Education Gazette 101.12 by Education Gazette

12NO.|101VOL.|2022SEPTEMBER26 Ancestrally driven and future-focused education He anga inamata,he aronga anamata A journey Māori-mediumthrougheducation Tuli Takes Flight Scholarship recipients soar to new heights Inamata ki te anamata through Toi Māori

1Tukutuku Kōrero 4 Reprioritising whānau as drivers of ākonga success 8 A journey through Māori-medium education 14 Future-focused and ancestrally driven at Arowhenua Māori School 20 Inamata ki te anamata through Toi Māori 26 Guided by the stars 32 Internet connectivity making a meaningful difference to remote communities 34 Knowledge sharing to support new model of Pacific mental health and wellness 40 Tulī Takes Flight Scholarship recipients soar to new heights 44 Addressing the financially illiterate elephant in the room 46 Building a positive digital security culture On the cover Page 14. Arowhenua Māori School students Ashton, Solomon, Patrick, Ra, Iosefa, Tui and Harmony-Rose in front of the old school house. The primary school in South Canterbury is ancestrally driven, and future-focused, a vision which is written on a set of steps on the grounds. He anga onamata. He aronga anamata. NO.101VOL.2022SEPTEMBER26 Ancestrally driven and future-focused education He anga inamata,he aronga anamata A journey Māori-mediumthrougheducation Tuli Takes Flight scholarship recipients soar to new heights Inamata ki te anamata through Toi Māori ISSUE 101.12 Contents Spotlight on Māori identities, education and culture 4 814 20 26 32 26 September 2022

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Te Rākau Theatre Marae is currently working with the Ōtaki community and Ōtaki College to reinvigorate teachings on Māori history, bringing the past into the future in their production, The Battalion.

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Exploring Māori histories through performing arts

Supporting at-risk youth into education and employment

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Tukutuku Kōrero would love to know what your early learning centre, kōhanga reo, school or kura is doing to celebrate, revitalise, and elevate the national taonga that is te reoInMāori.thisissue we look, not at te reo Māori itself, but at some of the ways schools and kura, iwi and whānau are driving success for ākonga and raising engagement with Te Ao Māori, whether it be reprioritising whānau and whanaungatanga, recognising the value and mana of the full Māori-medium

Kia kaha te Reo Māori

Celebrating and revitalising te reo Māori is year-round, and eternally important. So, we will look to future issues to continue to share positive mahi from Te Wiki o te Reo Māori, Te Petihana Reo Māori, and all this year’s great milestones.

Te āio, te aroha me te marutau Tihei Mauri Ora

EDITOR’S NOTE

Tama Tū, Reo Ora – Te Petihana 1972

The Māori Language Petition, presented to parliament in 1972, was a pivotal flashpoint for the revitalisation of te reo Māori that led to te reo Māori being taught in our schools. Celebrate with the Ministry of Education by nominating your #ToaReo #ReoChampion so that everyone, everywhere can see and honour the examples of Reo Champions in our communities!

his year is a special one for te reo Māori, and for the recent Te Wiki o te Reo Māori celebrations. Not only are we celebrating the 50th anniversary of Te Petihana Reo Māori, the Māori Language Petition, it’s also 35 years since te reo Māori became an official language of Aotearoa and the birth of Te Taura Whiri i Te Reo Māori, and 40 years since the opening of the first kōhanga reo.

Kia tau kia tātou katoa

Sarah Wilson, chief editor

Visit kauwhatareo.govt.nz or email tepetihana.1972@education.govt.nz for details.

pathway for ākonga Māori, exploring toi Māori and inspiring artists, or an infrastructure project at Arowhenua Māori School reaffirming the importance of being ancestrally driven and future-focused. We also have some beautiful imagery and stories celebrating Pacific success and programmes making a real difference to rangatahi.

Reprioritising whānau as drivers of ākonga success

ATTENDANCE & ENGAGEMENT

Te Puna Mātauranga, an iwi-led education hub, has been supporting Māori education achievement through a unique model of collaboration since 2015. Now, Te Puna Mātauranga exists within Porirua’s Mana College in the form of a classroom space, supported by iwi kaimahi working under a mauri ora model, designed and implemented by Ngāti Toa.

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Mana College staff Ngahuia Madden, Nirvana Wi-Neera, Bianca Elkington, Molly Katene and John Murdoch.

“From the mauri ora plan, I can see where the strengths or weaknesses are and take that back to the whānau,” says Molly. “Then we can have those conversations in the home – that works massively.”

Molly says there are more than 60 Ngāti Toa students at Mana College, and Te Puna currently engages with aroundNgāti30.Toa students Ava Grace, Pirihira and Khyan agree that Te Puna and the mauri ora plans have made learning easier at school, and that the extra support built a better learning environment.

Te Puna facilitator at Mana College, Molly Katene, works in the classroom with Ngāti Toa students on their mauri ora plans.

Bianca Elkington

Khyan says trips outside of school, like a visit to Wellington Hospital facilitated through Te Puna, had also helped her to think about career pathways.

“One of the benefits of setting up inside of a school is the ability to further our reach. Although we are a team who live and work in our own community, we didn’t have sight of all our tauira who were being schooled locally.

Mauri ora

ana College in Porirua has always had a strong relationship with local iwi Ngāti Toa, ever since iwi gifted the land in 1957 for the school to be built.

“The mauri ora plans enable us to work across our organisation and across community to open up the right door at the right time,” says Bianca.

She says strengthening the programme in their environment was important before they could think about where to go

“The future of education is less about school gates and more about enabling students and whānau to take their role as drivers of their own journey toward success.”

Biancanumerous.”saysone of the goals with establishing Te Puna Mātauranga was to support success through a strong connection to who their young people were and the rich heritage that is theirs.

whānau. When our tamariki felt that connection and they were able to participate in activities that connected to their cultural identify, they flew. Their confidence just skyrocketed, and that was also present in the classroom as a learner.”Foranumber of years now, iwi have been searching for solutions on how to best support tamariki and rangatahi in schools.“Howdo we get successful outcomes for our Māori students?” asks Bianca. “How do we get greater whānau engagement?”Now,TePuna exists inside Mana College in the form of a classroom space and tailored mauri ora plans, which outline student goals and are used as tools for whānau communication.

Ngāti Toa general manager education and employment Bianca Elkington says it has taken time to develop the model and every year elements have been added or removed according to the needs of whānau.

Kaiako are now working on strengthening that relationship to integrate better support in the school for ākonga Māori, through Ngāti Toa education hub Te Puna Mātauranga.TePunaMātauranga had been in operation outside of Mana College for about six years when Ngāti Toa began to look at ways they could create meaningful support for rangatahi and tamariki in and outside of the school system.In2015 Te Puna began working with local schools, offering cultural and educational support for Māori students who had whakapapa links to the iwi.

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“Offeringnext.theservice inside of a local secondary school is new and continues to be a work in progress, but we have dedicated kaiako and senior leadership we work with and that’s important as we test.

The mauri ora approach is a tailored solution to support aspirations and pathways to success designed by ākonga and whānau. The role of iwi is to facilitate the kōrero and utilise networks to achieve these goals. It is a tool for whānau communication that reprioritises whānau.

“The reality is that for some of our own people – and this is true for many Māori – the confidence in who they are as Māori and who they are as Ngāti Toa varies. We have whānau who know where they come from but haven’t had the confidence to engage fully with their iwi. This has been a wonderful way of reconnecting for our tamariki. Reconnecting to their whakapapa and the benefits of that are

“We worked across five different schools, providing support in and outside the classroom. The programme includes tutoring, cultural wānanga, workshops after school for tamariki and rangatahi, and regular hui with

“There are more opportunities outside of school, and more one-on-one time which helps me understand what I’m actually good at. I thought about doing nursing after the trip to the hospital.

“One of the questions we get asked all the time is ‘why do we have to go to school when we can get everything that we need from here?’

Looking forward, John says they want to work out how to keep growing Te Puna services to extend more support to iwi and ākonga.

“It’s mental models – both the way we believe and see things and ultimately how we set schools up. That’s been part of the problem. However, when we check our mental models with whānau, iwi and hapū, this benefits tamariki.”

Front-footing success

“It’s helped me realise I work better in an environment where there are not that many people so the teacher can focus on you.”

“At Puna, they care about your individual success and your wellbeing more than traditional academic success,” he says.

“We know that it works really well. This partnership is very deliberate and allows for iwi to own the space and“Welead.know

Year 13 Ngāti Toa student Randall wants to be a personal trainer and says Te Puna helped track a path to get there.

A conscious partnership

mauri ora works in iwi spaces because people understand the language, they understand whanaungatanga and their existing relationships in those spaces. That’s where iwi has the ability to be able to support your understanding – through lived experience.”

Iwi Kaitoro for Te Hurihanganui, Nirvana Wi-Neera, calls the relationship between iwi and Mana College a “conscious, concerted effort”.

“We’re way off where we want to be, but we do have those similar belief systems at that leadership level.

“The New Zealand Curriculum is going to refresh, as well as NCEA changes. Mana Ōrite is right at the centre of that, so it’s a real licence for change.”

“The future of education is less about school gates and more about enabling students and whānau to take their role as drivers of their own journey toward success. Understanding what that looks like, and who the people are that can help make that happen, is something we’re very focused on.”

Read more about Te Puna Mātauranga and how it came about in Education Gazette article, Iwibased kaupapa supports learning.

“At Puna, they care about your individual success and your wellbeing more than traditional academic success.”

Bianca says the relationship between iwi and Mana College has actually been going on for a long time and is an example of how iwi is “front-footing the success of their own“Oneākonga”.ofthe benefits of a model like Te Puna Mātauranga is that it enables school, whānau and iwi to work together to identify needs early, co-create solutions and draw on our combined networks for the benefit of our tamariki and rangatahi.”

Focusing on the future, Bianca says she wants to see initiatives like Te Puna pop up all around the community and made a legitimate education option for ākonga.

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Mana College principal John Murdoch calls Te Puna an “evolving, emerging and embryonic process” and says from here, it is about looking at how they could further grow and strengthen its role.

Randall, Year 13

Mana College students Ava Grace, Pirihira, Khyan and Randall.

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Ngaa Rauuira Puumanawawhiti (Ngāti Raukawa, Ngāi Tūhoe). Photo: Rotorua Daily Post/Stephen Parker.

A journey through Māorimedium education

Ngaa Rauuira Puumanawawhiti (Ngāti Raukawa, Ngāi Tūhoe) talks to Education Gazette about his journey through Māori education and how it shaped his life.

MĀORI-MEDIUM PATHWAY

“As I listened to that lecture on Te Tiriti, even at 11 years old, I knew in my heart that this was what I wanted to do. Whatever he was talking about, that’s what I wanted to dedicate my life to…”

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Q: What was your pathway through Māori education? I proudly identify with, and view myself as being a product of, the total immersion Māori education pathway.

In addition to that work was the establishment of Te Kākano Kōhanga Reo. There was this real desire by rangatahi of that iwi at that time, and the partners that were brought into our community, to advance kaupapa Māori, and of course, in that community, education was theOthergo-to.whānau further afield moved into other areas, but we decided to make cradle to the grave education in te reo Māori and tikanga Māori our thing, something we achieved in the five-kilometre radius. I’ve heard it described by Chris Winitana as the silent revolution, the revolution that no one heard about, but it was a revolution, nonetheless.

Q: What are some comments or attitudes you’ve encountered as a product of Māori education?

Top and below: Ngaa Rauuira Puumanawawhiti and his son, Te Ahutikirangi.

I’ve had former teachers and educators express concern around my decision on wānanga Māori to the extent that they doubted or didn’t support my decision to attend wānanga. But even through those challenges, I had absolute faith and belief in the type of work that we were undertaking.

As an adult, I reflect on it because not only do you come through that education system, but very quickly you are exposed to the politics of it, even as a child. From nonMāori, but from Māori as well.

By that I mean kōhanga reo, kura kaupapa Māori, wharekura Māori and whare wānanga – cradle to the grave education. It’s something I’ve had the benefit of through my father’s Ngāti Raukawa iwi. A child of Whakatipuranga Ruamano, also of Te Aho Matua more generally.

wasn’t so much that it was experimental, but that it was full of risk. It wasn’t a risk that they were prepared to take through the renaissance, but that’s the beauty of that renaissance, it wasn’t so much about challenging relationships with the Crown, but our relationships with ourselves.Andthat was the beauty that happened in my whānau; those same grandparents are proud that I’m a mokopuna that came through that system, and now participate in the modern economy of Aotearoa based on my te reo Māori and tikanga Māori background and expertise.

I was born to parents heavily involved in the Māori sovereignty movement, and they got to a place where they wanted to take local action, so in Ōtaki we had Whakatipuranga Ruamano coming through the tribal strategy by Whatarangi Winiata and others.

Q: Like many tamariki Māori of that time, you were a bit of a system beta tester, a guinea pig as they say. Would you agree? Yeah, and I recall as a child at the time, I had no idea of the politics of education. There were probably similar conversations taking place in households all around the country, but early on in my household, my kaumatua were not only sceptical, but they were also fearful. They were fearful of the decision by my parents to place me in kōhangaGuineareo.pig is probably the nicer description they would use. Irresponsible was the other one, and you could tell that was a concern that came from their background. They were worried that by making a Māori education decision for your child, they would not be able to participate in the economies of the future, and it was a real fear that they had.It

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I’m careful not to claim individual success through that work because I’m kind of like, you wouldn’t even be here if it wasn’t for your village, your hapori. It’s something I take seriously – that education pathway doesn’t come for free, the price of having that opportunity, that education pathway, is to enable others to do so as well.

I reflect on this point, and I think, “Is the achievement that a young Māori boy from Ōtaki went overseas to study at an Ivy League institution?” I’m not sure if that’s the success story. The success story to my mind is there was an Ivy League institution recognising a tohu, an existing diploma, from an indigenous whare wānanga, Te Wānanga o Raukawa.Inthose places, educational success is about breaking new ground. It’s about understanding what is not yet understood. That is what impressed me the most.

I had faith in the leadership, Whatarangi Winiata and others, and that what they were trying to lead us through would benefit us all ultimately. Through those years, I identify myself as having a background in mātauranga Māori, and it’s only in the last five years or so that I have experienced this as being an advantage in my career.

Ever since I started the wānanga at 12 years old, people told me, “That’s brilliant that you’re doing mātauranga Māori, but when are you going to pick up a real profession like law?”. So, I got pushed down law, political science and policy more than te ao Māori. The irony is now I’m in those spaces because of te ao Māori, not from those professions.

Q: Not many Māori, and in fact, not many people, can say they spent time studying at Yale, especially at 15 years old – tell us about that experience?

The irony is that my entire career has been forged off that mātauranga Māori tohu. How I explain it to my colleagues who ask, particularly those who come from mainstream universities, is, “what’s the difference between my

It was a highly privileged environment. As an example, my peers were the nephews and nieces of former American presidents, princes and princesses from different kingdoms who had obviously been sent there because they come from the Rangatira classes of their nations, so highly privileged in that sense.

“Community input and uplift, it’s part of the genius of kaupapa Māori, of Te Aho Matua, and so in my mind, my education doesn’t belong to me alone because others had invested in it so heavily … The price of having that opportunity, that education pathway, is to enable others to do so as well.”

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What blew me away was that in this country, when you study, often your lecturer is lecturing from someone else’s material. At Yale, the person who wrote the book is your lecturer. If the kaupapa has to do with, say, diplomacy at the United Nations, only diplomats from the United Nations lecture you on that kaupapa. It’s first-hand knowledge. And so that’s how I understood why the fee was the number it was, it’s because you have access to some of the world’s greatest expertise.

Ngaa Rauuira Puumanawawhiti

Q: How did the community and your kura send you over and support your educational journey? Because I was too young, I didn’t qualify for scholarships either here in Aotearoa or overseas, and so we fundraised a significant amount of our pūtea to finish that mahi.

Community input and uplift, it’s part of the genius of kaupapa Māori, of Te Aho Matua, and so in my mind, my education doesn’t belong to me alone because others had invested in it so heavily.

Ngaa Rauuira Puumanawawhiti and his son, Te Ahutikirangi.

I internalised that immediately once I got there – that my entire upbringing, my entire education steeped in Te Aho Matua, was now being put to the test. You can’t fail. Success had to be what I walked away from Yale having achieved.

Q: Once you got back from Yale, you went back to wānanga – how does it compare to your Ivy League and mainstream experience?

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mātauranga Māori studies and the similar subjects studied elsewhere”?Myexplanation is always the same – my degree, the masters Tāhuhu Mātauranga Māori can only be authorised by your iwi. It recognises that the graduate of the tāhuhu is an authority of Mātauranga Māori which is a mandate that only your iwi can give.

Q: You now work in public service – tell us how you think your education pathway has led you there? I’ve said this name maybe like five times already, but I was inspired by Whatarangi Winiata. I was an 11-year-old when I sat in the dining hall at Te Wānanga o Raukawa, in a kauwhau (lecture) for a Te Tiriti paper, the last paper for the Mātauranga Māori diploma. It was delivered by Pete Sciascia and Whatarangi Winiata.

As I listened to that lecture on Te Tiriti, even at 11, I knew in my heart that this was what I wanted to do. Whatever he was talking about, that’s what I wanted to dedicate my life to, and I think he helped me to understand what my purpose in life was, and it was to advocate for the rights and interests of our people and to restore the place of Te Tiriti in Aotearoa.

So at 11 years old, I was clear in what I wanted to do, and all of my career developments to date have led me towards thatNow,pathway.Iprovide

At the United Nations.

Q: On a more personal level, how do you think your Māori education pathway has shaped you as a person?

Although that tohu wasn’t NZQA-approved, it’s the only tohu at that level officially recognised by Ngāti Raukawa, and that was conferred to me, so I take that more seriously because you can’t purchase that mandate, that recognised authority in mātauranga Māori. You can’t study for it, it can only be bestowed upon you once you have finished that tohu, that process. So, while that didn’t make me ‘economically viable’, although it actually has, it placed in my work great authority that no one else can give except my iwi.

iwi rights and interests-based treaty advice to Government on significant water reform. And the reason why I’m so passionate about being there is because that’s my personal promise to that young 11-year-old boy. We will do this, and we will commit our lives to this work.

I think it really helped me to find my place in the world. I use the term privilege in terms of what I was born into. I was born into love, care, time, and attention. We weren’t materially wealthy, but I was extremely wealthy in terms of that, so it helped me find my place in the world.

I’m not out here asking, “Who am I? How Māori am I?” I’m asking, “How can I be a better Māori?” I’m not really looking for my place in the world, I’m looking for the place of our people, of this country in the world, so the privilege of that upbringing means I can look further beyond, and more strategically.Allthesequestions of identity had already been reconciled by, like, 20 years old, and that’s the beauty of Te Aho Matua and of coming through that system; you don’t have to question that sense of belonging because it’s a founding principle of the system. Those are values I take into my career and into my personal life, that at no point do I question my belonging. That’s the gift given to me by the iwi, by the hapū through that education system.

In an assessment for his masters at Te Wānanga o Raukawa.

That generation are so proud of their mokopuna. One, we’re more culturally connected speakers, and two, we are now employable as a result. I think that not only allays their concerns, but it makes them happy for the future, excited for the future because ‘my moko can be a Māori and he can live being a Māori in the new world after I’m gone’. It wasn’t my truth, my reality back when I was a child, but for my mokopuna and his tamariki, it is.

“That’s the beauty of Te Aho Matua and of coming through that system, you don’t have to question that sense of belonging because it’s a founding principle of the system … At no point do I question my belonging. That’s the gift given to me by the iwi, by the hapū through that education system.”

That may not be the case, and I’m happy to be corrected on that, but to me, there is an opportunity to move from revitalisation and from striving, to thriving. Now that the reo is stable, make it employable. I think the nation has benefited from the advent of Māori education, as has the language revitalisation movement, but I think there’s still some work required to embed those benefits that have been accrued.

Ngaa Rauuira Puumanawawhiti

Q: You mentioned earlier that your grandfather feared what your future would look like if you followed the Māori education pathway – do you think that comes down to a distrust in the system?

I like to believe that clearly, it’s not an experiment anymore. Clearly the experiment worked. So, to my mind, I think we’re beyond experiment phase. And back to your original question, I haven’t had this conversation with my grandfather, but if we did, my suspicion is that he’d be quietly proud that he was wrong... quietly proud.

With his grandparents as he graduates with his masters from Te Wānanga o Raukawa.

It’s just a really great time to be Māori right now. That’s all I’ll say.

Yes, totally. But to preface that, I don’t challenge that mistrust by our people, by that generation. I don’t challenge that at all. In fact, that attitude of distrust is what helped them to survive. The era and the tools and the coping mechanisms they built to get them through that time, I’m not sure if that’s what will carry us and deliver benefits to our next generation and what we’re going through.There’s a deep respect for their experience, but that is why the biggest challenge is to have some honest conversations as a whānau. And that to me was the transformation. Yes, the policy stuff was important, but these difficult conversations were happening, I imagine, in households across the country, and that was the real revolution.

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Q: As we celebrate 50 years of Māori language revitalisation, where do you think we stand as a nation, and do you think the Māori education pathway has contributed?

To my mind, and I’m not expert in this space, there is reasonable stability. What I mean by that, and I can only speak for my own iwi, for Ngāti Raukawa, I mean stability in terms of language revitalisation to the extent we can begin to look to new areas.

Tama Tū, Reo Ora –Te Petihana 1972 rauemi

All resources will be available in te reo Māori and English. There will be 3,000 copies of the graphic novel available at thechair.co.nz and all resources are now available at kauwhatareo.govt.nz.

An amazing new STEM resource from Genesis School-gen & Nanogirl Labs • STEMSTARS brings STEM to life through the power of storytelling and fun activities. • Eight exciting ‘STEM Labs’ with activities suited up to Year 6. • Everything teachers need to deliver STEM lessons with confidence. Find out more at schoolgen.co.nz/stemstars 26 September 2022

Te Poutāhū | The Curriculum Centre has developed a graphic novel to depict the time before, during and after the Māori Language Petition was presented to Parliament, which includes a te reo Māori and education timeline. There is also a 10-minute animation to accompany the graphic novel and activity cards for three age groups, 0-6 years, 7-12 years and 13-17 years.

This year, commemorations for Te Petihana 1972 celebrate 50 years since the Māori Language Petition was presented to Parliament. It’s an opportunity to support ākonga to learn about the history of te reo Māori in schools, raise awareness of the events that revitalised te reo Māori and pay tribute to the education stalwarts.

Ashton, Solomon, Patrick, Ra, Iosefa, Tui and Harmony-Rose in front of the old school house at Arowhenua Māori School.

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At 127 years old, Arowhenua Māori School, situated at the end of Huirapa Road in Temuka, South Canterbury, is steeped in rich history.

After a global pandemic to contend with and other unexpected delays impacting on the project, the new building is set to be opened at the end of term 3.

The years had caught up with one of Aotearoa New Zealand’s oldest, original Native Schools, established following the Native Schools Act 1867 to provide for the setting up of primary schools in Māori communities.

Looking back to move forward

She mooted the idea of renovating the kura tawhito (old school house), and was pleased when the renovation of the old building was included as a possible option as well.Butfollowing thorough feasibility studies, it was discovered that much more wasAfterneeded.further

Arowhenua Native School was officially opened on 18 February 1895 by Tame Parata, who was MP for Southern Māori at the time. He named the new building Tarahaoa, the ancient name for Mount Peel.

consultation with Mana Whenua Kāti Huirapa and the local hapori (community), Te Tāhuhu o te Mātauranga | The Ministry of Education came back and said renovating the existing building “wouldn’t do” – they wanted to build a new school.

In 1879 the 57 native schools were transferred to the Department of Education, which had been established in 1877.

The $5 million dollar redevelopment of Arowhenua Māori School in Temuka, South Canterbury, has taken those involved on a journey through time and reaffirmed the importance of acknowledging the past, present and future.

In what Bronwyn describes with a chuckle as “a bit of provocation”, she approached Opposition MPs at the time and “I told them, this is what we’ve got and this is what we need.”

Future-focused and ancestrally driven at ArowhenuaSchoolMāori

pon arriving at her new job in 2016, it didn’t take long for Arowhenua Māori School tumuaki Bronwyn Te Koeti to realise that there simply wasn’t enough space to support their vision for teaching and learning.

INFRASTRUCTURE

“I watch them play. Even the carpet was designed by one of our kairaranga (weavers). It resembles a braided river and they jump across the awa,” she says.

“The beauty of a good story is its ability to flow. Although we have had a few hiccups along the way, this is going to be a place of learning that many more generations of this community will enjoy for years to come.”

Bronwyn Te Koeti

But when it came to the overall design and vision for what the school would look like, Bronwyn says it was essential that tamariki were involved, especially tuakana (senior students), right down to finer details like choosing colours.“Our architect worked really closely with the children. The tamariki were asked patai (questions) like: what is your ideal school and what would you like?” she says.

16 Education Gazette gazette.education.govt.nz

However,boards.there was strong resistance in the community, especially among local Māori – the school and marae sit on the same piece of whenua and there is a strong sense of ownership.“Thiscommunity said ‘kāo’. There were six generations of some of our whānau coming to kura,” says Bronwyn.

In order to move forward into the future, there must be acknowledgement of the past.

Some of the requests from the students included a quiet space, “almost cave-like” for activities like art. They also wanted their whare pukapuka (library) back.

“You cannot underestimate the intrinsic value of having symbolism and tohu for our tamariki,” says Bronwyn.

There is also a strong cultural narrative in terms of the design of the kura.

From the beginning of the development, the school worked closely with Kāti Huirapa and the Ministry of Education. Community consultation was a priority.

Bronwyn says, “It has been essential to work with local

A living work of art

“So, it changed from Arowhenua Native School to Arowhenua Māori School and has remained that since.”

“It’s wonderful to hear that they feel like their voices have been heard. They will learn and grow amongst that.”

In 1969, the Native Schools Act was abolished, Māori schools were mainstreamed and controlled by regional education

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Arowhenua Māori School principal Bronwyn Te Koeti.

Bronwyn often seeks solitude in the kura tawhito (old school house) “Tarahaoa”, which still remains on the school grounds.

Full circle

“Where it is currently sitting at the back of the kura, it doesn’t give it mana. It can once again take pride of place,” she“It’ssays.very exciting and almost feels like we are back to where it all Bronwynstarted.”saysthey have been waiting for the right time to hold the official opening, and collectively decided on the second to last day of term 3. The day will be a celebration of the past, the present and the future.

Arowhenua Māori School students Ra, Solomon, Krystal and Samantha in their Rūma Auaha (Creative Space).

Bronwynago. was thrilled when the Ministry agreed to

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restore the old school house and relocate it back to its original site near the entrance of the school.

“As a place of learning, I’m honoured to have that on show.”

Most Kāi Tahu iwi descendants link back to Te Tiritiri o te Moana the Southern Alps and one moment of magic, Bronwyn says, was when the brickwork was being designed.“When you look at it, it moves and looks like Te Tiritiri o te Moana. All that mātauraka (learning) that can come from a pile of bricks,” she says.

It has a lovely wairua (spirit), she says, and she finds herself imagining what it would have been like all those years

While there have been challenges, including a global pandemic with repercussions very few have escaped, Bronwyn says the experience can be compared symbolically to the many pūrākau-ā-iwi (tribal accounts) of the area with heaps of twists and turns.

Māori and pay homage to the deep connection between them, the school and the history of the area – a history this little school has been an integral part of.”

PATHWAY AFTER PATHWAY

19Tukutuku Kōrero26 September 2022 Create diverse and inclusive educational environments where all learners belong. Network with professionals and whanau to support the learning and wellbeing of mokopuna by completing Massey’s Postgraduate Certificate & Diploma in Learning Support. Learn more at massey.ac.nz/teaching

The kura tawhito (old school house) at Arowhenua Māori School will be restored back to its former glory. Photo: Supplied.

Ākonga of Manutuke School work with Raiha Moetara Snr to prepare their raranga.

Koka Piata Waitai

Connecting with tradition

“Myrākau.jobis to look after our creatives,” says Piata. “I go around making sure they have their cup of tea, their lunch, and ensure the students are engaged. It’s not just about the skill, it’s about the connection with the students, the staff, and the Piataschool.”explains how they had to purposefully put this kaupapa into their curriculum because ākonga hadn’t been exposed to it.

Art empowers ākonga to discover, explore and celebrate whakapapa, wellbeing and cultural identity; to weave the past and present. Toi, or Māori art, centres around four primary art forms –raranga (weaving), whakairo (carving), tā moko (tattooing) and toi peita (painting). Tukutuku Kōrero hears how schools across the motu are exploring toi Māori.

For the project, Ngā Toi o te Kāinga, local artists led wānanga in which ākonga could explore whakairo, whatu (a korowai weaving technique), raranga, tukutuku (latticework panelling), pūoro (music), kanikani (dance) and mau rākau (a discipline in martial arts).

“We are trying to reconnect our children to their ancestral art forms whether that be kapa haka, toi Māori or pūoro,” says koka Piata Waitai. “The intention is that they can become carriers of these traditions and life skills, so they may live on and evolve.”

Manutuke School, 14km from Gisborne, fosters a culture of success where children understand their selfworth and uniqueness through the stories and histories of Rongowhakaata.Itiswithinthiscontext that the school partnered with local creatives to provide authentic learning experiences for ākonga in the Māori immersion unit, supported by Creatives in Schools funding.

oi is in the blood for the people of Manutuke. You can see it when you take the virtual tour of Ko Rongowhakaata: The Story of Light and Shadow. It’s an exhibition that invites you to explore the land, the people, and the stories of Rongowhakaata, an East Cape iwi renowned for their innate creativity and innovative spirit.

“I noticed that at first our students weren’t warm to it because it was new, they’d rather play games or be on the computer, but over time they found a big appreciation for the length of time it took to complete their work. The change in attitude was noticeable. And at the end they were so proud, and we saw photos of their work all overMatuaFacebook.”DanWaitai observed how ākonga gained care skills as the project progressed.

“We are trying to reconnect our children to their ancestral art forms whether that be kapa haka, toi Māori or pūoro. The intention is that they can become carriers of these traditions and life skills, so they may live on and evolve.”

TOI MĀORI

Inamata ki te anamata through Toi Māori

Piata’s mother, Janet Waitai, led workshops in

Rongowhakaata-specific whatu kākahu, the traditional art of cloak making. Other artists included Raiha Moetara Snr who taught raranga, and her granddaughter, also Raiha Moetara, who led vocal training. Matua Logan Pokai led mau

“One of the reasons for getting these particular people in was so tamariki could learn to look after their elders, to manaaki. Making sure they are warm, asking whether they want a tea or coffee, just sitting with them and talking. That’s the part I like most.”

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Right: The mural Wāhine Toa depicts role models and symbols of importance to rangatahi of Hastings Girls’ High School.

Top left: Ākonga explore contemporary art at Auckland Art Gallery Toi o Tāmaki.

Bottom left: Ākonga at Manutuke School explored the traditional art of weaving korowai.

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23Tukutuku Kōrero26 September 2022

The mural, Wāhine Toa-Warrior Women, was led by local artist Vee Hoy. Vee was engaged for 100 hours as part of the Creatives in Schools programme and was supported by art teachers Chris Lee and Ruey Yoong.

Work started small-scale on paper in the classroom, then moved outside to the water tank. Students explored graffiti-style art using spray paint, before moving to the pièce de resistance across two walls of the swimming pool block.

Dame Hinewehi Mohi is also from Hawke’s Bay. She is of Ngāti Kahungunu and Ngāi Tūhoe descent and is well-known for singing the national anthem in Māori at the 1999 Rugby World

“We surveyed our students, who asked their whānau about important, strong women or great role models in their community that they would like to see on the mural. After approval from the school board and principal, these two women were chosen as being inspirational to our students who are Māori,” explains Ruey.

It was also an opportunity for ākonga and kaiako to develop their knowledge and practical skills in toi Māori and Polynesian art, and its place in Hawke’s Bay.

A recent visual arts project, a stunning mural at the entrance to the school, speaks to the vibrancy of the school’s culture and its connection with past and present ākonga, whānau and iwi.

The objective was to embrace cultural and contemporary art practices unique to Aotearoa, instil pride in ākonga, celebrate cultural identity, and foster connections amongst students and with their school and community.

“We started off with small projects such as learning to write graffiti-style and researching symbols to represent inspiration and how to draw them,” says Ruey.

Musician Bic Runga’s father Joseph was a Māori exserviceman whom Bic and her sisters would watch as he worked through land claims for their iwi, Ngāti Kahungunu, also the iwi of many students at Hastings Girls’.

A community story

Embracing cultural identity at Hastings Girls’ High Cultural identity and expression are at the heart of life at Hastings Girls’ High School. It is reflected in the uniform which has the word Ākina on the blazer pocket, a Ngāti Kahungunu reference to the act of soaring ahead, and the option for ākonga to wear a lavalava.

After in-depth consultation with ākonga, whānau and iwi, two wāhine from local iwi were chosen to feature in the mural, musicians Dame Hinewehi Mohi and Bic Runga .

Before starting on the mural, ākonga had to prepare the walls with cleaning and sanding. Chris says they were buoyed by encouraging toots from passing drivers.

Tamariki are guided through customs around each art such as karakia, tikanga, kōrero tuku iho/stories of the past and noho marae/overnight marae stays.

AlsoCup.selected for representation were flowers and butterflies, and symbols of significance to ākonga such as yin and yang, and references to the LGBTQI+ community.

Contemporary Māori and Pasifika art Year 3 ākonga at Ōwairaka District School in Tāmaki Makaurau Auckland took a trip to Auckland Art Gallery Toi o Tāmaki for a closer look at their artist heroes, particularly looking at contemporary Māori and Pasifika artists, such as Ayesha Green (Ngāti Kahungunu, Kāi Tahu), a contemporary Māori artist born in Ōtautahi Christchurch.

In a typical week, 200-300 primary and secondary ākonga use the gallery’s education programmes.

Free resources are available online to schools and kura across the motu. These include lessons such as learning to draw waves (primary) and artist video profiles offering insights to the processes and practices of contemporary artists.

Using spray paint was challenging – and very much enjoyed.

Raranga at Manutuke School, a time to reconnect with iwi tradition.

Matua Dan Waitai

told the students about life as an artist and showed them that you can make a living in the arts. She brought in her musician friends so sometimes the students would be working while live music played.”

Ruey says ākonga are proud to have chosen the subjects for the mural and to have carried out the mahi. “It’s helped build their confidence,” she says.

The result is a beautiful professional-standard painting that reveals what inspires ākonga.

24 Education Gazette gazette.education.govt.nz

“One of the reasons for getting in these particular people was so our tamariki could learn to look after their elders, to manaaki. Making sure they are warm, asking whether they want a tea or coffee, just sitting with them and talking. That’s the part I like most.”

“Normally we would not want to use spray paint because it’s very messy,” says Chris. “And many art teachers have no experience of graffiti art, so it was a great opportunity for the students to work with a street artist. They are already asking when she is coming back to work with them.“Vee

Rose says tamariki are seeing how artists act as role models for society and how they could be too, and exploring how artists share ideas. Some are grasping the abstract concepts behind the work and others are looking at the aesthetic side of things.

Auckland Art Gallery Toi o Tāmaki provides education programmes for ākonga from early learning through to tertiary level. Schools and kura can also book a kaiārahi to support learning in te reo Māori and te ao Māori and request a bespoke programme to support specific learning topics.Allprimary and secondary programmes are free and costs for ticketed exhibitions are discounted for booked education groups. The gallery also offers transport subsidies if cost is a barrier to visits by schools and kura.

“Our overarching theme for the year is superheroes. This term we are looking at superhero artists and how contemporary artists can change and alter perspectives on our society,” says kaiako Rose Hansen.

“It looks way better than the plain blue wall we had before,” says Chris. “And it’s on one of the main streets in Hastings so people can see it from the road. It’s a very creative-looking entrance.”

Toi at the gallery

New resources include five visual arts unit plans with an emphasis on mātauranga, te ao Māori and toi Māori, available in English and te reo Māori. These have been developed by secondary school kaiako with support from gallery staff and in partnership with Aotearoa NZ Association of Art Educators (ANZAAE).

The gallery subsidised the cost of transport, and for some ākonga it was a first ever visit to the city centre, never mind a gallery.

“We saw work by Reuben Paterson (Ngāti Rangitihi, Ngāi Tūhoe, Tūhourangi) and Michael Parekowhai (Ngā Ariki Kaiputahi, Ngāti Whakarongo) which ākonga loved.”

25Tukutuku Kōrero26 September 2022

Whakairo captured the interest and focus of ākonga at Manutuke School.

For more information about Auckland Art Gallery Toi o Tāmaki education programmes, visit aucklandartgallery.com.

For more information about Creatives in Schools funding, visit artsonline.tki.org.nz.

CREATIVE ARTS

Each student had a chance to shine. Photo by Brenna McGuinness, Bonnie Photographics.

Using the arts to express their understanding of Matariki, Clifton Terrace Model School created a schoolwide experience empowering ākonga and teachers – Matariki, Guided by the Stars.

26 Education Gazette gazette.education.govt.nz

Guided by the stars

After being successful in obtaining Creatives in Schools funding in 2022, the school enlisted the help of dance educator Liz Melchior to facilitate the dance segments. For the drama facilitator, they already had a connection with Mel Dodge as lead creative, because of her involvement with the Primarily Playing with Shakespeare programme.

Their idea for the performance originated from a navigation inquiry through Aotearoa New Zealand’s histories curriculum content last year. The project had looked at how Polynesian navigators used the stars to navigate, and it was a natural progression to then look at how the stars also mark significant events such as Matariki. Since this was the first year of Matariki as a national holiday there was special significance.

Liz worked conceptually with ākonga during term 1 to introduce basic dance elements and terminology, such as locomotive and non-locomotive movement. At the same time the ākonga learnt about the significance of Matariki. In term 2, they combined the learning to create the performance.

This skill of being able to work on aspects separately then bring them together as a whole performance was needed for the Matariki project. Each home group in the school was allocated a whetū to explore independently and the school did not come together until just prior to the performance.

“We were uplifted by working together on something that was really memorable and we felt that it was important to be doing this not only for the staff, not only for our community, but for our ākonga.”

“The children were very quickly able to embody their learning about Matariki through dance; as they already knew how to create dance, we didn’t have to teach any skills from scratch. We could combine the skills and knowledge they had developed to make it a seamless, almost stress-free process,” says Liz.

Jenny StudentsAustinuseddance

to represent elements such as the wind.

Photo by Brenna McGuinness, Bonnie Photographics.

“As such, we have quite strong connections with different facilitators across Wellington. So, we looked at the Creatives in Schools programme as a way of enhancing what we were already doing within our local curriculum.”

Harnessing creative expertise

The final production is splendid. Ākonga give their own energy to each aspect of the story, and the dances provide a vivid interpretation of Te Iwa o Matariki – the Nine Stars of Matariki. The performance space would daunt even a seasoned performer as it was created by combining two classrooms – meaning the performers were up close to their audience.

Each of the creatives used their experience and expertise to guide the ākonga through a series of workshops in terms 1 and 2.

To ensure authenticity in the project, the school looked to the work of Dr Rangi Mātāmua and sought guidance from Hemi Prime, their kapa haka tutor.

Clifton Terrace Model School has a strong arts focus, considering it part of their local curriculum to encompass not just the history of Te Whanganui-a-Tara Wellington but also its vibrant culture.Principal Jenny Austin says one of the school’s philosophies is accessing what Wellington offers to extend the classroom to learning activities in the city.

right lights rise to show a group of children ready to perform, bustling with excitement to show the result of months of hard mahi – they are ready to be stars.

Infinite learning opportunities

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The project left a lasting impression on the ākonga. Carla Macleod, senior teacher, recalls a group of ākonga talking together the day after the final performance.

“There were ākonga who were a bit unsure or who were nervous. This one boy was very nervous, but he ended up really embracing the whole performance and we ended up creating a character that was just right for him and really allowed him to shine.”

Photos by Brenna McGuinness, Bonnie Photographics.

“One of them was pretending to be the dance teacher and one was the drama teacher and they were creating their own little scenario. They were thinking about costumes and the movements that they were going to use, and they were very keen to share their performance with an audience. I just thought it was brilliant – it’s become part of who they are, and they totally understood the process.”

This experience also explored Te Ao Māori and the significance of Matariki, including traditional practices such as whāngai hau and Maramataka.Whānauwere also involved when they were invited to join the school in visiting the local planetarium to view the Dawn Rising show which is all about the rising of Matariki.

Watch the performance on YouTube.

A sense of ownership for ākonga Ākonga voice was integral in developing the script for the show.

The production was largely ākonga-led with the dances created with a lot of input from the ākonga.

“Towards the end of the process, the teachers were rehearsing every day. They were running lines, running the scenes, running the choreography. So, they really became directors as well. They were a very intrinsic part of the creative process and I think that’s why it worked so well,” says Mel.

Mel also has her favourite memory as to how the production benefitted ākonga.

Top: The story of each star was told.

Their performance included many other investigations and discussions, such as reflecting on their own personal experience, learning te reo Māori, managing themselves and relating to their peers.

“We had come out of Covid and the staff were rebuilding their teaching practice, because we had been online for so long. It was so exciting to be back collaborating, working on a project,” says Jenny.

The teachers were given guidance by the creatives to help them work with nga ākonga, so the experience acted as a valuable form of PLD.Jenny, Carla, Liz and Mel view collaboration as a major key to achieving a successful project like this. They also recognise how a project such as this contributes to wellbeing.

Collaboration helps stars align The teachers also benefitted from the experience. They were able to participate in the classes and learn from what the creatives were doing, in order to carry on with the project in between visits.

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“All the ideas came from them [ākonga] and a lot of the actual dialogue came from them as well. With the junior class, all the dialogue came from them. I just wrote down the great lines that they came up with and put them together,” says Mel.

“It was important that the children had a sense of ownership of their work, and by accepting and developing their movement ideas in the way that we did, they really owned the dance,” explains Liz.

Below: Students came up with their own dialogue.

As well as the learning opportunities of the performance, the school assembled an integrated learning experience which covered curriculum areas such as the arts, learning languages and social sciences. Many key competencies were also explored, such as Participating and Contributing, Relating to Others, and Thinking.

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The whole school came together to perform. Photo by Brenna McGuinness, Bonnie Photographics.

Tāpiri ki ō whiwhinga NCEA i te raumati Top up your NCEA credits Kia tuihono tō ako ki te Kura Raumati. Study online with Te Kura Summer School. Don’t let a few NCEA credits stop you from going on to further study, training or employment in 2023. We warmly invite schools to work in partnership with us. Please email summerschool@tekura.school.nz to enquire. Te Aho o Te Kura Pounamu 0800 65 99 88 | www.tekura.school.nz/summerschool Registrations open November 2022.

STORIES OF TE REO ThisIntroductionyearTeTaura Whiri i te Reo Māori invites all schools to record and share your stories of te reo Māori. The battle for te reo Māori has been fought by generations of people, from our smallest towns to our biggest cities. On our televisions, in our schools, homes, in our sports and culture clubs and workplaces. These stories need to be told and saved for future generations.

Kupu whakataki I tēnei tau e pōhiri ana a Te Taura Whiri i te Reo Māori i ngā kura ki te kōrero hoki i ā rātou kōrero mō te reo Māori. I okea te pakanga mō te reo Māori e ngā whakareanga maha i ngā kōrero, me pupuri ēnei kōrero mō ngā reanga o āpōpō. www.storiesoftereo.nz www.reomaori.co.nz

ince early 2020, Te Tāhuhu o Te Mātauranga | The Ministry of Education has partnered with Te Aka Toitū Trust and its local installers to connect nearly 100 unconnected whānau and ākonga to the internet.

Te Tai Whenua office, together with representatives from the Department of Internal Affairs and Network for Learning.

REMOTE COMMUNITIES

Representatives from Ministry of Education EDA team, Te Tai Whenua, Department of Internal Affairs and Network for Learning, were hosted by Te Aka Toitū Trust in Te Urewera.

Internet connectivity making a meaningful difference to remote communities

32 Education Gazette gazette.education.govt.nz

Kaumatua Morgan Matekuare (Ngāti Whare) and Chaz Doherty (Ngāi Tūhoe) welcomed the manuhiri and showed them first-hand the incredible progress in internet connectivity achieved within Te Whāiti, Minginui, and Te Urewera.

The trust recently hosted representatives from the Ministry’s Equitable Digital Access (EDA) team and

Te Aka Toitū Trust works with communities in the Eastern Bay of Plenty to get students connected and engaged in learning online. The trust has worked with provider WiFi Connect and the local community to deliver affordable, high-quality internet to Murupara, Minginui, Ruatāhuna and nearby areas.

Education agencies say some shared principles and aspirations for digital and data will help guide their decisions and investments over the coming decade.

Education agencies are working on a strategy to address the benefits and possibilities of digital and data approaches for teaching and learning, so learners and whānau, educators and providers can flourish in the digital future.

“It was pleasing to hear how connectivity had enabled the community to support the needs of extremely remote whānau isolating with Covid. For some kaumatua and kuia this connectivity allowed them to videocall with their overseas mokopuna for the first time from their ancestral kāinga.”

A highly experienced primary science teacher/ facilitator to work with you the teacher, in your classroom.

Before internet rollout to 56 families in and around Ruatāhuna, over half the school population had no reliable telecommunications service. The school now has almost everyone connected, meaning administration and communication can now be done digitally, which has had a hugely positive impact on engagement with whānau and meeting students’ learning needs.

House of Science is an approved MOE PLD provider, servicing primary and intermediate schools in many regions, offering:

33Tukutuku Kōrero26 September 2022

Peter Bisley

Insights and understanding have come from discussion and research with partners and stakeholders across the education community and beyond. Look for more information in an upcoming issue of Education Gazette.

• A wrap-around, supportive programme based on extensive evidence and research regarding effective science teaching practice.

Digitally fluent and literate people are equipped to learn, live, and work, contributing to personal fulfilment, job opportunities, and the nation’s growth.

Growing WhakatipuSciencePūtaiao

ConnectED Ako: Digital and Data for Learning

Internet access has enabled isolated learners and their whānau to be connected to the world and has wider community benefits, for example allowing the Minginui Nursery to build its e-commerce presence and its staff to access horticultural training online.

Contact pld@houseofscience.nz for more info

• Uses the vehicle of hands-on science inquiry to deliver against the Ministry’s National Priorities of local curriculum design and assessment for learning.

Visiting Te Kura Toitū a Te Whāiti-nui-a-Toi, Te Kura Kaupapa Māori o Huiarau in Ruatāhuna and other local facilities highlighted the strength of iwi and communityled initiatives to connect whānau in isolated areas.

Prior to the tower installation, hard to reach communities often had no service available. Some of the kāinga do not have mains power, but the internet connection technology can work with generator power.

•

• Assistance with the application process for MOE regionally allocated free PLD hours. E WHARE PŪTAIAO OF SCIENCE

Equitable Digital Access programme lead Peter Bisley says, “It was pleasing to hear how connectivity had enabled the community to support the needs of extremely remote whānau isolating with Covid. For some kaumatua and kuia this connectivity allowed them to videocall with their overseas mokopuna for the first time from their ancestral kāinga.”

HOUSE

It has also enabled more reliable communication (via Wi-Fi VoIP calling) for the community fire brigade. Working with Te Aka Toitū has given the Ministry the opportunity to take practical action to give effect to support equitable access for Māori and give priority to regional and local voices.

Access to the internet is now possible in communities like Pāpueru (near Ruatāhuna) due to the installation of Wi-Fi towers, dish receivers and modems.

This strategy is the work of Ministry of Education, Tertiary Education Commission, New Zealand Qualifications Authority, and the Network for Learning and related education entities, to outline the aspirations and priorities for digital and data in education – from early childhood to tertiary and beyond.

• A PLD programme that is co-constructed and tailored to the unique needs of you, your school and your community.

34 Education Gazette gazette.education.govt.nz

The symposium was also a chance to celebrate Pacific culture.

Knowledge sharing to support new model of Pacific mental health and wellness

Tasi explains the impact of Covid on students in terms of mental health, saying many have suffered from fatigue.

“A lot of our students were trying to balance family commitments, school commitments, but also work commitments, during school hours.”

MENTAL HEALTH & WELLBEING

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“We [the school] were invited to be part of talanoa around wellbeing and mental health. I thought it’d be good for our McAuley High School community to also be part of the conversations,” says Tasi.

In response, the school had to change their expectations for some students being online at particular times due to their work commitments.

The symposium also offered an opportunity for mental health and inter-related services which provide support and assistance to students families, and schools, to network and share their knowledge. The experience proved to be valuable.

“Students asked if they could have a short forum where they could feel safe discussing some of the issues they felt were important for their wellbeing and mental health. So, we did that for one hour over two evenings, and that’s been really helpful.”

Outside the box

She explains the sessions were highly beneficial, particularly the student portal initiated by the students themselves.

Tasi Poumale, assistant principal at McAuley High School, has been at the Catholic girls’ secondary school in Ōtāhuhu for 14 years.

e Toloa Pacific Mental Health and Wellness Symposium brought together all the families, schools and community groups involved in the Le Toloa programme, which incorporates the Fonofale Model, a system of wellbeing that acknowledges and embraces Pacific perspectives. It uses talanoa sessions to create a safe environment for parents and teachers to speak openly with each other.

“I think Covid has helped us to think outside the box. We’ve started a process,

The Le Toloa Pacific Mental Health and Wellness Symposium, held in Manukau, Auckland in July, was an opportunity for the Pacific community, including students, family, teachers and health professionals, to share knowledge and hear about a new Pacific mental health model.

She feels the Le Toloa programme has opened up dialogue surrounding mental health and has helped to make it part of everyday conversations.

Parents also say they benefitted from the information sharing as they had other daughters who were going through mental health challenges.

This can assist students to develop resilience and allow the school opportunities to find the best ways to equip their students, for example reassessing expectations that schools have on families and students.

Akisi and Galani are students at McAuley High School. They attended the symposium along with other friends after finding out about it from Tasi.

It does not stand alone from mainstream approaches and services, instead the intention is for it to be an integral part of those services, to provide cultural and clinical mental health/wellness programmes that are community based for Pacific families and communities.

The Kalisi Model focuses widely on Pacific languages, values, identity, belief systems, and own knowledge and practices to improve the mental health of Pacific people.

Fane Tuihaangana, Afiafi Ramsay, Ualesi Ieremia and Malie Faalavaau of South Seas Healthcare.

Akisi has found the programme to be very valuable. She has also taken mediator training to assist other students. She says she learnt a lot from doing this training.“Welearned that if you want to be a mediator to someone, you must learn to control yourself. So, you’re just as important as the person you’re talking to. You must keep yourself in place and talk to the person, so just have a normal conversation but in a good manner,” Akisi says.

but I think we need to understand that just because lockdowns relaxed, it doesn’t mean that we relax on this issue. I think it’s important that we continue to create opportunities to further this conversation.”

36 Education Gazette gazette.education.govt.nz

Kalisi model

The trust focuses on providing support to individuals with mental health needs and their recovery. Raymond’s role is to provide information about Covid, immunisation, and how to cope with its consequences.

Raymond Schuster, the Pacific vaccinations navigator with Penina Trust, was at the conference to share the way in which they can contribute to mental health.

Raymond was delighted to hear about the new health model that was launched, saying, “I think it will be great and will work well with our people.”

The new model is called the Kalisi Model of Pacific Mental Wellbeing. It is the brainchild of Leota Dr Lisi Petaia and Fuimaono Dr Karl Pulotu-Endemann, both respected mental healthcare professionals working with the Pacific community.

La’asaga Ese’ese is a concept placed within the Kalisi

Galani says the programme has helped her and other students to understand ways to cope with mental health issues.Her advice to other students is, “Think positive. Find someone you can relate to and speak up instead of falling about.”

Tasi Poumale

The symposium featured a number of speakers.

37Tukutuku Kōrero26 September 2022

The symposium was supported by Te Tāhuhu o Te Mātauranga | The Ministry of Education’s Pacific Education Support“MyselfFund.and the other organisers were very grateful for the assistance provided by the Ministry, who were very supportive and accessible,” says Karl.

Litia was at the conference after receiving an invitation from the organisers. She could see the value of being able to find out more about the mental status of families, since she works so closely with them.

Community support

McAuley High School students Ianeta, Akisi, Galani, Isabella, Mêle and Mafutaga.

Manurewa High School deputy principals Reverend Pennie Otto and Manaia Sialei Laulu.

“We are working with families who have children between the age of three and five, that haven’t enrolled their children into early learning education. We go out into the community, to their homes.”

The trust is also involved in providing social workers to support secondary schools, their students and families with a wide range of issues, including mental health. So, Litia will also be able to help other social workers by sharing the knowledge she has gained at the conference.

“The symposium enlightens our thinking. It’s helped us to be aware and how we can be of support. How we can see the signs that someone needs help. It’s hard because sometimes you might think they are just quiet or whatever. But we don’t know what that child is going through.”

These colours appear as the interwoven ‘afa’ or plait and link each stage. This enforces the idea that each of the stages are linked and are part of a continuum through a person’s life. It also reminds people to be vigilant in looking for potential signs of mental unwellness or illness and to help before it is too late.

This concept is one that Litia Bitu, social worker at Anglican Trust for Women and Children, understands. She is currently involved in engaging with priority families within the Pacific and Māori community to increase transition into early learning services.

For more information about the Pacific Education Support Fund please conversation.education.govt.nz.visit

gazette.education.govt.nz

Model that symbolises the different stages of mental health on a spectrum from basic ‘wellness’ to ‘illness’ – red means illness, orange means unwellness and green means wellness.

39Tukutuku Kōrero26 September 2022

Students, families, and educators were all able to attend.

Litia Bitu

Associate Minister of Education, Hon Aupito William Sio, during the hīkoi at Ōrākei Marae.

Hon Aupito William Sio

“This event not commemoratesonlythe one-year anniversary of the Dawn Raids apology, but also symbolises the past, present and future journey of Pacific in Aotearoa.”

PACIFIC SCHOLARSHIPS

More than four decades on from the events of the

41Tukutuku Kōrero26 September 2022

Dawn Raids in the 1970s, Associate Minister of Education (Pacific Peoples) and Minister for Pacific Peoples, Hon Aupito William Sio, spoke of the importance of acknowledging the past in order to move forward.

Recipients of the inaugural Tulī Takes Flight Scholarship contribute to a new dawn for Aotearoa Pacific communities during the first anniversary commemoration ceremony of the Government’s Dawn Raids apology.

Moana Foliaki, Joshua Fraser and Aleisha Funaki.

n 27 August, in the stillness of the early hours of dawn, Pacific communities and leaders gathered at Ōrākei Marae in central Auckland to commemorate the one-year anniversary of the Government’s Dawn Raids apology.More than 200 guests attended the event, hosted by the central Auckland hapū Ngāti Whātua Ōrākei.

Tulī Takes Flight Scholarship recipients

“This event not only commemorates the one year anniversary of the Dawn Raids apology, but also symbolises the past, present and future journey of Pacific in Aotearoa,” says Aupito William Sio.

“Fifty years on, from what will forever be a hurtful chapter in Pacific people’s story, we continue to honour the foundations of Pacific Aotearoa with love and respect.”

The ceremony began with a remembrance and reflection segment which included a hīkoi and pōwhiri onto Ōrākei Marae.

Tulī Takes Flight Scholarship recipients soar to new heights

The inaugural recipients of the Tulī Takes Flight Scholarships snap a photo with Hon Aupito William Sio and Ministry of Education Secretary for Education, Iona Holsted.

Fire bearers help guide the ceremony attendees during the hīkoi held at dawn.

To mark its inaugural year, 35 Tulī scholarships were awarded to Pacific students undertaking tertiary studies or vocational training in various fields.

43Tukutuku Kōrero26 September 2022

“Being a recipient for this award means that I have a duty and responsibility to all who this award represents. I think of the unfulfilled dreams and aspirations of our Pasifika people, who were subjected to the relentless prejudice and discrimination during the Dawn Raids. There is a call to action for restorative justice, and I am obligated to continue contesting such inequities, in every space that I occupy,” says Lopeti.

Looking towards a brighter future

The Tulī Takes Flight (Tulī) Scholarship is part of the gesture of goodwill and reconciliation to Aotearoa Pacific families and communities that followed the Government’s 2021 apology. The Tulī scholarships are worth $10,000 to $30,000 and depending on the scholarship category, recipients can receive funding for up to 3 years of study.

Ella Rooney, a law student at Otago University, and Michael Taylor, an engineering student at the University of Canterbury, continue Lopeti’ s sentiment as they reflect on the opportunities, like these scholarships, afforded to them by past generations.

The conclusion of the ceremony focused on the theme of “Looking to the future” – a poignant centre piece of which was the presentation of the inaugural Tulī Takes Flight Scholarship awards.

Applications for the 2023 scholarships will open 17 October and close 14 November 2022. There will be 15 scholarships available for study in 2023.

Lopeti Lafo’ou Lusa, a medical student at the University of Otago and a recipient of a Tulī Takes Flight Scholarship, said the awards ceremony was a celebration of the future as much as it was an acknowledgement of the past.

Tulī, the bird also known as the Kūaka and the Godwit, flies 11,000 kilometres non-stop from Alaska to Aotearoa and back again – one of the greatest journeys of any living creature. The determination of the Tulī is symbolic of the Pacific Aotearoa narratives, of resilient people with the aspirations and determination to succeed.

“My grandparents were heavily involved in negotiations at the time of the Dawn Raids. Knowing that their hard work has, by consequence, allowed me (and many other Pasifika) the benefit of vast opportunity is incredibly humbling. It goes without saying that I am beyond grateful to be a recipient of the Tulī Takes Flight Scholarship,” says Ella.“It’s a very special award. It represents how we should learn from our past but also how we should be optimistic for our future. I’m pursuing a career in science and technology. I believe it’s a step towards shining a light on the potential for Pasifika students to pursue degrees,” says Michael.“Itwas a very traumatic event for our ancestors in the past, a lot of hurt and pain still lingering today, but with these awards hopefully you know it’s a step towards making amends and letting us be optimistic for the future of Pasifika people.”

For more information and to see the full list of 2022 Tulī Scholarship recipients, education.education.govt.nz/further-visit

2023 Applications for Tulī Takes Flight Scholarships

Rheana, Angela, Princes, Khadija, Lizzy, Maya, Simran, and Elise (Lulu).

FINANCIAL LITERACY

44 Education Gazette gazette.education.govt.nz

Addressing the financially illiterate elephant in the room

In a world where ‘money’ can be treated like a four-letter word, the students behind Budget Basics, a Young Enterprise Scheme group from Wellington East Girls’ College, are committed to breaking down the taboo on the topic with their new board game, Life Buy a Budget.

If you’re interested in a game, you can find out more about Life Buy a Budget on the team’s website (budgetbasics.org). The RRP for the game is $39.99.

The game also takes a holistic approach, where players get points on a Hauora Bar for using money in a way that promotes their wellbeing and self-care (for example, going out to dinner with friends).

think you might want to start your own business or even if you have no idea whether business is for you, YES is a good place to find out. The programme is well supported and you get to experience as close to the real thing as you possibly can without, or with very little of, the associated financial risks.”

Maya: “If you don’t know the people in your team, do some team bonding early on so it’s easier to connect and work Sum:together.”“Ifyou

For more information about YES, visit youngenterprise.org.nz.

Participants must seek out a problem to solve, discover their unique value proposition, do market research, work out their competitive advantage, costs and revenue streams – and each product or service must meet the quadruple bottom line (cultural, economic, environmental and social sustainability).

Sum Leong, business studies teacher at Wellington East Girls’ College, calls the 2022 Lion Foundation Young Enterprise Scheme (YES) a “godsend”.

Just say, YES

“There are five challenges that take the students from ideation through to market and review, as they create a real company with a real product or service. They learn by doing.”

“Financial literacy is not done enough at school. You still hear of people leaving secondary school not being able to manage money. This product helps to meet that need.”

“I’ve always been interested in money and how it worked,” says Maya, CEO of Budget Basics and Year 13 student at Wellington East Girls’ College.

What advice would you give to students looking to take part in YES?

Rheana, communications and marketing manager for Budget Basics, adds, “The board of the game is actually made out of upcycled billboards to make it as environmentally friendly as possible.”

Would you like a game for your school or kura?

Sum says, “Financial literacy is not done enough at school. You still hear of people leaving secondary school not being able to manage money. This product helps to meet that need.”

Yes to Young Enterprise Scheme

Life Buy a Budget

Sum Leong

Young Enterprise Trust is a charity (sponsored by the Ministry of Education, and others) dedicated to inspiring young people to discover their potential in business and life, with programmes that run alongside NCEA.

“It’s motivational, competitive, and experiential by nature. It’s true authentic learning,” she says.

Maya says it was a difficult process to come up with a business idea that was achievable within their framework, but when they came up with the idea of a board game that taught ākonga (or anyone, really) financial literacy, things began to click into place.

Maya says, “The game is designed to be used primarily in schools or at home and is for ages nine and up.”

To help test their idea and game prototypes, the students visited schools around the region and spoke with kaiako, tamariki and rangatahi, who trialled the board game and gave feedback. Based on their experience, the team made tweaks to simplify and streamline things.

“When I would ask questions about it, I would never get any answers. I think there’s a lot of stigma attached to talking about money. It’s like we’re told – money is a thing, and you need to use it, but we’re not going to tell you anything about it.”

45Tukutuku Kōrero26 September 2022

hen Maya and her teammates from Wellington East Girls’ Level 3 Business Studies class were given the opportunity to develop a virtual company for the Young Enterprise Scheme programme this year, they decided to address the financially illiterate elephant in the room.

It’s centred around the idea of improving financial literacy, and unlike games like Monopoly, the winner isn’t the one with the most money, the team explains. It’s the person who achieves their financial goals – which are hugely varied.

Sue Way (pictured)

“It has to come down to people. Educate, have good relationships, then we lower the risk of the people factor playing a part in cyber security incidents.”

47Tukutuku Kōrero26 September 2022

Te Rerenga School

n ever-expanding range of tools and technology continues to enable and amplify learning experiences. Technology like cloud file sharing and the adoption of Bring Your Own Device (BYOD) by schools, means that learning environments between school and home are connected like never before.

Building a positive digital security culture

Recognising where the knowledge gaps are, and acting on it, has been a key part of Te Rerenga School’s success to shore-up their online security.

Te Rerenga School is in the Coromandel and has a roll of 120 students. Being a small rural school, “at times we’ve had to problem-solve as best we could,” says Odette Wilson, digital lead teacher.

Tukutuku Kōrero checked in with two schools, each with their own set of circumstances, to find out what they are doing to provide secure online experiences for their staff and ākonga. Unsurprisingly, it turns out to reduce the risk of online security threats, a people-orientated approach is at the heart of the action.

DIGITAL SECURITY

So, as schools prepare students for this digital world, how do they tackle the challenge of providing digital services in a secure and safe way?

A large screen in the office acts as a real-time dashboard of activity on the network for Sue Way at Wellington Girls’ College.

The digital world offers opportunities for students where curiosity can be fostered and students feel more compelled to initiate their own learning, at their own pace.

Similarly, how do they protect sensitive financial and student information that cyber criminals may aim to exploit?

48 Education Gazette gazette.education.govt.nz

The school has a roll of 1,420 students and 120 staff. Sue keeps staff informed at regular staff briefings on the latest online threats, what to look out for and any other high profile cyber attacks that have made headlines.

“It’s just ingrained that they are respectful of their devices. We trust them. We’re lucky to have students who are really engaged in their learning, which means devices are primarily used for learning. Typically, they don’t go anywhere online they shouldn’t,” says principal Mary Kedzlie.Thispositive approach to online learning is reemphasised by a regular visit from their local community police officer who is able to promote online safety with akōnga.

Wellington Girls’ College

At Wellington Girls’ College, the IT office is where you will find a service desk at a standing height, charge stations and a friendly member of the IT team on-hand to diagnose any laptop issues.

It has been a challenge for the school to secure the services of an IT provider who is willing to travel to the school when required. When their previous provider suddenly moved on at the start of the Covid-19 pandemic, they found themselves without support from an IT provider for several months.

“The key thing we do is relationships. So, we have an open-door policy. Building the relationship is key, because as soon as anybody sees anything weird, they know where to come,” says Sue.

The school has engaged their IT provider to set up user settings within the school’s Google suite. To help to protect sensitive student and financial information, the IT provider helped them to switch on two-step verification (2SV) for staff. Then a review into user roles has ensured only those who require admin access have this level of access.

This year, Te Tāhuhu o te Mātauranga | The Ministry of Education has launched its ‘Say No to Cyber Nasties’ campaign, to promote digital security for schools and kura.

Wellington Girls’ College utilises anti-virus software, protection built into the wireless, firewall and email quarantine amongst other technology, which forms their digital security footprint. This combines with a peopleorientated approach to create a culture of digital security.

“Students just don’t think about digital security. To most staff and students their laptop is just a tool, like a spanner or a screwdriver. But that’s fine – that’s why we’re here,” says Sue.

An online radio station churns out some popular hits. All of it plays into creating a welcoming atmosphere for students and staff, an approach that IT director Sue Way believes plays an important role to mitigate online security risks.

Their new IT provider, based in Thames (an hour and 20 minutes’ drive away), also provides services to several other schools in the region.

“It has to come down to people. Educate, have good relationships, then we lower the risk of the people factor playing a part in cyber security incidents,” says Sue.

Through the building of positive and trusted relationships, it means if someone mistakenly clicks on a dodgy link, they feel comfortable going to the IT team, who can immediately begin working on the issue.

Tying in school values of kindness and respect with high learning expectations of students mean that online security and safety risks are reduced.

Cyber criminals don’t care if you’re busy or distracted or not quite up to speed on security – if they get into your school, they can wreak havoc.

For more information, education.govt.nz/digital-services.visit

With a large screen in the office that acts as a real-time dashboard of activity on the network, Sue is able to stay across any network activity that may look suspicious.“Having a screen in the background gives me reasonable peace of mind, because I know my network, I know the data and I can pick up if something malicious is going on. So, then I’d log into our firewall and see what is being blocked on the network,” she says.

For tips and advice on cyber security, sign-up to receive the Ministry’s new Digital Download newsletter.

In addition, a key message she promotes to staff and students is to go and see IT if anything seems amiss.

One of Sue’s current priorities is to switch the school’s anti-virus system across to Microsoft 365 Defender for Endpoint – which the Ministry of Education offers to all state and state-integrated schools.

bigdayschoolEveryisaday Right now almost half of our tamariki don’t regularly attend school Together we’ll change that allinforlearning.co.nz

Do you have a vacancy that you would like to advertise to the education sector?

A Solution to the Mental Health and Wellbeing Pandemic in Our Communities.

We have a rare opportunity to join a highly successful school with state of the art property and resources. These include Sports Complex, Performing Arts Theatre, World Leading Library and a Lego Education Teaching Suite. We are seeking caring, inspirational teachers committed to excellence and learning. If you are a Provisionally Certified Teacher then ERO states “this is the place to be”.

• Over 30 fully resourced 15-20 minute lessons • An individual copy of the journal for each student Leigh www.soullearning.co.nzsoullearningnz@gmail.comPatuawa

We are seeking caring, inspirational teachers committed to excellence and learning. If you are a Provisionally Certified Teacher then ERO states “this is the place to be”.

“It is so nice to help my students to believe in themselves and have strategies they can use now and in their future.”

commencing Term 4 or by negotiation

Introduction Leveltargeted to year 7 and above

Please send to Jane Milner, Principal, Redoubt North School, 47 Diorella Drive, Clover Park, Auckland, 2019 or by email to Applicationsoffice@redoubt.school.nzcloseon31August2022

This program help

Commencing 31 January 2023

Y0-8

Applications close on 25 October 2022 at 12.00pm and should include a current CV, letter of application and contact details of 3 referees.

In School Progam

NOTICEBOARD

A holistic program encompassing an active commitment to the Treaty of Waitangi in Te Ao Maori resources and hauora for youth, teachers, whanau and the community, to learn life long strategies towards living your happiest life.

If you would like to be a part of a supportive professional team we would welcome your application.

people remember who they are, find their wairua, trust their intuition, learn mindfulness strategies, talk, share and be vulnerable.

Advanced Levela follow on program after completing Intermediate level

TEACHERS Y0-8 SENIOR

Intermediate Leveltargeted to year 9 and above

If you would like to be a part of a supportive professional team we would welcome your application. Please send to Jane Milner, Principal, Redoubt North School, 47 Diorella Drive, Clover Park, Auckland, 2019 or by email to office@redoubt.school.nz LEADERSHIP

will

section and reach both the passive and active jobseekers by contacting Jill Parker: jill.parker@nzme.co.nz 027 212 9277

50 Education Gazette gazette.education.govt.nz

• 20+ recorded breathing exercises • Karakia to open the lessons and close the lessons • A happiness check in • Real stories from myself and students across Aotearoa NZ.

Place an advertisement in the vacancies

at 12.00pm and should include a current CV, letter of application and contact details of 3 referees.

Permanent Teaching positions in Years 1-6

Teaching positions in Years 7 & 8

We are looking for a Principal who:

• Has operational expertise, is a strategic thinker and has an up-to-date knowledge and understanding of current educational initiatives and issues

This is an exciting opportunity for an experienced leader to join our wonderful school and build on these successes.

To view the PLD, general notice listings and vacancies gazette.education.govt.nzat Scan the QR codes with the camera on your device. VACANCIESNOTICESPLD

• Is a strong communicator who is welcoming and visible to our tamariki, staff and community

Position commencing Term 1 2023 (or as Boulcottnegotiated)Schoolis a high decile medium size primary school catering for 350 plus children in Years 1 to 6. We are just a few minutes from the heart of Lower Hutt City and sit close to Te Awa Kairangi Hutt River.

Principal

51Tukutuku Kōrero SENIOR LEADERSHIP Y 0-8 26 September 2022

• Sees belonging, inclusivity and connection as central to a vibrant school culture

• Is committed to improving the education and learning outcomes of our students

U5, Years 1 – 6, Roll of 350

• Shows commitment to Te Ao Maori and will continue the journey integrating it into our school and environment

Here at Boulcott School our tamariki are confident, enthusiastic, respectful and enjoy a safe and caring learning environment. Our new Principal will stand tall and fly high, together with our inspiring school community.

An application pack is available online ApplicationsHullenaIfwww.educationgroup.co.nz/appointments/boulcottschool.atyouhaveanyqueriespleasecontactTanyaPrenticeorTomatadmin@educationgroup.co.nzorphone099202173close1:00pmWednesday26October2022

• Integrates curriculum knowledge with current pedagogy, best practice and creativity

Our school was established in 1928 and benefits from a strong and continued tradition of community and family involvement, a warm, friendly, and positive culture, fantastic and dedicated staff, and high performing students.

Nau Mai, Haere Mai, Whakatau Mai - We warmly welcome your visit to our school.

Papakura High School is a co-educational secondary school with a growing roll that currently sits around 950. Just over half of the students identify as Māori. These are key strategic leadership roles at our school to lead pedagogical development and work closely with whanau and community to help realise the aspirations they have for their rangatahi. The successful applicant will have –

Waltham Primary School, Te Kura o Tūpuni is vibrant, culturally diverse and is the hub of the local community.

• Is a relationship builder and strong communicator

plus

Please request a copy of the application form.

• Integrates curriculum knowledge, expertise and best practice into deep pedagogy

Specific portfolios will be negotiated within the senior leadership team based on individual strengths and experience.

• Has operational expertise, with strength in financial management, planning, systems and processes

Principal Vacancy

• Is humble, genuine and has a heart for kids

• Can lead a vibrant staff through collaboration and distributive leadership

• Is an excellent communicator with a great sense of humour

• Is culturally responsive and inclusive, accepting people for who they are and opening doors

» Proficiency in Te Reo Māori would be an advantage but is not a prerequisite for either position.

• Has operational expertise, with skills in financial management, planning, systems and processes

Deputy principal / Tumuaki Tuarua principal/Tumuaki Tuarua – 6 MU 1 SMA, full permanent. Two Wellbeing/Hauora.

• Is progressive and innovatively minded, and can maintain momentum

Our school community radiates warmth and homeliness, fostering a sense of belonging for tamariki, whānau and staff.

» Demonstrated a strong commitment to Te Tiriti o Waitangi.

We create opportunities for our tamariki, showing them that the world is bigger than their backyard.

Waltham Primary School | Principal Vacancy

time,

Our vison is to ‘Reach for the Stars’ and we work together to achieve this for everyone.

• Comes to work to make a difference

positions. Strategic responsibility for Pedagogy and Whānau/Community engagement. Strategic responsibility for

To learn more about our school and apply for this position, please visit: www.waltham.school.nz

You just need to walk into the classroom or staff room at Papanui Primary School to know that this is a school that is humming. The school is the heartbeat of the community, where our terrific staff work in partnership to provide an inclusive and welcoming place for children to learn and grow. Our school is focused on success for children’s academic, social and emotional development, with all that we do underpinned by our school values: Personal best – Eke Panuku, Resilience – Aumangea, Learner – Akonga, and Kindness – Atawhai.

• Brings their own vibe, whilst celebrating Waltham’s uniqueness and diversity

» Experience of leading change in a school or Kura setting.

» A genuine commitment to raising student achievement.

» The willingness and ability to work collaboratively in a team environment.

This position offers an exciting opportunity for an experienced leader who:

• Is humble, kind, honest, and has a fun sense of humour

» Excellent communication and organisational skills.

• Lives the school values of Respecting Ourselves, Respecting Others, Respecting our World and being Ready to Learn

Applications close on Monday the 17th of October at 5pm

• Inspires staff, plays to strengths and works within a high trust model

• Is involved and connects within the wider community

• Is up to date with current pedagogy and is committed to holistic teaching and learning

• Fosters a happy and safe school culture where children come to school ready to learn

To learn more about our school and apply for this position, please visit: Applicationswww.papanuiprimary.school.nzcloseonMondaythe24thofOctober at 5pm.

• Leads with a child-first, child-centred ideology

Deputy

To commence start of 2023.

Applications close at 4pm on Monday 17 October Applications2022.toinclude a completed application form, CV and cover letter to Philippa Kaisser, Principals PA, p.kaisser@papakurahigh.school.nz or PO Box 72-080, Papakura 2244

SENIOR LEADERSHIP

• Thinks outside the square and harnesses opportunity

SchoolPrimaryPapanui

» Proven success as a middle or senior leader in a NZ school.

This position offers an exciting opportunity for an experienced leader who:

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Pause Breathe Smile is a mind health tamariki their emotions, others. Cross funds teacher training for any primary or intermediate school Aotearoa. this support, Pause Breathe Smile has reached more than 88,000 children in over 320 schools September 2020.

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