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He tangata, he tangata, he tangata
Waiho i te toipoto, kaua i te toiroa Let us keep close together, not wide apart
With this issue bringing us to the end of 2024, this whakataukī speaks to the importance of staying connected, of maintaining relationships and community, of moving forward together.
It’s a timely reminder at the close of another busy year in education, particularly as we plan for the upcoming year of teaching and learning.
It’s also timely as we introduce some changes to Education Gazette from term 1 next year. One of the ways we are moving forward is by shifting to an online-only format and producing fewer issues (12 instead of 16).
This decision modernises and streamlines our communication with you, saves money, supports sustainability, and reduces paper usage and waste. It also allows you to access inspiring and informative articles and news about education in Aotearoa New Zealand anytime, anywhere.
Rest assured, you will still receive the same high-quality magazine. It will continue to be available on the Issuu platform to download and published on the Education Gazette website. Many of you have already indicated you are comfortable accessing the Gazette online, and we look forward to connecting with you in new ways.
In 2025, we also welcome back ētita Sarah Wilson. Sarah took a break earlier this year to take on a new role as māmā. I know she is eager to dive back into sharing your inspiring stories and mahi.
Thank you for your continued support of this taonga. Enjoy a restful, restorative festive season and summer break.
Ngā mihi o te Kirihimete me te tau hau, Keri McLean
Ētita | Editor
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What a difference a few months makes: Sarah (left) is now māmā to a six-month-old, while Keri (right) is expecting twins in the new year.
Rip, Grip & Whip: Learning in action
Living in “mountain bike mecca” Rotorua, Ministry of Education psychologist Sarah Painter saw many local students engaging in mountain biking – and many more wanting to try. She created Rip, Grip & Whip, an inclusive event for primary-aged tamariki to “come and have a go”, while picking up some key curriculum competencies along the way.
Rip, Grip & Whip was created after organiser Sarah Painter saw there weren't opportunities for primary-aged students to participate in mountain biking events.
Like many people who call Rotorua home, Ministry of Education psychologist Sarah Painter is a keen mountain biker.
Seeing that there weren’t any opportunities for primary school students to participate in the sport, Sarah decided to create one.
“Despite Rotorua being a mountain bike mecca, there was no dedicated mountain bike event below secondary school,” explains Sarah.
“Many children in the rohe (region) ride. I could see there were varying levels of ability, with some students just liking going out for a ride, and others wanting a challenge.
“The natural next step was to make our own event.”
The resulting event, Rip, Grip & Whip, celebrated its fourth year running recently, bringing together 300 tamariki from 18 schools.
Its kaupapa is firmly embedded in inclusiveness, says Sarah.
“It’s all about giving it a go.”
Aligning with curriculum values
While Sarah maintains the event was designed with wellbeing in mind, she notes it inherently draws on key competencies in The New Zealand Curriculum.
“It draws on curriculum values of equity, community and participation,” she explains. “Our priority is breaking down barriers so mountain biking becomes achievable for anyone who would like to have a go.”
Sarah highlights ‘managing self and relating to others’ as key competencies students develop at the event.
“The starting age is Year 4 to ensure riders are confident enough to manage themselves out on the trails,” she says.
Ngā kōrero a ngā tauira | What students say
“I really like the track and that we could see really good views. The pump tracks were really cool to practise on. It was the best day!” Kyros, Year 4
“I liked the puddles!” Max, Year 6
“I liked seeing all the people involved.” Kaden, Year 6
“This was the best day of my life! I felt so lucky to be able to ride my bike on a school day. I loved the bumps and jumps.” Blake, Year 6
“I enjoyed most riding ‘the dipper’ with some friends.” Logan, Year 4
“I had fun and really enjoyed riding the course this year.” Zaskar, Year 6
The event has three courses, differentiated by their required skill level.
“If something happens to their bike, students need to have the confidence to wait without panicking until a marshal can get to them – similarly if they crash. Bike riding is an all-round confidence builder that encourages tolerance and adaptability to manage whatever comes their way.
“Relating to others comes in here: the next rider is asked to stay with a crashed rider until the marshal can get to them. This requires them to think of how others might be feeling at that time.
“This then segues nicely into the values of integrity and respect. The premiere award of Rip, Grip & Whip is the sportsperson award. We want everyone to look out for each other, to show integrity and do the right thing – even if it comes at the expense of their own ride.
“Participating and contributing is also a core key competency for the event – it takes a lot of courage for many of our riders to come and have a go, especially those who are not confident on a bike.
“We want everyone to be supported and the expectation of other riders is that they show less confident riders respect – we all have to start somewhere. Everyone contributes to the success of the event, and everyone contributes their goodwill – both children and adults.”
Overcoming barriers to inclusion
In the spirit of giving it a go, the event has three courses, differentiated by their required skill level.
“The first course, ‘a taster of mountain biking’ is a three-kilometre ride designed for those who haven’t ridden in the forest before or are not very confident on their bikes,” says Sarah.
“Then there’s ‘let me fly’, a six-kilometre ride, designed for those that like a flowy, nice ride, love going over humps and bumps, or who may just like to ride with their friends.
“The third course is ‘legend status’, a roughly 10-kilometre ride. This course is designed for competent regular riders and is unapologetically challenging. It’s the only course that has a podium finish separated into primary and intermediate riders, and by gender.”
The event has a $5 entry fee, and tamariki bring their own bikes or bikes that belong to their school’s fleet –aspects Sarah acknowledges are barriers to participation.
“Support from key sponsors means we can maintain a low entry fee of $5, but we understand it’s still unachievable for many of our ākonga.
“We want any child who wants to come and have a go to be able to do that, so actually having access to a bike is always the biggest barrier. We do what we can to support this,” she says.
“This year a particular highlight was seeing the community spirit involved in getting a school to the event who didn’t have access to bikes.
“The local Bike Road Safety crew always support a school to attend with bikes, and this year Mokoia Intermediate didn’t need their fleet for any of their students, so lent us a whopping 24 bikes.”
Sarah describes another “unexpected” highlight –having former participants, now in secondary school, offer to attend the event as volunteers.
“This year we had a few high school students see the opportunity to align the event with their Duke of Edinburgh awards or community voluntary service. They came and helped for the day or in the lead up to the event.
“This is not an outcome I thought would happen –but they initiated it and a very natural tuakana-teina situation has evolved.”
There’s one more highlight, she adds.
“The sea of smiles on faces after their rides.”
This year 300 tamariki from 18 schools took part.
Sense of belonging
When asked to describe the event, Sarah simply says, “it was awesome”.
“It has all the feel-good vibes, the warm fuzzies that keep people coming back.
“Days after the event, we see bikes all around town that still have their identification plates on. That’s always a great measure of success: they keep their number plates on for weeks as a bit of badge of honour, as if to say, ‘I did this’. It shows students have this sense of belonging. It’s very cool to see.”
She says some of the “coolest stories” have come from the sportsperson awards nominations.
“That’s always when we hear of children persevering
after they’ve come off, or that there has been a gear failure, but they kept going. For example, one child ‘scootered’ his bike some distance this year after his pedals stopped turning.
“We’ll hear of other riders who have stopped to check someone was all right. These are always so heartwarming to hear.”
Despite organising the event completely independent of her day job, Sarah says it’s too rewarding not to continue.
“I know I’ve mentioned their smiles but seeing these students so full of joy – getting to just be children without any of the life heaviness that so many of them experience –is the true reward.”
“It draws on curriculum values of equity, community and participation. Our priority is breaking down barriers so mountain biking becomes achievable for anyone who would like to have a go.”
Sarah Painter
Event organiser Sarah Painter says the biggest highlight is “the sea of smiles on faces after their rides".
Organising a large-scale event
Sarah says creating Rip, Grip & Whip “didn’t happen by chance, nor was its genesis a light undertaking”.
“I spent a year brain-dumping ideas, talking to people, volunteering at some of the big mountain bike events to see how they were run, and learning what I could take away and integrate into an event for ākonga.
“Along with my family, I had some friends and avid mountain bikers who were on board from the outset –creating a small but dedicated crew was integral to the event.”
With Rip, Grip & Whip all set to go in 2020, the inaugural event came to a screaming halt: Covid-19 hit.
“However, that extra year gave us the opportunity to refine ideas and streamline everything,” says Sarah positively. “Which is how we landed on the current working model.”
She says getting Sport Bay of Plenty involved was a key step.
“The event is on the local school sports calendar, which is managed by Sport Bay of Plenty in conjunction with the Rotorua Principals’ Association. It allows all school sports coordinators to see what is coming up, and schools enter through Sport Bay of Plenty’s online entry platform.”
When asked what advice she has for other regions or schools wanting to create a similar event, Sarah says “know your ‘why’”.
“You need to have a really firm understanding of your purpose and what you’re trying to achieve. Once you know that, surround yourself with those who hold a similar belief.
“And don’t be afraid to ask businesses or people for support – the worst they can do is say no. If you don’t ask, you don’t know.”
“We hear of children persevering after they’ve come off, or that there has been a gear failure, but they kept going. We’ll hear of other riders who have stopped to check someone was all right. These are always so heartwarming to hear.”
Sarah Painter
One of the courses is ‘legend status’, a roughly 10-kilometre ride that is unapologetically challenging.
The event prioritises inclusiveness to make mountain biking accessible to anyone who wants to have a go.
CURRICULUM
Exceeding expectations: Pushing for greater achievement in Canterbury
In Waitaha Canterbury, schools are leveraging professional learning and development to support their students’ numeracy and literacy achievements, aiming to bring them to “at or above curriculum expectation”. Education Gazette caught up with two schools – Te Ara Koropiko West Spreydon School and Burnham School Te Kura o Tiori – to learn more about the impressive results they’re getting.
70 percent of Burnham School Te Kura o Tiori tamariki are now meeting curriculum expectations, up from 57 percent.
Ask Marriene Langton, principal of Te Ara Koropiko West Spreydon School, and Pauline Jansen, principal of Burnham School Te Kura o Tiori, what their schools value, and they’ll tell you the same thing: providing creative, innovative, and supportive environments for learning.
Wanting a stronger focus on lifting academic achievement and to see their learners reach “at or above curriculum expectation”, both schools have embraced strategic and structured approaches to learning over the past three years.
“We’ve done this to enable our teachers and students to have a clear understanding of learning objectives, which enables a focused and effective journey towards academic success,” says Pauline.
The schools enlisted professional learning and development (PLD) provider Learning Rich, using the Impact Analysis model to identify achievement gaps and ways to address them.
“At Te Ara Koropiko West Spreydon School, our teachers are released three times per term to complete the Impact Analysis cycle,” explains Marriene.
“Teachers select a target group of students who are ‘stuck’ and discuss where these children should be in their learning, identify missing understandings, and decide on specific teaching actions likely to address those gaps.
“The focus is always on what the teacher can do to improve. Teachers choose a range of goals linked to the Progress and Consistency Tool (PaCT) and cultural competencies, planning specific lessons to tackle each child’s learning barrier.”
She says this process requires self-reflection and selfdirection from kaiako – frequently resulting in “laughter and chatter”.
“In this model, teachers can see and hear themselves –and have tangible evidence of how this impacts children’s learning. We spend time comparing actual outcomes with intended outcomes, and engage in discussions about best practice, brilliant successes, and even failures.
“We are here to help each other be the best we can be for the children in our care.”
A framework for school improvement
Learning Rich education consultant Brent Langford works closely with the schools, supporting them to implement the Impact Analysis model through a combination of tailored guidance, facilitation, and ongoing professional learning and development.
He explains that the model is designed to increase student learning outcomes, particularly in numeracy and literacy. “It helps schools improve teaching practices by engaging staff in deliberate pedagogical strategies grounded in assessment for learning.
“In maths, reading, and writing, Impact Analysis guides teachers through a structured process to measure and reflect on the effectiveness of their teaching.”
The process involves three steps: first defining the learning context (such as writing), then establishing clear goals, and using assessment practices to track student progress, ensuring that teaching is responsive to learners’ needs.
Top, middle and bottom: At West Spreydon School, kaiako focus on how they can improve, requiring a lot of self-reflection and self-direction.
“Finally, we use a learning progression framework, such as PaCT, to measure student growth over time. Teachers are supported to evaluate their teaching methods based on student progress and adjust as needed to improve outcomes.”
It’s a reflective process that helps teachers refine their practices and leads to sustained improvements in student outcomes.
“It requires a high-trust environment that allows for honest reflection on what works and what doesn’t.”
Changing the way things are done
The model is a significant shift from what both schools have done in the past.
“Prior to engaging in this PLD, only 57 percent of Burnham School students were meeting curriculum expectations,” says Pauline.
“We knew we needed to be more strategic. Making these changes provides us with that strategy, giving teachers and students clarity about learning goals.
“This clarity helps direct efforts effectively to achieve these objectives, ensuring that every lesson has a targeted purpose.”
A critical element has been allowing teachers to evaluate their literacy programmes.
“By incorporating student voice through video evidence, kaiako receive real-time feedback on their teaching and student engagement on a fortnightly basis. This feedback loop is instrumental in refining and enhancing teaching practices, keeping literacy
programmes dynamic and responsive to student needs,” says Pauline.
For West Spreydon School, the model fits well with its collaborative teaching approach, though it’s a departure from past practices.
Marriene recalls a discussion at a school board meeting a few years ago when a board member said that the school’s data “showed it was not regarded as a ‘mathematical school’”.
“It was a wake-up call,” says Marriene.
“We knew that the power to make a difference lay with kaiako and kaiāwhina (teacher aides), and the Impact Analysis model supported us to create a unified approach to teaching, data gathering and moderation.
“There is much more rigour in the process, and it yields high success rates.”
The challenge, she adds, lies in vulnerability and trust.
“Initially, teachers were hesitant about sharing evidence of failure. It takes a lot of work to create a climate where it is OK not to get things right.
“The best learning often comes from mistakes – we see children face failure and frustration as they tackle new learning, and we expect them to be able to accept feedback and to move on.
“It has been rewarding to reassure staff that learning can be hard and may take more than one attempt. Now, we’re able to review data solely in terms of the quality of our teaching and its impact on tamariki.
“We have fidelity in our teaching practice and in our data.”
Burnham School principal Pauline Jansen says implementing the Impact Analysis model has had a “profound impact on reading and writing achievement”.
Impact on achievement
Pauline says implementing the Impact Analysis model has had a “profound impact on reading and writing achievement” at Burnham School.
“Taking a structured approach helps us set and meet realistic milestones,” she explains. “Our kaiako develop explicit success criteria, often co-constructed with ākonga, so students understand what success looks like and the steps needed to achieve it.”
Where 57 percent of students initially met curriculum expectations, by the end of 2023 this figure had risen to 70 percent.
“Between the end of 2022 and the end of 2023, we saw a remarkable 13 percent increase in the number of students achieving at or above their expected curriculum levels for writing.”
At West Spreydon School, the model has similarly led to sustained improvement across reading, writing and maths.
Achievement in writing increased from 80 percent to 87.1 percent, and reading from 70 percent to 91.4 percent.
“Today, 89.5 percent of our students are at or above where they should be in mathematics – a significant increase from 75 percent,” says Marriene.
“It’s lovely to hear our tamariki now be able talk about themselves as mathematicians and to watch their engagement in their lessons. They love to show and tell their ‘aha’ moments.”
“Prior to engaging in this PLD, only 57 percent of Burnham School students were meeting curriculum expectations. We knew we needed to be more strategic. Making these changes provides us with that strategy, giving teachers and students clarity about learning goals.”
Pauline Jansen
Both Marriene and Pauline credit the success to a strategic focus on clear learning objectives, aligned pedagogy, critical reflection, and the use of assessment tools such as PaCT, which have significantly improved literacy outcomes at their schools.
“It’s an approach that significantly deepens student engagement and agency in their learning,” says Pauline. “By involving students in the learning process, they become active participants in their learning, enhancing their overall educational experience.”
The model fosters consistency without sacrificing creativity, innovation, and individual flair, says Marriene. “It’s given teachers a renewed sense of purpose and inspired them to share ideas openly, always focusing on ‘our children’ rather than ‘your’ or ‘my’ children.
“Getting here required soul-searching, honest discussion, and a commitment to change.”
Lifting student achievement
The journey towards a stronger national curriculum in Aotearoa New Zealand will deliver content within The New Zealand Curriculum and Te Marautanga o Aotearoa that is more detailed, knowledge rich, sequenced, and grounded in the science of learning.
This will provide kaiako and ākonga a clear understanding of teaching and learning objectives.
A stronger curriculum that supports all learners to thrive in the classroom and beyond is key to achieving the Government’s education target of 80 percent of Year 8 students being at or above the expected curriculum level for their age in reading, writing and maths by December 2030.
The Government has prioritised the implementation of the English (0-6) and maths (0-8) learning areas and the Te Reo Rangatira (0-6) and Pāngarau (0-8) wāhanga ako while rephasing other areas.
This supports the focus on lifting progress and achievement in these foundational areas and recognises the contribution they make to success across the curricula.
Alongside this, the Ministry of Education is working on a range of improvements to support how assessment information and data can support a focus on impacts. This includes looking at how assessment practices can be used to enhance curriculum and teaching practice, and how standardised tools can be used to inform decisions about student progress and achievement.
From term 1 2025, schools and kura will:
» start using the updated curriculum content for English (0-6), maths (0-8), Te Reo Rangatira (0-6) and Pāngarau (0-8) to underpin their teaching and learning programmes, assessment, and reporting
» get familiar with the new phonics checks as part of the structured approach to literacy and Hihira Weteoro as part of Rangaranga Reo ā-Tā
» have opportunities to provide further feedback once they have embedded the new content into their classrooms
» continue to have ongoing access to supports to help them build capability and embed changes over time – this includes frontline help (such as the Curriculum Advisory service), free resources and guidance available through Tāhūrangi and professional learning and development to build confidence and fluency with the updated curriculum and assessment changes.
If you have questions about content in The New Zealand Curriculum, email: nationalcurriculum.refresh@education.govt.nz.
If you have questions about content in Te Marautanga o Aotearoa, email: whakahou.marautanga@education.govt.nz.
Celebrating artistic excellence: Motueka High School’s achievements across creative disciplines
The arts have flourished at Motueka High School this year, with students across year levels and disciplines achieving remarkable milestones. Education Gazette was invited to explore how the school has integrated local pūrākau and heritage into music, drama, dance and visual arts, fostering a rich, culturally aware educational environment.
Liani and Na’i helped create a mural in collaboration with renowned artist Te Hori.
“Our students are exceptionally talented,” says Motueka High School’s head of art Lauren Kidd proudly.
“Our students have been hugely successful in the arts this year, from winning awards and achieving top placements in national competitions to being selected for prestigious exhibitions.
“It really underscores the dynamic nature of our creative programmes. The accomplishments are all a testament to the hard work of ākonga, as well as the unwavering support of our educators and community.”
She says the school boasts a vibrant cultural landscape that is nurtured curriculum-wide.
“We’ve worked collectively to integrate local stories and cultural narratives into all our programmes, but especially music, drama, dance and visual arts,” she explains.
“And we’ve watched as students have developed their artistic skills and gained a profound appreciation for their cultural heritage.”
Lauren is an accomplished artist in her own right, winning the 2024 Tall Poppy People’s Choice Award at World of Wearable Art (WOW) with her sister, Frances, for their stained glass-inspired piece, ‘Te Ao Mārama’. She says the school is already looking at how it can build on its successes.
“As we celebrate these achievements, we’re really looking forward to continuing our journey of artistic exploration and cultural enrichment,” she says.
“We want to foster a generation of creative individuals who are deeply connected to their heritage and set up for future success.”
Music: A harmony of tradition and innovation
Head of music Hilary Sinclair dives right into Motueka High’s creative achievements, beginning with the music department, where the school’s choir, Suono Bellissimo, won the te reo award at regional choral festival, The Big Sing.
“They did an exceptional performance of a waiata, ‘Tauihu o te Waka’, which was written for a local kapa haka group,” she explains. “The waiata is named after this part of the South Island. It’s also the name for the group of tribes living here.”
The input of local kapa haka leader Matua Maihi was invaluable for students, with one ākonga saying, “he helped us to do the waiata actions justice and enabled us to step up a level and feel more confident”.
The festival’s adjudicator clearly agreed, commenting that the “waiata-ā-ringa was excellent and uniform” and that students “did really well to perform strongly”.
“As a school, we’re proud of our choir’s dedication to preserving and celebrating te reo Māori through music,” says Hilary, moving onto the next musical achievement, a band called Drifting Jandals.
“The band is made up of a group of our Pacific learners, and they made impressive strides with their music this year, placing in the Top 20 of Tangata Beats.”
She points out that junior students also embarked on their own innovative journey, with Year 9 and 10 ākonga creating taonga puoro (traditional Māori musical instruments), a project enabling them to blend traditional and contemporary tools to create music.
“We made our own instruments and used them to create a soundtrack to go along with a reading of our pūrākau,” said one student. “It was fun.”
Cultural
narratives through drama and dance Teacher in charge of drama Emily Shepherd says the school is always looking for ways to provide students the opportunity to deepen their appreciation for Māori traditions and narratives – including in drama and dance.
“So in drama, for example, our Year 10 and 11 students explored Matariki and created a devised work called ‘Wairua’, which explores the reactions of atua (gods, deities) to a lost soul.”
Year 13 student Beck's photography is a vibrant study of water and nature.
Top left: NCEA Level 3 photography students held an exhibition called ‘Culturally inspired photographs (Hopu whakaahua)’.
Bottom left: Ākonga Alfred, Isla, Kaisami and Zac are in a band called Drifting Jandals.
Right: At NCEA Level 1, visual arts students explored their ahurea tuakiri (cultural identities).
“We started off looking at the Matariki star Pōhutukawa,” says Year 11 ākonga Eve, explaining the work. “From that starting point, we began exploring the topic of death and redemption through Christian conventions.”
Teacher in charge of dance Liv Martin says ngā atua provided a creative stimulus for dance learners, too.
“We’ve had NCEA Level 1 students delving into choreography through the lens of ngā atua. Students found connections to different Māori deities through their characteristics, and it was really powerful to watch them connect the dots.”
For example, Year 11 ākonga Poppy’s group chose Tangaroa.
“Our dance was based on Tangaroa, god of the sea. We used movement to portray both the wild and calm side to the ocean,” she explains. “I enjoyed working as a group and coming up with original and unique ideas.”
Liv adds that other students did extensive research on kōwhaiwhai, traditional Māori patterns, which they then translated into short dance sequences.
“The choreography they’re creating is really interesting and powerful,” she says.
“You can see students creating short stories in their 90-second pieces – by incorporating the connections and patterns into their choreography, they’re not just learning about Māori culture, they’re developing their own unique dance styles.”
Visual arts: A showcase of cultural inspiration Visual arts students have especially thrived this year, achieving exceptional success, says Lauren.
“Our NCEA Level 3 photography students held an exhibition, ‘Culturally inspired photographs (Hopu whakaahua),” she explains, adding proudly that four were selected for Ringa Toi, an exhibition showcasing the artwork of secondary school students and held at Te Papa Tongarewa in Wellington.
With its focus on toi Māori, Ringa Toi gave Motueka High ākonga the perfect vehicle for showcasing their work.
“We were asked to investigate contemporary Māori photographers,” explains Year 13 student Beck, whose work is a vibrant study of water and nature.
“This inspired my idea of focusing on rongoā (a traditional way of healing using natural plants like kawakawa). We also have a culturally significant awa called Te Puna o Riuwaka, where local iwi historically went to heal and be rejuvenated.
“I loved the link between these two ideas.”
“We want to foster a generation of creative individuals who are deeply connected to their heritage and set up for future success.”
Lauren Kidd
Beck’s peer Zoe’s work similarly delves into nature but is a black and white exploration of landscapes and shapes, using photographer Gary Whiting as a reference for her work.
“I created a series that was connected to our specific area and places of cultural significance. I loved Gary’s work and the way he uses natural landscapes and dramatic lighting – I wanted to incorporate this into my own work,” she says.
“Creating this work helped me realise how the landscapes that surround us influence and shape our local culture.”
Another of their cohort, CJ, developed a series referencing model artist John Miller, whose work documents protest. Miller’s work is reflected in the candid moments of life on the marae that CJ captures.
“I had the privilege to shoot at our marae, Te Āwhina,” she says. “I enjoyed learning about the cultural practices on the marae.”
At Level 1, visual arts students explored their ahurea tuakiri (cultural identities), an exercise Lauren says offers ākonga means to express their ideas, feelings, and stories related to their tūrangawaewae, or ancestral lands.
“By grounding their artistic exploration in local narratives and personal identity, students are encouraged to connect deeply with their surroundings and themselves, creating art that is both meaningful and reflective of their community,” she explains.
Kia mau ki ngā mahi toi Hold steadfast to creativity
“I enjoyed studying our local landmarks and I learned a lot of valuable knowledge about art techniques and Māoritanga,” says Year 11 student Jem.
“We went out on several field trips to draw our local maunga and the Riuwaka Resurgence. I was able to refine my drawing of organic shapes and learn about our region’s iwi.
“I think I had a lower skill level before, but after spending a term building on and improving, my shading and mark-making techniques are much stronger.”
“I enjoyed studying the shapes and patterns that are in our local landscapes and learned about our local iwi, Ngāti Rārua and Te Ātiawa and their connection to the land,” adds Year 11 ākonga Ken.
“I especially enjoyed drawing the bark of our kānuka trees and ngahere. I experimented with colour and the concept of the additive colour system and improved my understanding of local knowledge and my skill set.
“As a result, I’m able to use colour in my art with less anxiety.”
Year 11 students went on several field trips to the Riuwaka Resurgence, a sacred spring of water.
The mural project offered students a unique hands-on learning experience.
A collaborative artistic vision
In addition to the achievements of students in ngā toi, Motueka High School also recently unveiled a stunning new addition to its campus – a mural created by students in collaboration with renowned artist Te Hori.
Gracing the wall of the school gymnasium, Lauren says the vibrant artwork doesn’t just “enhance the school’s physical environment”.
“The mural project represents a significant partnership between our students and Te Hori, who is a respected artist known for his dedication to celebrating Māori culture through visual art,” she explains.
“He guided students through the creative process, from initial design concepts to the final brushstroke on the wall.”
Lauren says the collaboration provided students a unique hands-on learning experience and gave them some deep cultural insights.
“It really showcases the role of education in fostering an appreciation for heritage.
“For us as a school, the mural and our work in ngā toi is an invitation to engage with the stories and symbols of Māoritanga.”
In dance, students delved into choreography through the lens of ngā atua.
National exhibition Ringa Toi gave ākonga CJ, Mieke, Zoe and Beck the perfect vehicle to showcase their work.
“This programme has given them the chance to work as a team, achieve real-world outcomes, and contribute to something meaningful, like building a home. It will have a long-term impact on their lives.”
Mahi Whakamana provides new ways of learning so students are retained and engaged in education, are achieving, and have stronger pathways into employment.
Mikaere October
Bay of Plenty schools and iwi join forces to transform futures
Looking for innovative ways to retain students and improve attendance and engagement in learning, three schools in eastern Bay of Plenty created courses supporting ākonga to build kāinga (houses) as part of the pilot programme Mahi Whakamana. Supported by local iwi Ngāti Awa and a number of community organisations, the programme equips ākonga with practical construction skills as well as a kete of knowledge to support their transition to work or further education.
In eastern Bay of Plenty, Trident High School, Tarawera High School and Whakatāne High School were looking to innovate.
Wanting to find ways to engage ākonga and improve attendance, the schools joined the pilot programme Mahi Whakamana, whose ‘big-picture’ aim is to get schools working closely with industry and iwi – and provide new ways of learning so students are retained and engaged in education, are achieving, and have stronger pathways into employment.
“We have students whose strengths lie in vocational, hands-on learning,” explains Trident High School principal and Futures Academy lead Mikaere October. “So we needed an authentic, practical learning project for students not fully engaged in traditional academic programmes.”
“The majority of our students thrive in their learning when it is practical and meaningful,” agrees Tarawera High School kaiako Julie Mees. “Many of our senior students seek apprenticeships or aim to go straight into
Whakatāne High School students partnered with Kāinga Ora to build a new home from the ground up.
Top left and right: The course at Whakatāne High engages students in building a house and learning on the job.
Bottom left and right: Tarawera High School students restored a caravan.
employment from school.”
Ākonga participating in Mahi Whakamana got stuck into construction projects, with both Trident High and Tarawera High embarking on restoration projects.
Trident students renovated a three-bedroom house, while Tarawera students restored a caravan.
Whakatāne High School students started from scratch, partnering with Kāinga Ora to build a new house from the ground up.
“We had already developed a construction course through our technology department to support student achievement in the technology area,” explains Whakatāne High School principal Martyn Knapton.
“But we noticed retaining students into Year 13 technology was poor, so we established a relationship with Kāinga Ora and got our students building houses for them. The course we’ve created offers 12 students the opportunity to engage in all-day learning, building the house and learning on the job.
“Each student in the programme also has a work placement at a local construction-related business – this has given them experience in a variety of sub-trades that sit around the construction industry, for example, electrical, plumbing, painting and building supplies.”
Mikaere says Trident High ākonga are also picking up sub-trades skills.
“All the students involved in the programme have stayed at school for Year 13, and we’ve seen improvement in attendance and engagement. In 2023, only a third of the students in the programme had an attendance rate over 80 percent. In 2024, this nearly doubled.”
Martyn Knapton
“Students have gained experience in carpentry, concreting, plastering, painting and decorating, kitchen and bathroom design, window glazing, roofing, plumbing, electrical, insulation, and more,” she lists.
“They have also completed BCITO (BCATS) learning standards, work-related unit standards, and courses covering health and safety, heights, manual handling, hearing conservation, and forklift training.”
“Rebuilding a caravan was not the initial plan,” says Julie about Tarawera’s project. “But it created great learning opportunities, with all students learning new construction skills, design and planning, managing themselves and working as part of a team in a confined space.
“Students have also completed a number of workrelated courses, such as working from heights and health and safety courses, as well as learning new skills in media by recording and promoting their journey.”
Impacts on attendance
The schools all agree attendance and engagement have been key indicators of success.
“All the students involved in the programme have stayed at school for Year 13, and we’ve seen improvement in attendance and engagement,” Martyn says. “In 2023, only a third of the students in the programme had an attendance rate over 80 percent. In 2024, this nearly doubled.
“We can confidently say that without this course, many of these students would have left at the end of Year 12 without NCEA Level 3 – in 2023 and 2024, all of the students have achieved NCEA Level 3.”
“Our attendance rates have increased by 20 to 55 percent,” adds Mikaere. “We’re finding students are so eager to be part of the team, they often text to open the classroom early. Those with previously poor pastoral records have shown a complete turnaround this year.”
She shares an example of one student, who for years “told his mother he didn’t want to go to school”.
“He has completely transformed. Hands-on and practical by nature, he struggled with traditional learning. His mother called to thank us, saying he no longer complains about school and has developed leadership skills.
“He’s now the go-to person for advice among his peers and has secured work experience with a local builder. He’s a changed young man, with a positive outlook on school and the course.”
Julie says the long-term nature of the projects have kept ākonga attending and engaging in their learning.
“It’s helped keep them in school. A number of students plan to return to school and enrol in trades courses again next year,” she says, adding it’s been a particular success for
some of the young wāhine in the programme.
“Two of our girls have gained work experience through Sequal Lumber, and another is hoping to pursue a career in construction. She’s in negotiations with a local firm for an apprenticeship.”
Bay of Plenty Futures Academy manager Cindy Lee says students who don’t “necessarily shine in their regular schooling environment” have thrived in the programme.
The Bay of Plenty Futures Academy, funded by the Ministry of Education, is a secondary-tertiary partnership where vocational pathways are its ‘why’ for education. Through the academy, students can gain tertiary training and qualifications in preparation for their transition to further training, study or work.
“Many ākonga had low attendance and achievement,” Cindy says. “But through their participation in this programme, attendance has risen and almost all of the students achieved their NCEA levels.”
Cindy says it’s already impacting their future pathways, too.
“Some students have already found apprenticeships or employment; others have already applied for further tertiary trades training.”
Partnering with iwi
As well as the practical construction work and associated learning, ākonga participate in termly wānanga run by Te Runanga o Ngāti Awa, three-day noho (stays) providing cultural and leadership development.
Because most of the students in the programme whakapapa to Ngāti Awa, each wānanga creates important connections to their rohe (region) and gives them access to the invaluable training and employment opportunities Te Runanga provide.
“We recognised that because these rangatahi are the future leaders of our community, we have a unique opportunity to nurture their potential,” says Te Rūnanga o Ngāti Awa project manager Kataraina Monika.
“Having all of these stakeholders come together creates opportunities of collective impact,” says Bay of Plenty Futures Academy manager Cindy Lee.
“We developed the wānanga with the aim to deepen students’ understanding of tangata whenua, strengthen their connection to Ngāti Awa, and support their identity as Māori and local rangatahi.”
Breaking down the purposes of each wānanga, she describes how ākonga learned history and tikanga, gained knowledge about traditional practices such as rongoā and māra, and visited local sites such as Ōmataroa Orchard “to explore employment pathways”.
Ministry of Business, Innovation and Employment (MBIE) senior regional advisor Carol Ngawati says the involvement of the iwi has been a crucial component of the programme.
“Growing a strong relationship between schools and iwi has had an amazing impact on tauira. Ngāti Awa have woven values of identity, culture and heritage into the programme, and I have observed a sense of mana develop in them.
“Their confidence and pride in their work is so apparent.”
Kataraina says she noticed this, too. “As each wānanga progresses there’s been a noticeable confidence growth in each student, as well as their confidence being at a marae and within te ao Māori spaces.”
Cindy says it was great to see ākonga become more connected to their local history and iwi, and develop their knowledge about local and Māori businesses, innovations and opportunities.
“They have come together as a supportive group of peers and found belonging. And, more importantly, students are more positive about themselves, their capabilities, their future prospects, and are eager to learn more.”
It takes a village
Mahi Whakamana is the result of a community effort, with involvement from Te Mahau Te Tai Whenua (Ministry of Education) principal advisors of secondary transitions, the Bay of Plenty Futures Academy, and MBIE, as well as support from Kāinga Ora and a number of local businesses
– not to mention the invaluable input from Ngāti Awa.
“Having all of these stakeholders come together creates opportunities of collective impact,” explains Cindy. “By uniting complementary programmes of work, we’re helping both our young people and our regions to flourish.
“Only 30 percent of our students nationally choose to go into further tertiary training post-high school,” she adds. “It’s important we support senior high school students to grow their employability skills, trades confidence and knowledge, and gain NCEA by participating in hands-on trades training.”
And it’s working, Cindy says. Mahi Whakamana students have gained “pivotal employability skills”.
“Look at Whakatāne High School, for example. Ākonga are learning through building a house start to finish, and through a partnership with Kāinga Ora to help ease the housing shortage.
“In their five-day-a-week programme, students have built foundation piles, laid the floor, built the walls, gibbed, roofed, installed plumbing, kitchen and bathrooms, helped install windows, painted, and more!
“As a result, they talk openly about how proud they are of what they have learned and accomplished this year.”
Martyn reinforces this, saying his students are not only incredibly proud of their work, learning and progress, they have grown in confidence.
“It’s powerful to see,” he says. “Our biggest hope is that students see themselves as learners and continue to engage in learning.”
Mikaere agrees, adding that the experience has been life-changing for many of her students.
“These kinds of pathways are the core of education. They support successful transitions for all students into further education, training, employment, and life. This programme has given them the chance to work as a team, achieve real-world outcomes, and contribute to something meaningful, such as building a home.
“It will have a long-term impact on their lives.”
The programme is the result of a community effort, with involvement from local iwi Ngāti Awa, the Ministry of Education, the Bay of Plenty Futures Academy, and MBIE.
EDUCATING CURRENT AND FUTURE GENERATIONS OF TEACHERS AND RESEARCHERS
Dr Chris Bowden’s research and trauma-informed professional development initiatives are shaping the way we approach mental health and broader education in Aotearoa.
Dr Bowden is a lecturer in the undergraduate Bachelor of Arts and postgraduate Educational Psychology programmes in the School of Education at Te Herenga Waka—Victoria University of Wellington, and is the academic director for Mates in Construction, an organisation focused on suicide prevention in the construction industry.
“Raising awareness and understanding factors that influence mental health are the primary objectives of the research I’m undertaking. Recent research has told us, for example, that in the construction industry, our rangatahi Māori and those who identify as being part of rainbow and disability communities are the most at-risk groups for psychosocial stress and negative mental health outcomes.”
Off the back of this research, apprenticeship and workplace-based mental health interventions are now being discussed to target these high-risk young people coming out of school and those in the workforce.
Dr Bowden’s teaching at Te Herenga Waka also focuses on evidence-based interventions in child and youth mental health.
“In our teaching, we cover all the issues and challenges that young people face in that transition from adolescence to young adulthood. We look at depression, anxiety, self-harm, suicide, grief and loss, trauma, relationship issues, and sexuality and identity issues. The questions we’re trying to answer include how we can better support children and young people who have serious psychological disorders and mental health issues, and what those support plans need to look like in a school context.”
Career opportunities for students graduating in education are both interesting and plentiful.
“Our education students get jobs in mental health and wellbeing-related fields like family and counselling services, local councils, government departments, advocacy work for the UN and UNICEF [United Nations and United Nations Children’s Fund], behaviour specialist work, educational psychology and, of course, teaching.”
For Dr Bowden, being an educator is all about being able to inspire the next generation.
“As well as getting to work with a variety of interesting people in different fields, I am passionate about helping the next generation of educators to become more responsive, effective, and knowledgeable in their practice and more trauma informed. They will go out into the world and help to influence change for the better.”
“The questions we’re trying to answer include how we can better support children and young people who have serious psychological disorders and mental health issues, and what those support plans need to look like in a school context.”
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Relief teaching allows Amy to support her family while balancing her time with them.
New teaching team at South New Brighton School provides permanent relief
Schools and kura around Aotearoa have felt the pressure of relief teacher availability this year. As the Ministry of Education works to attract more teachers, South New Brighton School in Christchurch has shown how thinking and staffing a little bit differently can bring relief to the teacher supply problem.
Three days a week, mother-of-three Amy Ridpath heads to Ōtautahi Christchurch’s South New Brighton School to teach classes of Year 7 and 8 ākonga while their teachers are on planned release time.
Once the Year 7 and 8 team leader, Amy left South New Brighton to have her first child. Realising how much she wanted to be home with her sons, now aged 10, 8 and 6, Amy turned to relief teaching to meet the family’s financial needs while balancing family time.
She now works three days a week in her old team, covering beginning and senior teacher relief and classroom release time (CRT) days.
“Relief teaching was such a great answer for our family financially, as opposed to doing an admin job or something. It was also doing something that I love and am good at. It means I can be fully present while I’m home –I’m not doing reports, answering emails or going to extra meetings. It ticks all the boxes.”
Amy is one of seven teachers employed from 0.4 to 0.6 full-time teaching equivalent (FTTE) who provide timetabled classroom release at South New Brighton School. Principal Kate McClelland says the team is “crucial” for covering release time, which next year increases to five days a term.
“This year we’ve really looked at the CRT and relief model. Historically, teachers booked their own relief teachers and they were random. This year we have attached relief or part-time teachers to teams.”
The teachers attend staff hui and are involved in professional growth cycles, which Kate says benefits professional learning such as structured literacy training, and other curriculum focuses.
“We still look for relief teachers for sickness, but having teachers who are timetabled – and part of a team – has allowed for greater consistency.
“It is particularly important around building relationships with students who need that consistency when their main teacher is not in the classroom.”
Sickness driving demand for reliever teachers
In the depths of winter not even South New Brighton School is immune to pressure on the relief teacher pool.
“Relievers get sick as well,” Kate points out. “We’ve had to mitigate that. We’ve moved CRT around, moved teachers and, in the worst-case scenario, we’ve had to divide classes up.
“While we’ve got a great new model for CRT and release, the issues around sickness and those relief teachers still remains hard.”
Although the pool of available relief teachers has increased by about 1,100 in the last three years, leave taken by teachers in the first two terms of this year was more than 24 percent higher than the relief capacity available to cover them. Last year, that figure was nearly 15 percent.
That demand was driven by an overall teacher supply shortage, CRT, professional development and, predominantly, sick leave, Ministry of Education figures show.
“It’s quite different from full-time teaching, but if you’re coming back to be in a school, be part of a team and fulfil those part-time teacher roles, there’s enormous satisfaction in knowing the kids and pursuing your personal growth.”
Amy Ridpath
“We still look for relief teachers for sickness, but having teachers who are timetabled – and part of a team – has allowed for greater consistency. It is particularly important around building relationships with students who need that consistency when their main teacher is not in the classroom.”
Kate McClelland
The number of teacher sick days has increased by 25.07 percent since 2019. Other types of leave increased by 4.84 percent during the same time.
This is in line with other sectors in New Zealand, with 67 percent more people absent from work for a week or more from March 2021 to March 2022.
In the classroom, that has translated into a 9.2 percent increase of relief teacher days worked in terms 1 and 2 of 2024, compared to the first two terms of 2023.
Tapping into existing teacher experience
Teachers who left the profession for reasons such as having a family, to travel or semi-retire, are now being
encouraged back into the classroom.
For a limited time this year, the Ministry of Education funded 150 practising certificate renewals – which last for three years – for teachers whose certificate expired more than 12 months ago. A registered teacher with no practising certificate can do 20 half days without having to get a practising certificate, meaning people can work while looking to renew their certificate.
During 2024, the Ministry also funded 200 one-year Limited Authority to Teach (LAT) applications for teachers who were previously registered and hold an expired certificate. These can be issued for day-to-day relieving teaching positions.
Amy (second from left) is one of seven teachers providing timetabled classroom release at South New Brighton School.
Teacher aides, for example, can apply for a LAT to support the relief teacher pool, and the Ministry supports the Teaching Council in encouraging teacher aides to do this.
Finally, to grow the overall number of qualified teachers in New Zealand, the Ministry has provided financial support through scholarships and employment-based training, while also making it easier for overseas teachers to come into New Zealand.
Best of both worlds
Kate says her team of relievers includes parents such as Amy, as well as teachers who retired but returned to enjoy the flexibility of part-time teaching.
“It’s quite different from full-time teaching, but if you’re coming back to be in a school, be part of a team and fulfil those part-time teacher roles, there’s enormous satisfaction in knowing the kids and pursuing your personal growth.
“There is also the camaraderie that comes with being part of a team.”
The school benefits from these teachers’ historical knowledge of the community and families, she adds.
Amy tried relief teaching day-to-day, which pays
slightly more than her part-time role – pay that’s set to increase this month – but found being part of a team was a big drawcard, along with the security of a contract. She attends staff meetings and likes to plan her teaching to “have a bit of ownership and bring something to the table”.
“The expectation is that the teachers will leave work (for the students to do), but I love that I can take a little bit of stress off them. That’s our special agreement. I’m in the same regular classes, I love that I can help with all those extra things.”
Amy’s advice to anyone considering part-time relief teaching would be to choose a place that provides a feeling of community.
“Go where you feel like you’re part of the furniture, and you fit in, so it’s a real partnership again and you have a sense of belonging.”
Amy hopes more schools will “broaden their horizons” to consider different employment options like hers.
“There are so many things that are appealing. As a reliever, you get the best of both worlds – you do something you love and are passionate about, you’re energised. It’s a really big privilege to do this job.”
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“The space makes me more comfortable in the community and it has also really helped me to get more schoolwork done. I feel like working with other young people helps me to become more confident.”
Lela, student
With
on the island, students learn through
school Te Kura.
The learning hub impacting correspondence students on Aotea Great Barrier Island
On the outer edge of the Hauraki Gulf, 90 kilometres away from Auckland, is Aotea Great Barrier Island – a big island with a small population. With no high school for secondary students to attend, ākonga learn remotely through Te Aho o Te Kura Pounamu. To engage and motivate ākonga in their learning, the island founded the Aotea Learning Hub, a safe, supportive and social space where students can connect and learn.
Being one of Aotearoa New Zealand’s more remote places to live, Aotea Great Barrier Island presents some unique challenges to the students living there.
Aotea has three primary schools but no secondary school, so secondary students learn through correspondence school Te Aho o Te Kura Pounamu (Te Kura).
A few years ago, the community noticed motivation to study was low for some ākonga, and students were experiencing low levels of social connection that in some instances led to larger-scale social anxiety.
Founded in 2017 as a joint initiative between the local island board, the Ministry of Education and the Aotea Education Trust, the Aotea Learning Hub is a space created to fill that gap within the local community.
The Aotea Learning Hub is a dedicated learning area and a space that allows rangatahi to connect in person, meeting their social needs, as well as providing reliable internet – a utility that is not a given on the island.
Learning together
As a physical place, the Aotea Learning Hub has had several iterations.
At its inception in 2017, it was first housed in a former rural women’s headquarters before moving to a temporary space above the local veterinary clinic.
Then in 2021, the construction of a purpose-built learning space began. With the Ministry of Education as the driving force behind the build, the ‘new’ Aotea Learning Hub on Kaitoke Lane was constructed in just 10 weeks.
Aotea Learning Hub offers activities for rangatahi to engage with – and allows them to connect to their wider community.
Now, not only do correspondence students have a place to study, but they can also connect and learn together as peers on the mainland. They are able to support each other’s learning and work collaboratively in a space they are proud to be a part of.
“The space makes me more comfortable in the community and it has also really helped me to get more schoolwork done,” says student Lela, reflecting on the functions of the hub.
“I feel like working with other young people who are also learning with Te Kura helps me to become more confident in my work.”
Connecting with the community
Many of Aotea’s secondary students highlight the social struggles of learning remotely and say that the hub has been great at providing a meeting place for them to both maintain current friendships and make new ones.
“My favourite thing about the hub is seeing my friends,” says ākonga Havannah. “It’s a big island so we don’t get to see each other much because everyone is scattered around.”
“I love meeting new people, so the hub is a great opportunity for me to make new friends,” Lela adds enthusiastically.
They explain that some students see life on the island as ‘boring’ and that the hub adds interest to daily life by providing a place to go and offering activities for rangatahi to engage with – also allowing them to connect to their wider community.
“We do sports matches and kapa haka performances and polar plunge with Kaitoke School,” explains Havannah, smiling at the memory of this winter event.
“The polar plunge was an event to raise funds for our local healthcare centre.”
Such special events at the hub don’t just help to connect to the community, they also serve to further motivate ākonga to achieve – and also celebrate their success. For example, ‘Friday fun-day’ is an event where students who have earned fifteen points that week are rewarded with a trip to the beach for ice cream and hot chips.
“The hub has really motivated me by setting up this award system where every one thing you send to your dropbox equals one point,” explains Lela.
But it’s not only schoolwork rangatahi get acknowledgement for.
Student Moana says staff at the hub “reward us for participating in sport games and doing good things that should be daily habits”.
Students all agree that it’s more than sharing learning opportunities and celebrating small successes that make Aotea Learning Hub so special – it is the space itself that is making a real difference to rangatahi.
“The hub fosters a sense of wider social belonging by reminding me that there are other kids my age using the same learning platform,” reflects Moana.
“Meeting at the same place three days a week is just amazing,” she adds with a grin.
Top, middle and bottom: The hub provides a meeting place for students to connect with friends – and make new ones.
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Secondary students on the island now have a stronger sense of social belonging.
Special events help ākonga to connect and further motivate them to achieve.
Friends fur-ever: The therapy programme supporting tamariki through ruff times
A unique initiative utilising support dogs is impacting Pacific learners in Porirua and Upper Hutt, providing individualised support to help tamariki thrive in busy classrooms and modern learning environments while fostering empathy, resilience and confidence.
Ted’s Space is a unique programme utilising support dogs.
Elizabeth McKee is a primary school teacher supporting tamariki in the Ongoing Resource Scheme (ORS).
After noticing some students getting overwhelmed by the pressure to engage and succeed in busy classrooms and modern learning environments, Elizabeth decided to draw on her expertise and address the diverse needs of learners.
Her initiative, Ted’s Space, is a unique programme utilising support dogs. It provides individualised support, helping students overcome these obstacles, re-engage with learning, and thrive in ways that traditional approaches might overlook.
At the heart of the initiative is activities such as weighted dog workshops, where tamariki and their parents create weighted toy dogs by replacing their stuffing with rice. They are transformed into sensory tools that offer comfort and help with self-regulation during moments of stress.
Support dogs Willow and Daisy play a vital role in Ted’s Space, bringing calm and joy to classrooms and carrying on the legacy of Elizabeth’s late dog Teddy.
Initially run alongside Elizabeth’s teaching career, the programme became a registered New Zealand charity three years ago, a milestone allowing Elizabeth to separate her specialist teaching role from Ted’s Space, giving each the specific attention they deserve.
Tailored support for Pacific learners
Through the Ministry of Education’s Pacific Education Support Fund, Elizabeth was initially tasked with reaching 70 Pacific students across three schools between 2023 and 2024.
By term 3 2023, the initiative had exceeded expectations, supporting 84 learners. To date, the programme has benefitted 300 Pacific students across five schools in the Wellington region.
A key part of the programme’s success, enabled by the funding, is that they can run family evenings, says Elizabeth.
Well attended, the family evenings attract parents eager to learn about the programme and its positive impact on their children’s engagement with school. They provide an opportunity to understand the benefits of the initiative while participating in handson activities such as making weighted dogs for their children.
Schools say these evenings are among their most highly attended events of the year, highlighting the strong interest and support from the community for this transformative programme.
Positive shifts in and out of the classroom
The programme’s impact is evident in the significant changes it fosters in students’ behaviour and in classroom dynamics.
“At the beginning of the year, this group struggled with unity, kindness and empathy,” says one deputy principal and special education needs coordinator (SENCo) about a Year 3 and 4 class.
Top and bottom: Support dog Willow plays a vital role, bringing calm and joy to classrooms.
“But after consistent engagement with Ted’s Space, we’ve seen a marked shift. Acts of kindness have increased, conflicts have reduced, and there’s now a stronger sense of whānau in the classroom.”
“The therapy dog sessions have helped my quieter Pacific students thrive,” adds a Year 2 kaiako.
“The weighted dogs have been invaluable for self-regulation, especially during mat time. Students who used to struggle to sit still are now much more settled and ready to learn. These sensory tools have become an integral part of our learning environment.”
But the impact of Ted’s Space extends beyond groups to individual students, enabled through the programme to find voices and confidence.
One Year 5 and 6 teacher shares the story of a student thriving in the programme’s calm environment.
“This student often finds the classroom overwhelming, but Ted’s Space has given him opportunities to develop resilience, self-regulation, and communication skills. It’s improved his wellbeing and readiness to learn.”
“Teddy helped me to be calm because he was calm,” explains the student. “He made me feel safe and happy. It was fun training him and making the animals.”
Creating lasting change
More than a dog therapy programme, Ted’s Space is a lifeline for children and a model for how targeted, culturally responsive initiatives are filling gaps in student wellbeing and achievement.
Entirely funded through grants, the programme provides services to schools free of charge.
Elizabeth is hopeful this can continue but acknowledges the challenges of getting funding.
“Our biggest worry is ensuring continuity for the students who need this programme most,” she explains.
Despite these hurdles, the initiative has flourished, combining innovative therapeutic tools and animal-assisted therapy to support children’s wellbeing, transforming classrooms and empowering Pacific learners to thrive.
“Every child deserves the chance to feel supported and valued,” says Elizabeth.
“Ted’s Space is about creating safe spaces and brighter futures – one child and one weighted dog at a time.”
“Every child deserves the chance to feel supported and valued. Ted’s Space is about creating safe spaces and brighter futures.”
Elizabeth McKee
Left and right: The programme helps students overcome obstacles and re-engage with learning.
Learn more about Ted’s Space.
RECRUITMENT
Papanui High School
Director of International Students
Christchurch, New Zealand
Full time, permanent
Join Papanui High School, a dynamic and inclusive school in Christchurch, as our Director of International Students!
This full-time, permanent role offers the unique opportunity to lead our thriving international programme, where you’ll play a vital role in fostering a welcoming, supportive environment for students from around the world. There will also be a 0.1 FTE of teaching required.
With a focus on providing high-quality education and pastoral care, you'll develop strategies to attract and support international students, guiding them toward success in both academic and personal growth.
In this leadership role, you will oversee all aspects of the International Students department, from orientation and ongoing support services to regulatory compliance and budget management.
If you have a background in international education, a passion for cultural diversity, and a proven record in educational leadership, we’d love to hear from you.
This position is re-advertised, and previous applicants need not apply.
Closing date: 13th December 2024 at 3.00pm
Send your CV and cover letter to Robert Gilbert, Principal, at: principal@papanui.school.nz
Weighted dogs are sensory tools that offer comfort and help with self-regulation during moments of stress.
One kaiako says sessions with support dog Daisy have helped quieter students thrive.
Safer Technologies for Schools: Strengthening the safety of digital products
With many different digital tools available, choosing safe and secure software can feel overwhelming. Safer Technologies for Schools (ST4S) is an initiative that supports your school or kura to choose the right education technology by ensuring it meets privacy and security standards, protecting both tamariki and staff. Education Gazette looks at how ST4S has evolved and why schools and suppliers should engage with it.
Safer Technologies for Schools (ST4S) is an initiative that evaluates digital products and provides an independent assessment of their privacy and security measures, ensuring digital products meet strict standards. Products meeting the standards can apply to display the trusted ST4S badge.
Using your Education Sector Logon, you can access clear, consistent reports on how each product manages and protects data, guiding product choices and helping avoid potential risks.
Currently there are assessment reports for 136 badged products, with more than 100 additional reports available.
ST4S supports schools to choose the right education technology.
Categories range from learning and assessment tools to school administration and educational games, with a growing number of products achieving the ST4S badge.
ST4S is managed by Education Services Australia on behalf of the Ministry of Education and its Australian peers, and serves schools in New Zealand and Australia.
Meeting the demand for safe and secure products
For principals and school administrators, evaluating product privacy and security can be complex and time consuming. ST4S simplifies this process by providing clear reports on the security standards of potential products.
By choosing products with the ST4S badge, principals can have greater confidence that their students’ data is more protected.
In the past year, the ST4S online catalogue has grown significantly, with suppliers recognising the value of meeting ST4S standards. This increase reflects growing demand from schools for secure products, as well as suppliers’ recognition of the competitive edge the ST4S badge provides.
So far ST4S has assessed over 240 digital products, with more suppliers undergoing the assessment process, which includes making improvements to meet ST4S standards where required.
ST4S in action
Clifton Terrace Model School used ST4S assessment reports to help choose a new student management system.
Initially, their preferred product lacked two-factor authentication, an essential feature ST4S reports identify. With this information, the school approached a supplier, requesting two-factor authentication be implemented before proceeding.
The supplier responded, adding the feature within months, and Clifton Terrace moved forward confidently, knowing they had selected a more secure, ST4S-assessed product.
This example demonstrates ST4S’s power to help schools make informed decisions and encourage suppliers to improve their products.
The ultimate benefit? Better protection of student data.
Other schools have also benefitted from ST4S, using it to either review existing digital products or save time on important risk-management work.
Cameron Watt, director of information services at Auckland Grammar School, was reassured that many of the school’s products were ST4S assessed.
He says having independent reporting available has provided confidence with things such as systems integration and risk management. “It’s really useful to us and supports me with my risk reporting to the board.”
Island Bay School principal Deborah Fenton also found ST4S “super helpful” when the school developed new information collection privacy statements to align with
changes to the Privacy Act.
“Being able to access these assessments saved my team hours of work as we put together risk assessments and the required privacy statements,” she says.
The
future of digital safety in schools
As digital products become more central to education, the role of initiatives such as ST4S becomes even more vital.
ST4S is one part of the Ministry of Education’s cyber security and digital support programme, established to strengthen cyber security and digital support in schools and provide better protection against escalating cyber attacks and privacy breaches.
The work aligns with the Government’s Connected Ako: Digital and data for learning strategy, which aims to ensure equitable access to secure digital infrastructure.
In 2025, the Ministry will encourage more products to join ST4S and is working closely with EdTechNZ to achieve this. This expansion will offer schools more choice and encourage suppliers to adopt ST4S as the key privacy and security standard for educational digital products used in schools and kura.
Both schools and suppliers play a crucial role in creating a safer digital environment. By supporting ST4S, they help protect students and their data from cyber risks while enabling them to thrive in a connected world.
ST4S has made significant strides over the past year. Whether you’re a teacher selecting new digital products for the classroom or a supplier developing them, using and participating in ST4S ensures that digital safety remains at the forefront in New Zealand’s schools.
If you’d like to see which products have an ST4S badge, visit the website (no login required).
Learn more about Safer Technologies for Schools and how to access reports.
TE REO MĀORI
He aha tō mahi? | What’s your job?
Translations in this kuputaka (glossary) are displayed with te reo Māori on top and English underneath, and ordered alphabetically by English.
How to use your job title in a sentence
“He ____________________ ahau.”
“I am a ____________________.”
Whakatauira | Examples
» “Tēnā koutou, he kaiako kura tuatahi ahau.”
» “Mōrena, he kaitiaki pātaka pukapuka ahau.”
» “Nau mai, haere mai! He tumuaki tuarua ahau.”
Roles in learning spaces
» Kaiako hou
Beginning teacher
» Kaiako kōhungahunga
Early childhood teacher
» Kaiwhakaako Māori or kaiako Māori
Māori language teacher
» Kaiako kura tuatahi
Primary school teacher
» Kaiako kura tuarua
Secondary school teacher
» Kaiako or pouako
Teacher
» Kaiāwhina kaiako
Teacher aide
» Kaiako reo pākehā ki te hunga kōrero reo kē
Teacher of English to speakers of other languages (ESOL)
» Tumuaki kaiako
Teaching principal
» Kaituruki
Tutor
Leadership roles
» Kaiwhakahaere puna
Centre manager (early learning centre)
» Kaihautū whakahaere or tumu matua Chief executive
» Manukura Dean
» Manukura rua, manupiri Deputy dean, associate dean
» Tumuaki tuarua, tumuaki tauamo Deputy principal, associate principal
» Kaihautū Director
» Pou hautū Faculty/school manager
» Kaitohutohu ara mātauranga Guidance counsellor (educational)
» Kaiako hāpaiora reremua Early intervention teacher
» Kaitohutohu mātauranga
Learning support advisor
» Kairuruku tautoko akoranga
Learning support coordinator
» Kaihaumanu tūroro
Occupational therapist
» Kaikōmuri or kaihaumanu koiri
Physiotherapist
» Kaiwhakamātau hinengaro or kaimātai hinengaro
Psychologist
» Kaiwhakaora i te reo or kaihaumanu reo ā-waha
Speech language therapist
» Kaitaupua ākonga
Student support coordinator
» Kairuruku kaitautoko
Support coordinator
» Kaimahi taiohi
Youth worker
Operational roles
» Kaikaute, kaikaute pūtea
Accountant, financial accountant
» Kaituhi kaute
Accounts officer
» Kaiwhakahaere, kaiwhakarite ā-tari
Administrator, office administrator
» Kaiāwhina whakarite
Administration assistant, administration support
» Kaiāwhina
Assistant
» Kaitohutohu whakawhiti kōrero
Communications advisor
» Kaiwhakahaere whakawhiti kōrero
Communications manager
» Mātanga hāpai
Consultant
» Kaiāwhina matua, kaiāwhina matawhaiaro
Executive assistant, personal assistant
» Āpiha pūtea
Finance officer
» Kaiwhakahaere pūtea me te whakaritenga
Finance and administration manager
» Kaiwhakahaere tari
Office manager
» Kaitohutohu utu kaimahi
Payroll advisor
» Āpiha utu kaimahi
Payroll officer
» Kiripaepae or kaiwhakatau manuhiri
Receptionist
» Hēkeretari
Secretary
Other support roles
» Kaitaraiwa pahi
Bus driver
» Kaitautiaki Caretaker
» Kaihoroi whare Cleaner
» Kaiwhakaako Coach
» Ringawera Cook
» Kairuruku Coordinator
» Kaimanaaki papa Groundsperson
» Mātanga hangarau mōhiohio me te whakawhiti kōrero IT consultant
» Kaihangarau āwhina hangarau pārongo IT helpdesk (support technician)
» Kaitiaki pātaka pukapuka Librarian
» Nēhi Nurse
» Kairuruku rauemi Resource coordinator
» Kaihangarau pūtaiao Science technician
» Kairuruku hākinakina Sports coordinator
» Kaihuawaere awheawhe Workshop facilitator
School board roles
» Mema o te poari Board member
» Heamana Chairperson
» Mema whakahaere Presiding member (member responsible for management)
» Māngai kaimahi Staff representative
» Māngai ākonga Student (class) representative
Q1) How many issues of Education Gazette will be published in 2025? (Hint: read the editor’s note.)
A: 10
B: 12
C: 14
D: 16
Q4) Ōtāhuhu Primary School used what toy to build engagement and promote the development of STEM-related skills?
A: LEGO
B: Barbie dolls
C: Dominoes
D: Squishmallows
Q2) What is a significant goal of the forest school programme at St Joseph’s School in Feilding?
A: Learn how to cook on a fire
B: Teach survival skills
C: Develop confidence and risk-taking in ākonga
D: Learn how to build a hut
Q5) How many articles were published in our physical copies of Education Gazette this year?
A: 157
B: 151
C: 143
D: 136
Q3) What was an Education Gazette special edition this year?
A: Spotlight on STEM
B: Te Wiki o te reo Māori
C: Ngā kōrero a ngā tauira – Our students’ stories
D: Transitions and pathways
E: All of the above
Q6) What unique initiative did Morrinsville Intermediate launch to promote local history?
A: A digital archive of oral histories
B: A school production
C: A “StoryWalk” project with the Matamata-Piako District Libraries
D: A local museum run by students
Q7) Where can you access the online version of Education Gazette?
Q8) Which school’s students sell real fruit ice creams during Thursday lunchtimes as part of a programme helping them get transferable skills for future jobs?
Q11) Which city is Rip, Grip & Whip held in?
A: Ōtautahi Christchurch
B: Kirikiriroa Hamilton
C: Whakatū Nelson
D: Rotorua
Q9) What kura performed an adaptation of Romeo and Juliet set in pre-European Aotearoa and performed it in parts in te reo Māori at this year’s SGCNZ University of Otago Sheilah Winn Shakespeare Festival?
Q12) Which key wellbeing domain did students at Broadgreen Intermediate school in Nelson learn the importance of?
A: Movement
B: Food
C: Sleep
D: Learning levels
Q10) Name the teacher from Green Bay High School who won this year’s Prime Minister’s Science Teacher Prize.
Q13) What was Worser Bay School’s arts project, a reflection of their school site’s connection to te ao Māori?
A: A mural
B: Three new pou
C: A mat made from harakeke
D: A painting in the staff room Answers 1: B (We are shifting to an online-only format and producing fewer issues – 12 instead of 16) 2: C (Read more in issue 14) 3: E (Issues 10, 11, 13 and 15) 4: A (Read more in issue 6) 5: A (And there were even more posted on our website!) 6: C (Read more in issue 14) 7: On the Issuu platform 8: Hutt Valley High School (Read more in issue 12) 9: Te Wharekura o Mauao (Read more in issue 9) 10: Madeleine Collins (Read more in issue 10) 11: D (Read more about this on page 4) 12: C (Read more in issue 1) 13: B (Read more in issue 5) 14: Ake, ake, ake – A forever language (Read more in issue 11)
Q14) What was the theme of this year’s Te Wiki o te Reo Māori?
Primary and Intermediate schools can receive free Pause Breathe Smile training and unlimited access to resources to support teacher and tamariki wellbeing. Fully funded by Southern Cross, contact us at
