Education Gazette 103.5

Language as taonga

Study award supports Deaf education

Bridging worlds and embracing New Zealand

Sign Language

Quest for literacy excellence

Classroom Competition Hauora

Our Classroom Hauora Competition is back for a second year, running over Term 2, 2024. We want to celebrate the work educators are doing in classrooms to nuture the mind health of tamariki in primary and intermediate schools across Aotearoa.

Win a Mindfull sanctuary for your classroom and have Sir Ashley join your staff

You don’t need to be a Pause Breathe Smile school to enter.

Check out our website for entry criteria and the entry form. pausebreathesmile.nz

Furniture prize courtesy of

Kia ora koutou katoa

New Zealand Sign Language Week begins on 6 May. It’s a time to embrace this unique taonga of Aotearoa and reflect on inclusive education practices.

Annabel MacKay’s poignant reflection on her bilingual education journey as a deaf student gives kaiako invaluable insights into inclusive practices, and Megan Lynch offers equally rich insights into enhancing outcomes for deaf students through her Deaf and Hard of Hearing Study Award.

This edition also celebrates an array of expertise and exemplary teaching practice. Amie Roberts shares the transformative impact of passion and perseverance in supporting literacy development in Wellington and Kataraina Hotene showcases the profound impact of incorporating te ao Māori into early childhood education in Waikato. Additionally, insights from two kaiako in agricultural and horticultural education highlight the importance of connecting curricula with career pathways and shaping meaningful learning experiences.

Kia pai te rā, nā

Sarah Wilson, Ētita | Editor

On the cover Page 6. Our beautiful cover image is supplied by Ko Taku Reo Deaf Education New Zealand, as part of our kōrero with Megan Lynch about enhancing educational outcomes for deaf students in Aotearoa.

Q

Bridging worlds and embracing New Zealand Sign Language

Ahead of New Zealand Sign Language Week on 6 May, recent school leaver Annabel MacKay reflects on her experience accessing education bilingually as a deaf student in a mainstream school in Te Whanganui-A-Tara Wellington.

– Can you describe your personal education journey and any challenges you faced?

Annabel describes her life as living between two languages and two worlds – English and New Zealand Sign Language (NZSL), and hearing and deaf.

“For the most part, my education was accessed bilingually via a qualified interpreter, and I was incredibly

fortunate to have this degree of access,” says Annabel.

“I love learning and had a real thirst for knowledge. But in all honesty, isolation was a great challenge, and it can be really tough being the only (and often the first) deaf student in a school of 1,000.

“If you’ve never met a deaf person before, the prospect of meeting one can be daunting.”

Supporting deaf students across all education settings and embracing New Zealand Sign Language is at the forefront of NZSL Week.

Annabel found she was often the one to initiate conversations and educate teachers before they were able to educate her.

She stresses the importance of everyone being willing to learn and improve, stating that “people truly don’t know what they don’t know”.

Noting that there is no easy fix, Annabel believes education can be one of the most powerful tools to reduce isolation and remove systemic barriers.

Q

– What strategies or resources were helpful across your educational journey?

Annabel says there is not one specific strategy but instead “a combination of things that collectively make a considerable difference”.

In addition to a qualified interpreter, Annabel transcribed some classes via a speech-to-text service and took many photos of classroom whiteboards on her phone, particularly in high school.

“It is virtually impossible to take notes in class when you are watching the interpreter or teacher, so I typed up notes following classes at home, based on what had been transcribed and any documents I received.

“I have no doubt that this greatly aided in my comprehension of the material taught.”

Annabel also built a strong support network within her school, extended community and whānau, which she could lean into when issues did arise.

Meeting one-on-one with teachers at the beginning of the academic year also helped make sure the classroom would be as inclusive as possible, and there was continuous reflection throughout the terms.

Underlying all of these strategies, Annabel says “being aware of my human rights significantly contributed to my academic success”.

“School provided me with years of lived experience within the human rights field and self- advocacy was a key skill I learned from a young age.

“Deaf children need to be acutely aware of their inherent value, and they need to know that it is their right and entitlement to be in the classroom just as much as anyone else.”

She sees these strategies as akin to building a bridge.

“To build a bridge between two places, or in my case two worlds, you set foundational pillars,” says Annabel.

“Some of these pillars came from interpretation, some from transcription notes, some from my support network, and some from my knowledge of human rights. All together they built a bridge that provided me with the access I needed to succeed educationally.”

Q

– How does NZSL contribute to the cultural richness of Aotearoa New Zealand?

“I am incredibly proud to be multilingual,” says Annabel.

“My family are all hearing and I learned NZSL through meeting the Deaf community and being exposed to fluent language models. Knowing NZSL has allowed me to immerse myself into a distinct culture, community, and way of life where I am able to see things with a different worldview.”

Grateful for the wonderful people met on her journey to date, Annabel says NZSL has fuelled her desire to make tangible change in the world.

With about 300 different sign languages worldwide, she equates NZSL as a “cornerstone of New Zealand culture” and “one of our official languages”.

“Sign languages are not universal. Just like spoken languages, different sign languages exhibit distinct characteristics with their own dialects and variations,” explains Annabel.

“NZSL is a unique taonga to Aotearoa that contributes to the vitality, cohesion, and multicultural fabric of our country.”

Q –

How do you envision the future?

Annabel says she hopes deaf children will soon have the opportunity to access their education bilingually and bimodally in English and NZSL.

“All students, including deaf students, have the right to an equitable and fully accessible education in a safe environment where they are able to flourish and thrive,” says Annabel.

“It is important to recognise that language learning begins at birth and deaf children should have the opportunity to learn English and NZSL – as well as te reo Māori and their home languages – from the early years.”

Annabel also notes that “authentic, meaningful representation truly matters”.

“I’d love to see more deaf teachers, deaf principals, and deaf leaders in both schools and in society,” says Annabel.

“Deaf children can be absolutely anything that they want to be – surgeons, engineers, lawyers, film stars, programmers – but you can’t be what you can’t see. Deaf children need to see role models to motivate them to reach for the stars and chase their dreams.”

Annabel MacKay.

“Deaf children need to be acutely aware of their inherent value, and they need to know that it is their right and entitlement to be in the classroom just as much as anyone else.”

Annabel MacKay

Q – What advice would you give educators who may be unfamiliar with the Deaf community and NZSL?

“A language, in whatever form, is intertwined with the people who use it, regardless of whether those people have inherited or acquired it,” says Annabel.

“To understand each other, we need to understand our languages. Language is the window to a child’s world.

“Deaf children, like all children, need a rich language environment across all areas of their education to succeed in life. Ensuring comprehensive language exposure and engagement throughout the school community is crucial to avoid the profound and lifelong consequences of language deprivation.”

Annabel’s biggest tip to educators is to adopt Universal Design of Learning (UDL) approach.

She says this includes – but is not limited to – adding captions to videos in class, providing glossaries and allowing all students to take a listening break, an ‘eye’ break and a brain break in class.

“Concentration fatigue is real for everyone!”

Annabel points out that the best way to find out what a deaf student needs, is to ask them.

“Ask what the best way to communicate with them is, ask how you can make your classroom more inclusive to them,” she says.

“No-one knows what’s best for the deaf student more than the deaf student themselves. There is no ‘one-size-fits-all’ approach and what works for one child may not work for another.”

She says the Deaf community, like all communities, is diverse and intersectional.

“Some people speak, some people sign and some people –myself included – do both. Another piece of advice is to make sure all aspects of school life are fully accessible. Deaf children are children first and want to get involved in group discussions, do sports, go to camp, and just be.”

Q

– What role can teachers play in celebrating NZSL, and fostering a sense of pride within the Deaf community?

Teachers and the school community can celebrate NZSL by integrating it into their daily routines.

“It’s only when ākonga are exposed to NZSL at a consistent and natural rate that it begins to become normalised, embraced, and included,” says Annabel.

“My primary school principal stood at the gate every day, signing ‘good morning’ to each student who passed by.”

NZSL Week 2024

New Zealand Sign Language Week will take place from 6-12 May 2024. The theme for this year is ‘An Aotearoa where anyone can sign anywhere’.

Deaf Aotearoa is thrilled to unveil this theme, inspired by the vision of the World Federation of the Deaf. Deaf Aotearoa is aiming to spread the joy of NZSL across every corner of the country..

Get involved at nzslweek.org.nz.

Other suggestions include using NZSL to match educators’ instructions and activities, such as “eyes on me”, “sit down”, “good work” or through fingerspelling the roll call.

“Fingerspelling can be a great tool during literacy lessons for all younger students.”

She points to online resources like Learn NZSL or the NZSL Dictionary that are freely available.

Annabel also recommends teachers educate themselves about NZSL and on the best teaching practices for deaf children, and she encourages reaching out to members of the Deaf community who have lived experience.

“I read recently that language is similar to things in the natural world. If we don’t protect and nourish it, it risks dying out.

“Historically, NZSL was banned in educational settings; and while educators cannot repair the past, they have the power to signpost the future.”

DEAF EDUCATION

Study award opens opportunities in Deaf education

A dedicated educator and recipient of the Deaf and Hard of Hearing Study Award, Megan Lynch shares her experiences and perspectives on enhancing educational outcomes for Deaf ākonga in Aotearoa New Zealand.

Megan Lynch’s journey in Deaf education has been marked by a profound commitment to Deaf ākonga receiving the support and resources they need to thrive.

As a recipient of the Ministry of Education’s Deaf and Hard of Hearing Study Award, Megan’s insights offer valuable lessons for educators seeking to create inclusive and supportive learning environments.

Megan’s introduction to the Deaf and Hard of Hearing Study Award came through her employment at Ko Taku Reo Deaf Education New Zealand.

“I wanted to apply to complete the qualification so that I could develop my knowledge and expertise as a resource teacher of the

and

of hearing,” she says.

The study award provided Megan with the financial support necessary to pursue the postgraduate qualification and study days, which she found invaluable for focusing on her studies and embracing new learning opportunities.

“Having the study awards available is really important in giving specialist teachers the opportunity to grow and develop their knowledge and skills,” says Megan.

New skills

Reflecting on the impact of the study award on her professional development and practice, Megan highlights the acquisition of new knowledge and skills.

“Examples of new knowledge for me so far in the

Deaf

hard

One of Megan’s Ko Taku Reo colleagues teaching attentive ākonga.

Photo supplied © Ko Taku Reo - Deaf Education New Zealand.

“I want to continue to support Deaf and hard of hearing learners, their teachers and whānau to learn and achieve their goals.”

Megan Lynch

study include the understanding of how hearing works, audiology, the different types of hearing loss and the impact of hearing loss on our learners in mainstream classes,” she shares.

Moreover, Megan underscores the importance of learning New Zealand Sign Language (NZSL) as part of the study award.

“The study award supports me to learn NZSL, which is so important as it is one of our country’s languages and not enough people know NZSL.

“Having the chance to learn NZSL and use the language in my practice is so valuable.”

Looking ahead, Megan outlines her plans to focus on literacy development for Deaf and hard of hearing students, particularly on integrating NZSL to enhance reading comprehension.

“This year, one of the areas I am planning to focus on as part of the practicum paper is literacy for Deaf and hard of hearing learners,” she explains.

“How can we best support our Deaf and hard of hearing learners in literacy development? With a focus on reading and spelling using NZSL to support understanding as well as programmes such as our NZSL fingerspelling programme.”

Supporting ākonga with additional learning needs

Inclusion and equity

Megan envisions her efforts contributing to the improvement of educational outcomes for Deaf and hard of hearing students in both mainstream classrooms and the broader community.

She hopes that her exploration and findings will be able to support mainstream teachers in how best to improve literacy outcomes for learners in their classes using NZSL.

Reflecting on the collaborative opportunities facilitated by the study award, Megan highlights the value of networking with fellow educators.

“The study award has given me the opportunity to meet other resource teachers of the Deaf from around Aotearoa as well as other teachers from different specialist areas. Collaborating and sharing together has been a real positive in the study.”

As for her aspirations and goals as an educator, Megan says inclusion and equity for all students in Aotearoa is her guiding principle.

“I want to continue to support Deaf and hard of hearing students, their teachers, and whānau to learn and achieve their goals and aspirations.”

Ko Taku Reo is New Zealand’s provider of education services for Deaf and hard of hearing (DHH) children. They ensure tamariki have what they need to reach their academic potential and enjoy a fulfilling life. Ko Taku Reo guides families through the many language opportunities and education pathways open to tamariki. Visit kotakureo.school.nz.

Deaf Aotearoa is the national organisation representing the voice of Deaf people and the national service provider for Deaf people in New Zealand. Visit deaf.org.nz.

The Ministry of Education has several learning support study awards and scholarships to develop and grow a workforce with the appropriate specialist skills, knowledge, and qualifications to support children and young people with additional learning needs.

Visit education.govt.nz.

Ko Taku Reo ākonga

Photo supplied © Ko Taku Reo - Deaf Education New Zealand.

Amie with the teaching team at Ōwhiro Bay School.

STRUCTURED LITERACY

A Wellington RTLB’s quest for literacy excellence

Amie Roberts, a resource teacher of learning and behaviour for Ngā hau e Whā Cluster 28, shares her journey of passion, perseverance, and profound impact.

As a champion of structured literacy in education, she has redefined what it means to support literacy development for ākonga in Wellington.

Amie Roberts is a dedicated educator whose journey has illuminated pathways to literacy excellence.

She is also the recipient of the prestigious NEiTA Apple Award and the Teacher Mentor Special Award for her exceptional work supporting schools to implement structured literacy in Ngā hau e Whā Cluster 28 in Wellington.

Amie embodies the spirit of transformative education. Her journey began in early childhood education before transitioning into primary teaching and eventually finding her calling in the resource teacher of learning and behaviour (RTLB) service.

However, it was a personal experience, watching her own son struggle with literacy, that ignited her flame of inspiration.

“We enlisted the support of a tutor to help him and as I watched her teach him using a structured and systematic approach, I began to wonder why I wasn’t teaching literacy like this and why I didn’t know anything about this approach.”

Witnessing the effectiveness of this approach to literacy tutoring propelled her on a quest for knowledge and innovation.

Recognising the need for change, Amie embarked on a journey of continuous learning, attending professional development sessions, and collaborating with colleagues to plan effective support for ākonga and schools.

Evidence-based teaching

The heart of Amie’s approach lies in collaboration and evidence. She emphasises the importance of providing teachers with the research base and guiding them through the “why” behind structured literacy.

Armed with knowledge, teachers are empowered to implement evidence-based practices, tailored to the unique needs of their students.

“Once they start seeing results there is often no stopping them, as teachers become very excited to see both their struggling and competent readers making progress.”

It’s a journey marked by excitement and discovery, as teachers witness the transformative impact on both struggling and proficient readers.

“I saw one school’s data who, since implementing structured literacy over three years ago, has seen the tail of underachievement shrink significantly. It is very exciting and encouraging to see results like this for our tamariki.”

One success story stands out amidst Amie Roberts’s journey – a group of Year 4 learners, who had been facing literacy challenges from the time they started school.

“Their teacher and learning support coordinator were keen to implement a structured approach to supporting them. These students were Māori and Pacific students and all neurodiverse. After three terms of support, they were making accelerated progress and were reading for the first time in over three years of schooling.”

With structured support and dedicated implementation of structured literacy, these students, for the first time in years, found joy and success in reading.

“I would walk into the classroom to see how they were doing, and they would be grinning as they read their book to me independently. What a life-changing moment for these students!”

Implementing innovations while at the same time respecting existing teacher expertise is a delicate art Amie

has mastered. By bridging the science of learning with the art of teaching, she empowers educators to infuse their unique personalities and insights into evidence-based practices.

“We know from research that brains all learn to read and write the same way. Teachers are good at developing relationships and knowing each individual student in their classroom and so we affirm this.”

This harmonious blend ensures that structured literacy implementation is rooted in teacher expertise as well as the evidence-based practices.

“We then encourage them to use methodology that is research-based but remind them that they will adapt it to the personality sitting in front of them.”

Success stories

Measuring the success of structured literacy implementation goes beyond numbers – it’s about the holistic growth of ākonga.

“There are many assessments that we can use to measure students’ phonemic awareness, letter-sound knowledge, spelling, oral reading fluency and comprehension. When we track these results over time, students make significant progress when the approach is followed with fidelity.”

Amie also witnesses the transformation of school environments, where engaged learners thrive, and behaviour incidents decline.

“It makes sense really, when students can access the curriculum because they can read and write then school becomes a much better place to be and their mana is enhanced.”

Learning together alongside teachers is an important part of Amie’s relational approach.

Despite challenges and setbacks, Amie remains resilient, fuelled by the sight of ākonga flourishing in their literacy journey.

“Setbacks are frustrating but also all a part of the learning process – I see them as opportunities to reflect on how we could do things differently the next time to try and avoid whatever caused the setback.

“By having strong professional relationships with teachers and leadership teams you can talk through setbacks together and reset and try again.”

Each success story reaffirms her commitment to promoting literacy excellence and nurturing a community of lifelong learners.

“My biggest aspiration is for all tamariki in Wellington and across Aotearoa to be fluent readers and writers. I want to be a part of lifting our literacy statistics so that all our tamariki are able to participate and contribute fully in a literate society.”

Vision for the future

As Amie continues to champion structured literacy across schools, her vision extends beyond individual classrooms.

“Alongside my RTLB colleagues and lots of other amazing professional development providers we will continue to build all teachers’ knowledge around the

“I would walk into the classroom to see how they were doing, and they would be grinning as they read their book to me independently. What a lifechanging moment for these students!”

Amie Roberts

science of reading and learning and support them to use effective literacy practices.

“A part of this work that I am excited about is continuing to develop a community of practice where teachers get together to share best practice with each other and learn with and alongside each other.

“It’s also really exciting this year as Cluster 28 has undertaken a literacy project where we are supporting a group of primary, intermediate and secondary schools to learn more about the science of reading and structured literacy.”

Empowering ākonga in a digital age with inaugural Media Literacy Week

A first for schools and kura in Aotearoa New Zealand, Media Literacy Week from 13–17 May aims to equip secondary students with vital skills to navigate the complexities of the digital age, fostering critical thinking and resilience in the online realm.

“We think of media literacy as the ability to access, understand and create communications successfully in a variety of contexts,” says Jerome Cargill, head of media studies at Macleans College in Auckland and a key driver of New Zealand’s first Media Literacy Week for secondary students. He also serves as the regional coordinator for the National Association of Media Educators (NAME).

The week plans to support media literacy outside classrooms and aims to help students better navigate online spaces.

Planned activities focus on five themes: Use, Understand, Engage, Access, and Verify. These cover topics like critical thinking, cyberbullying, communication, ethics, and misinformation.

“Essentially, we’re trying to make the subject matter as generic as possible, so that it can naturally arise in

whatever context the school wants,” reflects Jerome.

“Whether it’s a social studies-themed week where they really focus on media literacy, or activities in English, technology or art, the resources are designed to fit with what schools are covering right now.”

Resources include reading activities, online games, videos, tutorials, websites, and online platforms.

Critical thinking

He Uru Kahikatea: Building young people’s resilience through media and information literacy and digital citizenship skills, reflects a need for students and their teachers to understand both how content is selected and distributed, along with the activities that social media and technology companies may be involved with offline.

The authors also recommend making sure

“The aspirational goal is for every single secondary student to develop a new skill or understanding about media literacy that helps them to navigate media more successfully.”

Jerome Cargill

media and information literacy are culturally and contextually relevant.

“I think the larger landscape for youth currently, is one where it’s becoming increasingly important for students to develop media literacy skills because of how oversaturated their worlds are with media,” says Jerome.

Jerome describes the critical thinking skills that sit within the fabric of media literacy as essential.

“We’re constantly asking ourselves, ‘Who wrote this? Why did they write this? What’s the purpose of that? And who is the intended audience?’ Those questions allow us to be more critical about the things we’re encountering.”

Leanne Ross, chief customer officer at Netsafe, says much of their work centres around harm prevention education as well as the remediation of harm once it has happened.

“Media Literacy Week brings a great focus to some of that critical thinking harm prevention education and showcases how it can be taught across many subjects, preparing our young people for a future of disaggregated media and AI information tools.”

The organisation has provided a collection of microlearning modules as part of Media Literacy Week resources.

Topics cover a broad spectrum of catchphrases relevant to the landscape of media for New Zealand youth: Own your info, Be your Selfie, News or Views, What’s real online?

Balance is key

Patrick Usmar, a full-time lecturer at the School of Communications, AUT, with 14 years’ experience in the media industry, believes that children should be learning about media literacy as soon as they’re old enough to pick up a screen.

“Many educators believe that young people are good at navigating media purely because they’re on their screens so often. We shouldn’t work under the assumption that because they’re using media so often, they’ll have good media literacy.”

Patrick asserts that much of the world is mediated – meaning anything we don’t experience first-hand is ‘mediated’ or re-presented via a secondary source.

“Even a maths book at school has been written and designed by someone. I’m not saying we should sit with primary school teachers or students and go through every nuance of that process, but I do believe that media literacy needs to be integrated into everything we do.”

Patrick believes ‘balance’ is a key word for educators.

“We talk about protecting young people from media, stopping them from looking at certain types of media. But we should also protect them in a way that means they have the skills to decode media representations to better understand the media they’re consuming and how it’s produced.

“Empowerment comes from that process. We should also encourage young people to produce media linked to their lived experience, to help them make sense of those protectionist-type conversations and explore what that means to them.”

Media Literacy Week will take place in term 2, from 13–17 May. Jerome explains that the vision for the week is to initially have media studies teachers lead the initiative as they see fit in their schools and kura, but he also believes there is potential for the resources to be used in many other ways.

“The aspirational goal is for every single secondary student to develop a new skill or understanding about media literacy that helps them to navigate media more successfully.

“That’s the dream. If we could do that every year, then that’d be absolutely fantastic.”

Find out more and get involved at name.org.nz.

AGRICULTURE

& HORTICULTURE

Harvesting the future of the primary sector

Dig into the world of agricultural and horticultural education with insights from teachers who are empowering students to pursue careers in the primary sector and make a lasting impact.

Students monitoring germination success in the glasshouse (not in photo is Hilary Johnson monitoring this activity).

Agricultural and horticultural teachers in Aotearoa are putting in the mahi to sow seeds of passion within their ākonga, inspiring future leaders, makers, and creators of the primary sector industry.

Kerry Allen, agricultural and horticultural science curriculum director at Sow the Seed, says teachers are working to make sure students understand the depth and breadth of careers in the primary sector.

“They make sure students have access to the knowledge, resources and skills they need right across the value chain of a whole range of agricultural and horticultural jobs.”

They are facilitators for helping students get into the primary industry, working hard to inspire and motivate.

One such teacher is Coadette Low, Mt Albert Grammar School’s head of agriculture. Coadette worked part-time during her secondary school and university years in the shearing sheds. She then spent five years working within the primary sector of Australia’s meat industry, in a quality assurance, microbiology and auditing role, before becoming a teacher in 2014.

A key part of Coadette’s agricultural programme is utilising her primary industry connections to bring in leaders to meet students and build support networks.

She says this “provokes their passion” for the subject and opens their eyes to a world they can see themselves in.

A farm in the city

Coadette says Mt Albert Grammar is special as it’s a “farm in the city”. They have sheep, cattle and layer hens on the school’s farm and there’s a vertical garden.

“We have a lovely view of the Sky Tower behind our gold kiwifruit orchard, which we have an educational licence for.

“We have students who are passionate about this subject, and unlike me who had contacts in rural, they don’t have that. But they still have that innate passion and want to be involved.”

She says so many students are loving the subject because it’s an applied science and takes them out of the classroom to “experience and be a part of it. They can see and touch what they are learning about”.

“We needed to make the subject attractive, relevant, and interesting. And probably one of the biggest obstacles to overcome was parent perception.”

Hilary Johnson

Agricultural and horticultural programmes are growing the future of primary industries in Aotearoa.

Another important aspect for Coadette is her work to inspire a new generation of female primary industry workers, helping to “change the tides” of a historically male-dominated industry.

“Females bring a different perspective and a different way of thinking and it’s all positive. They’re needed in this industry.”

In 2023, Coadette won the National Excellence in Teaching Awards Apple Award for her passion in connecting the primary sector with Auckland students. More than 200 students at her school take agriculture each year.

One of just four New Zealanders to win the award last year, and the first agriculture teacher to win, her work stood out amongst more than 2,500 nominations.

“I feel like the award is for all of us Kiwi ag-teachers because there’s so many of us who do incredible things and I wouldn’t have got the award if it wasn’t for the community and industry support, and the many students I have taught,” she says.

Changing perceptions

Another successful teacher in this space is Hilary Johnson, innovative horticulture manager at Katikati College. She has worked to change student and parent perceptions around primary industry careers.

She received the 2023 Kudos Trust Science Educator Award, and says she was surprised at the honour.

“I think I was about one of two people in the room who didn’t have a PhD who was contending for these awards, so the competition was pretty fierce.”

After several decades of working in the corporate environment, Hilary decided to go into teaching, qualifying as a science and business teacher. She started working at Katikati College in 2005.

“For a long time, the school had been talking about the fact we’re in the heartland of horticulture country, with wonderful opportunities to learn all around us.

“And yet, we were not making a good try of teaching horticulture in school, and we weren’t producing graduates who were going on to further training or study in horticulture.”

There were only about 15 students enrolled when the programme first started.

Hilary’s role was to do something about this, creating a world-class horticulture programme incorporating achievement standards with unit standards so students could work both academically and practically.

Additional areas of learning woven into the programme include agribusiness, sustainability, electronics, and robotics.

“We needed to make the subject attractive, relevant, and interesting. And probably one of the biggest obstacles to overcome was parent perception.”

She helped to turn the subject into a self-paced programme, which a third of the senior school now take part in, many emerging as careerready employees passionate about the industry.

“Students choose what they want to do, and we help them to put it together. So, for example, it might have more to do with genetics and breeding or more to do with business studies and marketing.”

Hilary says they try to treat each student as an absolute individual, making sure they feel motivated and encouraged no matter their academic strengths or learning styles.

“They have a lot more ownership and interest over what they’re doing and tend to enjoy it more. And what you enjoy, you are more likely to succeed in.”

Top: Mt Albert Grammar's Coadette Low and Patrick Drumm.

Middle: Coadette is passionate about agriculture.

Bottom: Hilary Johnson receives 2023 Kudos Trust Science Educator Award.

SPRING Into Maths is a New Zealand, evidence-based programme designed to be delivered to small groups by teachers or teacher aides. This intervention has been developed by NZCER Maths Researcher and Facilitator Julie Roberts.

In as little as 5-weeks, students become more engaged in mathematical learning and grow in confidence.

This intervention has been recommended by ERO in their Making It Count (Feburary 2024) report.

Kia tupu, kia hua, kia puawai

To grow, to prosper, to sustain

Year 11 students at work in their garden plots at Katikati College. Image: Sow the Seed.

SCHOLARSHIPS AND AWARDS

Scholarships exemplify bravery, leadership and Māori excellence

Fourteen outstanding Māori individuals from across Aotearoa were awarded Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships and Awards at a ceremony held at C Company Memorial House in Gisborne on Friday 22 March.

The Ngarimu VC and 28th (Māori) Battalion Memorial Scholarship Fund Board with the 2023/2024 scholarship and award recipients in front of C Company Memorial House.

The Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships and Awards pay homage to Victoria Cross winner, Second Lieutenant Te Moana-nui-a-Kiwa Ngarimu, and the brave men of the 28th (Māori) Battalion who served on the battlefields of Greece, Crete, North Africa, and Italy between 1941 and 1945.

The Awards Ceremony is an annual event that recognises the recipients of the doctoral, masters, undergraduate, and vocational education and training scholarships, as well as the winners of the Ngarimu Video Competition. This year, the recipient of the 2024 Manakura Award was also celebrated.

“Each and every one of the recipients exemplify commitment, determination, and leadership, just as the valiant men of the 28th (Māori) Battalion did,” said Minister of Education Hon Erica Stanford.

“The recipients are a true testament to the essence of these special awards and are an inspiration to us all.”

This is the third year the Awards Ceremony has been held outside of Te Whanganui-a-Tara Wellington in an endeavour to connect with different communities and acknowledge the immense contributions made by the many men who served in the 28th (Māori) Battalion.

C Company Memorial House was chosen for this year’s Awards Ceremony in honour of the men of C Company, and for its affiliation to this year’s Manakura Award recipient.

Embodying the values of the 28th (Māori) Battalion

This year, Minister Stanford announced Dr Monty Soutar ONZM (Ngāti Pōrou, Ngāti Awa, Ngāi Tai ki Tāmaki, and Ngāti Kahungunu) as the recipient of the prestigious Manakura Award.

The Manakura Award is the highest accolade of the Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships and Awards and is only presented every three years to an outstanding Māori leader.

Recipients of this prestigious award are chosen because of their contribution to their whānau, hapū, iwi, and wider community, and for embodying the values the men of the 28th (Māori) Battalion lived by.

Dr Soutar is renowned as New Zealand’s leading Māori military historian and has dedicated 15 years of his life to documenting the history of the 28th (Māori) Battalion in his award-winning book Nga Tama Toa: The Price of Citizenship which is hailed as New Zealand’s most definitive account of C Company’s role in World War 2.

Dr Monty Soutar (middle) holding his certificate for the 2024 Manakura Award and standing beside Education Minister Erica Stanford (left) and Willie Apiata VC (right).

“I hope we hold on to the story of the 28th (Māori) Battalion and that we remember the reason they went off to fight the enemy overseas, which was to fight for the right to equality for Māori people in this country.”

Dr Monty Soutar ONZM

Dr Monty Soutar giving his acceptance speech for the 2024 Manakura Award.

In 2002, he was appointed to the Waitangi Tribunal and has previously worked as a teacher, soldier, university lecturer, museum director, and senior historian. In 2015, he was awarded the New Zealand Order of Merit for services to Māori and historical research.

Minister Stanford describes Dr Soutar as someone who displays qualities of prestige, influence, mana, and leadership.

“Dr Soutar’s exceptional contributions to education, Māori history, and the 28th (Māori) Battalion define his legacy, which is being recognised with this prestigious award.”

Journey of learning and writing

When Dr Soutar describes his journey of learning – and later writing – about the stories of the 28th (Māori) Battalion, he begins in 1992 when he and his wife Tina were recently married, hapū with their first child and living in Manutūkē on the East Coast.

During this time, he received a visit from his cousin, Sir Selwyn Parata, and aunty Keita Walker, who asked him to put aside a few weeks to help pull together photographs of the 28th (Māori) Battalion.

“Tā Wira Gardiner was putting together a booklet for the 50th anniversary of the awarding of the Victoria Cross to Te Moana-nui-a-Kiwa Ngarimu, and for the reunion of

C Company in March the following year,” he says.

Dr Soutar was asked to visit the homes of veterans to take copies of the photographs that gave a glimpse into their time in active service. These photographs were to be included in Tā Wira Gardiner’s booklet.

“[When I was asked to help] I thought of my own family’s contribution to service overseas. I thought of my uncle, Second Lieutenant Sam Paniora, who never returned home from Italy, and of all the other men who made sacrifices during World War 2 – and how could I say no.”

With his wife by his side, Dr Soutar travelled the East Coast visiting the homes of the veterans of the 28th (Māori) Battalion.

While he was often busy capturing photographs, the veterans would regale his wife with stories of their time serving in the 28th (Māori) Battalion.

In the beginning, it was through his wife that Dr Soutar learned of the impressive stories that led to his journey of researching, and later writing about, the history of the famous Battalion.

Dr Soutar’s curiosity to learn more led him and a team of researchers on a six-year journey, collecting 300 hours of oral histories and about 3,000 photographs of the veterans of the 28th (Māori) Battalion; many of which are housed in C Company Memorial House.

Students and teachers from Gisborne Girls' High preparing to do a haka pōwhiri to welcome the Ngarimu Board, recipients and their friends and whānau to C Company Memorial House.

It was this research that formed the basis for his awardwinning book Nga Tama Toa: The Price of Citizenship – a detailed account of C Company’s contribution, and the sacrifices that were made in a bid for all Māori to achieve equality with their Pākehā counterparts in post-war Aotearoa New Zealand.

“My journey in life has been an attempt to share the stories of our people and to write the books that I never read but wanted to in school,” he says.

“I hope we hold on to the story of the 28th (Māori) Battalion, and that we remember the reason they went off to fight the enemy overseas, which was to fight for the right to equality for Māori people in this country.”

Understanding the scholarships and awards

While Dr Soutar was on his journey of recording stories and information about the 28th (Māori) Battalion, he learned the origins of the Ngarimu VC and 28th (Māori) Battalion Memorial Scholarship.

On 26 March 1943, Te Moana-nui-a-Kiwa Ngarimu commanded a platoon in an attack on Point 209 in Tunisia, undeterred by intense gunfire and personally knocking out several enemy machine-gun posts.

After capturing the crest, his men repelled a number of fierce German counterattacks during the night. Despite wounds to his shoulder and leg, Te Moana-nui-a-Kiwa Ngarimu refused to leave his position.

He was killed the next morning fighting off another enemy attack. Twenty-one of his relatives had also fallen in the battle of Point 209, with many others left wounded.

“It was at least a week until anyone at home learned the news of their deaths, and on 4 June 1943 the citation written by Sir Charles Bennett describing the action that took place at Tebaga Gap became public and the world, too, learned why they were killed.”

Seven days later on 11 June 1943, the Prime Minister, Ministers of the Crown and members of parliament travelled to Hiruhārama Pa in Ruatōria to acknowledge the parents of Te Moana-nui-a-Kiwa Ngarimu.

Dr Soutar says that it was because of the loss they had suffered that a Mr A M Williams suggested an endowment fund be created in memory of Te Moana-nuia-Kiwa Ngarimu.

“As you did with kaupapa in those days, you put your money where your mouth is and he [Mr A M Williams] laid down the first koha that ended up being what we are benefiting from today.”

The initial target for the endowment was £7,500 to be raised by 6 October, in time for the presentation of the Victoria Cross to the parents of Te Moana-nui-a-Kiwa Ngarimu at Whakarua Park in Ruatōria.

“Individuals from across the East Coast and eventually throughout the country fundraised £7,500 by 6 October, and the Government matched it dollar for dollar.”

The endowment raised through koha alone is the equivalent of over $NZ750,000 today.

In 1945, the Ngarimu VC and 28th (Māori) Battalion Memorial Scholarship Fund was established to commemorate Second Lieutenant Te Moana-nui-a-Kiwa Ngarimu and Māori service in World War 2.

“This is how a lot of people, including myself, have benefited from this scholarship, and it is with this history you realise that the roots of it lay with the generation back in World War 2 who gave from their own pockets.”

Read this article online to learn more and

» find the 2023/24 recipients of the Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships

» find the 2023 Video Award competition winners

» discover the Ngarimu VC and 28 (Māori) Battalion Learning Resource for ākonga and whānau

A special occasion for Gisborne Girls' High students.

Launch of the new Ngarimu Waiata Composition Competition

The new Ngarimu Waiata Composition Competition was announced by Education Minister Erica Stanford, on behalf of the Ngarimu Board at this year’s Awards Ceremony.

The purpose of the competition is to honour the legacy of Victoria Cross winner Second Lieutenant Te Moananui-a-Kiwa Ngarimu and members of the 28th (Māori) Battalion, while encouraging learners to express their knowledge and personal connections through waiata.

Waiata, mōteatea, haka, and poi have always been an intrinsic part of how Māori tell stories, share information, and remember loved ones.

Minister Stanford says the Ngarimu Waiata Composition Competition is a great way for ākonga to explore their creativity and increase their understanding of the contribution the 28th (Māori)

New road safety worksheets

Help your students develop critical thinking skills to stay safe on the roads.

Tautokohia āu ākonga ki te whakawhanake i ngā whakaaro arohaehae kia haumaru i ngā huarahi.

Online for Road Safety Week 20–26 May. In te reo Māori and English.

Years 1-10. All free. education.nzta.govt.nzce

Battalion soldiers, pouaru and community, made to whānau, hapū, iwi, and the shape of Aotearoa New Zealand.

The competition is open to ākonga Māori in Years 7–13, and entries can be submitted as an individual, a team, or a kura. There are two prize categories: a te reo Māori stream, and an English/bilingual stream. Competitors are allowed to enter both categories and the winning ākonga and their kura will receive a cash prize.

The competition opened on Monday 8 April and will close Friday 26 July 2024.

Learn more at education.govt.nz.

Sign up for our education newsletter and get exclusive access to webinars and the latest resources education.nzta.govt.nz/signup

Ōtūmoetai Primary School illuminates past, present and future

Zara McIndoe, tumuaki of Ōtūmoetai Primary School, embarked on a journey of discovery and reconciliation after learning of the school’s history – the result is a beautiful creative project symbolising their partnership with local hapū and their commitment to the future.

The pou illuminated in yellow and blue, representing the school’s colours. Image: Kane Evans-McLeod.

In 1939, all Māori students from Ngāi Tamarāwaho, were forcibly removed from Ōtūmoetai Primary School and relocated to Bethlehem Native School. For current principal Zara McIndoe, this was a new revelation and one that propelled her to act.

In February 2019, a kuia from the local hapū accompanied the school’s Kaumātua Des Tata to their start of year pōhiri. It was then that Zara learned of the history of the school’s ākonga Māori.

“I was referred to and read the thesis Te Mana Motuhake o Ngāi Tamarāwaho and the challenges of education written by Paul Woller in 2016. School committee minutes in the Tauranga Library confirmed that in 1938, the committee had instructed their secretary to write to the then Department of Education with a request to have all Māori students removed from the school. Of course, as tumuaki, I was horrified to find out about the history of our kura.”

Reflecting on her reaction to uncovering this chapter in the school’s past, Zara says, “I knew that an apology had to happen.”

Over the course of 18 months, Zara, along with deputy principal Marcus Hughes, engaged in discussions with Kaumātua and representatives from Ngāi Tamarāwaho. The decision was made to combine the apology with the school’s 125th anniversary, a milestone that held significant weight in acknowledging the past and moving forward in unity.

The apology took place on 30 October 2020, during the school’s anniversary event. Zara publicly apologised for the wrongful removal of Māori students from Ōtūmoetai Primary School in 1939. This marked a pivotal moment in the school’s history, reaffirming its commitment to fostering a culture of inclusivity and respect.

Illuminating history

The journey didn’t end with the apology. Zara made a promise to make sure the school’s history was properly acknowledged and prominently displayed. This led to the creation of two pou, serving as a remembrance entranceway at the school.

The pou, designed and crafted by local carver Whare Thompson, stand as a symbol of reconciliation and unity. They incorporate elements of mana whenua and pay tribute to Ngāi Tamarāwaho history and ancestors.

The front of the waharoa represents local tupuna Te Rauhea Paraone Koikoi and his wife Matatu Koikoi. Her hands have six fingers spread between her breast and stomach to represent their six daughters. The heads at the bottom of each poupou come together to represent Ngāi Tamarāwaho tupuna Kinotaraia.

On the sides of the poupou are kōwhaiwhai patterns that represent mana whenua and the wider community. The continuous manawa line that runs through the pattern represents connection to the whenua and moana. The koru pattern within the design represents past, present, and future.

The back of the waharoa represents the apology to Ngāi Tamarāwaho that was made in 2020. A male and

female figure represent the students who were removed, and they are both holding branches that acknowledge and represent the wrongdoings of the past. Below each figure, two heads come together in a hongi to make one.

LED lights illuminate the pou at night, symbolising the school’s commitment to shedding light on its history.

“We want this part of our history to be known by all past, present, and future students, staff, parents, and whānau at Ōtūmoetai Primary,” Zara emphasises.

An ongoing commitment

The unveiling of the pou was a momentous occasion, attended by Ngāi Tamarāwaho, invited guests, and whānau, with performances by Year 6 kapa haka students.

Looking ahead, Zara envisions the pou serving as more than just symbolic structures. They will be integrated into the school’s curriculum, providing students with an opportunity to learn about the school’s history, pūrākau and the local area.

They are also one of many physical representations of the school’s commitment to honour the past and nurture a strong future.

In 2023, the school opened a large canopy dome that was gifted the name Te Hokinga Mai (the return) by Ngāi Tamarāwaho, symbolising the return of the hapū to the kura. Zara says this name is hugely significant.

“We continue to build our relationship with the people of Ngāi Tamarawāho. We have worked with them to write our school’s story ‘He Kōrero Tuku Iho’ and to ensure that the pūrākau of the hapū are taught to our tamariki.”

Photo taken after the opening/ blessing ceremony.

Pou project interweaves art, agency, and cultural sustainability

Staff and students at Worser Bay School are thrilled with the results of an arts project reflecting the school site’s connection to te ao Māori.

Looking over the picturesque view of Worser Bay, three new pou acknowledge Worser Bay School’s cultural site of Whetūkairangi Pā, thought to be named after the expanse of stars rising above the cliff face.

The designs on the pou were conceptualised by ākonga in Years 5 and 6, weaving together details of the surrounding landscape with stories of Kupe, and Ngā Atua Māori.

Together with their teachers, students researched the history of the whenua beneath their school, interviewed tangata whenua and unpacked ideas of taking on

responsibility as tangata tiaki.

Curriculum lead and project facilitator John McDougall said that he had wanted to convey a strong sense of te ao Māori to ākonga, and also use the project as a way to acknowledge the site’s cultural significance.

He said that the courtyard was used for school meetings, karakia and until now did not have any formal acknowledgement of its place and history in te ao Māori.

“There’s a very spiritual element, and in looking back at the past we had to ask, ‘What does this site mean for mana whenua, what do we see and feel here?’”

Curriculum lead John McDougall with some of the Worser Bay School students behind the pou designs.

Storytelling through art

As part of the project, Enviroschools educators have been working with ākonga, and teachers have been unpacking local stories with mana whenua as part of their ongoing learning with Kura Ahurea.

Ākonga also used learnings from other projects – like a trip down the hill to the Worser Bay Boating Club for the marine science programme Moanamana – to also tap into Māori mythology.

Using silhouettes inspired by New Zealand artist Richard Killeen, John says students began by sketching their chosen objects on to paper, then transferring the designs on to aluminium and copper shapes, which were drilled on.

An old copper water cylinder was even recycled in the process.

The different stages of the project were ongoing for 2023, and John says ākonga were assisted by Wellington designer Kimi Moana Whiting – who attended Worser Bay School 20 years ago – and in the later stages of the project, by learning assistant and artist Kate Te Ao.

Standing at the base of the first pou, John details the knowledge and stories behind the prints.

The first pou design was inspired by the area’s forest, the land and all the creatures within it, paying homage to Haumia-tiketike, god of wild and uncultivated food.

This can be seen by the plants detailing the pou at the ground level, giving way to birds and lizards higher up.

The second pou has details from the story of Tane-tewānanga-ā-rangi who travelled to the heavens in search of the three kete of knowledge, a journey made difficult by his jealous brother who sent plagues of insects and birds to interrupt and provide challenges.

The third pou – with fish (ika) and large octopus (wheke) dancing up and down it – was inspired by Kupe’s pursuit of Te Wheke-a-Muturangi, the monstrous octopus which had been causing trouble in the fishing grounds.

“It was very much a communityminded project, and it gives the site some real presence in Wellington, not just for us.”

Jude Pentecost

A shift in understanding

Although staff had known some of the stories previously, John says taking part in discussions with ākonga and experts brought a shift in their understanding too.

“Although we’d known some of these stories, we’d heard different perspectives. To hear them in an authentic way, you see how many levels there are, so staff are mind-blown too.”

As there are many versions and interpretations of Māori mythology, John says that rather than have each pou represent one particular story or thing, they wanted the

The first two pou take inspiration

from Haumia-tiketike and Tane-te-wānanga-ā-rangi.

Top left: Students first drew outlines on paper, before their work was transferred to aluminium and copper.

Bottom left: Te ao Māori myth of Te Wheke-a-Muturangi, the monstrous wheke.

Right: John McDougall pointing to Tane-te-wānanga-ā-rangi and his journey to the heavens.

“There’s a very spiritual element, and in looking back at the past we had to ask, ‘What does this site mean for mana whenua –what do we see and feel here?’”

John McDougall

final designs to be more all-encompassing and nuanced, reflecting a multitude of ideas once complete.

“We went more with the approach of making it childcentred. What do we see and feel here, what are the stories behind where we are?”

When asked about their favourite parts of the project, ākonga mentioned the satisfaction of seeing results after hard work, learning the stories and taking part in the artistic process from idea genesis to production.

One Year 5 student even had the future on her mind, saying, “If I come back here in 20 years, I can say ‘I made that’. That’s pretty cool!”

Connections for the future

When it came to reflecting the local stories, Worser Bay School principal Jude Pentecost says it was important that the project served an overall purpose in connecting the school’s community, both current and future.

“Because the students know the stories and created the designs on the pou, we could imagine people gathering around them and future students sharing local stories,” says Jude.

“It was very much a community-minded project, and it gives the site some real presence in Wellington, not just for us.”

Jude says the idea had been germinating for a few years and relationship building with mana whenua is always a priority, but they had to wait until they were successful in applying for a grant to help fund the project.

As quite an arts-focused school, Jude says they wanted the students to have some form of legacy – and this project certainly delivered.

“It sat neatly with our approach to learning,” she adds, noting the three main threads in the school’s curriculum document – learner agency, cultural sustainability, and wellbeing.

“Learner agency encourages ākonga to be inspired and express their unique voice. Cultural sustainability acknowledges the past, our partnership in regard to Te Tiriti o Waitangi and the intersection of cultural and environmental sustainability.

“Finally, there’s wellbeing, where a collaborative arts project provides ākonga with social and emotional value.”

Jude references the site’s name again, Whetūkairangi Pā and says the pou are a reminder to students and staff about the school’s connection to the sky.

“On this hilltop we are connected to the stars, hence the name.”

Centre staff holding pēpi from their newly named ‘Te Pihinga’ nursery.

Immersing early learning tamariki in te ao Māori

When the stars aligned for change at the Busy Bees early education centre in Morrinsville, Kataraina Hotene and her fellow kaiako took the chance to instil the values of te ao Māori, along with some local flavour. A mural in the centre stands as a visual representation of that.

In May 2023, the former Learning Curves centre in Morrinsville became Busy Bees. At around the same time, they had just come through a large turnover of kaimahi.

Head teacher Kataraina Hotene says she found it hard to gain a sense of belonging when first joining the centre. The former te reo Māori and kapa haka teacher had entered the mainstream environment a bit unsure of her place.

One reason she did join Busy Bees was the number of Māori tamariki in the centre. There was often a long waiting list for kōhanga reo and the longer hours of the then Learning Curves suited working parents.

A name change seemed like an opportunity to go further to imbue te reo Māori and te ao Māori into their identity.

Sense of identity

Amid the change, the team at the centre started looking at a new direction.

“The main thing was creating a stronger sense of identity for us as Busy Bees despite having the same name as many other centres under the large franchise. The changeover also came with extra support and opportunities for professional learning and development,” says Kataraina.

There are enthusiastic staff in place, including multiple te reo Māori speaking kaiako, so, the team used this to their advantage.

The staff asked themselves some questions such as: What are our values? What would we like to see reflected in

Localised curriculum learning on display.

“He pihinga i te onamata ka puaawai. A seedling planted in rich soil will flourish.”

The Morrinsville Busy Bees whakataukī

our philosophy? What does whanaungatanga look like to us? What does upholding Te Tiriti o Waitangi look like to us?’

“There’s all this talk about a bicultural curriculum in early learning, but what does that look like if you don’t have the means to actually provide that?” says Kataraina.

Having gathered feedback from staff, a theme shone through – there needs to be a nurturing environment that will stimulate growth.

Reflecting this, Kataraina created a centre whakataukī which became foundational to their approach.

“He pihinga i te onamata ka puaawai. A seedling planted in rich soil will flourish. This is a metaphor representative of the ages and stages of our tamariki. It encapsulates our firm belief of the need for a rich environment to nurture the learning and development of aakonga.”

Practical changes and reaction

Kataraina’s team speak to their tamariki in te reo Māori, and she emphasises the connection between language and culture. Busy Bees have also introduced kapa haka, karakia and waiata.

“For me it’s about sprinkling little bits of matauranga, so it’s not like ‘here, it’s in your face’ but like ‘this is what I do’.”

The names for the nursery (up to two years) and preschool (two to six years) also reflect their identity. They are now Te Pihinga and Te Puaawai respectively. A pihinga is a seedling and puaawai means to blossom or bloom.

“Our under twos remind us of a tender shoot that needs frequent nurturing. We feed and water them and give them all the things they need to thrive, like aroha, time, and manaaki.

“When they transition to over twos, they’re looking for new opportunities for growth and learning, thus encouraging them to blossom.”

Kataraina says changes and growth wouldn’t have been so successful without the support from an open-minded team who were willing to learn, as well as support from their proactive manager Stacie Claridge.

“The importance of creating a nurturing environment for our tamariki was also providing a safe environment for our kaiako to learn as well.”

And the changes have gone down well with tamariki and whānau. Kataraina says it helps that there is a community of families who are open-minded and responsive. Many of them also come from different countries, from Zimbabwe to Mexico, and this helped them to relate.

“It’s cool to have those perspectives as well, and good to have them in our centre. Because I often find that the positive responses are from those, we call them iwi taketake, other indigenous cultures and families.”

Values for early learning and beyond Kataraina believes many of the values being upheld at Morrinsville Busy Bees hold true for early learning in general.

“We’re bound by Te Tiriti as kaiako in early learning. The foundations of Te Whāriki is Te Tiriti. It’s more than just greeting people with ‘kia ora’. It’s upholding those values, understanding those values, and nurturing our mokopuna that come through the early learning space, no matter who they are.”

Morrinsville Busy Bees have created a nurturing environment for their tamariki.

“For me it’s about sprinkling little bits of matauranga.”

Kataraina Hotene

The work acknowledges the mana whenua and places of significance around Morrinsville, traditionally known as Te Au o Waikato.

Mural

Kataraina thought it would be good to have a visual representation of the centre’s values. So, with her sisters, and in consultation with other kaimahi, they designed a mural.

The finished mural is three metres long and one and a half metres high, with three panels. It represents their values but also local history and identity.

Staff did research and visited significant places, such as the local museum and park which features work from local artists that also depict important pou whenua (significant places) in Morrinsville.

There is a rich history to draw from with local iwi Ngāti Hauā and its links to the Tumuakitanga and Kīngitanga movement.

“There’s been this big push on localised curriculum lately. And it’s hard to teach that and incorporate that in your curriculum if you don’t actually have the knowledge of those significant places around the area where you’re teaching.

“For us as mana whenua, we’re from here, so I was happy to share pockets of information as I saw their relevance. It’s an ongoing journey for us but the seeds have been sown.”

Symbolism in the mural

Panel one: The deep red area in the top left corner represents the Tumuakitanga. The koru at the bottom represent respective areas of their waahi. The green koru represents Kai a te Mata marae in Morrinsville, the orange/ yellow koru represents the local iwi Ngāti Hauā, and the golden koru on the far right is for the local hapū, Ngāti Werewere. The upside-down green koru represents the local falls, Parata.

Panel two: This represents the curriculum values that align with the centre’s philosophy, depicted in the different koru – active exploration, trust, autonomy, and creative expression.

Panel three: This part represents centre values such as whanaungatanga, acknowledging different cultures and ethnicities, a sense of belonging, and the importance of partnership between kaiako and whānau.

Tukutuku-like patterns at the bottom are taken from panels found on the wall inside Kai a te Mata marae, representing the two awa (rivers) Piako and Topehaehae.

A new generation of digital citizens dive into Hector’s World

Ahead of the launch on 1 May, Education Gazette delves into Netsafe’s new online safety programme, Hector’s World. Discover the need for this important resource and get a glimpse into its vibrant characters and engaging episodes.

An ever-expanding range of tools and technology continues to enable and amplify learning and living experiences. While a digital world offers a multitude of opportunities for entertainment, communication and education, there also exists potential for online harm.

Typically, online safety education focuses on teenagers, assuming the onset of smartphone use and social media sign-ups is when education needs to begin.

But the use of devices for gaming and learning is now ubiquitous with pre-teens and younger children too, despite low awareness of the risks of being online and limited skills to participate safely on platforms and online spaces.

The reality is that many children often have free rein and unsupervised online access, despite parents and educators expressing concern around the digital presence children have.

Without proper education and safety practices in place, being online can be an unsafe space that can impact the mental and physical wellbeing of tamariki.

Addressing a need

Netsafe consistently receives helpline reports related to digital incidents involving children aged between five and nine.

Until now, there has been a lack of dedicated, up-to-date and engaging online safety education resources for these ākonga in Years 6 and under.

Now, a familiar face returns to offer a helping hand (or should that be fin!). The Ministry of Education has supported Netsafe to develop the new series of animated videos and teaching resources.

The welcome return of Hector’s World – which has become a staple in many classrooms – now introduces new episodes and lessons tailored to the contemporary online challenges children face.

Created for primary-aged children, each episode is supported by a wide range of resources and lesson plans targeted to Years 1–3 and 4–6. Feedback from kura has informed the development of the learning programme and episodes are available in English and te reo Māori.

Empowering responsible choices

The heart of Hector’s World is empowering children to make responsible choices when faced with online challenges like cyberbullying, digital footprints, mis/disinformation and privacy.

As well as providing education on how to navigate the internet safely and avoiding potential dangers, the programme develops a foundation for lifelong digital literacy and being a responsible digital citizen.

“The programme’s success lies in its ability to make complex concepts accessible to young minds, encouraging a proactive approach to online safety from an early age,” says Netsafe CEO Brent Carey.

“The reality is, being online is integral to young people’s lives; equipping them with the skills to be aware and to be smart with their online behaviours will ensure they have safe and positive online experiences.

“Using these free online safety resources can significantly support students’ mental and physical wellbeing as they start to further explore the online world.”

Curriculum alignment

Hector’s World aligns with learning outcomes across Health, Physical Education, and Technology.

The programme includes take-home activity packs to help shape conversations with parents and whānau, and to support ongoing education. This recognises the strong links between the classroom and home, to embed learning.

“We’re excited to see the beloved Hector’s World return refreshed with new videos and learning resources,” says Danielle Vandendungen, digital security engagement advisor at the Ministry of Education.

“Netsafe have done a wonderful job with the programme, a neatly pitched balance of education and entertainment, which is sure to strike a chord with young learners.

“We look forward to seeing a new generation of children becoming well-equipped digital citizens who can navigate the online landscape securely and responsibly.”

“The programme’s success lies in its ability to make complex concepts accessible to young minds, encouraging a proactive approach to online safety from an early age.”

Brent Carey

Take a peek inside Hector’s World

Episodes can be watched in any order, but it is recommended to watch episode one first, which introduces the series and the characters.

1. Hector’s World: Meet Hector and friends as they share details on how they use technology and the web to fit in with their interests and personalities.

2: A Balancing Act: Mr Ling teaches the class why it’s important to ‘watch what you watch’ online and Felix learns a valuable lesson about balancing his online time when he’s too tired to have fun with his friends after staying up late to play online games.

3. Running A Tight Ship: Mr Ling explains ‘running a tight ship’ when online – not to allow cracks to show and water to get in. The characters discuss the importance of keeping their private information private to keep themselves safe.

4. Best Footprints Forward: Hector and his friends learn about digital footprints and the importance of asking permission before sharing information, images or videos of another person online.

5. A Searabbit Hole: Not everything you see online can be believed. After watching a scary film about sharks, the friends are all convinced that sharks are a terrible sea creature. But by talking about what they saw, learning more about sharks from their teacher and having a real-life encounter with a shark, they discover that sharks are pretty cool after all.

6. Kick It With Kindness: Jazz learns the importance of being kind online and choosing her words carefully to save other people feeling hurt.

7. Class Acts: The friends reflect on everything they’ve learned about having positive and safe online experiences.

Meet some of the cast

Hector: Hector is a playful nine-year-old Hector’s Dolphin who is very creative and has an active imagination. Curious and creative, he delights in spending time with friends, writing stories, and crafting movies on his mum’s tablet.

Felix: A nine-year-old fish who loves soccer and video games ... Although he’s starting to play more inside than outside these days.

Jazz: As an adventurous and tech-savvy jellyfish, with an inherent fascination with gadgets and technology. Jazz is always eager to dive into new online experiences and enjoys navigating the digital world.

Milly: Milly takes pride in keeping up to date with popular games and videos and is a huge fan of online influencer “Char the Star.” Milly is sometimes so keen to be as trendy as Char that she tries to act older than she really is.

‘Char the Star’ Charlotte: Char is an online gaming influencer sharing positive insights into gaming etiquette, strategy and fair play. She is stylish and popular and her fashion and language is often emulated by her fans.

Jay: Jay is Milly’s 13-year-old brother and he’s a star soccer player at the local secondary school. As he’s older and has experienced more online he has some advice to give the other kids when they need it.

Mr Ling: Mr Ling teaches Hector and the gang at Coral Cove School. Outside of school he’s a competitive surfer and proudly represents New Zealand in surfing competitions. He’s an art and science teacher who really encourages the kids to be independent, creative, and respectful – as well as to be safe online and offline.

Moana: Moana is Hector’s mum and a marine biologist. Her work is all about sustainability and promoting ‘balance’. She believes this is important for the kids’ real and digital lives as well as in the ocean.

Hector. Milly. Jazz. Felix.

View PLD, general notice listings and vacancies at gazette.education.govt.nz

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