Education Gazette 104.1

Strong foundations

Tough roads build resilience in Kererū community

Phonics checks and Hihira Weteoro coming to a classroom near you

An award-winning approach as school principal

Andrew’s

Message from the Secretary for Education

Kia ora koutou,

I hope you all had a restful and enjoyable break and have returned ready for the year ahead.

This is the first online-only edition of Education Gazette | Tukutuku Kōrero – a significant milestone in the Gazette’s 104-year history. The shift to a fully digital format reflects our commitment to sustainability and accessibility while continuing the Education Gazette’s legacy of delivering timely and relevant content. It allows us to better adapt to the dynamic needs of educators, offering richer opportunities for interaction and engagement.

For schools and kura, a number of changes will take effect in term 1 as part of improving achievement and attendance. Primary schools and kura will implement structured teaching methods for reading (pānui), writing (tuhituhi) and maths (pāngarau), and teach the updated curricula for Years 0–6 English and Te Reo Rangatira and Years 0–8 for mathematics and statistics, and pāngarau. Maths resources have been made available to support implementation of the updated mathematics and statistics learning area, along with resource packs to support the implementation of the pāngarau wāhanga ako. Every school and kura with Years 0–3 learners are also receiving funding contributions towards purchasing resources for structured literacy and Rangaranga ā-Ta.

Phonics checks and Hihira Weteoro will be available for Year 1 students and ākonga at 20 and 40 weeks (with an additional check at 55 weeks for Hihira Weteoro) to support literacy learning. Secondary schools will begin using updated Achievement Standards for NCEA assessments. Additionally, Ka Ora Ka Ako | Healthy School Lunches will be provided to participating schools and kura under a new model.

Schools and kura will also report attendance data daily using the refreshed attendance codes. The Ministry of Education will continue to provide guidance and support as you implement the changes that make a difference

to students’ achievement and attendance.

Good attendance and achievement habits start with early learning. Early learning teachers and support staff are a critical part of the education system, working with families and whānau to ready learners for their transition to school. I am pleased to see examples of that in this edition. Changes coming this year for early learning include an increase to 16,000 learners receiving healthy lunches and work to progress the recommendations from the ECE Sector Regulatory Review report. We will keep you updated in the early learning bulletins as more information becomes available.

On behalf of everyone at the Ministry, I wish you all the very best for a positive and productive year, and thank you for the important work you do every day.

I look forward to continuing our work together as we collectively focus on delivering equitable and excellent outcomes for all learners across Aotearoa.

Ngā mihi nui ki a koutou, Ellen MacGregor-Reid Secretary for Education

WHAT’S NEW FOR TERM 1

For an overview of this year’s new requirements for curriculum, attendance and other areas, visit education.govt.nz/news/whats-new-term-1-2025.

Check the bulletin website for all education sector updates from the Secretary for Education: education.govt.nz/bulletins.

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Kia ora koutou

Welcome to the first edition of Education Gazette | Tukutuku Kōrero for 2025! It’s a privilege to return from parental leave in time to share this inspiring collection of stories that celebrate resilience, professional growth and innovation across our education communities – strong foundations for a new year.

In this issue, you’ll hear how the rural Kererū community has navigated ongoing challenges following Cyclone Gabrielle, discover fresh insights into the refreshed mathematics and statistics learning area, and learn how phonics checks and Hihira Weteoro are being used to support early literacy.

You can also explore how leadership, mentorship and creativity can transform learning. From Arihia Stirling’s award-winning approach to empowering ākonga Māori, to an ESOL poetry collection celebrating student voice, the focus is on initiatives that make a difference.

This edition also introduces The Principals podcast, a resource offering practical advice and real stories from experienced tumuaki, and as part of our new series on sector voices, read insights from a leadership advisor who works closely with principals in the South Island.

I encourage you to explore these stories of courage, creativity and collaboration and then consider sharing your own! Whether it’s an innovative teaching approach, a community-driven initiative, or a professional milestone, we’d love to hear from you.

Ngā manaakitanga

Sarah Wilson

Ētita | Editor

The legacy of Education Gazette

As we shift to an online-only format, we’re not just modernising how we share stories – we’re building on the legacy of an education taonga. Since its first issue in 1921, published to “convey instructions and suggestions to teachers,” the Gazette has evolved significantly. Yet its purpose remains unchanged: to inform, inspire, and spark meaningful conversations about education.

Former editor Jude Barback and I celebrating 100 years of the Gazette in 2021. Read Marking 100 Years at gazette.education.govt.nz

FEATURE: CYCLONE GABRIELLE

Tough roads, tougher hearts: Kererū learning community rides through adversity

Two years ago Cyclone Gabrielle devastated Hawke’s Bay and destroyed key access routes, including Kererū Gorge. With the rural Kererū community now even more isolated, Education Gazette looks at the ongoing impacts of the cyclone on Kererū School and Kererū Tots’n’Dots Early Childhood Centre, and their tamariki and whānau.

Kererū School tamariki with Year 4–8 kaiako Sophie Bazzard with her mode of transport to school.

In February 2023, Cyclone Gabrielle wiped out Kererū Gorge and damaged most of the roading access to Kererū School and Kererū Tots’n’Dots Early Childhood Centre in rural Hawke’s Bay.

Nestled in the foothills of the Ruahine Range, about 50 metres of Kererū Road was washed away, creating a 35-meter gap. The culvert drainage was destroyed, and the stream eroded to eight metres below its previous level. Although the road is being rebuilt, it’s a project that may take years to fully complete.

Despite damaged roads, delayed commutes and an emotional toll on tamariki, the Kererū learning community has continued to thrive.

Whether biking through mud and storms or mimicking reconstruction efforts in play, kaiako and students have developed an innate understanding that resilience and community can overcome any challenge.

Kererū School’s resilience and rebuilding

Kererū School is a small rural school with just 25 students. Its ethos is built on values of local context, environmental stewardship, and a profound respect for te taiao, says principal Kelsie Allen.

The curriculum focuses on teaching tamariki to care for the land, plants, and animals – a philosophy embodied by the whakataukī “mā te huruhuru ka rere te manu – adorn the bird with feathers and it will fly”.

The school’s core values are encapsulated in the acronym ADORN – Active, Determined, Organised, Respectful, and Nurturing – which guide not only the students but the entire community that supports them.

When Cyclone Gabrielle struck, the school itself remained physically unharmed, but the surrounding infrastructure faced enormous challenges. The worst of these impacts were felt on the roads, with two-thirds of the route rendered impassable for months.

“All roading infrastructure was damaged in some waywith two out of three of our main roads being impassable for months/years. Our whole staff and many tamariki needed alternative modes of transport to and from school,” says Kelsie. “They came on tractors crossing the river, they took large detours, they parked cars on one side of the bridge, walked over and were picked up or dropped off on the other side.”

Kelsie even took a helicopter ride home one day. Even now, it’s not much easier.

“We have students who live in Maraekākaho. Their trip to school used to take just 15 minutes, but now they face a windy, narrow, gravel route that takes at least 30 minutes,” she says. “Drivers are often met by large trucks, and they have to pull completely off to let them pass. It can be pretty hairy on that road at times.”

Commitment to showing up

The cyclone may have taken out roads and disrupted travel, but it hasn’t dampened the spirit of kaiako or students – in fact, they’ve shown an unwavering commitment to showing up.

One of the most striking stories of resilience comes from Year 4–8 kaiako Sophie Bazzard, who commutes

Kererū School principal, Kelsie Allen, Kererū School and Tots'n'Dots tamariki and Jess Nelson (parent) on their first of many Ohara Stream crossings on the back of a tractor-trailer following the destruction of their bridge approach.

Cyclone Gabrielle caused significant damage to Kererū Gorge, making it impassable almost two years on.

daily by off-road e-bike – a 14-kilometre return journey across rugged farmland. The 20-minute one-way trip is quicker than the hour-long alternative by car, but it’s no less demanding.

“If the gorge was open, it’d be a five-minute trip by car,” says Sophie. “Some days the bike ride is a little dodgy, but driving the detour just wouldn’t make sense.”

Kelsie says Sophie has biked in all kinds of weather: extreme wind, rain, hail, and heat.

“She’s biked by torchlight and pushed through tough conditions, showing our tamariki (and kaiako) what it means to persevere and face challenges head on.”

Sophie’s story has become part of the school’s identity, teaching ākonga valuable lessons about overcoming challenges with a positive attitude. They understand that a little resilience can – literally – go a long way.

“She is amazing, you will never meet someone who is so positive about the current situation,” enthuses Kelsie.

“We’re grateful to have such an awesome teacher who is committed to providing tamariki with a well-rounded education, while also role-modelling resilience, humility and commitment.”

Importance of community

One of the key learnings following the cyclone has been showing appreciation and gratitude towards those working hard to reopen the roads, Kelsie says, pointing out the strong camaraderie the school has formed with the contractors working to restore access.

“We know them by name and vehicle! We have baked biscuits a couple of times and then delivered them all around our community to thank the road workers. Some also came to our school for morning tea one day. That’s been pretty special.

“It’s also provided some amazing contexts for learning – we’ve explored roading structures and spent a day at the gorge worksite, learning all about the culvert rebuild from local hapū, council members and engineers.

“It’s built a stronger sense of community and a true sense of belonging,” she adds. “The importance of community has been a lesson for tamariki and the school now has a stronger focus on connection.

“For example, we have recently developed a community barbecue area where we hope locals will come and use the facilities, play on the playground or have a round of tennis and connect with others.

“We really want our school to keep developing as a community hub.”

While the physical impacts of the storm have been felt most through road damage, the emotional toll on children and their families has also been significant. The disruption to daily routines, especially for those having to travel long distances, has led to a strong sense of fatigue in some students.

With tamariki craving the normality and routine of school, staff have worked hard to create stability amidst the uncertainty – and it’s advice they’d give to other schools in similarly challenging circumstances.

“Take it day-by-day,” says Kelsie. “Focus on what is important – everything else can wait.”

On the first anniversary of Cyclone Gabrielle, the Royal New Zealand Air Force delivered donated groceries and goodies to Kererū, courtesy of Havelock North Primary and their community.

Sophie’s daily commute

My daily bike ride to school is no ordinary commute. I cut through the countryside on an off-road e-bike – it’s bumpy, but it beats an hour in the car.

The morning air bites, but I’ve got on a quilted coat, an oilskin jacket, high-vis trousers, gumboots, and thermal gloves. Every layer is a shield against the wind, the mud, the rain –not to mention the poo! Down the gravel road, I weave my way through two sprawling farms. The first one is alive with ewes and their bleating lambs; the second is stocked with calves and bulls.

On a good day, I glide up and over gentle hill country. It is always thrilling to move through stock, and some days I even stop to help roll over an ewe or two. Then there’s the gates – if I’m lucky, there’ll be only three or four to open, but on the toughest days, I’m wrestling with 11 of them.

The weather doesn’t care. I’ve biked through orange wind and rain warnings, and I’ve headed home in the depths of winter by torchlight. But I love it – I love the long vistas, the fresh air, and getting exercise at the beginning and end of my day.

You can surprise yourself with what you can overcome. I thought at the beginning, I’d need a four-wheel drive or a side-by-side, but in the end, I realised I didn’t. If I needed to walk, I’d walk.

And I haven’t missed a day yet.

Sophie Bazzard’s daily commute to Kererū School.

Kererū School students visit the Kererū Gorge culvert worksite.

Ngā kōrero a ngā tauira | What students say about Sophie

“I’ve learned to go to school no matter what. No matter if it is rainy, stormy, cloudy – it’s really good resilience. That’s what she has taught me: to be resilient.” Ziggy, Year 2

“Ms Bazzard biking to school every day has helped me to know to never give up. It has taught me that she cares for us a lot and that I need to care for other people too.” Elsie, Year 7

“She has taught me to do things for other people, even if it is hard sometimes.” Bruno, Year 2

“She has taught me not to give up – she hasn’t given up riding her bike to school each day.” Arya, Year 3

“Ms Bazzard has taught me to keep moving even when it is raining or windy or snowing and to never give up.” Pippa, Year 3

“It is cool that she is showing our ADORN values and she has taught me to be resilient by coming to school on her bike every single day, even in the worst weather.” Thea, Year 8

The story continues

This community's story of resilience continues at Kererū Tots’n’Dots Early Childhood Centre. Read more on page 18.

PLD for teachers on renewable energy, presented by Nanogirl.

• STEM teaching resources including full lesson plans available online.

• E-Books available in te reo Māori and English. Find out more at: schoolgen.co.nz/teachers @schoolgennz or use the QR code

Exploring the refreshed mathematics and statistics curriculum

The refreshed Year 0 to 8 mathematics and statistics learning area is knowledgerich, informed by the science of learning and framed within the whakapapa of Te Mātaiaho: The Refreshed New Zealand Curriculum. It builds on the work done over the past several years by groups of experts from across the sector.

Education Gazette explores the key components of the refreshed learning area, and how they will enable teachers to design inclusive teaching and learning, supporting progress for every student.

The understand-know-do model

The ‘understand-know-do’ model describes the knowledge-rich content that has been purposefully chosen for students to learn in mathematics and statistics over their schooling pathway.

It is composed of the big ideas that students will understand through developing knowledge of content and concepts (know) and using the mathematical and statistical processes (do).

Phase-based progression

Unlike the 2007 curriculum which was organised by curriculum level, the refreshed curriculum describes progression over phases of learning.

A progress outcome at the end of each phase describes what students have had multiple opportunities to understand, know and do. This supports teachers to design coherent learning that develops in complexity,

enabling smoother transitions and clearer developmental pathways for students.

Teaching sequences

The teaching sequences were developed to ensure students are learning appropriate concepts, procedures and processes in each year of schooling.

We know that the learning of mathematics and statistics concepts build upon each other over time. We can view each year’s sequence as stepping stones toward the progress outcome at the end of the phase. Laying out an age-appropriate developmental sequence provides clarity for teachers about what should be taught, and in which year.

Every student should have the opportunity to experience learning of all their year-level sequence statements. This is a key change in practice from the 2007 curriculum.

We know that planning for inclusion is important. In every classroom there will be a range of students’ prior knowledge and experiences. Guidance around supporting students to learn their year-level statements is included in the curriculum, and further information about targeted supports are in development.

Teaching considerations

A useful addition to the refreshed curriculum is the teaching considerations. These can be found alongside the statements in the teaching sequences for each phase.

The teaching considerations are based on the ‘do’ mathematical and statistical processes, for example, key representations that can uncover the structure of a concept, context, or problem. They support teachers with ideas of how they can weave the processes in to teaching and learning specific concepts so that students can develop conceptual understanding and procedural fluency.

Focus on mathematical communication and relationships

Moving beyond content, the curriculum strongly emphasises developing students’ positive relationships with mathematics and statistics.

Positive relationships support students to take risks to share their reasoning, persist to try new approaches and view mistakes as part of the learning process. These behaviours can lead to successful experiences, which in turn, builds confidence.

Mathematical and statistical communication is described in the teacher guidance as a core component of a teaching and learning programme. Through rich interactions and discussions, students can share, extend and clarify their thinking and reasoning. The refreshed curriculum describes how teachers can plan opportunities for students to collaborate together, and with the teacher to explain, question, critique, and connect ideas.

Explicit teaching and rich tasks

The refreshed curriculum describes the use of explicit teaching for effective practice in mathematics and statistics.

Explicit teaching is planned and purposeful. It involves the explanation of a concept, procedure or a process using clearly explained demonstrations –supported by carefully chosen representations. Explicit teaching is interactive – there is a back and forward throughout as the teacher uses prompts, questions, and the students’ ideas to support the explicit teaching and help students make connections. Explicit teaching also includes opportunities for students to practise both in groups and independently to develop fluency, revisit and consolidate prior learning.

Investigation, exploring rich tasks, and problem solving are important learning experiences in

mathematics and statistics. Rich tasks are meaningful and motivational tasks that are sometimes described as having a ‘low floor and high ceiling,’ with an entry point to include every student. Rich tasks can connect to the school community: to students’ experiences, cultures, and languages, as well as to interesting mathematical situations.

Rich tasks could be used as a motivational hook, or as an experience to encourage application and transfer of the concepts and procedures they have learned through explicit teaching. Teachers should plan to use rich tasks and explicit teaching in a dynamic way to deepen and extend learning.

Teaching guidance within the refreshed curriculum outlines how explicit teaching and rich tasks could be used in developmentally appropriate ways at each phase of learning.

Professional learning for Maths

The Ministry of Education is providing extensive PLD over the next two years to support school leaders and teachers with the implementation of the new maths curriculum. The aim of the maths PLD is to provide teachers a good understanding of:

» the teaching sequence to be taught across phases 1–3 (Years 0–8).

» the three elements in the mathematics and statistics learning area: Understand, Know, and Do.

» a Science of Learning in relation to mathematics and statistics and the ability to use it to inform their teaching.

» the teaching guidance in the mathematics and statistics learning area.

The PLD will also help teachers to plan for maths successfully, incorporating a quality hour a day of maths. This includes annual, unit, weekly and individual lesson planning.

Through the PLD teachers will develop an increased knowledge of quality formative assessment practices that inform daily teaching.

The PLD is being offered over four days, which can be used across 2025 and 2026. The PLD will be delivered via a countrywide pool of facilitators selected and trained by the Ministry. Facilitators will be available to come to a school, or group of schools, to deliver PLD, and an online option is also available.

For more information about the new maths PLD, and how to apply, visit pld.education.govt.nz.

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Olivia Harris using phonics checks with Savinu.

Phonics checks and Hihira Weteoro coming to a classroom near you

Phonics checks and Hihira Weteoro are now available for Years 1 and 2 in all schools and kura.

The rollout follows trials across both The New Zealand Curriculum and Te Marautanga o Aotearoa and in both, the checks have proved popular with kaiako and ākonga alike.

“Ienjoyed the phonics check because I like reading words.”

“I thought sounding out the words was pretty good.”

“He pai tēnei mahi matua, he māmā!”

These are just some of the comments from children trying out the new phonics check and the ground-breaking te reo Māori tools and tasks that make up Hihira Weteoro.

Phonics checks and Hihira Weteoro are being introduced as part of changes to the English learning area and the Te Reo Rangatira wāhanga ako for Years 0 to 6. They’re designed to check in on progress and identify at an early stage any support a child may need with learning to read and write.

Hihira Weteoro

Hihira Weteoro is a new development by reo Māori educators and te reo matatini leaders as a phonics check for those learning and teaching through te reo Māori.

“We approached the work of designing a check to build on the strengths of our mokopuna – what do they already know and how can they demonstrate that through a fun, simple and quick task,” says Hurae White from Te Hua Kawariki Educational Trust, one of the developers collaborating with Kia Ata Mai Educational Trust.

“Because te reo Māori is primarily an oral language, and how the words sound can significantly change their meaning, we needed to develop an aromatawai process that responded to mokopuna needs, such as learning the vowels and the sounds that build their knowledge of the language.

“We spent quite a bit of time saying sounds and experimenting, really thinking about how we make the sounds with both minimal and maximum contrast.

“It was fun and challenging, and I was really nervous when we first tried out some of the aromatawai tasks with whānau.”

Unique to Aotearoa and the first of its kind, Hihira Weteoro is a series of six aromatawai in a suite of resources called He Kete Aromatawai Rangaranga Reo ā-Tā. The six tasks support ākonga at 20, 40, and 50 weeks after starting school, with one more check after two years of immersion instruction. Each task helps identify strengths and challenges early on in the te reo matatini learning journey.

Hihira Weteoro was trialled across 24 schools and kura during term 4 2024. A psychometrician then analysed data from the trial to check if the tools are fit for purpose.

Hurae says it’s been well received, adding that “mokopuna have loved doing the tasks. One said to me at the end, ‘Wow, that is so cool, can I do some more?’

“It’s been really exciting to see kaiako and kura leveraging and fine tuning their teaching to respond to the needs of the mokopuna being picked up through Hihira Weteoro. Kaiako love how easy it is to administer the task and we’ve already picked up potential barriers such as hearing loss and dyslexia.”

Phonics check for The New Zealand Curriculum

A version of a phonics check from the UK Department of Education has been adapted for the New Zealand context. It is a short, light-touch assessment to measure how well a child can sound out words.

At Eastern Hutt School in Lower Hutt, Year 2 team leader Olivia Harris and new entrants and Year 1 team leader Jacqui Graham were part of the trial using the English phonics check. They’ve been impressed with how well it’s gone down with the children.

“The phonics check was easy to administer, quite quick, the children seemed to like it. What I noticed about my students in the phonics check, about their learning, was who had phoneme and graphene knowledge, who could isolate sounds and who could blend them back together,” says Olivia.

During the check children try to read out loud up to 40 words, some of which are made up. These pseudo words are used to make sure students are using their decoding skills rather than their memory of known words.

The inclusion of pseudo words isn’t always part of phonics checks already being used in schools, says curriculum advisor Hannah Cartmell Wise.

“One thing I found particularly interesting was that with other programmes they were checking confidence with non-pseudo words and wouldn’t move children onto pseudo words until they were confident with those,” she explains.

“But this trial uses both at the same time, so it allowed children to try the whole range.

“Some schools were surprised by how confident the kids were with the connection between phonemes and graphemes even across the pseudo words. So the trial check was complementary to what they were already doing and picking up things they wouldn’t have known had they not been part of the trial.”

As well as enjoying the phonics check, students were aware of what their teacher would be getting from going through the words with them.

Six-year-old Emma thinks the checks are useful for teachers. “I thought sounding it out was pretty good. It helps us learn a bit more and helps our teacher.”

“I think this check helps me to read. We need words to be able to read and write,” adds Savinu.

“This shows the teacher I know the letters and how I can read,” says six-year-old An.

Jacqui agrees with An that the findings are useful.

“The phonics check reassures me and reinforces that what we are doing in class is helping them to make progress with their decoding and their ability to isolate sounds and then run them all back together to read whole words correctly.

“This will enable me to focus on the gaps in their knowledge, or their confidence transferring that phonics knowledge into the reading and writing sessions with me in the classroom.”

Advice for using the checks

The trials highlighted what works well and what can be improved.

While the consistency of the phonics check has been appreciated by many participants, some reported the children finding the alien pictures beside the pseudo words distracting. These have been replaced with a star for 2025.

For Olivia, it’s been important to clearly explain to students what they can expect.

“My advice is to take your time to explain the first page to the child, giving them examples of how to do it. Encourage them to keep going as they go through it.”

From her experience working alongside schools administering the check through the trial, Hannah’s guidance for schools is to make sure the check is done with the child’s regular teacher.

“Having a strong connection with the person doing the check has been important for children to feel confident in giving it a go. Having the teacher do the check also means they can pick up on any areas that need strengthening.”

Hurae and the team behind Hihira Weteoro have used the trial data to make adjustments and would love to see all kaiako teaching through te reo Māori trying out the check this year.

“Kaiako have loved how easy the tasks are, especially compared to other programmes,” he says.

“We think it will significantly cut back on the administrative burden so that kaiako can move much more quickly to looking at the next steps and the learning goals for each mokopuna.”

Six-year-old Emma thinks the phonics checks help her learn more.

“The

Resources and supports

The Ministry of Education has used the results of the trial to develop guidance and resources to support teachers and kaiako to administer the checks.

Everything needed to understand and use the checks is available on Tāhūrangi now:

» Phonics checks for The New Zealand Curriculum

» Hihira Weteoro for learning in and through te reo Māori.

The Ministry has also done a significant amount of work to understand how potential barriers to doing the checks can be overcome, such as English as a second language and diverse learning needs. Information for teachers on supporting students is also available online.

Professional learning and development (PLD) will become available for Hihira Weteoro to use the suite of assessments this year. There will be information on the PLD page and through local curriculum advisors.

National Secondary Education Leadership Summit

Jehan Casinader

McPherson Nina Hood James Laughlin Kathryn MacCallum

As the seasons change so does the play – Arlo tows his combine harvester.

Teamwork to repair the farm dam and water pump.

William proudly holds a lettuce from the Tots’n’Dots vegetable garden.

FEATURE: CYCLONE GABRIELLE

Kererū Tots’n’Dots: A lifeline in isolation

Kererū Tots’n’Dots Early Childhood Centre is a critical lifeline for isolated parents, and a much loved and supported community asset. Operating out of the community hall just 200 metres from Kererū School, the centre plays a vital role in shaping the lives of its young tamariki.

Centre supervisor Megan Linnell says children come from farming families, and many are actively involved in farm life before they arrive at the centre – feeding animals, tending to livestock, and managing farm tasks.

“Every child attends with gumboots on,” she smiles.

The centre’s curriculum reflects this, with a focus on outdoor play and hands-on learning. Tamariki frequently engage in play acting out farm activities – rounding up sheep, practising dog whistles, docking lambs and prodding cattle.

As with Kererū School, Cyclone Gabrielle had a profound impact on the centre, the worst disruption coming when Kererū Gorge was blown out.

“Everybody was impacted, and everybody is still impacted,” says Megan.

A safe and positive place for tamariki

Following the cyclone, Megan says tamariki had a more “obvious awareness of the weather that they didn’t have before the cyclone”.

When kaiako noticed the shift in play from rounding up sheep to new activities – towing trucks and diggers, dam building and digging, flooding and mud play – they were quick to embrace it. The play, while reflecting the trauma and disruption of the cyclone, also served as a healing mechanism, helping children process what had happened in their environment.

“We make sure we’re flexible and responsive to the needs of our tamariki,” says Megan.

“We’ve been able to provide a safe and positive place for children to act out the activities happening around them.”

A village to support whānau

Tots’n’Dots has also become a safe place for the community, providing space for parents to connect and support one another in a rural area where social isolation is a common challenge.

“We focus on wellbeing and belonging for children,” explains Megan. “But these things are also fostered by adults who themselves feel safe, welcome and have a sense of belonging.”

She says for many parents, especially those on farms, social interaction is limited, so the centre offers them an opportunity to share their challenges and successes.

It’s all about manaaki tamariki – one child, many parents, she says. “All parents are a part of the operation of the centre and we care for and guide each other and our children without judgement.

“We provide a true ‘village’ where parents can be vulnerable, share day-to-day challenges and celebrate success.”

Kaiako at Tots’n’Dots not only focus on children’s development but also provide support for families, from assisting with appointments to offering a listening ear.

“For example, a parent recently said her children had never had a dental appointment because they don’t have a reliable phone service at their home,” says Megan. “I contacted the dental clinic and within 10 minutes she had an appointment. Many people don’t understand the challenges of rural isolation.”

The centre’s close ties with Kererū School is another support for whānau, ensuring a seamless transition from early learning to primary school.

Although the physical impacts of the cyclone remain challenging, the emotional support staff provide – and the sense of belonging they foster – have been instrumental in helping families navigate the aftermath.

“We’re their first port of call if children are sick, or if they are sick, or need resources or parenting support,” says Megan.

“The relationships that are built at Tots’n’Dots are building a foundation for the future.”

“We provide a true ‘village’ where parents can be vulnerable, share day-to-day challenges and celebrate success.”

Megan Linnell

Connected with places and people: St Andrew’s Chilton Kindergarten’s place-based journey

To give their students a strong sense of belonging and responsibility within their community, an Auckland-based early learning service is working collaboratively with tamariki, whānau and kaiako to develop a hyper-local curriculum focused on their surroundings.

When St Andrew’s Chilton Kindergarten introduced an inquiry-based, project-focused approach to the centre’s teaching team, the aim was to deepen children’s learning while keeping the curriculum flexible, responsive, and child-centred.

For the Howick Christian-based early learning service, part of the new approach is the introduction of a new initiative, ‘connected relationships with places and people’, designed to deepen children’s curiosity and engagement with their local community.

“This shift moved us away from traditional teaching methods, fostering an environment where tamariki are encouraged to explore, question, and investigate,” says head teacher Olivia Ng.

“By listening carefully to their thoughts and interests, we’re creating opportunities for them to explore new concepts through inquiry-based learning.”

Playful exploration

Describing St Andrew’s tamariki, Olivia says they all come from diverse cultural and social backgrounds, each with unique interests and needs. As a result, the foundation of the kindergarten’s philosophy is creating a nurturing, inclusive environment where children feel a strong sense of belonging, wellbeing, and emotional security.

So when kaiako noticed a growing interest from students in places they visited and the people they interacted with outside of kindergarten, it “sparked the idea to explore their relationships with the local environment and community in a more intentional way”, says Olivia.

Prior to this initiative the centre had run ‘our families’, where tamariki and their whānau were invited to take a kete (basket) home and contribute a ‘treasure’ – a photograph, meaningful object, or story that represented their family’s cultures or experiences.

“It’s helped them develop a deeper sense of their own mana atua, their uniqueness and spiritual connectedness, while exploring the relationships between the spiritual, social, and natural worlds they are a part of.”

Olivia Ng

Above: The children used blocks to create buildings and the environment around the kindergarten. Left: Children at St Andrew’s Chilton Kindergarten map out and explore their local places with head teacher Olivia Ng.

Wanting to build on its success, kaiako came up with ‘connected relationships with places and people’.

“We observed tamariki increasingly engaging in imaginative play centred around local places,” explains Olivia.

“They would pretend to be on buses visiting familiar destinations such as beaches, McDonald’s, local parks, churches, libraries, and even a nearby mountain – places they had experienced with their families.

“This playful exploration reinforced the idea that tamariki have a strong connection to the places they frequent, providing a natural starting point for further exploration.”

Starting nearby

The kindergarten shares its site with St Andrew’s Presbyterian Church, a toy library, an opportunity shop, and the church garden and cemetery. These were the areas they began exploring first, and tamariki were encouraged to share their own stories and experiences related to those places.

“We’ve been drawing on Kōwhiti Whakapae, which talks about young children being empowered as learners when they feel connected to people in their environment, as well as to the places and communities around them,” explains Olivia.

“Engaging with children about their relationships with whānau, community and local geographical features creates meaningful learning experiences.

“This approach also resonates with Wally Penetito’s concept of place-based pedagogy, which advocates starting with what is familiar to children – the places they know and love – before expanding to broader concepts.”

She says by focusing on their immediate environment, tamariki developed a stronger sense of place and their role within it.

“Tamariki started expressing curiosity about the geography of their local environment – such as the distance between their homes and the kindergarten,” explains Olivia.

“Teachers responded by helping them map out the community and discuss familiar landmarks like parks, shops and the nearby Pigeon Mountain.

“This hands-on exploration reinforced the relevance of their everyday environment to their learning.

“By listening to their stories and experiences, we created a welcoming space that encouraged trustbuilding with teachers, peers and the local community, which deepened their sense of belonging and emotional security.”

Olivia also notes how the curriculum helps new children from outside the Auckland area develop a sense of belonging.

Responsive and reciprocal

Drawing from Te Whāriki, the centre also placed a strong emphasis on responsive and reciprocal relationships.

“These connections are essential in fostering a childcentred learning environment where tamariki actively engage with their world,” explains Olivia.

“Te Whāriki recognises that children learn best through relationships with people, places, and things.”

To bring ‘connected relationships with places and people’ to life, the kindergarten collaborated with whānau, staff, the board of trustees, and the local community. For example, families were encouraged to take photos of

Olivia searched for St Andrew’s Chilton Kindergarten on the map, then asked the children to share what they could see and hear around their space.

places they love visiting within the local community and parents were invited to the kindergarten to share more about their families and their work.

“We had a mother – who works as a nurse – come in wearing her uniform. She showed tamariki the tools she uses, such as a thermometer and stethoscope. The children had a wonderful time learning about her role and using the thermometer to check each other’s temperatures.

“A particularly special moment came when a Japanese child and their parent shared the traditions and stories of Japanese Children’s Day (Kodomo no Hi),” continues Olivia.

“The mother told us the story and showed us the traditional koinobori (carp-shaped windsocks), which represent strength and good fortune.

“Tamariki were excited to learn about their friend’s culture and were equally excited for the opportunity

to share their own experiences with their friends. This cultural exchange not only enhanced our children’s learning but also strengthened the sense of community.”

Olivia says the initiative has had a lasting and profound impact on the children especially when it comes to fostering their curiosity, deepening community connection, and strengthening their responsibility to the environment.

Through these experiences, the children have become keen observers of the world around them, she notes.

“It’s helped them develop a deeper sense of their own mana atua, their uniqueness and spiritual connectedness, while exploring the relationships between the spiritual, social and natural worlds they are a part of.

“The collaboration has deepened the children’s connection to their whānau, creating a strong sense of belonging within the learning environment.”

Children looked at photos taken during a walk around their area, and were asked to share what they noticed and what they knew.

Mental health first aid at Fiordland College

Fiordland College in Te Anau has trained their entire staff in youth mental health first aid, equipping them with the skills, knowledge and confidence to recognise, understand and respond when ākonga are experiencing a mental health crisis or challenge.

Guidance counsellor Fiona Humphries (middle) working with colleagues at Fiordland College.

“Students are coming to school pulling behind them an invisible trundler bag that no one can see,” says Fiordland College guidance counsellor Fiona Humphries.

“And inside that bag – which is heavy – is all the stuff that’s going on for them. And often it’s ugly and traumatic.”

Faced with increasingly anxious students, all staff at the school, from teachers to the librarian, completed Youth Mental Health First Aid, a programme licensed by Te Pou.

The evidence-based programme, which equips staff with the skills and knowledge to recognise, understand and respond to a young person experiencing a mental health challenge or mental health crisis, covers topics including depression, anxiety, eating disorders, psychosis, problematic substance abuse, non-suicidal self-injury, suicidal thoughts and behaviours, panic attacks, traumatic events and other situations.

First introduced to staff in 2023, the programme means Fiordland College ākonga can confidently take their concerns to any adult they trust and know that they will be heard and supported.

Valuable for all staff

After completing the facilitator training which included completing the two-day course herself, Fiona says she was “absolutely pumped” to share her new knowledge with the rest of her school and wanted to train everyone –and luckily principal Steven Mustor agreed.

“The kids who are often vulnerable hang out in the library, in the art room, and then they’re talking to the teacher aides,” says Fiona, explaining why it’s valuable for all staff. “Then they’ve also got kaiārahi (form teachers) looking out for them and then their curriculum classroom teachers.”

With administrative staff also often facing students walking through the front door in tears because of anxiety about coming to school, or being late and worried about getting into trouble, she knew the course would be valuable in all corners of the school.

“At school, we’re not just delivering the curriculum,” agrees special education needs coordinator (SENCo) and maths teacher Katie Jones. “We are supporting students in their journey to becoming adults. Students will go to those they trust most – and that’s not always their kaiārahi.”

Diverse backgrounds and perspectives

Outlining the training staff received, dean and outdoor education and social sciences kaiako Vaughn Filmer says everyone shared their own experiences with mental health, “and all the different hats we have to wear”.

“It was awesome to see people’s diverse backgrounds and perspectives,” adds health and physical education teacher Alice Prestidge. “Then, taking all that informaton to put in your own basket, because, we had all these ideas of what works well and what might not work well. Now we can be the best adults for our students.”

By going through different mental health scenarios and brainstorming ways to manage them, Vaughn says he feels better equipped to act on what he sees.

“Now I’ve done the training, I feel more empowered to do something. I might not always get it right, but at least I have the opportunity to try.”

After completing the programme, staff left with a training manual to refer back to and instructions for what to do when their student is experiencing a mental health crisis or challenge.

The instructions, which mirror the ABCs of how to do CPR on a person, can be found throughout the school on teachers’ filing cabinets and in the staff room.

“Now I’ve done the training, I feel more empowered to do something. I might not always get it right, but at least I have the opportunity to try.”

Vaughn Filmer

Katie says it’s like “CPR for the brain” and highlights the importance of equipping staff with the ability to read the signs of a struggling student, and then know the steps to support them.

“We now have a memorable framework for how to work with students appropriately.”

Meeting students’ needs

As a health teacher, Alice says she often discusses heavy topics with her students and has found the framework extremely helpful.

“During one break, a student came in who just needed to talk, but she didn’t know who to talk to,” she says. “I did all the steps and just listened – and that’s all she needed.”

The programme has taught her to be more aware of changes in her students’ moods and behaviour, she explains, empowering her to take a proactive approach and reach out to students first.

“That’s had such a positive impact on the students.

They now know they can come to me at any time and talk.”

Although staff cannot change the environments causing students’ mental distress, they are equipped with the language to manage it, agrees Fiona, noting that anxiety has increased substantially in the 18 years she has worked as the college’s guidance counsellor.

“Te Anau fared poorly during the Covid-19 pandemic. The area was hit hard. Businesses closed and people who’d had jobs and home security were tossed into an abyss of uncertainty. And this flowed on to our students.”

Year 7 to Year 13 ākonga were old enough to notice and understand what was occurring in their broader environment, with many coming from homes under immense strain, she adds.

“There was a lot of powerlessness among students. They saw their parents under stress and could not do anything to help.”

Fiona completing the two-day course with Te Pou before taking the learnings back to her school.

Although the pandemic has ended, Fiona acknowledges it has left lingering stress amongst the community. This, combined with the cost of living and the isolation of Te Anau, has meant the Youth Mental Health First Aid programme has been an essential addition for the school.

“Staff know they can have those conversations and make a difference in our students’ lives.”

Empowering staff across Aotearoa

Fiona, extremely passionate about mental health and wellbeing, is currently working towards completing a doctorate of education focused on the wellbeing of kaiako in Aotearoa New Zealand.

“If we look after our teachers and treat them well and support them to be healthy, then students will benefit from that,” she says, noting that an additional benefit of mental health first aid is that it directly boosts teachers’ wellbeing by increasing their skill and confidence in helping their students.

“They can notice and look at what’s happening and then decide the right thing to do.”

Fiordland College plans to invite teachers from other schools in the area to join the next training this year.

“All of our staff care deeply about our students and want the best for them,” says Fiona. “By giving them these specific skills they can help to the best of their abilities. We want to see all Aotearoa school staff empowered with this initiative.”

“Staff know they can have those conversations and make a difference in our students’ lives.”

Fiona Humphries

Fiordland College staff celebrate their completion of the Youth Mental Health First Aid programme.

SECTOR VOICE

Guidance on the go: The podcast that’s redefining support for principals

Stepping into school leadership can feel overwhelming, but a new podcast series featuring real stories, expert advice and candid conversations is helping tumuaki feel more confident in their roles – and it’s reaching listeners far beyond New Zealand.

Congratulations, you’re a school principal – now what?

That’s the question a new local podcast series is aiming to answer. The Principals is aimed at tumuaki, but its success is translating to downloads from listeners all over the world.

With new episodes uploaded weekly, host Eleisha McNeill talks to tumuaki and other experts about the joys and challenges of leading a kura. Each episode is around 25 minutes long and focuses on a specific topic, ranging from behaviour management to working with the board, from legislation to property maintenance.

Produced by the Ministry of Education, the podcast is part of a new suite of resources called Te Ara Tīmatanga mō ngā Tumuaki – The Beginning Pathway for Principals. The resources aim to support new and aspiring tumuaki to understand their role and responsibilities and direct them to useful information and guidance.

The podcast is designed to sit alongside the new series of e-learning modules, but it also stands on its own as a uniquely chatty and user-friendly introduction to what school leadership entails.

Award-winning guests bring perspective

Guests include leaders of our major principals’ associations, leadership advisors, award-winning educators and lawyers.

The expert guests were all enthusiastic about the idea of being involved in creating a podcast, says Eleisha. They liked the idea of supplementing the detailed facts in the online modules with lived experiences and real-life perspectives.

“The guests all thought this would be a really useful resource,” she says. “They thought the information coming from people who’ve been there and done that would be really valuable. It’s conversational, it’s from the horse’s mouth, and it’s been really fun to do.”

It took a major effort to identify all the topics that beginning and aspiring principals need to know about and develop written content for engaging modules.

From there, the podcasts had to add colour and personality to the major content areas. Some particularly rich topics ended up being split into two episodes, and a few episodes were unique to the audio format, like those about being principal at a rural school, and crisis management.

Positive response

There will be an initial run of 35 episodes of The Principals, which will run until May 2025, with more in the pipeline. Episodes are being released weekly, and the response has been overwhelmingly positive. There have been more downloads than there are principals in Aotearoa, and it’s been listened to from some surprising locations.

“It’s been performing really well,” says Eleisha. “And we’ve had listeners all over the world – Australia, Iran, Malaysia, Russia, India, the US, Canada and the UK. The format’s so accessible. People can listen when they’re in the car or out running and get those nuggets of advice.”

Early feedback from principals shows that this is exactly how the podcasts are being consumed, with one principal telling the Ministry, “It was a good idea to create the podcasts, as I can listen to them while I’m doing other things that don’t require my full attention.”

Looking across the whole suite of beginning principal resources, another principal wrote to the Ministry that “the resources were comforting”.

“There are so many platforms on which we work, and it can be unnerving when getting to grips with the gravity and complexities of the role. Going through the resources helped me to take stock and reflect. I am learning – I need to be kind to myself.”

A real insight into the pressures

In the early weeks of the podcast’s release, one episode in particular proved popular – ‘managing difficult students and difficult parents’, which seemingly struck a note with listeners.

In it, Eleisha notes that she’d assumed the group would be talking only about student behaviour, but it turned out that the subject of parent behaviour was also an important one.

The guests talk about escalating defiance among both students and parents, and potential causes.

For Eleisha, the most memorable episodes have been the most personal and devastating. Episode 12, ‘EOTC lessons learned’, talks about a school trip in 2008 where the worst happened and seven lives were lost. Another heart-wrenching discussion came in episode 19, on crisis management, which talks about dealing with the Christchurch mosque attacks.

“Principals have been so open about what it’s really like to be a tumuaki – the good and the bad. I’ve loved the conversations – they’ve been absolutely fascinating,” she says.

“It’s been a real insight into education and the pressures that educators are under. It takes a special kind of person to be a principal, and I have the utmost respect for them.”

“Principals have been so open about what it’s really like to be a tumuaki – the good and the bad.”

Eleisha McNeill

Empowering Pacific futures through leadership and wellbeing

Empower Pacific Ltd is transforming the lives of young Pasifika people by combining cultural pride, leadership development and wellbeing support.

Founded by award-winning author Mani Malaeulu, the organisation’s mentoring and leadership programmes empower Pasifika youth to embrace their identities, build resilience and succeed in both school and life.

Based in the Wellington Region, Empower Pacific Ltd is dedicated to creating opportunities for young Pasifika people to thrive.

In 2024, they were awarded the Diversity, Inclusion and Growing People Award at the 2degrees Wellington Regional Business Excellence Awards.

Through programmes like the Tama Pasifika Mentoring Programme and the R.I.S.E (Resilient Individuals Supporting Each other) workshops, Empower Pacific integrates cultural

pride, leadership development, and wellbeing support into their work, while ultimately empowering young Pasifika individuals to proudly succeed as themselves.

The Tama Pasifika Mentoring Programme, supported by the Ministry of Education’s regional response funds, aims to address the barriers many tama Pasifika face in education. It prioritises cultural connection to improve school attendance and academic performance.

The programme also provides targeted mentoring, to help

Tama Pasifika Wellbeing workshop participants from St Patrick’s College Silverstream in Upper Hutt.

participants find a sense of purpose and direction, guided by a Pasifika values-based approach.

For many of the young tama Pasifika involved, the programme has been transformative. One participant shares, “This programme made me feel more connected to my culture and proud of who I am. It helped me realise that I can achieve my goals and school is an important part of that.”

Empower Pacific’s R.I.S.E workshops complement their mentoring efforts by fostering strong, culturally grounded leaders. These workshops focus on building resilience, communication skills and the importance of embracing cultural identity in leadership. They also instil confidence in participants, preparing them to overcome challenges, and inspire others.

A student from Naenae College reflects on his experience, saying, “The workshops made me believe in myself. They gave me the confidence to go after my dreams and taught me the importance of staying in school to build a strong foundation for my future.”

Empower Pacific has delivered leadership and wellbeing workshops and programmes to schools in the

Auckland, Christchurch, and Wellington regions such as Naenae College, St Patrick’s College (Wellington and Silverstream), Upper Hutt College, Shirley Boys’ High School, and Bishop Viard College.

By working closely with schools, Empower Pacific ensures their initiatives are tailored to meet the specific needs of Pasifika students and create a lasting impact.

Cultural wellbeing

Empower Pacific recognises that leadership flourishes when grounded in cultural wellbeing, alongside strong mental and emotional health. To address this, the organisation offers a range of culturally tailored wellbeing services like the I am Pasifika Wellbeing Programme that prioritise the unique needs of Pasifika youth.

“Our initiatives create safe spaces where our tamaiti Pasifika can openly discuss their challenges, as well as learn wellbeing and leadership tools to help build resilience,” says Mani.

The wellbeing programmes are carefully designed to tackle common challenges faced by Pasifika youth, such as stress, anxiety, and uncertainty about their futures.

“The workshops made me believe in myself. They gave me the confidence to go after my dreams and taught me the importance of staying in school to build a strong foundation for my future.”

Naenae College student

Naenae College students at an I am Pasifika Wellbeing Workshop.

By embedding cultural understanding into every aspect of their approach, Empower Pacific supports participants to feel valued, seen and understood.

Of the wellbeing programme, one students shares, “Before this, I never talked about what I was going through. The wellbeing sessions made me feel safe to open up and now I know how to work through what’s troubling me instead of bottling it up.”

These services naturally extend beyond individual support, creating a ripple effect that impacts families and communities. Students who participate in workshops or programmes often take home resources, tools and strategies they’ve learned, which they share with their families.

Parents and caregivers frequently provide feedback, highlighting how these insights have helped them better understand and support their children through challenges. This flow of knowledge strengthens the support network around Pasifika youth, fostering a sense of collective growth and cultural connection.

“Our Pasifika approach equips participants with the tools to achieve their goals while remaining deeply connected to their heritage, enabling them to overcome challenges with confidence and pride,” says Mani.

Tama Pasifika Wellbeing workshop at Shirley Boys’ High School in Christchurch.

Students from St Patrick’s College Silverstream completing an activity during a Tama Pasifika Wellbeing Workshop.

Recognising excellence

The Diversity, Inclusion and Growing People Award celebrates the exceptional work of the Empower Pacific team and the vision of Mani.

Mani is the award-winning author of Tama Sāmoa, The Tama Pasifika Wellbeing Journal, and the recently released Young Adult novel Dear Uso (the prequel to Tama Sāmoa).

Mani has dedicated his career to providing opportunities for tamaiti, including resources that were not available to him growing up as a young tama Pasifika navigating school in New Zealand.

“These tools and programmes reflect what I wished I had to support my cultural identity, wellbeing, and leadership development during my formative years,” says Mani.

Reflecting on the organisation’s journey, Mani shares, “Our mission has always been to empower our tamaiti Pasifika to see the strength in their culture and identity. When they believe in themselves and know where they come from, they can go anywhere. This award isn’t just for Empower Pacific – it’s for every young person and community we’ve worked with.”

By addressing the unique challenges faced by young tama Pasifika and providing them with culturally

“Our initiatives create safe spaces where our tamaiti Pasifika can openly discuss their challenges, as well as learn wellbeing and leadership tools to help build resilience.”

Mani Malaeulu

aligned tools for success, the organisation is helping shape a brighter future for communities across Aotearoa New Zealand.

As one student says, “This experience has taught me that my culture is a strength, not a barrier. I now feel confident about my future, and I want to use what I’ve learned to help others in my community.”

Mani Malaeulu and students from Shirley Boys’ High School.

LEADERSHIP

Award-winning principal helps ākonga achieve full academic potential

Te Kura Māori o Ngā Tapuwae principal Arihia Stirling, QSM, has been recognised as one of Australasia’s outstanding educators at the National Excellence in Teaching Awards.

Arihia Stirling, QSM, and whānau celebrate at the 2024 National Excellence in Teaching Awards.

Te Kura Māori o Ngā Tapuwae, a kura-a-iwi situated in Mangere, has a school philosophy “inā te mahi he rangatira” which means “by deeds a chief is known”.

For the kura, this means enabling every student to reach their potential by educating them through their own language and cultural values, regardless of their backgrounds and the inequities they may face.

“It’s not about where our students come from or what they have or lack, what truly matters is the quality of education they receive,” says principal Arihia Stirling, QSM.

“The better education and qualifications they acquire, the better opportunities they are able to access. That’s our primary focus.”

At the end of 2024, Arihia was recognised as one of Australasia’s outstanding educators at the National Excellence in Teaching Awards (NEiTA), winning a Founders’ Principal for Leadership Award – the only principal in New Zealand to have done so.

The awards, which in 2024 also celebrated its 30th anniversary, acknowledge exceptional educators in early learning services, primary and secondary schools across Australia and New Zealand, and is the longest running community-based awards programme.

Chair of the NEiTA Foundation Catherine O’Sullivan says educators such as Arihia exemplify the power of exceptional teaching and leadership.

“Arihia is a dedicated, compassionate, and transformative force in education,” she says.

“She is a remarkable principal, influencing the trajectory of future generations and leaving an enduring legacy on the lives of countless students.

“Te Kura Māori o Ngā Tapuwae and its wider community are enriched thanks to Arihia’s ability to motivate, educate, and inspire the next generation of young minds.”

Wellbeing a key starting point

In 2023, Te Kura Māori o Ngā Tapuwae had the highest NCEA achievement rate of all secondary schools in Aotearoa New Zealand –a key measure of Arihia’s success.

“We’re really proud of this achievement,” she says. “Every single one of our Year 13 students passed with flying colours. That same cohort were physically out of school for 17 months during the Covid-19 lockdown.

“If these students can achieve under the most challenging circumstances, there’s really no reason any student can’t.”

She highlights that the kura bases its learning on health and wellbeing, aligning pastoral care and learning support mechanisms with how a child feels about their wellbeing in general.

Arihia introduced the concept at whānau hui, asking questions about what support systems whānau might need to ensure the full participation of their child in their learning experience.

Part of this was designing their curriculum around Maramataka, the Māori lunar calendar. Arihia led professional development with all teaching and non-teaching staff to plan classes, lessons and themes against the energy levels of the traditional lunar cycle.

Assessments were then timed to meet high energy levels, with lower energy indicators seeing ākonga take part in calmer independent learning experiences.

“It’s about how we respond to challenges in our environment and meet the needs of our children,” she explains, noting that kaiako wellbeing is just as important.

Arihia places the health and wellbeing of kaiako at the centre of her leadership, encouraging staff to work “smarter not harder” and maintain a strong work-life balance.

Passionate about Māori education, she says what drives her is “un-normalising the normal I encountered in my generation”.

“Education has not always been a safe space for Māori children,” she explains. “I want my students and their families to feel like our school is their second home.

“We do that by embracing our Māoritanga and leading with compassion.”

Three decades of impact

Thirty-six years ago, Arihia began her career as an untrained teacher, taking on the role to meet a teaching shortage before becoming qualified four years later.

From untrained teacher to award-winning principal, Arihia has achieved a lot, including serving as chair of Ngā Kura ā Iwi o Aotearoa for 14 years, a role that saw her develop learning strategies to help and accelerate the learning of ākonga Māori.

She has also been part of a number of advisory groups, representing Aotearoa at the OECD Education Directorate, and producing case studies for the Education Review Office to examine how tamariki Māori continue to learn in their cultural setting while balancing changing responses to Covid-19.

Of all her leadership experiences, Arihia says her most profound came while developing the resource Tū Rangatira: Māori-medium Educational Leadership. She had conversations with kaumātua across the country about what Māori leadership should look like in education, ultimately presenting findings to the Ministry of Education.

Nominated by a colleague, Arihia’s leadership award comes with a $10,000 professional development grant from NEiTA Foundation.

“Over three incredible decades, the National Excellence in Teaching Awards has recognised more than 1,100 exceptional educators and gifted more than $1.4 million in professional development grants and prizes,” says Catherine.

“We are thrilled Arihia has joined this exclusive group of inspirational teachers.”

“It’s not about where our students come from or what they have or lack, what truly matters is the quality of education they receive. The better education and qualifications they acquire, the better opportunities they are able to access.”

Arihia Stirling, QSM

CREATIVE EXPRESSION

From Our Hands to Yours: Sharing stories from every corner of Aotearoa

Mana College’s ESOL students have transformed their experiences into poetry, creating a collection that highlights resilience, cultural diversity and the power of creative expression in Aotearoa New Zealand’s classrooms.

Mana College in Porirua has brought to life From Our Hands to Yours, a unique anthology of poems written by students in its ESOL (English for Speakers of Other Languages) programme.

Edited by Landing Press’ Adrienne Jansen and Alexandra Heke, the collection emerged from five years of workshops led by Adrienne and supported by ESOL teachers David Douglas and Miki Tito.

The book highlights the creativity and

determination of young learners as they navigate new linguistic and cultural landscapes.

The poems reflect the diverse community at Mana College, with contributions from students of Samoan, Syrian, Fijian, Vietnamese, Tongan, Tokelauan, Filipino, Myanmar and Colombian backgrounds. These students, ranging from English beginners to more advanced speakers, explore themes such as family, identity and belonging, offering an authentic glimpse into their lives as young immigrants in Aotearoa.

The power of poetry in ESOL education

David and Miki at Mana College have long championed creative expression as a foundation of their teaching. They view poetry as a way for students to connect with the English language on a personal level, building confidence while fostering critical thinking and creativity.

“Poetry provides an opportunity for students to express themselves in ways that aren’t constrained,” explains David.

“It’s a way for them to play with language, to explore their thoughts and emotions and to find their voice.”

The workshops began with simple writing prompts, encouraging students to draw on their own experiences. Whether describing a family memory, reflecting on cultural traditions, or imagining their future, students were encouraged to write freely and honestly.

“Even students who are shy about speaking in English find courage in writing,” says Adrienne.

“The poems became a way for them to be seen and heard, both in the classroom and beyond.”

Adrienne, who ran the workshops in terms 3 and 4, one period a week, describes the process as a significant confidence booster for the students.

“The transformation in their confidence and writing ability has been incredible,” says Adrienne.

“By expressing their thoughts and experiences through poetry, the students found their voices and their English language skills flourished as a result. It was amazing to watch their growth, not just as writers but as individuals with unique stories to share.”

Strengthening connections

At its heart, From Our Hands to Yours is about building connections – between students, their peers, and

“By expressing their thoughts and experiences through poetry, the students found their voices and their English language skills flourished as a result.”

Adrienne Jansen

their wider community. Sharing their work during workshops allowed students to celebrate their individual identities while discovering shared experiences.

“Students often realise that they’re not alone in their challenges or their dreams,” says David. This understanding helps create a sense of belonging, both in the classroom and in Aotearoa.

The anthology has also played a role in fostering empathy within Mana College. By reading the poems, classmates gain a deeper understanding of the

The cover of the poetry collection.

Students connect and collaborate as they draw on their experiences in the writing workshops.

challenges and triumphs experienced by their peers, creating a more inclusive school environment.

A practical guide for kaiako

Beyond its role as a collection of poetry, From Our Hands to Yours is also a practical resource for teachers. The book includes notes and writing exercises used during the workshops, providing educators with tools to replicate similar projects in their own classrooms.

“Creative writing workshops can have a transformative effect on students,” says Adrienne. “They not only improve language skills but also help students develop confidence and a sense of ownership over their learning.”

These exercises are designed to be adaptable, making them suitable for a variety of classroom contexts and language levels. From brainstorming descriptive imagery to exploring personal narratives, the activities encourage students to engage with English in meaningful and enjoyable ways.

Embracing cultural diversity

By highlighting the voices of young immigrants, the anthology contributes to a wider conversation about the value of inclusivity and the importance of supporting students from all backgrounds.

“Language is a bridge,” says David. “It connects us to each other and to the world. Through this project, our students have built bridges between their past, their present and their future.”

The book also reflects Mana College’s commitment to fostering an environment where every student feels valued and supported. It serves as an inspiring example of how schools can embrace cultural diversity and create opportunities for students to shine.

As Mana College continues its ESOL programme, the success of From Our Hands to Yours stands as a testament to the power of storytelling and the resilience of young people.

For educators across Aotearoa, the anthology is both an inspiration and a call to action: to embrace the richness of cultural diversity in our schools; to nurture creativity; and to support every student’s voice to be heard.

“Language is a bridge; it connects us to each other and to the world. Through this project, our students have built bridges between their past, their present and their future.”

David Douglas

ESOL teacher David Douglas (black sweater) enjoying the launch of From Our Hands to Yours.

facilitating

Tumuaki / Principal

• Students and their hauora at the centre of learning

• Supporting every student’s right to learn and flourish

• Based in an urban centre in the South Island (flexible location)

Southern Health School is a State Special School for Year 1-13 South Island, Stewart Island or Chatham Islands students who are ill and facing physical/ mental health challenges, ensuring they continue to receive quality education while managing their conditions in hospital or at home in the community. You will lead and manage, maintaining a responsive, inclusive and high performing school where success and individualised learning is fostered. Visit www.sheffield.co.nz/Job-Search for a PD and skills/experience required. Apply online by 10 February 2025 at www.sheffield.co.nz or email cvchc@sheffield.co.nz quoting 8892EG. Contact Andrea Bankier: +64 27 447 8102.

Tumuaki / Principal

External Moderators Required

• Students and their hauora at the centre of learning

English / Health / Te Reo

• Supporting every student’s right to learn and flourish

• Based in an urban centre in the South Island (flexible location)

SEDT seeks experienced secondary Moderators in:

• English (approx 10 hours per month),

• Health (approx 4 times per annum), and

• Te Reo (approx 4 times per annum).

Southern Health School is a State Special School for Year 1-13 South Island, Stewart Island or Chatham Islands students who are ill and facing physical/ mental health challenges, ensuring they continue to receive quality education while managing their conditions in hospital or at home in the community. You will lead and manage, maintaining a responsive, inclusive and high performing school where success and individualised learning is fostered.

Remuneration (excluding GST if any):

• Post Assessment = $80 per sample

• Pre Assessment = $48 per sample.

Visit www.sheffield.co.nz/Job-Search for a PD and skills/experience required.

Apply online by 10 February 2025 at www.sheffield.co.nz or email cvchc@sheffield.co.nz quoting 8892EG. Contact Andrea Bankier: +64 27 447 8102.

FOR MORE INFORMATION CONTACT Amelia Minogue, SEDT Moderation Coordinator aminogue@sedt.co.nz or +64 21 224-4257

Adrienne Jansen

the writing workshops at Mana College.

Learning beyond borders: A Hawke’s Bay teacher’s bright adventure

In 2020, Maiken Calkoen was awarded a Fulbright Distinguished Award in Teaching that set her on the learning adventure of a lifetime. With the awards recently re-established after a two-year hiatus, her experiences shed light on the transformative power of global professional development.

Maiken and her 2022 cohort on a visit to a Technical Centre, one of many 'field trips' as part of the programme.

In 2022, Karamū High School kaiako Maiken Calkoen finally embarked on her Fulbright journey to the United States, delayed by the Covid-19 pandemic.

The four-month programme saw her living and learning alongside educators from around the world at Indiana University of Pennsylvania. Her cohort included 21 teachers from 15 countries, such as Botswana, Finland and the Philippines.

“We shared food, stories, pandemic reflections, and many an anecdote about teaching in our home countries. We supported each other while being away from our families and through all the challenges that adapting to a new way of life brings,” she says.

The experience was as enriching culturally as it was professionally.

“Being with these teachers from such diverse countries allowed for much unexpected and delightful learning. We celebrated independence days, birthdays, national sporting successes and individual achievements,” she explains.

The contrasts she observed were striking – in some countries, teaching is a revered and well-supported profession, while others grapple with teacher shortages and under-resourced schools.

One standout example was Botswana’s innovative approach to addressing digital inequities, prioritising remote communities with solar-powered classrooms and online communication tools.

The programme included attending weekly seminars in teaching pedagogy, going on field trips, visiting high schools, and completing a university paper.

“The expectation was that we learned from the various courses and activities and in turn shared something of our culture and country with others we encountered.”

A different environment

A highlight of the programme was Maiken’s weekly visits to a high school in Pittsburgh, where she witnessed teaching in a context vastly different from her own. The school had

metal detectors at the entrance, security staff on-site, and students remained indoors throughout the day.

Its population was predominantly African American and Hispanic, with many refugee students navigating challenges such as language barriers.

Despite limited resources and short class periods of under 40 minutes, Maiken observed the strength of teacher-student relationships. Teachers demonstrated unwavering dedication, forming bonds that became the foundation for student engagement and learning.

“Like here, teachers worked hard for the good of their students. And, like here, many were exhausted, burned out and weary.”

When Maiken presented about Karamu High School and New Zealand education, students and teachers marveled at the differences they noticed.

“Most obvious to them was the connection we have to our land and the natural environment, education outdoors, and the range of learning experiences offered. Many of the students remarked ‘I want to go to school there’!”

Pandemic perspectives

The global nature of the programme provided a unique opportunity to reflect on how education systems navigated the pandemic. Conversations with colleagues revealed a wide range of approaches, highlighting stark inequities in access to digital technology and tools.

In Singapore, robust infrastructure allowed for a relatively seamless transition to online learning. By contrast, some educators relied on platforms like WhatsApp due to a lack of school-based resources. Stories like these emphasised the resilience and ingenuity of teachers under immense pressure.

For Maiken, these discussions reinforced the importance of addressing inequities within New Zealand’s education system, particularly with access to technology.

“Being with these teachers from such diverse countries allowed for much unexpected and delightful learning.”

Maiken Calkoen

Creativity in learning

While in the programme, Maiken completed an inquiry on creativity in project-based learning. This interest led her to explore how student agency and choice could enhance engagement and achievement.

Upon her return to New Zealand, Maiken applied her learning by offering students more opportunities to shape their projects.

This approach has been a rewarding shift, encouraging students to explore their creativity in meaningful ways.

“Overall, the experience has reinforced my deep belief that giving students the opportunity for creativity and guiding them through their own explorative project work is such a valuable learning experience.

“It means that to participate in this world and share your personal perspective in a creative manner can lead to much enrichment for all.”

A fresh look at Aotearoa

Reflecting on her experience, Maiken says she gained a renewed appreciation for what makes New Zealand’s education system unique. She highlighted the strong connection students have with our environment and the flexibility of a curriculum that allows teachers to innovate and adapt to the needs of their students.

“The experience of being in the American school system gave me a new perspective on what we do indeed have here. It allowed me the time and headspace to recognise the great things we can offer our young people

and how we can continue to strive to make things even better.”

The integration of mātauranga Māori into teaching is another area Maiken feels New Zealand can take pride in. This approach enriches learning and reflects the country’s cultural identity in a way that many other systems do not.

Her time in the US also gave her space to think deeply about her role as an educator. Since returning, she has remained committed to fostering positive, supportive learning environments where every student has the chance to thrive.

“It made me more determined to continue as an educator and to strive to make my small realm of influence as positive as possible for the students I teach.”

The Fulbright Distinguished Awards in Teaching programme is for highly accomplished New Zealand teachers in primary or secondary schooling to participate in an intensive professional development programme in the US. Two awards are granted each year.

Return travel, accommodation, host institution fees and related expenses, as well as a monthly maintenance allowance, are provided by Fulbright New Zealand. The Ministry of Education will cover relief teacher costs for your school or kura while you are travelling.

Applications for travel in 2026 are open now, closing on 10 April 2025. For more information, visit fulbright.org.nz.

After four months, Maiken and her cohort celebrate the end of the programme.

Advice for Educators

Thinking about taking the leap? Here’s Maiken’s advice for making the most of an international opportunity.

Do your homework: Be prepared to share your knowledge about New Zealand’s education system and culture. From our curriculum to Māori perspectives, having a strong understanding will help you contribute meaningfully to discussions.

Have a focus: Identify a specific area of interest to explore during your time abroad. For Maiken, this was creativity in project-based learning, which gave her direction and purpose throughout the programme.

Be open-minded: Expect to encounter new challenges, environments and systems. Approach these differences as opportunities to learn and adapt.

Maximise every moment: The experience is what you make of it. Engage fully in all activities, discussions and opportunities to grow professionally and personally.

Bring it back: Reflect on how your learning can be applied in your local context. For Maiken, this meant enhancing student choice and creativity in her teaching practice.

Maiken chose to complete an inquiry on project-based learning while on the programme.

On the ground with Sandy Hastings

Supporting tumuaki and schools to thrive

In this series, Education Gazette is going on the ground to hear about the mahi you do everyday; whether it’s as a teacher, leader, support worker, mentor, advisor, or any of the diverse roles which shape our education system.

Leadership advisor Sandy Hastings brings 18 years of principalship to her role, lending an ear and an experienced hand to help tumuaki navigate challenges and deliver the best outcomes for leaders, schools and ākonga.

Role: Leadership advisor

Location: Ōtautahi Christchurch covering Canterbury and the Chatham Islands

Fun Fact: Have just had the most amazing privilege of becoming a nana to identical twin boys – and they’ve changed our world!

Most memorable education moment: Every Year 8 graduation – that feeling of having accomplished something worthwhile when every child – however academically, socially or behaviourally capable they were perceived to be – managed to ‘cross the stage’ and have their very special moment of success on the same footing as their peers.

Ask leadership advisor Sandy Hastings about her typical day and she laughs warmheartedly. It includes visiting school leaders across Canterbury, taking a call from a principal with an emerging issue, securing resources or development information for a principal who needs them or providing advice on a new policy proposal.

It’s a varied yet deliberate role, designed by and for principals and delivered by principals.

“People still see us as principals,” Sandy says, “and we are principals and understand what that entails and the challenges that come with it. But we’re also public servants working to support government priorities for that period of secondment.

“Our job is to use all our experience as principals, and what we learn from within the Ministry, to help make things work in the busy, rapidly evolving school environment.

“We also hear the principal voice and feed that back into the Ministry, reflecting back what would the sector make of things, how would they feel about change, what would they want us to know, what evidence would we need to provide for them.”

A principal for more than 18 years at Ladbrooks School Ngā Puna Tapuwai and later Beckenham Te Kura o Pūroto in Ōtautahi Christchurch, Sandy has held leadership roles within the Canterbury Primary Principals Association and the New Zealand Principals Federation executive.

While interested in the first tranche of leadership advisor roles that became available in 2023, Sandy didn’t give it more thought until she saw a respected colleague working in the role and appreciated the difference she could make.

“I thought, ‘I’m not a public servant’ but a friend said to me ‘yes you are, you’re always trying to make things better, and you

“I love working with principals and I love the idea that together we can support one another to be better.”

Leadership advisors Sandy Hastings and Stephen Beck are planning for a busy 2025.

are always pushing for positive change’. This role is a great way to make that difference for other principals.

“On reflection I thought something I’ve always tried to do is advocate – if it’s not working for me, it’s probably not working for at least 50 percent of principals. I always was very open about feeding back to the Ministry about what wasn’t working and how we could work together to get better outcomes for principals, schools and ākonga … I thought, I can have that same, if not more influence.”

Successful in gaining the position of leadership advisor based in Ōtautahi, Sandy supports principals from Hanmer Springs to Springston, Waimate and the Chatham Islands.

This could be anything from facilitating a professional learning group, individual mentoring, navigating new policy requirements, support with strategic planning, ensuring supports are in place such as professional development or resources, supporting principals to work with their boards or talking through next steps in the heat of a moment when the unexpected occurs.

It could also be about supporting a principal’s awareness of all the support a school is eligible for – for example when trying to attract staff, an isolation allowance or relocation support.

“We can also support principals to think differently around addressing staffing challenges – that can include how they use staffing, considering other options rather than the traditional way they always have.

“We’re a bespoke service, free to principals and schools that they can and need to lean on in a hugely complex environment.

“Being a principal can be a lonely place and at other times you get so much conflicting advice from so many different sources, you have to filter that advice and make a

call that’s right for your context, your school.

“This is where we can come in – as a filter, as a sounding board, a connector able to help you learn from others who have encountered something similar – whichever is needed at the time.”

The role also enables Sandy and the 15 other leadership advisors to provide advice at the front end of developments and changes, for example recently advising and contributing to a new support for beginning principals (the modules and podcasts referred to elsewhere in the Gazette).

Sandy takes a pragmatic approach.

“Principals want to do the right thing, follow the rules. They often have to think fast – ‘how am I going to do this’. Sometimes my job is to just help them breathe, remind them they’ve been doing this for three or five or 10 years and they know what good looks like in their school and context.

“If I’m contacted by a principal, I can also offer practical suggestions. We can help make sure they have what they need – have they applied for the professional development available and have they ordered the new resources available?

“And we can just offer a sounding board, a space to think about things differently.”

While she took on the role for an initial one year on secondment from Beckenham Te Kura o Pūroto, Sandy resolved to stay for a second year after just one term.

“I love working with principals and I love the idea that together we can support one another to be better – that’s from an employment and a professional point of view. Coming to work and loving your job and getting better outcomes for kids – we all got into education to get better outcomes for kids, that’s what it’s all about.”

What is a leadership advisor?

Ministry of Education chief advisor Tim White says since the establishment of the leadership advisory service in 2023, advisors have held over 5,500 one on one sessions with principals. More than 70 percent of all principals have now accessed the responsive, regionally based support service.

“The leadership advisory service provides an experienced colleague who can get alongside you and help you navigate the challenges you might be facing.

“In times of change it’s tempting to just focus on what’s in front of you but it’s critical that principals are also richly networked and have opportunities to think more broadly and creatively, including hearing how others are approaching the challenges and demands of their work.

“Both of these things are available and on-hand –97 percent of principals rated the service they received from their leadership advisor as very responsive and 91 percent described the support as excellent.”

Evaluation from more than 750 principals over the last two years has identified the benefits of working with a leadership advisor:

» Receiving advice, ideas or examples of how others have responded to similar issues or challenges (79 percent)

» Increasing clarity of what we are expected to do, the guidelines (70 percent)

» Reflecting on my situation and practice, thinking out loud and brainstorming alternatives (61 percent)

» Working collaboratively with others/reducing feelings of professional isolation (56 percent)

» Positively influencing the way I think about my role or how I will lead in future (49 percent)

» Feeling like my wellbeing is supported (48 percent).

For more information, visit workforce.education.govt.nz