at night and someone is scared of the dark. Who in your team has a strength to counterbalance the fact that that person has a fear of the dark?”

Expressing fears and anxieties Students also work out best case and worst-case scenarios, and what might actually happen in a situation such as a possum outside their tent. “You get some great creative writing. The worst case might be: the possum ripped through the tent, took off with your torch and everyone screams and runs out of their tent and no-one gets any sleep. The best case might be that you turn on your torch and the possum runs away. “Then they write what’s most likely to happen: the possum doesn’t go away but they go outside and make enough noise and it runs away. You might not sleep that well but you just get on with it.” These activities give children a chance to express some of their fears and anxieties about camp and gives them tools to take to camp. The process of dealing with possible scenarios as a game, and then going into the real-world context, puts the challenges of school camp into perspective.

Education Gazette | 3 August 2020

Churton Park School students are well prepared for camp activities like a day-long tramp.

“It’s so good for mental health because they are actually expressing their needs. So when you go into this camp environment, there’s this relative understanding amongst everyone that not everyone is having the same experience. “One child might feel they are able to do challenging things, but they realise not everybody feels that way and they need to be more encouraging – that we are a team and we need all have the same sense of success.”

No more homesickness Leanne says she was surprised that there was no homesickness at the first camp where she had introduced a pre-camp programme. In the second year, a girl was homesick, but by the third night she had got her ‘game plan’ in place and was fine. Last year a student with high learning support needs spent his first night away from home. He and his classmates had done a lot of preparation and the camp was a success for him. “He did a kind of parallel pre-camp programme to prepare him mentally. His mum stayed two out of three nights. The one night she wasn’t there, he knew what he had to do. If he woke up at any point – and he did wake up at 2am and got a bit scared – he woke up the person next to him and said ‘I need to go see Miss Stubbing’ and the person brought him down to me. He did exactly what was planned and the kids were so supportive,” says Leanne.

Enriched learning By being well prepared for camp, children learn skills they can take beyond that environment. “When we take them to camp, we’re putting them in high-challenge, high-stress situations in terms of their fears: being away from home, trying new challenges. But without realising it, they have mentally prepared themselves. In the first year, I did have a kid say to me, ‘Are we still going to roll the dice every time we do something?’” laughs Leanne. “We used to give them a programme, but at this camp, things can change and it actually encourages them to live in the moment – and I think that’s a really good life skill to have,” she adds. gazette.education.govt.nz

Bring your energy to WIN an America’s Cup experience and $3,000 of STEM equipment.

Students make boardgames based on the camp they will be visiting and are able to explore potential activities before camp.

“When we take them to camp, we’re putting them in high-challenge, high-stress situations in terms of their fears: being away from home, trying new challenges. But without realising it, they have mentally prepared themselves.” Leanne Stubbing

As the Official Energy Partner of Emirates Team New Zealand, Genesis is offering primary and intermediate schools a chance to win an America’s Cup experience and $3,000 worth of STEM equipment*. How? • Get your students to bring their energy by decorating their school to support Emirates Team New Zealand. • Take a photo or video and upload to schoolgen.co.nz/etnz • Get your community voting. When? Competition entries open on Fri 31 Jul and close Fri 14 Aug 2020. Voting starts on Mon 17 Aug and ends Fri 28 Aug 2020.

What’s on offer? Find out what’s on offer, including entry details and terms and conditions at schoolgen.co.nz/etnz Students test their camp games by playing them with classmates. gazette.education.govt.nz

SCIENCE

Matt Boucher created an online course for young children to help them understand the science behind Covid-19.

Mouldy bread and microscopic beasts Kiwi parents may not thank Matt Boucher when they find glitter and bags of mouldy sliced bread around the house, but there’s some serious learning about pandemics going on.

Education Gazette | 3 August 2020

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SCIENCE

Student kōrero about Microscopic beasts » At first, I was very scared about Covid-19, so thank you. My favourite bit of it was when you showed the very, very close objects and the cell city on Minecraft (by the way, I love Minecraft). Sayler, Year 7, St Andrew’s College, Christchurch » I learned all about viruses and what they do and how they aren’t all bad. I learnt about all the cells and the ‘cell city’. I liked how they had all different things included in the online course and it wasn’t based only on one thing (e.g. the cells). Ryan, Year 8, Matamata Intermediate » I really learnt a lot; I was interested in cells, bacteria and viruses from the beginning, and this helped me understand a lot about them. I liked your approach, calm but funny. It was a really complicated subject, but you explained them like a beast! Ranuga, Year 8, St Mary’s School, Blenheim

att Boucher is deputy principal at Thorndon School in Wellington and is passionate about microbiology and public health messaging. In 2017, he did a two-term placement at the pathology department at the University of Otago in Wellington as part of the Royal Society Te Apārangi’s Science Teaching Leadership Programme. It has since resulted in him collaborating with experts from the University of Otago on some public health projects for school children around New Zealand. “I shadowed some of those doctors and did a lot of experiments growing bacteria in the lab. A year later, along with a couple of infectious diseases pharmacists, we started a poster competition. “We put out a whole list of different resources and activities schools could do, such as growing mould on bread that had been handled with washed and unwashed hands. The year after that we managed to get some funding through HQSC [Health Quality and Safety Commission]. They were making a big push on hygiene and we organised a nationwide poster competition. gazette.education.govt.nz

Covid-19 reaches New Zealand Fast-forward to March 2020 when a pandemic reached New Zealand’s shores and Matt spent the school holidays in March putting together a MOOC (massive open online course) for children in Years 5–10 called Microscopic beasts and how to fight them. The course teaches about the microscopic world, cells, microbes and disease and ties into the Living World and Nature of Science strands with a focus on interpreting representations – looking at models, diagrams and graphs. By mid-June over 1,000 students from 100 schools had enrolled in the free online course. “I wanted to contribute something to help provide online learning content for my students. I could see that this pandemic has been very worrying for students, and I believe the best way to conquer fear is through understanding. So I thought I would find a way that kids can learn about the science behind Covid-19 and the spread of disease, at home at their own pace,” he says.

» I have enjoyed learning through Matt’s online course. I learned that, below metres and centimetres, there are nanometres. I like seeing different viruses that I can’t see with my naked eye. Aoi, Year 6, Thorndon School » I have learnt a lot about viruses and now have a better understanding about how they can harm you and how they spread. I loved the way it was set up with videos and interactive games. I was happy that my teacher set it for inquiry. Sophia, Year 7, Belmont Intermediate, Auckland » I loved the easy set-up and variety of lessons you provided. The quizzes were super fun too. I learnt more about viruses and how they spread, which was perfect to learn about in lockdown. I could easily see my progress and what I was moving onto next. This type of learning was good for during lockdown and would be good to use anytime along with hands-on activities! Eva, Year 6, Hill School Pukekohe

TUKUTUKU KŌRERO | 3 August 2020

Matt says children respond better to information about the pandemic when they understand more about the science behind it.

While Matt was taking part in the science teaching leadership programme in 2017, he did some online courses about infectious diseases and epidemiology through Coursera from universities like Yale and Stanford, which use a similar format to a MOOC. “I was already familiar with the format and the content because of the work I’d done so it just seemed perfect when this whole lockdown came up to think, ‘Yeah, let’s use that’.”

Hands-on learning Microscopic beasts and how to fight them features a series of units covering topics such as scale (from the microscopically tiny to huge), cells – the building blocks of life – and fighting and preventing disease. Each unit features lessons, videos (recorded in Matt’s shed), activities and quizzes. Matt hopes that teachers and students will continue to use the course – and participate in a Citizen Science experiment to show and record how viruses and bacteria spread and the difference handwashing and cleaning surfaces makes. The Grand Experiment has student participants growing mould on bread, as well as tracking the spread of glitter around a house in order to model the spread of germs and test the effectiveness of cleaning surfaces and hand washing. “There are two different bread experiments. One is about taking slices of white bread and treating each slice differently: not handling it at all, using a glove, handling it with clean hands, hands that were cleaned with hand sanitizer and hands that were cleaned with soap and water. Then putting each slice in a plastic bag and seeing what mould grows on each over one, then two weeks. “The other bread experiment involves touching surfaces such as a doorknob with pieces of bread before and after cleaning it with antibacterial cleaner. We would expect more mould to grow on the bread from the unclean handle. It’s not mould that usually makes us sick – it is bacteria and viruses. But they travel in the same way so we can use mould as a proxy.”

Education Gazette | 3 August 2020

The Grand Experiment Matt is involved in a TLRI (Teaching and Learning Research Initiative) research project in conjunction with Victoria University and Waikato University on the use of Online Citizen Science (OCS) projects in the classroom. He has worked with lecturer Dr Cathal Doyle from Victoria University to create the bespoke OCS How to fight microscopic beasts: the grand experiment. He hopes that students around the country will be involved in observations and data collection using the science capabilities of Gathering and Interpreting data and Engaging with Science. A team of keen Thorndon School students will collate and graph results, working on Interpreting Representations. “My students will be able to talk about things like: ‘We saw the ones with unwashed hands are much higher on the scale of mould than washed hands, so this shows us it’s better to wash your hands’. The idea is they then make some graphs and presentations that they disseminate to the participants and can update on a regular basis.”

Science literacy important Matt says information about how disease spreads and keeping ourselves healthy is particularly important – and relevant – during the current Covid crisis but he also believes that tamariki respond better to messages when they understand them. “Those who understand it better are not so afraid of it, but then it’s also important for everybody to have that scientific literacy. Look at what’s happening in the States, with people saying: ‘It’s all a hoax and I don’t need to wear a mask’. An educated population can say: ‘Actually I understand how diseases spread and why we’re doing this’,” explains Matt. While the Microscopic Beasts course is specific to Covid-19, Matt believes that it will continue to be relevant for years to come. gazette.education.govt.nz

SCIENCE

“Covid-19 will still be an issue for years to come, but it’s generic enough that even though that’s the context, it still applies to all bacteria and viruses and infectious diseases.”

Flexible learning Matt says he has tried to curate and write content which will be helpful for teachers – whether it’s used for distance learning or in the classroom.

Quizzes assess skills The quizzes that feature throughout the course were written by Matt to assess the scientific capability of interpreting representations. “Everything was about looking at a picture, a scale model, an electron microscope photograph. Down towards more of the Covid stuff, pictures are about flattening the curve and asking them things like: What does that show you? What is flattening the curve?

Please visit this article on Education Gazette online to access Microscopic beasts and how to fight them and How to fight microscopic beasts: the grand experiment.

“That way I could have them work on a real scientific skill without physically being present or having them write anything in detail. They could take a quiz that’s still skill-based.”

“I think it could be really helpful for the context of kids being able to work self-paced and as a way to organise resources in a logical way. That’s often the struggle for teachers: you can create stuff, you can also go and find stuff, but even that is quite hard because you’ve got to put these things together in a logical way. Here it’s done, you don’t need to reinvent the wheel.

“This is where we’re at, we’re all teaching online, but it’s also self-paced. Some students would pick and choose the activities and some would just pick one that they really liked. Some could take that and work their way through one of the chapters in a week, some would bash it out in a day. It’s really flexible,” says Matt.

“I could see that this pandemic has been very worrying for students, and I believe the best way to conquer fear is through understanding.” Matt Boucher

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TUKUTUKU KŌRERO | 3 August 2020

FINANCIAL LITERACY

Money know-how important for young people At Christchurch’s Linwood Avenue School, a Year 5 and 6 class has been learning everything they need to know about real estate, mortgages, interest rates, investing and insurance.

hen Colin Hill and Victoria Brookland’s classes were amalgamated more than five years ago, they were looking for something unique for their new combined class and trialled Banqer: an online financial education tool. The world of finances has been intrinsically woven into classroom life ever since. “We were going to have a break from it this year, but the children kept wanting to do it. That shows how well it’s going – it’s driven by them,” says Colin. Tamariki in the class begin the year with a guaranteed ‘income’ and can earn extra money by undertaking paid jobs. “Children can apply for jobs around the classroom so we talked about what goes in a CV and what gives you the qualities for specific jobs. If it’s fish tank maintenance – what sort of experience do you have to help you with that?” explains Colin.

Learning about money At the start of each year, Year 5 students sign a ‘Condition of Employment’. Excited by the potential to spend money (after expenses) on perks and privileges, they spend up large. “The Year 6s have learnt their lessons from the previous year. When the Year 5s come in, they’re spending massive amounts of money on renting couches and luxury furniture items for the week. The Year 6s sit back and giggle, knowing their money they’ve placed in investments (savings, term deposits, KiwiSaver and property) will increase long term. “When it comes to terms 3 and 4, the younger ones have spent all their money in terms 1 and 2 and can no longer afford these items as prices have been driven up by Year 6 children who have large amounts of money,” he says.

Getting the property bug One of the most popular Banqer modules has been the one on real estate. “We’ve got a bird’s eye view of a property which we call Linwood City.

Education Gazette | 3 August 2020

Once children have saved money, they can buy land with a house. Then we go through the insurance module – they go through the different things that can impact your premium prices. Children can put pools, guest houses on their property, but to do that they need to know they will be paying a bit more insurance. “Banqer allows us to create disasters regularly that have an impact on property. To simulate the real world, it randomly selects houses to affect. Children without insurance no longer get rental income, but continue to pay their mortgage. “The buy-in for that module is amazing considering they’re not really getting anything. They get their house on the board with their name and they love that.”

Rich real-life learning Colin says he hadn’t previously taught concepts like insurance, mortgages and rent, but they are full of rich learning opportunities, such as in mathematics; particularly around proportions and ratios when considering deposits, interest and insurance, or for some students skip counting in class auctions. But it’s not all about money in Room 13. “I’m not big on giving children money just for doing the right thing, but I do believe children need to know how to earn money and be aware of ways to use it. However, it can be helpful, for example, if you get a reliever in your class and the children need a bit more incentive.”

Essential skills for life Colin believes that self-management is the biggest key competency his students learn from the Banqer programme. “Self-management is the BIG thing. When children come in, they naturally just want to spend their money. They learn about being actively involved in a job and fulfilling the position to the best of their ability and as per the job description. Banqer allows us to terminate their contract after a verbal warning if children aren’t doing their job correctly. We say to them, ‘If you make mistakes, that’s all right. But it’s better that you make these mistakes now than when you’re an adult’. gazette.education.govt.nz

FINANCIAL LITERACY

Learning financial capabilities at school will help students with money management in their future lives.

Student kōrero “I think it’s important for children to learn financial capabilities. Their parents often say, ‘We wish we were taught these skills at school’. “Our school is all about empowering children to make positive contributions to the world and that’s what we are trying to do. It’s a positive thing and they are making sure they are looking after themselves, their family... that’s all we can ask for,” says Colin.

Banqer and partners Banqer Primary, which is available at no cost to all primary schools around Aotearoa through Kiwibank sponsorship, has been used by over 100,000 Kiwi students. Banqer High, launched this year, has been used by over 5,000 students. The programme is subsidised for New Zealand secondary schools by partners, including Kiwibank and the Insurance Council of New Zealand (ICNZ). ICNZ has worked with Banqer since 2015 to help young Kiwis grow their insurance literacy. Banqer chief operating officer Simon Brown explains, “Through simulated scenarios in the Banqer platform, students learn about the importance of insurance, how to recognise risks and manage them. For example, if they’ve chosen to skip buying insurance and a flood hits their house in Banqer High, they’ll have to replace all of their contents, while other classmates who did take out insurance have their contents replaced.” There are a number of curriculum resources on Financial Capability to help teachers with their planning and teaching in this area. See Education Gazette online to access these, and to see how Colin and other classes are using Banqer to grow their students’ financial skills. gazette.education.govt.nz

Year 6 students from Linwood Avenue School talk about money management. Q: Why do you like Banqer and what do you like the most?

Noah : I like spending money on things in our class. I also like earning more money through interest. Angus : I like it because it simulates the real world, I can transfer money and earn interest. I like that I know how I can go about buying expensive things like cars and property. Savanna : It’s like being a grown-up but at school, like buying things with the money I’ve earned. Tanisha : It gets me ready for the real world. I like earning more money through interest, especially term deposits. Q: What have you learned from it?

Noah : I learned many things. How to save money and how to earn extra income through interest (savings and term deposits). When I was Year 5, I didn’t know about KiwiSaver or term deposits, but now I know what they are and how to use them well. Angus : I have learned how to manage my money and how mortgages work. I would try and buy a house, but if I didn’t have enough, I would put more into savings to earn more interest. I would need to keep enough in my everyday account to pay my bills. Savanna : Managing money, making sure I get out insurance for any houses or transport I might own. I didn’t know anything about banking or KiwiSaver and now I know a lot about it and can do more things to do with money. Tanisha : Putting money into savings to get interest and to keep enough money in your everyday account to pay bills.

TUKUTUKU KŌRERO | 3 August 2020

FINANCIAL LITERACY

Sorted in Schools is helping young people acquire the core financial literacy skills they need for now and their futures.

Teachers and students Sorted It’s more important than ever for today’s young people to gain financial literacy skills, says Nick Thomson, director of learning for Sorted in Schools.

ick Thomson, director of learning for Sorted in Schools, says saving and getting onto the property ladder are more difficult for this current generation, which means they can’t afford to make some of the mistakes earlier generations have made. “It’s really important because it is harder for young people to get on to the property ladder. That’s why it’s important to nail this so that by the time they are leaving school, they’re making some pretty good decisions. “When you think about it, most of us have spent years gaining financial skills from when you first started earning money. From a net wealth position, had you been equipped with all of those skills a lot earlier, you may have made different decisions,” says Nick. Sorted in Schools, a financial capability hub for secondary school students produced by the Commission for Financial Capability (CFFC), aims to equip young New Zealanders with the knowledge and tools to make good decisions around money and money management.

Education Gazette | 3 August 2020

By teachers, for teachers All of the resources have been designed and developed by teachers for teachers and align with the national curriculum. “We were heavily focused on teachers being involved in our content creation. We were really clear about what topics we wanted students to learn. This covers topics like KiwiSaver, investing, setting goals, insurance, retirement, debt, budgeting and saving. “Once teachers were helping us with content creation and working with our product developers and we knew our themes, then what we really had to do is, cover real-life learning scenarios that would truly resonate with students. So we talk about things like going flatting, taking out a student loan, figuring out a grocery budget,” explains Nick. The programme is available in both English and Māori medium and is aligned with social sciences, technology, English, mathematics and health in Years 9 and 10 and core-generic unit standards for NCEA Levels 1 and 2. gazette.education.govt.nz

FINANCIAL LITERACY

Upskilling teachers “We recognised that for us to be truly successful, teachers need to be equipped with skills and knowledge to be able to deliver financial capability education. So we have a PLD programme for teachers that we continue to roll out throughout New Zealand,” says Nick. Sorted recognises that the PLD is also an opportunity for some teachers to improve their personal financial literacy. “As soon as you start learning about topics like KiwiSaver, insurance, retirement – any of those things – no matter how competent or how well you think you know a subject, there’s a little bit more that you can learn. We’ve also found that lots of teachers have been able to share their experiences: ‘If I’d known this when I was your age, I would be better off’.” Sorted in Schools, which was launched in 2019, has potentially reached more than 200,000 students. Last year about 50 per cent of secondary schools registered for the programme, with about 35 per cent of schools using it. This year 62 per cent of schools have registered and annual usage data is indicating a big increase in usage this year.

that 82 per cent of school leavers wished they had learned more about money at school from their teachers.”

Good debt/bad debt Karamu High School in Hastings wanted to add some depth to the Year 10 Business Studies option and has been using Sorted in Schools, says business and social studies teacher Colin Rafferty. “Most of our Year 10 programme focuses on entrepreneurship, so we cherry-picked the bits on financial literacy from Sorted in Schools about debt. Our focus was on getting the kids to understand where debt comes from; what is good debt and bad debt when it comes to making business decisions. “Then we looked at budgeting and how that impacts on lives and business. We can link it back into their own personal lives and families – so the financial literacy becomes symbiotic to their lives rather than something that is only applied to business,” explains Colin. “We want to give the kids a wider understanding of how this stuff impacts not just now, but in 10, 15, 20 years’ time. If they can get those concepts now, they will be better able to manage themselves in the future,” says Colin.

Shopping and parties The Open Polytechnic has developed two interactive learning scenarios in a partnership with Sorted in Schools. “Open Polytechnic’s Digital Experience team has created two visually engaging interactive learning tools for the Sorted for Schools website so far – Supermarket Shopper and Party Planner,” says Open Polytechnic chief executive Dr Caroline Seelig. The interactive resources are included in teaching material for NCEA Levels 1 and 2, enabling students to use them to gain credits toward their NCEA.

Good money decisions important “Throughout life we’ve got to make lots of money decisions and being equipped with financial skills and competencies means you are more likely to make the right decisions and arrive at retirement in really good shape,” says Nick. “It only takes a couple of really bad decisions to get you behind and cause quite a lot of issues in your life with money.

School Leavers' Toolkit The School Leavers’ Toolkit (SLTK) is designed to ensure all school leavers have the core skills and knowledge they need to help launch their post-school lives. The SLTK is made up of two websites, one for teachers, and one for students. The teacher-facing website provides a collection of curriculum-aligned resources that teachers can integrate into their lesson plans around the Toolkit topics. The website for students provides all they need to know about the Toolkit topics in a way that is engaging and developed by students. For information about SLTK and Sorted in Schools, see this story at Education Gazette online.

“When we started this programme, we did some research and found

Level up their money skills Equip your students for their financial future with our free resources for secondary school students (years 9-13).

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TUKUTUKU KŌRERO | 3 August 2020

MATHS

Maths Craft festivals like this one are helping change attitudes towards mathematics.

Education Gazetteâ&#x20AC;&#x192;|â&#x20AC;&#x192;3 August 2020

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MATHS

Maths Craft brings maths to the masses University of Canterbury mathematicians are promoting the playful side of mathematics teaching and learning through public outreach.

“

Maths is often overlooked as a subject of beauty and imagination,” says Dr Jeanette McLeod, of the University of Canterbury (UC). A mathematician and an educator, Jeanette has a passion for promoting the creative and playful side of mathematics.

“How many kids inherit their fear of maths from their parents?” she remarks. Since 2016, Maths Craft has reached over 13,000 people through festivals, teacher workshops, and other events.

Jeanette and Phil aim to change attitudes towards mathematics on a large scale. As an avid crafter, Jeanette has At the festivals, participants are long known that crafting uses asked before and afterwards a lot of maths. In 2016, she about their attitudes towards wondered if this could be an mathematics. Remarkably, no ideal way to bring maths participants have reported Find free online to people in a fun and Maths Craft resources disliking mathematics after accessible way. available to be attending a festival.

used in schools at With the help of fellow “We ask the public what they mathscraftnz.org. UC mathematician and think maths is for - they say educator Dr Phil Wilson, teachers or engineers,” says Maths Craft New Zealand was Jeanette. born. It is the largest mathematics Jeanette and Phil are concerned about outreach initiative in New Zealand, and a lack of people pursuing mathematics and involves a small team of mathematicians, science careers, and believe this will be tertiary mathematics students, and detrimental to the country in the long term. education experts. Maths Craft creates and provides free resources to students and teachers helping them to explore mathematical concepts using craft. Examples include crocheting a hyperbolic plane, folding an origami octahedron, and making a Möbius strip. This way of approaching maths is nonthreatening, playful, and accessible, say Jeanette and Phil. It allows students to think like mathematicians by encouraging them to use a curiosity-driven and playful approach. Craft can also be a clever way to communicate mathematical concepts that often seem intangible.

Free public events Maths Craft frequently run public festivals promoting the fun and artistic side of mathematics. The festivals are free events aimed at all ages, including students, whānau, and aiga, inviting participants to take part in various craft activities designed to explore mathematical concepts in creative and accessible ways. The decision to cater to families too was a conscious one, says Jeanette.

Origami Triakis Octahedron.

Teacher workshop pilots

To reach teachers, Jeanette and Phil have been piloting workshops for school teachers. The workshops aim to help teachers support mathematical thinking in their students and increase student confidence through designing fun and accessible tasks. The workshops also focus on improving teachers’ self-efficacy and giving them concrete classroom ideas and techniques. While Covid-19 has thrown a small spanner in the works for Maths Craft, Jeanette and Phil have been busy making plans for their next project, ‘Maths Craft in a Box’. The box is set to be a student-driven set of activities with online video resources. The activities in the box will include explicit links to The New Zealand Curriculum and will be aimed at Year 7 and 8 students. This is the age where students are beginning to make decisions about maths and STEM subjects and deciding whether or not they are ‘good’ at these subjects, says Jeanette.

Crocheted Mobius Strips.

The ‘Maths Craft in a Box’ pilot will run in some Canterbury schools in early 2021. TUKUTUKU KŌRERO | 3 August 2020

HEALTH AND WELLBEING

InnerFit Kids builds character and confidence

Born out of a desire to help tamariki develop good character and strong values in a digital world, the InnerFit Kids programme has a growing presence in the North Island.

InnerFit Kids in action at May Road School. Photo credit: Cam Clayton.

nnerFit Kids, formerly known as Crackerjack Kids, started as a two-year pilot programme in the Tairāwhiti area in 2016. Since then, it has gone from strength to strength helping to empower both teachers and tamariki in a growing number of schools nationwide. InnerFit Kids is an integrated curriculum-linked initiative which focuses on building good character with students. Initially known as Crackerjack Kids, it consisted of seven modules, each focusing on four specific character themes. The modules, which are now readily available online, use physical activity through games to promote critical thinking, problem solving and reflection.

Origins of InnerFit Kids While working on a character-building programme with the New Zealand Breakers, InnerFit’s chief executive Ken Youngson identified a need that was visible not only in elite athletes but also in school-aged children. He realised that some athletes were lacking simple character traits like respect, perseverance, resilience and self-control and identified that a similar model could be applied to help build these characteristics in children.

Education Gazette | 3 August 2020

“The world has changed, but to be human has not changed,” Ken says. “It doesn’t matter what colour you are or where you’re from in the world, you need these good foundations to be successful in life. We’re not doing well when you look at our suicide statistics and our statistics about wellbeing in adults. We have to ask the question – what’s happening there?” The idea that children live in a world of greater opportunities than ever before, yet they have never been so challenged, is the driving force behind the InnerFit Kids programme. InnerFit’s motto is ‘Success starts within’.

Kindness module now available Moving away from just being seen as a Health and Physical Education resource, InnerFit Kids has recently released a new module on kindness. The Kindness module, now available online, represents an integrated approach to character development and citizenship across different curriculum areas, and will help schools address issues such as bullying. The next module, Managing Emotions, will be available by the end of term 3.

Enabling teacher confidence The InnerFit team works closely with teachers to deliver professional development to enable these modules to be used effectively within their teaching practice. Ken says asking critical questions is key to engaging teachers in the programme, ensuring the success of tamariki is at the forefront. “When they’re walking out that gate, what do you want to impart to them? What do you want them to walk away with?” he asks Aware that many teachers did not feel confident teaching in the Health and Physical Education area, and not wanting to add “another thing” to a teacher’s ever-growing to-do list, InnerFit has worked hard to ensure teachers are provided with clear resources and planning to scaffold the learning. While learning through games still remains a major focus, the new integrated approach also spans across three curriculum levels and are tailored specifically for primary and intermediate-aged children. gazette.education.govt.nz

HEALTH AND WELLBEING

“We give the teacher everything they need to know to deal with a learning pathway – it’s done for them,” says Ken. Following the initial pilot, a survey administered in July of 2017 found that 80 per cent of the teachers who took part in the trial believed they had more confidence and competence to teach character values and physical education.

Visible outcomes Teacher Emma-Jane Morris of Auckland’s Glenavon School says the programme provides easily accessible resources that can be incorporated into any teacher’s day. “I use the online tool to give me PE games to play. Even though I am quite a sporty person myself, my range of games is limited – it’s good to use the games to teach both particular skills and the character values,” she says.

While the programme originally focused specifically on the curriculum areas of Physical Education and Health, she says that the benefits of the programme run far beyond the games. Many children who struggle to manage their own behaviour or have anxiety issues can learn new skills such as resilience and how to rebound from a mistake. “It’s an epic programme – if you genuinely care about your children and you want the best life outcomes for them, not just educational outcomes, then this is something that you can’t look past,” says Emma-Jane. “If you get the character right, and the mindset right and the self-efficacy right, then the learning will just happen and you will get those educational outcomes.”

Beyond the school gates Emma-Jane says that seeing children make

positive changes in the classroom and beyond the school gates is one of the powerful effects of the InnerFit Kids programme. Speaking of one success story, she says one child had become “a completely different boy at home” since taking part in the programme. “He was kinder – he learned how to play with others. His mum actually saw the change in him as well, so we knew it wasn’t just situational,” she says. As a result of this type of feedback, InnerFit plans to expand to include materials for parents to use at home. “We would love to start adding complementary material for parents and whānau to use at home that is simple and easy to use,” says Ken. The first of four Kindness learning pathways is currently available free of charge at innerfit.nz.

“When they’re walking out that gate, what do you want to impart to them? What do you want them to walk away with?” Ken Youngson

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TUKUTUKU KŌRERO | 3 August 2020

CURRICULUM PROGRESS TOOLS

Online PLD to support Curriculum Progress Tools N

ew online PLD (professional learning development) for using the Curriculum Progress Tools (CPTs) has been invaluable for helping teachers better understand the curriculum and learner progressions within reading, writing and mathematics, says Bridget Comer, an across-school teacher for the Palmerston North Catholic Schools Kāhui Ako.

are learning about and implementing the Curriculum Progress Tools. “The Curriculum Progress Tools definitely help teachers to better understand the curriculum, in terms of aspects of the particular frameworks and what this explicitly looks like within reading, writing, and mathematics – but also from a progression point of view,” she says.

Some schools within the Kāhui Ako were involved in the pilot for the PLD, which provides facilitated support to schools with Years 1–10 students wanting to investigate and implement the Curriculum Progress Tools.

“The illustrations give teachers clear examples of what a student is likely to be doing at a given signpost. Furthermore, teachers are able to use a wide range of evidence to inform their ‘best fit judgement’.

The PLD comprises fortnightly free online sessions, supplemented by tailored support from experts and practical advice from current user schools.

The Learning Progressions Framework and the Progress and Consistency Tool place professionalism and trust back in the hands of the teacher and provide reliable and robust ways of reporting to whānau, Boards of Trustees and across Kāhui Ako, says Bridget.

The first session gives an overview and explores the online resources available. The second session explores the Learning Progressions Framework, and the third focuses on the Progress and Consistency Tool, how it works and how it can help teachers. “The PLD enabled our Curriculum Progress Tools Lead Teacher to learn about the tools and then, with support, share this knowledge with colleagues,” says Bridget.

Learning and connecting opportunities The online sessions provided opportunities not only to learn about the tools, says Bridget, but also to connect with expertise and schools who

Education Gazette | 3 August 2020

“Not only does the Progress and Consistency Tool produce a range of reports to inform communities, but it also provides thorough information which teachers can use for planning next teaching and learning steps,” she says.

Understanding the ‘why’ St Ignatius School in Auckland is also among those schools involved in the pilot for the online PLD. Associate Principal Alana Morgan says it was a really useful learning experience. “Instead of going in blind as so often happens when trialing new programmes and learning tools, we were scaffolded through each step of gazette.education.govt.nz

CURRICULUM PROGRESS TOOLS Alana Morgan delivers PLD to a group of teachers.

Why Progress Tools? Curriculum Progress Tools help provide an understanding of progress in foundational learning – literacy and numeracy – across The New Zealand Curriculum. Assessing and reporting on progress – not just achievement – takes into account the starting point of each child and young person and varied definitions of what success looks like. A focus on progress helps educators provide the right learning opportunities and support at the right time. It also helps parents and whānau understand what progress their child is making and how they can support their learning. The Ministry of Education has worked with the sector to develop reports for parents, whānau, Kāhui Ako, leadership teams and boards. Educators will also be supported to deliver training to others in the sector to support best practice use of the Curriculum Progress Tools.

The Ministry of Education is offering professional learning and development (PLD) for schools on the Curriculum Progress Tools – the Progress and Consistency Tool and the Learning Progressions Framework – to help them get the most out of using these tools.

ANNOUNCING FREE ZOOM WORKSHOPS FOR OUR ONLINE TEACHER SUPPORT

the way. It enabled us to fully understand the ‘why’ of the Progress and Consistency Tool, which helped with teacher buy-in and acceptance of the tools. “The PLD was not time intensive and that helped with teacher workload – short and sharp; small workshops were key,” says Alana. Sarah Caldwell, lead for Curriculum Progress Tools PLD at Fenwick School – also involved in the pilot, agrees that the method of delivery is important. “What has been very useful to me is the model of online PLD delivery.  It saves a great deal of expense [release hours] and time travelling to get the required professional development.” Sarah says she has access to expert people and other teachers who can offer their experience of having implemented the tool in their schools. “Blending the access to expert people along with a clear and wellresourced website has been beneficial for me as a teacher wanting to sustain the implementation of a new tool into my school setting.” The PLD is being offered in phases with the first phase starting in early term 3. Covid-19 prompted a change in approach to the way this PLD is delivered, which was trialled with schools during term 2. The online PLD is available for all schools with Years 1–10 from term 3, 2020. To sign up, email progress.tools@education.govt.nz with your school contact details. gazette.education.govt.nz

We can now do workshops to assist you with using our Online Teacher Support via ZOOM. To book a workshop, please contact Joel for an appointment:

joel@caxed.co.nz

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TUKUTUKU KŌRERO | 3 August 2020

STUDENT SUCCESS

Video competition brings history to life With the 2020 Ngārimu video competition now open for entries, Education Gazette talks to one of last year’s winners, Manaia Rangihuna from Te Kura Mana Māori o Whangaparāoa, about her inspiring entry, what’s involved, and her advice for this year’s participants. What was the topic of your entry? Ko te arohā nui ki ōku tipuna. My topic was my koro, Te Rei Rangihuna, my great-grandfather’s brother’s son. He was a brave young man. I felt honoured to research his life and privileged to have had the opportunity to visit his memorials and his resting place.

What inspired this topic? He māmā. Ko te toa me te māia o ōku tīpuna te mea nui. Me whai arohā ahau ki ēnei. Ko rātou te papa, te utu, kia noho here kore tātou. I was inspired by the stories I had heard about my koro: particularly his life, his upbringing and his willingness to leave everything he knew to take part in a world event that he may never return from. I am in awe of the risks he chose to take, a real life/ death situation. I am 16 years old. Making a decision as to what to do when I finish school is difficult; however, this pales in comparison to his decision. Imagine having to make a choice where life or death are the only options.

What was involved with producing the film? Ka mau kē te wehi o te pātai nei! He mahi nui te rangahau, te whakakao kōrero, te whakarite whakaahua, te whakarite kiriata, te tāpiri hoki i te reo.

There were hours and hours of looking through video footage and still photos of my trip overseas to Italy with my school Te Kura Mana Māori o Whangaparāoa in 2018. Researching my whānau included: » visiting local urupā to look at memorial sites » going to two different marae at the most western end of Ngāti Porou » interviewing whānau members » interviewing local tumuaki from Te Kura Kaupapa Māori o Kawakawa Mai i Tawhiti  » collating photos, whānau photos, photos from the trip to Italy » scrolling through Māori TV footage to find their interview with me » taking my own photos of the local places I visited in relation to my koro » putting all the information together into a short film » choosing appropriate music » voicing over and editing.

What did you learn along the way about video production? He uaua te mahi nei. Taku waimarie he niwha ahau ki te raweke hangarau. Ko taku tino ko ngā mea Āporo.

It was difficult without the right tools. I used an iPhone to capture video and still photo shots. Editing on the iPad was challenging. Sending this information to my email and To see Manaia’s then loading to either the iPad winning entry, please or a kaiako MacBook had to be visit this article coordinated.

online at gazette. education.govt. nz.

Negotiating time to use their laptops had to be taken into consideration. Adding sound to the short film was also challenging. I used iMovie, which made it easier to put together. Consistency with the sound and the focus in shots and moving images could have been cleaner. I have had excellent learning.

What did you learn about the Māori Battalion that you didn’t know before? Ko te whai i ngā tapuwae o ngā mātua tīpuna e tino kite nei i roto i ēnei momo mahi. Koinā te whakapono o taku kura, Te Kura Mana Māori o Whangaparāoa kia eke ai mātou the rangatahi ki ngā taumata i te ao.

L to R: Aputehira, Michelle and Manaia with the grave of PTE Te Rei Rangihuna, Faenza War Cemetery, Italy.

Education Gazette | 3 August 2020

I learned about the other companies, A, B and D, and their whakapapa. About how brave and fierce our tipuna were, evident in the bravery awards secured by many. For example, in my small Iwi of Te Whānau ā Apanui alone, there were three DCMs awarded. gazette.education.govt.nz

NGĀRIMU VIDEO COMPETITION Memorial for Manaia’s koro, PTE T R Rangihuna at Tutua urupā, Te Araroa.

When we travelled to Italy and visited the urupā, we learned about how our fallen soldiers’ final resting places are cared for. The expression of aroha shown by the Italian people to our tipuna can be seen in the way all of the graves are cared for.

How did you feel when you came away with the win? Kāre i whakapono atu i wini ahau. I was shocked and speechless – and I still am.

What advice would you give students thinking about entering the competition this year? Mahia te mahi kia ako kātahi. Me arohā nui ki ngā kōrero o ngā pakanga o te ao kārua. Whāia ngā tapuwae o ō mātua tīpuna, wai ka hua wai ka tohu, ko te otinga, ka tākuta koe pēnei i a Tākuta Monty Soutar, ka Tā koe pēnei i a Matua Wira Gardiner, ka whairawa rānei pēnei i ahau, a Manaia Rangihuna. Go hard, give it your 100 per cent best and use all of the resources available to you; plan and do your research and present the best version of your work that you can. Last of all, do not forget to acknowledge those from who you descend and to thank those who have helped you in your work. Kia ora.

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Enter this year’s competition The 2020 Ngārimu video competition is now open and closes on Monday 12 October 2020. It is open to students in Years 7 to 13. The aim is to produce a video that takes a deeper look at the 28th Māori Battalion. There are many different ways students might choose to approach this. They might consider choosing a tipuna or member of the Battalion from their rohe and sharing what makes that person special to their community. Or they might choose a Battalion company event and look at the significance to their rohe. Or they might explore and analyse the Battalion’s effort from a contemporary context. For more information visit education.govt.nz/28th-māori-battalion-competition-for schools.

TUKUTUKU KŌRERO | 3 August 2020

HEALTH AND WELLBEING

Pacific practices inform wellbeing resource

“I think people tend to disregard indigenous models of health and wellbeing as not being scientific, but in actuality they provide a really holistic view of health, compared with more western models that don’t really recognise the diversity within Aotearoa.” Gloria Tu’itupou 28

Education Gazette | 3 August 2020

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HEALTH AND WELLBEING

A new health and wellbeing teaching resource that focuses on Pacific practices shows how students can use their own cultural experiences and knowledge to learn about models of wellbeing.

he Making connections with Pacific ideas in Health Education teaching resource has been based on the Health and Physical Education Scholarship report of Gloria Tu’itupou, a Year 13 student at Tamaki College in 2019, who was awarded Top Scholar for her work. Gloria’s report, ‘Navigating Vā in search of Connection: The Kahoa (Lole) – Reconnecting with self, others, society and land through an exploration of Pasifika culture’ is a critique of the familiar ‘lolly lei’ and what happens when Pacific communities in New Zealand make use of accessible local resources to carry on cultural traditions, and the implications of this for wellbeing.

Rethinking kahoa lole Gloria explores the cultural significance of kahoa lole (lolly lei) at significant events and argues that kahoa lole has developed into a distortion of Pacific culture as Pacific people have

assimilated with western society and become disconnected from their land and traditions. Originally the garlands were made from natural materials – shells, leaves, flowers – but there has been a cultural shift in the past 20 years or so and kahoa lole are now presented throughout New Zealand, Australia and the Pacific. “The report is trying to develop our Pacific communities’ critical thinking about the way we are developing our culture and being aware of how important it is to do that in a way that’s not undermining our health,” explains Gloria. “It’s a bit of a controversial opinion in the Pacific space as we really hold kahoa lole in high esteem. It’s our way to express our love for each other, but I think if we break it down and think of all of the facets of presenting kahoa lole, it’s unintentionally affecting us in negative ways.”

Alternative models of wellbeing It’s important to promote alternative models of wellbeing and bring Pacific knowledge into the academic space, comments Gloria. She writes in her Scholarship report that Te Whare Tapa Whā Model and Fonua (holistic Tongan model of wellbeing) dispel the myth that only western ideologies can be central to health and wellbeing practices. They provide alternative ways to cultivate valid, reliable and ultimately life-saving cultural knowledge and practices that uphold the wellbeing of minority communities in Aotearoa New Zealand. “I think people tend to disregard indigenous models of health and wellbeing as not being scientific, but in actuality they provide a really holistic view of health, compared with more western models that don’t really recognise the diversity within Aotearoa,” she says. Gloria, who hails from the village of Kolomotu’a in Tonga, is studying science at the University of

Join our team of 3,500 futurefocused Aotearoa educators Postgraduate Certificate in Digital & Collaborative Learning themindlab.com

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TUKUTUKU KŌRERO | 3 August 2020

HEALTH AND WELLBEING

Auckland and is particularly interested in Pacific wellbeing and how positive health outcomes can be achieved for her community and people.

Kato (basket) of activities The New Zealand Health Education Association (NZHEA) felt the themes and ideas in Gloria’s report lent themselves to ideas for health education learning in Pacific contexts at Year 9 and 10 level, says Rachael Dixon, co-chairperson of the association. Gloria’s report is rich with health education ideas and how these link with the Pacific world – in particular her Tongan world. Rather than confining this work to a resource that supports specialist senior secondary health education, it was seen as an opportunity to use student writing in a way that could benefit junior students.

Making connections aims to provide a collection of teaching and learning activities where students can use their cultural knowledge and resources as an integral part of their learning. Learning activities include class members making a facsimile of a tivaevae (patchwork) representing guidelines to ensure students feel safe in the classroom. Another activity based on Te Whare Tapa Whā model suggests students construct their own model of wellbeing: a range

of factors important for each student’s wellbeing can be included into the design of a tapa cloth. “We always like to capitalise on the real-life authentic nature of the subject with our learners and if we are able to do that in culturally responsive ways, all the better. Hauora, as based on Te Whare Tapa Whā, is one of the underlying foundations of Health and PE, so it is important to be able to bring in also other Pacific ideas around health and wellbeing,” says Rachael.

Respecting different points of view NZHEA hadn’t previously produced a strongly Pacific-based resource, or one which uses student research and recommendations as a springboard for teaching and learning activity ideas. “We felt that the themes and ideas that were in Gloria’s report lent themselves nicely to ideas for health education learning in a Pacific context at Year 9 and 10 level. Her report talked specifically about Fonua - the Tongan model of health and wellbeing. That’s different from an individualised ‘you are responsible for your own physical health’ idea towards that whole ‘connectedness of us and our environment’,” says Rachael.

Art reflects Pacific values Making connections with Pacific ideas in Health Education includes two pieces of art by Vaifoa Lam Sam, current head boy of Tamaki College. He hopes to pursue a career in the creative field as either a graphic designer or video game artist.

Making connections with Pacific ideas in Health Education can be found at healtheducation. org.nz

Of the cover art he writes: (This) is a digital painting that reflects on the traditional kahoa [garland] with cultural floral designs in the background and a female portrait in the centre to model the kahoa but to also represent the women who have created this resource. “The paintings express the concept of Pacific wellbeing, i.e. Te Whare Tapa Whā Model and Fonua (holistic Tongan model of wellbeing) through the traditional Pacific and Māori patterns, along with the symbols and colours that I have used in both paintings. The cover painting expresses the concept of Pacific wellbeing, mostly through the physical and spiritual attributes of Te Whare Tapa Whā Model, that recognises and focuses on the beauty of our culture,” explains Vaifoa.

“Being able to draw on other people’s understanding and knowledge is important in health education because a lot of the work we do is strengths-based, discussionbased; taking time to appreciate other people’s points of view, and having the opportunity to speak to your own world views as well. It’s very much about developing respect for other people’s points of view and their different beliefs,” she says. The curriculum resource has been written by NZHEA, Kata O’Donnell, teacher in charge of health education at Tamaki College and PLD facilitator, and health education specialist Jenny Robertson. The artwork has been contributed by current Tamaki College head boy Vaifoa Lam Sam.

New Zealand Curriculum links

Tapasā: Cultural competencies framework for teachers of Pacific learners (Ministry of Education, 2018) provides an opportunity to understand how Pacific cultural contexts can feature as part of health education pedagogy. Making connections with Pacific ideas in Health Education focuses on the underlying concepts of Health and Physical Education (HPE) learning: » Hauora as a holistic concept of wellbeing, including consideration of physical wellbeing/taha tinana, social wellbeing/taha whānau, mental and emotional wellbeing/taha hinengaro and spiritual wellbeing/taha wairua. » Socio-ecological perspective, which develops students’ understanding of the inter-relatedness and connections between individuals (self), others, communities, and society as a whole. » Health promotion: the process of taking action to maintain or improve wellbeing, which requires knowledge of personal and interpersonal skills that enable people to act individually and collectively to promote wellbeing.

Tamaki College head boy Vaifoa Lam Sam created these artworks that feature in the Pacific health education resource.

Education Gazette | 3 August 2020

» Attitudes and values focused on are those that occur when we take action to promote wellbeing for self and others such as showing respect, care and concern for self, others and society, acting in ways that are fair and inclusive, and actions that reflect the values of social justice.

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NOTICES

Contents

Classroom resources 31 Community involvement 31 Conference / AGM 31 Projects and programmes 32 Student competitions and scholarships 32 Teaching awards and scholarships 32 Professional development (PD) 32 Notices

Notices from any agency outside the Ministry of Education are published at the Ministry’s discretion. The Ministry does not accept responsibility for the information contained in such notices.

Reminder

Education Gazette Tukutuku Korero is the official medium for the Ministry’s notices, so staff are expected to read the ‘Official notices’ section.

Word limit

For general notices the description is limited to 100 words. Word limits don’t apply to notices from official sources such as the Ministry of Education and the Education Council.

Deadlines for notices

Copy for 17 August closes 4pm, Friday 7 August 2020. Copy for 7 September closes 4pm, Friday 28 August 2020. Submit your notice online at: gazette.education.govt.nz Listings sent by email will not be accepted.

The views expressed in Education Gazette and Gazette Online are not necessarily those of the Ministry of Education. The Ministry and Education Gazette in no way endorse, approve or accept responsibility for any product or service advertised in this publication or for any website referred to. Organisations wishing to advertise, display website URLs, or have website links in Education Gazette or Gazette Online must assume responsibility for ensuring their material is appropriate. However, Education Gazette staff will check all websites mentioned in the online and print versions of the publication to one level past their introductory homepage to avoid links to inappropriate or offensive content. Staff are reminded that Education Gazette is the official medium for the Ministry’s notices and they are expected to read the Official Notices.

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Classroom resources Activity Plans for Teaching About Election Issues Policy Policy is New Zealand’s only comprehensive and easily accessible election information website. Ahead of the 2020 election, we’ve partnered with social science educators across New Zealand to create resources that help teachers navigate the election in the classroom. Our activity plans help teachers guide students through discussions on the values, priorities, and impacts policies have on different groups of people. Using Policy, students can learn about different election issues, strengthen their ability to make value-based decisions, and understand why different people and groups make decisions that are different to their own. Resources are free and available at: policy.nz/schools. Ref#: 1HA9HZ

E Tū Tāngata – Tackling Tall Poppy Syndrome in New Zealand E Tū Tāngata Aotearoa Simon Moriarty, principal of Te Ahi Kaikōmako, Rolleston school promotes the new E Tū Tāngata toolkit as transformational in the way the school approaches wellbeing and relationships. ‘E Tū Tāngata has given the school values new meaning and purpose’. E Tū Tangata is developed to encourage personal reflection, group work and community contribution by focusing on three core principles: » You have value » We succeed together » Others matter Using online guided conversations, provided on the E Tū Tāngata website, schools access tools to develop these principles and apply them into practice. For further information: www.etutangata.nz. Ref#: 1HA8zP

Free NCEA Mathematics and Statistics Resources NZ Transport Agency NCEA Level 1 and Level 2 statistical inference resources for AS91035 and AS91264. Featuring powerful road safety contexts relevant to young people’s lives. Supports the teaching of statistical report writing with teacher guides; practice assessments; datasets; and PowerPoints covering the context and variables, writing questions, writing analysis statements and writing conclusions. Written by teacher Sarah Howell. Download from the Education Portal. For further information: education.nzta.govt.nz. Ref#: 1HA8ey

Maths Week 2020 – A Reminder New Zealand Association of Mathematics Teachers (NZAMT) Maths Week 2020 is being held between Monday 10 August and Friday 14 August. If you have already registered, that’s great. If you have not registered and intend to, now is the time to do it.

If you didn’t receive the first notice with information about Maths Week and wish to get a copy, please go to https://mathsweek.co.nz/resources. Maths Week provides resources for students and teachers. The material for Maths Week is written for all students from Y1 through to Y11 at different levels. Ref#: 1HA98Q

Community involvement National Schools Pride Week 2020 InsideOUT Celebrating Pride in every school | Whakanuia te uenuku ki ia kura We’re excited to launch InsideOUT’s first annual National Schools Pride Week campaign, with a range of activities that schools, rainbow diversity groups, students and staff can get involved with in their school! We hope that by creating opportunities to celebrate and affirm rainbow identities through this campaign we can help reduce the experiences of bullying and distress many of our rainbow rangatahi face, and give these young people an increased sense of belonging in their school communities. For further information: www.pride.school.nz. Ref#: 1HA8i_

Conference / AGM EONZ Conference 2020: Education Outside the Classroom – Opening Minds, Transforming Futures Education Outdoors New Zealand If you are interested in enriching and innovating your teaching practice by taking it beyond the classroom (EOTC), this conference is for you. Expect an engaging, thought-provoking and hands-on conference, designed for educators across all learning areas. Topics/sessions include: » Ways to integrate responsive and authentic learning about our environment » Enhancing student and staff wellbeing through connected learning » Discovering meaning through Mātauranga Māori and multicultural values/practices » Navigating and proactively leading changes in education » Managing the nitty-gritty of EOTC: Health and safety, managing workload and creative budgeting. For further information: www.eonz.org.nz/ professional-development/eotc-conference-2020. Ref#: 1HA8Je

NZAGC Conference 2020 – Gifted Wellbeing New Zealand Association for Gifted Children The NZAGC are excited to be bringing the New Zealand Association for Gifted Children conference to Christchurch this year with the theme Gifted Wellbeing. Venue: Rangi Ruru Girls’ School Date: Saturday 19 and Sunday 20 September. This conference is suitable for teachers, parents and students.

TUKUTUKU KŌRERO | 3 August 2020

PROFESSIONAL DEVELOPMENT NOTICES There are a range of membership options, from NZAGC members, non-members and school groups. If you are an NZAGC member you will need to login to access the member prices. We hope that you will be able to join us. For further details: www.giftedchildren.org.nz/event-3532539?Calendar ViewType=1&SelectedDate=9/25/2020. Ref#: 1HA9H0

Projects and programmes

Does Your School Have an Innovative Approach to Timetabling? The New Zealand Council for Educational Research (NZCER) NZCER is exploring timetabling innovations in secondary schools. Would your school make an interesting case study? We would love to hear from school leaders who have modernised their timetable structures and processes to meet the needs of their students. Find out more about our project and submit your interest in taking part in It’s Time: Transformational timetabling practices Go to www.NZCER.org.nz keyword search “timetabling” Ref#: 1HA9C3

Science Roadshow National Science Technology Roadshow Trust Board The Science Roadshow strongly supports the Nature of Science strand and the Five Foundational Science Capabilities and is an exciting and entertaining learning programme of two live demonstrations and 55-60 hands-on exhibits that broaden students’ knowledge of the STEM subjects. The programme includes: Two new shows: “Kitchen Chemistry” – chemistry from the kitchen pantry “Balloons and Bernoulli” – a question of pressure New exhibit themes: » Earth science » Inferences » Movement » My body » Significant instruments » Sight and illusion Admission is $9 per student; supervising teachers/ adults free. Book online – www.roadshow.org or email info@roadshow.org or (04) 499 7865. Ref#: 1HA93E

Student competitions and scholarships Grow Waitaha DigiAwards CORE Education The DigiAwards encourages and celebrates digital creativity in all Y0–8 ākonga throughout Waitaha. The event enables ākonga to design, develop, and showcase their digital outcomes. Ākonga can start working on their projects at any time and upload them once entries open. This year’s theme is Ahakoa he iti, he pounamu – Although it is small, it is precious. A video explaining examples of how this whakataukī can be used, the judging criteria and more information can be found on our website bit.ly/gwdigi20. Key dates: 22 July – Entries open

Education Gazette | 3 August 2020

25 September – Competition closes 11 November – Celebration event Ref#: 1HA8AN

Grow Your Students’ Interest in Diverse Forestry Science/Engineering Careers Te Uru Rākau (Forestry New Zealand) Te Uru Rākau (Forestry New Zealand) is pleased to invite applications for 2021 Ngā Karahipi Uru Rākau – Forestry Scholarships, from Māori and female students interested in enrolling at university in a Bachelor of Forestry Science/Bachelor of Engineering (Hons) majoring in forest engineering. Check out our website for more information about applying: www.teururakau.govt.nz/forestryscholarships. Ref#: 1HA8L1

Ngārimu Video Competition Ngārimu Video Competition The Ngārimu Video Competition is open to submissions. All students and ākonga from Y7–13 can submit a video to be in with a chance of winning $2,200 for themselves and $950 for their school or kura. The video must reflect one of the three kaupapa outlined on the Ngārimu Video Competition website, where you can also find information on how to enter. Videos must be submitted on, or before, Monday 12 October. For further information: www.education.govt. nz/school/student-support/scholarships-andcompetitions/ngarimu-video-competition Ref#: 1HA8nP

Tiritiri Matangi/Fullers Conservation Science 2020 Award – Primary Schools Supporters of Tiritiri Matangi Calling all primary eco-champions Prize: Family trip to Tiritiri Matangi Island Nominations due by 25 September See www.tiritirimatangi.org.nz/2020-sotm-fullers360-science-award Ref#: 1HA8ds

Teaching awards and scholarships Scholarships Now Open to Fund Primary Teachers’ Postgraduate Studies in 2021 Faculty of Education and Social Work Advance your skills in teaching maths and science for complete confidence in the classroom. You can now study a one-year Postgraduate Certificate in Education starting in March 2021 and be fully funded with a Woolf Fisher Trust Postgraduate Scholarship. The programme is part-time, so you won’t need to give up your teaching job, plus you’ll receive a stipend to support your studies. » You will complete 2 evening courses – online or at the Epsom campus » You may credit these courses towards a Master of Education. To apply: auckland.ac.nz/WoolfFisher2021. For more details, contact postgraduate advisor Antoinette Vaha: pgt@auckland.ac.nz. Ref#: 1HA8kY

The Beeby Award 2020–$30,000 The New Zealand Council for Educational Research (NZCER) $30,000 to support the development of an innovative learning resource based on high-quality research.

Applications are now open for the Beeby Award 2020, a joint initiative of the New Zealand Council for Educational Research (NZCER) and the New Zealand National Commission for UNESCO. The award reflects our joint aspirations for a socially just and equitable society. Applications close at 5pm, Friday 21 August. Find out more at: www.nzcer.org.nz/fellowships. Ref#: 1HA8px

The Ernest Duncan Award for Teaching Mathematics The New Zealand Association of Mathematics Teachers/Te Rōpū Kaiako Pāngarau o Aotearoa The New Zealand Association of Mathematics Teachers/Te Rōpū Kaiako Pāngarau o Aotearoa is pleased to call for applications for this award. The general criteria for selection are: » An effective sequence or resource for teaching mathematics » A device for teaching some aspects of mathematics » An audio-visual or other communication programme on or for teaching mathematics » A paper proposing or examining a method of teaching mathematics. Teachers are encouraged to apply by completing a form: https://forms.gle/4pgMPPUBgCBpu57o6. All applications must be with NZAMT by Friday 25 September. Any queries can be made to: secretary@nzamt.org.nz. Ref#: 1HA8V6

Early learning PD New Zealand (nationwide) Cognition Education » Leading Reo-a-Waha Oral Language Ref#: 1HA8U0 » Reo-a-Waha: Oral Language Tips and Tools for Teachers Ref#: 1HA8U6

CORE Education » History in Your Backyard Ref#: 1HA8Fc » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA8FN » Learning Through Play Ref#: 1HA8FU » Play-based History: Bringing our Stories to Life Ref#: 1HA8F_ » Pushing Boundaries Using Te Whāriki Ref#: 1HA8FX » uLearn20 Ref#: 1HA8_H

JK Developing Capabilities » Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides Ref#: 1HA98h

Learning Network NZ » Maker Spaces in Schools Ref#: 1HA8gG » Teacher Leadership – Gavin Grift Ref#: 1HA8g7

Phonics Training Ltd » Webinar: Early Words Training for Primary Teachers and Teacher Aides Ref#: 1HA9Ad gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES Science Learning Hub » Rivers and Us – Free PLD Opportunity Ref#: 1HA9B2

Senior Teacher » Health and Safety – Employees’ Wellbeing Ref#: 1HA91W » Implementing Tātaiako Ref#: 1HA91T » Journey with Tapasā Ref#: 1HA8zS » Journey with Tapasā Ref#: 1HA8zY » Promoting Resilience Within Children, Families and Teams – Three Part Series Ref#: 1HA94k » Supporting Social and Emotional Competence Ref#: 1HA8zV » Te Tiriti-based Practice Ref#: 1HA94o

Te Rito Maioha ECNZ » An Introduction to Culturally Responsive Pedagogy in Aotearoa New Zealand Ref#: 1HA9Ge » An Introduction to Te Reo Māori in Aotearoa New Zealand Ref#: 1HA9Gb » An Introduction to Te Whāriki Ref#: 1HA9Gh » An Introduction to Tikanga Māori in Aotearoa New Zealand Ref#: 1HA9GZ

Auckland Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Childspace Early Childhood Institute » Assessment and Documentation of Learning Stories Ref#: 1HA8wk » Leading with Heart and Soul Ref#: 1HA8xT » Nurture in Nature Ref#: 1HA8wZ » Peaceful Curriculum for Infants and Toddlers Ref#: 1HA8wu » Performance Appraisal, Certification and Teaching as Inquiry Ref#: 1HA8wo » Risk, Resilience and Loose Parts Play Ref#: 1HA8xQ » Rituals Ref#: 1HA8wW » Yeah Baby! Early Childhood Conference, Auckland Ref#: 1HA8wQ

CORE Education » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

» Workshop – Teaching Emotions in Children Ref#: 1HA985

» Team Leaders TOOLBOX Ref#: 1HA8et

InterLEAD

Hawke’s Bay Kurtovich Consulting

» Strategic Planning Ref#: 1HA91B

Kurtovich Consulting » Administrators Big Day Out 2020 Ref#: 1HA92B

Taranaki TalkLink Trust

Learning Network NZ

» Literacy Instruction for Children with Complex Communication Needs Ref#: 1HA8Gv

» Co-teaching and Collaboration Ref#: 1HA8fy » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA8g1 » The 21st Century Learning Process Ref#: 1HA8fs

The Team Building Company » Building and Maintaining a Connected and Collaborative Team Ref#: 1HA91x

Yogi Kids » Story Yoga: The Magical Zoo Ref#: 1HA8Jc » Storybook Yoga PD Ref#: 1HA8J_

Waikato Childspace Early Childhood Institute » Curriculum and Planning for 3–6-year-olds Ref#: 1HA8wT » Internal Evaluation for Quality Improvements Ref#: 1HA8wx » Nurture in Nature Ref#: 1HA8xJ » Rituals Ref#: 1HA8xF » Yeah Baby! Early Childhood Conference Ref#: 1HA8xZ

» Leading with Heart and Soul Ref#: 1HA9Er » Nurture in Nature at Old Kura Ref#: 1HA8xW » Risk, Resilience and Loose Parts Play Ref#: 1HA9Ex

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Wellington Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Childspace Early Childhood Institute » Childspace Leaders’ Retreat Ref#: 1HA8yn » Zentangle Retreat Ref#: 1HA8wr

CORE Education

» Engaging Conversations Workshop – Hamilton Ref#: 1HA9FP » Engaging Conversations Workshop – Tokoroa Ref#: 1HA9FE

Growth Culture

InterLEAD

EDconnect

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Kurtovich Consulting » Administrators Big Day Out 2020 Ref#: 1HA92B

Bay of Plenty Childspace Early Childhood Institute

» Team Leaders TOOLBOX Ref#: 1HA8ew » Team Leaders TOOLBOX (Now More Than Even the Sector Needs Strong Leadership) Ref#: 1HA9HP

Improving Life Outcomes

Growth Culture

» Managing Behaviours in Children Ref#: 1HA8Se

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk

gazette.education.govt.nz

Manawatu/Whanganui Childspace Early Childhood Institute

» Growing Your Leadership Through Courageous Conversations Ref#: 1HA9Gq » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA8Ss

» Leading with Heart and Soul Ref#: 1HA8x3 » Leading with Heart and Soul Ref#: 1HA9F3 » Risk, Resilience and Loose Parts Play Ref#: 1HA8x6 » Risk, Resilience and Loose Parts Play Ref#: 1HA9F0

Growth Culture

» Administrators Big Day Out 2020 Ref#: 1HA92B

» Strengthening Your Leadership Ref#: 1HA91a

The Team Building Company » Building and Maintaining a Connected and Collaborative Team Ref#: 1HA91x

Marlborough InterLEAD » Leadership for Every Teacher (2 x One-day Workshops) Ref#: 1HA95P

Tasman/Nelson Te Rito Maioha ECNZ » Making Maui Come to Life – Practical Workshop Ref#: 1HA9BB

The Team Building Company » Building and Maintaining a Connected and Collaborative Team Ref#: 1HA91x TUKUTUKU KŌRERO | 3 August 2020

PROFESSIONAL DEVELOPMENT NOTICES InterLEAD

Science Learning Hub

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

» Tikanga 101 : Why, How, What – Dunedin Ref#: 1HA8jH » Tikanga 101 : Why, How, What – Queenstown Ref#: 1HA8jL

» Rivers and Us – Free PLD Opportunity Ref#: 1HA9B2

Childspace Early Childhood Institute

The Team Building Company

Canterbury Building Minds Psychology

» Assessment and Documentation of Learning Stories Ref#: 1HA8we » Leading with Heart and Soul Ref#: 1HA8xC » Peaceful Curriculum for Infants and Toddlers Ref#: 1HA8wb » Risk, Resilience and Loose Parts Play Ref#: 1HA8x9 » Self-regulation, Behaviour and Social Competency Ref#: 1HA8wh » Yeah Baby! Early Childhood Conference Ref#: 1HA8xM

CORE Education

» Making Sense of Tapasā Ref#: 1HA9Gn » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

EDconnect » Engaging Conversations Workshop – Christchurch Ref#: 1HA9FL

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

impactED » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fr » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fu

InterLEAD » Evaluation for Improvement Ref#: 1HA8zd » Play-based Pedagogy – Half-day Workshop Ref#: 1HA8_G » Tikanga 101: Why, How, What Ref#: 1HA91Y » Tikanga 101: Why, How, What – Timaru Ref#: 1HA8jB

Te Rito Maioha ECNZ » Making Maui Come to Life – Practical Workshop Ref#: 1HA9B5

The Team Building Company » Building and Maintaining a Connected and Collaborative Team Ref#: 1HA91x

Yogi Kids » Storybook Yoga PD Ref#: 1HA8J_

Otago Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

» Building and Maintaining A Connected and Collaborative Team Ref#: 1HA91x

Primary / intermediate PD New Zealand (nationwide) Amesbury School » Developing an Integrated Curriculum: Systems, Structures, Processes and Some Tips Ref#: 1HA9HE

Ara Taiohi » INVOLVE 2020 Digital – National Conference for Youth Health and Development Ref#: 1HA98t

Cognition Education » Leading Reo-a-Waha Oral Language Ref#: 1HA8U0 » Reo-a-Waha: Oral Language Tips and Tools for Teachers Ref#: 1HA8U6

CORE Education » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA8Sv » History in Your Backyard Ref#: 1HA8Fc » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA8FN » Learning Through Play Ref#: 1HA8FU » Play-based History: Bringing our Stories to Life Ref#: 1HA8F_ » Pushing Boundaries Using Te Whāriki Ref#: 1HA8FX » uLearn20 Ref#: 1HA8_H

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA8Vf » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA8VX » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA8V_ » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA8Vc

Edushop » Introduction to Numicon and Setting Up in Your School/Class Ref#: 1HA8s5

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Auckland Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Auckland) Ref#: 1HA8Vi

CORE Education » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

EDconnect » Engaging Conversations Workshop – West Auckland Ref#: 1HA9FS

Edushop

» Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides Ref#: 1HA98h

» Breaking Barriers, NIP and Big Ideas Ref#: 1HA9Ba » Numicon Maths for All Learners Including Those Who Struggle Ref#: 1HA8ra » Numicon Maths for All Learners Including Those Who Struggle Ref#: 1HA8rd

Kohia Centre, University of Auckland

Evaluation Associates

JK Developing Capabilities

» Online: Number Talks and Building a Love of Maths, with Sarah Tohill Ref#: 1HA9CZ

Learning Network NZ » Maker Spaces in Schools Ref#: 1HA8gG » Teacher Leadership – Gavin Grift Ref#: 1HA8g7

Phonics Training Ltd » Webinar: Early Words Training for Primary Teachers and Teacher Aides Ref#: 1HA9Ad

» e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M » e-asTTle Reading and Maths Workshops (MoE funded) Ref#: 1HA98J » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989 » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture » Team Leaders TOOLBOX Ref#: 1HA8ew

For full professional learning and development (PLD) listings see gazette.education.govt.nz/notices 34

Education Gazette | 3 August 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Team Leaders TOOLBOX (Now More Than Ever the Sector Needs Strong Leadership) Ref#: 1HA9HP

Improving Life Outcomes » Managing Behaviours in Children Ref#: 1HA8Se » Workshop – Teaching Emotions in Children Ref#: 1HA985

Kohia Centre, University of Auckland » An Introduction to the New Zealand Curriculum for Overseas Trained Teachers Ref#: 1HA8Zi » Building Resilience and Mental Wellbeing for Teachers and Students Ref#: 1HA8uM » Decisions of a Writing Teacher, with Gail Loane Ref#: 1HA8nd » Guided Reading. Using the Ready to Read Series, with Andy Butler Ref#: 1HA8XV » Leading with Insight – The Role of Culture in Leadership, with Tabitha Leonard Ref#: 1HA90h » Maths in a New Entrant Setting, with Jo Williams Ref#: 1HA90r » Mentor Teacher Programme, with Gayle McIlraith Ref#: 1HA90o » Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation for Teachers and Students Ref#: 1HA913 » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HA86i » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HA9Ck » Online: The Role of the Leader in Building Learning Cultures Ref#: 1HA9Cu » Paying Attention to Attention, with Frances Steinberg Ref#: 1HA910 » Report Writing and Communicating with Parents, with Julie McDougall Ref#: 1HA8po » Teacher Aides Supporting Early Readers and Writers, with Andy Butler Ref#: 1HA8XY » The Role of the Leader in Building Learning Cultures, with Tabitha Leonard Ref#: 1HA90k » Understanding and Supporting Students with Autism in the Mainstream Classroom Ref#: 1HA8XP » Working with Challenging Behaviour, Frances Steinberg Ref#: 1HA90x

Learning Network NZ » Adolescence...The Neuroscience of This Incredible Transition Ref#: 1HA8fv » Co-teaching and Collaboration Ref#: 1HA8fy » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA8g1 » STEM Unleashed – Chris Clay Ref#: 1HA8gA » The 21st Century Learning Process Ref#: 1HA8fs gazette.education.govt.nz

Maths Development » Maths Leadership Made Easy Ref#: 1HA91u » Maths Teaching Made Easy Workshops Ref#: 1HA91r » Teacher Aides Supporting Learners in Mathematics Ref#: 1HA99Q

Yogi Kids » Story Yoga: The Magical Zoo Ref#: 1HA8Jc » Storybook Yoga PD Ref#: 1HA8J_

Waikato EDconnect

Gisborne Education Outdoors New Zealand » EOTC Jumbo Day – Effective Safety Management Systems for Schools Ref#: 1HA8c5

Hawke’s Bay Evaluation Associates » e-asTTle Reading and Maths Workshops (MoE funded) Ref#: 1HA98J

Taranaki Cognition Education » Mathematics Leadership Communities Meetings | MLCs (New Plymouth) Ref#: 1HA8VU

» Dancing with Digi Tech Workshop – Waihi Ref#: 1HA9G8 » Engaging Conversations Workshop – Hamilton Ref#: 1HA9FP » Engaging Conversations Workshop – Tokoroa Ref#: 1HA9FE » Sound Beginnings Workshop – Taupo Ref#: 1HA9F5

Evaluation Associates

Manawatu/Whanganui Cognition Education

» e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato » Hamilton: Mathematical Content Knowledge – Algebra Ref#: 1HA99C

Bay of Plenty EDconnect » Dancing with Digi Tech Workshop – Te Puna, Tauranga Ref#: 1HA9G5

Edushop » Numicon Maths for All Learners Including Those Who Struggle Ref#: 1HA8q5

Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato » Tauranga: Mathematical Content Knowledge – Algebra Ref#: 1HA99F

» e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

TalkLink Trust » Literacy Instruction for Children with Complex Communication Needs Ref#: 1HA8Gv

» Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua) Ref#: 1HA8VN » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA8VR

Edushop » Numicon Maths for All Learners Including Those Who Struggle Ref#: 1HA8s2

Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Wellington Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA8VC » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA8VK » Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South) Ref#: 1HA8VF » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti) Ref#: 1HA8VG

CORE Education » Growing Your Leadership Through Courageous Conversations Ref#: 1HA9Gq TUKUTUKU KŌRERO | 3 August 2020

PROFESSIONAL DEVELOPMENT NOTICES » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

» Developing Outstanding Middle Managers Ref#: 1HA8zg

» Inclusive Technology for Teacher Aides, Christchurch Ref#: 1HA94t » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fo » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fr » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fu

Rock and Water New Zealand Ltd

InterLEAD

» Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA8Ss

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

InterLEAD

» Rock and Water (Social Safety/Wellbeing) Programme – Accreditation Training for Educators Ref#: 1HA8Nc

Marlborough InterLEAD » Leadership for Every Teacher (2 x One-day Workshops) Ref#: 1HA95L

West Coast Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

Canterbury Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

CORE Education » Making Sense of Tapasā Ref#: 1HA9Gn » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

EDconnect » Engaging Conversations Workshop – Christchurch Ref#: 1HA9FL » Sound Beginnings Workshop – Christchurch Ref#: 1HA9F8

Edushop

» Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA8PA » Play-based Pedagogy – Half-day Workshop Ref#: 1HA8_G

Rock and Water New Zealand Ltd » Rock and Water (Social Safety/Wellbeing) Programme – Accreditation Training for Educators Ref#: 1HA8Nc

Yogi Kids » Storybook Yoga PD Ref#: 1HA8J_

Otago Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

S&L Publishing Ltd » A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA8Nx

Southland Evaluation Associates

» Christchurch Open Morning – Come See Numicon in Action! Ref#: 1HA9BV

» e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

Evaluation Associates

Area / composite PD

» Developing Expertise in Using e-asTTle Workshop (MoE funded) Ref#: 1HA98T » e-asTTle Reading and Maths Workshops (MoE funded) Ref#: 1HA98J » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

Growth Culture

New Zealand (nationwide) Amesbury School » Developing an Integrated Curriculum: Systems, Structures, Processes and Some Tips Ref#: 1HA9HE

Ara Taiohi

JK Developing Capabilities » Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides Ref#: 1HA98h

Kohia Centre, University of Auckland » Online: Number Talks and Building a Love of Maths, with Sarah Tohill Ref#: 1HA9CZ

Learning Network NZ » Maker Spaces in Schools Ref#: 1HA8gG » Teacher Leadership – Gavin Grift Ref#: 1HA8g7

Science Learning Hub » Rivers and Us – Free PLD Opportunity Ref#: 1HA9B2

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Auckland Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Cognition Education

» Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

» INVOLVE 2020 Digital – National Conference for Youth Health and Development Ref#: 1HA98t

impactED

Cognition Education

CORE Education

» Leading Reo-a-Waha Oral Language Ref#: 1HA8U0 » Reo-a-Waha: Oral Language Tips and Tools for Teachers Ref#: 1HA8U6

» Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

» Digital Fluency for Teacher Aides Ref#: 1HA8pa » Digital Fluency for Teacher Aides Ref#: 1HA8pd

» Mathematics Leadership Communities Meetings | MLCs (Auckland) Ref#: 1HA8Vi

EDconnect » Engaging Conversations Workshop –

For full professional learning and development (PLD) listings see gazette.education.govt.nz/notices 36

Education Gazette | 3 August 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES West Auckland Ref#: 1HA9FS

Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M » e-asTTle Reading and Maths Workshops (MoE funded) Ref#: 1HA98J » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989 » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture » Team Leaders TOOLBOX Ref#: 1HA8ew » Team Leaders TOOLBOX (Now More Than Ever the Sector Needs Strong Leadership) Ref#: 1HA9HP

Improving Life Outcomes » Managing Behaviours in Children Ref#: 1HA8Se » Workshop – Teaching Emotions in Children Ref#: 1HA985

Kohia Centre, University of Auckland » An Introduction to the New Zealand Curriculum for Overseas Trained Teachers Ref#: 1HA8Zi » Building Resilience and Mental Wellbeing for Teachers and Students Ref#: 1HA8uM » Decisions of a Writing Teacher, with Gail Loane Ref#: 1HA8nd » Guided Reading: Using the Ready to Read Series, with Andy Butler Ref#: 1HA8XV » Leading with Insight – The Role of Culture in Leadership, with Tabitha Leonard Ref#: 1HA90h » Maths in a New Entrant Setting, with Jo Williams Ref#: 1HA90r » Mentor Teacher Programme, with Gayle McIlraith Ref#: 1HA90o » Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation for Teachers and Students Ref#: 1HA913 » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HA86i » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HA9Ck » ONLINE: The Role of the Leader in Building Learning Cultures Ref#: 1HA9Cu » Paying Attention to Attention, with Frances Steinberg Ref#: 1HA910 » Report Writing and Communicating with Parents, with Julie McDougall Ref#: 1HA8po » Teacher Aides Supporting Early Readers and Writers, with Andy Butler Ref#: 1HA8XY » The Role of the Leader in Building Learning Cultures, with Tabitha Leonard Ref#: 1HA90k » Working with Challenging Behaviour, with Frances Steinberg Ref#: 1HA90x gazette.education.govt.nz

Learning Network NZ

TalkLink Trust

» Adolescence...The Neuroscience of This Incredible Transition Ref#: 1HA8fv » Co-teaching and Collaboration Ref#: 1HA8fy » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA8g1 » STEM Unleashed – Chris Clay Ref#: 1HA8gA » The 21st Century Learning Process Ref#: 1HA8fs

» Literacy Instruction for Children with Complex Communication Needs Ref#: 1HA8Gv

Waikato EDconnect » Dancing with Digi Tech Workshop – Waihi Ref#: 1HA9G8 » Engaging Conversations Workshop – Hamilton Ref#: 1HA9FP » Engaging Conversations Workshop – Tokoroa Ref#: 1HA9FE » Sound Beginnings Workshop – Taupo Ref#: 1HA9F5

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Bay of Plenty EDconnect » Dancing with Digi Tech Workshop – Te Puna, Tauranga Ref#: 1HA9G5

Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Gisborne Education Outdoors New Zealand

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua) Ref#: 1HA8VN » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA8VR

Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Wellington Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

CORE Education » Growing Your Leadership Through Courageous Conversations Ref#: 1HA9Gq » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA8Ss

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

» EOTC Jumbo Day – Effective Safety Management Systems for Schools Ref#: 1HA8c5

InterLEAD

Hawke’s Bay Evaluation Associates

Rock and Water New Zealand Ltd

» e-asTTle Reading and Maths Workshops (MoE funded) Ref#: 1HA98J

Taranaki Cognition Education » Mathematics Leadership Communities Meetings | MLCs (New Plymouth) Ref#: 1HA8VU

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

» Developing Outstanding Middle Managers Ref#: 1HA8zg » Rock and Water (Social Safety/Wellbeing) Programme – Accreditation Training for Educators Ref#: 1HA8Nc

Marlborough InterLEAD » Leadership for Every Teacher (2 x One-day Workshops) Ref#: 1HA95L

West Coast Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M TUKUTUKU KŌRERO | 3 August 2020

PROFESSIONAL DEVELOPMENT NOTICES Canterbury Building Minds Psychology

Secondary PD

» LEGO-based Therapy Training for Professionals Ref#: 1HA87W

New Zealand (nationwide) Amesbury School

CORE Education » Play-based History: Bringing our Stories to Life Ref#: 1HA8Ff

» Developing an Integrated Curriculum: Systems, Structures, Processes and Some Tips Ref#: 1HA9HE

EDconnect

Ara Taiohi

» Engaging Conversations Workshop – Christchurch Ref#: 1HA9FL » Sound Beginnings Workshop – Christchurch Ref#: 1HA9F8

» INVOLVE 2020 Digital – National Conference for Youth Health and Development Ref#: 1HA98t

Evaluation Associates

» Leading Reo-a-Waha Oral Language Ref#: 1HA8U0 » Reo-a-Waha: Oral Language Tips and Tools for Teachers Ref#: 1HA8U6

» Developing Expertise in Using e-asTTle Workshop (MoE funded) Ref#: 1HA98T » e-asTTle Reading and Maths Workshops (MoE funded) Ref#: 1HA98J » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA989

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

impactED

Cognition Education

» Digital Fluency for Teacher Aides Ref#: 1HA8pa » Digital Fluency for Teacher Aides Ref#: 1HA8pd » Inclusive Technology for Teacher Aides, Christchurch Ref#: 1HA94t » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fo » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fr » Local Curriculum – Supporting Understanding of Local Curriculum Ref#: 1HA9Fu

JK Developing Capabilities

InterLEAD

» Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA8Vf » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA8VX » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA8V_ » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA8Vc

» Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA8PA

Rock and Water New Zealand Ltd » Rock and Water (Social Safety/Wellbeing) Programme – Accreditation Training for Educators Ref#: 1HA8Nc

Otago Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA8Nk » Team Leaders TOOLBOX Ref#: 1HA8et

Southland Evaluation Associates » e-asTTle Reading and Maths Workshop (MoE funded) Ref#: 1HA98M

Education Gazette | 3 August 2020

» Strengthening Your Personal Resilience and Wellbeing – for Teachers and Teacher Aides Ref#: 1HA98h

Learning Network NZ » Maker Spaces in Schools Ref#: 1HA8gG » Teacher Leadership – Gavin Grift Ref#: 1HA8g7

Science Learning Hub » Rivers and Us – Free PLD Opportunity Ref#: 1HA9B2

Northland Cognition Education

Evaluation Associates » e-asTTle Writing Workshop (MoE funded) Ref#: 1HA98F

Auckland Building Minds Psychology » LEGO-based Therapy Training for Professionals Ref#: 1HA87W

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Auckland) Ref#: 1HA8Vi

EDconnect » Engaging Conversations Workshop – West Auckland Ref#: 1HA9FS

Growth Culture » Team Leaders TOOLBOX Ref#: 1HA8ew » Team Leaders TOOLBOX (Now More Than Ever the Sector Needs Strong Leadership) Ref#: 1HA9HP

Kohia Centre, University of Auckland » Building Resilience and Mental Wellbeing for Teachers and Students Ref#: 1HA8uM » Leading with Insight – The Role of Culture in Leadership, with Tabitha Leonard Ref#: 1HA90h » Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation for Teachers and Students Ref#: 1HA913 » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HA86i » NZ History and a Treaty Curriculum in Action, with Tamsin Hanly Ref#: 1HA9Ck » Online: The Role of the Leader in Building Learning Cultures Ref#: 1HA9Cu » Paying Attention to Attention, with Frances Steinberg Ref#: 1HA910 » The Role of the Leader in Building Learning Cultures, with Tabitha Leonard Ref#: 1HA90k » Understanding and Supporting Students with Autism in the Mainstream Classroom Ref#: 1HA8XP » Working with Challenging Behaviour, with Frances Steinberg Ref#: 1HA90x

Learning Network NZ » Adolescence...The Neuroscience of This Incredible Transition Ref#: 1HA8fv » Co-teaching and Collaboration Ref#: 1HA8fy » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA8g1 » STEM Unleashed - Chris Clay Ref#: 1HA8gA » The 21st Century Learning Process Ref#: 1HA8fs

Waikato EDconnect » Dancing with Digi Tech Workshop – Waihi Ref#: 1HA9G8 gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Engaging Conversations Workshop – Hamilton Ref#: 1HA9FP » Engaging Conversations Workshop – Tokoroa Ref#: 1HA9FE » Sound Beginnings Workshop – Taupo Ref#: 1HA9F5