Education Gazette 99.15 by Education Gazette

Celebrating language and diversity Embracing mixed reality technologies Wraparound support for learners

21 September 2020 | Vol. 99 No. 15

Pathways to

employment

This issue:

Spotlight on education to employment Editor’s note There is a flurry of language weeks over the next few months. These weeks provide good opportunities for our schools and early learning centres to acknowledge and celebrate the rich diversity of New Zealand culture.  In this issue, RTLB Bryan Leilua gives an insight into how these weeks can help build an appreciation of students’ identities while also developing a sense of curiosity and empathy.

2 Community initiative benefits at-risk youth

Teachers embrace new technologies

Celebrating language and diversity

This issue also focuses on supporting secondary students’ transitions to employment and other pathways.  We profile a programme in Central Otago that connects at-risk students with potential employers, providing tailored learning and mentoring opportunities along the way. And we look at how education-toemployment events have gone digital in response to Covid-19, and why this is an effective solution for many schools and employers.

14 Arts help tamariki

On the cover Celebrating language and diversity Embracing mixed reality technologies Wraparound support for learners

21 September 2020 | Vol. 99 No. 15

Pathways to

employment

P6: Teachers from two Napier schools have been involved in a project using mixed reality tools to enhance cross-curricular learning. Mackenzie (13) used a 3D camera for a crosscurricular project.

Regulars 28

Notices

Vacancies

X 17

Growing next generation critics

Te Tupu - a Hawke's Bay initiative

Speed Meets help Students’ horizons students find employment widened by e2e

Learning from our past

Key contacts

Published by

View us online

Reporter Joy Stephens reporter@edgazette.govt.nz

Education Gazette is published for the Ministry of Education by NZME. Educational Media Ltd. PO Box 200, Wellington.

gazette.education.govt.nz @EducationGovtNZ

ISSN 0111 1582

The deadline for vacancies and notices to be printed in the 12 October 2020 edition of Education Gazette is 4pm on Friday 2 October 2020.

Display & paid advertising Jill Parker 04 915 9798 jill.parker@nzme.co.nz Vacancies & notices listings Eleni Hilder 04 915 9796 vacancies@edgazette.govt.nz notices@edgazette.govt.nz Subscriptions eleni.hilder@nzme.co.nz

gazette.education.govt.nz

All advertising is subject to advertisers agreeing to NZME. Educational Media’s terms and conditions advertising.nzme.co.nz/termsconditions-credit-criteria

Story ideas

Deadlines

This publication is produced using FSC® Certified paper from Responsible Sources.

We welcome your story ideas. Please send a brief outline – 50-100 words – to reporter@edgazette.govt.nz

TUKUTUKU KŌRERO 21 September 2020

EDUCATION TO EMPLOYMENT

Jackson (16) had work experience at Clyde Butchery.

Education Gazette | 21 September 2020

gazette.education.govt.nz

EDUCATION TO EMPLOYMENT

Community initiative benefits at-risk youth A community initiative in Alexandra and Cromwell is providing at-risk students with opportunities to prepare for employment from the age of 13.

he goal of the Central Otago Youth Employability Programme (COYEP) is to connect at-risk students from Dunstan High School (Alexandra) and Cromwell College with potential employers; and to provide learning opportunities and mentoring specifically tailored for each student to keep them engaged in learning so they can develop vocational skills. Data from Education Counts reported that in 2015, 54 students in the Central Lakes district had left school before the age of 16. COYEP aims to help students who fall in the gap between mainstream and alternative education. COYEP began in 2018 and Jenna Faulkner, a former PE and health teacher, came on board in 2019. She says the programme can be lifechanging for young people. Her role includes supporting students, building relationships with employers and visiting student work placements weekly. “We like to get pupils from Year 9 to Year 11. We liaise with the DPs and deans, who refer pupils who they think would work really well

on this youth employability programme. They need to have good time management, be enthusiastic, and be able to hold this work placement down. “They are pupils who are starting to show signs of disengagement and are just not enjoying school,” says Jenna.

Tailored programme When students first come into COYEP, Jenna finds out what their interests are and then meets employers to find work experiences for them. Placements to date have included: bee keeping, shearing, building, roofing, mechanics, viticulture, physiotherapy and earthworks. “At Year 10 we can provide the pupils with a taste of a variety of different industries over the year. Every programme is individualised to each pupil’s needs and interests,” says Jenna. Since the start of 2020, the students have been enrolled in the Trades Academy alongside two days of work experience and time in school. Jan Hawkins, former principal of Cromwell College, delivers the Open Polytechnic course for literacy and numeracy one day a week in each of the two schools.

Work experience at Campbell and Gaston Motors has helped Mac (15) think about long term career options.

There are currently 18 boys and two girls on the programme and Jenna hopes to increase the number of opportunities for girls. However, she is impressed with one student, Jen, who after doing work experience with a physiotherapist, decided that physiotherapy was her chosen career path and realised that she needed to return to school in order to pursue this pathway. “She had that taster, decided she wanted to do it and then realised she needs to be in school five days a week,” says Jenna.

Attitude change The students have a mentor in the workplace and are supported in their learning, and the change in behaviour and attitude is significant, says Jenna. “I hear from the teachers about how some of the pupils are just not enjoying school but then I will go to the work site and they are completely different people. They are just amazing – they are enthused and engaged. It’s like they have almost found a passion – it’s just that they can’t leave school until they are 16. It’s given them that taste of what they could have for the future. “I visit the work site and I liaise weekly with the employers just to make sure they are all on track,” she says.

Work experience and apprenticeships “One of my boys on the COYEP programme came on at Year 10. He did two days a week work experience in Year 10, three days in school. He worked through the summer holidays and he was enjoying his building work so much that they took him for an apprenticeship when he turned 16 in April,” she says.

Visit the online version of this article to find out more about STAR funding and Trade Academies.

gazette.education.govt.nz

The student spent a year doing work experience with a local building company which was so impressed with his work ethic and quick grasp of things, that they offered him the apprenticeship. “He knew the boy wasn’t particularly enjoying being at school, but he could see him being a future part of his business. There were meetings with family, school and it was decided that it would be in his interests to take up the apprenticeship without Level 1 NCEA.” TUKUTUKU KŌRERO | 21 September 2020

EDUCATION TO EMPLOYMENT

Win-win for employers

“I have not had one employer in Alexandra or Cromwell that has said ‘no’. Everyone has said ‘yes’ because they want to see the young people stay here and create a future for themselves and have their families here.”

Twenty employers are currently involved in COYEP and see their involvement as a win-win situation. “Local employers can see benefits. I have not had one employer in Alexandra or Cromwell who has said ‘no’. Everyone has said ‘yes’ because they want to see the young people stay here and create a future for themselves and have their families here.” Jenna, who says she has “the most rewarding job”, says her goals for the young people are that they feel success and have a pathway to the future that they have carved out for themselves.

Innovative and flexible programme COYEP has enabled Cromwell College to reengage students who were becoming increasingly unmotivated and disaffected with traditional programmes – particularly in Year 10, says Mason Stretch, principal of Cromwell College, which is the lead school for funding and employing the COYEP facilitator. “Time spent in a workplace aligned to a student’s possible pathway has been powerful for increasing the confidence and motivation of students back at school. The programme has already led several students into apprenticeships and a plan for achieving their NCEA. “The programme is innovative in that it provides great flexibility around qualifications, work and career pathways. There is a strong connection between the student, their whānau, the school and the employer and there is a desire for success. Our facilitator Jenna is outstanding at developing and maintaining this partnership,” he says.

Community buy-in Jude Grace-Dillon, coordinator for Central Otago Alternative Education and Trevor McDonald, Ministry of Education, Central Otago were involved in the development of the COYEP initiative. A meeting was held in 2017 with various interested parties including the principals of

Jenna Faulkner

Dunstan High School and Cromwell College and representatives from organisations such as Alternative Education, Otago Polytechnic, Ministry of Education and REAP (Rural Education Activities Programme). Prior to setting up the programme, Jude found that employers wanted to see young people emerge independent and valued within their communities. “One potential employer talked about taking on a student, particular workplaces he could put these kids in, particular projects they could work on and connecting them with somebody in the workplace,” says Jude. She says the connections with workplace mentors have been invaluable: “You think ‘wow’ when a kid has fallen out for whatever reason and an employer says ‘when that student is ready to come back, I will take him back’. “Students may say ‘I want to have a go at being a builder, a bike mechanic – my passion is biking.’ So then we put them in a couple of

Students learned about beekeeping at Lindis Honey.

Education Gazette | 21 September 2020

places and the individuality of the programme is such that one student is doing different workplaces in different areas over a period of time, but some have gone straight in and said ‘hey, this is my home – this is where I want to be!’, which is fantastic,” she says.

Reality check When employers are contacted about a student, they are given a realistic appraisal of the student. “It’s not ‘we are selling you this wonderful child’, but ‘the reality of this student is that their future is looking dire, so we would like to see them engaged with an employment future’. “And the employers have been amazing. They are prepared to take on these kids who haven’t succeeded at school. We have had to prove that these kids can and will work and then go back to the careers people at schools and say ‘this does work’.”

Future goals Since the start of 2020, the Ministry of Education has contributed to the group’s hard work to secure sustainable funding for the programme, so that it is no longer solely funded by Central Lakes Trust and the schools. This was achieved by partnering with Otago Polytechnic to expand the number of places available for COYEP participants. Work is also underway to expand the programme to additional schools next year. The Ministry is currently advising new schools on the integration of COYEP. “Our area is Central Otago so we are looking at the bigger centres like Queenstown and Wanaka. The high schools there have both expressed an interest and say they have kids they would like involved already,” says Jude. The over-arching goal is for graduates of the programme to find self-sustaining futures. “The programme is now a key component of an inclusive education for our students and is valued by parents, staff, students and employers,” adds Mason.

Jamie (16) drives the digger in the Earnscleugh quarry.

gazette.education.govt.nz

EDUCATION TO EMPLOYMENT

Hands-on experience valued Year 10 student Mac works at Camco Auto/Campbell and Gaston Motors in Cromwell once a week. Education Gazette asked him some questions. Q: What do you do there and what do you like about it? A: I have replaced water pumps and timing belts, changed oil and brake pads. I have also taken the heads off motors, put new gaskets on motors. I have probably done more in a short space of time than I would have thought possible. I like everything! I like learning about cars and utes and getting dirty.

Q: Has this work experience changed how you feel about school? A: It hasn’t changed how I feel about school but it has made me think about long term. First I wanted to leave as soon as possible but now I think getting Level 1 exams and possibly Level 2 would help get me where I want to go... maybe auto mechanics or training to take me elsewhere in the world. Q: What do you want to do when you leave school? A: I have no plan but working at Campbell and Gaston makes me think about my options. I used to think I just can’t wait to get out of school but now I think what can I do to make it work?

Learning first-hand Campbell and Gaston Motors has been offering local students work experience since the early 2010s, says Phil Burgess, a partner in the company.

The challenges are that we are very busy and we have to be careful around OSH regulations, but we buddy the students up with staff who give them a helping hand.

“It’s good for kids to get hands-on experience in the work environment. The benefits are that we are putting something back into the community and kids can learn things first-hand.

“We gave student, Oscar, a job last week to change a ball joint in a Toyota Hiace. We kept an eye on him and checked his work, and he got on with it and did it,” says Phil.

Are you upgrading your playground surface or school multi-use court?

We are Artificial Turf Specialists, servicing New Zealand wide.

0508 836 647 gazette.education.govt.nz

info@teamturf.co.nz

www.teamturf.co.nz TUKUTUKU KŌRERO | 21 September 2020

DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

Two Tamatea High School students explore a virtual reality activity they have created.

Education Gazette | 21 September 2020

gazette.education.govt.nz

DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

Teachers supported to embrace new technologies Integrating innovative technologies into cross-curricular learning will develop new learning opportunities and provide authentic experiences, which have been shown to provide improved engagement and outcomes for all students, says Dr Kathryn MacCallum.

he associate professor of digital education futures at the College of Education, Canterbury University, is undertaking the Teaching and Learning Research Initiative (TLRI) project with Napier Girls’ High School and Tamatea High School. Her primary research question is: how can digital technologies, specifically mixed reality tools, be adopted to facilitate learning across the curriculum? The revised Digital Technologies and Hangarau Matihiko curriculum focuses on providing students with skills to become innovative creators of digital solutions but a 2019 ERO report found that many schools are still grappling with the new learning areas.

Complex skill set required Kathryn says that integrating digital technology into all aspects of learning requires a more complex set of skills and competencies from teachers and learners. She also notes that the recent development of low-cost mobile and online mixed reality tools and technologies provides new opportunities for a scaffolded approach to the development of student artefacts. Mixed reality technologies cover the continuum from virtual reality (VR) to augmented reality (AR), explains Kathryn. gazette.education.govt.nz

“There’s a lot of mixing between the two, where you might have a combination of the real environment and the digital overlay and it might actually engage with that real environment. The technology is unique in the way that it works. Augmented reality supports the learning context that you are in and gives you that digital overlay of where you are; whereas virtual reality brings you into a location that you might not otherwise experience. “Technically students could create those sorts of environments, but this is very new to many teachers as well as students. I think the students are used to, and have engaged in, some of these environments, but probably most of them haven’t created them. “Mixed reality technology is a unique tool that provides opportunities to integrate technology across the curriculum, while introducing really neat tools and experiences that the students can engage with creatively,” she explains.

Remote training and a walking tour In the first half of 2020, Kathryn and her team worked with the Napier teachers, introducing them to the ideas and opportunities the new technologies offer. Cross-curricular teams at each school are supported by a digital technologies teacher.

Student kōrero Education Gazette asked some Year 9 students from Napier Girls’ High School about a trip to the landfill, which featured the use of mixed reality technologies. Q: How did the pre-trip CoSpaces experience change the field trip for you? » It helped because when we saw the things with the information, I had more of an understanding about the things at the landfill. Maddison » It was quite hard to see all of the landfill from your phone but when you’re there it is so much easier to see and understand. Bonnie » You kinda knew what we would be seeing and already knew a few facts about the landfill. Mackenzie Q: What new digital technology skills have you learned and used? » We learnt how to create a 360-degree photo of the landfill so if we forgot what it looked like we could go back and look at the photo. Bonnie » I learned that there are 360-degree cameras, which can get all angles of the thing you want to take a photo of. Ella Q: What recycling or sustainability problem are you looking at? How do you plan to use mixed reality technology to inform people and possibly change their views? » My group is looking at how much compostable rubbish is going into the landfill. Maddison » We are trying to get people to be aware about how much rubbish is going into the ocean, what is happening around the world and how we can fix this problem. Bonnie » We are doing our problem on polluted waterways on farms. We could use AR and VR for this because we could survey farmers on whether they put livestock in the water that goes into their waterways. We could use the information we get from this survey to then help not pollute the waterways on farms. Ella

TUKUTUKU KŌRERO | 21 September 2020

DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

The research uses a participatory design approach which enables teachers to design and research their own practice and collaborate with colleagues across subject disciplines. “It’s really teachers being introduced to the technology and then, for them to identify how it might benefit and engage their students within their particular subject. We have been focusing on teaching the teachers and getting them comfortable with technology and exposing them to a number of different ways in which mixed reality can be integrated into the classroom.” Most of the training was done remotely due to Covid-19, and Kathryn says the remote approach provided the teachers with opportunities to build technology skills and confidence through Zoom. Teachers also had time to do some extra work around creating their own artefacts. Starting with augmented reality, they created different artefacts, such as a digital story around ‘Jane’, a fictional character who lived during the Napier earthquake. “We identified some locations in Napier streets, then created a walking tour experience for others to engage with.” When everybody was able to meet face to face, they worked on creating a number of other VR artefacts, such as using Tinkercad to create a 3D model, which were then made interactive using CoSpaces and projected into a Merge Cube. “Then you can view it with your phone and manipulate it; hold it, change it and touch it. We are now going to get students to create their own artefacts,” explains Kathryn.

Framework for teachers One of the conclusions of the University of Canterbury research project to date is that teachers need more time to play, explore and learn with the technology themselves, says Kathryn. “We want to try and create a framework that can be applied to other schools, so it will probably draw on the ideas of ‘more time to play’. It will show the aspects of ‘if you are going to be doing this in the classroom, these are some of the tools that you might want to use, these are the resources’.” The framework will likely be practice-focused and underpinned by a theoretical framework that will focus on supporting other teachers interested in exploring how mixed reality tools can be integrated across the curriculum. “Our research is around not just the teachers’ digital literacy, but about knowing how to bring it into a teaching environment and the pedagogy to using it effectively. That’s really challenging for teachers who already have quite a lot in their own subjects to focus on,” says Kathryn. Check out this story at Education Gazette online to see a website showcasing resources, artefacts and activities from the mixed reality technologies programme.

Napier Girls' High School student Mackenzie (13) focuses on setting up a 3D camera to take photos of the landfill.

Education Gazette | 21 September 2020

Teachers collaborate in cross-curricular trial A group of STEM teachers at Napier Girls’ High School have been working together to develop digital technology resources and mixed reality experiences to enhance the learning of some Year 9 maths and science students. Since the beginning of the year, a group of maths and science teachers, two eLearning teachers and a digital technologies teacher have been working with Dr Kathryn MacCallum to learn how to make AR and VR experiences through web-based applications such as Metaverse and CoSpace Edu, says Vanessa Fraser, science teacher and STEM lead at the school. “We all come from different levels of ability as far as technology goes, but as we have become more familiar with the technology, we are now all really enthusiastic about how it can be integrated into current programmes of work. We are constantly learning about how to integrate this into our teaching to make our content more meaningful to the students,” she says.

Trip to the tip The STEM team are working with the Year 9 science and maths classes on a sustainability and recycling project. In August they went on a trip to the local landfill, followed by a visit to Hawk Packaging which recycles paper into apple trays. “Kathryn put together a CoSpaces experience which we gave to the students prior to going to the landfill. They went through the experience and learnt about the landfill before they got there. They learnt how to take 360-degree photos, which they took when they got to the landfill, and then used to create their own CoSpaces experience about the landfill. It definitely enhanced their experience,” says Vanessa. The students are now looking at a range of solutions using design thinking, from how to reduce the leachate coming from the landfill, to what to do with the plastic gloves being used during the Covid-19 pandemic. “Other students are investigating the amount of recycling and glass going into the landfill. There’s a huge amount that goes in, so they are looking at educating people around that. They’re going to be sending out surveys and questioning people about their practices and then trying to come up with solutions to change their habits. “They will be creating mixed reality technology to try to inform and communicate some of these issues. We have some headsets, so with CoSpaces they could really create a virtual world,” she says.

Sharing the load Working together as a group has been beneficial to the teachers involved. “There would be so much work if it was left to one person to coordinate as there are many different facets to the program. For example, recently we were working together on learning how to use Metaverse. While we were learning how to use Metaverse and creating experiences for the students, one of the maths teachers set to creating instructions for the students on how to use Metaverse. It would be very challenging for one person to do everything.” As for the students, Vanessa says they can take the technology as far as they want. gazette.education.govt.nz

“Kathryn is supplying us with resources so that the students can learn more and more themselves and create quite high-level experiences if they want to. There is a facility for them to learn way above what we are teaching.”

Whenua past and present Across town, Tamatea High School has two groups working with Kathryn: one is a collaborative approach by two Year 9 home rooms; the other group includes the social science and te reo Māori departments exploring the use of mixed reality tools to develop local curriculum to help students connect with the past and present of their whenua (land), says Kay Le Comte, head of technology. In the first group, the junior home room classes are looking at conceptual-based projects inspired by the cross-school focus of change and relationships. This approach will draw across the curriculum to include learning from maths, science and English, with an emphasis on using the technology to support students to explore and communicate their ideas. The approach will focus on getting students to collaborate with each other and draw on creative uses of the technology. “Because they have the same teacher for several of their core subjects, we are hoping they will be able to use what they learn through the digital tools across those subjects to develop inquiries of these concept topics,” says Kay.

Journeys through time

“Mixed reality technology is a unique tool that provides opportunities to integrate technology across the curriculum, while introducing really neat tools and experiences that the students can engage with creatively.” Dr Kathryn MacCallum

Napier Girls' High School students take 3D photographs at the landfill to create an interactive augmented reality activity.

The social science and te reo Māori departments hope to connect the stories of the ancestor Tamatea, Otatara pā, the journey of Ngāti Kahungunu and other local stories into a layered experience for the Year 9 rangatahi (about 50 per cent of students are Māori) using mixed reality. “They will start with the landscape and will be creating journeys. They will take images in the present day and fit it together so you will take a virtual journey to, and around, the pa – they will create this in something like CoSpaces. They will show how the land was, and is, and how it’s changed,” she explains. “It’s early days yet but my understanding is that these students will see for themselves some of the physical and geographical places they know today, and be able to overlay them with virtual reality techniques showing the past and true links to their Iwi. There’s a real hope that this will help some rangatahi connect with their Māoritanga.” Before beginning the project with students, teachers had a final practice of teaching, pretending to teach each other. “I think the teachers are confident in giving it a go, which is half the journey. They are very realistic about what they know and how much potential there is in these types of learning tools, they are keen to give it a go and they know the students will enjoy it,” she says. Kay bursts out laughing when asked about the challenges of integrating mixed reality technology into classrooms. “They will want it in every class! I think it’s important to not go for the latest gimmick and still make it a learning tool. It’s not ‘hand the iPad to the kids as a babysitter’. The students can obviously have a good time, but there has got to be that ‘wow Miss, did you know?’ moment,” she says. gazette.education.govt.nz

TUKUTUKU KŌRERO | 21 September 2020

LEARNING LANGUAGES

Celebrating langu

Cherishing Pacific language and culture With approximately 400,000 Pacific people in New Zealand, language weeks are a good starting point for the celebration of Pacific diversity, says Bryan Leilua.

New Zealand-born Samoan, Bryan Leilua has taught for 20 years, is a Resource Teacher: Learning and Behaviour (RTLB), Cluster 12 in Manurewa, and is leader of Pacific RTLB team Fetū o le Moana (Star of the Ocean). He is also part of the Tautai group of Pacific RTLBs across Auckland. “One of my passions is doing my part to support Pacific students’ achievement in the New Zealand education system. For me, the most important word in the recently released Action Plan for Pacific Education is the word ‘action’,” says Bryan. “My wish is for all teachers to take imperfect action, combined with reflection with an intention to improve. I believe that taking even small steps in the right direction will get us to where we need to be for our Pacific people.” Nine Pacific language weeks held each year in Aotearoa allow teachers to acknowledge and cherish the rich cultures of the different Pacific Islands. Teachers are able to validate and appreciate the cultural heritage and identities

Education Gazette | 21 September 2020

of students in their classes who come from these islands. “For other students, the language weeks allow them to study our Pacific neighbours and develop curiosity and empathy,” explains Bryan.

Language important to identity Bryan says he regrets not being able to speak Samoan himself, and that learning how to speak Gagana Sāmoa will be a lifelong goal.

not fluent in Samoan, so I am not welcomed as fully Samoan. I don’t want that for the next generation of Pacific students,” he reflects.

Power of bilingual brain It’s important for Pacific students to see themselves, their cultures and languages reflected in The New Zealand Curriculum and living and breathing within classroom walls, says Bryan.

“My oldest brother was fluent in Samoan when he started school; my parents were told to speak English at home and so they did. By the time I was born, English was the language that I heard most of the time. This language and cultural disconnect has been passed down from me to my children and grandchildren.

“Research shows the power of the bilingual brain and I fully support Pacific students growing up connected to their language and identity. Parents think that they are doing what’s best for their children by speaking English, but they are unaware that they are doing damage to their children’s identity that can only be healed by learning their Pacific language and culture.”

“One of my biggest regrets in life is not being able to speak my language. I can testify that language and identity are one. Despite being proficient in English, I am not English. I am

Language weeks are a great way to highlight and honour a particular Pacific nation, but they are only a beginning. Teachers can extend

Just the beginning

gazette.education.govt.nz

uage and diversity Celebrating Tongan language Providing rich educational language and cultural experiences for young Pacific students is important for the future, says Siale Faitotonu, who is one of three Tongan language tutors at Christchurch Boys’ High School. He is also chairman of Kahoa Tauleva Christchurch Trust, which runs a homework centre for Year 3–8 Tongan students at Turanga, Christchurch Public Library. With about 4000 Tongans living in Christchurch, Siale is thrilled to also be involved in teaching 54 students from schools throughout the city who attend an after-school class for NCEA Levels 1–3 Tongan at Christchurch Boys’ High School. Due to Covid-19, the normal community events for Tonga Language Week went online. Christchurch’s Tongan language class at Christchurch Boys’ High School celebrated with Tongan delicacies provided by the community and cultural performance activities. “Normally, the language week events are organised by youth from the different churches and organisations around Christchurch. The reason is that they are the future of the community,” says Siale.

Student talanoa Education Gazette asked some of the NCEA students about the importance of language and identity. This is what they said: Languages give meaning and variations of different perspectives. They enrich the way we see the world. The Tongan language is our identity and brings us meaning. Esmarelda, Middleton Grange School Language weeks keep the language and traditions alive. They show diversity in New Zealand. Language is an important part of our identity because we need to make everyone equal so we can disarm any racism or inequality. Anfernee, Christchurch Boys’ High School Language weeks are important so we can embrace our culture and our love for it. Tongan language St Thomas Canterbury students Siosifa and Aloisia attend the weekly Tongan language classes at Christchurch Boys' High School.

language and cultural appreciation beyond language weeks, says Bryan. “One of the most important starting points is to pronounce the students’ names correctly. At the beginning of each year, I would always ask students how they pronounce their own name and attempt to pronounce their name correctly. “Pacific students’ names are part of their identity and many students are given names of honour or named after important people in their lives.” He also suggests trying and using a variety of words and phrases in the classroom to reflect the cultures of the students in the class. “Learning new words and phrases in another language develops an empathy in the teachers for the many students who struggle to learn English as a second language,” he says. gazette.education.govt.nz

is where we come from and one of the main components of our identity. Melelupe, Middleton Grange School See ‘Language weeks can create culture of acceptance’, Issue 17, 2019.

Ideas for celebrating language Bryan and his colleagues have a kete of ideas that teachers can use to celebrate Pacific language year-round: » RTLB Cluster 12 has developed Language Week Google presentations that can be changed to suit different year levels. The dynamic presentations can be used as PLD about each Pacific island or used to educate students. They feature songs, dances, phrases, and national anthems. For older students, there are discussion topics that can be used to highlight issues facing Pacific islands such as climate change and loss of language. » Bridge the gap between home and school. Invite families into school and show parents that their culture is valued and adds diversity and richness to your school. » Allow your Pacific Island students to take centre stage. Use them as fountains of knowledge and have them make videos, create resources or take language lessons. Build upon this library of resources each year.

» Students may want to present a dance or celebration of their culture to their class, or school – teachers could also learn a dance or song from the Pacific Islands to share. » Cook and enjoy some food from the Pacific Islands. » Learn a variety of words/phrases early in the language week and then have quizzes, Kahoots, or class competitions. Challenge yourself to use the words and phrases during every interaction. » As a teacher, you aren’t expected to learn everything in one week. But if you learn some phrases each year and build upon them, eventually you will be able to carry out some simple conversations and improve your confidence. This will expand your kete and improve your interactions with students and families. Te Papa and the Ministry for Pacific Peoples have created online resources for Tonga, Cook Island and Sāmoa language weeks that can be used year-round. Read this article online for the link. TUKUTUKU KŌRERO | 21 September 2020

LEARNING LANGUAGES

Celebrating New Zealand Sign Language in our schools The 2020 New Zealand Sign Language Awards recognised the commitments to New Zealand Sign Language (NZSL) made by a secondary school and an early learning centre. Since 2015, Freyberg High School has offered its students the opportunity to learn NZSL for all five years of high school. The Palmerston North school’s long-term commitment to including NZSL in the curriculum from Year 9 to Year 13 was acknowledged at the 2020 New Zealand Sign Language Awards, recently held by Deaf Aotearoa. The awards featured a number of categories including employer, media and education. Freyberg High School took home the NZSL in Schools award. The school was nominated by one of its students, who described NZSL as “a great gateway for many learners”. “This is key for the inclusion for Deaf and hard of hearing, here in New Zealand. Having as much education of this language as possible is key for the communication of many New Zealanders.”

St Kilda Kindergarten in Dunedin also featured in the awards, winning the NZSL in Early Childhood award for its commitment to supporting their staff to learn NZSL and ensuring an inclusive environment for Deaf children and their families. The person who nominated St Kilda referenced the “amazing, great attitude” of the kindergarten’s teachers, outlining their willingness to learn NZSL by attending night classes and then putting it into practice with the children. Deaf Aotearoa chief executive Lachlan Keating is pleased to see schools and early learning centres supporting NZSL. “Deaf Aotearoa is really pleased to again have the support of the Ministry of Education in awarding these two awards. It is pleasing to see both a school and an early childhood centre from smaller centres in Palmerston North and Dunedin be recognised for their work in championing NZSL.”

New Zealand Sign Language Week New Zealand Sign Language (NZSL) is an official and unique language of New Zealand. It is the language of New Zealand’s Deaf community. Like other signed languages, NZSL uses the hands, the body, and facial expressions to express meaning. NZSL has its own grammatical structure and ways of expressing ideas. New Zealand Sign Language Week will be held on 21–27 September, coinciding with the International Week of the Deaf and the United Nations International Day of Sign Languages held on 23 September. By learning NZSL, hearing students are able to communicate with their Deaf peers and participate in the Deaf community.

Courses and resources Deaf Aotearoa offers resources for NZSL week and access to NZSL taster classes. This year they will also offer online taster class resources developed for school-aged children 5–8 years. This offering includes short instructional videos for daily use by students and teachers over a four-week period. Content focuses on the NZSL signs for commonly used classroom related language. These resources will be made available on the Deaf Aotearoa website. Information, curriculum resources and activities relating to NZSL Week 2020 are also available on the TKI site. See ‘Student-led signing club creates inclusion’, Issue 7, 2019

LEARNING LANGUAGES

Hindi language in schools There are more than 155,000 Indian New Zealanders, and the Hindi Language and Culture Trust of New Zealand is keen to see more Hindi taught in schools.

ccording to Trust president Satya Dutt, the 2018 StatsNZ census revealed that Hindi was the fifth most spoken language in New Zealand. With 10 percent of the total Indian population, Auckland has the largest Hindi-speaking population. Three potential clusters of schools for the potential teaching and learning of Hindi have been identified: Flatbush, Papatoetoe and Mt Roskill. National Hindi Language Week has been held in New Zealand by the Trust since 2009 and includes:

» School-based language week programme: resources incorporating Māori, Samoan, English and Tongan sent to schools to make connections across New Zealand’s major languages. » National Hindi Speech Competition for primary to high school students. » Cultural Evening at Papatoetoe High School for primary, intermediate and high school students. Between 300 and 500 people participate every year. » U15 National Diwali Speech Competition: a leading Hindi radio station, Radio Apna 990, presents the competition on air.

Upcoming language weeks: » 6–12 September: Tonga Language Week » 14–20 September: Te Wiki o te Reo Māori » 20–26 September: New Zealand Chinese Week  » 21–27 September: New Zealand Sign Language Week  » 27 September – 3 October: Tuvalu Language Week » 4–10 October: Fiji Language Week » 18–24 October: Niue Language Week » 19–24 October: Hindi Language Week » 25–31 October: Tokelau Language Week

gazette.education.govt.nz

TUKUTUKU KŌRERO | 21 September 2020

ART AND CREATIVITY

Julie Hanify exploring art and creativity with some of her tamariki.

Arts help tamariki New entrant and Year 1 tamariki at Ridgway School in Wellington returned to school after Covid-19 Level 4 to a rich arts programme that saw them build a den of string, drape their teacher in a ‘Cloth of Dreams’ and model clay pieces that described their feelings during Level 4.

Education Gazette | 21 September 2020

gazette.education.govt.nz

ART AND CREATIVITY

he programme developed by teachers Julie Hanify and Amy Jack included many activities from Te Rito Toi (teritotoi.org), an arts-based resource for primary school teachers developed by the University of Auckland’s Faculty of Education and Social Work to support schools re-engaging students with learning following a major traumatic or life changing event.

“Cloth of Dreams was re-developing hope because around the country there was a lot of fear and negative talking; children hear it and pick up on their parents’ worries.” Amy had taught in London and the idea for children to make an art installation out of string came from the Tate Gallery.

The resource is based on research and practical work from researchers who have worked in places struck by natural disasters such as Christchurch, Japan and Samoa, and provides detailed lesson plans and classroom activities designed specifically for changed environments. In June (Issue 9), Professor Peter O’Connor from the University of Auckland told Education Gazette that the arts bring joy and playfulness into classrooms and provide a safe way for teachers and students to navigate the emotions, fears and questions children have about a changed world.

“The string den was made by the children. We just put some wiring up which they could toss ribbons and wool and string over; they decorated underneath tables with ribbons, pompoms, string and all sorts of little dangling things. They covered the tables with tie-dyed sheets to create tunnels they crawled through to get into the den. We did that so children could feel reconnection to school and other children. There was also an interaction of throwing string to each other over things. They expressed joy and happiness; it was like watching them dancing.”

Talking about emotions

“Research shows that creating fictional worlds has always helped people understand the real world, and the arts in these situations provides exactly that opportunity. We recommend teachers use an arts and wellbeing approach to engage children in this changed classroom environment,” said Peter.

As well as getting used to new routines at school (social distancing, sanitising, washing hands), tamariki talked about worries and emotions resulting from Covid Level 4.

Art, fun and kōrero “Our principal had shared the website of Te Rito Toi which has a unit plan developed after the Christchurch earthquakes to resettle children and help them to reconnect with teachers and school,” says Julie. “We started with the Cloth of Dreams. It’s a story about a little girl who wakes up and her cloth of dreams is torn: so what can we do to help her until she gets a new one? The children decided we would make a temporary cloth of dreams illustrating all of our hope and dreams. They had things like bubbles and balloons and teddy bears and family and all of the things that they loved.

“They were really missing people. They missed their friends, they missed their grandparents, they were at home all the time. Although they went for lots of walks and had lovely times, their parents had to work, which was quite difficult for them. I’m sure there were tensions. If you have a couple of (say) professionals working at home in different rooms and a child or children to juggle, it’s really stressful for the parents. “It was quite lonely for some of the children, so they could talk about being lonely, hope and the excitement of actually seeing someone from school out walking. It was really difficult to stop them just hugging each other when they came back to school.”

“The children developed their resilience because they were gaining experience and doing it shoulder to shoulder with other children.” Julie Hanify The Cloth of Dreams gave the children the opportunity to explore hope and dreams after the Covid-19 lockdown.

gazette.education.govt.nz

TUKUTUKU KŌRERO | 21 September 2020

ART AND CREATIVITY

Whānau experiences art trail At the end of June, the school invited whānau to experience the Kōtare Arts Trail which consisted of the string den, the cloth of dreams, clay forms, shadow puppets for role playing using the expressive story Kei te Pehea Koe? . “There was an assembly with waiata and hip-hop dances. Then the children took adults through the two classrooms and corridor and explained their work. They were great - they’re just five years old! The parents were blown away. “A couple of parents had children who had just started and they said NEVER had they participated in anything in front of adults – they were too shy and would sit on their parents’ knees instead of being involved in something. They couldn’t believe that their child would sing and dance in front of people, talk about their work and show them around,” says Julie.

Recovery and resilience Julie thinks that after immersing themselves in arts activities and at least 45 minutes of sport each day, children were much more settled than they might have been. “As a school, we decided to focus on wellbeing and hauora, reconnecting and returning to school so we were only doing reading, writing, maths a few times a week. Normally you would be doing those things all the time, but our school decided not to focus on assessment until Term 3,” she says. Te Rito Toi and the associated arts activities promoted recovery and resilience when children returned to school. Julie says some of the initiatives also helped children starting school for the first time. “The children developed their resilience because they were gaining experience and doing it shoulder to shoulder with other children. They also asked questions and there was acting as well. I had to be the little girl in the Cloth of Dreams – I would lie down and wake up and the children covered me with a new cloth, so there was plenty of imagination. “We had seven children start school during lockdown, so we were teaching these little new children online. When we started school, those children knew us and we did all that lovely art-based learning. I think it was a beautiful way to engage with new entrants – they had a ball. And I think they have been way more settled because of that start.”

Online gallery Te Rito Toi is expanding its website teritotoi.org to include an online gallery of images and videos of Te Rito Toi-based work in progress or completed. If you are interested in sharing your school’s work, contact Christa Napier-Robertson at christa.napier-robertson@auckland.ac.nz.

Education Gazette | 21 September 2020

Art-based activities have helped tamariki like Zeyad, aged five, to settle back at school. gazette.education.govt.nz

LITERACY

Growing the next generation of readers and critics The rebirth of an established programme aims to grow the next generation of literary critics in Aotearoa and get them talking about books.

he American art critic Barbara McAdam writes that the ‘true calling’ of criticism is to start a discussion. Building a community of young readers who discuss books, and growing the next generation of critics is what Hooked on NZ Books is all about. The programme, which is dedicated to literary reviews for and by young people, has been adopted by Read NZ Te Pou Muramura (formerly NZ Book Council). Hooked on NZ Books - He Ao Ano matches young readers with New Zealand-authored books, and publishes their reviews. In doing so, students have the opportunity to respond personally and critically to texts while building an extensive online resource of writing about Young Adult (YA) books and a genuine platform for their voice. Established four years ago by the NZ Review of Books journal, Hooked on NZ Books is already a useful archive of reviews, author interviews and other writing resources for younger readers. When the journal ceased publication in late 2019, its editors invited Read NZ to adopt the work.

Space for young writers

reviews can influence what gets published and what gets read,” she says. “We’re thrilled to be continuing the good work of Hooked on NZ Books and think the programme complements our existing work, such as Writers in Schools, beautifully.” Tawa College student Hannah Marshall has submitted reviews to Hooked on NZ Books in past years. In a recent article about reviewing for Tearaway magazine, she describes the programme as a “springboard for a critical conversation”.

“There aren’t many opportunities for this type of literary criticism to be fostered within this age group and I feel that this is an exciting and important change.” Lotus Hattersley

Read NZ chief executive Juliet Blyth says the purpose of Hooked on NZ Books is to grow the audience for home-grown literature, to provide another space for young writers to be published and to nurture the next generation of critical readers in Aotearoa.

“A chance visit to my school from the organisation opened my eyes to a world of opportunities. I had barely read a Kiwi-written YA in my life; today, most of my favourite books are by New Zealand authors,” says Hannah.

“Anyone can say that they loved or loathed a book, but it’s much harder to say why. Reviewing is important because well-argued

“I gained valuable skills from the reviewing process and improved myself as a writer. I even found my name in print.”

gazette.education.govt.nz

A critical voice Onslow College English teacher Lotus Hattersley has encouraged some of her senior students to get involved. She believes the programme provides an authentic platform to develop a critical voice for YA readers. “There aren’t many opportunities for this type of literary criticism to be fostered within this age group and I feel that this is an exciting and important change.” She says the by-students, for-students aspect of the programme is important. “I think if we are able to place more importance on building and empowering a distinctive, critical voice among our students, we are connecting them with a style of literature that is directed at them and allows their input on its direction,” says Lotus. Read NZ is now looking for young readers and writers aged around 13 to 19 to participate. Interested reviewers can sign up on the Hooked on Books website, or contact Read NZ to get involved. Completed reviews are subject to a supportive editing process with the Hooked on Books editor before being published on the site. Read NZ will also offer reviewwriting workshops around the country as part of its Writers in Schools programme. Read NZ Te Pou Muramura is grateful to the Mātātuhi Foundation for a grant to help fund this work. See hookedonbooks.org.nz for more information. TUKUTUKU KŌRERO | 21 September 2020

WRAPAROUND SUPPORT

Te Tupu – digging deep to provide the right support Educators have joined with agencies, providers and local Iwi to roll out a bold new initiative in Hawke’s Bay that supports learners who are disengaged from education.

e Tupu – Managed Moves was born from a desire to understand why there were cohorts of children struggling to engage in learning, exhibiting transience and displaying a raft of other social and emotional issues. Initially, the project started as a collective between schools in the Napier community. School leaders recognised that there was a significant group of ākonga who required additional support. Tamatea Intermediate principal Jo Smith recalls “looking at a problem and trying to find a solution” and identifying that the problem was not just for children in Years 7 and 8, but also children a lot younger.

Community comes together Based at Richmond School in Maraenui, Napier, Te Tupu provides a support service for students in Years 3 to 8. However, the educators involved in the initial concept back in 2018 recognised there was a need to extend the support for these tamariki well beyond the classroom walls. In the early days, the Te Tupu steering group held a hui and were resolute in inviting pivotal members of the local community. “We invited all contacts we could possibly think of that may have an interest and it was a great hui and generated a lot of enthusiasm,” says Jo. “This is not an education solution, it’s a community solution with the child at the centre.”

Education Gazette | 21 September 2020

gazette.education.govt.nz

WRAPAROUND SUPPORT

With the support of distance education provider Te Aho o Te Kura Pounamu (Te Kura), Roopu-ā-Iwi Trust, Te Kupenga Hauora, New Zealand Police, Te Taiwhenua o Heretaunga, Napier City Council, Dove Hawke’s Bay, and the local District Health Board, the concept began to gather momentum. A special $1 million grant was allocated to cover three years of operations; the pilot currently has funding until the end of 2021.

Getting to the heart of the matter Damien Izzard, Te Tupu’s current coordinator, sees first-hand the needs of these tamariki and agrees those involved must dig deeper to support them. “All of our students have come with some level of trauma in their background. We have students who are just sort of disengaged from school for a variety of reasons – they might be struggling with grief – we have lots going on. I’ve had lots of students who are in social or emergency housing; living in motels, shifting around frequently which causes a huge level of unsettlement. This can present itself in a range of different ways,” says Damien. Te Tupu has been heavily supported by the Roopu-ā-Iwi Trust, and chief executive Maureen Mua acknowledged the need for such a service was evident. “As the Iwi social service provider for Ahuriri, we used to see these children. They were out playing and they just weren’t enrolled anywhere. Because of circumstances with whānau they were falling through the gaps, or

gazette.education.govt.nz

because of behavioural problems they weren’t enrolled anywhere,” she says. Maureen emphasises the importance of acknowledging the deeper issues. Providing a cohesive support network for both tamariki and whānau was an important element contributing to the success of this programme. “We have a buy-in from all the agencies – that’s absolutely paramount. They’re quite vulnerable too, at that age. If it’s behavioural concern then let’s have a look at what’s happening at home. What is really important is that we are all in this for you and your whānau – we can make this work.”

“The school day starts at 8.45 am, but we acknowledge that some of our students don’t come into school in a space that is ‘ready to learn’ so we are lucky enough to have an environment with a more formal space – those students come in, say karakia, have a kōrero about their day, what they’re feeling and then they’re ready to get into some work. “We have a nurturing environment on one side of the class, where those students who may need a little bit of time just to regulate in the morning are given that,” says Damien. Continued on next page >>

The staff have been supported by services such as public health nurses, dental nurses, resource teachers for learning and behaviour, psychologists, social workers, Sport Hawke’s Bay through the DHB, and special education advisors. They have undertaken professional development in trauma-informed practice and are regularly in contact with support agencies. The programme has had 26 students go through so far, with most having transitioned back to school or still attending Te Tupu. It is also experiencing success in tackling the issues that led to the initial disengagement, thanks to the wrap-around services provided to these tamariki.

No two days the same Every day is different at Te Tupu. Every student works around an individual programme, with curriculum resources provided by Te Kura.

Tamatea Intermediate principal Jo Smith and Te Tupu co-ordinator Damien Izzard.

TUKUTUKU KŌRERO | 21 September 2020

WRAPAROUND SUPPORT

Strengthening social skills and self-esteem is also crucial in the Te Tupu environment, he says. “We do mana enhancement as a constant bit of work and a constant challenge for them. They understand how they’re feeling and can associate that with atua. We have different plans in terms of the support around them. We’re very focused on building those relationships, that safe environment where they can share with us and speak with us. “For many of our students, it’s an opportunity just to take a breath. Come in, refocus, regulate and then be able to really make changes to the barriers that prevent them from going back to school,” he adds.

Supporting children’s return to school Anil Singh, Te Kura regional manager for the Central North Island, describes the initiative as “ground-breaking” for the fact that it allows at-risk tamariki to remain at school, in an environment supported by kaiako. Te Kura provides the curriculum for each student at Te Tupu and follows them in their educational journey, while supporting the staff at Te Tupu. “The students are enrolled in Te Kura so while they still have a kaiako with them, the kaiako just use the resource that is already there which makes it easy. They know that we are there with open arms, ready to help,” says Anil.

“This is not an education solution, it’s a community solution with the child at the centre.” Jo Smith

The end goal is simple: the tamariki are supported to get back into mainstream schooling. All involved parties work together for this common cause. “The main objective here is that they go home – they go back to the school where they’re from, in the place that they belong,” says Jo. Recalling that she has had several students now transition back to Tamatea Intermediate from Te Tupu, Jo says she has been pleased with their self-awareness and their understanding of their own personal needs. “It’s about giving them the tools they need and the space they need to do that, with any support they have at Te Tupu following them back to the school environment.”

Collaboration the key Everyone involved in Te Tupu agrees that the power and success of such a programme lies in collaboration. “The community involvement epitomises what we should be doing – working together for a family. We all work together in our own little silos, but this was an opportunity to trial working together. It just shows how wonderful it is if we all work together – how successful we can be,” says Anil. When describing Te Tupu, Damien adds, “It’s a place that we continue to learn and we continue to seek support from other agencies in order to best support our tamariki and their whānau. That’s the overriding factor. No one has a different motive – we support these students and empower them to go back into their school environment.” The name Te Tupu itself epitomises the journey they are on. Te Tupu had its name gifted by Kaumatua Tīwana Aranui representing Pukemokimoki Marae. “A lot of thought was given to the vision and the aspiration of why that name was given,” says Maureen. “It’s all about growth.”

Education Gazette | 21 September 2020

gazette.education.govt.nz

Advertorial

Connecting the PLD priorities By Michael Absolum The Ministry of Education has introduced new priorities for regionally-allocated PLD, to take effect from Term 4, 2020. Kura and schools can apply for this funding if they can see that their professional development needs match with one or more of these priorities. When I started Evaluation Associates 21 years ago, it was always with the mission to raise ākonga achievement and reduce disparity, and so it is great to see that the Ministry’s intent of the new PLD priorities is to:

“..raise critical consciousness; empower people to act to eliminate racism; discrimination and bias, return rangatiratanga and strengthen equity.” https://pld.education.govt.nz/about-us/ When thinking about the priorities, it is important to see how the Ministry is framing these as this does mark a change from the previous priorities:

“the priorities encourage a focus on developing and delivering high quality learning experiences that deliver equity and excellence by ensuring: ∞ all ākonga and students are secure in their identities, cultures and languages

be posted on the Ministry website once that process is complete. Our Māori-medium team are excited by the opportunities to support kura with these priorities, particularly in the areas of aromatawai and marau ā-kura which are areas of specialist skill within our team. These PLD priorities are a call to work together to realise the overall intent of raising excellence and equity. They are inextricably linked together which to us at Evaluation Associates is a really important way of thinking. While a kura or school may have a particular focus on one of the priorities, the overall intent will need to stay in focus, and as such, it will be impossible not to consider all of the others. As capability in one priority strengthens, we should see the other priorities strengthen also. To explain this further, let’s explore how assessment for learning is interdependent with the other English-medium PLD priorities.

∞ To be able to really use assessment for learning, teachers need to be able to make the best use of digital technologies to design and implement the curriculum, and to utilise digital tools and approaches for assessment and ongoing inquiries (digital fluency). All of this could easily be overwhelming unless each kura and school are able to design their PLD in a co-ordinated, coherent fashion that fully recognises teachers existing professional competence and provides them with an ongoing process of exploring how to better and more richly engage all students and evaluate changes in engagement, equity and excellence.

Evaluation Associates has a large team of skilled consultants able to support kura and schools with the new PLD priorities in both English-medium and Māori-medium settings. We have over 40 accredited facilitators based around the country.

∞ learning is enriched through inquiry and assessment practices that celebrate and build on ākonga and learner’s strengths

The Ministry is working on descriptions for the new Māori-medium priorities with the Māori-medium sector. The descriptions will

∞ To be able to really use assessment for learning, there needs to be clarity about what you and the community want students to learn and the relevance of that learning to them (local curriculum design).

Assessment for learning is about developing the capabilities to design and use assessment for its core purpose – to support further learning. It involves the focused and timely gathering, analysis, interpretation, and use of information that can provide evidence of ākonga progress.

∞ the local curriculum and marau ā-kura are truly responsive to the diverse needs of all ākonga, and developed and delivered in partnership with wider whānau, mana whenua and the community

∞ teachers and kaiako can confidently and effectively use digital technologies, programmes and devices to enhance teaching and learning.”

culture, their language and identities (cultural capability).

If you want to explore how we could work with you, please don’t hesitate to contact us. ∞ To be able to really use assessment for learning, ākonga need to feel that their school and their teacher really values them, and amplifies and affirms their

Phone: 0800 382 582 Email: info@evaluate.co.nz Or visit: www.evaluate.co.nz

EDUCATION TO EMPLOYMENT

Speed Meets help students find pathways to employment Getting a foot in the door with a preferred employer is a genuine opportunity for students participating in Speed Meets, the event where employers and students ‘match’ to talk about jobs on offer.

aprice Te Wake, 17, was apprehensive about signing up for Speed Meets: she found the prospect of face-to-face meetings with a string of local employers nerve-racking.

“And of course, it provides employers with the opportunity to meet a wide range of young people who are actively looking for employment and opportunities.”

“At first I was too nervous,” says the Year 13 Northland student. But after pushing through her hesitation, Caprice is keen to encourage other students to take up the challenge.

Caprice’s teacher at Te Kura Taumata O Panguru, Nadine Scully, praises Speed Meets for providing genuine employment opportunities for students.

“It was such a confidence booster for me. It’s like role playing but real, and it left me feeling really good about myself.”

“Our rangatahi need a lot of practice with real-world interviews and having Speed Meets come to Kaitaia meant our students had access. They were very shy to start off but after two or three interviews they were smiling, sharing and showing employers images of themselves. Afterwards, one of them said, ‘Whaea, he’s my whanaunga’.”

Speed Meets is a recruitment event matching high school leavers with local employers. Each young person has a series of five-minute meetings with employers seeking staff; some wind up with dream jobs – and all come away with job interview skills and a better idea of potential career paths. Part of the Reform of Vocational Education ‘Events that connect Schools, Communities and Employers’, the Speed Meets run in September when students are through mock exams and focusing on next steps. “It’s also a good time for businesses thinking about preparing for Christmas rushes,” says Jess Kean from event organisers Education to Employment.

Point of difference Jess says Speed Meets differs from other in-school recruiting events in that it gives young people the opportunity to explore local career options that they might not have considered before.

Life-changing matches A successful ‘match’ can be life-changing. A 2019 UNICEF report, Unpacking School to Work Transition, says that moving into employment is a critical juncture in a young person’s life and has far-reaching consequences regarding employment, wellbeing, social connectedness and standard of living. “In particular, the first years on the labour market set the precedent for future employment and earnings trajectories. Further, school-to-work transition matters for economic and societal wellbeing.

“Every young person meets every employer, then they complete a ‘match’ and can connect afterwards.

“Limited economic prospects, on the other hand, lead to a mass of frustrated youth and high rates of youth migration to urban areas or other countries, with ensuing humanitarian risks.”

“We have had young people coming in saying that they want to be a lawyer because that’s what others have told them, then discover a passion for hotel management after meeting an employer.

Feedback from Speed Meet employers is very positive. “Our first Northland event in 2018 was a one-off in Whangarei with 12 employers and 40

Education Gazette | 21 September 2020

Positive employer feedback

gazette.education.govt.nz

“We have had young people coming in saying that they want to be a lawyer because that’s what others have told them, then discover a passion for hotel management after meeting an employer.”

A Speed Meet session in Kaitaia was beneficial for both students and employers.

Jess Kean students, and this year we have expanded to four Northland locations involving 40 employers, 21 schools and 200 students,” says Jess. Speed Meets are organised regionally with one school hosting and surrounding kura and schools invited to join. “We have had many matches over the last couple of years: Keith Andrew Trucks, NZ Refining, Clements Contractors and Northland Toyota have all employed apprentices from Speed Meet events.” Russell Newson from Keith Andrew Trucks says Speed Meets are the most efficient and effective way of recruiting appropriate young people. He has recruited many young people into the business’ work experience programme as a direct result of Speed Meets. “Speed Meets works for us because we get to know the young person through them attending a pre-trade course and work experience with us, better than the other recruitment options we have. If they show good work ethic they are halfway there in being offered an apprenticeship. They get to taste the hours we work – 6.30am to 5pm – and the heavy lifting; they get very tired as they are used to school hours. “We can’t take them all on, but we are happy to pass on references for students who we believe would make good employees. “We have one apprentice with us as a direct result from Speed Meet 2018, two students with us for work experience following Speed Meet 2019, and already we’ve spoken with parents of students we’ve met at this year’s event.” Visit education.govt.nz/education-to-employment to find Speed Meets and other school trades events in your region. gazette.education.govt.nz

TUKUTUKU KŌRERO | 21 September 2020

EDUCATION TO EMPLOYMENT

Online education to employment events have allowed students greater access to employers.

Students’ horizons widened by e2e A Ministry of Education initiative set up to give students access to career role models has been a silver lining of Covid-19.

igital e2e (education to employment) events were set up as a response to Level 3 and 4 school closures to provide students around Aotearoa with opportunities to learn more about the world of work. The digital approach resulted in barriers to access being removed and promoted greater equity. “It’s so much more efficient not having to go into the school; I don’t know why this hasn’t happened sooner,” said one employer in response to the new approach.

Unique pathways Southland Girls’ High School took advantage of the Ministry’s Digital Connection Event to remotely meet with Tupe Solomon-Tanoa’i, a young professional woman in Wellington. “Twelve of our students engaged in an online forum and were able to find out about how a person’s career pathway had developed from law to working in government policy,” says Liz Dodds, careers advisor at the school. She says it was interesting for the students to see that everybody’s story (and career path) is different and unique.

Education Gazette | 21 September 2020

“It made the students look further than just law. They might think they want to study law or be a lawyer, but don’t see beyond that. I think some of them think once they have chosen a career, that’s that – they can’t see the pathway or the progression that is available for them. “Tupe trained to be a lawyer and works in policy for government but had also worked in foreign affairs overseas. She was very driven and I think it was her journey that they quite enjoyed,” says Liz.

Distance no problem While the students were a bit shy to ask questions as it was their first experience in an online forum, Liz says she would repeat the experience.

barrier about coming down here as well,” adds office manager Rachael Smith.

Nationwide engagement In total more than 340 students and 21 teachers from around New Zealand participated in digital e2e events, involving over 20 employers and multiple different industries and pathways. According to feedback forms, students reported feeling more confident in their ability to pursue their career pathways after the digital programme.

“What we found useful was that we don’t often get that calibre of talent to talk to the girls because it’s too hard sometimes because of our location,” she says.

“There were high levels of engagement from students. Their confidence and preparedness for transition to further education or work was enhanced by the ability to connect with, and question, mentors and industry experts,” says Rose Jamieson, deputy secretary parent information community intelligence.

“We know we have to travel and go to places – these things are often in Dunedin or Christchurch and they think we can just pop up. It’s a whole day out of the office to get to Dunedin. I also think people have a mental

“Students are eager to continue to develop their skills as part of their engagement with employers, identifying communication, critical thinking, creativity and problem solving as the most useful skills,” she says. gazette.education.govt.nz

EDUCATION TO EMPLOYMENT

“Connecting students with industry is so important because you don’t know what you don’t know ... the more exposure students can get to industry to see what is out there and what interests them, the better.” Michelle Pye Range of events The digital e2e activities included: » GirlBoss Edge Programme: Digital Healthcare Challenge Connecting 250 young women to healthcare careers and pathways across 10 sessions. The programme enabled students to build employability skills such as communication, networking, leadership, and confidence. Sessions were run over Facebook and included guest speakers and mentors. Students also participated in a self-directed health challenge that was assessed. » GrowingNZ Spotlight20 Pilot Digital Connection Events One-off sessions to connect students, teachers and careers advisors to explore different pathways in the primary food and fibre sector. Six sessions were run over a

month using platforms selected by the schools (including Zoom, GoogleMeet and YouSeeU) and focused on pathways into various areas of the food and fibre sectors, including science, horticulture, dairy and technology areas of the sector. » Ministry of Education Digital Connection events These one-off sessions over Zoom connected students and teachers to a range of different pathways including building and construction, technology, engineering, transport and logistics. The Ministry organised all the employers that participated in the events.

Key insights

easier because their location wasn’t an issue. “It’s a very cool initiative and something I wish I had more access to back in the day as a student,” said Stuart Campbell from Datacom. “Connecting students with industry is so important because you don’t know what you don’t know. My Year 13 daughter is really worried about what to do next year and the more exposure students can get to industry to see what is out there and what interests them, the better,” said Michelle Pye from the Pye Group. The Ministry of Education has developed a set of resources that kura and schools can use to run digital e2e events, which can be found on the Ministry’s website.

Employers were as engaged in the digital delivery as they are for physical events and many employers and industries found it

OUR STREETS YOUR STUDENTS THEIR IDEAS

New curriculum resource Developing community transport solutions applies cross-curricular learning to local streets. • Students identify transport issues and design solutions • NZC-aligned for years 5-13 • Open and adaptable scope Many other year 1-13 teacher resources available.

www.education.nzta.govt.nz

Education Portal

gazette.education.govt.nz

TUKUTUKU KŌRERO | 21 September 2020

OPINION

Learning from our past Former teacher and principal Wairangi Jones reflects on how lessons learned from a disaster long ago have relevance for teachers and kaiako today, as we grapple with the uncertainties of Covid-19.

hen Mount Tarawera erupted in 1886, a cataclysmic unzipping of the mountain, split it in half. A firestorm engulfed the sleeping kainga (villages) on the lake’s edge, levelling the bush and rearranging the landscape. A dense pall of smoke climbed 10 kilometres into the sky, obscuring the chaos below. The volcanic explosions could be heard around the North Island. Debris scattered around places as far away as Te Mahia. My koro (grandfather) was nine years old. He lived at Te Wairoa. He survived the onslaught and his kainga is now a tourist attraction called, ‘The Buried Village’. Koro said that none of them knew that it was the next day until they all heard the rooster crow. His nanny carried him out on her back. The survivors made their way to Rotorua township. Their lives had changed forever. Social and economic turmoil was now the new normal. Homeless and without income, they searched for somewhere to live. They were hosted by Ngāti Whakaue and Ngāti Rangiwewehi until the food ran out. Facing starvation, a momentous decision was made. He manu kaewa (like a flock of migrating birds) they decided to follow the footsteps of Tamatekapua, the captain of Te Arawa waka, who lay buried on Moehau mountain. They moved to the Coromandel and stayed there before returning to Rotorua and Whakarewarewa.

Education Gazette | 21 September 2020

Their experience is no different from those who are recently unemployed, homeless and financially strapped due to Covid-19. How can the Tarawera experience help teachers?

1. Pou tupuna (ancestor) role models Go to your whakapapa (heritage) to find examples of resilience. We live in a society that idolises sports stars or business icons. We ignore our whakapapa role models. Their effort and sacrifice is a testament that the odds can be overcome. We all have a heritage. Resilience flows in our blood. Take agency from this.

2. Pou pepeha (identity) ‘E hoki ki ō maunga kia pūrea koe e ngā hau a Tāwhirimatea. Return to your mountains, that you may be cleansed by the winds of Tāwhirimatea.’ Although damaged and scarred, Tarawera still stands as a symbol of mana for Iwi. It is the touchpoint for waiata (song), kōrero paki (the stories/history of the people) and whakapapa (genealogy). We all have a significant place somewhere. It is significant because the connection is emotional. Take time out, go there and re-energise. Soak up the mauri (essence/life force/meaning) of the place. Be cleansed by the winds and connect. There we will find the peace we need.

3. Pou whakapapa (heritage) Whakapapa is a layering of generations. It is the myriad stories, events and people that connect us by birth from one to another down through time. It is a shared legacy. When adversity barges in, tackle it as a collective. Carrying the load by yourself is the opposite of whakapapa. During tangihanga (death/funeral) everyone carries the load, pitching in and helping out. The grief is shared by everyone. Before calamity hits, reach out and develop long-lasting connections with mentors, networks, whānau/friends (who understand the issue deeply and are not judgemental), associations and like-minded groups. These are the ones who will lend the manaaki (support) when we need it.

4. Pou uarā (values) Values determine what we stand for and believe in. Our attitude to adversity and the actions we take depend on the values we hold. They are the steel and inner strength we have to carry us through. Manaakitanga (care and respect), whanaungatanga (connection and relationships), kotahitanga (united as one) are some examples. Values are fashioned by the rigours of life. They have stood the test of time. Tūpuna values will get us through.

gazette.education.govt.nz

OPINION

5. Pou manawaroa (resilience) Resilience is not a coping strategy. Just because the Pink and White Terraces had disappeared was not a reason to give up.

Fleeting, one-off relationships is not whakaaro Māori (part of the Māori psyche).

Whakarewarewa became the new home of tourism. Resilience is another word for resistance. It is resistance that forces change, adaptation, creativity and inventiveness.

Working through adversity is also not a one-off approach where solutions appear magically and the problem is solved immediately. From Tarawera to Whakarewarewa took many, many years to happen.

Māori history is littered with examples of resistance politically, economically and socially. Resist adversity to find another way.

It is critical to understand that resilience is a long game and staying the course is part of the answer.

6. Pou mamāo (endurance)

7. Pou matakite (vision)

A key value in te ao Māori is whanaungatanga (relationships/ connections). Connections are enduring, built over time and forged on trust. In te ao Māori, connections are for the long haul.

In te ao Māori, whānau is the bedrock of hapū (subtribe) and Iwi (tribe). The next generation are our mokopuna (grandchildren) and making the right mokopuna decisions is important for the future and continuation of whakapapa.

Having a vision for the future is the purpose for doing the things that we do. Purpose fuels motivation. It carries us through the hard times and makes us stay true to what we seek. Have a vision and hold fast to it.

8. Pou karakia (prayer) Māori karakia for any occasion and for whatever reason. Hui do not start and finish without karakia, journeys to another place begin with karakia, names are dedicated with karakia, trees are planted with karakia and adversity is handled with karakia. Turn to the spiritual world, to the mana of the gods, the beginning of whakapapa and find comfort (not solutions) there. It is from the calm and settled mind that ideas flow. Visit tutiramai.co.nz or contact wairangi@ tutiramai.co.nz for more information.

Mount Tarawera, part of the Okataina caldera, is located 24 kilometres southeast of Rotorua.

gazette.education.govt.nz

TUKUTUKU KŌRERO | 21 September 2020

NOTICES

Contents Classroom resources 28 Conference / AGM 28 Jubilees and reunions 28 Student competitions and scholarships 29 Teaching awards and scholarships 29 Other 29 Professional development (PD) 30 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 12 October closes 4pm, Friday 2 October 2020. Copy for 26 October closes 4pm, Friday 16 October 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.

Education Gazette | 21 September 2020

Classroom resources Dissection Products Science Resource Box No hassle, no mess frozen dissection products prepared and packed specifically for learning about anatomy, including sheep hearts, kidneys and plucks, pig hearts and trotters, foetal pigs, cow eyes, chicken wings, chicken feet, etc. Reputable (MPI certified) supplier. Delivered via courier to cities and larger towns throughout New Zealand. Allow a delivery time of between 7–10 working days from the time you place your order. Orders are sent on Mondays or Tuesdays. Delivered frozen in chilly packs to attended addresses only. Order from Science Resource Box at: www.scienceresourcebox.co.nz. Ref#: 1HAA9D

Job Seeking and Job Interview Skills Workshop – At Your Auckland School CareerStart The author of the popular resource ‘Job Interview Success’ brings an interactive workshop to your school for students seeking part-time work and those about to enter the workforce permanently. The aim of the workshop is to develop confidence in students as they navigate the job search and interview process. This is achieved through a meaningful and realistic understanding while emphasising the power of preparation. For further information visit: www.careerstart.co.nz. Ref#: 1HA9ri

Rangi – Weather and Climate Lessons for Teachers by NIWA NIWA Check out Rangi – NIWA’s new online weather and climate curriculum for teachers, supported by Unlocking Curious Minds. Find it at https://niwa.co.nz/education-and-training/ schools/teaching-resources/rangi-weather-andclimate-lessons-for-teachers. Rangi means weather or sky in te reo and the 14 lessons offer intermediate age students an engaging and interactive way to learn about Aotearoa’s weather and climate. Each lesson contains easyto-understand information, videos, an activity or experiment and a quiz. The content was co-developed by NIWA’s climate researchers and meteorologists, with a group of West Auckland intermediate schools. Please email any feedback to stacy.mohan@niwa.co.nz. Ref#: 1HAAbp

Transitioning with Te Rito Toi: Arts Return to School Centre for Arts and Social Transformation, University of Auckland “The arts are the bridge to a better future” Te Rito Toi www.teritotoi.org supports teachers and principals to return to school following or during crisis. The site includes classroom support through detailed lesson plans developed and trialled by teacher-researchers to match situations in Aotearoa New Zealand schools created by COVID 19. Te Rito Toi advocates for the arts as the heart of classroom activity in troubling times. The site is appropriate for all teachers regardless of experience teaching in/through the arts. Soon it will offer a space to share your work in our new online gallery space. Ref#: 1HAAPi

ZooVentures Brings the Zoo to You – Educational Workshops for Auckland Schools! ZooVentures ZooVentures brings interactive workshops to your Auckland school with an amazing range of exotic creatures and pets, covering many of the ‘living world’ curriculum topics, as well as providing inspiration for art and creative writing, plus animal careers workshops for seniors. We deliver structured learning with high educational value. Workshops are facilitated by a zoology graduate with a passion for inspiring students about animals and the environment. One teacher describes it as ‘like a zoo trip, but more hands-on and no travel to organise’. Students see and touch many reptiles and other animals to bring the learning experience to life! For further information visit: www.zooventures.co.nz. Ref#: 1HA9s7

ZooVentures Live and Interactive via Zoom with Pets and Exotic Animals! ZooVentures ZooVentures has been bringing joy and excitement to animal lovers in Auckland for many years now. A positive outcome of recent events is that we have now ‘evolved’ to bring this experience to all schools and centres throughout NZ. We do this as a live and fully interactive experience with our expert zookeeper and amazing animal collection – in person by the magic of Zoom! Our animals include bearded dragons, leopard geckos, tortoises, giant skinks, birds, chinchillas, rabbits, guinea pigs, mice, frogs, weta, newts and many more! For further information visit: www.zooventures.co.nz. Ref#: 1HA9s4

Conference / AGM Inspire 2020 Conference Digital Circus Inspired teaching and learning starts here. This year’s kaupapa poses the question: How might we, as teachers, prepare our students for the innovation, creativity and technology in future workplaces? 2 day Inspire Conference – 28–29 September, 9am–4pm A huge number of exciting workshops to choose from. Terrific keynote speakers. Morning tea and lunch provided. $295 per person. For teachers and leaders from primary right through to secondary. Sessions will be delivered in English medium, but with Te Ao Māori values and perspectives integrated. For further information: www.digitalcircus.org.nz/ inspire-conference-2020. Ref#: 1HA9JW

Jubilees and reunions Ardmore Old Trouts Reunion Rescheduled – 27 March 2021 Old Trouts Reunion Committee The organising committee have altered our reunion date to Saturday 27 March 2021. The location remains the same at Wairakei Resort Taupo as does the start time of 5pm. We have good numbers of initial enrolments but really would like more. gazette.education.govt.nz

Other Please email secretary Janeve Green janeve@volcanicvenues.com for details or join Ardmore Teachers College-Keeping the Memories Alive Facebook group or website: www.ardmorereunion.com. There is opportunity for year groups to organise activities for the Friday evening in and around the Taupo area. Ref#: 1HA9TP

Brandon Intermediate 50th Jubilee Brandon Intermediate Past students, staff and parents of our school whānau are invited to register to attend Brandon Intermediate’s 50th Jubilee celebrations being held Friday 23 and Saturday 24 October. Please register your attendance by completing the online form available at www.brandonintermediate.school.nz or by emailing office@brandon.school.nz and requesting a registration form. Registrations are essential. Ref#: 1HA9nX

Kohimarama School 100 Year Centennial – 2021 Kohimarama School In 2021, Kohimarama School will be celebrating 100 years of service to our community and we want to you informed with news and updates of our celebration plans! Register to join our Centennial mailing list at www.kohimarama.school.nz. We’d love to hear your stories and see any historical images you may have. Email to: centennial@kohimarama.school.nz. Ref#: 1HAAo8

Mt Albert Primary School 150th Sesquicentennial Mt Albert Primary School Registrations are now open for Mt Albert Primary School, Mt Albert, Auckland 150th Sesquicentennial being held 6-7 November. Please register your attendance via: www.mtalbertprimary.school.nz. Friday 6 November: 10am–2pm School Open Day; 6.30–8.30pm Mix, mingle and reminisce. Light nibbles and a free drink on arrival (additional wine/ beer can be purchased.) Registration essential. Saturday 7 November: 2–5.30pm Official School Celebration Day, Registration essential. For further information: Contact: reception@maps.school.nz. Ref#: 1HA9d0

St Hilda’s Collegiate School 125th Anniversary St Hilda’s Collegiate School St Hilda’s Collegiate School is turning 125 and we would like to celebrate this milestone with Old Girls, families, staff and friends. The 125th is a wonderful opportunity for our St Hilda’s community to come together and celebrate this special milestone in the history of our school. The weekend will begin at 4pm on Friday 19 March 2021, with registration and a cocktail function at the school. There are many activities and functions planned for the weekend see our website for further details www.eventbrite.co.nz/e/st-hildas-collegiate-school125th-anniversary-tickets-72878943883. Ref#: 1HAAwi

Sunnyhills School 50th Jubilee Sunnyhills School Registrations are now open for Sunnyhills School, gazette.education.govt.nz

Pakuranga, Auckland 50th Jubilee being held 13–14 November 2020. Please register your attendance via bit.ly/Sunnyhills50. Friday 13 November: 7–9pm Mix, Mingle and Reminisce $20 per person. Light nibbles and a free drink on arrival (additional wine/beer can be purchased. Registration essential. Saturday 14 November: 10am–1pm – Free – Presentations and performances, followed by cake cutting, light morning tea and school tours. Registration essential. Ref#: 1HA9Pj

Woodlands Full Primary School 150th Jubilee Woodlands Full Primary School Jubilee Committee Dates: 5–7 February 2021. Register at: woodlands-school-jubilee.org. Ref#: 1HAArB

Student competitions and scholarships Rocket Lab Scholarship Rocket Lab Rocket Lab has opened applications for its Rocket Lab Scholarship. The Rocket Lab Scholarship covers up to $20,000 in tertiary fees for one outstanding student to pursue STEM education. The recipient is also paired with a Rocket Lab mentor, giving them a rare opportunity for one-on-one experience with a world leading space and engineering expert. The Rocket Lab Scholarship is open to all New Zealanders. However, applicants with a strong connection to Māhia and the wider Wairoa District in Hawke’s Bay – where Rocket Lab’s launch site, Launch Complex 1, is located – are prioritised and strongly encouraged to apply. Visit: www.rocketlabusa.com/careers/scholarships. Ref#: 1HAAmj

Teaching awards and scholarships Doctoral Scholarship Opportunity in Education Policy University Of Auckland – Faculty of Education and Social Work A one-time doctoral scholarship designed for an outstanding new full-time applicant in the area of education policy formation, implementation or evaluation. » Value: NZ$28,200 plus domestic fees per year (three years). » Closing date: 1 November. » Acceptance into doctoral programme required before 1 March 2021. The successful applicant will engage in doctoral study of education policy, focused on New Zealand or international* education policy, at a school, regional or national level, supervised by Dr Jo Smith. *Note: Given the uncertain Covid-19 situation, international applicants will need to qualify under applicable requirements related to travel. For more details: auckland.ac.nz/education-policy. Ref#: 1HAAeg

Ministry of Education TESSOL Tuition Fees Scholarships for Teachers Ministry of Education Commence study in 2021 towards a Teaching English in Schools for Speakers of Other Languages (TESSOL) qualification. You’re eligible to apply if you:

NOTICES

» Are a NZ citizen or NZ resident » Work full or part-time in a state-funded school or ECE » Are a NZ registered teacher teaching English language learners » Have at least 2 years’ teaching experience. Scholarships are offered for study at selected tertiary providers throughout NZ. Scholarship funds tuition fees for core papers and $200 towards course-related costs. Applications close Friday 1 November. Applications can be made via the Ministry of Education’s website: https://www.education.govt. nz/school/people-and-employment/principals-andteachers/scholarships-for-people-working-in-schools/ tessol/. Ref#: 1HAAyL

Other SADD SAFER Roads Students Against Dangerous Driving SAFER September is the main calendar event of our student-led movement and an opportunity for youth to act as youth agency for change. SAFER September is all about promoting and celebrating safe road use in New Zealand. SADD members are encouraged to run campaigns in their schools and communities where they focus on promoting positive behaviour change for all road users and raising awareness of road safety issues that are relevant to them. Check out sadd.org.nz/safer-september to find out more. Follow us on www.facebook.com/SADDNZ/ and www.instagram.com/saddnz. Help us keep our rangatahi safe on our roads. Ref#: 1HAAav

The Great ECE Expo 2021 4E’s Consulting The Great ECE Expo is the only event of its kind in New Zealand, offering the latest information about essential topics in early childhood development for teachers, managers, owners, investors and those wanting to enter the sector. Interested in starting or furthering a career in Early Childhood Education? Join us at The Great ECE Expo 2021 to discover a huge range of fantastic homegrown products and services developed for early childhood services. The Great ECE Expo offers all the services you could possibly need to start-up, manage and grow in the Early Childhood Education sector. For more information: www.eceexpo.nz. Ref#: 1HAABt

The National EOTC Coordinator Database Education Outdoors New Zealand All schools are encouraged to ensure their EOTC coordinator is registered on this good practice database. Communications include updates on health, safety and outdoor sector changes, links to useful resources, professional development opportunities for staff, and other flags relating to EOTC management. Registration creates direct one-to-one access to EOTC expertise via EOTC Support. The database is fully supported by the Ministry of Education and referenced as an aspect of good practice in the EOTC Guidelines 2016, Bringing the Curriculum Alive (p59). To register and for more information, go to www.eonz.org.nz and click on the database logo. Ref#: 1HA9SH TUKUTUKU KŌRERO | 21 September 2020

PROFESSIONAL DEVELOPMENT NOTICES

Early learning PD New Zealand (nationwide) Amesbury School » Coaching Leadership: How Am I Doing? Space for Reflection Ref#: 1HA9HL

CORE Education » Making Sense of Tapasā Ref#: 1HAA7s » Play-based History: Bringing our Stories to Life Ref#: 1HAA87 » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HAA7v » uLearn20 Ref#: 1HAAT7

Kohia Centre, University of Auckland » Online: Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation Ref#: 1HAAPg

Lancewood Education » James Nottingham Online: Leadership, Challenge, and Collective Efficacy Ref#: 1HA9aj » James Nottingham Online: Seven Steps to Maximising the Effectiveness of Feedback Ref#: 1HA9an

Learning Network NZ » Succeeding with Habits of Mind – Online/Self paced Ref#: 1HAAcG

Music Therapy New Zealand » FREE Series of Webinars from Music Therapy NZ Ref#: 1HAB4Y

Senior Teacher » Implementing Tātaiako Ref#: 1HAAcs » Journey with Tapasā Ref#: 1HAAdR » Journey with Tapasā – 2 Consecutive Evening Sessions Ref#: 1HA9gL » Learning Dispositions in the 21st Century – 2 Consecutive Evening Sessions Ref#: 1HA9gS » Māori Assessment Methods Ref#: 1HAAd7 » Promoting Resilience within Children, Families and Teams Ref#: 1HAAdU » Promoting Resilience within Children, Families and Teams Ref#: 1HA9gH » Supporting Social and Emotional Competence in Early Learning: A Practical Implementation Ref#: 1HAAd_ » Te Reo Māori 1 Ref#: 1HA9gY » Te Reo Māori 1 Ref#: 1HAAcm » Te Reo Māori 1 Ref#: 1HAAdc » Te Tiriti-based Practice Ref#: 1HA9gP » Te Tiriti-based Practice – 2 Consecutive Days Ref#: 1HAAcp » Understanding and Cementing Bicultural Practice – 2 Consecutive Evening Sessions Ref#: 1HAAdA

Education Gazette | 21 September 2020

Tabitha Leonard

Yogi Kids

» The Learn Culture Club Ref#: 1HAA5c

» Story Yoga: The Magical Zoo Ref#: 1HAB5j » Storybook Yoga PD Ref#: 1HAB5S

Te Rito Maioha ECNZ » Te Reo Pantry | He Pātaka Reo Ref#: 1HAADn

Northland Kurtovich Consulting » Leadership Bootcamp 2020 –Early Childhood Education Services Ref#: 1HAAUq

Auckland 4E’s Consulting

Waikato Childspace Early Childhood Institute » Yeah Baby! Early Childhood Conference – Hamilton Ref#: 1HAAcS

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HV

» Engaging and Empowering Energetic Boys Ref#: 1HA9xn » Looking Through Authentic Lenses Ref#: 1HA9xz » Nigel Latta – Wellbeing for Work-Life Balance Ref#: 1HAABf » Notice, Recognise and Respond to Meaningful Learning Ref#: 1HA9xw » Primary Caregiving and Respectful Relationships Ref#: 1HA9xj

Kurtovich Consulting

Childspace Early Childhood Institute

» Assessment and Documentation of Learning Stories Ref#: 1HA9Lu » Assessment and Documentation of Learning Stories Ref#: 1HAAb5 » Peaceful Curriculum for Infants and Toddlers Ref#: 1HA9Lo » Peaceful Curriculum for Infants and Toddlers Ref#: 1HAAaz » Performance Appraisal, Certification and Teaching as Inquiry Ref#: 1HA9Lr » Performance Appraisal, Certification and Teaching as Inquiry Ref#: 1HAAb2

» Assessment and Documentation of Learning Stories Ref#: 1HAAc8 » Leading with Heart and Soul Ref#: 1HAAbE » Nurture in Nature Ref#: 1HAAbS » Peaceful Curriculum for Infants and Toddlers Ref#: 1HAAcL » Risk, Resilience and Loose Parts Play Ref#: 1HAAbB » Rituals Ref#: 1HAAbH

Educational Leadership Project » Celebrating Learning Stories Conference 2020 Ref#: 1HAARA » Unpacking Te Whāriki 2017 Assessment, Planning and Evaluation Ref#: 1HAAe_

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS

Improving Life Outcomes » Workshop – How to Overcome Obstacles and Achieve Goals with Children’s Learning Ref#: 1HA9kN

Kurtovich Consulting » Administrator’s Big Day Out 2020 Ref#: 1HA9uY » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUq

Learning Network NZ » Taking the Panic Out of Public Speaking Ref#: 1HAAc4

Senior Teacher » Te Reo Māori 1 Ref#: 1HA9rX

» Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUq

SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

Bay of Plenty Childspace Early Childhood Institute

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HV

Kurtovich Consulting » Administrator’s Big Day Out 2020 Ref#: 1HA9uY » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUq

Hawke’s Bay Kurtovich Consulting » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUq

Taranaki SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

Manawatu/Whanganui Childspace Early Childhood Institute » Leading with Heart and Soul Ref#: 1HAAbq » Nurture in Nature at Old Kura Ref#: 1HAAbz gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » Risk, Resilience and Loose Parts Play Ref#: 1HAAbt

Southland Kurtovich Consulting

Growth Culture

» Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUw

» Cracking the Code – Boys in Literacy Ref#: 1HA9HS

Kurtovich Consulting » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUw

Wellington Childspace Early Childhood Institute » Assessment and Documentation of Learning Stories Ref#: 1HA9P3 » Assessment and Documentation of Learning Stories Ref#: 1HAAc5 » Peaceful Curriculum for Infants and Toddlers Ref#: 1HA9P0 » Peaceful Curriculum for Infants and Toddlers Ref#: 1HAAbV » Risk, Resilience and Loose Parts Play Ref#: 1HA9Lk » Risk, Resilience and Loose Parts Play Ref#: 1HAAbw » Self-regulation, Behaviour and Social Competency Ref#: 1HA9P6 » Self-regulation, Behaviour and Social Competency Ref#: 1HAAcP

Kurtovich Consulting » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUw

Canterbury 4E’s Consulting » Inquire into Your Journey Ref#: 1HA9xt

Childspace Early Childhood Institute » Internal Evaluation for Quality Improvements Ref#: 1HAAc2

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS

InterLEAD » Stepping Up To Leadership – Half-day Workshop Ref#: 1HA9LZ

Kurtovich Consulting » Leadership Bootcamp 2020 – Early Childhood Education Services Ref#: 1HAAUw

New Zealand Infant and Toddler Consortium

Primary / intermediate PD New Zealand (nationwide) Amesbury School » Coaching Leadership: How Am I Doing? Space for Reflection Ref#: 1HA9HL » Leading a Culturally Sustaining School Ref#: 1HA9HH

CORE Education » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HAAMD » Making Sense of Tapasā Ref#: 1HAA7s » Play-based History: Bringing our Stories to Life Ref#: 1HAA87 » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HAA7v » uLearn20 Ref#: 1HAAT7

Kohia Centre, University of Auckland » Online: An Introduction to the New Zealand Curriculum for Overseas Trained Teachers Ref#: 1HAAPY » Online: How to Enhance Your Practice Utilising the Google Suite Online Ref#: 1HAAPL » Online: Number Talks and Building a Love of Maths, with Sarah Tohill Ref#: 1HAAPP » Online: Mindfulness Practices: Improving Attention, Mental Resilience and Self-regulation Ref#: 1HAAPg

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA9dd » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA9dV » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA9dY » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA9da

Auckland 4E’s Consulting » Nigel Latta – Wellbeing for Work-Life Balance Ref#: 1HAABf

Cognition Education » Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAkU

» James Nottingham Online: Leadership, Challenge, and Collective Efficacy Ref#: 1HA9aj » James Nottingham Online: Seven Steps to Maximising the Effectiveness of Feedback Ref#: 1HA9an

Educational Leadership Project

Learning Network NZ » Succeeding with Habits of Mind – Online/Self paced Ref#: 1HAAcG

Music Therapy New Zealand » FREE Series of Webinars from Music Therapy NZ Ref#: 1HAB4Y

Phonics Training Ltd

Yogi Kids

Senior Teacher

» Storybook Yoga PD Ref#: 1HAB5S

» Journey with Tapasā Ref#: 1HAAdR » Māori Assessment Methods Ref#: 1HAAd7 » Promoting Resilience within Children, Families and Teams Ref#: 1HAAdU

gazette.education.govt.nz

» The Learn Culture Club Ref#: 1HAA5c

Education Outdoors New Zealand

» Webinar: Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9iw

» Cracking the Code – Boys in Literacy Ref#: 1HA9HS

Tabitha Leonard

Lancewood Education

» NZITC New Zealand Infant and Toddler Consortium Christchurch Seminar Day Ref#: 1HAB84

Otago Growth Culture

» Te Reo Māori 1 Ref#: 1HA9gY » Te Reo Māori 1 Ref#: 1HAAcm » Te Reo Māori 1 Ref#: 1HAAdc » Te Tiriti-based Practice Ref#: 1HA9gP » Te Tiriti-based Practice – 2 Consecutive Days Ref#: 1HAAcp » Understanding and Cementing Bicultural Practice – 2 Consecutive Evening Sessions Ref#: 1HAAdA

» Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

» Celebrating Learning Stories Conference 2020 Ref#: 1HAARA » Unpacking Te Whāriki 2017 Assessment, Planning and Evaluation Ref#: 1HAAe_

Edushop » An Introduction to Numicon Ref#: 1HAB3d » Breaking Barriers, NIP and Big Ideas Ref#: 1HAB3j » Breaking Barriers, NIP and Big Ideas Ref#: 1HAB3n » Introduction to Numicon for Y1–9 Including Those Who Struggle Ref#: 1HAB48 » Introduction to Numicon for Y5–9 Including Those Who Struggle Ref#: 1HAB3q » Introduction to Numicon in the Junior School Ref#: 1HAB3w » Teacher Aides Course: How to Help Learners Struggling with Mathematics Ref#: 1HAB4d TUKUTUKU KŌRERO | 21 September 2020

PROFESSIONAL DEVELOPMENT NOTICES Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS

Improving Life Outcomes » Workshop – How to Overcome Obstacles and Achieve Goals with Children’s Learning Ref#: 1HA9kN

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

Kohia Centre, University of Auckland » Decisions of a Writing Teacher, with Gail Loane Ref#: 1HA8nd » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HAAPS » Understanding Anxiety in Children and Adolescents, with Dr Mary Miller Ref#: 1HAAPd » Using Materials and Games to Teach Vital Maths Concepts Ref#: 1HA9WJ

Learning Network NZ » Education Law Ref#: 1HAAby » Innovative Learning Environments Ref#: 1HAAc1 » Taking the Panic Out of Public Speaking Ref#: 1HAAc4

Bay of Plenty Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HV

Phonics Training Ltd » Rotorua Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9jE » Tauranga Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9jH

Gisborne S&L Publishing Ltd » A Balanced Reading Programme – Reviewing the Approaches Ref#: 1HA9ZW

Hawke’s Bay S&L Publishing Ltd » Supporting Students to Edit Their Writing Ref#: 1HA9ZZ

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

Maths Development

Phonics Training Ltd

» Setting Up Maths for Success in 2021 Ref#: 1HAA9V

» New Plymouth Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9j8

Phonics Training Ltd » Auckland Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9j5 » Auckland Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9jP

Senior Teacher » Te Reo Māori 1 Ref#: 1HA9rX

TeacherGrow » Teacher Self-care Workshop Ref#: 1HAAPs

Yogi Kids » Story Yoga: The Magical Zoo Ref#: 1HAB5j » Storybook Yoga PD Ref#: 1HAB5S

Waikato Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HV

Phonics Training Ltd » Hamilton Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9jB

SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

Education Gazette | 21 September 2020

SPELD NZ » Introduction to Specific Learning Disabilities (SLD) – SPELD NZ Ref#: 1HAA0V

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North/Horowhenua) Ref#: 1HA9dL » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA9dP

Growth Culture » Cracking the Code – Boys in Literacy Ref#: 1HA9HS

Wellington Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HAAsG » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA9dH » Mathematics Leadership Communities Meetings | MLCs (Wellington Central/South) Ref#: 1HA9dB » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands/Kapiti) Ref#: 1HA9dE » Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAn1

Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

Edushop » Going Deeper with Numicon Ref#: 1HAB4S » Introduction to Numicon Ref#: 1HAB4L

InterLEAD » Developing Outstanding Middle Managers Ref#: 1HA8zg

Phonics Training Ltd » Wellington Primary Phonics Training for Teacher Aides and Teachers Ref#: 1HA9iz

Canterbury Cognition Education » Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAnm

EDconnect » Engaging Conversations Workshop – Christchurch Ref#: 1HAB3Y » Sound Beginnings Workshop – Christchurch Ref#: 1HAB3g

GCSN » Creating with Google (Full-day Holiday Workshop) Ref#: 1HA9V0 » Unleash Student Creativity with iPad – Full-day Workshop Ref#: 1HA9Ux

Growth Culture

» Cracking the Code – Boys in Literacy Ref#: 1HA9HS

Yogi Kids » Storybook Yoga PD Ref#: 1HAB5S

impactED » DigiGirls: Engaging Girls in Digital Technologies Ref#: 1HA9SC

Otago Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt

Growth Culture

» Cracking the Code – Boys in Literacy Ref#: 1HA9HS

Southland impactED » Invercargill Local Curriculum: Supporting Your Understanding of Local Curriculum Ref#: 1HA9XC

Area / composite PD New Zealand (nationwide) Amesbury School » Coaching Leadership: How Am I Doing? Space for Reflection Ref#: 1HA9HL » Leading a Culturally Sustaining School Ref#: 1HA9HH gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES CORE Education

Growth Culture

» Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HAAMD » Play-based History: Bringing our Stories to Life Ref#: 1HAA87 » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HAA7v » uLearn20 Ref#: 1HAAT7

» Cracking the Code – Boys in Literacy Ref#: 1HA9HS

Learning Network NZ » Succeeding with Habits of Mind – Online/Self paced Ref#: 1HAAcG

Music Therapy New Zealand » FREE Series of Webinars from Music Therapy NZ Ref#: 1HAB4Y

Tabitha Leonard » The Learn Culture Club Ref#: 1HAA5c

Auckland 4E’s Consulting » Nigel Latta – Wellbeing for Work-Life Balance Ref#: 1HAABf

Cognition Education » Reo-a-waha: Oral Language for Learning (PLD for Teacher Aides) Ref#: 1HAAkU

Education Outdoors New Zealand » Embedding Good Practice Systems for EOTC Ref#: 1HA9Rt gazette.education.govt.nz

Improving Life Outcomes » Workshop – How to Overcome Obstacles and Achieve Goals with Children’s Learning Ref#: 1HA9kN

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

Kohia Centre, University of Auckland » Decisions of a Writing Teacher, with Gail Loane Ref#: 1HA8nd » Fun, Practical Ideas to Support ESOL Students’ Learning Ref#: 1HAAPS » Understanding Anxiety in Children and Adolescents, with Dr Mary Miller Ref#: 1HAAPd » Understanding National Certificate of Educational Achievement (NCEA), with Robyn Headifen Ref#: 1HAAPa » Using Materials and Games to Teach Vital Maths Concepts Ref#: 1HA9WJ