Education Gazette 101.8 by Education Gazette

4 JULY 2022 | VOL. 101 | NO. 8

Advocates for inclusion Ākonga embrace relationships and sexuality education

Supporting sustainable hybrid learning practices

Digital citizenship in an age of disinformation

Boys will be boys mindful

Three out of four teachers in an independent research study said Pause Breathe Smile had helped the boys in their school better describe their feelings and understand the feelings of others, the core of empathy. The Ihi research study, which captured the thoughts of 143 teachers and 58 children, found that Pause Breathe Smile strengthened schools’ “culture of care,” positively impacting the classrooms, playgrounds, staffrooms, and beyond. Pause Breathe Smile is brought to schools FREE by Southern Cross. Working together to support healthy minds. Contact coordinator@pausebreathesmile.nz to see how this initiative can support wellbeing in your kura. Delivered under licence from

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ISSU E 1 0 1 .8

Contents Spotlight on curriculum

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Recognising Māori excellence and remembering Tā Wira Gardiner Dual enrolment gives West Coast ākonga more scope to succeed Rethinking assessment for Year 11 students

Making hybrid learning sustainable

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Ākonga embrace important kaupapa of relationships and sexuality education

Curriculum at the heart of teaching and learning

Young learners benefit from Better Start Literacy Approach Local stories recommended by teachers Electrifying learning for primary-aged ākonga

Positive changes afoot for gifted learners

Teaching ākonga to be good digital citizens

Gender and menstruation inclusion

4 JULY 2022 | VOL. 101 | NO. 8

On the cover Ākonga at Northcote Intermediate School in Tāmaki Makaurau celebrating National Schools’ Pride Week in support of all young Rainbow people. Read more online at gazette.education.govt.nz. Advocates for inclusion Ākonga embrace relationships and sexuality education

Supporting sustainable hybrid learning practices

Digital citizenship in an age of disinformation

4 July 2022

Tukutuku Kōrero

E DUCATION G A ZET TE O N LI N E

Getting creative to fight climate change The New Zealand Space Agency’s ‘Design a Satellite Mission’ competition is an opportunity for students to learn more about satellites and data, develop their reading and writing skills, and start exploring new and exciting ways to help fight climate change.

Small changes, big improvements in engagement Two schools in Ōtautahi Christchurch are seeing a positive shift in attendance and engagement after a concerted effort to strengthen relationships both within school, and with whānau and the wider community.

Whakanuia te uenuku ki ia kura National Schools’ Pride Week is annually held in term 2 and is an opportunity to promote and celebrate a culture of inclusion amongst children and young people.

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ED ITO R’S NOTE

Curriculum at the heart

s term 2 draws to a close and we move into the second half of the year, we’re narrowing in on a topic at the very heart of teaching practice – the curriculum. In our first article, Ellen MacGregor-Reid, the Hautū of Te Poutāhū | Curriculum Centre, talks about the vision for curriculum in Aotearoa New Zealand – and the work that’s underway to get us there. A key feature in this issue is relationships and sexuality education and curriculum resources to support this kaupapa in schools and kura in ways that are effective, safe and inclusive. One thing that really shone through in interviews with kaiako is how passionate students are about having the tools and knowledge to have healthy relationships, to nurture their wellbeing and that of others, and to foster a culture of inclusion. It’s in this spirit, that we also celebrate our rainbow young people, and how National Schools’ Pride Week gives

students a platform to lead activities and advocate for all students to feel a sense of belonging. Continuing the curriculum theme, we explore STEM education in primary schools, explicit literacy teaching through the Better Start Literacy Approach, and digital citizenship in an age of disinformation. We also look at the shifts in practice that support individual student needs and aspirations within the curriculum: such as a dual enrolment programme in the West Coast, understanding and supporting giftedness, sustainable hybrid learning practices, and rethinking assessment for Year 11 students. These stories are just a small snapshot of the excellent mahi happening across Aotearoa, and more is yet to come. Stay warm, stay safe, stay well. Sarah, chief editor

APPLICATIONS FOR STUDY IN 2023 OPEN 1 JUNE 2022 AND CLOSE 12 AUGUST 2022

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4 July 2022

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Ellen MacGregor-Reid, Hautū | Deputy Secretary for Te Poutāhū |Curriculum Centre.

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TE POUTĀHŪ

Curriculum at the heart of teaching and learning Ellen MacGregor-Reid, Hautū | Deputy Secretary for Te Poutāhū, the Curriculum Centre of Te Tāhuhu o te Mātauranga | The Ministry of Education, talks to Education Gazette about the vision for curriculum in Aotearoa New Zealand – and the work that’s underway to get us there.

llen MacGregor-Reid has welcomed the calls in recent years for the Ministry of Education to have a clearer and stronger presence in curriculum. “We need a space and a place in the Ministry that clearly focuses on curriculum and the supports and services that go around curriculum. Our ambition is to have a curriculum centre that’s known and trusted as the steward of national curricula for Aotearoa New Zealand,” says Ellen, who has been with the Ministry for seven years, most recently taking the reins of Te Poutāhū, following the Ministry’s reorganisation after the Tomorrow’s Schools Review in 2019.

Origins of Te Poutāhū

Calls for a nationally based curriculum centre to provide curriculum leadership and expertise emerged from the Tomorrow’s Schools Review in 2019. There were also calls for a stronger focus on supporting early learning services, schools and kura at a local and regional level, through the establishment of an ‘education services agency’. Fast-forward to today and that agency is now Te Mahau, with its three frontline groups spanning northern, central and southern Aotearoa. The curriculum centre is Te Poutāhū and is part of Te Mahau. Picture a whare. Te Mahau is the front porch, accessible and visible. Te Poutāhū is the pou at the front of the whare – part of Te Mahau, and one of the main and enduring supports for education. And Te Tāhuhu o te Mātauranga is the central ridgepole that runs the length of the whare, with its enabling functions sitting within the whare.

Clarity, flexibility and responsiveness

The Curriculum Centre has been described by some as one of the main supports for education, leading the evolution of our curricula, providing systems and processes for curriculum associated assessment, and, with Te Mahau, developing and providing curriculum focused services that work for teachers and kaiako. 4 July 2022

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“What we need to build towards is being a place that works with the profession, for the profession, to provide curriculum supports and services that are high quality, that teachers, kaiako, leaders, tumuaki, want to use and that provide educational benefit to ākonga. The profession will want to use the curriculum supports and services we offer if they’re helpful, useful, clear, locally relevant and if they actually reflect the realities of being in a learning environment. People don’t have to use the services we’re offering.– they can choose what they do or don’t use in delivering teaching and learning and the curriculum,” says Ellen. One of the major steps for Te Poutāhū, along with the refresh of the schooling curricula, will be the overhaul of TKI (Te Kete Ipurangi), replacing it with a modern online platform with curated resources, to be piloted next year. Over the next two years the focus will be on providing clarity in the curriculum documents about the most important learning, common practice frameworks that people can use – particularly in literacy and numeracy – and online and regional supports for teachers and kaiako. “One thing we’re really clear about in Te Poutāhū is that we want to have an ongoing focus on curriculum,” explains Ellen. “We have work occurring in support of Te Whāriki, we have the refresh of The New Zealand Curriculum and redesign of Te Marautanga o Aotearoa, and we also have the change programme for NCEA. We recognise that’s a lot. So, we want to have a curriculum centre that is constantly keeping an eye on our curriculum and on our assessment systems and evolving them incrementally, so we don’t have to go through big change programmes again. And some of that insight will come from the trusted relationship between Te Mahau regional curriculum expertise, which we are growing, and schools and services.”

Growing expertise

Te Poutāhū is intentionally placed within Te Mahau to allow that relationship to flourish and that regional expertise to grow. The Curriculum Leads – 38 and counting – are based all over the country and play an important role in supporting teachers and kaiako in the use of the national curriculum and to design their marau ā-kura and local curriculum. “As we build more Curriculum Leads and expertise locally on the ground, that will not only be a place of support, it will equally be a place of insight for Te Poutāhū,” says Ellen. “We need to know: what do

people need? What’s going to help? Early learning services, schools, kura – they’re busy places, there’s a lot going on. One size does not fit all. And what we think might be a great product, a really helpful curriculum support, actually might not be hitting the mark. So having that regional network of curriculum expertise that is working with early learning services, schools, kura, that can come back to us in the Curriculum Centre and say, ‘Hey that’s a great idea but maybe try something a bit different’ or ‘How might we think about tweaking it?’ “If we’re going to have supports that people want to engage with, want to use and that are actually worth their salt in terms of making life easier, then the only way to do that is authentic partnership.” The interface between the Ministry and the sector is becoming increasingly supple, which is helping to inject more expertise into the work at hand, says Ellen. “We now have a lot of curriculum expertise feeding into our work. We have a whole range of curriculum advisory groups made up of teachers, leaders, educational experts. And equally we have staff in Te Poutāhū who have the lived experience of being in the early learning setting, being in the classroom, grappling with the multitude of issues that teachers face every day.”

Bicultural and inclusive

This expertise is helping inform the curriculum refresh. Feedback from the profession and the Ministerial Advisory Group has called for the schooling curriculum documents – The New Zealand Curriculum and Te Marautanga o Aotearoa – to provide more clarity about the learning that needs to happen, as well as the flexibility for localisation and for innovation. The Aotearoa New Zealand’s histories and Te Takanga o Te Wā content are a live example of the curriculum refresh in action, says Ellen. “If we take these two curricula, that content reflects what people can expect to see as the new framing around ‘Understand, Know, Do’ and provides more clarity around progression. At the same time, it must be localised so that content has been done in a way that gives the clear signposts for the types of learning that should occur and some of the topics that should be covered. But it also provides the space for those local histories to be told. And really importantly, for local iwi to tell their stories, and for their stories, which they own, to be told in a way that is authentic to them. “So, when we think about the supports for Aotearoa

“If we’re going to have curriculum supports that teachers and kaiako want to engage with, want to use and that are actually worth their salt in terms of making life easier and engaging ākonga, then the only way to do that is partnership.” Ellen MacGregor-Reid 6

Education Gazette

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New Zealand’s histories and Te Takanga o Te Wā, yes, there are some of those national level supports, but also we’re really looking at how we work with our Curriculum Leads, with iwi and with the wider local community to provide that richness of local story and local context.” Ellen gives the examples of conversations with the Chinese community in Otago around the experiences of Chinese miners, and in Auckland, with Pacific communities about the stories that are important to them, and right across the motu, bringing to the fore stories of iwi, by iwi. “The work of the Curriculum Centre needs to be inclusive, it needs to be bicultural and it needs to properly reflect Te Tiriti.”

Towards a more accessible NCEA

Inclusivity is a common thread across the work happening in curriculum and NCEA. Of the seven key changes that will be introduced as part of the NCEA change programme, one of the important ones is to make it more accessible. “The NCEA change programme is about making sure the NCEA system is evolving to give those coherent pathways for young people so the qualifications they get reflect the most important learning,” says Ellen. “It’s also about making sure how assessment occurs is inclusive so that assessment tasks aren’t unknowingly preventing some students from taking part in assessment. “So, if you have a physical disability, how might assessments in Chemistry be done in a way that you can still demonstrate that you have the chemical knowledge and the full understanding, even if due to some form of physical disability you’re not able to complete all of the actual experimental tasks on your own? How might the assessments be done in a way that all students can demonstrate their knowledge and competence in learning without an assessment task excluding them? “How can Mātauranga Māori be reflected in what is assessed? How can our local knowledge, our local context be reflected in what is assessed? How do you have those assessment tasks reflect the identity, language, culture here and be inclusive, be bicultural, be engaging, and really importantly be credentialing the most important learning?”

Listen and respond

The answers to these questions are being sought in the mahi Te Poutāhū is undertaking in partnership with the sector. Ellen, while conscious of the volume of work underway, is excited about the vision, and committed to the journey ahead. “In five years’ time, I hope we’re at a place where the sector can say that Te Mahau provides clarity about what is going on, that teachers, kaiako, tumuaki, say, ‘You know what? The curriculum is looking pretty good. This is exciting; we want to work with this. The services we get from Te Mahau and Te Poutāhū help us in delivering this curriculum.’ And I hope that they would say that we listen to them, and that we change as we can and as we need to.”

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4 July 2022

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Rangatahi at Wellington High School are highly engaged during Relationships and Sexuality Education kōrero.

RE L ATIO NSH I PS & SEXUALIT Y

Ākonga embrace important kaupapa of relationships and sexuality education Learning about healthy and happy relationships, and the diverse expressions of gender and sexuality is central to wellbeing, and it’s something many ākonga are passionate about. Education Gazette hears from two schools about how Relationships and Sexuality Education is meeting this passion and guiding important kōrero.

uring Nat Bell’s Health classes at Wellington High School, no topic is off limits. In a typical term, ākonga will traverse a range of thorny subjects such as pornography, consent, sexuality, and gender. It’s heavy subject matter – and the students would not

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have it any other way. In fact, very often they elect the topic, and to observe them in discussion is a masterclass in courage and candour. Take the issue of consent, for example. “Lately we’ve been talking about how it’s a lot easier to have sex than it is to talk about sex,” says one student.

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“And when you think about it, most people are going to have sex in their life so why shouldn’t they learn about consent? Like, why isn’t that as important as maths and English? It should be mandatory. I remember in Year 9 being like, ‘Oh my god, this is so awkward.’ But now I don’t care, I just want to talk about it properly.” Discussion about consent is not limited to sex, it includes everyday situations such as asking to borrow a pen or being invited to a party. As another student says, “I find it really difficult to say no to lots of things. I try to come up with an excuse or I lie about it. And when I do say no, I feel so guilty. I know I’m not wrong, but the guilt is so woven into me that it feels wrong whenever I try to set a boundary. “Health is helping me to realise this and work through it in a way that is healthy instead of constantly compromising my boundaries to make other people happy.” At this point, a round of finger snapping breaks out as the students tautoko their classmate’s courage.

Learning centred on life

“You can see why I love teaching them,” says Nat. “They’re so into it. It’s their life, they can all connect and add prior knowledge. And if we think about the new concepts of the curriculum around mana ōrite/interdependent relationships, which is students being able to bring their own learning in themselves into the curriculum, they can do that. “Every person has relationships and every person has friendships. It’s how you interact with adults; it’s how you interact with your teachers. The students are engaged because it’s relevant for them and it matters that they know how to have functioning, healthy relationships.”

Students listen carefully to each other during discussion.

“Most people are going to have sex in their life so why shouldn’t they learn about consent? It should be mandatory.” Year 13 student, Wellington High School

Exploring dynamics of relationships

This holistic approach to Relationships and Sexuality Education (RSE) is based on te ao Māori philosophy of Te Whare Tapa Whā, acknowledging that all relationships have dimensions of taha hinengaro, taha wairua, taha tinana, and taha whānau. Ākonga look critically at culturally based values and beliefs and how they affect individuals and society. They also learn how this affects how people learn about relationships and how they express gender and sexuality. In this way, tamariki and rangatahi are enabled to show support for diversity and to work together against discrimination, both in and out of school. They can explore values and learn about respect and about care and concern for themselves and others. They also learn to examine how values are expressed in relationships and in different contexts allowing them to gain understanding of ethics, rights, and responsibilities.

4 July 2022

Nat Bell’s classroom is cosy and welcoming, with clear messaging to support respectful relationships.

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Top left: Nat Bell says her students are very keen to develop healthy relationships. Bottom left: Rangatahi listen closely when each other speaks. Top right: Kaiako Nicky Dunlop leads kōrero about diversity and inclusion. Bottom right: Ākonga at Beckenham Te Kura o Pūroto raise the Pride flag at their school.

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Embracing diversity

At Beckenham Te Kura o Pūroto in Ōtautahi Christchurch, RSE centres on diversity and inclusion. “We’ve made a real effort in our school to make sure that the books in our library reflect diversity,” says principal Sandy Hastings. “William’s Doll, Heather has two Mummies, they’re stories about normal people in our community. They reflect the diversity of our community too. And I think that making sure our children can pick up a book in the library and go, ‘Oh yeah, that’s just how our community is,’ is really important.” Sandy says the theme of inclusion is entwined with every aspect of school life. “It’s the way we treat each other, the way we talk about our school values, the way we deal with conflict, friendship issues and problems around social media. All these things are addressed as part and parcel of the RSE.”

Inclusive conversations

Team leader for Years 7 and 8, Nicky Dunlop says the focus has shifted from teaching physical and emotional changes around puberty to being about relationships with other people. “It was very binary. Now, instead of saying female bodies will do this and male bodies will do that, we use words like most and some so that if a child’s body is not doing that or if they identify differently to their sex, that they’re not being alienated from the discussion. “In Years 7 and 8, we have boys who are tall and muscular developing hair on their faces and then sitting alongside them is their best friend who is the same age almost to the day, looks half their height with no sign of puberty happening. And that can be very tricky for them.” Kaiako Jenny Diggle says one of the RSE activities tamariki enjoy most is using the school’s question box. “They post anonymous questions into a box, and we review them, and then plan how we will answer them. Typically, we will get questions around vocabulary, something they’ve heard in the media or that a friend has said, and they haven’t had the confidence to ask what it means. They also ask things like, ‘Why would it not be OK to watch porn?’ and ‘What’s feminism all about?’ “A lot of questions are around ‘Is this normal?’ For Year 7 and 8, they mostly want to know that there’s nothing wrong with them, they are seeking reassurance. And while we try not to say what is and isn’t normal, we say that normal can look like so many different things.”

“The students are engaged because it’s relevant for them and it matters that they know how to have functioning, healthy relationships.” Nat Bell 4 July 2022

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Developing a belief system

Sandy says tamariki can be “amazing advocates” for diversity and inclusion. “They can be a real ally for people on the spectrum of sexuality or gender and at the same time they can also be quite mean. They haven’t yet realised that the belief system that they’re starting to develop is at odds with the language they use when they talk to each other.” Sandy says a lot of work and discussion has gone into promoting positive and respectful language and vocabulary, including correct use of pronouns. “We have a child in the school who is gender diverse and uses pronouns ‘they/ their’. Our parents are generally very accepting but some stumble with pronouns and the children say, ‘Mum, you just need to use the right pronoun.’ So, our children are educating our parents and they’re doing a really good job of it.”

Keeping it relevant

Back at Wellington High School, Nat reflects that RSE is “probably the most important and relevant” subject for young people. “Relevance is key. I’ve been teaching here for 16 years, and it changes all the time depending on what the students need and what is relevant for them. “We have been analysing sexuality in our community and our society. We’ve been looking at consent, music and videos. They went for a walk out into the community and took photos of ads. We’re looking at online gaming. We’re looking at pornography. We are looking at New Zealand culture and looking at how sexuality is

portrayed in those different aspects. I’m trying to make it relevant to my students and what’s surrounding them.” One of Nat’s students pipes up saying, “I don’t really view Health as a class. I feel like Ms Bell teaches us, but we also teach her. We tell her about what we go through in our age group, and she’ll be shocked and then she can alter whatever she’s teaching. We learn from each other.”

Building trust

Another student says the class has taught them the value of community. “We’ve had the same group of people from Year 11 to Year 13, so I know all the people in my class pretty well and I trust all of them. We share very personal things. I remember at the beginning of Year 11 being like, ‘Oh, this is really weird’ and I couldn’t imagine being friends with these people but now I’m so sad that we’re going to have to leave at the end of the year. “Forming the community was a skill and so was learning to trust each other and to share and be respectful because a community is not going to form itself, everyone has to put in the effort. It’s more like whānau than a class.” For another student, the key takeaway from RSE has been self-care. “I have learnt about the four dimensions of my wellbeing – taha hinengaro, taha wairua, taha tinana, and taha whānau – all being important. I had never considered that, and it’s changed the entire way I see the world and my life. It has really empowered me to make moves to make my life better.” Continued on PG 14 >>

“Parents are generally very accepting but some stumble with pronouns … our students are educating our parents and they’re doing a really good job of it.” Sandy Hastings

At Beckenham Te Kura o Pūroto in Ōtautahi Christchurch, RSE centres on diversity and inclusion.

Education Gazette

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Curriculum resources New resources have been designed within Te Poutāhū | Curriculum Centre to support wellbeing and the teaching and learning of relationships and sexuality education in schools and kura in ways that are effective, safe and inclusive. The resources support Relationships and Sexuality Education: A guide for teachers, leaders and boards of trustees, released in 2020. These resources will assist educators and boards to implement the national curriculum, take a consistent approach to wellbeing, and meet community consultation requirements. Some are appropriate for primary and secondary schools and kura. Others apply more to one or the other. The suite includes resources specifically designed for Māori medium and for English medium settings. The new resources contain additional information on consent, the use of digital technologies, and healthy relationships. They will be helpful to know about for anyone working in wellbeing, health and physical education, pastoral care, and all staff looking to support LGBTQIA+ young people. They showcase effective practice, support pedagogical knowledge development, include frequently queried topics and provide guidance on creating inclusive environments. A module providing educators with practical skills and evidence-based information to talk about the sensitive topic of pornography is included. Resources to make it easier for teachers to notice and respond to social and emotional learning using the Key Competencies are also part of the package.

Visit hpe.tki.org.nz

4 July 2022

Te Ira Tangata Te Ira Tangata is the Relationships and Sexuality Education programme developed by Māori sexual health organisation, Te Whāriki Takapou, for ākonga Māori in Years 8 to 10. The programme comprises eight lesson plans designed to meet the needs of ākonga in Māori medium settings. One suite is for Years 7 and 8, the other for Years 9 and 10. All are written in te reo Māori and use Māori contexts, concepts, and knowledge. The programme for Years 7 and 8 draws upon mātauranga Māori understandings of te pūhuruhurutanga (puberty) and te tuakiri o te tamaiti (children or young people’s identity). Topics covered in Years 9 and 10 explores ngā piringa whai mana and ngā haepapa a te taiohi. The resources are intended to provide a general foundation of information for kaiako to build on and are designed for kura, whānau and kaiako to be able to adapt to the needs of their kura community. This includes, where appropriate, to add and adapt for differences in dialectal reo and iwi specific mātauranga. Each programme is available free for download from Te Whāriki Takapou website, and includes links to public resources that support programme delivery. Hardcopies of Te Ira Tangata (Years 9 & 10) are also available.

Read more about Te Ira Tangata at gazette.education.govt.nz

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Creating a safe space for sharing

Above: Fairy lights help to create a gentle vibe in Health classes. Below: Students agreed a class kaupapa so everyone could feel safe.

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Building a safe and supportive culture is imperative before ākonga can delve into discussion about relationships and sexuality. “You have to take your time, you can’t expect it to just happen,” says Nat. “You need to be patient and help students develop the ability to communicate thoughts and feelings in a respectful way.” While teaching RSE, Nat explains that it’s important to role-model how to be active and respectful listeners in a way that empowers others to develop and share attitudes, values and beliefs. “We talk about needing a safe learning environment because of the content that we talk about, because of the activities that we run, like open kōrero. “If students are going to share in front of 30 others, it’s really important we establish safe boundaries and guidelines in order for communication and learning to happen. We brainstorm as a class looking at what we need and want, and then that becomes our kaupapa.” Consideration to the physical space is important, too. There are no screens in Nat’s classes – “they’re a barrier to communication and relationships” – and seating is arranged in a square so that no-one is sitting with their back to another. “I’m happy for students to draw while they talk or think, but we often talk about it, and I will address it at the start. I’ll say, ‘This is what we’re talking about and if you feel uncomfortable, feel free to draw. That way, people will know that if you’re drawing, you’re not being disrespectful, you’re just having a bit of time out.’ “You need to create clear safety nets for students who don’t feel comfortable talking and that it’s not disrespectful, it’s a way of coping.” Nat says many students will share, but a lot like to sit and listen first. “My kids don’t have their phones out, they’re listening. They might say, ‘Oh, I really like that idea. Can I tag into that? So, no-one’s talking over anyone, everyone listens and they’re so respectful.”

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STUDENT WELLBEING:

Digital Tool Design Competition Innovators of the future

Help us design a tool that will be used to measure the wellbeing of ākonga in New Zealand

Prizes include up to $5000 for your school

the end of term 3! Competition is now open: entries close at The Ministry of Education is committed to understanding and improving the wellbeing of ākonga in NZ schools. We have been actively engaging with students and listening. Now it’s time for ākonga to use their significant digital knowledge and design thinking skills to lead the way in helping us design a tool that we can use as a measure of wellbeing.

This is a conceptual design competition based on design thinking. It is aimed at students in any subject area who wish to think through the issues and develop a solution. Students will work as a team and are not required to build a tool prototype. Entries will be judged by an expert industry panel. Finalists will be invited to a prizegiving ceremony in December. Prizes include up to $5000 for your school as well as individual prizes. We intend to use the winning entries to develop our final tool solution so your team entry may end up being used by students across the country!

More information and registration available: Scan the QR code or use link: www.education.govt.nz/wellbeing-tool-competition Please contact the Project Team at: swm.competition@education.govt.nz

Tīmoti Karetai (Kāi Tahu, Kāti Mamoe, Waitaha me Te Ātiawa) and Māui Passarello (Itari (Agrigento, Veneto), Ngāti Kahungunu ki te Wairoa, Tūhoe, Cook Islands) are both students of Hato Paora College near Cheltenham in Feilding. They won the bilingual video category with their video, 'He Kōrero Tuku Iho – Poua Sgt George Ellison'.

Education Gazette

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M ĀO RI EXCELLENCE

Recognising Māori excellence and remembering Tā Wira Gardiner Māori excellence and passion was at the heart of the 2022 Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships award ceremony, which this year paid tribute to the late Tā Harawira Tiri Gardiner.

he 2022 award ceremony for the Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships was held on Friday 10 June at Te Whare Rūnanga – Waitangi Treaty Grounds in Te Tai Tokerau. Typically held at Parliament, this was the first time the award ceremony was held outside of Te Whanganui-a-Tara Wellington. The Waitangi Treaty Grounds were chosen as an acknowledgement of Sir Apirana Ngata and the seminal speech he gave to members of the 28th (Māori) Battalion before they departed for World War 2. The Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships commemorate Victoria Cross winner Second Lieutenant Te Moana-nui-a-Kiwa Ngarimu and members of the 28th (Māori) Battalion, who served on the battlefields of Greece, Crete, North Africa and Italy between 1941 and 1945. The prestigious awards were presented by Associate Minister of Education (Māori) Hon Kelvin Davis, Willie Apiata VC, and Tā Robert Gillies, the last surviving member of the 28th (Māori) Battalion. This year’s ceremony paid tribute to the late Tā Harawira Tiri Gardiner, a tireless advocate for his people and a former soldier in the New Zealand Army serving in Vietnam. Tā Wira Gardiner died on 17 March 2022. Earlier in the day a pōwhiri took place in Te Whare Rūnanga where Ngapuhi welcomed members of Parliament representing Māori electorates, members of the Board, scholarship recipients and their whānau, as well as the Hon Hekia Parata, wife of the late Tā Wira Gardiner, and their daughter Mihimaraea. The whānau of Tā Wira carried his kawe mate onto Te Whare Rūnanga to acknowledge and express their affections and grief for him. The pōwhiri gave attendees the opportunity to come together under one kaupapa and to pay tribute to the 28th Māori Battalion soldiers.

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A pōwhiri took place in Te Whare Rūnanga where Ngapuhi welcomed members of Parliament representing Māori electorates, members of the Board, scholarship recipients and their whānau, as well as the Hon Hekia Parata, wife of the late Tā Wira Gardiner, and their daughter Mihimaraea.

Launch of the new video display unit

A new video taonga display unit was launched at Te Rau Aroha – Waitangi Treaty Grounds to showcase the Ngarimu VC and 28th (Māori) Battalion video competition taonga. This taonga will also house the names and whakapapa of all scholarship winners over time. The Te Rau Aroha Museum itself is dedicated to honouring the men and women who serve our country and includes a gallery that specifically acknowledges the 28th (Māori) Battalion’s A Company, most of whom whakapapa to Te Tai Tokerau. The new video taonga was blessed by the Māori Anglican bishop for Te Tai Tokerau, Bishop Te Kitohi Pikaahu, and unveiled by Hon Hekia as a tribute to Tā Wira. This was a significant part of the day as it was only a year ago that the Board paid special tribute to Tā Wira, bestowing him with the prestigious Manakura Leadership Award, an award that is only presented every three years. “It is the highest accolade in the Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships and was awarded in recognition of his leadership, commitment and contribution demonstrated over the course of many years” said Associate Minister of Education (Māori), Hon Kelvin Davis. Hon Hekia said she felt a responsibility to accept the invitation to unveil the new video taonga as she is a descendant of Ngarimu, a previous scholarship recipient, and the wife of Tā Wira. She acknowledged those who attended the event and their connections to the 28th (Māori) Battalion. The exhibition helps bring to life the memories, courage and stories of the battalion members and creates a living legacy of their bravery and sacrifice.

Education Gazette

Exceptional ākonga Māori

Ten ākonga Māori were awarded Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships for 2022 and three secondary school students won the video award competition. These scholarships are awarded annually to exceptional Māori who are undertaking tertiary or vocational education and training, and who demonstrate leadership, a strong commitment to educational success and a desire to give back to their communities, whānau, hapū and iwi. Prior to the award presentation, Education Gazette spoke to recipient Stacey Reedy (Ngāti Porou). Stacey is studying towards a Master’s in Education Psychology at Te Herenga Waka – Victoria University of Wellington. She hopes to become an education psychologist in the future and plans to give back to her community, the people she came from. She believes by completing her studies and achieving in her field of education psychology, she can help more tamariki and whānau in her area who need additional support to learn and enjoy their time in school. Stacey is grateful to be a recipient of these prestigious awards and plans to focus her skills towards helping ākonga enrolled in public schooling and to be accessible to those who need it the most.

Vocational excellence

This year was the first time the scholarships were extended to Vocational Education and Training (VET). Three VET scholarships were awarded to recipients engaged in beauty, plumbing and construction.

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Entering Waitangi: Willie Apiata VC, Tā Robert Gillies, and his grandson Te Whanoa Gillies.

“[The Manakura Leadership Award] was awarded in recognition of his leadership, commitment and contribution demonstrated over the course of many years” Hon Kelvin Davis on Tā Wira Gardiner 4 July 2022

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The recipients of the 2021/2022 Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships with Willie Apiata VC, Tā Robert Gillies, and Hon Kelvin Davis.

“I definitely benefit from this as it will help me advance in my career, and once I have the knowledge and skills required in my career, I’ll be able to help others. I want to give back here in Aotearoa with all the homes being built to help our people,” says Reimana Prescott (Ngāti Wehi Wehi, Ngāti Raukawa, Ngāti Kahungunu ki te Wairoa). When asked who his role models are he says, “For the context of this award and my current state I would like to say my ancestors are important role models as they demonstrated selflessness and humility by going overseas to fight alongside our Pakeha allies in the world war. They were hardworking people, and these are the qualities I strive to possess in my daily life.” Reimana has completed a New Zealand Certificate in Construction Trade Skills at Whitireia and has begun pursuing his apprenticeship towards being a qualified builder. “The scholarship, I believe, will greatly assist me in achieving the goals and aspirations that I have,” says Reimana. He hopes to continue to learn and gain in-depth skills within his field so that he can one day start his own business and help whānau Māori throughout Aotearoa New Zealand build houses. Waituhia Elers-Metuamate was also awarded a scholarship and is completing a New Zealand Diploma in Beauty Therapy.

Education Gazette

She says the scholarship will enable her to complete her diploma and enhance her beauty therapy knowledge. One day, Waituhia wants to open her own salon and would like to see more Māori representation in the beauty industry. Her personal achievements include “getting the scholarship and passing with flying colours in my beauty course as well as currently working at Studio 31.”

Proud to be Māori

The winners of the video award competition for secondary school students were celebrated alongside the Ngarimu VC and 28th (Māori) Battalion Memorial Scholarship recipients. The videos created by ākonga from Hato Pāora and Te Kura Mana Māori o Whangaparāoa will be displayed on the new video taonga display unit housed in the legacy room at Te Rau Aroha within the Price of Citizenship, Te Utu o Te Kiriraraunga exhibition. Willie Apiata VC was acknowledged at the award ceremony as a former Ngarimu VC and 28th (Māori) Battalion Scholarship recipient and the first recipient of the prestigious Victoria Cross for New Zealand. Willie also concluded the day’s events with his own heartfelt speech about his time in the Army and how the scholarship recipients made him proud to be Māori. gazette.education.govt.nz

Find out more about the 2021/2022 recipients of the Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships at education.govt.nz/further-education.

“My ancestors are important role models as they demonstrated selflessness and humility by going overseas to fight alongside our Pakeha allies in the world war. They were hardworking people, and these are the qualities I strive to possess in my daily life.” Reimana Prescott

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Find out more about the video award competition winners.

Watch the launch of the new video taonga display unit.

Watch the 2022 award presentation.

Apply now for the 2022/2023 Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships.

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AT TEN DANC E & ENG AG EM ENT

Dual enrolment gives West Coast ākonga more scope to succeed Leaders at Greymouth High School and Tai Poutini Polytechnic are always exploring ways to drive engagement and achievement and struck gold when they trialled a new partnership – an excellent example of how collaboration can lower the barriers to education.

Rangatahi explored local history as part of their Foundation Skills course.

Education Gazette

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s Year 12 dean at Greymouth High School, Ann Kieran is relentless in her quest to drive student engagement. In early 2021, then Year 11 dean, she was on a mission – she wanted to reignite enthusiasm and ambition in ākonga who had been disadvantaged by the pandemic and were dealing with nerves around NCEA. Greymouth High School has strong relationships with other education providers on the West Coast and are always on alert for new opportunities for their students. “That’s something we’ve worked very hard at,” says principal Samantha Mortimer. “For example, one of our deputy principals continues to build relationships with other agencies to try to create wrap around care for our most vulnerable students.”

A fresh start

The school learned that Tai Poutini Polytechnic was planning to offer a new foundation course and that students could earn 60 Level 2 credits in 15 weeks. “We thought it might work for some of our ākonga. It’s a slightly different adult world away from the classrooms and it could be a fresh start,” says Ann. “There would be students of all ages on the programme so it would give them a completely different world view in terms of education and who they are as people.” On the flipside, some of the high schoolers were only 15 so plans for pastoral care were vital. “We didn’t want to send them off into an unknown project without ensuring we kept that pastoral connection with the families,” says Ann.

Ann Kieran with three 2021 graduates. Above is Lily, below are Bryalyn (middle) and Kaylee.

Combining secondary and tertiary learning

Another challenge was finding a way to provide literacy and numeracy so students could gain their mandatory credits for English and maths. “It was a blessing that the polytechnic didn’t offer literacy and numeracy teaching because it meant we could retain that school connection, not only on a teaching level but a pastoral level as well,” says Ann. “The teachers could go to the polytechnic on Fridays, and feed back to me how the students were doing within themselves.” The next step was to figure out which students would be well-suited to the course. A group was assembled for a visit to Tai Poutini and Ann says it quickly became apparent that the course had captured the students’ interest. “I remember them being so focused and loving the atmosphere. I was left standing at the back like a third wheel,” she laughs.

Rethinking NCEA delivery

Annabell Dey is the manager of teaching and learning at Tai Poutini and oversaw the pilot scheme. “On the West Coast, the number of young people leaving school with NCEA Level 2 is a little below the national average and we thought we’d get a group together to try something different,” she says. Annabell goes on to explain how they invited students from the high school and had a chat to find out what they thought of it all.

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“They were great young people, but the school system wasn’t working for them. We just chatted. I asked what would make them get a qualification, what they were interested in doing and I pointed out what qualifications they’d need to achieve that. “We wanted to see if they’d buy into it because they had to commit for the programme to work.” And commit they did. In July 2021, nine students from Years 11 and 12 started the 15-week Foundation Skills course and all clocked up more than 90 percent attendance. Four days a week they worked on foundation skills, and on the fifth they worked on English and maths with teachers from school. Units covered included workplace health and safety, personal presentation, budgeting, renting, and taster sessions in hospitality and carving. Outside of class time, they were free to return to Greymouth High for sports and clubs, thereby maintaining their connections at school.

Embracing the real world

Students say they particularly enjoyed off-campus activities such as a visit to the Op Shop to buy clothes for a job interview, and the time they baked to raise money for charity. “It’s so much more chill and I get help as soon as I need it,” says one, while another says, “We are learning about the real world. I have learnt about the responsibilities I’ll have when I go flatting.” The results of this trial are remarkable. All students

attained both NCEA Levels 1 and 2. Since graduating in December, they have moved on to either fulltime work, apprenticeships, or transition-to-work programmes. Samantha says one of the most noteworthy benefits has been the students’ improved confidence. Ann recalls a special moment when she attended the polytechnic to hear two students give an achievement standard [level] speech. “Seeing them stand in front of a class and speak for three minutes, glowing with confidence, was a ‘wow’ moment. Before then you could barely get them to speak to anyone they hadn’t known for 10 years. “Their success has given them the confidence to realise they can achieve whatever or wherever their passions lead them.” Greymouth High School leaders say the mahi of kaiako Cath Donovan, Lauren Evans and Su Coutts was invaluable. “Without their capabilities to build relationships, organisational skills and learning facilitation the students would not have been able to gain their numeracy and literacy requisites,” says Samantha. Tai Poutini Polytechnic CEO Alex Cabrera says the initiative is an example of how the transformation of education in New Zealand is creating opportunities for collaboration and reducing barriers to education. “I am encouraged by the work that has been done to pursue better education opportunities for our ākonga,” says Alex.

“We are learning about the real world. I have learnt about the responsibilities I’ll have when I go flatting.” Dual enrolment student

Students celebrate their stunning success along with whānau, Greymouth High School staff, and tutors from Tai Poutini Polytechnic.

Education Gazette

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Nikalai (second from right) at work with his boss, Eddie Gray (left), fellow apprentice Nicholas, and Gateway student Jordan (right).

Nikalai’s story In early 2021, Nikalai was 15 and, he concedes, “not always getting to class”. In July, he took the opportunity for dual enrolment at Tai Poutini and Greymouth High – and he’s gone from strength to strength since. At the end of the year, Nikalai graduated with NCEA Level 2 and started an apprenticeship at Gray Brothers Engineering. He’d been working there evenings but says he was very surprised to be offered the apprenticeship. “I was happy as – and a little bit scared. It’s harder than I thought it would be and at first, I was very tired, but now I’m used to working long days and it’s really good. “I’m amazed by how far I’ve come,” he reflects. “Last year I was lacking credits but at tech it was easy to learn. It was fun, I wasn’t getting distracted and in a small group it was easier for the tutor to go around to help people. “We had workbooks to work through and we’d go on trips to try different things like barista work and carving jade. It was very cool. “I want to get my apprenticeship done by the time I’m 19 or 20, then I’ll see what else I can do.”

“At tech it was easy to learn. It was fun, I wasn’t getting distracted, and in a small group it was easier for the tutor to go around to help people.” Nikalai, 16

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Contact Eden for more information about the exciting Multi Ball wall. We want our kids to be active, come and help us! Mixed Reality Sports Https://mixedrealitysports.co.nz Eden Stevenson edenstevenson@yahoo.co.nz 027 477 3963 Tukutuku Kōrero

Results for students have been consistent with previous years.

SECON DARY ASSESSM ENT

Rethinking assessment for Year 11 students Authentic learning contexts with agile ways of assessing, fit for a blended learning environment. That was the goal for Epsom Girls’ Grammar School when considering the impact of ‘over-assessment’ on learning time and students’ wellbeing. Two years later, a new model is proving successful.

n 2020, Epsom Girls’ Grammar School (EGGS) embarked on a new Year 11 programme aimed at reducing the number of NCEA assessments, time lost to administration of them, and easing anxiety and stress for students. Although the first two years of the pilot programme have been hampered by Covid-19 restrictions, the school is pleased with the results as the first cohort of students undertake NCEA Level 3. When asked about the reasoning behind the programme, principal Lorraine Pound says it was threefold. “We had observed that three years of constant assessment can really mean over-assessment for ākonga in Years 11 to 13. We were looking to see if there was a way of easing up on that. Plenty of countries have a two-year exit qualification, not a three-year exit qualification, so we were interested in that idea. Also, we’re all very aware that you lose a lot of time administering NCEA assessments, and that time is lost from learning. As well as that, constant assessment can lead to anxiety and stress. “Looking at all of those things, we were very curious as to how ākonga can have deep foundational learning in Years 9, 10 and 11 and then be really well-equipped to cope with two years of a full certificate exit qualification.” Lorraine adds that with the combination of internal and external assessment, the three senior years of secondary school in New Zealand are finely timed. As such, assessment needs can be the ‘tail wagging the dog’, determining the shape of the year in each subject. The phrase ‘we have to rush to get through the curriculum’ is often heard from New Zealand secondary teachers, she says.

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Lorraine Pound, with deputy principals Karyn Dempsey and Tric Milner.

“We were very curious as to how ākonga can have deep foundational learning in Years 9, 10 and 11 and then be really well-equipped to cope with two years of a full certificate exit qualification.” Lorraine Pound

Blue skies thinking

In 2014, under the leadership of deputy principal Tric Milner, the school’s learning area directors, heads of department and teachers in charge began a process of blue skies thinking around what they would like learning to look like. This led to the formation of the Junior Curriculum Group led by deputy principal Karyn Dempsey. The group, informed by local and global trends in education and the changing skill set required for future employment, worked to design a new paradigm for learning at EGGS. The aim was to enable authentic learning contexts with agile assessment modes, fit for a blended learning environment – a direction that became even more relevant with the onset of Covid-19 disruptions. “Our kura has taken the NCEA framework and made it work in our context. It is vital that schools understand the needs of their ākonga and design a learning environment that works for them. For us, that means seeing assessment as a learning tool while ensuring our students gain qualifications that provide access to fulfilling pathways,” says Karyn. Professional development included visiting experts such as Rose Hipkins (New Zealand Council for Educational

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Research), Elizabeth Rata (University of Auckland), Anton Blank (researcher and child advocate) and Johnson Mckay (Ira Aotearoa). Out of this process came the idea of a three-year programme for Years 9–11, providing time for a strong foundation of learning before undertaking certificate level qualifications.

More time for learning

The school calculated that Year 11 students would gain at least 10 extra weeks of learning time. This considered how much time in classrooms is devoted to NCEA assessment instructions, preparation work and the assessment itself, as well as time needed for school practice examinations across the curriculum at Year 11. “There were important considerations such as the ability for students to bring 20 credits up towards the next level – we obviously wanted Year 11 ākonga to still have this advantage. We also wanted them to attain the Level 1 Numeracy requirement, which is also the University Entrance Numeracy requirement. We knew that this was important to our parent community and to us, as was ākonga gaining experience in the NCEA system, before starting NCEA Level 2,” says Lorraine.

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Students were able to get further ahead with their art practice.

What does the Year 11 programme look like?

» Students study English, Maths, Science, core Physical Education and Health, and three electives. » A programme of assessment runs throughout the year, and in most subjects one of those assessments is an NCEA Level 1 Achievement Standard. » In Maths, students undertake a full numeracy programme of Achievement Standards. » Semester courses in Science, which have been running for approximately 20 years, mean no Achievement Standards are undertaken in the four sciences. » Students undertake approximately 30 credits and can take 20 up to contribute to NCEA Level 2 in the following year under the current system. This will change under the new system. In Year 12, students who gain the NCEA Level 2 qualification automatically gain Level 1 as well.

Positive results

In 2022, the school was able to examine how well the first cohort had done with their NCEA Level 2 results at the end of Year 12.

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They found that 92.3 percent of Year 12 students gained their NCEA Level 2 (and at the same time Level 1), which was consistent with years prior to the change. 70.6 percent of those received Excellence and Merit combined endorsements, which was slightly up on the previous two years. For those students who did not achieve Level 2, a high proportion gained it in the first few months of their Year 13. The sciences learning area opted for no NCEA assessments at Year 11, and data from 2021 showed student achievements in science subjects were as strong as they were before the change. Jo Rainey, acting learning director in 2021, reflects on the learning experience, saying their students spent more time in class developing solid practical skills. “For example, using prior knowledge to identify unknown solutions, using a flowchart or a method developed by the student, critical thinking and fun problem-solving opportunities. Students have the time to think critically and contextually and challenge common misconceptions. Assessment continues but in new ways and in more authentic, contextual ways.”

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Teachers have enjoyed having extra learning time.

Year 11 data in 2020 and 2021 2020

2021

Percentage of standards attempted and gained by the cohort.

94.8%

94.7%

Combined Merit and Excellence achievement rate

70%

71.9%

Percentage of students gaining Numeracy

96.9%

95.6%

Percentage of students who gained at least 20 credits to take up

98%

97%

Re-adjusting to NCEA changes

The student experience Students from EGGS share their views on the Year 11 programme and how it has impacted their learning, and their wellbeing. » I feel motivated to do well. I’m taking four sciences and don’t mind that there aren’t NCEA assessments. I’m still pushing myself. » In English, we have so much more time. Usually, we are rushed or have to do so much at home. » I love unlocking new skills in Maths – testing myself and that feeling of when it clicks. » In Chemistry, it isn’t all just equations or theory – we apply the knowledge. » In Art I enjoyed the process of planning, visualising and producing something unique. I enjoyed the freedom. We are well-prepared for next year because we have had so much more time and are still learning. We didn’t have to submit everything last term and just stop working.

Education Gazette

Jo adds that students see the relevance of their learning, and how science affects their lives and that of their whānau too. There were also some surprises as to other benefits that appeared across the subjects. Historically, Year 11 students who take Visual Arts would be submitting an externally verified portfolio of work near the end of term 3. The art department decided they would still teach the fundamental elements of the course but enjoy the benefits of having students working up until week 5 or 6 of term 4. With the extra time gained students worked on extending their ideas, deepening their practical knowledge and producing a ‘one off’ individual piece of work for exhibition in term 4. “Those students were able to carry on, and classically, students are really hitting their stride in their art practice towards the end of term 3. The teachers, when they looked at the end results after those extra weeks, felt that the students were further ahead in their art practice in readiness for Level 2,” says Lorraine. Lorraine adds that the school was confident that more learning time would advantage ākonga and is delighted that even with the challenges of Covid-19, there has been no adverse effect on achievement.

Looking to the future, Lorraine acknowledges that the Year 11 plan may need some revising in light of the changes to the NCEA framework. “As more details emerge about the changes to NCEA, we know that obviously our model was a creature of its time. The 20 credits being able to be taken up to another level was an important part of our decision making. Looking now at what will be happening in 2024, we’re planning ahead for the NCEA Change Programme.” This will include ensuring students are prepared for the new Literacy and Numeracy requirements. These are being moved down to Years 9 and 10, so will need to be integrated into the learning programme for those years. The school is participating in the numeracy pilot this year. The school is working on what the Year 11 programme will look like from 2024 and it is unlikely that they would return to a full Level 1 Certificate. “We need to keep in mind the practicalities of the new package, but we also want to keep in mind our original reasoning,” says Lorraine. “This includes more time for deep foundational learning, avoiding constant assessment and having it dominating and determining the shape of the year, and reducing anxiety.”

Further information about the NCEA Change Programme can be found at ncea.education.govt.nz.

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ADVERTORIAL

TESOL: A CHANCE TO SEE AND TEACH THE WORLD Teaching English to speakers of other languages may sound challenging. Still, it can be one of the most rewarding jobs in the world, and you can do it while seeing the world, says Wintec graduate Michelle Ramsay. Back in 2012, Ramsay had a friend obsessed with Korean music, and she too quickly became engrossed in the music and the culture. Over time, she became pen pals with a kiwi woman who was teaching English over in South Korea. Ramsay says that through this connection, she learnt how wonderful it would be to teach English while travelling and seeing the world. “I was inspired after hearing this teacher’s first-hand account of her experience, and it sounded like an incredibly fun and exciting job!” she says. Fast forward to 2022, and Ramsay is also living and teaching English in Incheon, South Korea, a career she says Wintec gave her the confidence to pursue. Through Wintec, Ramsay gained her Graduate Certificate and Graduate Diploma in Teaching English to Speakers of Other Languages (TESOL). “The courses were delightful; the lecturers were great. I really enjoyed the Linguistics paper, and I went on to study Linguistics later on as one of my majors at Waikato University. “In my experience, working over here has been great. Our teaching skills are highly transferrable and sought after. The Wintec course prepared me well for life over here, and I felt confident in my abilities. It was a great relief knowing the relevance of what I was taught and how this applied in an international teaching context.” “This is my second contract over here, and I am currently working at a large academy, which I love. There are big chains of academies over here, and each academy is run differently. I have so much freedom regarding what and how I teach, and I’m trusted to get the job done. “It’s also great to now be able to teach face to face as we couldn’t do that for most of last year because of the pandemic,” she said. Ramsay said South Korea has always attracted her. “I love how safe it is. The public transport is awesome; I don’t need a car at all. I wanted to travel, and having a job here gives me purpose.” Sue Edwards, Programme Coordinator for Graduate Certificate and Diploma in TESOL, said you could work in New Zealand or travel overseas with a TESOL qualification.

In New Zealand, you could find work in a primary or secondary school supporting English language learners, in a language school for adults, either private training providers or mainstream tertiary institutions, or in a community English class for adults. Overseas, you could find work as a teaching assistant or a classroom teacher at either government-run or private English language schools, at any level of education. “We are looking for people who are interested in languages, whether your own ‘mother tongue’ or others, in how people learn languages, and how languages are taught. You will probably also be the sort of person interested in other cultures and perhaps curious about the links between culture and language.” She said the courses had both practical and theoretical components to help prepare students for real-world international teaching. “The most rewarding thing for me is seeing students acquiring new knowledge and skills that are both interesting and useful when they start teaching. I also love to hear about all the countries that our students end up in,” she said. Ramsey encourages any current or prospective teacher to gain a TESOL qualification as the opportunities are endless. “The course at Wintec will give you the confidence and skills you need – all the tutors are so supportive and ready to help at any time. The course also helps prepare you for things you might face during your teaching career at home and abroad. I would definitely recommend Wintec, and I have to say I miss the hub at City Campus,” she laughed. The next intake for the Graduate Certificate and Diploma in TESOL is Monday, 25 July, 2022, for Semester 2, 2022. If you’d like to learn more, you can register at wintec.ac.nz/events for the next information session on Wednesday, 29 June, 4.30pm–5.30pm, at The Long Room, Hamilton City Campus and online via Zoom.

HYBRI D LEARN I NG

Making hybrid learning sustainable Successful hybrid learning leverages technologies to provide continuity of quality learning for all students, no matter when, where or how. Te Poutāhū chief advisor Lesley Murrihy explains how the curriculum centre is analysing good practice in action to inform guidance for all schools and kura.

Ilminster Intermediate School in Gisborne are one the schools sharing their hybrid learning journey with Te Poutāhū.

ybrid learning has had a bad rap, says Te Poutāhū chief advisor Lesley Murrihy. She says that some teachers have assumed that double or even triple planning is required to deliver to students at school or home, online or paper-based. Schools have reflected that learning during lockdowns when everyone was home was easier than operating under the Covid Protection Framework, which requires schools to stay open despite positive cases, and students to be able to continue learning no matter where, when and how. So how does Te Poutāhū define hybrid learning? Lesley explains.

Education Gazette

What is hybrid learning?

The term hybrid learning has often been defined as ‘synchronous learning that teaches both in-person and online learners simultaneously’. This can involve remote students joining a livestream of the lessons being provided to onsite students. However, considerable international research has shown that teachers have found it very difficult to teach this way with the remote students often feeling marginalised and ignored. That is, if the students are even able to access the livestream or have adequate quiet space in their homes to engage in a virtual classroom.

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Hybrid learning has also been defined as an approach in which classes, teams or schools are divided into cohorts with some students learning onsite while other students learn at home and then swapping. This is called hybrid (cohort) learning, an approach that has been used around the world as a ‘get back to school’ strategy after long lockdowns. Some schools in New Zealand have used this approach to help them through under the Covid Protection Framework. Lesley says hybrid learning may take the form of all the above at different times, however hybrid learning is not any one model. “In fact, we don’t talk about hybrid learning as a model, because it is not a particular way of ‘doing’ learning, but rather it is an approach that is underpinned by some broad principles, processes and practices that are responsive to each particular context.” Lesley further explains that schools have talked about having 30 percent of their students away and just when that number was reducing, 30 percent of teachers ended up self-isolating or sick. The point of hybrid learning is for schools to be able to respond to such rapidly changing challenges. According to Te Poutāhū, hybrid learning is ‘an approach that leverages technologies to provide continuity of quality learning for all students, no matter when, where or how they are learning’.

Continuous and responsive

It is continuous and responsive, says Lesley, and includes: » The provisioning of quality learning, not just keeping students busy. » Supporting continuous learning for all students – whether at home or at school. » Leveraging technologies – generally digital technologies, but also includes paper-based technologies if students are unable to engage in online learning. » Being responsive to the context of each individual student as well as to the (often changing) context of the school. There has been a great deal of international research undertaken throughout the pandemic and a consistent finding has been that learning from home approaches have exacerbated inequities for those already underserved in education systems. Lesley says that first and foremost, hybrid learning is an approach that supports equity and inclusion, as outlined in ‘Six Principles of Hybrid Learning’ from Te Tāhuhu o te Mātauranga | The Ministry of Education. The principles are efficiency and sustainability, coherence and connectedness, responsiveness, transparency, equity, and inclusion – with continuous, quality learning for every student at the centre.

4 July 2022

Lesley says whatever we do, it should be equitable and inclusive, not exacerbate already inequitable outcomes for some groups of students. “Hybrid learning is complex and challenging, and we are not going to pretend it is easy, but the good news is that some schools are developing hybrid learning as a sustainable practice – one that doesn’t require double and triple planning by teachers – and we can learn from them.”

Gathering stories of good practice

A small team in Te Poutāhū is being supported by a group of tūmuaki/principals to gather stories and develop advice and guidance as part of the Covid response. Te Mahau regional offices have also been gathering spotlights on good practice and engaging principals to support their Covid response work. Resources are being published on the Ministry’s Learning from Home website as they become available and can be used online or downloaded by schools or teachers to support the development of their hybrid learning approaches. As the team continues to analyse these stories and interviews, some actions are emerging as key to sustainable practice. Lesley explains four key actions to Education Gazette but concedes it is an emerging knowledge area. Lesley says these approaches are variable in their levels of sustainability and equitable provision. However, they are a start, and they acknowledge that working together is essential to sustainable hybrid learning.

Know your community

At Te Kura Ākonga o Manurewa, principal Irihapeti Matiaha stresses the importance of schools knowing their community and being respectful of whānau. “I believe that, as a leader, you will know how to approach your community at difficult times such as these if you have a good understanding of the community. I get a lot of information from the Ministry of Education and other people in similar positions to me, and it’s nice to talk to them, but it’s also good to approach the kura community and see what is important to them at such times.” She adds the importance of communicating with whānau, and collaborating with them instead of telling them what to do. “I have always been clear that when we shift to learning from home we will not put out a timetable telling our whānau what they should do in their own homes… it goes against our tiaki, manaaki, aroha, and whakamana values. “We need to be mindful of making life as simple and as easy as possible for everyone.” Red Hill School describes how they addressed equity issues and engaged whānau during a time when learning from home was particularly challenging.

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From the outset, they knew that they needed to provide individualised learning materials for all 225 students. They also talk about how everything was communicated to whānau by Facebook, Seesaw, email, text and/or phone call – or door-knocking in the event of no response. The school explains that whānau knew if they didn’t respond, they would be knocking on their doors to check in as part of their ‘daily exercise’ around the community. In following this approach, the school became recognised as an essential service within their community and whānau were able to communicate their needs. When it came time for school to reopen, most whānau felt confident in the school’s ability to keep children safe which meant that tamariki were soon back on site.

If you have good practice to share, Education Gazette would love to hear from you. Email reporter@edgazette.govt.nz.

Four keys to a sustainable approach to hybrid learning Dr Lesley Murrihy explains four key actions/ considerations for schools to develop a sustainable approach to hybrid learning, based on the examples of successful practice shared by principals and the regional education offices of Te Mahau. A central, schoolwide online platform as the backbone It’s important to choose a schoolwide online platform and use it as the ‘backbone’ of both onsite and remote learning programmes. This will ensure everyone (teachers, ākonga, whānau) are familiar with the online platform, and at times when remote learning is required, everyone will find it easy to navigate and transition online. Put all learning tasks and resources onto this platform so that all students can access them. The purpose is for all students to receive the same learning opportunities and activities whether they are learning from home or at school. Schools already using a central platform as part of their normal programme were able to transition more easily into hybrid learning. Key considerations:

Hybrid learning resources All of these resources, spotlights and more, are available at learningfromhome.govt.nz.

Hybrid Learning Guides

» The platform should be the same throughout the school so that whānau with several children only need to learn how to get around one online platform rather than several. Even better, use the same platform throughout a cluster of schools or a kāhui ako. » This central online platform does not need to be a full learning management system (LMS) but could be as simple as a Google Site which is freely available as part of the Google for Education suite of products. » Be consistent in how tasks and resources are put on the platform and keep it as simple as possible to support accessibility and familiarity.

Hybrid Learning Spotlights

Downloadable, printable and editable Learning from Home packs to support online and paper-based learning

Seven Actions Necessary for Getting Stared with Hybrid Learning

Importance of Synchronous and Asynchronous Learning

» Put resources on this platform in ways that are easily downloadable and printable for students who require paperbased versions – always keep in mind learners who need paper-based programmes.

Balancing expectations and requirements with autonomy Schoolwide expectations and requirements are necessary because they reduce teachers’ cognitive load at a time when they are already hugely stretched. It means that teachers won’t have to work everything out. However, the balance will need to be fluid. As teachers become more familiar with new ways of working, they might want more autonomy to make their own decisions, in knowing their students best. While keeping this need in mind, leaders need to be mindful of the needs of whānau as well as ākonga and teachers. Key considerations: » Provide clear guidance and expectations for teachers for online learning. » Although the main goal of a central platform is to ensure

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familiarity no matter where students are in the school, allow some flexibility for teachers and ākonga to add unique markers or decorations to their sites to assist a sense of belonging.

Build in continuous feedback loops and be responsive Feedback loops that include whānau, ākonga and teachers will be essential to continually getting the balance right. Leaders and teachers can’t know what they don’t know. When embarking on a new approach, it is important to continually gather feedback about how actions are impacting on whānau, ākonga and kaiako – particularly around equity and inclusion. The situation of many whānau will be continually changing so feedback will help teachers and schools make informed decisions, and allow schools to adapt continually. Key considerations:

» Choosing a digitally capable teacher at each hub/ team or year level to run a programme for remote learners using the same planning and learning programmes as the onsite learners to ensure the learning is continuous for all. » Schools in a kāhui ako working together to provide online learning for all their remote learners. » Planning together to enable teachers to move flexibly across groups of students as the need arises and ensure learning programmes continue seamlessly for all students. These are just four keys that will open the doors to sustainable hybrid learning. However, there are others that are equally important, such as distributed leadership and power-sharing, learner agency and selfdirectedness, design, strategic decision-making and a future focus. Keep an eye on learningfromhome.govt.nz for more resources on hybrid learning, and more examples of good practice.

» Being open to continual feedback is not always easy, so it’s important to embed continuous feedback loops into structures and systems. » Honour feedback by responding to it. » Key questions to ask could be: “Is our hybrid learning approach responsive to changing circumstances and are we inviting frequent feedback and being quickly responsive to it? Are we listening to parents/whānau, ākonga and teachers and taking account of their changing experiences and circumstances?”

Collaboration is more than a ‘nice to have’ Many schools have discovered that working together is the key to sustainable hybrid learning. Cross-curricular approaches can break down the reliance on a specific teacher working with a particular class. At a simple level this may involve alignment of planning across just a couple of curriculum areas – for example, an art teacher working with an English teacher. At a more sophisticated level, cross-curricular collaboration is implicit in projects, inquiries, or thematic approaches where the investigation of a topic and design of a solution involves drawing from different learning areas. Collaboration can also involve schools or teams sharing strengths, capabilities and resources or sharing experiences and collaboratively inquiring together to learn how to improve implementation.

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Some examples of collaboration include: » Teachers who are self-isolating working from home and focused on supporting remote learners, leaving onsite teachers to focus on onsite learners. » Teachers team-teaching onsite, with teacher/s supporting the asynchronous learning activities of onsite learners with the other teacher/s working synchronously with groups of onsite and remote learners.

4 July 2022

YOUR LECTURERS – DR MEGAN LOURIE AND PROFESSOR JANE GILBERT

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Firth School student Blaike has seen a great improvement in her literacy learning.

LITERACY

Young learners benefit from Better Start Literacy Approach Explicit literacy teaching using the University of Canterbury’s Better Start Literacy Approach (BSLA) is making a big impact for new entrant and Year 1 students.

here are wide variations in the literacy skills of tamariki starting school, which can become larger over time. Early findings from the University of Canterbury’s Better Start Literacy Approach (BSLA) are good, showing that explicit teaching is closing gaps between learners’ literacy progress and development. The Ministry of Education is making professional support in the BSLA available for new entrant and Year 1 teachers and sector literacy specialists who provide inschool support. The aim is to get learners the support they need when they need it and prevent problems for them later in the learning pathway. BSLA is a comprehensive approach to build strong foundational literacy skills for all learners in their first year at school. After 10 weeks of receiving BSLA, children are assessed again to see how they are responding and to help teachers identify next steps for each learner. Professors Gail Gillon and Brigid McNeill and their team from the University of Canterbury Child Wellbeing Research Institute have developed the evidenced-based approach specifically for the New Zealand educational context. Controlled trials have shown the approach to be effective. “We are thrilled with the positive data from over 6,000 children who have received BSLA right from the start of school,” says Gail. “The data indicates that with high quality professional learning and development and appropriate supports our new entrant and Year 1 teachers can quickly advance children’s foundational literacy skills within the first 10 weeks of class teaching. They are also identifying early

children who need additional small group support and understand the teaching strategies necessary to support these learners. “The amazing results we are seeing with BSLA is a reflection of our talented junior school teachers and the expertise of our literacy specialists who are supporting them,” adds Gail. Gail and her team have noticed that BSLA is working particularly well in schools where there is a strong leadership commitment, and where teachers are working together to implement the approach. Engaging whānau is an important aspect with BSLA. Teachers are working hard and thinking of creative ways to engage as many whānau as possible in learning how to support their child’s oral language, reading and writing development.

Firth School’s learner success

Firth School in Matamata was among the first to adopt the approach in their 2021 new entrant class. It has worked so well for them that this year they have integrated it across their five junior school classes up to Year 2. Principal Michelle Ryan says the results they’re seeing after learners’ first 10 weeks at school, and ongoing after that, are “out of this world”. Michelle says many of their foundational learners begin their schooling with little oral language and low readiness for learning. “We were concerned by our Year 3 students’ data and realised it was because we weren’t doing enough at the new entrant level,” she says.

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“It’s been the best thing for us as it’s very specific, very explicit and very targeted. We have a lot of learners with individual learning needs and they’re all making accelerated progress because of this approach.” New entrant teacher Maureen Toki says she is excited to see the children’s engagement and thirst for learning in a fun and exciting way. “The learning that happens in just the first 10 weeks of the approach is phenomenal and we can see the transferring of knowledge into other curriculum areas. “The approach has sparked curiosity and inquisitiveness in our students. They want to find out more about the content in the stories we read.”

Positive shifts across the board

While they’ve seen huge improvements in children’s oral language, Michelle says the greatest excitement is seeing students transfer the knowledge and apply their learning to other aspects of literacy such as reading, writing and spelling. She says this is the first time in her three years as principal where there has been a positive shift in new entrants’ attitude towards writing. “With all the blending, segmenting and resources that are supplied, they’re able to independently take those skills and knowledge and apply them to their writing.” Michelle recalls the day a student came to her after visiting Wellington for the weekend and wrote “we went to Wellington and went to the zoo and up the cable car”. “I could read all of that without him telling me what it said. He’d been at school for eight weeks and could write that well because of BSLA.” She has noticed students are also reading without finger pointing to scan text, and there is acceleration of sound knowledge that is evident throughout the daily programmes and outside the classroom too. “They’re noticing the sounds all around them. We can be out in the playground now and someone’s telling me, ‘That starts with a ‘t’’, and they’re reading signs. “We’ve never had this sort of engagement, retention of knowledge or accelerated progress before. “We were lucky because our junior team could see we needed to change what we were doing as it certainly wasn’t meeting the needs of our students.”

Teachers empowered

Firth School’s teachers have adapted to the new approach with ease, integrating it throughout the day’s lessons, says Michelle. The 30 weeks of lesson plans, the resource kete and the online learning modules combine well and build on each other. Teachers unpack vocabulary as they work through the step-by-step lesson plans. For example, a book about a kiwi will lead to unpacking all the vocabulary, with the literacy focus being carried into their learning as they work through the inquiry space, researching the kiwi, making habitats, and creating kiwis through art. “The students are blending sounds out and writing the tricky words – that aren’t from essential lists – as they learn.

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“It’s really humbling to see our teachers, who work so hard, see it all gelling together for the students,” says Michelle. The BSLA microcredentials provide teachers with modern online learning – working through modules and quizzes to gain their qualification rather than essays and assignments. This is supported by weekly online sessions with university tutors and other teachers. The most powerful impact for the Firth School teachers has been their own weekly professional discussions. “It’s provided professional dialogue where the team comes together once a week and talks through the approach, where they’re at, look at resources and what they need. We’ve got a mix of experience, and they all share something different,” says Michelle.

The assessments are useful

Michelle says the resources provided with the approach are fantastic and something they will work to embed across the whole school. “The assessments identify where the gaps in skills and knowledge are for our literacy learners and inform the explicit teaching required.” Michelle says the digital assessments are engaging for the children as there’s no ‘got it wrong’ and reinforces that they did a good job. All students have an oral language assessment either at school entry or when they first have BSLA teaching. Those who show gaps in their abilities are assessed again after 10 weeks of teaching. This assessment will show their skill and knowledge progress in response to the teaching and indicate what teaching individuals need from that 10-week stage. “We’ve replaced our previous school entry assessment with the BSLA baseline assessment. The resulting learner data and graphs are provided through the digital platform.” This data is great for the teachers, Michelle says. “Everyone likes to be successful, and you feel good as a teacher knowing, through the data and engagement, that your students are learning.”

Whānau partnership

Michelle says the children are now confident writers, readers and learners – and whānau are enthusiastic too. They held several whānau hui to explain the approach and what the learners will bring home because this approach is new for them too and the books look different to what they are used to. “It’s a partnership. Things go home at night and learners share with their parents what they’re doing in the classroom.” She says home-based learning is manageable and purposeful without being stressful for the student or parent. “For example, we might tell [whānau] what sound we’re learning and ask them to support their child in finding five things at home that start with that sound.” Maureen agrees this has strengthened the partnership between home and school. “The learning is seamless as the children are taking the learning home and continuing this with whānau.”

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“The learning is seamless as the children are taking the learning home and continuing this with whānau.” Maureen Toki

Key things to have in place To get the best results from BSLA and Phonics Plus books, Michelle says you need:

To find out more about BSLA visit betterstartapproach.com.

» The support of your BSLA facilitator – for Firth School it was their Resource Teacher: Literacy. » A willingness to want to change practice to meet the needs of your students. » A partnership with whānau through regular hui and communication.

To apply for BSLA funding support visit pld.education.govt.nz/findpld/bsla-professional-support.

Proof in the pages Before (21 March 2022)

After (4 May 2022)

There’s these little learning things – that has like the sounds – sound them out when you don’t know a word you blend the words on your arm and then it makes it easy to write. I can use my sounds on my arm when I am reading, and I don’t know a word. Blaike

Before (21 March 2022)

After (7 June 2022)

I draw a picture plan – if you don’t do a plan you don’t know what you are going to write about. We use these little blocks called sound blocks, we put sounds together to make words – we change sounds to make new words, it is fun. Max

4 July 2022

Tukutuku Kōrero

Education Gazette

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READ I NG

Local stories recommended by teachers A new digital catalogue offers recommendations for New Zealand books and accompanying resources for students Year 7 and up.

new tool for teachers has been designed to give students a chance to see themselves and their stories in the classroom. A collaboration between three organisations, Reading Stories from Aotearoa New Zealand is a digital flip-book freely available for sharing and printing. With funding from the Mātātuhi Foundation, the project was instigated by Read NZ Te Pou Muramura, and informed by a panel of eight English teachers from diverse schools around the country, facilitated by the New Zealand Association of Teachers of English (NZATE).

A love for literature

Reading Stories from Aotearoa New Zealand is a collaboration to encourage the uptake of New Zealand titles in the classroom.

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Teacher voice and their representation of students was paramount in developing the catalogue, and each selected title has an accompanying resource for free download, most of which were written by the teachers involved. Laura Borrowdale is an English teacher, community leader and within school lead in Te Taura Here o Ōtautahi Kāhui Ako at Ao Tawhiti Unlimited Discovery in Christchurch. She is also a writer and a passionate reader, particularly of New Zealand fiction. As part of NZATE, Laura led the selection panel to ensure that every book chosen had a championing classroom teacher behind it. “I am hoping that this resource empowers and encourages teachers to seek out new texts that better represent our rangitahi,” she says. Laura explains that teachers on the selection panel represent the range of schools in Aotearoa across socioeconomic groups, state and state-integrated, coeducational and single sex, each with their own diverse range of students. She says that for a small country, we’re lucky to have a vibrant and productive literary scene, but that can make it hard for a busy classroom teacher to stay on top of new and appropriate texts as they are published.

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New Zealand books recommended in the catalogue for seniors.

“Having a living, up-to-date list of books that represent our place and our people has never been more important,” Laura writes in her introduction. “Building a love of reading and books is vital for lifelong learning and a rich sense of self.” Ruth Richardson (Ngāti Wai) is a kaiārahi and teacher of English at Glendowie College. She values the way that books open up the world for every reader, expanding their view of what is known or lived or possible. An integral part of the selection panel, Ruth also wrote some of the teaching resources, and hopes her colleagues will find them useful and encouraging. “We are enthusiastic readers and teachers. We hope that comes across clearly in our resources and that they help or inspire you to find ways into the texts which feel authentic to you and your students,” she says. “Ultimately, we hope that you will be enthused to keep reading literature from our Aotearoa New Zealand storytellers and discovering more for yourself. “New texts can feel like a gamble sometimes but they can give teachers an opportunity to engage their students in current issues of public interest. Worth the risk, I think.”

From fantasy adventures to political essays

The catalogue is divided into seven sections, including novels and poetry for junior readers, collections, senior fiction, nonfiction and short stories. Ruth herself was introduced to a new book to share with her students. “I am currently teaching Two Hundred and Fifty Ways to Start an Essay about Captain Cook by Alice Te Punga Somerville, an alumna from our school, and I am so grateful to the panel for introducing me to this important work about Cook’s controversial legacy,” she says. “Other personal favourites are National Anthem by Mohamed Hassan and Black Marks on a White Page by Witi Ihimaera and Tina Makereti. All the texts I found myself drawn to were offering us an opportunity to expand our

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vision of who we are as a nation and to consider how to engage across lines (or perceived lines) of social division with humility.”

Why local?

In a rich world of literature, why is it important to introduce our students to books from this place? Ruth points to a 2017 e-tangata interview with author Alice Te Punga Somerville who noted “our stories, and the stories that we tell, and the stories that others tell about us, ultimately create and shape who we are.” Ruth believes it’s also about empowerment. “Local texts serve as examples of our voices in the world. If we want our students to value their voices then we can show them people who are like them, from places like theirs, who have used their voices first.” Read NZ Te Pou Muramura CEO Juliet Blyth plans to review the selection on an annual basis and looks forward to feedback from teachers. “This project has offered us insight into how deeply committed and thoughtful the teachers on our selection panel are – and our hope is that the resulting resource will encourage others to choose a local book to explore,” she says. “We’re proud of the rich resource we’ve created together and would love to know if it led to a change in your English department, so do keep in touch with us.” Laura puts it succinctly: “Be inspired! Explore this list for your own reading interest as well. The teachers who made it loved working on it.”

Read, download, share or print Reading Stories from Aotearoa New Zealand at issuu.com/readnztpm.

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About Read NZ Te Pou Muramura Established in 1972 as the NZ Book Council, Read NZ Te Pou Muramura wants to foster a thriving and inclusive reading culture in Aotearoa New Zealand. They say reading is a superpower that feeds imaginations and broadens horizons, and one of the most accessible and affordable arts activities with well-documented benefits. To arrange an author visit to your school or to be part of other programmes, visit read-nz.org.

You have the power to unteach racism. Will you… nah but, will you? Hear more from Taika about his story www.unteachracism.nz/foursteps

4 July 2022

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STE M

Electrifying learning for primary-aged ākonga Primary school kaiako are using a new STEM programme as a conduit for engaging learning opportunities across the school term – sparking the natural curiosity of tamariki and connecting science to their everyday lives.

his year Nanogirl Labs, in partnership with Genesis, launched STEMSTARS – an innovative educational programme designed to transform science, technology, engineering and maths learning in primary schools. It’s the first programme in a planned three-year partnership aiming to make a positive difference to STEM education across Aotearoa New Zealand. “It has books and online video resources which clearly cover each topic – such as the learning intentions and the

key vocab words that relate to each topic. Then it shows the experiments to really demystify everything. It can ease the lack of confidence some teachers may feel and for confident teachers that have been doing it for a while, it provides fresh ideas,” explains Sam Paxton, education specialist at Nanogirl. Sam adds that students are naturally inquisitive and love to experiment, and that’s where the programme supports teachers to lead meaningful connections

Working with students on the electricity module.

between science and everyday life – promoting a culture of curiosity at school and at home. Dr Michelle Dickinson, co-founder at Nanogirl Labs, says the magic is in the use of stories to help cement the learning in students’ brains. “Each lesson is designed to help students solve real-world problems while having fun through a Nanogirl adventure story. The programme is designed with accessibility in mind, so no specialist equipment, knowledge or digital devices are needed to help both students and teachers build their STEM skills.”

A catalyst for schoolwide learning

Sharri Robertson, kaiako at Stanhope Road School, says they are utilising the resource to invigorate STEM learning across the school. “It’s become a whole term of investigating STEM… It ended up being that the senior school were also offered a programme. So, the whole school is looking at science for the term.” Fellow kaiako Leigh Burrell adds, “Because the children haven’t had a lot of science, I’ve tried to go for coverage. The way the books have been designed gives us this coverage.” Coastal Taranaki School also have a schoolwide theme of STEM for term 2. Deputy principal Sylvia Howieson says STEMSTARS is providing more ideas to engage students in different scientific processes and investigations. “It was fortuitous that it was being advertised the same time I was thinking about the term. I thought it was another resource that we could utilise to really support the teachers in delivering a good science curriculum.” Wesley Primary School is also using the programme as a guide for STEM activities. They recently had a Nanogirl Superhero Science Assembly, and kaiako Samantha Prendergast says the Nanogirl visit made a big impact on students, particularly those who love that the lead character is a female in an area perceived to be a male-dominated domain. “They were screaming her name across the playground. Calling out ‘Nanogirl, Nanogirl’. They knew who she was.”

Students finding out about flotation.

“When they go home and make things and bring them back the next day, you know that’s when you’ve got good engagement.” Sylvia Howieson

Flexible materials

The STEMSTARS programme includes a series of tasks, however, the materials are flexible, depending on the different areas students want to explore. Samantha says her team at Wesley Primary have been using the STEMSTARS activities every afternoon, and as a starting point for the week. “They’ve got two activities in each of the books. So, we use those activities as a prompt to start our week and then from there we’ll look into creating other tasks. We use it as our starting goal and then we look at what the students want to do and explore after that,” she says.

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At Stanhope School, the resources have integrated well with their existing learning areas, or by using equipment already in stock. “When we were doing sound waves, I found a really cool way of showing light waves through another STEM activity, then I also found tuning forks in the cupboard,” says Sharri. The programme includes eight STEM topics, each supported by a book to guide kaiako through the content, activities and videos. It is aligned to Years 3–4 curriculum

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Stanhope Road School kaiako Leigh Burrell and Sharri Robertson.

content but can be used for other years by modifying the questions to fit the age group. Sharri says it’s also been helpful for learning across classrooms. “We have a team of five classrooms and there’s eight resource boxes and eight areas that you can deliver your programme through. So, we are rotating those amongst our classrooms. “There is a whole website for us as teachers to go into, which tells us what our learning outcomes should be, what the key words are, how we should run the experiment. So, it’s really leading us into a successful lesson. It makes us the experts,” says Sharri. Leigh adds that the integration across curriculum areas leads to really engaging programmes of learning. “We could use any one of those books and extend it into a two-week programme. For example, we’re doing navigation. It has SCRATCH and coding, as well as robotic instructions. Currently we are doing measurement with it as well. I could do three weeks on navigation by integrating this and looking at other things such as maps and directions.”

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Cross-curricular benefits

Sylvia has been using STEMSTARS with Coastal Taranaki Year 4 students and believes the kits are best targeted for Years 3–4, but also have value for other years. In particular, she thinks the use of te reo Māori and links to Māori stories and pūrākau are something all teachers can benefit from. “Many teachers would never know the Māori word for vibration, or molecule, or energy and it gives you all of that,” she says. Leigh agrees, saying, “We have our objective, so the children have got some idea of where we’re going. I put up what we will investigate and the key learning outcomes. But I also put the key words into te reo Māori.” Sylvia gives one example of how the lessons link to Māori stories. The lesson first sees ākonga working with oranges to find out about flotation. They discover that the orange will float if it has its skin on. They find out the reason is because the skin has air pockets. This then links to the story of Hinemoa who used hollow gourds to swim across Lake Rotorua. Sylvia also sets additional challenges for students.

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She explains, “As a further project, I gave the students an overnight challenge to see if they could create a flotation device to make the orange float without the skin. One boy came in with a polystyrene float that he thought the orange could sit on and then another made a circular orange float from plastic tubes. “What I loved about it was that you know you’ve really got kids excited when they go home and make things and bring them back the next day.” Sylvia is supporting at-home engagement by putting the stories onto Google slides for students, parents and other teachers to access. She is getting people to voice the stories so students can hear them and see associated pictures, which can also assist with literacy learning. Sylvia says there are many other cross-curricular opportunities, such as with numeracy, te reo Māori, and technology.

“There is a whole website for us as teachers to go into, which tells us what our learning outcomes should be, what the key words are, how we should run the experiment. So, it’s really leading us into a successful lesson. It makes us the experts.”

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.

Sharri Robertson

Explaining the link to literacy learning, Sylvia says she incorporates the lessons into writing exercises. For example, when doing the ‘sound’ exercise the students research and write about what they could do if they had a particular animal’s ears. As with Sylvia, Leigh uses the lessons as a starting point to deeper learning and investigation. “Another activity we did was with sound, with a spoon on a piece of string and you wind each end of the string around your fingers and put them to your ears, and then you hit the spoon with another spoon. We took that a little bit further and thought OK, so what would happen if we had the spoon hit with something else, for example, a pencil or glue stick or a piece of wood or a pair of scissors or whatever we could find, would we get the same result? So, the students made the hypotheses around this and then we experimented,” says Leigh.

4 July 2022

Find out more at

schoolgen.co.nz/stemstars

Tukutuku Kōrero

The Nanogirl assembly entertains and educates.

Sam Paxton, education specialist at Nanogirl.

The student experience Ākonga in Years 3–4 who have engaged with the STEMSTARS programme share their thoughts. “We made lots of cool stuff like the electron circuit with string and paper clips and straw and balloon rockets. I love science and it is fun to make new things. When I get to make stuff, I learn better than I used to just reading or writing about it,” Dagmawi “I think that kit is amazing and my favourite experiment to do was the balloon rocket. We made some mistakes, but we learned from them. We were learning about air pressure and the four forces of flight.” Kael “I like all the different activities that you can do. So far I really liked flying the kite that we made.” Gaby “It was fun pretending we were the wires and all the electricity was flowing from the power station to the houses and shops.” Jacob “The flotation lab was cool. It was great to make the boat at home and because I used stretchy tubes, my boat could actually carry more than one orange.” Drake

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“I liked rubbing the balloon on my head to make static electricity. The flotation lab was fun too.” Te Kaewa “I liked the ears activity. It was fun because I did not know much about animal ears.” Isaac “I liked the flotation activity with the boats. We experimented with how much we could stack on our boat.” Joshua

More information about STEMSTARS can be found at stemstars.com or by contacting samantha@nanogirllabs.com. The programme does cost, but a donation scheme is in place for schools that could not otherwise afford it.

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The sound lesson can create many other opportunities, such as exploring the function of different animal’s ears.

G I FTED LEARN ERS

Positive changes afoot for gifted learners A new set of global principles aims to create positive change on behalf of gifted students locally, regionally, and globally, and indicates the professional learning needed to ensure ākonga can fulfil their highest potential.

ore ākonga fulfilling their potential – that’s the hope of Dr Rosemary Cathcart, one of the contributors to the Global Principles for Professional Learning in Gifted Education. Rosemary, director of REACH Education Consultancy, was on the initial panel and then on the writing committee for the principles, working with the World Council for Gifted and Talented Children. The hope is that these principles, along with the

Giftedness could be across a range of areas, including the Arts.

curriculum refresh in New Zealand, willing educators, and value given to Māori concepts of giftedness, will lead to a sea change in the way schools cater for gifted learners. Rosemary has worked with teachers in New Zealand and abroad and been involved with gifted learners for nearly 40 years. But throughout this time, she says, it has been a struggle to have the uniqueness of these children acknowledged, or to have plans in place for teachers and schools.

The Global Principles

Rosemary says there hasn’t been a statement of principles to work to across the world. Now there is, and there is an acceptance of a more child-centred approach. She says these principles align closely to the work done at REACH. “When I went onto the World Council panel, I was surprised and delighted to find that we were already doing the kinds of things that people all round the world were saying needed to be done.” The Global Principles are summarised as a 10-point list. One of these principles is ‘holistic’, which means that professional learning in gifted education should address the whole child, including academic, social, and emotional needs. Another is ‘broad’, which considers different forms of giftedness and options for modifying curriculum and instruction accordingly. These are consistent with the vision of REACH Education, an organisation created in 2005 to support schools in working effectively with gifted learners by providing quality professional development. One of their key concepts is recognising the different learning and developmental needs of each gifted child. As Rosemary emphasises – gifted children think differently, and their needs are unique.

What it means to be gifted

During her research, Rosemary asked senior high school students how they’d like to be remembered. The gifted students all answered that they’d like to be remembered as having contributed to humanity – or being a kind, thoughtful and caring person. The questionnaire also revealed that gifted students were three or four times more likely to be involved in service activities. And Rosemary says those who are gifted also tend to have a strong sense of justice. However, a lot of young, gifted learners can become frustrated, bored or unhappy because they can struggle to relate to others and form friendships. “They tend to be highly sensitive and acutely observant in their area of interest. Outside of that some can be completely blind, of course, if they get intensely interested in something.

A house could burn down while they are inventing the next space rocket. “The real word in there is intensity. Whatever they do, they do with intensity.”

A different way of thinking

But the very definition of ‘giftedness’ is being rethought. And Rosemary says it is a much wider category than many believe it to be. It could be leadership qualities, for example, rather than just academic achievement. “The leader is not necessarily the person charging down the mountain, it could be the person at the back who is respected, and everybody ultimately listens to.” Qualities of this wider view can be seen in action. Rosemary cites environmental activist Greta Thunberg, and 2012 Young New Zealander of the Year, Sam Johnson, founder of the Canterbury Student Volunteer Army. These people demonstrate typical qualities of giftedness in looking to give back to their communities rather than being concerned with self. The Global Principles encompass a wider view of giftedness in line with indigenous views around the world, and closer to home, te ao Māori concepts which Rosemary says we are fortunate to have here in New Zealand. It involves linking abilities to community, and if you are gifted it is your duty to give something back. There is also a spiritual element. But most interestingly, Rosemary says, the priority is the qualities that person has. It is the qualities you have that shape the way you use your abilities.

Putting PLD into practice

Former teacher Jos Evans undertook the year-long REACH course for Teaching Gifted and Talented. He believes there needs to be understanding from teachers and management of the Global Principles for Professional Learning in Gifted Education. The principles resonate with his own teaching experience. The principles are relevant across the world and have sound academic support, Jos says. He believes becoming familiar with them will help to better recognise the needs of learners. He adds that professional development in this area should be part of every teacher’s training.

“With gifted students, it’s really about understanding that they want to find out more. They have a lot of curiosity – and if we don’t, we have a risk of those students getting bored at school, and then they under-achieve.” Cheryl Jaffar

4 July 2022

Tukutuku Kōrero

Abbey, Shaelyn and Riley at St Mary's College in Wellington are previous recipients of the Ministry of Education’s Awards for Gifted Learners.

This recognition of individual needs also means recognition and value of Māori and Pacific cultures and all cultures and their value systems, says Jos. “Equitable inclusiveness and holistic education to meet the specific needs of our learners – giving acknowledgement and facilitation to their individual learning needs, validating cultural perspectives and recognising gender issues are learnings that needed to be embodied and facilitated in our education system, not just for our gifted and talented learners of all backgrounds, but for all students and educators.” Jos says the REACH course took these concepts and translated them to practical classroom scenarios. And the Global Principles do this too. They are mostly commonsense initiatives that are good practice anyway, such as inclusiveness, he says. “What works for the gifted also works for the rest of the students.” They are flexible though, rather than being a set of rules. The key is to have awareness and a way of thinking in place first, then teaching practices can derive from that. One key thought is acknowledging that people learn in different ways – so many methods of pedagogy are possible and desirable to keep learners engaged.

Understanding the students

Cheryl Jaffar is director of student support services and HoD for learning support at Howick College. She was

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able to complete the REACH course after the school received PLD funding through the Ministry of Education’s awards for teachers of gifted learners. Two learning support coordinators (LSC), including Cheryl (as well as two other school staff) used the funding for the REACH course, and one LSC received a Gifted Study Award to pursue Massey University’s Postgraduate Diploma in Specialist Teaching (Gifted). Cheryl says LSCs at the school had identified gifted learning as an area in which they needed more training. “We tend to focus on the students that are struggling, rather than the other end of the scale. So doing the REACH course was definitely a mind shift for us,” she says. “We weren’t looking for a quick fix. We didn’t want someone to come in and do a one-day or two-day workshop because that’s not sustainable.” So, the LSCs took on the one-year REACH course, in addition to their regular work. It was intense, and challenging with Covid-19, but it has helped them immensely in their work with gifted learners at the school. “When you read the global principles, the entire content of the REACH course is tied in. Everything that we did is covered,” says Cheryl. “It wasn’t just about strategies, it was about understanding the students.” It is also necessary to challenge the students, says Cheryl. For example, in a maths class, it is not uncommon for a Year 9 student to be assigned to Year 10 maths, but Cheryl

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says that is not enough. It’s about what the teacher is doing in the class to extend the thinking. It’s giving them a deeper question to investigate. “With gifted students, it’s really about understanding that they want to find out more. They have a lot of curiosity – and if we don’t, we have a risk of those students getting bored at school, and then they under-achieve.” Cheryl says all the LSCs at Howick College are supporting gifted students and are working to ‘extend’ them. A key is to find a student’s area of passion. If they can find an opportunity in that field, and excel, then there is a flow-on effect so that all schoolwork benefits. One example is the REGENERATE Game Jam which may offer an avenue to a few of the students who are passionate about gaming and coding. Another student at the school was a gifted drama student – and was also a recipient of a Ministry Award for Gifted Learners.

Finding a way forward

Rosemary says the goal is that the different learning needs of gifted youngsters are clearly and unequivocally seen as an official priority. “What we are talking about is not so much the mastery of this, that or the other, but the ability to go beyond the known – and I think that is what our gifted students can bring to us.”