11NO.|101VOL.|2022SEPTEMBER5 Many hearts connect to enrich the education journey for all ākonga Love for learning NZSL is ‘just part of what we do’ Two decades of education sustainabilityfor Northland schools join forces to help tamariki get to school
Pause Breathe Smile is a mind health programme that helps tamariki to regulate their emotions, build self-awareness and relate positively to others. Southern Cross funds teacher training for any primary or intermediate school in Aotearoa. With this support, Pause Breathe Smile has reached more than 88,000 children in over 320 schools since September 2020. pausebreathesmile.nz Delivered under licence from Southern Cross will yourSmilePausefundBreatheforschool coordinator@pausebreathesmile.nz
1Tukutuku Kōrero5 September 2022 4 Northland schools join forces to help tamariki get to school 10 Toimata: Two decades of education for sustainability 18 A passion for environmental science nurtures young kaitiaki 24 The key to improving literacy and maths 28 New Zealand Sign Language is ‘just part of what we do’ 36 Rolling out the red carpet for young Pacific filmmakers 42 Pacific parents, families, and communities as equitable partners with schools 50 Reading Recovery and Early Literacy Support linked to accelerated learning 54 Supporting road safety throughout the education journey 58 Safer transport for autistic ākonga On the cover Page 28. A two-year-old tamaiti signs ‘I love you’. In the article, he is also pictured learning with deaf kaiako Jocelyn Thorpe at Haven Early Learning in Ōtautahi Christchurch, where New Zealand Sign Language is part of everyday practice. NO.101VOL.2022SEPTEMBER Many hearts connect to enrich the education journey for all ākonga Love for learning NZSL is ‘just part of what we do’ Two decades sustainabilityofNorthland schools join forces to help tamariki get to school ISSUE 101.11 Contents Spotlight on educationally powerful connections 4 1018 28 36 42
EDUCATION GAZETTE ONLINE VACANCIESNOTICESPLDTo view the PLD, general notice listings and vacancies gazette.education.govt.nzat Scan the QR codes with the camera on your device. Using the Arts to express the concept of Matariki, Clifton Terrace Model School created a school-wide experience empowering students and teachers called ‘Matariki, Guided by the Stars’. Guided by the stars Get this issue in your inbox! A computer literacy course is empowering Pacific parents to be more involved in their children’s learning. Education Gazette sends out fortnightly updates with inspiring articles published both in print and online, the latest video and podcast content, and a link to the latest vacancies and notices. 2 Education Gazette gazette.education.govt.nz This publication is produced using FSC® Certified paper from Responsible Sources. STORY IDEAS We welcome your story ideas. Please email a brief (50-100 words) outline to: reporter@edgazette.govt.nz SUBSCRIPTIONS eleni.hilder@nzme.co.nz VIEW US ONLINE Web: gazette.education.govt.nz Instagram: @edgazettenz Youtube: edgazettenewzealandyoutube.com/ KEY ReporterCONTACTS reporter@edgazette.govt.nz Display & paid advertising Jill Parker 027 212 9277 jill.parker@nzme.co.nz Vacancies & notices listings Eleni Hilder 04 915 9796 notices@edgazette.govt.nzvacancies@edgazette.govt.nz PUBLISHED BY Education Gazette is published for the Ministry of Education by NZME. Educational Media Ltd. PO Box 200, Wellington. ISSN 2815-8415 (Print) ISSN 2815-8423 (Online) All advertising is subject to advertisers agreeing to NZME. Educational Media’s terms and conditions terms-conditions-credit-criteriawww.advertising.nzme.co.nz/ DEADLINES The deadline for display advertising to be printed in the 26 September 2022 edition of Education Gazette is 4pm on Friday 9 September 2022. Pacific-led digital skills course boosts parents’ confidence
We are looking for the legends of tomorrow As teachers you’ll know the students who could do with a helping hand. We’re looking for the sporting greats, the performers, the change-makers.
Whaiwhia
Read about the decades of life-changing education for nearly 1,500 early learning centres, schools, kura, and communities through Enviroschools and Te Aho Tū Roa; about the everyday use of New Zealand Sign Language in an early learning centre and primary school to ensure all children can access learning; about young Pacific filmmakers embracing their identities and their incredible talent for visual storytelling; or young people, kaiako and community organisations coming together to keep each other safe on the road.
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You will also see a callout from The Māori Language Commission for stories, images and memories that trace ongoing mahi to revitalise te reo Māori. There are several key Māori language milestones this year, and we are also very keen to hear what you are doing in your learning environments. te kete mātauranga. Fill the basket of knowledge. ChiefSarahmihiWilsonEditor at Kamo Primary School. Read more on page 4.
Ngā
3Tukutuku Kōrero5 September 2022
Ākonga
2021WINNERS
All in for learning. Kia kotahi te ū ki te ako’. It’s a phrase you might have heard by now, with the launch of the Government’s Attendance and Engagement Strategy. In this edition, we share a great example of a regional community rallying together for this kaupapa, with the Let’s Get to School Tai Tokerau campaign. But for us at Education Gazette, it’s an apt summary to describe every edition we publish. Flip through these pages, and ‘All in for Learning’ comes alive.
It’s the exuberant and colourful photos of early learning, school and kura teaching teams, community members and leaders, parents and whānau, iwi leaders, tutors, creatives, Ministry of Education advisors, support staff, coaches, academics, educators, PLD facilitators, and of course, our young people. It’s about everyone who comes together, with aroha in their hearts, to give ākonga the best chance for their futures. It’s about everyone who makes learning environments such enriching places to be.
All in for learning EDITOR’S NOTE
To apply or to find out more go to: mtf.co.nz/futurelegends
Applications open now! 6 x $5000 scholarships to win
forcesschoolsNorthlandjointohelptamarikigettoschool
Northland primary schools and secondary schools have their own respective principals’ organisations in the region, but the need to tackle low attendance rates brought the groups together to look at ways to address the issue.
Schools in Northland have long battled with low attendance and when Covid-19 hit, it became even more challenging to navigate. A strong desire to get their tamariki back to school brought primary and secondary school principals together. Now they have launched a campaign – Let’s Get to School Tai Tokerau – in the hopes of rallying communities to help students get to school.
Boosting attendance isn’t straight forward, says Pat Newman, Hora Hora Primary School principal and Te Tai Tokerau Principals’ Association president, and that’s why it’s an issue that requires a community effort.
Working together
“It certainly has moved to extremely concerning levels since Covid. We appreciate, as tumuaki, different viewpoints whānau have, and we’re not wanting to be invasive or trespass on their thinking or whānau beliefs, but we firmly believe that school is the best place for our children to be.”
And as Kamo Primary School principal and Whangārei Principals’ Association chair Sally Wilson says, the arrival of Covid-19 made it more challenging.
When you set foot on the grounds of schools in Northland you might see students laughing while playing dodgeball, joking with teachers, and belting out waiata during kapa haka practice. It’s not immediately obvious, but for a long time schools in the region have had some of the lowest attendance rates in the country.
ATTENDANCE & ENGAGEMENT
When asked why this is so important, Tikipunga High School principal Alec Solomon has a simple answer.
4 Education Gazette gazette.education.govt.nz
5Tukutuku Kōrero5 September 2022 Kamo Primary School students Waimiringa, Caysha-Laurel, Trey and Zavier say school sets you up for the future.
“We’ve taken this step and we’re all feeling a bit pleased about it because it is putting it out there and is creating that awareness. It’s our starting point and now we’ve got to ensure that we support that campaign by actions pertinent to our communities,” says Sally.
Alec, who is also chair of Te Mānihi Tumuaki Northland Secondary Principals’ Association, says on a less-formal basis, primary and secondary school principals have been working together since “Colonel Sanders was a private”. But this was the first time they had been “really intentional” about working more closely together.
In the meantime, one school developed their own proposal for a social media campaign to tackle truancy and took that idea to the Tai Tokerau Ministry of Education office. The team there jumped on board to support the project.Lastmonth the campaign – Let’s Get to School Tai Tokerau or E Te Tai Tokerau - Hoake tātou ki te kura –was launched. Every school in Northland received a social media kit containing posters, graphics, and key messages that they can use on their Facebook pages, websites, in newsletters and any other medium they use to communicate with whānau.
“Primary school principals do amazing work and secondary can learn so much from them, and I think we can add value to primary. It just makes all the sense in the world to work closer together.”
“That’s where our kids are... if you’re going fishing you’ve got to throw a line in the sea,” says Alec.
“Their kids are our kids, and our kids are their kids.”
Top: Alec Solomon, principal of Tikipunga High School and chair of Te Mānihi Tumuaki Northland Secondary Principals’ Association.
The principals wanted to raise awareness about attendance and send a unified message to their communities that schools wanted their students back. So last year the idea to run a regional-wide campaign using social media was put on the table for principals to talk about.
“Like life, it’s a natural progression that we send our babies through to them,” she says.
Middle: Sally Wilson, principal of Kamo Primary School and chair of Whangārei Principals’ Association.
The campaign
Pat says this is a relationship which started a few years ago through building trust.
“It’s around getting to know a person – once you get to know a person a relationship happens,” he says.
Alec Solomon
“We all realised this was something that collectively we were all facing, and it was going to be a much stronger response if we responded collectively,” says Alec.
Sally says secondary schools have always been keen to connect with primary, and Alec is a big driver of that.
6 Education Gazette gazette.education.govt.nz
“We have to be where our audience is. We can be very particular about our messaging, and we can also reach large numbers within a short space with relative ease.”
Bottom: Pat Newman, principal of Hora Hora Primary School and president of Te Tai Tokerau Principals’ Association.
The ball really got rolling over a coffee between Sally, Alec, and Pat during a hui earlier this year.
“It’s been a huge benefit. One very obvious one is when we go into meetings, we’re much more likely to be agreeing – and that’s a huge win on behalf of the profession.”
“Primary school principals do amazing work and secondary can learn so much from them, and I think we can add value to primary. It just makes all the sense in the world to work closer together in a meaningful and collaborative way.”
“It’s their friends that aren’t here. No matter what they’re doing, the one or two missing seats for the day in the classroom makes their activity not as rich as it could’ve been if it had all minds around it,” says Sally.
“It is putting it out there and is creating that awareness. It’s our starting point and now we’ve got to ensure that we support that campaign by actions pertinent to our communities.”
“Our kids, all through Tai Tokerau, are unbelievably resilient. They have huge potential – we just want to play our part in helping our students and whānau realise that potential.”Sallysays principals hope this campaign will connect schools around Northland so they can work together to support whānau to get children back to school.
7Tukutuku Kōrero5 September 2022
Tikipunga High School Year 11 student Kaian Burt says it’s noticeable when students are away. “It makes the school feel lonely. When I first started, our school was packed; you’d go in the gym, and you could barely walk. Now, there is plenty of space.”
Sally Wilson
Student voice Ensuring the voice of students was heard during the campaign development was “absolutely important”, saysSo,Sally.students from four Northland schools were interviewed – their words inspiring the campaign’s name, slogan ‘For the future of our tamariki’, and messaging.
The future When the students at Kamo Primary School are asked why school is important, they say it sets you up for the future.And that’s exactly why schools are so keen to have classrooms “full to the brim”, says Alec.
Every School Day is a Big Day was launched at Rangikura School in Porirua on Monday 22 August. Ākonga from Rangikura School were particularly excited, as Rangikura was one of nine schools around Aotearoa involved in the creation of the campaign.
With the campaign as a backdrop, the focus is on supporting the efforts of regions and local communities to increase attendance and engagement. While there are many common factors behind this issue, every community has their own needs and circumstances that are shaping their response. Te Mahau is playing a key role in working with schools and kura in this area.
More information about All in for learning | Kia kotahi te ū ki te ako can be found at allinforlearning.co.nz. Here, schools and kura can find downloadable packs to tailor communications with their communities about the campaign.
The Let’s Get to School Tai Tokerau campaign is an excellent example of this, and there is great work underway in many other parts of Aotearoa, that we hope to bring to light in Education Gazette in the coming weeks and months.
Action at the local level
Let’s Get to School Tai Tokerau is a great example of a regional community rallying together to respond to a problem that is affecting every part of the country.
To support this, the Ministry of Education has launched a national creative campaign to raise awareness in our communities about the importance of regularly attending school. The campaign, Every School Day is a Big Day, celebrates the little moments – the learning, sporting, cultural, connection moments – that make a day at school too big to miss. It is designed to serve as a positive reminder of the educational and life value of school, to get people to pause and think and make it a priority, specifically parents and whānau, ākonga and communities.
Every school day is a big day
School attendance data has shown a marked decline since 2015, right across New Zealand – and Covid-19 has exacerbated the problem. Right now, almost half of our tamariki do not regularly attend school (with regular attendance defined as attending at least nine days in every Infortnight).Junethis year, the Government released its Attendance and Engagement Strategy, called All in for learning | Kia kotahi te ū ki te ako, which sets expectations to turn around years of declining attendance rates.
How schools can get involved
Tikipunga High School students Kruz, Year 12, Harmony, Year 13, and Kaian, Year 11, say their school feels “empty” when friends aren’t there.
bigdayschoolEveryisaday Right now almost half of our tamariki don’t regularly attend school Together we’ll change that allinforlearning.co.nz
Cromwell Primary School students in Otago put in a huge effort planting over 200 trees at Lake Dunstan.
Toimata: Two decades of education sustainabilityfor
11Tukutuku Kōrero
We’re celebrating the nearly 1,500 early learning centres, schools, kura, and communities involved in Enviroschools and Te Aho Tū Roa, many of which have been on sustainability journeys for several years.
An Education Gazette reporter shares her own memories, and dives into the impressive history of positive change.
“There’s a groundswell of people who are moving from unsustainable, disconnected ways of being, to ones that are healthy, equitable and sustaining for all,” she says. The groundwork Enviroschools aims to empower young people with tools to design and lead their own sustainability projects in their schools and widerEsthercommunities.saystheywant to support tamariki and rangatahi to be a part of the solution to a wide range of environmental issues, including climate change.
Almost a decade ago, when I was 10 years old, I remember helping set up my primary school’s first edible vegetable garden.
SUSTAINABILITY
Butterflies flitting in between towering tomato plants. My friends and I chomping on mint leaves and giggling about smelly breath. Taking home the fruits of our hard work spent digging under the sun – carrots, cabbage, potatoes. These are my first memories of the nationwide sustainability programme Enviroschools, which has been running for more than 20 years.Ourworld is standing on the edge of a cliff – global environmental and social issues are escalating and reaching a critical no-turning-back-from point. It will be the tamariki and rangatahi of today and the future who will have to face these challenges.ButEnviroschools national manager Esther Kirk believes a movement of positive change is also escalating.
A seed was planted in 1993 in Waikato and by 2001, the Enviroschools programme became available nationwide. Since then, more than 80 percent of local government has invested in Enviroschools, a key milestone achieved since the programme’s inception. Now 120 facilitators work with teachers and communities to support holistic learning and action for a sustainableEnviroschoolsfuture.is guided and supported by Toimata Foundation. Toimata, working in partnership with Te Mauri Tau, also holds
“Hold space for yourself; space to connect with te taiao on a regular basis and breathe. Then you can help others to connect, observe, learn, care and take action.”
Esther Kirk
Community action
“We focus on positive solutions and approaches that connect people to te taiao and encourage action,” she says.
and Te Aho Tū Roa provide frameworks for learning and action founded in the idea of a whole school and community approach, with each participant’s journey being unique.Heidi says when students feel empowered, they also feel more motivated and capable to participate in other sustainable practices in their homes and wider community.
The kaupapa is about creating a healthy, peaceful, sustainable world through learning and taking action together. It’s all about a community working towards the creation of a resilient, healthy future for everyone.
Students from Palmerston North Girls’ High School working on their food gardens.
13Tukutuku Kōrero5 September 2022
Esther believes the mahi undertaken by the networks helps to address the root causes of climate change and other environmental issues facing us today.
There are more than 1,400 Enviroschools across the country, made up of 400 early learning centres, 800 primary and intermediate schools and around 200 secondary and composite schools.Inpercentage terms, 43 percent of all primary and intermediate schools in New Zealand are involved and 33 percent of all secondary schools.
Numerous projects have developed over the years.
“The challenge for us is to harness the awareness, experiences, development and energy that has built in our networks over the last 20 years and maximise it for the coming decades,” she says.
Toimata Foundation chief executive Heidi Mardon says there are numerous individuals and organisations actively working to help make a more sustainable world.
Enviroschools has been working with schools in Otago to help them transition to sustainable energy sources for heating, which can be a complex process. Currently half of Otago schools still use coal as their energy source.
“Each year the network undertakes thousands of projects covering all aspects of sustainability and we mihi to our regional coordinators and facilitators, poutautoko, kaiako and teaching teams who are working hard to effect change.”
The Northland Kindergarten Association, working within the Enviroschools framework, has committed to sustainable energy options, such as installing solar panels. By March 2020, 17 kindergartens were using solar panels and in one year, their electricity bills had dropped by $10,000 from the previousEnviroschoolsyear.
“In the last two decades both Te Aho Tū Roa and Enviroschools have gone from small-scale initiatives into a nationwide network involving hundreds of thousands of people of all ages,” says Esther.
Te Aho Tū Roa, a kaupapa Māori programme that works in te reo with kōhanga/puna reo, kura, wharekura, marae and hapori/ communities.Centralgovernment funding through the Ministry for the Environment, and a large network of more than 150 regional partners, enables the reach of Enviroschools and Te Aho Tū Roa.
Early learning centres and schools work towards long-term sustainability within their communities. Students learn further skills, which they are encouraged to take out and put into practice in their own neighbourhoods and homes.
Esther believes children and young people have unique perspectives which should be listened to and considered as realThesolutions.programmes are holistic and long-term. Esther explains that encouraging sustainable practices involves addressing interconnected issues.
Wellington East Girls’ College teacher Katherine Haines challenged her students in 2020 to think holistically about the ecological design of buildings, incorporating mātauranga Māori and ideas such as kaitiakitanga and manaakitanga. They demonstrated their knowledge through designing a community centre.
Around 200 Māori collaborators are linked to the network, with Te Aho Tū Roa engaging with kōhanga and puna reo, kura, wharekura and also working with people in hapori (community) settings, on marae, and with iwi.
Diversity is what creates richness, and resilience.”
One Te Aho Tū Roa participant says, “We have been humbled by the teachings and oral traditions that have been maintained and transmitted through the generations.”Forkaiako feeling inspired to take sustainable action in their own lives, Esther recommends the first step is taking care of your own hauora.
“We focus on positive solutions and approaches that connect people to te taiao and encourage action.” Heidi Mardon
Te reo Māori support Te Aho Tū Roa offers kaiako quality resources, events, project opportunities, professional development and kanohi ki te kanohi support for Māori-immersion environments. It aims to engage a creative, intergenerational network inspired and supported to connect “people to people, people to place” by weaving current actions with ancestral knowledge and practices.
“Including a Māori world view enriches the learning process and honours the indigenous people of this land.”
Esther says a strong connection to te taiao lies at the heart of learning for all ages taking part in Enviroschools. Toimata works to encourage a culture of care and manaaki, meaning people feel supported while they grow through the “Empowermentprogramme.ofyoung people and communities is one key to integrating actions and practices into everyday life,” she says.
Noho Taiao events, held in collaboration with iwi are a feature of the approach to reconnecting rangatahi with te taiao. These multiday experiences weave together science and mātauranga Māori as young people with a whakapapa connection to an area explore its special places and hear kōrero o nehe (local traditional stories).
“We mihi to hundreds of schools and centres, and our partners who have woven their contributions over 20 years into the vibrant and resilient support model we now have.”
Mātauranga Māori Enviroschools works to develop sustainable concepts embracing New Zealand’s sense of place and its unique heritage, and Esther says participants are encouraged to explore local Māori knowledge.
“Hold space for yourself; space to connect with te taiao on a regular basis and breathe,” she says. “Then you can help others to connect, observe, learn, care and take action.”
Inclusive and holistic
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The frameworks do not discriminate against your age, your ethnicity, your language or the way you learn. Diversity is nurtured and even more so, it’s encouraged.
The school has further designed a Year 11 science course that focuses on Māori and Pacific knowledge, and links physics, chemistry, biology and earth sciences to navigation, volcanic studies and climate change.
“This is one of the exciting things about the kaupapa – people bringing together their diverse perspectives to create collaborative solutions. We see kaumātua, pakeke, kaiako, rangatahi and tamariki around the country with different ideas, passions and visions for the future,” says Esther.“The challenges in each region and whaitua present opportunities for creativity and different solutions.
“Since its inception, Enviroschools has emphasised the importance of understanding that Māori perspectives and knowledge of the environment offer insights unique to the culture with the longest history of human interaction within this country,” Heidi says.
“The holistic and systemic approach of Toimata is helping learners to look at root causes and root solutions,” sheTheysays.are also heart-centred and nurture the creation of strong connections. This is a network committed to making large-scale and enduring change.
“The complex environmental, social, cultural and economic challenges facing us today call for a collaborative response.
15Tukutuku Kōrero5 September 2022 Noho Taiao o Te Rarawa is a partnership event run by Te Rarawa Anga Mua, Te Aho Tū Roa and other local community groups. Tāpiri ki ō whiwhinga NCEA i te raumati Top up your NCEA credits Kia tuihono tō ako ki te Kura Raumati. Study online with Te Kura Summer School. Don’t let a few NCEA credits stop you from going on to further study, training or employment in 2023. We warmly invite schools to work in partnership with us. Please email summerschool@tekura.school.nz to enquire. Te Aho o Te Kura Pounamu 0800 65 99 88 | www.tekura.school.nz/summerschool Registrations open November 2022.
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Being an Enviroschool is a journey, says national manager Esther Kirk. “Any journey towards sustainability involves a series of small steps that all add up to important changes.”Enviroschools recommend first connecting to the history of your place, exploring the current situation, then creating a vision. A vision can then lead to taking action on issues that are locally relevant, and ones students are passionate any action is important – be open to learn from things that don’t quite go to plan, and always celebrate the process,” says Esther.
For more information about Toimata Foundation, including Enviroschools and Te Aho Tū Roa, visit toimata.org.nz
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Being an Enviroschool
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Enviroschool journeys start from early learning.
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“Reflectingabout.on
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Examples of projects include: Connecting with te taiao » Connecting with local iwi/hapū and their stories Supporting local iwi/hapū with their projects Rethinking waste Restoring a local waterway or sand dune
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Education Gazette series on sustainability and climate resilience.
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Growing (and eating) healthy kai Improving biodiversity on school grounds Creating an active transport to and from school plan Transitioning to more sustainable energy sources for heating » Supporting a local community garden Building a pātaka kai. Resources and support
ACHIEVEMENT OBJECTIVES
Blocklinks:codingforbeginners
LEARNING AREAS ACHIEVEMENT OBJECTIVES
In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve and share digital content in order to meet technological challenges. In doing so, they identify digital devices and their purposes and understand that humans make them. They know how to use some applications, they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can be retrieved later. 2-4 3-8 Years 3-8
Overview This activity assists teachers and students who are new to coding to get started with block coding or programming. Students can create simple code, choosing a digital sprite/character and using block instructions to make it move. Curriculum
Overview Learn about why the Sun is so important. Investigate theSun’s heat and light energy and how it influences peopleon Earth. Curriculum links: NZ Curriculum Our AmazingSun
LEARNING AREAS ACHIEVEMENT OBJECTIVES LEVELS YEARSScience: Planet Earth and systemsAstronomicalBeyond Share ideas and observations about the Sun and theMoon and their physical effects on the heat and lightavailable to Earth. 1-2 1-4 Nature of scienceInvestigatingSciencein Extend their experiences and personal explanationsof the natural world through exploration, play, askingquestions, and discussing simple models. 1-2 1-4
• Engaging and easy to follow resources on renewable energy.
LEVELS YEARS Technology: Designing DevelopingandDigitalOutcomes(DDDO):Progressoutcome1
Free online energy related STEM resources
•
• Designed by teachers and aligned to the NZ curriculum. Educational online games suitable for individual or class learning. Find out more at schoolgen.co.nz/teachers
LEVELS YEARS Investigate the components of the solar system,developing an appreciation of the distance 3-4 5-8Explore, describe and represent patterns and trends for everyday examples of physical phenomena,such as movement, forces, electricity, light, sound, 3-4 5-8 Use linear scales and whole numbers of metric units for length, area, temperature and time. 3-4 5-8
Overview Learn about the Sun’s position in the sky throughout the day, how Earth rotates and how a sundial works to show timeSundial
Bianca is passionate about using environmental education to engage ākonga.
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Prime Minister’s Te Puiaki Kaiwhakaaho Putaiao Science Teacher’s Prize winner Bianca Woyak has a passion for teaching environmental science, and it’s driven by a desire to prepare her students for a future where they can make a difference.
Bianca facilitates student-led action projects that have a conservation community theme.
A
One of the student-led projects is called B5 – Burnside Brings Back Boulder Butterfly. A few years ago, Bianca was teaching about insects, and students became fascinated with all things insect related.
One of the school’s kaiako, Bianca Woyak, recently won the Prime Minister’s Te Puiaki Kaiwhakaaho Putaiao Science Teacher’s Prize.
ENVIRONMENTAL EDUCATION
Ākonga were curious to know what the endemic butterflies in Canterbury were. They found out that the boulder copper butterfly was only found in Canterbury but it’s now quite rare due to the destruction of their habitat. passion
scienceenvironmentalfornurturesyoungkaitiaki
The butterfly effect
The award recognises Bianca’s inspiring work to engage students with science, on a wide range of local topics taught outside the classroom, encouraging them to embrace sustainability and to be kaitiaki in their community.Herapproach reflects the culture of the school.
“We might study a particular topic in the beginning, but then the students decide what action to take and how to do it. Basically, I’m just the facilitator here to help them out so they can decide which direction they want to go in. It is really empowering for ākonga as they can then translate these skills to other issues that matter to them.”
“We have a carving in our foyer called Hine Taiao. The word Taiao means the environment. It celebrates the trees and the creatures, but it also celebrates relationships. The environment isn’t just about the trees and the creatures, it’s about everything else that’s around that as well,” says Matt.
When Burnside Primary School principal Matt Bateman speaks about his school, he finds it hard to hide his pride and enthusiasm – and he has every good reason to feel proud.
“It’s been great having Bianca here to put an ecological stamp on our programmes and the rich flavour that she’s brought,” says Matt. “Her passion is infectious. Children have been able to leave here thinking about the environment, thinking about issues, and coming up with ways to take action and solve them.”
Another project is to be able to introduce the Canterbury tree weta to the school as it used to live in the area. To achieve this, the school is working on reforesting the school to create a habitat for the weta. This has involved studying and working out which trees, such as manuka, are best suited in the habitat.
Other student-led projects are also underway. Students want to work on reducing school waste so have been investigating and studying solar power with the aim of getting solar panels on the school roofing.
The project involved visiting McLeans Island (near Christchurch airport) where some of the butterflies are still found. The students studied the habitat and observed the butterfly behaviour, with guidance from local butterfly expert Brian Patrick.
Students decided to create an area in the school that replicated the boulder copper butterfly’s habitat.
Bianca, Brian and Matt in front of Hine Taiao.
“We then built a test patch at our school just to see if we could bring butterflies to school and if they would be happy in that area. We had to get a whole lot of rocks donated because they like rocks to sun themselves on. Then we grew Muehlenbeckia axillaris which is pohuehue, because that’s their caterpillars’ host plant.”
Nature enhances wellbeing As well as the educational benefits of environmental studies, Bianca explains there are other benefits –particularly with the opportunities for education outside the“Iclassroom.thinkjust getting tamariki outside in nature is a huge thing. We’re having lots of issues these days with stressed out kids, who are anxious with too much computer and screen time. So just getting them outside lowers their stress hormones. You can see the changes in their behaviour.“Also,the kids that maybe didn’t flourish inside the classroom with reading, writing and maths, you get them outside and you can see their strengths and they feel confident. That’s why we’re reforesting our school and creating various places that students can feel connected to nature.”
Environmental education is suitable for all ages.
“We’re looking at what birds we have, and we’ve been trying to improve the amount of native birds here at school.”
“We’re hoping to very shortly be helping Burnside High School scientifically name the butterfly and we’re working with tangata whenua to give it a Māori name as well.”
A few months later they translocated some butterflies from McLeans Island and waited for results. The butterfly population increased and with it also brought a new species of bird into the school for the first time – welcome swallows, who feed on them.
20 Education Gazette gazette.education.govt.nz
Bianca’s activities also include testing water from the local stream, riparian planting, flax weaving from harakeke growing on site, beekeeping, citizen science projects with iNaturalist, and bird studies including the annual Garden Bird Survey.
“None of the students had ever seen them, and we thought that was sad. They decided they wanted to do something about this.”
“We can even do Aotearoa New Zealand’s histories because we’re looking at what was planted here before European settlement, what Māori did with certain plants. So, you can bring all curriculum areas into environmental science, which is great.”
Thea agrees, adding, “There’s much more emphasis on saying maybe this doesn’t need to be on top of everything, this can be integrated as part of everything we do, as part of all our “Sustainabilitydisciplines.and regenerative living can be part of every curriculum area and that’s really exciting.”
Advice for kaiako Bianca works to engage students in a holistic and fun approach to environmental science. For kaiako asking, “Where do I start with my environmental programme?” Bianca’s advice is to start small; start by doing one or two things in a year and then build on it. Thea enjoys being an environmental educator.
“So it’s such a positive step that schools can now use that database to find local or regional or national support for their environmental education, teaching and learning.”
This sentiment is shared by Thea DePetris, who has been an environmental educator for 17 years.
21Tukutuku Kōrero5 September 2022
“The research clearly shows that the benefits to a learner having nature-based experiences as part of their daily schooling routine is that they have increased concentration levels, they’re more engaged, they’re less stressed. In terms of personal outcomes, they’re more resilient and they’re more physically fit.”
Cross-curricular
Students can learn about the importance of conservation.
The second part of Thea’s PhD research is focused on the concept of nature-based education, and one aspect that has come through is how it helps students feel connected to theirTheaplace.interviewed several environmental educators around the country and found many educators view naturebased education as “a means to help people understand their place in the world. How do they fit in with the natural environment? What is their relationship with the natural environment?”
Thea appreciates the work that Bianca does, as it helps to show teachers that environmental education can be integrated across learning, rather than an extra piece of work.Bianca explains there are many ways that environmental science can be incorporated into student learning.“Youcan teach basically all subjects through environmental science. Obviously, there is science, but we do lots of art, for example, we are currently doing a drawing unit using native leaves. Then there is writing about nature or learning maths by figuring out how many trees we need to plant or what size habitat to build.
Thea is currently undertaking a PhD at Waikato University, and as part of this, she has created a national database of environmental education organisations. That database is now incorporated in the New Zealand Association for Environmental Education (NZAEE) website.
Read Education outside the classroom expands horizons gazette.education.govt.nz.at
For more information, visit nzaee.org.nz.
The programme makes a real difference to students’ science learning by:
Learning takes place everywhere. Te Kete Ipurangi (TKI) has information and resources to support safe and effective curriculum-based teaching and learning that extends beyond the classroom walls.
Bianca Woyak Further reading and resources
For more information about best practice EOTC, including guidelines to bringing the curriculum alive, visit eotc.tki.org.nz.
Chris Montgomerie, executive officer for NZAEE, says they The Science Teaching Leadership Programme provides opportunities for primary schools, secondary science departments and their nominated teachers to enhance the teaching of science within school communities – including environmental science.
» Contributing to the professional learning and development of teachers
Education Gazette has published many articles in this space, showing a range of good practice in action across the motu.
For kaiako wanting help developing their environment education, NZAEE can help. The association began in 1984 with a purpose to agitate for change, and to get more environmental education integrated into schools.
are collating and curating a lot of information about environmental education and constantly updating it.
“The big thing is learning local, look at what’s in your own backyard. There’s no point for us learning about the Amazon rainforest, when we could learn about our forest here in Aotearoa and the different landscapes and native areas that surround us. That is how you make it real for ākonga.”
» Building links between schools and practising scientists.
Running a science week Running a science week provides opportunities to connect with your community including scientists, develop student capabilities, grow teacher confidence, and have a whole lot of fun.
“The big thing is learning local, look at what’s in your own backyard. There’s no point for us learning about the Amazon rainforest, when we could learn about our forest here in Aotearoa and the different landscapes and native areas that surround us. That is how you make it real for ākonga.
Education Outside the Classroom
“It’s become a bit of a one stop shop for teachers and environmental educators.”
Sciencelearn.org.nz also has a webinar to explore possible approaches to science week, sharing experiences of what has worked well and offering loads of engaging hands-on activity ideas. This webinar will be valuable for early learning, primary, intermediate and junior secondary school teachers.
“I build relationships and we learn just as much outside as we do inside. Take your class outside. You have all the benefits of being out in nature and you will see the positive effects on your class.”
One aspect of NZAEE’s work is creating networks, collections of people, who are working in similar areas. This allows environmental educators to connect, collaborate and bounce ideas off each other.
“Being an environmental educator or the person who’s got that environment spot in a school might be a lonely experience, so actually being able to collaborate with people from neighbouring schools and organisations is pretty important as well,” says Chris.
» Enhancing science programmes to better engage students and develop their science knowledge and skills
As well as having the website resources to help with this, educators will have an opportunity to meet with each other and gain valuable knowledge with the upcoming conference that NZAEE is holding in October.
Recent funding through the Ministry of Education has enabled NZAEE to expand its operations. This includes the website that Thea has contributed to which has a vast database of environmental education resources.
Sign up for free Scan the QR Code to sign up and start your first module. www.goldstar.nz © 2022 EAP Services Ltd – Partnering for Performance – The Ministry of Education Join more than 3,900 staff already signed up to Gold Star. The Ministry of Education and EAP Services have launched Gold Star, a wellbeing programme designed specifically with school and kura workers in mind. Do you ever feel uncomfortable in your role, like you’re underqualified or incompetent? If the answer is yes, keep reading – you might be suffering from imposter syndrome. Our third topic in the Gold Star programme is built around helping you manage these feelings through self-compassion and not being too hard on yourself. Sign up for one of our webinar sessions or eLearning modules to find out more about imposter syndrome and how to overcome it. Find us at www.goldstar.nz Sign up for Gold Star for free and discover the benefits: • Help you feel less stressed at work • Build resilience in times of change • Guide your personal development or career direction • Give you tools to handle conflict or tension in the workplace • Offer resources to support you with lifestyle or health issues
Minister for Pacific Peoples, Aupito William Sio, hears from ākonga about their heritage. From left: Liam, Aleha, Chanelle, and Evelyn. All the children said they love going to school, and Chanelle and Evelyn both want to be teachers “because they are so nice”.
The key to improving literacy and maths
CURRICULUM CHANGE
The Government’s new action plans to strengthen literacy and maths teaching are focused on clarity and celebrating whakapapa.
24 Education Gazette gazette.education.govt.nz
25Tukutuku Kōrero5 September 2022
He said the Government was focused on empowering teachers who recognised the culturally specific needs of a diverse generation of Kiwis.
“I tell my colleagues constantly that Māngere – and where all our Māori and Pacific people are – you are the future of New Zealand,” he said. “You are what I call generation 6B, people who are proudly brown, beautiful, brainy, bilingual, bicultural and bold.”
“One of the things we’re looking at doing is making certain that all your teachers have the same idea around how to teach English, how to teach Māori, how to teach maths. We know they have to have the same idea, across every single teacher in this country,” she said to However,ākonga.that did not mean all kaiako had to do the same thing, she later explained to the adults. The model would have the same underlying principles, but would allow for different flavours, she said.
Davika Wilson of Ngāi Tai and Ngāti Porou, and Kaihautū Mātauranga for Te Ahiwaru, welcomes ministers and officials to Māngere East Primary School.
A common practice model Associate Education Minister Jan Tinetti said the education sector had been “crying out” for a common practice model for teaching literacy and numeracy as they were being taught differently between schools, and even within schools.
For a start, they had enviable language skills. When asked who could speak two languages, most ākonga raised their hands, and a quarter of the students indicated they were trilingual, skills that some people spent a lifetime trying to achieve, he said.
The majority of ākonga at Māngere East School, 74 percent, are of Pacific descent, and a further 20 percent are Māori. Minister Sio also spoke to ākonga about the importance of knowing their whakapapa.
“You need to be able to tell the stories of your ancestors; how they were able to navigate the vast Pacific Ocean, measuring where the sun is from day to day. All those things begin with mathematics, with reading, with writing, because that’s how you will tell ourMinisterstories.”Sio was one of three associate ministers of education visiting the school to launch the Literacy & Communication and Maths action plans, and a draft Hei Raukura mō te Mokopuna (Te Reo Matatini me te Pāngarau) action plan.
It was a chilly August morning, and the children were sitting outside. Backs straight, arms folded and eyes wide, the ākonga of Māngere East Primary School were ready for an auspicious visit from Government ministers.Andwhile they may not have been able to understand the intricacies of action plans being launched, it was clear ngā tamariki grasped the gravity of the occasion, and that important people were very keen for them to do well in school and life. They were a source of inspiration, Aupito William Sio, Minister for Pacific Peoples, told them.
“We have to reflect the New Zealand context; we have to reflect what the sector knows already.”
“It’s really important that we didn’t say, ‘This is what you must do’, because actually, that’s what was wrong with National Standards, it just didn’t work.
Minister Jan Tinetti
|
The minister said that the Better Start Literacy Approach for New Entrant teachers was an example of the pathway being adopted, of what is already happening.
The Ministry will be working with experts for the rest of the year on a draft common practice model, then consult with the education sector during the first half of next year. The model will be evidencebased.Associate Education Minister (Māori) Kelvin Davis said Hei Raukura Mō te Mokopuna aimed to strengthen children, teachers, whānau, hapū and iwi to maximise mokopuna success.
“We are releasing this as a draft as we want to refine this draft through consultation and wānanga. The strategy’s focus is about addressing equity and lifting achievement because the way things are is not working well for all learners and we are trying to make it work better.”
“You are what I call generation 6B, people who are proudly brown, beautiful, brainy, bilingual, bicultural and bold," Minister Sio told ākonga.
Opportunities for engagement
Te Poutāhū
26 Education Gazette gazette.education.govt.nz
Read a draft of Hei Raukura mō te Mokopuna (Te Reo Matatini me te Pāngarau) action plan at kauwhatareo.govt.nz
Education Gazette has written several articles on literacy and maths education in the last year. Read more at gazette.education.govt.nz.
“We have to reflect the New Zealand context; we have to reflect what the sector knows already.
Read them bulletins.education.govt.nzat
“It means we are going to have consistency of teaching of literacy and mathematics across the country. The subtle differences are that it still allows for that uniqueness to come through.”
If you would like to register your interest in being a part of the Literacy & Communication and Maths Strategy actions, contact maths@education.govt.nz.literacy.communication.
Read the Literacy & Communication and Maths action plans at education.govt.nz
The Curriculum Centre publishes a monthly Curriculum Newsletter which will continue to include opportunities for kaiako to engage with the development and implementation of the actions laid out in the Literacy & Communication and Maths Strategy action plans.
The Better Start Literacy Approach was developed in Aotearoa for literacy teaching in Years 0 and 1 and uses an explicit approach to teaching reading and writing. It follows a phonics scope and sequence that is used in class and structured small group reading. Work in progress
27Tukutuku Kōrero5 September 2022 Minister Kelvin Davis is welcomed to the school.
28 Education Gazette gazette.education.govt.nz Haven Early Learning Centre (top) and Ebbett Park School (bottom) are proud to celebrate diversity in language and culture.
NZSL champions Ebbett Park School was recently acknowledged for promoting NZSL within the curriculum, winning the NZSL in Schools award at the 2022 NZ Deaf Awards.
Atypical day at Ebbett Park School in Hastings looks a little different to many other schools in the country.
NZSL communicator Nora Kirikiri says NZSL is vital for deaf students to access learning. “It is crucial to many deaf students’ ability to learn, communicate and participate in social activities,” she says.
Nora says NZSL Week this year was the perfect opportunity to celebrate the language, and she praises other schools who used the week as an opportunity to implement NZSL into their curriculum.
The school then begins each day together. Ākonga, kaiako and support staff gather outside and are led by Year 6 students through karanga, karakia and waiata. The morning gathering sets the tone for everything the kura embodies – inclusion and diversity.
New Zealand Sign Language is ‘just part of what we do’
“NZSL is essential; we should all embrace it, whether we have deaf students in our kura or not,” she says.
Ebbett Park School and Haven Early Learning Centre are two places that have embraced New Zealand Sign Language (NZSL) as part of their environment. Kaiako, tamariki, and whānau, both hearing and non-hearing, can engage in non-verbal communication on a daily basis.
“All students just embrace it,” adds Kate.
Principal Kate Medlicott says the use of NZSL is present right from the moment ākonga walk in the school gates.
This is because many in the student community are deaf or hard of hearing. NZSL is used before the school day even begins.
“It often starts with ‘good morning’ in NZSL and the question of ‘how are you?’ Children respond using NZSL to say they are excited, or tired – whatever it may be. We use NZSL to make that initial connection,” says Kate.
“When I first arrived at Ebbett Park, I knew that NZSL was something I really wanted to learn. But the students would just naturally teach me. Then, during duty time they would test me, and I found that amazing. They would walk past and say, ‘Miss M, what’s Wednesday’? So I was having to think and suddenly sign ‘Wednesday’. It was special,” she says.
Additionally, Nora was the recipient of Change to Deaf Aotearoa’s NZSL ‘Local Champion’ award for Hawke’s Bay, recognised for her contribution to the promotion, maintenance and celebration of NZSL in her local region.
29Tukutuku Kōrero5 September 2022
Accessible learning
Woven throughout lessons, NZSL is second nature to staff and“Ifstudents.thereis a deaf learner in the classroom, there is a communicator who is transferring information from the teacher to the learner in NZSL so they can access the curriculum equally – as easily as anyone else. For us, it’s about accessibility,” says Kate.
The gathering also provides the opportunity for NZSL communicators and deaf students to lead waiata, which are performed in NZSL. Kate adds that NZSL is a normal part of this practice.
Nora says non-deaf students who learn NZSL at Ebbett Park School are helping to “open a gateway of learning opportunities for both deaf and hearing tamariki”.
This year, NZSL Week ran from 9–15 May, with the theme of ‘NZSL is Essential’.
NZSL
“We gather as a whole school where NZSL is part of our day to day, so not only are we singing but we are also signing – it is just our normal practice. It’s a special part of us. It makes Ebbett Park, Ebbett Park.” Throughout the day, NZSL is embedded into the learning in the same way English and te reo Māori are.
“The highlight is that we can give this some publicity – we can be who we are across Hawke’s Bay. We are proud of that because we do this every single day, but the week gives us the opportunity to put more emphasis into it.”
EstablishedChristchurch.in2018,Haven
30 Education Gazette gazette.education.govt.nz
“The majority of our children are Filipino or Indian and often come from backgrounds in refugee camps or on the move, and with this comes a need for diverse teaching.”
A haven for children and families
Covid-19 circumstances raised many communication challenges for Jocelyn, who is deaf. Virtual meetups such as in Zoom and mask restrictions made it hard to lip read and communicate effectively.
“We just started using sign and non-verbal communication as part of our programme and as part of the curriculum and it sort of snuck its way in slowly,” says Tracy.
Kate and Nora’s enthusiasm for NZSL is shared by Tracy Leigh and Mark Seddon of Haven Early Learning Centre in Ōtautahi
“We decided that we needed to do something to enhance communication with everybody. For Jocelyn, it was important considering she was starting on this leadership journey with me,” says Tracy.
An everyday practice With Jocelyn and Tracy working with other leaders in the early childhood education community, the centre began to attract deaf students. This then helped to continue the journey to make NZSL an everyday part of the centre.
The centre is situated 1.5km from Linwood Mosque. Children at the centre are part of families who were impacted by the 2019 terrorism attack, and many other families have had challenging journeys to Aotearoa.
To aid her vision for Haven, Tracy engaged the services of a kaiako she had previously worked with, Jocelyn Thorpe, who is now team leader at the early learning centre. Tracy knew how valuable her talents were and wanted her as part of the leadership team.
had previously been a community preschool with a history of involvement from the Ministry of Education since 1987, and the families wanted it to continue. So, Tracy and Mark took over the centre and decided to stamp their vision onto the centre.
Kate adds that while NZSL is embedded every day at Ebbett Park School, NZSL Week provides other kura with the opportunity to really spotlight the language.
“We have three official languages here in New Zealand – so don’t do it as an extra, do it as part of. Don’t be afraid of tokenism – if you are doing it regularly, it is not tokenism. Put it out there... you can do this! Anyone can learn to make this an everyday practice,” she says.
“We decided that when we were looking for a philosophy and a vision for Haven and for a preschool, we wanted it to be a place of refuge. The place of sanctuary, a haven, so to speak, not only for children but for families,” says Tracy.
Kate champions schools as being the starting point for the integration of NZSL into society and encourages other schools to just “give it a go”.
Principal Kate Medlicott and NZSL communicator Nora Kirikiri signing alongside a deaf student at Ebbett Park School.
Supporting all tamariki One area that Haven has found NZSL to be highly effective is with their non-verbal students, who might be that way due to hearing levels, age, or autism. Instead of using the popular technique of ‘baby sign’, the centre uses NZSL.
31Tukutuku Kōrero5 September 2022 NZSL and non-verbal methods are used for notices and most aspects of communication, and with all children, not just those who are deaf or hard of hearingOneboy is two years old, and his father is also deaf and signs a little but is fluent in te reo Māori. They use NZSL with this child, including some signs specific to Māori kupu (words). The difference can depend on the shape of the mouth, so depending on this, a phrase might be song or it might be waiata.
“Children are using these signs to request help from us when they are either non-verbal or a noncommunicator. We do have several children with autism or diverse learning needs in the centre as well, and we have found that the visual cues and the sign supports those children just as well.”
“We couldn’t write them notes. We couldn’t speak to them about things. NZSL was the common language, and then that’s when it struck us just how big a deal it is, what we do at Haven. We adapt our practices, and the team are just really on board with supporting all families and with the advice and the support of our deaf children and families.”
“We thought why use baby sign when there’s a perfectly good language out there?” says Tracy. The ability to use NZSL allows children to communicate both simple and complex ideas. This can be very helpful when they need assistance.
“NZSL is essential; we should all embrace it, whether we have deaf students in our kura or not.
Nora Kirikiri
Tracy Leigh is delighted with what Haven is achieving.
Tracy says that other children are also picking up on this.“He’s also just been introduced to hearing aids, and that is exciting because we’re working with him on recognising individual sounds now. Everything just sounds like noise to him, so, we’re working with him to differentiate between the sounds of voices, versus a musical instrument, versus a truck driving past.”Haven also has a four-year-old who has come from South Africa, whose mother is amazed at the opportunities compared to her homeland. Another person who benefits from the school’s approach is a family with a deaf parent. Neither parent fully understands English, so signing has become the only means to communicate effectively.
The use of NZSL can also be very effective to attract attention across a playground or a noisy classroom without having to resort to shouting. All children can react to seeing signs that indicate it is time to eat or have their nappy changed.
Jocelyn Thorpe
“As a team we support tamariki to ask questions and not be fearful of physical or hidden differences. This openness leads to deeper and more connected relationships for all.”
32 Education Gazette gazette.education.govt.nz
Jocelyn Thorpe is able to have a special relationship with deaf children.
Jocelyn sees a major benefit of having a deaf kaiako as having more tamariki and whānau know about the diversity within the centre. This means tamariki and adults are learning and using different strategies to engage with diversity in all its forms.
“The child returned to me and questioned ‘why doesn’t the other child wear a hearing aid like you?’ To which I replied, ‘he will one day’.”
Jocelyn coached the child as to how to communicate with the deaf child and they engaged with each other.
The experience of a deaf kaiako
33Tukutuku Kōrero5 September 2022
Jocelyn’s hearing levels are classed as moderately severe and have been since she was two to three weeks old. She never learnt to sign, instead working hard on speech language therapy. She worked in several areas then changed her vocation and became a teacher aide at Ferndale School. While there, she was offered a cochlear implant which encouraged her to begin training as a kaiako. While Jocelyn is very capable, there can be challenges. She needs to make sure she is positioned for the best view to supervise all students and may sometimes need to call on her team to assist with communications such as phones calls or Zoom
“As a team we support children to ask questions and not be fearful of physical or hidden differences. This openness leads to deeper and more connected relationships for all.”
“Softlysessions.spoken parents in a noisy environment can be challenging, as well as parents whose lips can be difficult to read when English is not their first language,” explains Jocelyn. “Strategies I use include explaining I am having trouble hearing them and moving to a quieter space or a better spot. I will ask another kaiako to step in if the parent is wearing a mask.”
Jocelyn can provide special support for others in the school. This includes sharing personal knowledge and experiences of being deaf and schooled in an exclusive environment (compared to today). She gives practical knowledge about how to put a hearing aid in and has additional empathy and support for situations where a child may have a sore ear and can’t wear aids for a few days. She also helps children understand how to be helpful when interacting with a deaf person. She describes an incident when a hearing child commented that Jocelyn wasn’t listening to her and that another child, who is deaf, “did not have ears that work very well”.
She has received feedback from a hearing parent who was pleased to see a deaf kaiako at the centre who could specifically support her deaf child when she started. She says it’s great to be part of making things better for the deaf community and their connections.
Support for kaiako and whānau
Network of support
“There’s a lot of information, especially at the beginning, and it can be really confusing. It’s a lot to take on, and even if they take it in and they understand it at the appointment, they sometimes come away and they’re confused again. So, we do home AoDCsvisits.”likeCathy will help with the process of getting other professionals to come on board, for example a speech language therapist. Often obtaining this assistance requires putting in applications, so the advisor can assist with filling these Anotherout.way in which the advisors help whānau is to support them to transition their deaf child into their local preschool and to introduce them to the Early Years Whānau Centre (EYWC) run by Ko Taku Reo | Deaf Education New Zealand.
“They’re wondering what the future looks like for their child. A lot of our role in the beginning is reassurance that their child has still got all the potential of their hearing peers.
The work that is being done by places like Ebbett Park School and Haven Early Learning Centre is assisted by people such as Cathy Pullan, an advisor on deaf children (AoDC) at the Ministry of Education.
The focus is to support the whānau and provide advice and guidance about how to best support their child. This includes attending audiology appointments to explain the information that is given. There are also home visits.
The centre’s programme allows time for families to form relationships, support each other and identify the resources they need to meet specific needs and concerns. Whanāu are Cathy Pullan, advisor on deaf children at the Ministry of Education, enjoys assisting children and families.
“We work with tamariki from identification until the end of the third year at school,” says Cathy. Identification is usually from new-born screening tests, though sometimes hearing levels might be identified later if it’s a gradual change.
“We tell them that with support and interventions, there’s no reason why most children with different hearing levels won’t develop language and go on to be successful.”
There is no waiting list once identification is made. When the Ministry get a referral, an AoDC will contact whānau within 48 “Thishours.isimportant because for most whānau finding out that they’ve got a deaf child can be a shock, and a very emotional time. There can be a lot of grief and there’s a lot for them to find Aboutout.”95 percent of deaf children are born to hearing parents, so most children come from a family with no knowledge or understanding of the deaf community or of NZSL.
gazette.education.govt.nz
EYWC staff work closely with the AoDC, cochlear implant habilitationists and a First Signs facilitator to provide a collaborative service for families.
“The parents get to support each other through their journey, and the children make really good friends,” says Cathy.
Cathy also says it’s important for teachers to check that children understand, as deaf children will often develop strategies to work things out rather than actually understanding what was said. Cathy says it is better to ask, ‘what do you need to do now’ rather than just asking ‘do you understand’.
NZSL tutors
“That’s a great service because the student is learning NZSL alongside their peers and the teacher, so everybody can be on the same page, everyone gets to use the language.”
Schools may also be eligible for funding through NZSL@ Schools to have a NZSL tutor who can provide NZSL tuition directly to deaf or hard of hearing children, small groups, whole classes and to the adults in the teaching
Other advice for kaiako includes getting down to the child’s level, facing them when you’re talking to them, and not standing where there is a bright light behind as this can make it harder to see the teacher.
“Sometimesteam. classes from next door come along as well because children just love learning NZSL. They are like little sponges. They’re so engaged,” says Cathy.
The microphone can be passed to other children if it is a mat/sharing time or if the teacher has asked a question and the answer might be a long one. If it is not suitable to pass the microphone, Cathy suggests that kaiako repeat what another child has said.
Advice for kaiako
“If it’s just a short answer, for example you ask, ‘what’s one of the features of a mammal?’ and someone says ‘they give birth to babies’, the teacher can say ‘yes, that’s right. They give birth to babies, well done’, so the deaf child hears the answer.”
AoDCs can also assist kaiako who have deaf children at their school or centre. This can include providing instructions as to hearing aid management such as changing batteries, checking that the hearing aids are working, or encouraging children to wear their aids.
Kaiako can be provided with remote microphones that hang around the neck like a pen. This allows their voice to be amplified through the child’s hearing aid or implant, helping them to differentiate between the noises around them.
Resources There are many resources kaiako can access to support tamariki and ākonga who are deaf or hard of hearing, and to promote the use of NZSL. Read the online version of this article to see more.
35Tukutuku Kōrero5 September 2022 given the opportunity to attend ‘parent group time’ during their weekly sessions. Parent group times usually include an opportunity to learn NZSL.
Getting the attention of the child before talking directly to them is important; this can be done by saying their name, or tapping them on the shoulder. Cathy says that unlike some other cultures, the deaf culture is usually happy to have someone touch them in this way.
Telling stories is intrinsic to Pacific life. It’s the way messages and expectations are passed down through generations, and the way that values are shared.
Young Pacific filmmakers have been honoured at red carpet events to celebrate the first Pasifika Youth Short Film competition.
“Our programme aimed to connect Pacific learners with their families to have conversations about identity and family history so they could tell these stories through the medium of short film.”
Tupe Solomon-Tanoa’i and Esera Tanoa’i, who organised the competition, say it provided “an amazing insight to what is important to young Pacific people”.
The Pacific Youth Short Film competition was created as a vehicle for young Pacific people to explore their identity and the medium of film – and the results are open to 130 students across Tāmaki Makaurau Auckland and Te Moana a Toi Bay of Plenty, drew 43 entries from 45 schools.
Tupe and Esera run Poporazzi Productions, contracted by Te Tāhuhu o te Mātauranga | The Ministry of Education to run filmmaking workshops and the short film
spectacular.Thecompetition,
FILMMAKING Twins Levi and Keilani from Ormiston Junior College won prizes for Best Screenplay (Levi) and Best Film (Keilani).
36 Education Gazette gazette.education.govt.nz
Rolling out the red carpet for young Pacific filmmakers
“We felt that their films had not been viewed through a Pasifika lens, so we created our own film competition. We want to create an environment in which Pasifika can thrive.“Pacific learners come from a great tradition of storytelling. Across the Pacific, each of our islands have their own rich culture, legends, and histories. Our legends have helped us explain the world around us; explain our relationship to each other and to our environment; and remember important lessons.”
“The participants were so creative, resilient, and resourceful,” says Tupe. “They were very aware of themselves and the world around them. The ideas they came up with in the workshops were brilliant, and original – they were telling the stories that only they couldThetell.”short films produced demonstrate innovation, expertise, and collaboration. Several films draw on the cultural identities of the students involved and are a genuine celebration of their identity, language and culture.Common themes that emerged related to family, cultural identity, a sense of belonging at school and at home, juggling school and family commitments, and the ways that students represented their culture.
For most of Pacific history, Tupe says these stories were told orally and passed down from generation to generation.“Changes in environment and lifestyle have meant that we must work harder and be more intentional to ensure that we are still passing on our stories and languages so that children of the diaspora do not become disconnected from their culture.”
“Not only are the films of high quality, but they are also incredibly diverse. There are comedies, documentaries, dramas, animations, and even sci-fi,” says Tupe. Manurewa Intermediate student Josh received his award for Best Documentary from Minister for Pacific Peoples, Aupito William Sio.
37Tukutuku Kōrero5 September competition2022foryoung
“The inspiration for this competition came from our own daughters. They entered a film competition for tamariki, and we noticed it ignited a passion in them; they spent far more hours learning and working than on anything else, and they produced something they were really proud of,” says Tupe. While they didn’t win, Tupe says the important thing was they made films they could be proud of.
Pacific people.
“I go the extra mile for ākonga. They are the next generation so we have to do the best we can and be good examples for them. If not us, then who?”
Learning the craft of filmmaking Poporazzi Productions invited facilitators from the film industry to help deliver a series of two-day workshops for up to five students from each participating school. Ākonga learned the filmmaking process from storyboards and script writing through to production and editing. From that point, they could draw on mentoring from the organisers until they were ready to submit their films to the judges. Schools have also enabled student work to be assessed for NCEA credits.
Meli Kaveinga
“We know that feeling accepted and included by your community is one of the indicators of a young person’s mental wellbeing, and acceptance and inclusion at school is an indicator for academic success.”
Entries were judged by leading Pacific filmmakers and actors, and winners were celebrated at glittering awards ceremonies in both Auckland and Rotorua, events that attracted more than 600 family, friends and community.
“We hope the confidence and the sense of belonging they gained will stay with them for a long time,” says Tupe.
38 Education Gazette gazette.education.govt.nz
Tupe says one of their aims was to provide a platform for Pacific learners to express the challenges they have faced, as well as their hopes and aspirations.
“The award represents all the love that the youth have poured into their film,” says Esera.
“Pacific learners come from a great tradition of storytelling. Across the Pacific, each of our islands have their own rich culture, legends, and histories. Our legends have helped us explain the world around us; explain our relationship to each other and to our environment; and remember important lessons.”
Each winner received an all-in-one video kit and an Oscarstyle statuette, an “Alofa”.
Tupe Solomon-Tanoa’i
Each winner received an Oscar-style “Alofa” statuette.
“What we heard from parents and teachers was that the creative process helped unlock passions and talents that some students didn’t know existed, and the confidence they gained inspired deeper student engagement across the board.”
Gaining confidence
“One thing I notice in animation is that usually when we have Polynesian protagonists, it’s embedded with Polynesian culture and, as much as I love that, I really like to see a Polynesian protagonist with no strings attached. I have my own gifts and I can create that kind of media myself.”Leviand Keilani, students at Ormiston Junior College, want to encourage other young Pacific people to try filmmaking.“Ifyou’re waiting for the perfect script, don’t; just start making things even if it’s recreating things from movies you love, like a pop fiction recreation or an Avengers recreation. Just start doing it,” says Levi. “At the beginning I kept waiting for the perfect idea or the perfect script but eventually I just got going.”
“Don’t be afraid of making crap stuff because that’s how you’ll learn,” adds Keilani. “I feel like people don’t make things because they’re scared of how bad it’ll be. But if you don’t do that, you don’t refine your craft.”
Winning talk Southern Cross Campus student Jessica, 17, was shortlisted in four categories and won the award for Best Sound.“Inmy film, Inside, I included my Samoan culture. I think it’s important for the community to understand the heritage and where they come from, because your heritage makes up who you are. I want to go to university and study creative industries, and to continue this journey.”Fourteen-year-old twins Keilani and Levi featured heavily at the awards, notching up a total of seven nominations and two major prizes. Levi won the award for Best Screenplay for a film he worked on with his sister – Siva Samoa! Opening Number. Keilani took out the top accolade, Best Film, for Siva Samoa! Taualuga! Keilani says that while she loves to see her Samoan culture shared on the silver screen, she wants to push beyond that to producing films with Samoan characters and that go further than exploring culture.
Keilani, 14 Read the online version of this article to see the winners from Tāmaki Makaurau and Te Moana a Toi.
Funding for this project has come from the Pacific Education Innovation Fund as part of the Covid-19 Response and Recovery Fund (CRRF), and the workshops and competition will run again next year.
Photo by Focal Point Photos. “One thing I notice in animation is that usually when we have Polynesian protagonists, it’s embedded with Polynesian culture and, as much as I love that, I really like to see a Polynesian protagonist with no strings attached.”
Esera Tanoa’i and Tupe Solomon-Tanoa’i of Poporazzi Productions.
Meli Kaveinga, who was born in Tuvalu and now teaches at Birdwood School in West Auckland, won the award for Best Supporting Mentor. Meli says she goes the extra mile for ākonga because, “they are the next generation so we have to do the best we can and be good examples for them. If not us, then who?”
39Tukutuku Kōrero5 September 2022
“We’re very grateful to be given the opportunity to run the programme for another year,” says Tupe. “We hope to reach more Pacific learners, and to give this year’s participants the chance to build on the knowledge they’ve gained to enter again. A growth mindset is very important in the creative sector, as it is in education.”
The Māori Language Commission is calling for help collecting stories, images and memories that trace the ongoing battle to save the Māori language.
“We are keen for young New Zealanders to interview their parents and elders: What was it like in Aotearoa when they were growing up? Where did they see or hear te reo?”
2022 also saw the first Matariki public holiday, something the commission began lobbying for more than 20-years-ago.
“More New Zealanders than ever before see te reo as part of their identity as a New Zealander and that speaking te reo is something to be proud of. 35-years ago when te reo became an official language of New Zealand, many feared that te reo would divide us. But in 2022 te reo brings us together. It is the language of Aotearoa and everyone who calls Aotearoa home.”
“From the days when it was banned, to protest marches and petitions, Treaty of Waitangi claims, counter claims and cases taken to the Privy Council and back: the battle for te reo was waged everywhere from our dinner tables to the highest courts on earth. It is a taonga for all New Zealanders to cherish, now and into the future.”
The commission also released the findings of four years of Colmar/Kantar public opinion polling.
“This year marks some significant milestones so we are encouraging individuals, families and communities to share a story, memory or memento that help tell the stories of the battle for our country’s first language.”
New Zealand’s battle for te reo Māori: Call for stories
Other significant anniversaries include: 50 years since Matatini began (under another name); 40 years since the first kōhanga reo; and several iwi radio stations will also celebrate individual anniversaries.
“The one thing that hasn’t changed over all these years is that te reo still needs the support of New Zealanders if it is to survive and thrive. We know it takes one generation to lose a language and three to get it back: The countdown is on.”
50 years since the Māori language petition was presented;35yearssince te reo became an official language; and 2022 Māori language milestones: 35 years since the Māori Language Commission opened our doors.
“The battle for the survival of te reo Māori has been fought by generations of people, in our smallest towns to our biggest cities. On our televisions, in our schools, at our workplaces: and importantly in our own homes. Those stories need to be told and saved,” said Māori Language Commissioner, Professor Rawinia Higgins.
Kua 50 tau i whakatakotorangate o te petihana o te reo Māori; Kua 35 tau i te whakamana o te reo Māori hei reo ā-ture; ā, Ko ngā whakanuinga hira i te tau 2022 mō te reo Māori: Kua 35 tau i whakatuwheratangate o Te Taura Whiri i te Reo Māori. Hei tēnei tau, hei te tau 2022, ka kitea tuatahitia te rā whakatā ā-ture o Matariki, he kaupapa kua neke atu i te 20 tau a Te Taura Whiri i te Reo Māori e kōkirikiri ana.
“Kua hia nei ngā whakareanga e pakanga ana kia ora ai te reo Māori i ngā tāone iti iho, tae noa ki ngā tāone nui katoa. I ā tātou pouaka whakaata, i ō tātou kura, i ō tātou wāhi mahi, ā, mātua rā i ō tātou kāinga. Me kōrero, me pupuri ēnei kōrero,” tā te Toihau o Te Taura Whiri i te Reo Māori, tā Ahorangi Rawinia Higgins.
“He nui ngā whakanuinga hira i tēnei tau, me te aha, e āki ana mātou i te takitahi, i te whānau me te hapori kia tukuna mai tētahi kōrero, tētahi maharatanga, tētahi manatunga rānei e āwhinatia ai te kōrerotia o ngā pakanga mō te reo taketake o Aotearoa.”
Te pakanga a Aotearoa mō te reo Māori: E pōhiritia ana ngā kōrero E pōhiri ana a Te Taura Whiri i te Reo Māori kia āwhinatia tā rātou whakaemi i ngā kōrero, i ngā whakaahua me ngā mahara e whakapapatia ai te pakanga kia whakamāuitia te reo Māori.
“E hiahia ana mātou kia uiuitia e ngā rangatahi o Aotearoa ō rātou mātua, ō rātou pākeke: “I pēhea a Aotearoa nō rātou e pakeke ake ana? He aha ngā wāhi i kitea, i rangona rānei te reo?”
“Kāore i rerekē i ngā tau maha nei te whakataunga me tautoko tonu e Aotearoa whānui te reo e ora ai, e puāwai ai. E mōhio ana mātou ka ngaro te reo i te whakareanga kotahi, ā, e toru ngā whakareanga e ora ai anō ia: E haere ana te wā. Kua tukuna hoki e Te Taura Whiri i te Reo Māori ngā putanga o ngā whakaaro i te uiuinga tūmatanui a Colmar/ “KuaKantar.nui atu te hunga e whakapono ana he wāhi nui tō te reo Māori ki tō rātou tuakiritanga i Aotearoa nei, ā, me whakahīhī tātou ki te kōrero Māori. I ngā tau e 35 ki muri, i nui te hunga i wehi i te whakamanatanga ā-ture o te reo Māori i Aotearoa, kei noho wehewehe tātou. Engari i te tau 2022, ko tā te reo he whakakotahi. Koia tonu te reo o Aotearoa me te hunga e whakapae ana ko Aotearoa tō rātou kāinga.”
“Mai i te wā i rāhuitia te reo, ki ngā porotēhi me ngā petihana, ki ngā kerēme o Te Tiriti o Waitangi, ki ngā kerēme tauutuutu i kawea ki te Rūnanga Ruānuku o te Kuīni: i pakangatia te pakanga o te reo Māori puta noa i ngā tēpu kai i ngā kāinga, tae noa atu ki ngā kōti matua rawa o te ao. He taonga te reo hei poipoi mā Aotearoa, haere ake nei.” Ko ētahi atu whakanuinga i tēnei tau: Kua 50 tau i te tīmatatanga o Te Matatini (he ingoa anō tōna i taua wā); Kua 40 tau i te kōhanga reo tuatahi; hei āpititanga atu, Ka whakanuia e ētahi o ngā reo irirangi ā-iwi ā rātou ake whakanuinga ā-tau.
www.storiesoftereo.co.nz www.reomaori.co.nz
Pacific parents, families and communities as equitable partners with schools
PACIFIC COMMUNITIES
A new suite of resources highlights the importance of culturally safe places for teaching and learning, that are Pacific capable and responsive. The Pacific population is 60 percent New Zealand-born, and able to articulate the importance of their identity, language and culture in supporting educational achievement from a strength-based ‘as and by Pacific’ frame.
he Talanoa Ako: Pacific Talk about Education and Learning resources draw on a four-year evaluation of the PowerUP to Talanoa Ako programme, which covered over 1,800 in-depth talanoa with Pacific parents, families, learners and communities from 2016 to 2019. This qualitative data was developed into two key resources providing insight into Pacific experiences in education and gives educators practical advice to improve and lift these experiences.
Pacific Parents, Families, Learners and Communities Talk Education Together and From Pacific PowerUP to Talanoa Ako were authored by Tagaloatele Professor Peggy FairbairnDunlop.Thethird resource is a literature review on the evaluation findings led by Dr Cherie Chu-Fuluifaga of Victoria University of Wellington. Four other resources in the suite were sourced and developed from these findings, using other available
T
The Talanoa Ako: Pacific Talk about Education and Learning resources draw on a four-year evaluation of the PowerUP to Talanoa Ako programme.
42 Education Gazette gazette.education.govt.nz
“If we are going to enhance Pacific educational achievement, at the basis is, ‘What is the fund of knowledge that children bring to school and which parents have?’ and ‘How do teachers build on and enhance and use that knowledge to achieve good results?’ That is, results that are not only academically important, but which also reflect Pacific peoples’ aspirations to maintain their cultural beliefs and language.”
Dr Adrienne Alton-Lee, who peer reviewed these first two resources, says it has delivered an opportunity to learn from Pacific expertise and get a system shift in the response to As and By Pacific.
“I think that there is very little understanding of the concept of culture and its place in teaching by parents, but also by teachers,” she says.
The significance of ‘As and By Pacific’
“We are seeing Pacific excellence and expertise in demonstrating a way of doing the action, building on the evidence, but all the time going to the forefront with cycles of evaluation informing next steps.
Developing Pacific responses
The four-year evaluation looked at the development and implementation of the Pacific PowerUP programme, which is now called Talanoa Ako. This programme delivers a series of workshops over 10 weeks with the aim of building Pacific parents’ knowledge of the education system, so they are able to better support their children’s learning journeys and build equitable partnerships with their schools. (Read more online at Education Gazette: Pacific principals delivering Talanoa Ako).
A strength of this programme is the use of an ‘As and By Pacific’ approach, which recognises Pacific values, knowledge and behaviours as the foundation of learning success and Pacific informing, developing and delivering theThesolution.programme is highly valued by Pacific parents, families, communities and learners and makes a difference to their relationships with each other, schools and teachers, and their approach to their children’s learning. Talanoa Ako provides a space where parents and learners ‘can be themselves’, and engage in learning conversations in their own way, time and language. Placing parents at the centre, alongside their children, is also vital, as families and communities are the major educating and socialising agencies for children and at the heart of identity security.
“Tagaloatele Professor Fairburn-Dunlop explains the shift from leaving children silent as a way of responding which people thought was respectful, to starting a talanoa where they have a voice and we are listening to it and the parents have a voice and we are listening to it. I do see the new resources to be invaluable.” she says.
Tagaloatele Peggy Fairbairn-Dunlop says the four-year research was a starting point.
Tagaloatele Peggy says the resources are a wake-up call to schools and teachers to think about their teaching and learning approaches and methods.
43Tukutuku Kōrero5 September 2022 research. The remaining resources examine effective reporting with Pacific by Dr Lesieli Tongati’o, building the Pacific capability of boards by Mati Filemoni Timoteo, developing Pacific education strategies for schools by Aiono Manu and the New Zealand Pasifika Principals Association, and PISA and understanding literacy by Dr Akata Galuvao.
>> Schools can order print copies via thechair.co.nz and communities can request print copies by Talanoa.Ako@education.govt.nz.emailing
“Whatever the school does, they need to be able to consult with all its communities. So that includes parents and families. If they don’t create an opportunity to hear these voices, they will not hear it.” She adds that it’s important for schools to make sure they talk with their Pacific parents and to listen, really listen, to whatever is happening at the school.
“The Pacific population is growing, it’s not going to go away, and Pacific parents want their children to do well at school, like everybody else.”
She says what they tried to do in these resources is to bring out three points for schools to consider when building relationships with Pacific parents and learners:
“The assumption is that people running the organisation must know everything and you follow their rules. But in learning, questioning is so important. And to learn that it is OK to be wrong and you don’t have to feel any shame.
She says if schools want better educational outcomes, then they must embrace the resources because as they say, “the relationship between how you feel in the classroom and cognitive development is the critical relationship.”
» They have also had to learn how to question.
44 Education Gazette
A wake-up call
Tagaloatele Peggy says the resources are a wake-up call to schools and teachers to think about their teaching and learning approaches and methods.
“Whatever the school does, they need to be able to consult with all its communities. So that includes parents and families.”
Dr Lesieli Tongati‘o Valuing voices, cultures and identities Ngāue Fakataha ki he Ako ʻa e Fānau author Dr Lesieli Tongati‘o says the overriding message is for schools to build relationships with Pacific families.
» Once they feel safe asking questions, they start to apply that right across the curriculum and then they are participating in the classroom.
» Pacific parents and learners have had to learn the rules of engagement in school processes in Aotearoa New Zealand, for example, how NCEA is organised.
“This is huge for Pacific students,” says Tagaloatele Peggy.
“Pacific children have learnt to be silent in classes maybe because they don’t know how to ask a question nicely, but also because they were scared of being laughed at because maybe their question was not quite right, or their English was not good.”
“One of the reasons why I strive towards excellence is for my parents. And I hope that all the things that I do, all the things I try and achieve, can be a testament to all their hard work and the times of adversity they’ve been through.”
46 EducationTagaloateleGazettePeggy adds that learning is not just about pouring in the knowledge.
Lesieli expands on this by asking a question for schools to ponder: “I know a lot of schools will say, ‘Well, we don’t have any Pacific students’, or ‘We are mostly white middleclass students’. But then the question is, ‘Do they know who’s in front of them?’
“Because I might be appearing non-Pacific, or my name might be in English, but if my teacher knows me better and we build that relationship of trust then I might be willing to share that I have all these ethnicities.“Thatwon’t happen if the teacher won’t welcome the student in and make them feel at home in the classroom. I know it’s hard and it takes time, but it needs to happen.”
High school student gazette.education.govt.nz
“I think that there is very little understanding of the concept of culture and its place in teaching by parents, but also by teachers.”
Tagaloatele Professor Peggy Fairbairn-Dunlop
Talanoa Ako: Pacific Talk about Education and Learning
“It’s that whole relationship between the teacher and the children and the whole school, and not to assume that everybody who comes into their classrooms, whether they are Pacific or from any country in the world, are the same.”
Pacific voices on education in Aotearoa New Zealand
The Talanoa Ako: Pacific Talk about Education and Learning resources also complement the Tapasā framework in helping teachers and leaders to build cultural competency and develop effective teaching practices that engage Pacific learners. The resources are available to schools and community both in hard copies and online. PLD is being developed to further support schools.Formore information, pasifika.tki.org.nz/Talanoa-Ako.visit
Pacific-led digital skills course boosts parents’ confidence A computer literacy course for Pacific adults is empowering parents and families to be more involved in their children’s learning.
47Tukutuku Kōrero5 September 2022
Read the full article gazette.education.govt.nzat
Tagaloatele Peggy says that learning is about the relationship between the teacher and the children and the whole school.
“There are lots of stereotypes regarding Pacific Islanders and I want to be a positive representation, and we have a lot of potential to achieve great things.” High school student
“I enjoy this school because there’s heaps of Pacific Island students here that I can relate to. There are heaps of Pacific Island teachers who can help you. In maths, there’s a maths teacher who’s Tongan, a science teacher. We can go to them for help, and they’ll explain to us in the language that we will understand.” High school student
“Being labelled a gifted Pasifika student for me, it comes with great humility. In terms of me wanting to excel, it shows me that I am capable of it, and to me I can also share that to my other Pasifika students, my other brothers, that we too can excel, wherever we want to be, whether it’s being a doctor, or going to university.” High school student
Rugby was also the reason he left school during Year 12 as he’d been selected to play for Samoa. From there he moved to the UK to play professionally and generally live his dream alongside his wife Katie and their baby Torrence.
Siaosi has just completed his Doctor of Philosophy (Education) at the University of Auckland. Throughout his studies he has continued to work part-time until this year when he started full-time at Wesley College. Katie is a physiotherapist, and their children are Wesley students. Siaosi says teaching inspired him to learn and grow. “Although a growing number of Pasifika are succeeding, most of our people are still struggling. It’s about more than literacy and numeracy; I believe other factors come into play such as self-efficacy, believing in yourself, and the expectations of those around us. That’s why I chose to study this for my doctorate.”
48 Education Gazette
Scholarship was the boost needed Scholarship recipient Siaosi Vaili was a latecomer to academic study. His first passion was rugby and as a schoolboy in Samoa, his talent won him a scholarship to Kelston Boys’ High School in Tāmaki Makaurau Auckland.
Calling Pacific teachers – apply for Tagaloa Scholarships
But Siaosi’s world changed when he was critically injured during a match for his Italian club. His spinal injury ended his rugby career and, as he recovered, Siaosi decided to return to New Zealand with his family and become a Heteacher.started by pursuing a degree in sports and recreation followed by a graduate diploma in teaching before returning to Kelston Boys’ High, this time as a PE teacher.
Siaosi’s research explores students’, teachers’ and parents’ views about Samoan students’ self-efficacy beliefs, future aspirations, teacher expectations, parent expectations, and academic achievement in secondary schools in Auckland. Tagaloa Scholarships will open for applications in October 2022. For more information email Tagaloa.Scholarship@ education.govt.nz or visit education.govt. nz/further-education. gazette.education.govt.nz
A few years on, Siaosi decided to pursue his master’s which is when he was encouraged by supervisors to study for a “IPhD.didn’t think I was a PhD student, but my results meant I was able to get a university scholarship, so I was able to keep studying. Receiving the Tagaloa Scholarship gave me the boost I needed to get over the line. The timing was perfect, it came at the end of my PhD and when my other scholarship had run out. I was able to continue studying full-time rather than return to full-time work.”
The Tagaloa Scholarships provide one master’s scholarship of $10,000 for the final year of full-time study and one doctoral scholarship of $14,000 for the final year of fulltime Pacificstudy.teachers, principals and anyone doing research in education and wellbeing as part of their master’s or doctorate study are encouraged to apply.
The scholarships are part of the Ministry of Education’s wider Talanoa Ako response to the Pacific PowerUp evaluations from 2016-2019, in which Pacific communities highlighted the need to grow Pacific capacity and capability within communities and the education sector.
Applications are invited from Pacific master’s and doctorate students engaged in research that contributes to understanding of Pacific peoples’ experiences and world views in Aotearoa New Zealand.
Siaosi Vaili was awarded a Tagaloa Scholarship of $14,000 for his final year of doctoral study. He is pictured here with his wife, Katie, and from top left: daughter Oceana, niece Faia’e, son Torrence.
Prizes include up to $5000 for your school Digital Tool CompetitionDesign
Entries will be judged by an expert industry panel. Finalists will be invited to a prizegiving ceremony in December. Prizes include up to $5000 for your school as well as individual prizes. We intend to use the winning entries to develop our final tool solution so your team entry may end up being used by students across the country!
Competition is now open: entries close at the end of term 3! Help us design a tool that will be used to measure the wellbeing of ākonga in New Zealand
www.education.govt.nz/wellbeing-tool-competition
This is a conceptual design competition based on design thinking. It is aimed at students in any subject area who wish to think through the issues and develop a solution. Students will work as a team and are not required to build a tool prototype.
STUDENT WELLBEING:
ofInnovatorsthefuture
The Ministry of Education is committed to understanding and improving the wellbeing of ākonga in NZ schools. We have been actively engaging with students and listening. Now it’s time for ākonga to use their significant digital knowledge and design thinking skills to lead the way in helping us design a tool that we can use as a measure of wellbeing.
More information and registration available: Scan the QR code or use link:
Please contact the Project Team at: swm.competition@education.govt.nz
Selwyn Ridge School student Maya shows off her writingimprovedskills 50
The two kaiako co-plan, co-teach and co-review the teaching for that group,” says Rebecca.
New data collected by the National Reading Recovery team at University of Auckland’s Tui Tuia | The Learning Circle demonstrates the new Reading Recovery and Early Literacy Support (RR&ELS) approach can accelerate ākonga reading between 4–5 levels in eight weeks. RR&ELS was initially rolled out to 40 schools last year, and because of a real shift in student achievement, there are now hundreds more primary schools registered to take part.Dr Rebecca Jesson, University of Auckland associate professor at the Faculty of Education and Social Work and the research and academic director for Tui Tuia | The Learning Circle says this collaboration with whānau and class kaiako is in step with the Ministry of Education’s early literacy approach. She says quality teaching and interventions such as RR&ELS link to accelerated learning.
51Tukutuku Kōrero5 September 2022
LITERACY
The new RR&ELS model operates as part of a threetiered approach; Tier 1 being high-quality classroom programmes, Tier 2 being support for small groups, and Tier 3 being support for individuals.
“We have a strong team of skilled, experienced kaiako who share a culture of asking questions and working together. Our kaiako value being able to design learning that puts our ākonga at the centre.”
Reading Recovery and Early Literacy Support empowers Reading Recovery teachers to provide personalised support to ākonga, and extend their expertise to support classroom kaiako in small group settings, and across the school.
A new early literacy framework designed to support a schoolwide approach to building early learners’ reading levels is seeing ākonga accelerate with impressive results.
“It’s designed as a comprehensive, team approach to prevent literacy learning difficulties, where kaiako can respond to ākonga learning together and with whānau.
At each tier, the instruction is increasingly responsive to ākonga learning. Each tier requires more intensive kaiako expertise and professional learning.
“The theory is one of superb and well-informed decision making by the teacher based on close observation of the child.”
Rebecca says this is a shift from knowing an average of 10 words (stanine 3/below average for age), to an average of 26 words (stanine 5/average for age). “Mean word reading and letter knowledge outcomes have also moved to average levels after the eight weeks.”
To support this, kaiako are observed by their peers, and engage in discussions about what teaching actions would be most helpful for a particular student.
Reading Recovery and Early Literacy Support linked to accelerated learning
“The small group teaching occurs after the first six months at school and complements the class teaching in that first year.
As part of the refresh, trained Reading Recovery teachers are transferring their skills to working in class, with teachers, using the full range of reading resources available in schools.
Extending kaiako roles Created by New Zealander Marie Clay, Reading Recovery is an early intervention for literacy learning that has helped more than 300,000 ākonga in New Zealand catch up with their classmates. Reading Recovery was evaluated in 2019, and the evaluation recommended changes, which are reflected in RR&ELS.
“It helps us to build a more vivid picture of the best way a student learns, while personalising learning based on theirRecentstrengths.”datacollected from 1,800 ākonga for the year between term 2, 2021 and term 2, 2022 shows impressive accelerating in writing.
Selwyn Ridge School Selwyn Ridge Primary School associate principal Shelley Handley is the early literacy lead for their junior school.The three-tiered RR&ELS approach was integrated across the school’s six junior classes in term 1, 2022.
“It’s a framework for freedom, which we can change as we need to. We’ve found it gives us more reach, so rather than one kaiako alone navigating the range of challenges, we’re supporting each other.”
Shelley Handley Year 1 students at Selwyn Ridge School completing reading activities.
52 Education Gazette gazette.education.govt.nz
Puhinui School kaiako Keryn Harland guides a student through a literacy activity.
Two kaiako within the school are currently training to become RR&ELS teachers.
53Tukutuku Kōrero5 September 2022 Shelley says the new literacy support model allows the school to utilise their internal expertise to design approaches, share and observe practices that are responsive to the needs of their“It’slearners.aframework for freedom, which we can change as we need to. We’ve found it gives us more reach, so rather than one kaiako alone navigating the range of challenges, we’re supporting each other, which means intervention and support comes earlier, and kaiako share an integrated and aligned approach.“That’s what we’re seeing in our results, even at this halfyear mark; our ākonga are having great results and movement in literacy.”Shesays it is important to choose quality books to build confidence in their learners by fostering a love of reading and learning literacy. These include the Ready to Read Colour Wheel books that many teachers will know, as well as the more recent Ready to Read Phonics Plus books. Shelley’s advice for schools looking to incorporate the refreshed RR&ELS approach is to tap into the experience and expertise of your kaiako. “Quality teaching has the most impact on learning outcomes. The three-tier approach has proven to have some great results, so being able to bring the new Reading Recovery principles to the wider group is amazing.”
Mark says they are looking forward to seeing the Tier 2 group work happen in 2023.
“One on one is expensive as a resource but groups allow more ākonga to have that really good pedagogy through highly trained“We’rekaiako.building kaiako capabilities and it will be really neat to see how we can continue to equip our teachers to be very good literacy and reading teachers.”
“It helps us to build a more vivid picture of the best way ākonga learn, while personalising their learning based on their strengths.”
Rebecca Jesson, University of Auckland (pictured)
“We want to be as responsive as possible to early literacy needs so, rather than waiting to see the gaps happening later on in Year 2 and Year 3, RR&ELS is helping us adjust our teaching so we can increase the potential of the ākonga earlier.”
“They’re really experienced kaiako and our long-term plan is for them to impart their knowledge to, and continue to support, all classroom kaiako across the junior school who have struggling readers in their class.”
Puhinui School Puhinui School principal Mark Elder says, like many schools, they were finding it “tricky” getting ākonga kick-started in literacy “who didn’t have the prerequisite literacy skills that we often would like to see them come to school with”.
He says professional development was always an appealing element of Reading Recovery and he was drawn to the refreshed approach because of its evolution towards group work and in-school professional development.
He says the refresh has “opened up that door” and their school now has multiple kaiako across their 12 junior classrooms learning about the approach “and the good pedagogy that happens”.
Having adopted the refreshed approach in early 2022, the school’s focus so far has been on getting ākonga into literacy with“Ourconfidence.juniorprogrammes have always been very good, but we are hoping to gain a greater depth of understanding of those ākonga who may not be moving as quickly as we would really like them to.
Supporting road safety throughout the journeyeducation
Road safety is an issue that impacts on all New Zealanders, from the adult driver to young pedestrians. Three organisations dedicated to improving road safety to benefit young people are Students Against Dangerous Driving (SADD), MyMahi DRIVE programme, and Brake.
ROAD SAFETY EDUCATION
General manager Donna Govorko says students realised there were more road safety issues happening in the community beyond alcohol, such as speeding, distractions, not wearing restraints, taking risks, and not driving to licensing conditions.
The six principles adopted were Sober Driving, Safe Speeds, Road Safety Week is one of the activities Brake organises to bring awareness of road safety to tamariki and whānau.
“So, the focus expanded to dangerous driving, and they adopted six principles based on what they thought were the contemporary issues of the time that young people were facing.”
S ADD Aotearoa launched in 1986 in response to students’ concern about drink driving, and the student-led programme has been progressing its work to improve road safety ever since. In 2014, the group broadened its focus to incorporate other areas of road safety and took on its current name, Students Against Dangerous Driving. In 2022 they adopted an additional name – Kaitiaki o Ara (Guardians/ caretakers of roads/pathways/journeys).
“People always say get a good education so you can get a good job. We feel part of the education should be around driving, licensing and road safety.”
The team at SADD see themselves as being the framework or scaffold that helps to support young people, including by educating them as to what types of actions they can take.
“The message we really want to get across to teachers is that it’s a student-led programme. Teachers only need to be there to help with some guidance every now and again. For example, they can help with organising assemblies or rooms if needed, or to just be there and maybe bounce ideas off. If the teacher or teachers are being involved too much, it’s not actually working,” explains Donna.
Although SADD is student led, students still need some support. When the programme is going to be introduced in a school, SADD will ask for a member of the school to act as a contact person. This might be a teacher, guidance councillor or a careers coach.
Jeff King
No Distractions, Avoiding Risks, Driving to the Conditions and Building Experience. Since then, these principles have been revisited to include all issues facing young road users, such as walking, cycling, scooters, rail safety and more. The type of activity that is targeted by students depends on their local community.
Jeff King is proud to be part of helping learners obtain their driving licences.
The MyMahi site is a one-stop shop for learners.
Donna recounts how one student made submissions to his local“Hecouncil.scanned the environment for issues within the roading structure, then wrote a submission and a paper for the council.”
55Tukutuku Kōrero5 September 2022
“Our programme is student led. So, if the students see something as an issue in their community, they can create an activity or an education session to focus on helping to eliminate or reduce the issue,” explains Donna. Peer-to-peer
Donna says having a peer-to-peer message is a powerful“Whentool.it’stold by a young person they resonate better, and they listen more. So, it is about them [the students] leading and empowering their peers to go on and try and think about adopting safer road user behaviours.”Activities that the students undertake are not just peer education, it can also involve petitioning relevant bodies to create a safer environment.
Programme delivery leads from SADD guide young people through a problem-solving process, and the students then design activities and solutions that are going to resonate with their peers.
Donna says the student used the submission as part of a Geography component at school, so not only did he raise awareness of the issue, he also gained NCEA“Hecredits.wascombining his passion for road safety and wanting to help the community with his schooling and education goals as well.”
Caroline Perry, Brake’s NZ director, says, “The goals of Brake are to prevent road deaths and injuries, make communities safer and to support people who’ve been bereaved and injured.”
Beep Beep! Days teach young children about road safety.
It was recognised that driving is an essential part of joining the workforce, so MyMahi partnered with government website Drive to create a service for young people wanting to get their driver’s licence.
The learner dashboard operates as a ‘one-stop shop’ where ākonga can access their grades and timetable, set-up a CV and look for part-time jobs.
Donna Govorko
Driver education Student self-sufficiency and reducing teacher stress is also behind MyMahi. The Kiwi-owned learning and pathways hub was released at the end of 2018, with its first year in schools during 2019.
‘Braking’ road incidents
“People always say get a good education so you can get a good job. We feel part of the education should be around driving, licensing and road safety,” says MyMahi co-founder Jeff King.
56 Education Gazette gazette.education.govt.nz
Brake is a national road safety charity that started its New Zealand branch in 2011.
The service takes away some of the pressure on teachers to provide driver education by providing interactive games, and step-by-step information to help young people get their licence. There are resources for parents, whānau, and people who are teaching someone to drive.Thedashboard is available to anyone wanting to create a profile and there is no cost involved. Since the profiles belong to the learners, they retain all the information even if they change schools or leave school.
The MyMahi teacher dashboard allows kaiako to access materials appropriate for their learners.
“When it’s told by a young person they resonate better, and they listen more. So, it is about them [the students] leading and empowering their peers to go on and try and think about adopting safer road user behaviours.”
One of these is organising Road Safety Week in May each year, which is a national campaign that encourages anyone and everyone to get involved in raising awareness of road safety.
There are several ways in which road safety can be built into the curriculum. Caroline gives the example, as part of a maths lesson, of looking at how different students travel to school and then working out what percentage of a class are walking or cycling to school or getting in the car.
There is a teacher’s area and toolkit on the Brake website with advice around road safety and lesson ideas as well.“Itgives some information on ways to incorporate road safety into your existing lessons. It also provides ideas for additional activities that you can do as well as policies for a school,” explains Caroline.
Students learn how speed cameras keep roads safe.
Currently there are around 1,000 organisations that take part each year. Participation may be joining in on the national theme or focusing on aspects of road safety relevant to the community.
The support work is predominantly providing practical information and emotional support resources to people who’ve been affected by crashes. They have resources for adults and for children and they’re all available free of charge to people who’ve been affected, either directly through Brake or other organisations such as Victim Support and grief centres who are working with families who have been affected by crashes as well. Schools can also order the resources if they have students or staff members who’ve been affected.Interms of the prevention work, they support a vision zero ethos which means that no death on our road is acceptable and that death and injuries on roads are preventable. They run several initiatives throughout the year to promote road safety.
Visit sadd.org.nz to learn more about empowering young people to prevent loss on our roads.
They coordinate two national days a year, but early learning centres and primary schools can run activities on any day of the year that they choose. They can also get free resources and activity ideas to help people take part and to raise awareness of road safety within their communities at any time.
“It is things like holding hands, why it’s important to sit in a child seat when you’re in a vehicle and putting a helmet on if you’re on a bike or a scooter,” says Caroline.
“It’s quite simple and basic road safety messages that can help to keep younger children safe while using roads; it also engages parents and local communities in helping to keep children safe too.”
Visit brake.org.nz for road safety advice, information on Road Safety Week, and support for road crash victims.
Teaching the basics early Brake also have Beep Beep! Days for early learning centres which are fun activity days for two to seven-yearolds that help teach them the road safety basics.
Drive.govt.nz has everything a person needs to get their licence, including support to teach someone to drive.
57Tukutuku Kōrero5 September 2022
“Travelling to school and travelling back home from school are two big transitions for an autistic person – and transitions can be hard for a lot of autistic people,” explains Jenny. SESTA drivers are often in the position of driving three or four children who can find transitions highly stressful. This requires the drivers to simultaneously deal with behavioural responses to stress while driving the children safely to their destination – which is not an easy task, especially if there is a lack of understanding of where this kind of behaviour is coming from.
“Our main takeaway from the course is that autistic people can enjoy a good quality of life with proper support from their family, friends and everybody else around them.”
58 Education Gazette gazette.education.govt.nz
Autism New Zealand and Te Tāhuhu o te Mātauranga | The Ministry of Education have partnered to better equip Specialised School Transport Assistance drivers to safely transport autistic ākonga.
SCHOOL TRANSPORT
“I have feedback from our drivers that the training is beneficial for them. It helped us become more aware of the behaviours and needs of the students we transport, and I highly recommend this course to all SESTA service providers,” he says.
Anewly developed four-hour training programme for Specialised School Transport Assistance (SESTA) drivers focuses on providing relevant information about autism and the common challenges faced by autistic tamariki and rangatahi.Atotalof 62 drivers have completed the first-ever course specifically designed for SESTA service providers.
Safer transport for autistic ākonga
Sukhminder Singh Jaura, managing director of Taxis United, says he and his drivers appreciated the course.
Having the right mindset Jenny Woodfield, national educator for Autism New Zealand, has designed and led the facilitation of this specialised training programme.With16years’ experience teaching children verified through the Ongoing Resourcing Scheme (ORS), she has supported a number of autistic children with transport challenges.
“If you’re not in the right mindset and you fail to recognise this, some of the behaviours these autistic children exhibit may appear naughty. One of the things that we want everyone to understand through this training is that they’re not being naughty – they’re just highly anxious and having difficulty communicating about it,” says Jenny.
While many autistic people may have difficulty with communicating in ways that others understand, it is important to know that every autistic person is unique.
59Tukutuku Kōrero5 September 2022
Preparation is key While the overall health and safety of children in a school transport environment relies heavily on the drivers, teachers, parents and whānau play an integral role in ensuring the safe transportation of autistic ākonga.
Read more about inclusive practice for all ākonga on the Education Gazette website.
“I have feedback from our drivers that the training is beneficial for them. It helped us become more aware of the behaviours and needs of the students we transport.”
Sukhminder Singh Jaura Specialised School Transport Assistance drivers at the training programme.
“The preparation for those trips is important. Preparation includes explaining and showing the child a visual of what’s coming next. You can show them a photo of the driver, the vehicle, and the place where they’re going,” explains Jenny.
“When engaging with autistic people, you should get to know the person. Know their likes and dislikes, how to talk to them and how they react. Know what is vitally important for them and be conscious of that – if the child values routine, make sure that you stick to that same routine,” she says.
“It is important that the school and/or parents are made aware of any driver changes, route alteration, additional passengers in the vehicle, so they can properly explain this to the child before the trip.”
Setting up a good future To ensure the sustainability of good quality transport service for tamariki and rangitahi needing specialised assistance, the Ministry of Education is also working closely with key agencies like Waka Kotahi | New Zealand Transport Authority, Accident Compensation Corporation (ACC) and some regional councils with Total Mobility programmes to continue improving upon relevant transportation safety and design“Fixingpolicies.thequality of how we deliver the SESTA programme to rangatahi who rely on the service is just part of the picture,” says Bruce Chase, health and safety principal advisor for the Ministry of Education.
It takes a collective effort between the child’s family, transport provider and school to fully understand and plan for the child’s unique needs and ensure they feel safe.
“It is crucial that, alongside these operational improvements we’re implementing for the benefit of the ākonga we serve, we contribute our extensive experience to highlight opportunities to improve upon existing laws and policies that help uphold their health and safety.”
Bruce says the aim is to ensure there are more drivers across providers with increased knowledge and understanding of diversity. Even after each of these tamariki graduate or leave the school system, they will receive a similar level of service that meets their particular transport needs as young adults and beyond, carrying them safely from one place to another as they strive to realise their full potential.
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Kaitohu Mātauranga—Education Advisor New Zealand Council for Educational Research
Do you have expertise in growing assessment capability? are looking for an experienced educator who can promote and support the effective use of NZCER’s assessment and survey tools. You’ll work with kaiako, leadership teams and Kāhui Ako across Aotearoa. NZCER is refreshing the PAT assessments to ensure they are equitable, accessible and culturally sustaining. Your role will be to continue to grow their use in schools and kura, and provide professional development to strengthen assessment practices. You will also have the opportunity to contribute to research and resource development projects. While we are based in Wellington, we will consider flexible and/or remote working options for the right candidate. This is an exciting time to join NZCER and contribute to transformational change.
you. For
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GENERALNOTICEBOARDVACANCIES
Applicants should have: experience as a school leader or educator in Aotearoa New Zealand » knowledge of how Te Tiriti o Waitangi applies in an education context demonstrated experience in using assessment data to improve practice experience working with Māori and in Māori contexts excellent communication skills and ability to convey complex ideas adult learning facilitation skills » experience working in Māori-medium education would be an advantage.
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please
To apply and for more information about the position, please visit our website www.nzcer.org.nz/news/kaitohu-m-tauranga-education-advisor. are excited to finally offer teachers the opportunity to be part of our study tour to visit the Reggio Emilia Infant and Toddler centres and Preschools. We have 2 dates, either November this year or April next year. Many teachers worldwide are being influenced by this educational approach to teaching and learning. Don’t miss this invaluable professional learning opportunity to enrich your current teaching practice and observe this innovative teaching method. required, we travel as a group and your airfares can be arranged for further information email repauckland@gmail.com or view our website. www.reggioemilia.org.nz
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Applications close 28 September 2022 Ko te manu e kai ana i te miro, nōna te ngahere Ko te manu e kai ana i te mātauranga, nōna te ao! Maths Teachers Reduce Workload and Stress (Years 11-13) Use our Editable Assessment Masters, Internal and End of www.sincos.co.nzYear. SINCOS Mission Statement: Reducing Teacher Workload 14ReggioStudyInternationalTourtoEmilia,Italy–18November2022and17–21April2023 We
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FLAG 61Tukutuku Kōrero5 September 2022
• Give effect to Te Tiriti o Waitangi in the context of our local environment and curriculum
Titirangi Primary School is situated in Titirangi Village, within the Waitakere Ranges in Auckland. It reflects the warmth and friendliness of a close-knit village school. We are in the unique position of being an urban school in a very precious, natural environment surrounded by trees and bird life.
• Empower others and foster a learning and growth cultureako tahi
To request further information about the role, please email
Principal Contributing Primary U4 Prentice Education 9202173
recruitment@saintignatius.school.nz.
• Be supported by a talented leadership team and an engaged board
or Nicky Knight The
We are seeking a Deputy Principal to commence in term one 2023 to lead the design of a future-fo cused and engaging local curriculum. This is an exciting opportunity for a practitioner up-to-date with the latest pedagogies and educational thinking to be innovative and creative. Applicants must be able to assist in the planning and organising of courses and programmes to ensure they reflect the special charac ter of the college.
We are looking to appoint an inspirational leader who is focused on high standards of achievement and wellbeingmanaakitanga. The successful applicant will:
• Have excellent pedagogical and content knowledge supporting a well-rounded curriculum - ako tahi
• Make strong connections with students, staff and the community – whanaungatanga
• Create an inclusive environment for all learners and support those with diverse needs
We are very proud of the high-quality teaching and learning that we offer with many opportunities for our learners to learn, achieve and succeed academically, socially, culturally and in Wesports.are a Green-Gold Enviro School and our students are connected and respectful of their school and their local environment.
Group Phone: (09)
St Ignatius of Loyola Catholic College Deputy Principal, Curriculum 5-7 MU Saint Ignatius of Loyola Catholic College is a Year 7-13 Catholic college in the Ignatian tradition. The college will be opening in 2024 and is situated in Drury, Southern Auckland.
• Be a clear and timely communicator
• Promote quality professional learning and development opportunities for staff
The closing date for all applications to be received is 09:00am, 30th September 2022.
Roll 475 Application packs are available online www.educationgroup.co.nz or contact Tanya
• Have proven skills in strategic planning, administration and financial management
email: admin@educationgroup.co.nz Position commences Term 1 2023 Applications close 1.00 pm Friday 14 October 2022
Teacher of Mathematics to NCEA Level 3
Closing date: 9am Monday 19 September 2023 Applicants can view the job description and apply online www.rangitoto.school.nz/employment/rangitoto-college-vacanciesat: Deputy Principal 8MU/1SMA Rangitoto Colle ge a strategic approach to programmes for positive student engagement and experiences
Orewa College is a large, high performing co-educational, Y7–13 school which is recognised for being innovative and progressive in its professional practice. Our core values are ‘Manaaki Orewa’ and ‘Ako Orewa’ and our vision is ‘Empowering Learners to be World Ready’. If you are appropriately qualified and are seeking a challenging but rewarding experience, please email Korrina Cracknell, hrmanager@orewacollege.nz for application details.
LINDISFARNE COLLEGE
An exciting opportunity has arisen for a Deputy Principal at Orewa College to start in 2023. There is some flexibility regarding the core portfolio areas. Although significant middle/senior leadership is essential, experience as a principal’s nominee and in NCEA assessment is advantageous.
PrincipalDeputy 8PMU + 1PSMA +1FTMU Applications close 18 September.
grow
Lindisfarne College is a state-integrated Presbyterian boarding and day school for boys in Y7–13 that has high academic expectations. We seek an enthusiastic teacher of mathematics who will teach to NCEA Level 3. The working environment encourages innovative teaching and seeks to meet the individual learnings needs of each student. The successful candidate would join a well-resourced, supportive, collaborative and enthusiastic mathematics department and will be required to contribute to the extra-curricular programme at the College. This position will commence at the start of Term 1, 2023.
Please Apply www.lindisfarne.school.nz/About-Us-2/Employment-at-Lindisfarnevia: Applications close on Tuesday 20 September @ 3pm.
• Lead
• Build and enhance student leadership and development programmes • Manage the celebration of student achievement • Lead the pastoral care of a year group • Assist with the leadership of the IB Diploma and Property portfolios TEACHERS YEAR 7-15 SENIOR LEADERSHIP YEAR 7-15 SENIOR LEADERSHIP YEAR 7-15 63Tukutuku Kōrero5 September 2022
Rangitoto College is seeking an outstanding leader for the position Deputy Principal (8MU/1SMA) to join us in 2023. We are looking for talented, energetic and skilled educators who are committed to achieving excellent outcomes for every student. Leadership responsibilities of the successful applicant will include:
Deputy Student8MU/1SMAPrincipalEngagement
64 Education Gazette gazette.education.govt.nz Havelock North High School is a high-achieving, coeducational secondary school situated in beautiful Hawke’s Bay. We are seeking a confident, energetic leader with proven experience in leadership and school management. The successful applicant will be a strategic thinker who works collaboratively, builds effective teams, leads by example and is an inspiration to others. They will have a genuine desire to contribute to the growth of young people and be confident communicating with staff, students and whānau. For an information pack please contact the Principal’s P.A. on (06) 877 8129 or by emailing office@hnhs.school.nz Havelock North High School Deputy Principal - 8MU, 1SMA Applications close 4:00pm Monday, 10th October 2022. The successful applicant will start at the beginning of term one, 2023. To view the PLD, general notice listings and vacancies gazette.education.govt.nzat Scan the QR codes with the camera on your device. VACANCIESNOTICESPLD Do you have a vacancy that you would like to advertise to the education sector? Place an advertisement in the display vacancies section and reach both the passive and active jobseekers by contacting Jill Parker: jill.parker@nzme.co.nz0272129277 Get your class to email a 200 word article with photos describing their best school trip and be in the draw to win $250 for your school Entries will be printed in Education Beyond the Classroom distributed to schools with the Education Gazette on 17th October 2022. Entries close 20th September 2022. Email entries to Jill Parker (04) 915 jill.parker@nzme.co.nz9798 Best School Trip Competition SENIOR LEADERSHIP YEAR 7-15
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Kotahi te tauira Tau 12, Tau 13 rānei o ia kura e māraurau ana kia whakawhiwhia ki te Tohu. Ka tuwhera ngā tautapatanga o 2022 hei te 25 o Hūrae, ka kati hei te 30 o Hepetema. Mō ngā puka tautapa me ērā atu mōhiohio, toro atu Mōpmvea.education.govt.nzki:ngāpātai,tukuīmēra vocational.excellence@education.govt.nzki: AAHUMAHINGAMĀTAURANGAKAIRANGITOHUTEPIRIMIA.
