Education Central Future Focus Issue 5 2019

An NZME custom publication

Issue 5 | Wednesday, 6 November 2019

Education Future Central Focus

Secondary school and beyond Preparing students for the real world

NCEA’s big revamp – what’s in store?

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Contents Post school pathways

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or years now we have been trying to build bridges between secondary school and the many destinations beyond; bridges that are straight and sturdy enough to take students clearly in the direction they want to go, whether it is university, polytech, industry training or employment.

But as our tertiary and vocational education systems come under reform, it becomes clear that what we really need to do is give our school students the chance to explore their options while they’re still at school, so that when the final school bell rings, they are able to seamlessly navigate the different systems to carve out the future they want.

The School Leavers’ Toolkit is a great initiative to help prepare students for their next steps. Enhancing students’ financial and digital literacy, giving them an understanding of our political system, teaching them how to prepare for a job interview – these are all things that will help young people make successful transitions from school.

This issue looks not only at that transition, but also at the opportunities and challenges within our high school years: preparing for the newly revamped NCEA, benefitting from schools’ increasing number of specialist academies, embracing climate change initiatives, celebrating diversity, and tackling bullying.

Just as a student’s time at secondary school is so fleeting yet so full and varied, this slim edition also packs a lot of punch!

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Beyond the school gates: mapping students’ options

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Learning life skills in school time prepares students for the real world

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Kiwi students take action on climate change

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In pursuit of excellence: the rise of academies in high schools

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Time to shine: scholarships give students access to a bright future

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NCEA, Cambridge and IB: secondary quals explained

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Embracing diversity at school

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NCEA’s big revamp

Getting on top of our big bullying problem big revamp

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Beyond the school gates: mapping students’ options Study? Work? Apprenticeship? Travel? Sara Carbery looks at the options available to students after leaving high school.

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eaving school is one of life’s big milestones, an exciting time, full of possibilities. But it’s also a time of life-changing decisions for the 60,000 teenagers who walk out the school gates each year, for the final time.

After 12–13 years of being guided by teachers and timetables, knowing where they’re meant to be and what they’re meant to be doing, there’s a blank page full of question marks.

While this can be liberating, it can be daunting too, as they consider the options open to them.

Study? Work? Apprenticeship? Gap year?

In 2018 61 percent of the students who left school the year before were enrolled in tertiary education at universities, institutes of technology and polytechnics (ITPs), wa- nanga and private training establishments (PTEs). When it comes to study programmes, the possibilities are countless – architecture, business, communications, dentistry, engineering, filmmaking, graphic design, horticulture ... and on through to zoology it goes!

Where/what to study?

Some study programmes are harder to get into than others. Massey University’s Bachelor of Veterinary Science, for example, typically has around 300–330 New Zealand applicants for 100 places.

Some degrees have prerequisite entry requirements, such as minimum rank scores, and students may need to have studied certain subjects or achieved credits in particular subjects.

There can be additional requirements too, such as an interview, portfolio or references.

It’s interesting to note that some qualifications are offered in different ways. For example, the New Zealand Certificate in Arboriculture is available through the Primary Industry Training Organisation as an apprenticeship, and through Waikato Institute of Technology as a full-time course.

How to pay for it What to study is just part of the picture; how to pay for it is another. In 2017, the median annual student loan was $8,270, while the median overall balance on graduating was around $18,700.

The financial burden on students has eased a bit since 2018 when zero fees for the first year of study was introduced, with apprentices and industry trainees entitled to two years of fees-free training, because their courses are part-time.

After the first year of study, you’re typically looking at around $7,000–$8,000 per year in tuition fees for an undergraduate degree. An interest-free student loan is available to cover fees, courserelated costs and to subsidise living expenses, with a student allowance available to some students, dependent on their parents’ income.

It’s significantly cheaper to live at home while studying, rather than moving away. A single fully catered room in a hall of residence will set students and/or their families back between $14,000 and $17,000 per year.

What about an apprenticeship?

On-the-job training and apprenticeships have the advantage of allowing young people to earn while they learn. Apprenticeships are offered in a variety of professions, from building and tourism to hairdressing and horticulture.

Apprentices work for, and learn from, an employer while completing on-the-job and written assessments and attending courses.

The average apprenticeship takes 3–4 years, depending on the choice of trade.

You don’t always have to wait until leaving school to start a trade. Trade academies – a partnership between schools, industry training organisations and employers – enable students in Years 11 to 13 to combine study towards NCEA credits and a tertiary qualification at Level 1, 2 or 3.

Similarly, Gateway programmes allow students to explore job options while studying towards NCEA.

Employment resources available Some teens are keen to get into the workforce straight from school, either temporarily to earn money to fund travels or a dream project, or to start working towards their career goals.

It’s worth pointing them in the direction of Employment New Zealand’s website www.employment.govt.nz to make sure they’re receiving what they’re entitled to. The ‘Young Employees’ page has some helpful resources, including links to job-seeker websites and a salary guide, as well as a useful ‘Tips for Parents’ section.

Remember too, that people often find work through contacts, so spread the word to friends and colleagues that they’re looking for a job and arm them with the skills they’ll need to be successful.

According to Careers NZ, the seven essential skills employers are looking for are: positive attitude, communication, teamwork, selfmanagement, willingness to learn, thinking skills (problem solving and decision making) and resilience.

Getting to work on time with the gear they need, listening carefully, asking questions if they don’t understand something and leaving their phone in their bag are good initial tips to equip them with.

Gap year an option Another popular option for school leavers is to take a gap year to explore the world and/or decide what it is they really want to do. This can be self-driven, along the lines of a traditional OE, or supported via an organisation such as Latitude, Camp America or Volunteer Service Abroad.

Whatever ideas your young person is tossing about, the Careers NZ website is worth checking out. It has career-finding tools, information on study, training and scholarships, over 400 job profiles, tips on finding work and much more.

Visit www.careers.govt.nz.

In 2018 61 percent of the students who left school the year before were enrolled in tertiary education at universities, institutes of technology and polytechnics (ITPs), wa-nanga and private training establishments (PTEs).

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NCEA’s big revamp Rebekah Stewart looks at what’s in store for the overhaul of New Zealand’s major secondary school qualification, National Certificate of Education Achievement (NCEA).

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shake-up of New Zealand’s major school leaving qualification is underway. The government is making changes to the NCEA exam system, first introduced in 2002. The changes include strengthening literacy and numeracy requirements, having fewer, larger standards, and simplifying the structure of NCEA. Every year about 120,000 students gain an NCEA. The Ministry of Education says it will make secondary education more equitable and inclusive.

Acting deputy secretary early learning and student achievement Pauline Cleaver says the changes will strengthen every young person’s education.

“The changes will make NCEA simpler and easier to understand so that students, and their parents and wha- nau, will find it easier to make better choices about what they should study so they are well-prepared for

their next steps after school.”

The first of seven changes had already happened – fees to sit NCEA were scrapped in May. That move was a step toward equity, the Post Primary Teachers’ Association (PPTA) says. President Jack Boyle says the removal of fees will help bring out the best in every child.

“Anything that makes school more equitable for every child in New Zealand is something we support wholeheartedly.”

Other changes proposed in the NCEA overhaul were things PPTA had advocated for over a number of years.

“An acknowledgment of the need for better resources and supports, particularly for teaching and learning for Ma- ori, is welcomed. We can also see where considerable effort has been made to try and reduce excessive workload for teachers and students.”

The seven changes 1. Make NCEA more accessible y There are no longer fees to sit NCEA y More resources and support for students with disabilities or learning support needs y NCEA will become more accessible and inclusive of other languages, cultures, identities, disabilities, genders, and sexualities.

2. Mana o-rite mo- te ma-tauranga Māori (Equal status for ma-tauranga Māori in NCEA) y More quality assessment resources and teaching and learning guides for Ma- ori education, new ma- tauranga Ma- ori achievement standards that are recognised by NCEA, and greater teacher capability around ma- tauranga Ma- ori and te ao Ma- ori.

3. Strengthen literacy and numeracy requirements y Standards for literacy and numeracy that students can sit whenever they are ready, which could be as early as Year 7. This learning would sit outside of NCEA but would be required in order to achieve any NCEA. It would be marked by external markers.

4. Have fewer, larger standards y Fewer achievement standards for each subject, but standards would cover a broader range of knowledge, skills and capabilities

y Fewer assessments each year, which should help stress levels both at school and at home y Vocational education and training to be promoted in NCEA so that it’s seen as being just as important as traditional ‘academic’ learning.

5. Simplify NCEA’s structure y Students would need only 60 credits to pass any level, and they shouldn’t really be entering more than 120 credits for Levels 1 and 2, 100 for Level 3.

They won’t be able to ‘carry-over’ credits from one level to the next, and only resubmissions that would take them from ‘Not Achieved’ to ‘Achieved’ will be allowed.

6. Show clearer pathways to further education and employment y Vocational Entrance Award created to show that students are ready to move onto higher-level vocational education training after NCEA y The Record of Achievement will be clearer in showing what students know and can do.

7. Keep NCEA Level 1 optional y NCEA Level 1 will continue to be an optional level for schools who want to offer it. Others would be free to adopt alternative approaches to Year 11, in a way that best meets the needs of their students.

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“It trades a little of NCEA’s vast flexibility for greater rigour and reliability, better teaching and less assessment workload for teachers.”

Strengthening literacy and numeracy Business New Zealand says strengthening literacy and numeracy is a welcome move.

Chief executive Kirk Hope says it is vital students leave school with a strong foundation.

“With approximately 40 percent of our workforce having lower levels of literacy and numeracy skills than needed, it is critical to make sure literacy and numeracy are cornerstones of the NCEA qualification so our young people can be lifelong learners.”

The creation of a Vocational Entrance Award – to show that students are ready to move onto higher-level vocational education training after NCEA – is also a win, Kirk says.

“There is massive demand in the trades, and we welcome better links between schools and industry to provide a pathway into apprenticeships.”

Public policy thinktank The New Zealand Initiative says the proposed changes mirror many of its own recommendations.

The group released a report in 2018 that called for English, te reo Ma- ori and maths requirements to be raised, a reduction in the number of standards and less reliance on internal assessment.

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“Just common sense” Report author and former deputy principal Briar Lipson says the changes are a step in the right direction.

“It trades a little of NCEA’s vast flexibility for greater rigour and reliability, better teaching and less assessment workload for teachers. What’s proposed is not radical or an overhaul, just common sense.”

She says since NCEA was implemented in 2002, the performance of 15-yearold New Zealand students in the core areas of reading, maths and science has consistently declined, according to international benchmarks.

“Subjects exist in the school curriculum for well-established and helpful reasons. A review that strengthens their role, and the voice of subject experts, will improve NCEA for everyone. It could also make teaching more appealing to the passionate graduates we need to attract to the profession.”

Boyle says the changes will provide more certainty for teachers.

“Amongst the considerable changes proposed in our education sector, we are pleased to have some clarity about the direction of the NCEA.” He says there is a lot of work to be done by schools to implement the changes.

“We await with interest the details of the implementation plan and support for teachers to manage the increased workload that will accompany these changes.”

Cleaver says other changes to the system, such as redesigning achievement standards and introducing a literacy and numeracy co-requisite, will happen over the next five to six years.

“We’ll be supporting schools, students, parents and wha- nau with more information on timing and exactly what is changing well before those changes come into effect.”

Source: https://conversation.education.govt.nz/conversations/nceareview/change-package/information-for-parents-and-whanau

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Getting on top of our big

bullying problem

“... schools shouldn’t just sit back and expect kids to work it out. They need to take direct action and there needs to be follow-up to make sure everyone’s doing okay.”

Anna Clements explores some resources available to New Zealand schools to help address the widespread and damaging effects of bullying.

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t started as a regular Tuesday at school for 15-year-old Sophia, but by 11.40am everything had changed. During maths a giggling classmate thrust a list at her, ‘Stuff We Hate About Sophia and Dylan’. On it were dozens of anonymous comments from her peers, most of them ridiculing her appearance – “Sophia has small boobs”, “Where’s your arse Sophia?”, “LMAO = Sophia”.

The list had been circulated amongst all 240 students in her year.

“Everyone was looking and giggling so I tried to brush it off as if I didn’t care. Weirdly, I was more offended by the mean comments about my friend.

“Later that day, more abusive messages started popping up in our WhatsApp groups. Kids who I thought were my friends posted mean stuff and every message gave me a horrible feeling, like a tiny heart attack.

“Then one of the kids posted a photoshopped image on Instagram of my friend with his head in a noose. His mum went to the dean and one of the kids involved got suspended, but it didn’t change a thing for us. The suspended kid bragged it was a threeday holiday and said his parents thought it was funny.

“There was no acknowledgement from the school, they didn’t care at all, and there was no apology from any of the kids. The mean stuff continued. My friend was so angry and hurt that he stopped going to school for a while. I didn’t really want to go either; it was hard to get up in the mornings.

“I felt anxious all the time; I worried about my friend and I was nervous about going to school. The comments about my looks left me feeling paranoid to the point I became too self-conscious to eat.

“I remember getting a butter chicken wrap from the tuckshop and one of the girls saying, ‘That looks disgusting’ and suddenly I didn’t want it anymore. I was scared to say anything back. Whatever my first thought was, my second thought would be, ‘Don’t say anything else, you’ll look stupid’. I pretty much stopped eating and developed anorexia.”

Depressingly commonplace Stories like Sophia’s, while shocking and disturbing, are depressingly commonplace. Bullying in New Zealand high schools is rife – and the fallout is the decline in mental health of our rangatahi, impacting every aspect of their lives.

According to the Bullying Prevention Advisory Group (BPAG), a 15-member organisation including police and the Ministry of Education, every school in New Zealand has a bullying problem but it’s difficult to determine the scale of the problem compared with other countries because there is no universal process here for prevention or response; each school deals with it in their own way.

What BPAG does know is that bullying in schools takes many forms – physical, verbal and social – and that it happens in person, online and via text message. The research also reveals that young people who are bullied are more likely to be depressed, lonely or anxious; to have low self-esteem and to struggle academically; dislike school and miss classes; distrust peers and have problems making friends; and experience a decline in mental and emotional health.

Netsafe service for schools Cyber bullying is on the rise to such an extent that Netsafe, the online safety organisation, offers schools an “incident response service”.

“When online safety challenges emerge, school resources can be quickly overwhelmed by the sheer number of moving parts. Whether incidents occur inside or outside of school property and school hours, they spill over to impact on students and staff,” says the team at Netsafe.

“Netsafe provides advice and assistance to help schools quickly navigate incidents, minimise harm, and return to normality. This includes advice on gathering evidence, having harmful content removed from websites and social media, information about legal implications and connection with specialist agencies such as traumatic incident response teams.”

To date, more than 300 schools and kura in New Zealand have signed up to Netsafe’s free programme on preventing and responding to cyber bullying between students. The flip side is that the other 2,000 or so schools in the country, Sophia’s amongst them, are not Netsafe schools.

“I had never heard of Netsafe. It sounds amazing and I think every school should be a Netsafe school,” says Sophia. “If we’d had them helping, I think it would have created a lot more awareness around the seriousness of bullying and I would feel safer at school knowing that students weren’t allowed to do stuff like that. The line about what is and what isn’t acceptable behaviour would be a lot clearer.”

BPAG says that effective prevention and response strategies are centred on a shared understanding of what constitutes bullying so that everyone – students, teachers, school leaders, wha- nau and wider community – can consistently recognise and deal with bullying when it happens.

It defines bullying as “unwanted, aggressive behaviour that involves a real or perceived power imbalance. Kids who bully use their power – such as physical strength, knowing something embarrassing, or popularity – to control or harm others. Bullying is when one student (or a group of students) keeps picking on another student again and again to make them feel bad.

They say or do mean things to upset them, make fun of them a lot, try to stop them joining in, or keep hitting or punching them”.

It is widely accepted that bullying incidents generally involve three different roles: initiators (those doing the bullying), targets (those being bullied), and bystanders (those who witness the bullying). Some bystanders take sides, some remain passive and others become “upstanders” by behaving appropriately – discouraging or reporting the bullying and getting help for the student being hurt.

Cyber bullying text service Young people unsure who to approach for help regarding cyber bullying can text ‘Netsafe’ to 4282 – more news to Sophia.

“Wow, that’s amazing! Everyone in every school should know this! I would definitely have used that service if I’d known about it.

“The way I see it now, schools shouldn’t just sit back and expect kids to work it out. They need to take direct action and get parents involved in the serious stuff. One meeting isn’t enough, there needs to be follow-up to make sure everyone’s doing okay.”

It’s a year since Sophia’s bullying nightmare began and she says she’s in a much better space now. With support from her family and a counsellor, her anorexia is under control and she’s settled into a group of “true friends”.

“I’ve found some really good friends who care about more than looks and we have fun together. In the past I used to be too embarrassed to text the group chat first or to suggest hanging out because they might ignore me but it’s different with real friends, you can just be yourself.”

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Reuben was the top accounting student at Rotorua Boy’s High School in his final year and decided to continue studying in this area when he moved on to tertiary study.

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Learning life skills in school time

prepares students for the real world The government’s new School Leavers’ Toolkit has been welcomed by students and employers alike, says Ruby Harfield.

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riting CVs, applying for mortgages and enrolling to vote are all important life skills but most people have to learn how to do them on their own.

However, students will now be able to learn these while at school as part of the School Leavers’ Toolkit, which will give all secondary school students access to programmes that provide civics skills, financial literacy and key workplace competencies.

The toolkit covers numerous capabilities including how to live away from home, make the most of tertiary study, start a budget, pay tax and look after personal wellbeing.

This has been welcomed by many in the education sector, as well as employers and students.

For 15-year-old Wellington High School student Ossian Lynch, the toolkit will provide skills that can’t be learnt from Google or by taking notes in class.

“I think it’s a good way to teach kids practical skills they’ll almost definitely need in real life, as opposed to skills that only prepare them for more school.”

He hopes the toolkit will include job-based skills beyond writing CVs, such as how to be a waiter or work in a shop, as these are jobs that most people will have at some point in their lives.

His brother, Lenny, who is in his first year of study at Victoria University of Wellington says he would have found the toolkit helpful and thinks it’s a great start.

“Currently the school system only prepares you for going to university, which is not essential and not the only viable option for teens’ futures.

“I think it’s a good way to teach kids practical skills they’ll almost definitely need in real life, as opposed to skills that only prepare them for more school.”

“And even then, schools don’t provide any sort of assistance with applying for universities and the only help we got when it came to living in halls or flats was an hour-long course near the end of our last year.”

Better life skills Xero’s New Zealand Learn Lead Michelle Taggart says the toolkit will be useful in ensuring students leave school better able to build stronger life and capability skills.

“We think it’s a great initiative; there are some fantastic things in the toolkit in terms of financial literacy.”

The company, which has committed its willingness to recruit people with no qualifications, looks for a number of these life skills when hiring – especially financial literacy and digital competency.

“Those are real areas that we see a great need for.”

The Building and Construction Industry Training Organisation (BCITO) will be working with teachers to use the School Leavers’ Toolkit to promote opportunities in the trades for the country’s future workforce.

Chief executive Warwick Quinn says the toolkit will help get students work ready and learn skills that employers look for when hiring new people.

“The transition from school to employment can be overwhelming and better preparing our youth means more success for them, their future and our community.”

Having the right attitude and showing some initiative are key to gaining work experience in the trades, he says.

“It’s about soft skills like showing up to work on time, being ready to do anything, even if it means sweeping

the floor, and showing some enthusiasm and willingness to learn new things and ask questions.

“Employers tell us they want people who are focused and are looking to progress in their career.

“Having a driver’s licence is nearly a necessity to be a successful candidate for a trade apprenticeship as well.”

The government initiative, which is in its second year, received a $3.5m funding boost in this year’s Wellbeing Budget.

Each school will have access to resources so they’re able to design their own School Leavers’ Toolkit that meets the context, culture and needs of its students and community.

Xero’s New Zealand Learn Lead Michelle Taggart. Photo/Supplied.

10 | Wednesday, 6 November 2019

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Kiwi students take action on

climate change

Jody Hopkinson looks at some inspiring initiatives taken by New Zealand secondary students to help make a difference to their environment and further the climate change conversation.

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rom meeting environmental activist Dame Jane Goodall to discussing marine protection in the Marlborough Sounds with Prime Minister Jacinda Ardern, teenagers here in Aotearoa are championing the environment with the support of some outstanding teachers.

Jim Critchley teaches Earth and space science to Year 12 and 13 students at Mount Maunganui College. He has run an environmental group at the college for the past four years. He says the students, who also helped organise Tauranga’s recent Strike 4Climate, inspire him daily.

“They’re a group of passionate and driven individuals.

They’re keen to get other students informed and involved. They’ve worked on numerous projects from applying for funding and materials to build a sustainable meeting hub on school grounds to plans to work with the local marina on installing a sea bin to catch plastics at the marina. They’ve been tree planting – they get involved in anything – they’re awesome.”

The group met Dr Jane Goodall at a climate change conference earlier this year.

A group of Auckland University students, none of them over the age of 21, organised the Climate Challenge Conference for high school students from around the country to meet and listen to speakers. Our group went and Jane Goodall came and spoke to them. We agreed with her when she said, ‘It is all very well to have a movement, but what are you doing personally to stop consuming?’”

The students are “without a doubt” inspired by Greta Thunberg, says Critchley.

“When they’re looking at a 16-year-old speaking at the UN, that sparks all kinds of conversations. Some of those at home are not always on board with the Climate Change Movement – when Greta is on the news families can talk about it.”

Marine Team impresses PM Further south, a group of now former Marlborough Girls’ College students known as the ‘Marine Team’ made a big impression on Prime Minister Jacinda Ardern when they met with her this June.

They were there to advocate for getting special legislation

through Parliament to ensure marine protection in the Marlborough Sounds.

The girls’ work grew out of an incredible programme run by Marlborough Girls’ College’s Melynda Bentley.

She is the environmental sustainability teacher and has responsibility for the school’s environmental team.

“The 2018 Marine Team produced work to inform the Prime Minister about the species and issues in the sounds with support from their mentors who ranged from top professors in their fields through to local people. The 2018 Marine Team’s work is going to be used to help the local council with their management of Marlborough Sounds. Their hard graft and persistence have created more awareness and real change.”

She explains that the school’s programme is both place-based and student-led learning.

“We begin by listening to local experts working in viticulture, marine, farming, conservation and in the school. And we go on field trips to get an understanding of what sustainability is or isn’t.

“I like to get them out there to see, feel and hear what is happening – so they are totally immersed. YouTube and the internet have their place but nothing beats being out in our environment.”

The students then choose an aspect of sustainability they are interested in, talk further to the experts then develop their ideas of what they want to do for their action project.

“This year, for example, our Year 13s have worked with Pernod-Ricard and community mentors. They used the Naturalist programme to identify what species are in the Kaituna wetlands that they are restoring, so as to inform next steps.”

Other students worked on an area in Yealands Winery called Butterfly Gully.

Using soil testing and planting, and working alongside Jacqui Knight and Joan Fairhill of the Monarch Butterfly New Zealand Trust, the group’s work has further increased the gully’s butterfly population.

“YouTube and the internet have their place but nothing beats being out in our environment.”

Local mentors a key ingredient Bentley says a key ingredient in the success of the programme is the passion and knowledge of the local experts who are keen to support the students through mentoring.

“It’s important that our students have mentors who are keen to work with younger people.”

Like those at Mount Maunganui College, Bentley says Greta Thunberg has been a huge inspiration for her students.

“We teach in our course that it is all very well going and protesting but you have to be informed and able to articulate your ideas to be credible. For their research projects we’ve taught them how to research information so they know what is credible and what isn’t – there’s a lot of misinformation out there, and we want them to be able to make an informed decision about their action to create a sustainable future.”

Both Critchley and Bentley agree that having their principal’s support has been essential to the success of their respective environmental groups. And Marlborough Girls’ College principal Mary-Jeanne Lynch says she couldn’t be prouder of Bentley’s work.

“We agree on the importance of the youth voice in environmental issues and the place that schools and education have in promoting a change in culture.

“Melynda has been leading extraordinary work with our students. I’m extremely proud of her work, her leadership and the progress our students have made in raising awareness and taking action around a number of environmental issues, including the Marine Team.”

12 | Wednesday, 6 November 2019

educationcentral.co.nz/category/futurefocus

In pursuit of excellence:

the rise of academies in high schools Many secondary schools are introducing performing arts, sports and scholars’ academies. Sara Carbery looks at the academy movement and how it benefits students.

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he word ‘academy’ has two definitions – ‘a place of study or training in a special field’, and ‘a society or institution of distinguished scholars and artists or scientists that aims to promote and maintain standards in its particular field’.

While school academies in New Zealand span both these definitions, the most applicable definition is perhaps the historical one: ‘a place of study’, from Akada- mos, the teaching school founded by Plato in c. 387 BC. This might be the sort of information students at Avondale College’s Scholars’ Academy discover. Launched in 2013 for students who have distinguished themselves in one or more subjects, the academy has two main objectives: to extend and enrich members academically, and to foster participation and success in NZQA Scholarship.

“In the academy environment, students are challenged to think divergently, to question preconceptions, to interrogate information critically, and to gather and use knowledge with wisdom – in short, to be a scholar,” the college explains on its website.

Performing arts skills Avondale College also has a Performing Arts Academy, which offers students in Year 9 and 10 an extended programme of learning in performance skills and techniques in music (jazz and classical), dance and drama.

The academy runs before school five mornings a fortnight and engages students in “challenging

but exciting learning experiences that build their performance techniques, confidence, communication and presentation skills”, says communication manager Susan Elijaš.

She says the success of the academy is reflected in the flourishing arts programme at the college, with music, dance and drama students enjoying success at regional and national level. This year a Year 13 student who came through the Drama Academy programme, David Tuitama, performed at London's Globe Theatre after being selected for the National Youth Shakespeare Company.

Expert sports coaching Likewise, catering to their most talented junior sportspeople, Avondale College’s Sports Academy provides expert coaching in basketball, netball, rugby, football, hockey and cricket.

“The philosophy of the Sports Academy is to nurture the talent of young students, giving them the opportunity and environment to excel, both on the sports field and in the classroom” – something all schools with academies are quick to emphasise: that the academic side of schooling doesn’t suffer, and is often enhanced through involvement in an academy.

While most academies are focused on highachieving performers, some are more egalitarian in their approach, offering students of all abilities the opportunity to participate in sport.

The Academy of Sport at Hamilton Boys’ High School has a mandate to cater to both groups. “It’s not just about the elite athletes, not for us,” says

Todd Miller, former All Black and head of elite sport at the school. As evidence of this, the school fields 35 football teams and 23 rugby teams. “There’s something for everyone,” says Miller.

Helping to develop talent at the school that will feed into the high-performance teams, the junior elite sport programme provides selected Year 9 and 10 students with instruction in physical training methods, injury prevention and rehabilitation, sports nutrition and sports psychology, as well as providing regular coaching sessions in their chosen sport.

“The positive feedback from parents and students alike suggest that the elite sport programme is providing an opportunity for athletes to reach their full potential,” says Miller.

Likewise, the sports academies at St Peter's School in Cambridge help students to maximise their potential “through a culture of outstanding work ethic, responsibility and respect,” says Ange Russek, assistant director of sport.

St Peter’s has academies for football, rugby, netball and cricket for Year 9 and 10 students and academies for rowing, cycling, golf and swimming that are open to all ages.

Many St Peter’s students have been national title holders, represented New Zealand in their sport, broken world records and become world champions in their age groups, says Russek.

“Other students have been involved in coaching, umpiring, refereeing and administrative pathways offered through sport at St Peter’s that have created leadership and employment opportunities.”

“... coaching, umpiring, refereeing and administrative pathways offered through sport ... have created leadership and employment opportunities.”

educationcentral.co.nz/category/futurefocus

Advertorial

Wednesday, 6 November 2019 | 13

Whitecliffe Manukau:

Finding your passion after high school We’re all meant to have a plan after high school, right? We’re told our futures depend on it, that it should be obvious where your passions in life lie – that’s how it works, right? That after 13 years in primary, intermediate and secondary school, you should know yourself well enough to have it all figured out – you are a “young adult” after all.

Delaney didn’t buy it The bright 19-year-old completed Art History, Classics, French, English and History in her last year of high school at Long Bay College – but couldn’t stand the idea of walking straight into university to sit through just another year of writing essays. “I’m kind of in limbo at the moment,” says Delaney. “I felt so much pressure to go into completing my first year at University, but I really didn’t want to waste my time, or my fees free year.”

So when she heard all her creative friends at high school speak so highly of Whitecliffe, it peaked her interest, especially when she learnt about the 18-week Certificate in Arts and Design at the Whitecliffe Manukau campus.

The certificate course is for a range of people from different walks of life. From those needing to develop a portfolio to further their education, to those wanting to dabble in a career change. It’s also for those who have always wanted art and design in their lives and are wanting to put their toe in the water and see what it’s all about.

Students are taught to think outside the box and to push themselves artistically. For the tutors and

Art, Design + Digital Media at Whitecliffe.

Whether you’re looking for the skills and confidence to land a great job, or want to shape your future by learning from creative thought leaders, Whitecliffe has a range of programmes to suit you.

Enrol now, fees free applies whitecliffe.ac.nz

lecturers, it’s so inspiring to see someone at the very beginning of their creative journey, encouraging their transformation.

“I’ve never been a super creative person, but through my writing in art history, I gained a huge appreciation for art – and since it’s only a short course, I feel like I’m building up to some much bigger things.”

The certificate largely focuses on core artistic subjects – with painting and drawing classes, as well as digital media. The course is about experiencing everything Whitecliffe has to offer - from fashion design and graphic design to photo media and fine arts.

When Delaney is ready, she would eventually like to go to University to study art history, but she sees the certificate course as an invaluable experience for setting up those artistic building blocks.

The course is an open door – a place to start from and not an end in itself. It gives students the material to go forward. It’s challenging, rewarding and will take you places you didn’t think you could go.

You can find Whitecliffe Manukau at Level 2, 3 Osterley Way, Manukau. Now offering certificate programmes in Arts and Design, Digital Media, Fashion Technology, Pattern Making and IT Essentials.

Applications are now open for 2020.

For more information, visit www.whitecliffe.ac.nz or call 09 309 5970.

14 | Wednesday, 6 November 2019

educationcentral.co.nz/category/futurefocus

Embracing diversity

at school

With recent Census results showing that Aotearoa is more diverse than it’s ever been, Jody Hopkinson talks to staaff and students at Rangitoto College about how they work with and celebrate the diversity of the student population.

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ith a roll of 3,183 students, Rangitoto College is the biggest school in the country and one of our most diverse.

Pākehā make up 48 percent, Chinese 13 percent, Korean nine percent, other Asian seven percent, European nine percent, Māori six percent, MELAA (Middle Eastern/Latin American/African) five percent, ‘other’ two percent, and Pasifika one percent.

The school almost breathes diversity, with big events to small adjustments made on a class-to-class basis to ensure every student from any background can find and see the importance of their place in the school, explains principal Patrick Gale.

The annual Chinese Night event is such a big deal it sold out this year, says Chinese Night student leader and Year 13 student Joyce Yang.

“More than 100 students and 600 audience members take part. Performers prepare hard for six months, all in their own time during lunch, after school and on weekends. It’s a real highlight for not only our Chinese students, but for the wider school community.

“It’s colourful and loud, and our Chinese students love to hear songs and performances all in Chinese, and to proudly share this with the rest of the school.

“This year we even had to turn people away at the door. In this year’s show, we did interactive activities with the audience, with tongue-twisters in both Chinese and English being a (very loud) highlight!

“Through providing students with an encouraging stage to perform on, Chinese Night not only builds the performers’ confidence but also provides a chance for other students and members of the community to be exposed to, understand, and appreciate their peers and the Chinese culture.

“Rangitoto College is one of the most culturally diverse high schools in New Zealand. Many of our students are of Chinese backgrounds and a large number of our international students have come from China and Chinese-speaking nations.

“Just as New Zealand is a multicultural society, Rangitoto College is also a culturally diverse and welcoming community. As such, it is important for us to make all students feel included through celebrating and recognising everyone’s ethnic and cultural backgrounds.”

Empowerment and achievement Joyce says having her history class choose to study Chinese history for their exam topic was empowering.

“More than a third of my class were of arts and we have set up a new academic course for our Chinese descent and it was eye-opening Year 9 and 10 students to cater for this. to learn about our heritage through an “This’ll start next year and will involve the history and academic lens, and it was also an opportunity to performance of waiata at Year 9, and the introduction of practical arts at Year 10 with mahi raranga [weaving], share my own knowledge and language during class mahi whakairo [carving] and mahi ngā toi [visual arts].” discussions. I felt proud seeing Chinese history Heke’s sentiments are echoed by Māori student recognised in the classroom.” leader, Year 12 student Melody Neutgens, Ngāti Wai. Celebrating diversity is important on so many levels, She says that sometimes it is challenging to make one of which is that seeing your culture celebrated teenagers see that it is cool to care about their identity during school hours can be directly related to and their culture. empowerment and achievement, says Hone “Having role models in the school is Heke Ngapua Rankin, Ngāti Whatua, important in helping to change this. If Ngapuhi (Māori teacher and Kāhui Ako students see others in the college across-school leader). embracing their culture by joining “If students “For so long, Māori students kapa haka or speaking te reo haven’t been visible in our see others in the Māori, it is easier for others to schools, and at Rangitoto we follow their example.” college embracing want our Māori students to feel Aspects of Māori culture empowered, to know who they their culture by joining resonate deeply with are and to aim high. Our aim is international students studying kapa haka or speaking for it to be normal and natural at Rangitoto, says Hone Heke. for students to be connected to te reo Māori, it is easier “A number of the international their culture and to succeed. students come here knowing for others to follow “This instills a sense of pride in very little about New Zealand our Māori students, which helps their example.” and Māori culture.

We aim to them to feel seen at school, and this give them a basic understanding translates directly into achievement of Māori culture through pāwhiri and in sports, performing arts and in a ‘Kiwi Studies’ class where they learn academics. We know that if students learn Māori history and simple te reo. These students about their culture, they take this learning home with particularly enjoy learning about the spiritual side of them and share it with their whānau.” tikanga Māori, as it is something that is unique to Māori culture. It is empowering for our Māori students to see Little touches the international students embrace Māori culture.”

It’s as much as the big events as it is the little touches that make a difference to those not of the majority Time the biggest challenge at Rangitoto. For example, the school is looking at Is it hard to celebrate diversity? sending out newsletters in the languages of different Patrick Gale says the biggest challenge to groups at the school to foster inclusion. understanding one another is time.

And academia recognising culture is essential, says “In order for us to develop a deep understanding of Hone Heke. our own, and each other’s, values and traditions, time “Introducing NCEA standards this year so students is the major challenge. can gain NCEA credits for their work in kapa haka “Listening to the lives and perceptions of has been huge. It recognises our students’ hard work other students needs to be crafted into learning and acknowledges the academic value of Māori opportunities both in and out of the classroom.” knowledge.

But he says the impacts of celebrating diversity are “Many of our initiatives are student-led, and we palpable. believe in the power of student voice to ensure we are “We see a sense of pride emerge, confidence in meeting the needs of our young people. For example, themselves and the growth of leadership both within our Māori students have expressed an interest in and beyond their peer group, both in and out of the learning more about tikanga and Māori performing classroom.”

educationcentral.co.nz/category/futurefocus

Time to shine: scholarships give students access to a bright future Scholarships can help ease the financial burden and open doors for students as they embark on tertiary education. By Ruby Harfield.

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eaving school can be stressful; students have to go out and make their marks on the world while their wholes lives change.

Often the financial pressures of living and further study are added into the mix, causing more stress.

For many hard-working students who need a little extra assistance, opportunities such as scholarships are available and can help with a range of expenses, including tuition fees or living costs.

Scholarships not only provide financial aid but also show students that others believe in them, which gives them confidence to take opportunities to enhance their futures.

Second-year University of Canterbury student Erana Te Moananui says receiving a scholarship has meant she has been able to attend university knowing she doesn’t have to worry about fees for two years.

She was awarded the UC Bright Scholarship, which covers one year of tuition, while in high school and as a result of using the fees-free scheme for her first year she is using it to pay for her second year.

“This has made a big impact on my life at university because without this scholarship, I don’t think I would be attending university at this time.

“It also helped me to decide which university I wanted to go to because it showed me that UC believed in me and that I could take my degree and make a difference.”

The former Mt Hutt College head girl is studying towards a degree in criminal justice with the aim of working in rehabilitation with people who have either just finished serving a sentence or are still in prison.

“I want to help improve New Zealand’s criminal justice system by preventing the cycle of crime from reoccurring.”

Reducing financial barriers University of Waikato student Teijana Turei wants to use her opportunities to give back to others in the future.

She is in her first year of studying a Bachelor of Law and Bachelor of Management Studies (Hons) and received the Roy Watling Mitchell Bursaries Scholarship of $1,000 from the Māori Education Trust before starting university.

“This definitely alleviated some of the stress I was facing and supported in breaking down some of those financial barriers that were restricting my ability to explore all possible aspects tertiary education had to offer.”

Her first year of study, with the help of the scholarship, has driven her towards a career path of helping young Māori succeed to their highest potential by finding ways to break down barriers, she says.

“While I still have a while to go, I am beyond grateful for the profound effect this scholarship has had on me and feel supported and privileged to have been awarded the Roy Watling Mitchell Bursaries Scholarship.”

Another Roy Watling Mitchell Bursaries Scholarship recipient, Jordan Lapish, has used the financial help to fully embrace life at Victoria University of Wellington as a law and arts student.

“When I found out I was overwhelmed. I didn’t expect to be successful, so it was wonderful to know that other people believe in my ability to succeed and are willing to support me with that.”

It also gave him the time to be a Youth MP and sit alongside other rangatahi Māori on the Youth Parliament Māori Affairs Select Committee in July, which looked at how to raise awareness of New Zealand’s cultural heritage.

“Without financial worry I was able to take advantage of my experience as a Youth MP and grow as an individual as a result.

16 | Wednesday, 6 November 2019

educationcentral.co.nz/category/futurefocus

NCEA, Cambridge and IB

secondary quals explained Some secondary schools choose to combine NCEA with alternative qualifications, such as the Cambridge International or the International Baccalaureate. Future Focus looks into the different qualification systems on offer around the country.

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he majority of New Zealand secondary schools offer NCEA as their qualification. The standards-based system was established in 2002, and is currently undergoing a revamp.

Currently, students study a number of courses or subjects each year. In each subject, skills and knowledge are assessed against a number of standards.

Assessments can be internal or external assessments. When a student achieves a standard, they gain a number of credits.

Every year about 120,000 students gain an NCEA. There are three levels of the NCEA certificate, with students working through Levels 1–3 in Years 11–13 at school.

Changes to the qualification include strengthening literacy and numeracy requirements, having fewer, larger standards, and simplifying the structure of NCEA. While some schools have opted out of offering NCEA from the beginning, a larger number of schools offer the national qualification along with international alternatives.

CI did not “scale learner performance to some theoretical standardisation curve,” he said.

“Assessment reflects the actual levels of understanding and skill acquisition demonstrated by the learner. This ensures, through our assessment principles and practice, that the qualifications obtained by learners in different parts of the world are equitable and transparent.”

Assessments were also not entirely exam-based, Franklin-Smith said.

“Many subjects include assessments in the form of coursework. For example, art and design requires the submission of a portfolio of the student’s work during the course of study, and music requires the submission of a recorded performance which may be performed in front of a live audience.”

International Baccalaureate

Also on offer at some schools is the International Baccalaureate (IB). It has been taught in New Zealand since 1986, with 26 schools currently using it.

The UK-based Cambridge International (formerly Cambridge International Asia Pacific marketing spokeswoman Indra Ang said it offered four Examinations) is one such programme. education programmes to students aged between three and 19 years Roger Franklin-Smith is senior country manager (Australia, New old.

Zealand and the Pacific) for Cambridge International (CI).

“Through unique curriculums with high academic standards, we He said CI had “evolved substantially” since it was first introduced champion critical thinking and flexibility for learning by crossing “Many to New Zealand in the early 2000s. disciplinary, cultural and geographical boundaries.” subjects include “Once primarily an internationally focused assessment and Its middle years programme – for students aged 11 to 16 – qualifications provider, it now offers a complete education service was a concept-based curriculum. assessments to students and schools in over 160 countries.”

“It emphasises intellectual challenge, encouraging students to in the form of He said CI was the largest provider of international education for make practical connections between their studies and the real school-aged children in the world. world through the process of inquiry.” coursework.”

“Cambridge International provides a modern, progressive and For the final two years of secondary school, students move onto comprehensive education service that engages learners, supports a diploma programme. teachers and advances schools.”

“It is a rewarding and academically challenging programme of The curriculum was standards-based, with ‘age-appropriate learning education that prepares students for success at university and life experiences’, he said. beyond study.”

It offered four educational programmes – covering primary, lower secondary, Students study six subjects over two years – language acquisition, sciences, the upper secondary, and advanced learners. arts, mathematics, individuals and societies, and studies in language and literature.

“Each is designed to develop and build upon prior learning and understanding.

Three additional requirements – the theory of knowledge course, the extended They promote the use of modern and evidence-based pedagogy through what we essay and at least 150 hours of creativity, activity and service tasks outside of the call ‘active learning’.” classroom – must also be completed.

He said a key difference between CI and other education systems was that In the diploma, exams formed the basis of the assessment for most courses due learning within a syllabus or subject was typically much broader and in more depth. to their high levels of objectivity and reliability, Ang said.

“We believe there needs to be a foundation of knowledge and understanding “However, rather than asking students to purely regurgitate information, the in order for the acquisition of further learning and understanding to be assessment procedures are designed to measure the extent to which students have successful.” mastered advanced academic skills.”

Cambridge International