27 SEPTEMBER 2021 | VOL. 100 | NO. 12
Supporting healthy, inclusive and connected learning environments No child is left on the sidelines
Mentoring programme for new teachers
Shakespeare’s universal truths
Help students cope when everything gets shaken up
Teach your class how to find calm in an emotional storm. Pause Breathe Smile is a mind health programme designed for New Zealand primary and intermediate school children, proudly funded by Southern Cross. Research shows it increases wellbeing, reduces stress and boosts conflict resolution skills. For more information email firstname.lastname@example.org
ISSU E 1 00.1 2
Spotlight on inclusion and wellbeing
“No child is left on the sidelines”
Weaving histories into local curriculum
14 18 4
Take time to kōrero
Mentoring programme for new teachers
Mahi and aroha – how Te Kōhanga Reo worked with whānau at Alert Level 4 Shakespeare’s universal truths speak to students Comics in the classroom bring literacy learning to life
The journey towards pay equity
Enhancing the quality of early learning
27 SEPTEMBER 2021 | VOL. 100 | NO. 12
‘The Bubble’ – making sense of Covid for children
Navigating the transition from primary to intermediate
Supporting healthy, inclusive and connected learning environments No child is left on the sidelines
Mentoring programme for new teachers
Shakespeare’s universal truths
On the cover Page 22: Year 5 students Annora and Stella epitomise the importance of whanaungatanga (relationship, kinship and a sense of connection) within our learning environments – whether it’s between ākonga and teachers, support staff and leaders, parents and whānau, or among communities.
27 September 2021
E D UCATION GA ZET TE ON LI N E
Read: Internal assessment support NZQA has produced a series of free online resources that aim to support teachers/ assessors with internal assessment in a range of subjects and standards.
Listen: Curriculum in action series Education Gazette has produced a series of podcasts that explore curriculum in action throughout Aotearoa. You can explore Slyvia Park School’s history trail, hear the difference being made in the Hutt Valley with He Māori Ahau, or unpack the Sinek Golden Circle approach at Te Ao Mārama School.
Watch: Learning support, a joined-up approach Ōtūmoetai Kāhui Ako is taking a coordinated and collaborative approach to learning support, working with agencies and iwi to support the learner and their whānau.
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Times of transition
ot on the heels of the Paralympics, we have a great article in this edition about making school sport more inclusive. As part of this, we look at how one school has adapted its annual cross country event to encourage wider participation and enjoyment, as well as giving competitive runners a chance to shine. As we continue to grapple with the latest Delta outbreak, our thoughts are especially with those in Auckland. We have included a photo essay to show the efforts of Te Kōhanga Reo National Trust ki Tāmaki Makaurau as they supported whānau with learning packs when the country entered Alert Level 4. As the school year progresses, it’s also timely to think about transitions, with many children preparing for the next year level. We look at what Northcote Kāhui Ako are doing to support learners with the transition to intermediate. We’ve also provided some further reading and resources if you’re interested. And on the subject of transition, I’m delighted to introduce you to Sarah Wilson, the new chief editor for Education Gazette. I’m pleased to hand the editorial reins to Sarah as I move temporarily into another role within the Ministry.
Leilah Sopoaga, a Year 5 student at Hutt Central School enjoyed the water obstacle part of her school's inclusive cross country event held in May.
27 September 2021
Noho ora mai rā, nā Jude Barback
“No child is left on the sidelines” Whether a child has a disability, a temporary injury, or is just not into sport and physical activity, there is a range of inclusive programmes and initiatives to lower the barriers and level the playing field.
eachers and students at Sacred Heart School in Reefton have learned how simple it is to include a classmate with mobility problems in sport and games, thanks to the Halberg Foundation’s Inclusion Training programme. Halberg aims to enhance the lives of physically disabled young New Zealanders by enabling them to participate in sport and recreation. Advisers throughout Aotearoa work with schools and whānau to help make this happen. “We have a team of advisers who connect with physically disabled young people and their families and they go into schools to ensure that people with disabilities can be included,” says Bonnie Smail from the Halberg Foundation. “We talk about the obvious benefits of being active, which are physical fitness and health, but there’s also wellbeing and a sense of belonging. It’s ensuring that teachers understand that they can adapt sport or physical activity in really fun and interactive ways so that no child is left on the sidelines. We find that schools really benefit from doing this training,” she says.
Levelling the playing field
27 September 2021
Lincoln, a Wellington student and athlete, high fives a fellow competitor at the 2019 Halberg Games. Supplied photo.
Christchurch-based Halberg adviser Mitchell Rhodes ran an Inclusion Training session for five teachers from two Reefton schools earlier this year. Tony Webb is the principal of Sacred Heart Primary School in Reefton, attended by Jaxon, aged eight and a half, who has Duchennne muscular dystrophy. “His mobility has really deteriorated over the last year,” says Tony. “This term he’s at the point where he’s in the wheelchair for most of the day. He can see what his mates are up to, when only two or three years ago, he was running around keeping up with them. This has all happened very quickly – it’s very, very sad.” Tony says the inclusion training was a real eye opener for him, especially as he had run the Health and Physical
Education department at two previous schools. “The biggest thing that I took from the training is that it’s quite simple, when you think of it. Why wasn’t I doing this in the past!? “You do it to a level teaching PE when you might have different groups of kids based on their skill levels, but when it came to games we tended to say, ‘These are the rules, we’re all playing it by the rules’,” he says. The Halberg Foundation’s STEP model can be applied to all children, says Tony. “Now every time we go to do some activity, we kind of run that through our heads to see how we can modify it so there’s a level playing field. “What we’ve found is the kids are now far more willing to get involved in sport. We try and modify games now so that they are inclusive and ALL the kids, not just the sporty ones enjoy them,” explains Tony.
Key elements of inclusion
Mitchell says that altering rules and creating different objectives within a game is a key element of inclusion in sport. “I usually run schools through a netball-style game. I would throw in a bit of a scenario – for example, a child with a mobility impairment. Then I would ask, ‘So what rules can we change in this game to make that more accessible?’ “We might say, if someone can actually get a touch on the ball, it’s theirs to pick up and make a pass instead
of having to make a clean catch. Or we could change our defensive rule, so instead of a standard netball defensive rule where it’s three feet, our defender can no longer mark the person holding the ball and they may back off completely. Simple things like that may give our ball holder more time to make a good decision and make a good pass,” he says.
Same rules, different equipment
Mitchell believes that altered rules should be for everyone participating in a game. “Where possible, we don’t want to change the game just for that young person, because that singles them out and might make them feel uncomfortable, which is what we don’t want.” When it comes to equipment, Mitchell says that while a specialist piece of equipment might be best, many schools have a selection of equipment which can be used or adapted. “It’s important that everyone has an option. For example, instead of a standard T-ball bat, we might also offer a tennis racket and a modified T-ball bat. Lay them all down and you pick what works for you. “If you pair that with slight rule changes within that game, you’re opening up a huge number of doors for those kids who do struggle a wee bit. And that includes kids who don’t have disabilities – they’ll find some more success, which is really important.”
Petanque is a favourite game for Jaxon (centre), pictured with his brothers Jack and Sam.
At the grassroots
Above everything, Jaxon’s mum wants him to be involved in as many aspects of the school day as possible. In a small school, there’s a culture of looking after younger, less able children and Tony says the children are naturally inclusive and tolerant – and they have learned some new games to play with Jaxon. “For example, basketball – we have children on wheelie chairs and Jaxon is in a wheelchair – so they’re all sat down and we use a little wheelie bin instead of the hoop. He loves it and the other kids love it too. “Or in the game ‘Coney Island’, there’s a fielding team and a batting team. It requires you to bat a ball and run a distance. Jaxon will bat and he will have a runner, or we modify the distance he has to move.”
“It’s ensuring that teachers understand that they can adapt sport or physical activity in really fun and interactive ways so that no child is left on the sidelines.” Bonnie Smail
It’s easy to tell when Jaxon is enjoying himself and Tony says a recent event showed how important inclusion is for children with disabilities. “A few months ago, we went to the area school – they had bubble soccer and there was no way you could modify that for him – it’s too dangerous. And you could see on his face that he was just raring to get up and have a go but he knew he couldn’t do it. I think he probably did feel excluded on that day,” reflects Tony.
Schools will receive
worth of STEM equipment and solar packages from the Genesis School-gen Trust
Robotics, coding, engineering, scientific and other STEM equipment will help schools grow student interest and understanding in critical STEM subjects
Solar panels and monitoring equipment will enable students to learn about renewable energy and energy efficiency
Looking to the future
Introducing inclusive practices is still a work in progress at Sacred Heart School, but they’re in it for the long haul, says Tony. “The one thing we have learnt is that it’s very easy to modify a game, it’s less easy to modify it so it still keeps the essence of the original. Sometimes it works, sometimes it doesn’t. “There are those kids who are highly competitive and there are those kids who really prefer not to be out there. If you can modify a game so that they can feel comfortable, they can get that sense that they’ve actually achieved something, then they’re far more likely to get involved and that’s what we want,” he concludes.
Find out which schools were successful at
genesisschoolgentrust.org.nz/news 27 September 2021
Makerita (Year 6) and Eknoor (Year 5) enjoy a well-deserved ice block after the Gracefield School Fun Run. Photo/ Sarah McCauliffe.
Cross country fun for all An innovative approach to cross country events in Lower Hutt saw a student at one school cover three times the distance of the traditional event. Cross country events included colour runs, mud crawls, water guns, bubble machines, dancing, skipping and sack races. “My FUN RUN experience was great because of how much colour and mud that got on me. The FUN RUN was enjoyable as well because of the water and slip ‘n slide. I want to do it again next year,” says Xavier, Year 4, Maungaraki School.
TIME FOR CHANGE Schools throughout Aotearoa are reshaping their cross country events. This year, five Lower Hutt schools took their lead from Physical Education New Zealand (PENZ), which released a position paper suggesting that engaging students in cross country in creative ways can allow them to develop a broad range of physical and social skills, while positively impacting feelings of self-worth.
PENZ says that in its traditional form, school cross country events don’t engage a large proportion of ākonga and fail to get them excited about physical activity. According to Sport New Zealand, one in four tamariki aged 6-13 don’t like cross country and by the time they are 13, only 52 percent enjoy participating in it. Schools also report a spike in non-attendance on cross country days. Tara Fevre from Hutt City Council and Zak Brown, Healthy Active Learning advisor from Nuku Ora (formerly Sport Wellington), worked with the Lower Hutt Primary Schools Sports Association to develop different kinds of school cross country events. At a zone meeting with the school sports leads, they shared a case study from Te Wharau School in Gisborne, which had made its cross country event more inclusive and fun. “We showed a video of that case study and shared some of the evidence around children not liking cross country. Many schools just took it upon themselves to make a change, applying some of the ideas and resources that we had shared,” says Zak.
The importance of inclusion Every year, the Halberg Games are held in Auckland. This year nearly 190 physically disabled or visually impaired athletes participated in 20 different sports. Halberg also organises inclusive and competitive events around the country and Mitchell says that he’s currently working to set up clubs for disabled young people in the top half of the South Island. “The biggest thing for me is when a young person comes along to an event, or a small group activity where there are other kids with physical disabilities – especially for kids in rural areas, where they can be quite isolated. Then they come to something where there are other kids like them and they realise they’re not alone,” he says. Statistics show that disabled children have fewer
opportunities to participate in sport or physical activity. “People with disabilities want to participate in sport and physical activities like everyone else. We know the benefits of being physically active are very clear and the kids that we work with are no different from everyone else. They’re probably more at risk through not being physically active because of potential underlying health conditions,” says Mitchell. The Halberg Foundation’s work is regularly monitored. The 2020 Halberg Annual Report shows the impact of inclusion training in schools, with between 80 and 100 percent improvement in schools regarding creating and including activities for disabled students, and role modelling inclusive practice to colleagues and being
TEACHER FEEDBACK Many schools incorporated existing infrastructure such as sandpits and adventure playgrounds. Boulcott School’s fun run consisted of a slip and slide, noodle alley, water guns, balance beams, cargo nets and bubble machines, with a colour disco to finish. Sports co-ordinator Craig O’Connell described the event as one of the greatest days he had seen during his career in education. “The traditional way of holding the cross country event just doesn’t really work for all students, so the inclusion of the fun run component has meant that all students can experience some degree of success on the day,” he says. Boulcott School principal Stu Devenport agrees. “Our goal was to increase participation and most importantly, make it more enjoyable for everyone involved. We also wanted to ensure there was still an opportunity for our top runners to shine. We feel we got the balance right. The atmosphere was electric!” he says. Konini Primary School tracked the steps of one six-year-old student and found the distance covered by the child was three times that of the traditional event. To ensure student voice is considered in future decisionmaking, student feedback was collated after the event – one classroom voted 19:1 in favour of retaining the new Konini X Challenge.
RESOUNDING SUCCESS Zak says it seemed quite simple for the schools to change their cross country events. “Parents came up and said, ‘Woah, this looks like fun’. Some children were asking to do the course again. How many kids would ask to do the traditional cross country run again?! “I think even some of the teachers got involved in the fun run, whereas again they probably wouldn’t have got involved. It just felt like a really good community event where wellbeing was put to the front,” he says.
confident they can modify activities to create an inclusive environment.
STEP UP The Halberg Foundation’s STEP model is a tool for making small changes and modifications to make an activity more accessible and inclusive for a young person without spoiling the challenge of the activity for other participants. STEP is: Space: Check accessibility and safety of the area and surface. Change the area available to make the game more, or less, challenging. Task: Be flexible and adjust the demands of the task. Participants can have different tasks within a game. Equipment: Modify the size, shape, weight or colour of
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Tara adds that all the schools received good feedback from their communities about their new approach to cross country. “I think this stems from the fact that the kura were all still providing opportunities for the top runners to shine, alongside this new and inclusive approach. Plus, all schools made a conscious effort to bring their families on the journey with them – communicating early that cross country would be different and inviting parents to get involved as spectators or helpers,” she says.
CATERING FOR ALL It is still important to find the fastest runners to compete in inter-school events, but Zak says schools found their way around it. “They either did two cross country events – competitive and participation at separate times, or a few schools combined both into one event and it just took that little bit of extra set-up. Students had the choice to participate in both events as well, so nobody missed out,” he says. Change has been coming slowly but surely, says Sam Dickie, senior recreation programmer for Hutt City Council. “We’ve been getting a lot more requests from schools for the inter-school competitions to be more friendly and inclusive and less competitive. We’re trying to make sure that the events are a little less competitive and conventional. “It’s a great time for this to be happening. During Covid, our kids were kept away from each other and we found more community things happening and now we’re passing it onto the schools to continue that vibe of wanting to be with our neighbourhoods and have more of those social versus competitive high-level competition things going on,” she says.
Read this article online to learn more about inclusive cross country planning.
equipment. Offer multiple types of equipment within one game or setting for all participants, so they can choose what works best for them. People: Use different groupings based on participants’ skill levels. Use students who are physically able to help and create a leadership opportunity for them as well.
For more about the Halberg Foundation and the Inclusion Training programme, see halbergactive.co.nz or call 0800 HALBERG to connect with your local Halberg adviser.
CU RRICU LU M REFRESH
Weaving histories into local curriculum Education Gazette looks at how Te Ākau ki Pāpāmoa School is working with its community to incorporate the Aotearoa New Zealand’s histories curriculum content into its local curriculum framework.
An inquiry project about rongoā sees tamariki engaging in learning that is relevant to them and their place.
e Ākau ki Pāpāmoa School principal Bruce Jepsen is excited about what’s happening with The New Zealand Curriculum refresh. “This is the most transformative time that I’ll ever be a part of,” he says. Bruce is president of the Māori principals’ association Te Akatea and it was through this role that he became involved with Te Mātaiaho, the Bicultural and Inclusive working group for The New Zealand Curriculum refresh, and Te Ohu Matua, the reference group for the Aotearoa New Zealand’s histories curriculum content. Aotearoa New Zealand’s histories, set to be implemented by schools next year, is part of the Social Sciences learning area of The New Zealand Curriculum. The curriculum refresh will be phased over five years with an emphasis on making sure it is bicultural, inclusive, clear and easy to use.
One of the things that struck Bruce during his work with Te Ohu Matua was how the histories content could be readily implemented into his school’s existing curriculum framework, He Kākano. There are three components central to He Kākano at Te Ākau ki Pāpāmoa School: whakapapa, which is about a learner’s identity and their connection to time and place; whenua, which is about place-based learning; and taiao, which gives emphasis to the environment and kaitiakitanga. Every aspect of learning is explored through these three lenses. “So when we approach maths or reading or any of our essential learning areas, or even our key competencies, we do it through He Kākano. Our maker space has undergone a transformation – everything relates to whenua, whakapapa, taiao. If it doesn’t fit He Kākano, then we don’t do it,” says Bruce. “It’s about tying in real-life situations in our own place. We’re not reaching out trying to create some crazy context to make it work. It’s relevant and can be linked to whenua, whakapapa, taiao.”
In this way they can explore how Māori lived a sustainable life; exploring the changes to the land over time, engaging in sustainable practices like recycling, composting and seed saving, and engaging in enterprise relating to rongoā (traditional Māori medicine). They would construct an historical sequence of changes to the land and practices and show how long ago some of these things happened. The rongoā inquiry is an example of how learning spans different areas of the curriculum at Te Ākau ki Pāpāmoa School, says Bruce. The project incorporates maths and science learning as ākonga work with an electric garden, measuring soil acidity and moisture levels, graphing and tabling their findings. Research, evaluation and entrepreneurship are just some of the skills at play here. Most importantly, the project occurs within a relevant, localised context through the He Kākano framework. The histories curriculum content weaves naturally into the framework. Bruce gives the example of exploring the history of the local area, Te Rae o Pāpāmoa, and what that looks like at different year levels. “What’s significant about that whenua? What took place on those maunga? How did they get their names? “What other opinions are there about what we should be learning about Pāpāmoa as a rohe from a mana whenua perspective?”
Keeping it age-appropriate
There are clear progressions across the Aotearoa New Zealand’s histories curriculum content. “So, when we’re talking about Te Rae o Pāpāmoa, for example, we’re thinking: what do we want our children to understand at the end of Year 1? At Year 2, Year 3 and so on?” says Bruce. “We’re mindful of children’s maturation and their ability to take on information and understand the world we live in. That’s what the curriculum is all about. When you’re unpacking something new, it’s about ensuring that it’s getting the right messages across in the right learning, and at the most appropriate age.”
“It’s about tying in real-life situations in our own place. We’re not reaching out trying to create some crazy context to make it work.” Bruce Jepsen
27 September 2021
Ultimately, we’re focused on what tamariki will have completed after their schooling at Te Ākau ki Pāpāmoa and how this readies them for their formative years, says Bruce. “We’re supposed to be socialising children into the world that we live in, in the most effective way and helping them develop and reach their potential. That’s what the curriculum is all about.”
In partnership with Iwi and community
The rongoā project encompasses a range of different curriculum learning areas.
Bruce emphasises the importance of including the wider community in the process of developing the school’s local curriculum. Te Ākau ki Pāpāmoa School worked with its staff, iwi, parents and whānau to co-construct He Kākano as a vision. “Our existing and flourishing relationship with Ngā Pōtiki Iwi is critical as respectful exploration of history privileges the knowledge, narratives and cultural practices of mana whenua,” says Bruce. Deputy principal Dorothea Collier and teacher Kim Horne led the design and implementation of He Kākano, before a working party of 10 kaiako formed to flesh out the detail. The school’s existing ‘Know Me Before You Teach Me’ approach provided a solid foundation. “The focus has always been: how do we create a framework that’s flexible enough for us to be creative but also structured enough that we can make sure we’re getting coverage of the learning?” said Bruce. And it’s about keeping whānau as part of the ongoing conversation around curriculum and learning, he says. “We’ve had such good feedback from whānau. We’re hearing a lot of commentary around what parents are learning with their children about our local area.” Bruce believes the success of the framework is down to the fact that identity is at its heart, that each child is able to relate to their own learning. “It’s about unpacking the identity of every individual. Everyone has whakapapa. You don’t need to be Māori to have whakapapa.” He points to the guiding whakatauki of He Kākano: E kore au e ngaro, he kākano i ruia mai i Rangiātea | I shall never be lost, I am a seed sown from Rangiātea.
The bigger picture
But Bruce believes the value of the curriculum changes underway extend well beyond the individual and have the ability to make deep and positive system-wide change. “This is an opportunity to better understand how our past has shaped our current reality. It’s important to get an understanding of why this inequity between Māori and non-Māori has come about, so that young and old become aware of the historical events that have generated those intergenerational cycles of disadvantage. “Māori front-end a lot of social and economic indices that aren’t positive – like prison and health, for example – if we address those, that puts our country in a better position to address a whole lot of other things as well, not only from a cultural perspective, but in every shape, way and form. “Our responses to those inequities will mean that the promises of Te Tiriti might finally be realised in Aotearoa and that will be a celebration for all.”
Implementing the Aotearoa New Zealand’s histories curriculum content From 2022, the final Aotearoa New Zealand’s histories curriculum content in The New Zealand Curriculum and Te Takanga o Te Wā in Te Marautanga o Aotearoa, will be taught in all schools and kura.
WANT TO KNOW MORE? Visit education.govt.nz/AotearoaNZhistories or email AotearoaNewZealandHistories@education.govt.nz Support guides and resources are available to help schools with their implementation journey at Social Sciences Online - eZSSOL (tki.org.nz) Kura can find supports and resources to help with their implementation journey at kauwhatareo.govt.nz
NATIONAL CURRICULUM REFRESH Over the next five years the Ministry of Education is undertaking a refresh of the national curriculum,
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which includes The New Zealand Curriculum and Te Marautanga o Aotearoa. Aotearoa New Zealand’s histories and Te Takanga o Te Wā marks the first step towards the changes in the respective curriculum documents. Information on the refresh of The New Zealand Curriculum can be found at education.govt.nz, and on the redevelopment of Te Marautanga o Aotearoa at kauwhatareo.govt.nz
UNDERSTAND, KNOW, DO In the next issue we will look more closely at the Aotearoa New Zealand’s histories curriculum content – specifically at the new ‘Understand, Know, Do’ structure and the progressions model, exploring how these can be used to support rich curriculum learning.
Navigating the transition from primary to intermediate An important transition in a student’s life is that between primary and intermediate school. At Willow Park School in Northcote, teachers have been fine-tuning the process to ensure ākonga are confident for the move to Year 7.
t the end of every year, Willow Park School farewells more than 100 Year 6 students. Despite being a large primary school with over 700 students, it has a cosy feel and children think of each other as whānau, says senior teacher Theresa Kinloch. The flip side is that saying goodbye can be a wrench. To address this, teachers, whānau and ākonga from Willow Park and Northcote Intermediate developed a pilot study to uncover ways to ease the transition. The study is part of the Northcote Kāhui Ako’s work to explore what success looks like for tamariki. Identifying barriers to learning is a first step and transition between schools was quickly acknowledged as a barrier. Theresa, who is also an across-school teacher for the Kāhui Ako, led the work with Year 6 teacher Bethany Donnell.
“Children need to feel calm and safe in order to learn. “We have a strong, successful transition programme from ECE to primary and we wanted to strengthen the programme for primary to intermediate,” says Theresa.
All children were interviewed before and after the transition at Years 6 and 7. Parent voices were gathered before and after as well, along with teachers’ voices from Northcote Intermediate. Children were interviewed in small, relaxed group settings – “with biscuits” – while teachers and parents completed Google surveys on what had been difficult for the children.
Children brainstorm their expectations around intermediate school.
Some of the feedback was surprising. Getting the bus had been a big worry for many students, as was fear of bullying and nervousness about making new friends. “Some were afraid there might be lots of homework but on the whole, academics were not a worry for the kids,” says Theresa. “Most concerns were around making friends and grasping how intermediate works. There were misconceptions about what it was like and some of them were anxious.”
Year 6 teachers were asked to identify which children might feel most anxious about intermediate or change more generally, and a group of 12 tamariki were identified for extra support. “With our understanding of how the brain works we know that anxious children are not able to learn, they are in fight/ flight/freeze mode and cannot access the learning part of the brain. This means that the transition and how they feel about it can not only affect their social and emotional development but also their academic learning,” says Theresa. “We wanted to equip children with strategies, resources, and knowledge that they could use when they felt anxious. We also wanted to give them more time to process the change with support from skilled people.” Teacher Cherie Parker is an accredited educator for Pause, Breathe, Smile, a mind health programme designed to equip children aged five to 12 with tools to mange the ups and downs of life and set them up for a healthy future. Cherie ran mindfulness sessions as part of the eight-week transition programme. Tamariki learned to identify when they felt anxious and how to deal with it, they planned for their first day and visualised what to do if the bus didn’t show up. They also learned to use their senses to ground themselves; for example, labelling four things they could see and touch when they were feeling anxious. An added benefit was the children in the group bonding with each other, increasing their support network for the transition. “It was important to recognise that feeling anxious is just another emotion and something that is a part of life but that children need tools and support to deal with it,” says Theresa. “Our hope was that these children had a positive start to Intermediate and were able to access the learning available to them straight away.”
“We wanted to equip children with strategies, resources, and knowledge that they could use when they felt anxious.” Theresa Kinloch
Language and messaging
A rocky transition can set any child back a year, says Bethany. “And given that they’ll be transitioning to high school in two years, they need to get in, get connected and get learning right away.” Another focus was working with Year 5 and 6 teachers around the language used about the transition to ensure that messaging was positive rather than instilling fear, for example, “There’s going to be lots of homework”. “The language we use with our children is important,” says Theresa. “We need to remind them that they have been preparing for years as they moved through primary school and that they are capable, confident learners,” says Theresa.
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Messaging from parents is important too. “Children pick up on parents’ worries. This year we may offer some parent education around anxiety and transitions.”
Familiar faces in new settings
As part of the existing transition process, Northcote Intermediate sends a busload of students to perform for local primary schools, with each group chosen from ex-students from each primary school. In this way, prospective students see familiar faces on the stage and are thus inspired to look forward to their new school, says Northcote Intermediate principal Phil Muir. “Children feel proud of Willow Park but there is a sense of loss about not being part of the school anymore, about not seeing the teachers. But when they see the roadshow, they see that they can return to Willow Park and perform,” he says. The next step is a tour of the intermediate for Year 6 children and a chance to sit in on a class. Before the year is out, they will know who their teacher is for Year 7. Added to this, all classes at Northcote are composite, meaning it is highly likely that Year 7s will recognise some of the Year 8 students.
At the end of term 1 this year, Theresa and Bethany met with deputy principals from Northcote Intermediate and the focus children to gauge how they were managing socially and academically. Children were asked how they felt about school, classroom teachers provided feedback and test results were studied. Teachers reported that
none of the children were on the radar and in fact, all had settled in beautifully. “We had one student who would cry even if you mentioned the word ‘intermediate’, but he is thriving,” says Bethany. “He’s connected with students who used to be in his class here and he comes back to visit us.” Phil is very surprised to hear one of his students had been so anxious about the transition. “This year has been really settled,” he says. “We are very conscious of building resilience. We view resilience as the smiling, confident child with great attendance.” “It’s teachers knowing children,” adds Theresa. “It’s about supporting them rather than shielding them, providing them with a big enough network of support options.” In terms of academic learning, intermediate teachers flagged a knowledge gap in mathematics which the Kāhui Ako is working on. “We are looking at streamlining our processes around maths. It’s about understanding the different levels and ensuring that teachers of Year 6 and Year 7 are talking to each other, making it a shared process. If we didn’t have the Kāhui Ako, this wouldn’t be happening,” says Theresa. “Having the time, support and relationships with Northcote Intermediate and the Northcote Kāhui Ako made this successful. Our challenge this year is to continue the programme given that Bethany is on maternity leave and Cherie has moved to Wellington. “We are creating a road map of what to do and when, to guard against knowledge being lost and to ensure quality transitions for all children as they move through our Kāhui Ako.”
Further reading on transitions The Education Hub has a number of great resources on transitions. Key points: » Ill-prepared transitions can impact negatively on both student wellbeing and academic achievement. Some students feel particularly vulnerable when transitioning between schools because of the organisational, social and academic changes they encounter. » The likelihood of students staying in school can be heavily dependent on the success of their transition into secondary school. » It is important that schools view transitions as a process of adaptation and change that students and teachers work through over time rather than as a stand-alone event. » The extent of teachers’ preparedness and ability to support their students during this transition is linked to increased academic commitment, improved social
and emotional wellbeing and greater motivation to learn. » An important part of the role of Year 9 teachers is to provide guidance and support to students as they adapt previously learned patterns of learning and behaviour to their new school environment. » Success at school is associated with students developing a strong sense of belonging. Teachers can foster a sense of belonging in the classroom by showing their students that they are interested in them and want to know their strengths and learning needs.
For more information, visit theeducationhub. org.nz.
More resources A study of students’ transition from primary to secondary schooling | Education Counts.
Guides to Transitions – managing times of change: Classroom adaptations to support learning in Years 1–8. | Inclusive Education (tki.org.nz). Sparklers: A freely accessible and New Zealand Curriculumaligned bank of wellbeing activities for students in Years 1–8.
Refining transitions between Willow Park and Northcote NEXT STEPS PLANNING:
Second half of year.
Strategise according to feedback.
End of term 1.
Decide area of focus: Transitions identified as area for improvement.
Analyse information from interviews and surveys.
Gather feedback about experiences and transition from:
Agree to undertake pilot study.
Decide together on actions for all students, and additional supports.
» academic data.
Key staff to lead.
GATHERING DATA: Year 6 teachers identify children who may need extra support to transition successfully. Interview Year 6 children about their perceptions of intermediate. Survey parents and teachers about specific support needs. Survey intermediate teachers about transitions – academically, emotionally and socially.
» Year 7 class teachers.
Inform parents about the transition programme and positive messaging. Key activities over eight weeks for all: » Northcote student performances at Willow Park. » Tour of intermediate. » Teacher introductions. » Classroom visits. » Positive messaging used by Year 6 teachers to promote confidence. » Year 7 teacher feedback informs focus of Year 6 teaching . Additional targeted support group: » Pause Breathe Smile mindfulness sessions.
WHAT TAMARIKI ARE EXCITED ABOUT:
27 September 2021
WHAT TAMARIKI WORRY ABOUT:
» Making new friends.
» What bus do I get?
» No little kids.
» Will I be in a class with my friends?
» Doing tech subjects.
» Will I get bullied?
» More sports.
» Are the teachers nice?
» Clubs and extras such as Eco Warriors and Chefs for Compassion.
» Can I order lunch?
» Biking to school.
» What if I get lost?
» Being more independent.
» How long are the holidays?
» Having access to a school counsellor.
» Do we get lots of mufti days?
» How hard is the homework?
‘The Bubble’ – making sense of Covid for children A teacher aide and parent at Appleby School has written a story that she hopes will help children who are feeling anxious about lockdown.
Teacher aide Tanya Snowden pictured with her children. The illustrations were based on her youngest son.
um and Dad came running, they found me with a pout! I yelled, “I needed that bubble that everyone talked about!” Mum knew what I was saying, and a smile crept on her face, She scooped me up and she explained, “You’ve found it! It’s our place.” This is an excerpt from the ‘The Bubble’, written and illustrated by Tanya Snowden, a teacher aide at Appleby School near Nelson. Tanya drafted the story last year when New Zealand entered Alert Level 4 in March 2020 and families encountered lockdown for the first time. ‘The Bubble’ is about helping children make sense of the word ‘bubble’ in this context, particularly those children who might be feeling anxious as a result of Covid-19 and lockdown.
“In the first lockdown, the word ‘bubble’ kept being thrown around a lot on TV. And I knew that a lot of children were probably confused about what was happening,” says Tanya. “I liked the word ‘bubble’ and I just sat down one day, and the story came to me all in a rush. I wrote it thinking that there were probably a lot of kids out there who were quite anxious about it all, and not really understanding what was being said on the TV. “I thought maybe some parents might have assumed that their kids were okay, or knew what was happening, but they may not have really understood the language that was being used. “So I thought explaining what the bubble was might be one way of explaining to kids what was happening, and
that you’re safe, and we’re all going to be okay because we’re going to be with our family in the bubble.” The story, currently in draft form, outlines a child’s search for the elusive bubble they’ve been hearing so much about, and in the process touches on the importance of hand-washing and dealing with feelings of frustration. Tanya based the illustrations on her youngest son, who turned eight in the last lockdown. She says while her children have been coping well with lockdown, she knew there would be others out there who may be struggling. Tanya shared the draft with Talia Ryan, a Year 5/6 teacher at Appleby School, who was so impressed, she made a short video of the book in the hope that it might spark the interests of a publisher. “I thought it would really resonate with some of those younger students,” says Talia. With regard to the approach they took at Appleby School with learning during Alert Levels 4 and 3 this year, Talia says they’ve learned a lot since last year’s lockdown. “I think there was a lot less anxiety with the schoolwork this time around. We were really clear with students and families that the main priority was their family’s wellbeing. Last year, I think some of our families thought that they had to try and complete all the work set,” says Talia. “This time, we were really clear that it was your own family’s decision about how much to do and we were there to support you and give you as much as you want.” Talia says Appleby School placed a lot of emphasis on keeping families engaged, on having fun and getting outside. “But we really missed the kids!” she says. “We couldn’t wait to get back in the classroom.”
Readers can enjoy the draft version of ‘The Bubble’ by Tanya Snowden here.
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27 September 2021
Everyday conversations can make a positive difference. Photo: Featherston School student Krystal and teacher Dallas Powell.
M ENTAL H EALTH
Take time to kōrero It’s important to prioritise our mental health, especially as we continue to grapple with the effects of Covid-19. The theme for this year’s Mental Health Awareness Week (27 September – 3 October) is Take time to kōrero; mā te korero, ka ora – a little chat can go a long way. It’s a theme that teachers can explore with their colleagues, students and whānau through a range of resources.
his year’s Mental Health Awareness Week is all about connecting with the people in our lives and creating space for conversations about mental health and hauora. As educators, it’s important to look after your own mental health and hauora, and check in with your colleagues often. It is also a great opportunity to spotlight mental health education as part of Health Education, and across the curriculum. Mental Health Foundation (MHF) chief executive Shaun Robinson says it’s the little everyday conversations that can make a positive difference to our mental health. “Over time, these small chats create meaningful connections, help us understand each other better and ensure we have people we can count on when times are tough,” says Shaun.
Central to this year’s Mental Health Awareness Week is Te Whare Tapa Whā, a Māori model of wellbeing, and the Five Ways to Wellbeing, strategies proven to boost wellbeing. Many teachers and kaiako have used these to explore conversations around mental health and wellbeing with their students and whānau. Te Whare Tapa Whā, developed by Sir Mason Durie, presents hauora as a wharenui with four walls representing taha wairua/spiritual wellbeing, taha hinengaro/mental and emotional wellbeing, taha tinana/ physical wellbeing and taha whānau/family and social wellbeing. Our connection with the whenua/land forms the foundation. This model underpins the Health and Physical Education learning area of The New Zealand
Te Whare Tapa Whā
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“It’s the little everyday conversations that make a big difference to our mental health.” Shaun Robinson
Featherston School students Annora and Stella.
Curriculum, and is an effective framework for mental health education. With hauora as a foundation, mental health education emphasises self-understanding, belonging, and connectedness that is grounded in culture, place, and histories. It enables ākonga to become strong in their identities and to become increasingly aware of what they
need to support their mental wellbeing. It equips them with skills and strategies to meet challenges and adapt to change. They learn how to take action to look after their own wellbeing and the wellbeing of others around them. The Five Ways to Wellbeing are Connect/Me whakawhanaunga, Keep learning/Me ako tonu, Take notice/Me aro tonu, Be active/Me kori tonu, and Give/ Tukua.
Creating safe spaces for kōrero
all of her kura is how kapa haka and waiata brings young people together. One of the most important components of kapa haka is not only its link to culture and Māori identity, but how it encourages whanaungatanga, the value of people and connectedness. It’s no secret the power that kapa haka has on wellbeing, and providing a positive environment for rangatahi, says Josie. “Kapa haka is more than singing. It’s about expression too, so for our tamariki to learn how to express their emotions is a great thing.”
For Josie Brown, a kapa haka and music teacher in Tauranga, the theme of Mental Health Awareness Week 2021 ‘take time to kōrero – ma te kōrero, ka ora’ resonates both on a personal and professional level. Working with rangatahi and tamariki Māori across different kura, Josie has seen first-hand the importance of kapa haka and waiata as a way of creating safe spaces for kōrero. Josie was inspired to work in this space back when her son returned from school one day having been taught the wrong way to pronounce ‘tēnā koe’. She decided to offer her services for free, and her mahi has taken off from there. Working in different schools, Josie has had to adapt to the different wellbeing needs and contrasting learning behaviours of ākonga, but one thing that’s common across
Read more of Josie’s story on the Mental Health Awareness Week website, under ‘Wellbeing Stories’: mhaw.nz.
Need support? There are a number of helplines that are available 24 hours a day, 7 days a week. Go to mentalhealth.org.nz/ helplines.
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Mental Health Education and Hauora: Teaching interpersonal skills, resilience, and wellbeing lead authors, Dr Katie Fitzpatrick and Kat Wells.
Resources and support MENTAL HEALTH FOUNDATION There are a number of resources useful to teachers and kaiako during Mental Health Awareness Week and throughout the year. Access these and more at mentalhealth. org.nz/education
COMPREHENSIVE TEACHING RESOURCE Mental Health Education and Hauora: Teaching interpersonal skills, resilience and wellbeing gives ideas and activities for mental health education in Years 7 to 11. It was distributed to all schools with students in Year 7 and up in 2020, and can be found online at healtheducation.org.nz.
VIDEO SERIES: WELLBEING AND HAUORA This series explores wellbeing and hauora from the perspectives of an early learning centre, a kura Māori, and an intermediate school, looking at different ways wellbeing is incorporated into teaching and learning programmes, especially as we cope with the disruption of Covid-19. It also looks at the importance of teachers prioritising their own wellbeing. Watch the series at youtube.com/edgazettenewzealand.
Read this article online for a comprehensive list of mental health, wellbeing and hauora resources.
Wellbeing services for the education workforce On 24 August 2021, the Minister of Education Hon Chris Hipkins announced additional wellbeing services to support teachers and kaiako, regular relievers and support staff across all early learning services, schools, and kura.
» coping with serious illness, trauma, grief or bereavement
EAP (Employee Assistance Programme) is a professional and confidential service provided by independent, highly qualified professionals.
» frustrations and confusion over your career direction
It provides brief, solution-focused support, to help staff deal with any difficulties they may be experiencing and to minimise their impact. Discussions will be informal, friendly and focused on meeting needs.
» addressing financial matters or personal legal concerns.
“Our kaiako and teachers were vital in supporting our learners during Covid-19 and have stepped up again to assist them and their whānau in this latest resurgence in our community,” says Minister Hipkins. “On behalf of all New Zealanders, I would like to express my gratitude to our education workforce for going beyond the call of duty to ensure our children and young people are supported while learning from home. I’m sure every New Zealander will join me when I say we need to look after their wellbeing at this difficult time as well.”
HOW CAN EAP SERVICES HELP? You can talk to an experienced professional about any number of concerns, for example (but not limited to): » feelings of anxiety, stress or depression » family challenges, relationship issues » parenting problems, elder care support » conflict and tension with colleagues, managers, partners » pressures placed on you in the workplace or personal situations
» building resilience during times of change and uncertainty » preparing for retirement or redundancy » living with addictions and minimising their impact on your life EAP Services is completely independent of the Ministry and no identifying information about you will be released without your written consent. Confidentiality is assured. The support will be culturally responsive in line with Kaupapa Māori /Te Ao Māori. Members of family and whānau are welcome to join and participate in counselling sessions.
HOW DO I ACCESS EAP SERVICES? All teachers and support staff can access up to three confidential counselling sessions, until 24 November 2021. Appointments are available 7:30am–7:30pm, Monday to Friday. In addition, a number of EAP Services locations offer extended hours, including weekend support. For times when individual circumstances require an immediate response, a telephone service operates providing 24-hour, seven-days-a-week, 365-days-a-year support. To arrange a confidential telephone, in-person, video or e-counselling appointment, give EAP a call on 0800 327 669 or book online: eapservices.co.nz/request-anappointment/.
TEACH ER SU PPORT
Mentoring programme for new teachers A nationwide mentoring programme provides advice and support to teachers whose practicum placements were interrupted by Covid-19 lockdowns in 2020, and who began teaching in 2021.
Taylor McGifford, a first-year teacher, loves the outdoor learning opportunities in Twizel.
n 2020, Covid-19 interrupted learning for initial teacher education students, particularly those in their last year and completing their practicum placements. Jillian Shearer-Rowe, manager of the Kohia Centre, the University of Auckland’s professional learning hub, says teacher education providers worked hard to give student teachers as much valuable practical experience as possible, but some programmes needed to take advantage of the Teaching Council’s temporary 25 percent reduction in practical experience requirements. To support these teachers, the Enhanced Induction and Mentoring (EIM) programme is offered by Aotearoa’s seven universities to every early learning centre, school and kura that has employed newly qualified provisionally certified teachers (PCTs) whose training was impacted by the pandemic. Yali Zhang is working as a teacher of Mandarin and mathematics at Wentworth College. Her EIM mentor, Ian McHale, observed her teaching and supported her to reflect on her teaching practice, including formative assessment. “Mentors are there to provide suggestions so that we can grow as teachers. With the extra support provided by the Enhanced Induction and Mentoring programme, new teachers will become more confident and comfortable in front of students,” explains Yali.
Adaptive and flexible mentors
The University of Auckland is responsible for contract management and coordinates the provision of the programme across the country. “The Council of Education deans collaborated with the Teaching Council and the Ministry of Education to design an enhanced induction programme, to mitigate the effects of the reduced practicum time, and support newly graduated teachers in their progress toward gaining their practising certificate,” explains Jillian. “We have been very mindful that this extra support needs to be highly relevant for each teacher and contextualised for their situation. Our mentors are very adaptive and flexible in their approaches and their aim is to work alongside and support the early learning and schoolbased mentors,” she says. Each PCT receives two structured half-day face to face visits from a university-based mentor. The PCT and mentor/s work collaboratively to plan constructive learning opportunities including feedback/ feedforward conversations aimed at supporting the PCT’s ongoing growth and development.
A chance to fine-tune your skills
Rick Ussher is an EIM mentor and also works with University of Canterbury student teachers in Nelson who are doing the three-year Bachelor of Education (BEd), or the one-year graduate programme.
27 September 2021
Yali Zhang is teaching Year 4-9 Mandarin and Year 7 mathematics at Wentworth College.
“Mentors are there to provide suggestions so that we can grow as teachers. With the extra support provided ... new teachers will become more confident and comfortable in front of students.” Yali Zhang
“The programme provides you with the opportunity to have that person challenge your present practice and provoke your thinking.” Rho Espenido
With 40 years’ experience as a teacher and teacher education advisor and mentor, he says that practicum placements in classrooms help teachers work out their strengths and weaknesses. “Those practicums are where you really fine-tune yourself as a teacher. In the three-year BEd programme, you’d have lots of different practicums – so you work with all kinds of learners. You might work with some intermediate-aged kids, and then younger children in a play-based learning environment. Really it’s an opportunity for them to see if they can practice what they preach.” In-class practicum placements during initial teacher education provide the opportunity for student teachers to integrate theory and practice in context. “When our new PCTs start their careers with reduced practicum experiences,” explains Rick, “they must think, ‘it’s actually me. Now I’m suddenly in front of 25-30 learners and I’ve got to manage all these kids’. “The first thing that comes to mind is classroom management – if you can’t manage the classroom, it’s difficult to teach anything,” he says.
Mentors have your back
Rick says that primary school teachers have to be jacks of all trades, which can be daunting and exhausting for PCTs. This means that as an EIM mentor, he may look at a range of aspects of the teacher’s role in the school setting. He has supported PCTs with elements of planning, classroom management and support systems within and outside the school. Support systems are crucial for beginning teachers, says Rick, and he is full of admiration for the current crop of PCTs coping in a Covid-19 pandemic environment.
Tailored for you
Jillian says that all of the EIM mentors across New Zealand seek to support and enhance what each school/ centre values and does to support teacher learning in their context, and so they are keen to work collaboratively and flexibly with both the PCTs and their work-based mentor teachers. EIM mentors bring a wide range of experience and skills to their role. They apply educative mentoring strategies in line with the Teaching Council’s Guidelines for Mentoring and Induction and Mentor Teachers and are knowledgeable about Professional Growth Cycle approaches. The EIM team is available to help PCTs make links between theory and practice by supporting goal setting, observing teaching and providing feedback. The team is very aware of the continued impact of Covid-19 on PCTs in 2021 and so any time of the year is a good time to enrol.
For more information and to enrol, visit www.auckland. ac.nz. Rho Espenido is a first-year early learning teacher in Tāmaki Makaurau/Auckland.
Practice and preparation for new teachers TAYLOR MCGIFFORD In her first year of teaching, Taylor is a Year 7 home room teacher at Twizel Area School, where she enjoys being part of the close-knit community. Like several hundred other 2020 teacher graduates, her practicum experience was cut short by the lockdowns of 2020. “Covid made 2020 so stressful. My first practicum was three weeks long instead of seven. Fortunately, I was able to return to the same placement school so I managed to have 10 weeks in-school experience at one school over the year, but others weren’t as lucky,” she says.
“It has helped a lot. When you finish your teaching qualification, you have ideals of how you want to teach. In the real world, you realise you have to be flexible and compromise and be real with good practice. It is great to have someone there to ask if this is normal or what’s best/ ideal practice especially now that all teachers are coping with the challenges of teacher shortages,” she says. Rho would recommend the EIM programme to other PCTs. “As a PCT, you are still finding your way. With a mentor, there is someone to help guide you and it’s free which is great! Why wouldn’t I take advantage of the help being offered to me?
The staff at Twizel Area School have been very supportive, as has her University of Canterbury mentor Heather Matthews.
“The programme provides you with the opportunity to have that person challenge your present practice and provoke your thinking,” she says.
In particular Heather has provided valuable perspectives as someone outside the school, including modelling effective strategies to foster positive relationships in the classroom alongside some literacy interventions that have made a difference for Taylor’s Year 7 students.
Adding to this, Rho says the programme has helped with her selfreflection as a teacher, understanding what best practice is, and not being stagnant.
Being secondary-trained, Taylor has found the most challenging and interesting aspect of teaching at Intermediate level is negotiating the social dynamics of her Year 7 class.
“There is another person to question you about your practice and provoke your thinking. This is important as it is easy to get lost with the paper-work when you start out in your career as a teacher.”
“We weren’t really taught how to teach students to build social skills or develop positive relationships. But in Year 7, students need to understand that positive relationships, even with those you don’t particularly like, are the key to success,” she says.
YALI ZHANG Yali is teaching Year 4-9 Mandarin and Year 7 mathematics at Wentworth College. She had one practicum placement and says she would have felt more prepared with more exposure to classroom teaching. “As a first-year teacher, I am still in the process of learning about the syllabus, which makes it difficult for me to see the big picture of the course. Also, everything is new and it takes time to get to know my students and structure teaching and learning to the needs and interests of students,” she says. Yali’s mentor, Ian McHale, is contracted through the University of Auckland for the EIM programme and other PLD work. He has helped her identify areas to work on and reflect on in her teaching practices. “Ian opens my eyes to get a big picture of what is going on in the classroom and challenges me to try alternative ways to engage students. I have gained new perspectives to examine my teaching practice and improved behaviour management skills,” she says.
RHO ESPENIDO Rho is a first-year early learning teacher in Auckland, who is being mentored by Justine O’Hara-Gregan, a professional teaching fellow at the University of Auckland. Rho says the practicum component ended prematurely because of the August lockdown and the remainder of the course was then online. “My mentor helped me to look at my own professional experience along with the teaching standards. She is guiding me through the process – helping me journey towards full teacher certification.
27 September 2021
Poipoia te kakano kia puawai Nurture the seed and it will blossom The Kohia Centre at the University of Auckland is the Faculty of Education and Social Work’s professional learning hub.
Maths Teachers Reduce Workload and Stress (Years 11-13) Use our Editable Assessment Masters, Internal, End of Year, and Parallel. www.sincos.co.nz SINCOS Mission Statement: Reducing Teacher Workload
Kia kaha e hoa mā! It was a team effort, and the kindness of everyone who helped distribute packs was astounding.
Learning from home There are a number of options available for ākonga to learn from home during an emergency event, or Covid-19 Alert Levels 3 and 4. Caption.
Kāinga Kōhanga Reo is a community resource for kōhanga whānau in Tāmaki Makaurau, to connect through the internet and bring te reo Māori into the home.
Learningfromhome.govt.nz is loaded with resources, guidance and information for parents, whānau, teachers and leaders from early learning to senior secondary.
Home Learning TV | Papa Kāinga is available at TVNZ online.
Ki te Ao Marama has downloadable resources for Māori-medium learning.
Mauri Reo, Mauri Ora is a reo Māori distance learning programme, available on Māori Television’s Te Reo channel.
Pacific communities can access information, resources and learning tips in 10 Pacific languages.
Mahi and aroha
– how Te Kōhanga Reo worked with whānau at Alert Level 4 Te Kōhanga Reo National Trust ki Tāmaki Makaurau has delivered over 1,000 learning packs to their kōhanga reo to ensure tamariki in Auckland are well equipped to learn from home in Alert Level 4.
t was a big job, but one they were up for, says Kerry Jones, district manager for Te Kōhanga Reo National Trust ki Tāmaki Makaurau. Firstly, they liaised with the Ministry of Education about the number of packs needed and confirmed the enrolled number of tamariki in each kōhanga reo. They then unloaded more than 170 boxes from courier trucks and advised kōhanga reo the packs had arrived, allocating times they would be delivered over a two-day period. For issuing the packs, they set up non-contact sites with the Covid tracking QR code, sanitiser and a register for people to sign up to the packs. Boxes were then loaded
27 September 2021
onto the tables – spaced three metres apart – for whānau to uplift and place directly into their vehicles. Whānau arrived in masks, scanned, sanitised, loaded their packs, signed for them and left. “The consensus is that the packs came at the right time,” says Kerry. Parents and whānau are able to offer something different to their tamariki, she says, and are keeping connected via social media and Zoom. “The ongoing care and aroha that our whānau and kaimahi have had not only during this lockdown, but all lockdowns since this ngāngara came on the scene, has never ceased to amaze me.”
Top left: Jagger found his inner ‘Picasso’ while patiently waiting and helping on-site. Bottom left: Kua reri mātou. All set up with contact tracing and signage, the team are ready to distribute packs. Top right: Kia kaha e hoa mā! It was a team effort, and the kindness of everyone who helped distribute packs was astounding. Bottom right: Kia kaha korua! Te Kōhanga Reo National Trust worked together to get packs out to whānau.
Te Takanga o Te Wā and Aotearoa New Zealand’s histories
Results from the public consultation now available Thank you to the thousands of people who shared your thoughts on Te Takanga o Te Wā and Aotearoa New Zealand’s histories curriculum content. The diverse feedback that we heard from New Zealanders has been invaluable. We can now share with you what we heard, what the key themes were and how we’ve responded to that feedback.
We’re planning to release the finalised Te Takanga o Te Wā and Aotearoa New Zealand’s histories curriculum content in October 2021, in time for kura and schools to start planning how it will be included in their marau a-kura or local curriculum from 2022 onwards.
Read the reports and find out more at
education.govt.nz/AotearoaNZhistories 27 September 2021
Ashlee, Lucy-Mae, Zoe and Charlotte from Craighead Diocesan School in Timaru performing Macbeth.
Shakespeare’s universal truths speak to students Hundreds of students flocked to Wellington for the 30th anniversary of a national Shakespeare festival, speaking their truth through the timeless wisdom of the Bard. We asked the question, what is his relevance in today’s learning environment?
awn Sanders remembers what it was like in 1991 when she first started the University of Otago Sheilah Winn Shakespeare Festival: students standing nervously in rows or semi-circles on stage, awkward and stilted in their delivery of lines, arms held rigidly at their sides. But now, 30 years later, hundreds of students travel to Wellington each year for the two-day national festival to deliver scenes that pulse with colour and imagination. The benefits of participating are as ageless as the scenes they deliver, says Dawn, CEO and founder of both the Shakespeare Globe Centre New Zealand and its Shakespeare Festival. “With over 128,000 students having participated in our festivals over the past 30 years,” Dawn explains, “plus another 6,000 in our other programmes, following the trajectories of their lives endorses the benefits of the life skills they gain. “Careers are forged not only in all forms of the arts, but in the transferable skills gained, including communication, close reading, interaction and reaction, serving as sound foundations for lawyers, teachers, doctors, journalists, politicians – to name but a few.” Because Shakespeare writes of the challenges of interpersonal relationships and confronting issues and conflict through social, political, religious, historical and myriad other lenses, Dawn is firm that the relevance of his works are timeless.
“Where the infected pestilence did reign”
Students are stunned when they realise Shakespeare was born in lockdown, says Dawn. It was April 1564, mere months after the bubonic plague had resurfaced to once again tear through England. But as good luck would have it, the young William Shakespeare wasn’t among those who perished from plague.
27 September 2021
A third of those in his hometown, Stratford-uponAvon, weren’t so lucky. Dawn says the backdrop of Covid-19 has made Shakespeare even more pertinent. She gives the example of Romeo and Juliet, in which Friar John was quarantined because of an outbreak of the plague, stopping him from passing on the lifesaving message to Romeo that Juliet still lived. Given the Alert Level restrictions we’re now all so familiar with, this historical context has made the ever-popular Bard even more relevant to today’s teens. “They just get it,” says Dawn, simply. But she also believes the topics, themes and characters of Shakespeare’s plays have always been universally felt and understood. Andrew McKenzie, Drama and English teacher at King’s High School in Dunedin, agrees.
What binds us
“Shakespeare has never been more relevant. He’s about tapping into what makes us human, and our shared, common experience,” says Andrew. “Characters from all walks of life and many different cultures tread the boards to share in laughter, tragedy, love, and hate. The same core human emotions are felt by all of them – Shakespeare points out our shared humanity and asks us to embody it, if only for the duration of a scene.” King’s High School performed a 15-minute excerpt from Romeo and Juliet at this year’s festival, which won two awards. “Because Romeo and Juliet primarily deals with youths and their families, it is particularly accessible to students,” says Andrew. “Who hasn’t experienced the difficulties of social lives conflicting with family obligations, or having loyalties tested by the demands of the social group versus the demands of the heart?”
“They come to realise that, in many cases, Shakespeare offers them a vehicle to express their own truth, to make sense of their own world around them today.” Andrew McKenzie
Wellington High School's Ursula and Brooke as Achilles and Patroclus in Troilus and Cressida.
The bridge between worlds
This bridge between Shakespeare and modern life is nowhere as evident as in the scenes students themselves creatively re-tell. There are no limits to the time, place, people, or costuming – just that the words used are the Bard’s. Shakespeare seems to be endlessly adaptable to students’ imaginations, says Andrew. “For instance, at the National Festival this year I saw an extraordinary five-minute scene from Hamlet by students at Tauranga Girls’ College. They presented excerpts exploring Ophelia’s descent into madness and expressed her mental breakdown through the metaphor of a simple large white box. “They put her in and out of the box, turned it around, dragged it back and forth, rapped and banged on it, whispered in it, stroked it and eventually shut her in it at the end. It was such a powerful and memorable way to communicate a mental health issue that every New Zealander will have a connection to,” he says.
Wellington High School students Lewis, Ursula and Brooke as Ulysses, Achilles and Patroclus in Troilus and Cressida.
Shakespeare in the classroom
Shakespeare is often a watershed moment for senior Drama students, says Andrew. “They encounter radical difference in the language and poetry of the characters, but as they work to engage with and embody the text, they grow to learn more about what they have in common with these characters rather than with what makes them different. “They come to realise that, in many cases, Shakespeare offers them a vehicle to express their own truth, to make sense of their own world around them today,” he says. This rings true for Dawn, who says students often tell her how much they enjoy the research into the text and how it’s not a superficial, lightweight story. “They say, ‘We love it, Miss. We love diving in’.” Many students come to learn if you can tackle Shakespeare and make it work, then you can tackle almost anything, says Andrew. “Edward de Bono has a great analogy for learning. He says our usual brain patterns are like a commuter taking the train home and then walking from the station back to their house. Same thing, different day. Learning happens when you miss your usual train station and must find your way back to your house from this new place. A new neural pathway is formed. “Shakespeare offers students exactly that. His heightened language and poetic structures ask us to find our way back to the familiar, to the known, but from a different train station. He is the ultimate humanities teacher.” The students who present Shakespeare scenes at the festival are forced to grow, says Andrew. “Those who get a taste of the National Festival usually work very hard to gain a place the next year: it is a life-changing experience that they hunger for,” he concludes.
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St Cuthbert's College student Megan as Hamlet in Hamlet.
Craighead Diocesan School student Phoebe as Lady Macbeth in Macbeth.
Student kōrero What the student actors from this year’s King’s High School cast have to say about Shakespeare: What do you enjoy about Shakespeare? Lucy (Y12): How vivid of a picture it paints in my head and allows myself to enter almost another world. Daniel (Y12): The performance aspect. The feeling of everything coming together; this includes the idea of the theme and insight of the text, to how this is presented on stage. Zac (Y12): How each character can be interpreted in so many different ways. The characters are also all so diverse and different, with their own motives and morals that enhance how interesting a scene or character can be. What is your favourite play? Casey (Y11): Macbeth because of the dark and mysterious tone of the play. John (Y11): Romeo and Juliet because it’s surprisingly violent and barbaric. A strong contrast to its stereotypical depiction. Zac (Y12): Titus Andronicus. It’s just such a fun play. It was released with criticism for being the most violent play any Elizabethan audience member had ever seen. Shakespeare essentially went “I don’t care, let’s just scar the audience” and showed them more blood and death and violence than ever before. What did you learn from taking part in the festival? Casey (Y11): The use of projecting your voice even though I didn’t have a speaking role. And the use of the space because how big the stage was. And to learn with and work with new people I haven’t worked with before.
Daniel (Y12): The variety of ways one can present Shakespeare. But also, most importantly, how other people interpret the text, and their specific passions and views. Zac (Y12): What I learnt most about my preparation for performing on stage is how supressing an emotion on stage is far more powerful as an audience member to see. It taught me that if I can try to supress the emotion in my dialogue, that I can search for a whole range of subtle emotions that you cannot find on the surface level. Aside from the play itself, what did your group learn as part of this process? John (Y11): How to work as a team player. Throughout the festival we were always helping each other practice lines and actions. It created a really good atmosphere for us to extend our acting ability and created a strong, unbreakable bond between the lads who took part. Daniel (Y12): The importance of the understanding of the text. For when it comes down to it, anyone can perform Shakespeare, all they have to do is recite the lines. So understanding the intention and the tension of the scenes, help you act as a team player by supporting others, instead of trying to steal the show. Cullan (Y12): I believe our team learnt a really valuable lesson about the energy you carry onto the stage at the beginning of the piece. We looked at how it can shape your entire scene to be a really moving piece with noticeable meaning or a boring and confusing scene. The point where we really took this into consideration was when we were about to go onto stage to perform for nationals but we weren’t as confident as normal so we started our rap together and bounced up and down vibing with each other until we had to go on, which turned out great as we performed with really good energy and physicality. gazette.education.govt.nz
HAVE YOUR SAY! The Ministry of Education wants your views on options and proposals relating to: » Implementing the new early learning network management function » Regulating for 80% qualified teachers in teacher-led centres and hospital-based services » Strengthening the person responsible requirement for teacher-led centres, hospital-based services and home-based services
Get the discussion documents, summaries and surveys at: https://conversation.education.govt. nz/conversations/early-learningregulatory-review/ You can also send a written submission to either Earlylearning. Regulatoryreview@education.govt.nz or Early Learning Regulatory Review Ministry of Education PO Box 1666 Wellington 6140 Submissions close 13 October 2021.
For more information email:
Miri and Raru by Dylan Horrocks, in School Journal Level 3 October 2015.
Comics in the classroom bring literacy learning to life A new resource is giving teachers the tools they need to bring comics and graphic novels to life in the classroom, giving learners a new pathway to quality literacy learning.
omics are one of the fastest-growing text formats and are a popular choice for students. They frequently increase student motivation and engagement as they offer an exciting alternative to more traditional articles and stories. They also provide many opportunities for students to develop their closereading skills, including inferencing, critical thinking and sequencing. Over the past 10 years, over 20 comics have been published across the Instructional Series (the Junior Journal, the School Journal and the School Journal Story Library), reflecting the growing recognition and appreciation of comics as a valid and engaging literacy form.
While comics have been accepted as a valuable literacy resource, teachers may not know how to use them effectively in their classroom programmes. When used with explicit teacher instruction, comics offer new opportunities for students to develop the literacy skills needed to meet the reading and writing demands of the curriculum.
Supporting teacher confidence
A new Teacher Support Material (TSM) resource has been developed by Lift Education E Tū LTD for the Ministry of Education to support the School Journal Series. The purpose of this TSM is to help teachers feel more confident, informed and assured about using comics in
Visual learning: Comics can be found in many School Journals, and on Te Kete Ipurangi online.
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the classroom, particularly those published as part of the Instructional Series. Many comics published in the School Journal series have corresponding TSMs that outline specific activities and supporting strategies for that text. The Reading Comics TSM brings all of those strategies together in one place. The TSM offers teachers and students support on how to read, respond to, and think critically about comics by unpacking the artform’s conventions, metalanguage, visual and written features, and how words and pictures work together to convey meaning. The resource was trialled during its development and was reviewed by teachers from Owhiro Bay School, Miller Ave School, Northland School, Kenakena, Porirua School, Kilbirnie School and Newtown School. Reading Comics received a very positive response from teachers and they found the resources to be accessible, engaging, and informative. This TSM will support teachers to make the best use of comics and graphic novels in their classroom literacy programmes.
“It’s crucial that we are exploring new resources and ways of teaching and learning in literacy, so our learners are exposed to a range of different texts and purposes to explore and critically examine.” Lyndsay Patten
The Reading Comics TSM is available at TKI online: instructionalseries.tki.org. nz.
Porirua School finds value in comics Lyndsay Patten is a teacher at Porirua School, and also the senior school team lead. She says the senior schools works closely together and uses a shared planning space to create and share resources and ideas. “I started exploring the use of comics to support literacy learning last year and have shared this with the team. The other teachers have started exploring the different texts and resources this year and are beginning to use the texts when they fit with our inquiry focus.” The texts she has most enjoyed with the with tamariki have been, Te Tiriti o Waitangi, Miri and Raru and The Bittern. Education Gazette talked to Lyndsay about her experience in using the new Reading Comics TSM. What is the importance of a resource which offers new opportunities to develop literacy skills? It’s crucial that we are exploring new resources and ways of teaching and learning in literacy, so our learners are exposed to a range of different texts and purposes to explore and critically examine. In order to do this well, teachers do need guidance and support to make the most of the new resource and also to allow for the continual development of our own knowledge and skills. How does this help with engagement and learning? Opening a text and seeing a ‘wall of words’ as some of my learners describe it, can be very confronting. However, when they open the text and discover that we are reading a comic, their whole interaction with the text and the lesson changes. They’re still doing the decoding work they would with any other text, but by having the words so strongly supported by the visual aspects of the text, they are able to draw on their strengths of inference and making meaning from images to support their understanding of what the text says. They enjoy ‘telling the story’ by first examining the images and visual features, and making predictions and inferences about the characters and plot naturally as they discuss what is happening with their peers. They feel more confident thinking critically about the text, offering ideas such as, ‘I don’t think his face should look like that, he’s only just found that out, he should be more confused’ – showing they’re closely examining the choices the author/illustrator has made.
I am seeing these learners carry these skills and confidence into other text types which is exciting to see! Did you use comic books in the classroom before? If so, are you finding the TSM helpful? I did not previously use comic books in the classroom. However, the resource from the Ministry has been incredibly helpful to upskill my own knowledge and to help make the purpose for reading very clear for my learners. In taking part in reviewing the comic support material, I discovered that these rich resources existed and were high-level texts in terms of themes or messages, and the typical text challenge of traditional narratives had been removed which allowed for more of my learners to access and discuss these more complex themes. How do you approach learning through comic books, and the artform’s conventions, metalanguage, visual and written features? I have made up visual feature cards that name the feature e.g. speech bubbles, and include a brief explanation of their purpose (information from the TKI resource), and an example. We then use these cards when we are first exploring a comic to do a scavenger hunt; this is to identify and notice these features and also practise using this new language which allows the students to speak confidently about what they have noticed. I also split the group up so children are looking at one or two pages with a buddy and just focus on the illustrations and the choices that have been made with the illustrations, like colour or facial expressions. This allows them to start making connections between the choices the author/illustrator has made and what they are trying to show us. To prompt this, I ask a lot of ‘why do you think they ...’ type questions and allow students to respond. The best way to do this has been to print A3-sized copies of the pages and give the children sticky notes to annotate their thinking on. Something else I have tried is a picture and text match up – I blocked out the text on a page and then had students insert the text where they think it should go. This encouraged them to think about the sequence of the text and to make clear that the text and visual features are very closely linked.
They are then more than ready to start reading the text and find themselves far more successful at decoding unfamiliar words, and using contextual cues to help make meaning of the language used.
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PAY EQU IT Y
The journey towards pay equity Teachers and the wider education workforce have a significant role in shaping and nurturing the tamariki of New Zealand. Education Gazette hears from three women who believe that the value of their profession deserves to be reflected in their pay.
n the 125th anniversary of the day New Zealand made history with women’s suffrage – 19 September 2018 – the Government introduced legislation that makes history for women’s pay with the Equal Pay Amendment Bill. This Bill established a more straightforward and accessible process for raising, investigating, and settling pay equity claims. Pay equity means that men and women are paid the same for work that is different but of equal value. This is different from pay parity, which is about people who do the same work being paid the same across different employers. The Ministry of Education has already worked with NZEI Te Riu Roa to settle a historic pay equity claim for the 20,000 teacher aides working in our schools and kura. This helps correct the past undervaluation of work mainly done by women.
Historically, few roles were socially acceptable for women and teaching was one of them. Certain skills like caregiving, child raising, nurturing, patience and empathy were considered natural or innate skills of women, rather than acquired skills. In addition, they were seen as an extension of women’s unpaid work in the home. These skills therefore may not have been recognised or accounted for appropriately in wages. Pay equity seeks to address any gender-based discrimination that femaledominated occupations may have suffered. The Ministry is now working on many more pay equity claims from unions, including one for the 100,000 teachers in Aotearoa that was raised by NZEI Te Riu Roa and PPTA Te Wehengarua.
Jess Galloway, a teacher aide, with her family.
Jess Galloway, a teacher aide, in response to a previous Education Gazette article on pay equity, wrote a heartfelt letter about what the teacher aide pay equity claim meant to her. Jess loves her job immensely and said that she previously “earned less per hour than what I paid my teenage dog walker”. “I would do this labour of love for free if I had to and if you had spoken to me at any time in the last five years, I would have told you that it is not about the money. But today I realised something. It is about the money. It feels good to be validated. I am proud of what I do.” Jess says it’s about recognition. “It’s about single mothers not having to take on second jobs, or work in supermarkets through the school holidays just to pay their rent. It’s about understanding that this role takes more initiative than the business I previously owned,” she says. A teacher aide needs to find the perfect balance between not disrupting the equilibrium of another person’s classroom, whilst intuitively understanding when it’s necessary to intervene, explains Jess.
“It’s about taking a blood-stained tooth out of a halfeaten pear and carefully placing it in a zip lock bag to take home for the tooth fairy. It’s about feeding tubes and blood sugar tests and poop! It’s about alternative pencils, PODDs, Jolly Phonics, Numberjacks, and Go Noodles among other things,” says Jess, adding that pay equity matters, and because of this claim she feels more valued for her work. “I had always just assumed that as a woman, I’d better expect less… returning to work after having my children was such a daunting task for me, even though I had previously owned a business, because I somehow felt that I had to prove myself again – like I needed to prove that I wasn’t ‘just a mum’,” concludes Jess.
One of Carina’s favourite things about teaching is when she sees the ‘lightbulbs’ go on as children take on new learning and knowing she played a part. “I am proud that pay equity is elevating the mana of not only the teaching profession, but by proxy, the value of the students in the education system. “That value isn’t about delivering higher dividends to investors but about the mahi that people do to make the country a better place for all,” says Carina.
Harriet Wellwood, a high school science teacher in Manawatū, says, “Through my role I am connected with the students and whānau so together we can support students from all sides. The most difficult part of my job is the lack of time, teaching is a job where you can always do more and the work doesn’t stop at 3.01 pm. “Teacher aides and other support staff are absolutely critical to students’ learning and support for teachers,” she says. Harriet is happy to hear about progress towards pay equity and is excited about the teachers’ claim, as she says she’d love more respect for her profession from society. “Since my parents’ generation, there has been a massive shift in what careers people perceive different genders can do and I know that pay equity will reinforce that shift.”
Carina Tiffen, a second-year teacher, at Wellington’s Oriental Bay with her family.
Carina Tiffen, a second-year teacher, used to work in a corporate environment. “While I was working there it really transformed from a male-dominated ‘boys club’ mentality to quite a forward thinking, liberal and gender equal work environment,” she says. She reflects that times are changing and women now feel empowered to take on any role and expect to be supported. “But I think in the older professions, like teaching and nursing, the pay and conditions haven’t caught up with public opinion.”
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The teachers pay equity claim covers more than 100,000 teachers (including teachers in early childhood centres), which makes it the largest pay equity claim in our country’s history, covering two percent of the population. On 18 August, all teachers in New Zealand state schools were informed of the claim by the Ministry of Education. In addition, teachers in the early childhood centres whose employers have also been named in the claim were notified. The claim was deemed ‘arguable’ on 21 July and will move towards the ‘investigation’ phase, where the Ministry’s pay equity team and the early learning employers named in the claim will work together with NZEI Te Riu Roa and PPTA Te Wehengarua to progress the claim. Please note that deciding that a claim is arguable does not mean the employer(s) agrees that there is a pay equity issue or that there will be a settlement at the end of the process.
To learn more about the process and pay equity claims in the education sector, visit www.education.govt.nz/ pay-equity.
The health, safety and wellbeing of children is at the centre of the Early Learning Regulatory System Review.
Have your say Public consultation on Tranche 2 proposals is open until 13 October 2021, with further consultation on the proposals in early 2022. The Ministry intends Tranche 2 implementation to take place from mid-2022.
This feedback may be emailed to: Earlylearning.Regulatoryreview@education.govt.nz or posted to:
Discussion documents, short summaries and surveys are available on Kōrero Matauranga.
Ministry of Education
Feedback is to be submitted by 13 October 2021, either via a survey or a more detailed written submission.
Early Learning Regulatory Review PO Box 1666
E ARLY LEARN I NG
Enhancing the quality of early learning Consultation has opened for the second tranche of proposals as part of the review of the early learning regulatory system. Education Gazette talks to Kathy Wolfe, chief executive of Te Rito Maioha Early Childhood New Zealand, about why it’s important for people to have their say.
he comprehensive review aims to ensure the regulatory system is clear and fit for purpose to support highquality educational outcomes for New Zealand’s youngest learners. A review is timely. The early learning sector has changed significantly since the regulations came into force in 2008. The number of children participating in early learning has increased, and children are participating at younger ages and for longer hours. This has led to a rapid expansion of early learning services, with different levels of growth between service types.
Status of the review
Tranche 1 policy changes were completed in July 2021 and are being implemented in two stages over the coming six months. The second tranche of proposals for consultation cover: » changes to qualifications required for the homebased ECE standard funding rate to be implemented by 1 January 2022 (consultation occurs 20 August– 24 September) » implementing the new network management function (which must be implemented by 1 August 2022) » regulating for 80 percent qualified teachers for teacher-led centres and hospital-based services and strengthening the ‘person responsible’ requirement for teacher-led centres and hospital-based services » strengthening the ‘person responsible’ requirement for homebased services.
Review is essential
Kathy Wolfe is a member of the Early Learning Regulatory Review Advisory Group, a group including representatives from early childhood education services and peak sector bodies to contribute their perspectives and advice throughout the review. Kathy says the next stage of the review is critical. “We must get it right for everyone. It is always about the child and their families. Placing the child at the centre
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of any policy changes and improvements are critical to the service provision we wish to provide and under the regulatory environment for which our early childhood services operate.” Kathy says quality of provision must be upheld and maintained. “Choice of providers is important for families and their children; however, we must ensure the network of provision is of high quality, and is fair, equitable, cost-effective and uncomplicated for families to make informed decisions. “It will also require any new entrants into the market, community or private, to address an actual need and provide the Ministry with sound information to make informed decisions relating to the provision of licences.” Kathy says 80 percent qualified teachers is a step in the right direction, but the goal remains 100 percent. “We do have current challenges in that there is a shortage of teachers, addressing pay parity and so on, but we need to start somewhere and regulating 80 percent is that point. This will assist and improve quality teaching and learning for our children.”
On the ‘person responsible’ requirement, Kathy says this needs to be a person or people who take responsibility for everyone at the centre in terms of a child’s safety, security, health and wellbeing. “Parents expect nothing less. Therefore, it is really important that the teacher(s) who are given this role are aware that they are responsible for this role and have the appropriate qualifications to do so. Kathy urges people to have their say on the next round of consultation. “This tranche of the review is extremely important for all services, their children, and their families. Early learning services should take the time to provide your input and feedback in the consultation. “It will influence the future of provision across the ECE network and how you provide your services.”
Whāia Te Ahu o te Reo Māori
He kaupapa whakawhanake i te hunga whakaako kia whai hononga mā te reo Māori ki ngā tauira, ngā mātua me ngā kaimahi anō hoki.
Rēhita mai ki te ranga e tū mai nei Kauwhatareo – Te Ahu o te Reo Māori
Do you have a vacancy that you would like to advertise to the education sector? Place an advertisement in the vacancies section and reach both the passive and active jobseekers by contacting Jill Parker: firstname.lastname@example.org 027 212 9277
Mathematics Teachers (2 positions) We seek an enthusiastic teacher of mathematics, full-time permanent who is able to teach mathematics and statistics up to and including NCEA Level 3 and an enthusiastic teacher of mathematics, full-time LTR (sick leave cover) who is able to teach mathematics and statistics up to and including NCEA Level 1. The working environment encourages innovative teaching and seeks to meet the individual learning needs of each student. The successful candidate would join a well-resourced, supportive, collaborative and enthusiastic mathematics department. We are a state-integrated Presbyterian boarding and day school for boys in Y7–13 that has high academic expectations. As a special character school, you will be required to contribute to the extra-curricular programme at the college. The start date is Term 1, 2022. Applications close 14 October. Direct enquiries to: Stuart Hakeney email@example.com Ph (06) 873 1136 www.lindisfarne.school.nz/About-Us-2/Employment-at-Lindisfarne
St Heliers School
An exciting opportunity for a dynamic and passionate leader in education starting at the beginning of 2022. After 19 years of outstanding leadership of St Heliers School our greatly admired principal is retiring. The Board is seeking to appoint a principal who will promote a warm culture of learning and resilience, can provide exceptional educational leadership, is future focused and able to build on the strong relationships that exist within our community. St Heliers School is a high performing full primary (Year 1 – 8) school located in the Eastern Bays of Auckland City. With excellent facilities and resources, the school is a centre of learning that is innovative and encouraging, where sound values underpin all school activities. We are proud of our nurturing environment, including our focus on wellbeing and learner agency. We have a strong team of dedicated and professional staff, highly skilled leadership, a cohesive and positive Board, and an engaged and supportive community. The successful applicant will: » Have in-depth pedagogical and NZ curriculum knowledge. » Have exceptional people skills, and be a great communicator and motivator who is visible, approachable and connected. » Be a vibrant, innovative leader and educator with a personal commitment to excellence. » Be able to think strategically and creatively about education and the future of St Heliers School
Application packs are available from: firstname.lastname@example.org
27 September 2021
To view the PLD, general notice listings and vacancies at gazette. education.govt.nz Scan the QR codes with the camera on your device. Professional learning and development
Applications close: 4.00pm Friday 15 Oct 2021
PRINCIPAL TOTARA GROVE PRIMARY SCHOOL U5 Decile 2 Year 0—6 Roll 330
Commencing Term 1 2022
Our much loved and well respected Principal is leaving. PRINCIPAL
This is an awesome opportunity for an aspirational and innovative person with quality leadership skills, cultural nouse and experience to serve our tamariki. You will have strong We seek an experienced innovative school leader with interpersonal skills, a sincere and real across-culture perspective TOTARA PRIMARY SCHOOL proven empathy for theGROVE cultural diversity within our school. and connection and the ability to work collaboratively with all U5 Decile 2 Year 0—6 Roll 330 Commencing Term 1 2022 those around you. If you have a student centred and futureOur children want a leader Our whānau want a leader focussed perspective with a clear commitment to inclusive and Our much loved and well respected Principal is leaving. “who is kind” “who is adaptable” dynamic education, this may be the role for you. “who stands up for us” “who is observant, caring and
We seek an experienced innovative school leader with proven empathy for the cultural diversity within “who wants us to have a better understanding” You will also have the skills to consolidate and build on the our school. future” “is approachable and “in-
current strengths of our school and develop new initiatives to ensure a strong culture of ongoing teaching and learning success. This includes the ability to enhance and promote our “who is adaptable” school vision and values as well as engage and work positively “who is observant, caring and understanding” in a trusting environment with staff, akonga and the community. “is approachable and “in-touch” with the community” Empowering leadership and staff in the current modern educational structure within the school will be key.
touch” with the community” Our whānau want a leader
Our children want a leader “who is kind” “who stands up for us”
“who wants us to have a better future”
OurOur staﬀ want a strong, leader staff want a strong,inspiring inspiring leader “w ho is genuine” is genuine” “who has an understanding“who of Tikanga and Te Ao Māori ” “who is an communicator” “who has aneffective understanding of Tikanga and Te Ao Māori ” “who is an effective communicator”
Applications close 12pm Friday 15th October 2021.
Applications close 12pm Friday 15th October 2021.
The successful candidate will need to be flexible, organised and collaborative, and of course have passion for quality teaching and learning. This includes ensuring that our awesome school is a place that continues to grow the holistic hauora of all tamariki and where their needs are being identified and met before traditional learning can take place. This position is available from the beginning of Term 1, 2022.
Application packs are available online at www.totaragrove.school.nz, Applications close 4pm, Monday 25th October 2021 and to be Application packs are available online at www.totaragrove.school.nz, received electronically. Please contact Tom Scollard for further at the school office 38 Corks Road, Kamo, t the school office 38 Whangarei Corks Road, Kamo, Whangarei 0112, Phone 09 4350019 or email at email@example.com. information and/or an application pack. email; 0112, Phone 09 4350019 or email at firstname.lastname@example.org Ph. 0211836462 email@example.com.
Awapuni School, Gisborne Empowering Learning Whakamana Akoranga
PRINCIPAL (U5) AWAPUNI SCHOOL IS WHERE CHILDREN LOVE TO LEARN AND LEARN TO LOVE KO TE KURA O AWAPUNI TE WAAHI AROHA NGĀ TAMARIKI KI TE AKO, ME TE AKO KI TE AROHA
Our community have told us they want a superb educational leader who is passionate and approachable and committed to putting the tamariki of Awapuni School first. We’re located in Tūranganui-a-Kiwa, Gisborne, just across from Waikanae Beach and at the heart of a site of special significance to our country’s history. We’re a decile 3, U5 primary school with a great vibe and a steadily growing roll of over 300. Our school is well equipped with great learning facilities, library, bike track, attractive outdoor sports and play areas, swimming pool and heat pumps in every classroom. We strive to create a positive learning community where everyone develops high self esteem through academic achievement and personal and social development. Our New Tumuaki Will
• Have experience implementing the NZ Curriculum and strengths in curriculum leadership including implementing collaborative teaching methodologies, PB4L and Learning through Play - you’ll engender trust in a team of loyal staff who want to create the best learning environment for the tamariki.
• Be able to embed the principles of Te Tiriti o Waitangi in our school. • You’ll be visible, approachable, supportive, inclusive and take the time to listen and build strong connections with our school community and mana whenua.
APPLY NOW. Closing Date for Applications 5.00pm Monday 11th October 2021 Contact Jane Parkinson at Blackcat Education for an Application Pack on firstname.lastname@example.org For a confidential chat phone Andrew Harris on 021 0296 9891. Also please visit www.awapuni.school.nz and our website www.blackcateducation.co.nz We look forward to hearing from you. Nga mihi.
EmpoweringWellington Learning Whakamana Akoranga St. Benedict’s School, Khandallah,
PRINCIPAL / TUMUAKI (U5)
St. Benedict’s School, Khandallah, Wellington is a Catholic, co-educational, integrated, Decile 10 primary and intermediate school for Years 1 - 8 offering a warm, safe and welcoming environment for over 300 culturally diverse students (U5). Due to the departure of our much-loved Principal, we are now looking to appoint an inspirational Catholic faith leader who will further strengthen our deep-rooted foundations, our reputation for academic, sporting and cultural excellence and who will continue to build an exciting future for our school. Our new Principal will inherit a world-class, traditional learning environment, with highly skilled staff, well-behaved students who are a joy to teach and a very supportive school community which includes the parish of St Benedict’s Church. Do you have what it takes to lead St. Benedict’s School? Our New Principal Will • Focus on building quality relationships with staff, families, students and our parish • Be naturally inclusive, especially understanding the importance of supporting our students with special learning needs • Embrace Tangata Whenua, encourage Te reo Maori, honour Te Tiriti O Waitangi and celebrate the many other cultures at our school
• Be caring, kind and fun to work with and will bring healthy dispute resolution and communication skills as well as a collaborative approach to decision-making • Implement the syllabus, New Zealand and our localised curriculum with a passion for and heart-felt understanding of our unique Catholic Character and values.
A condition of appointment is the willingness and ability to take part in religious instruction appropriate to the special character of the school. Applications are invited for this enviable position to commence Term 1, 2022.
APPLY NOW. Closing Date for Applications 5.00pm Monday 11th October 2021 Contact Jane Parkinson at Blackcat Education for an Application Pack on email@example.com For a confidential chat please contact Andrew Harris on 021 0296 9891 or firstname.lastname@example.org Also visit www.st-benedicts.school.nz and our website www.blackcateducation.co.nz We look forward to hearing from you. Nga mihi.
Principal U3, Years 0 – 8 Welcome to our special place, here in Tūwharetoa country. Mt Ruapehu, Lake Taupō and the surrounding rural district define our school. We are seeking an enthusiastic, culturally inclusive principal who…. Is an excellent communicator Will foster collaboration Is a strategic thinker Will set the standard Closing Date for Applications 5.00pm, Tuesday 26th October 2021 Application Pack, and further information, are available from Rachel Allan, Recruitment Consultant email@example.com 0211629311
MOUNT ROSKILL GRAMMAR SCHOOL Deputy Principal 7MU + 1 SMA Position available due to promotion This is an exciting opportunity for an experienced and innovative practitioner to take on a significant leadership role within our vibrant co-educational multicultural school. The successful applicant will have a record of teaching excellence, administrative capability and the ability to help lead learning in a large secondary school. For enquiries and application information please contact: Tului Fox, Principal’s P.A. by emailing firstname.lastname@example.org or Ph. (09) 621-0050. Applications close on 26 October 2021.
Principal, U4 Roll 240 Decile 4 Due to the retirement of our principal of 8 years, we seek a leader well equipped with the personal and professional qualities to lead our thriving little school. Excellent location handy to Central Otago, Dunedin City and the beautiful Catlins. Principal’s house available at very modest rental. Application Pack and further information available from Lisa McElrea Board Secretary email@example.com www.tokohigh.school.nz Applications and referee reports close midday, Monday 18 October.
John Paul II High School | Principal Te Kura Tuarua o Hone Paora Tuarua ki Māwhera Greymouth, West Coast Full Secondary Catholic Principal U4 – Decile 6 co-ed Integrated Catholic School John Paul II High School looks to appoint an educational Catholic leader to lead our special character school on the stunning West Coast of the South Island. As ‘Coasters’, we pride ourselves on ‘connection’; connection with our community, connection with our unique environment, and connection with our faith and living in accordance with the values of Jesus Christ and the Catholic tradition. Fit is important, together with a proven track record in educational leadership. We seek someone who can walk the talk, deliver positive outcomes for students and have fun along the way. This is a real opportunity for a leader who is: » Current, relevant and future-focused » Aspirational with high expectations for students and a holistic view of education » A people-person, fostering positive relationships through authenticity, trust and collaboration with parents/whānau/caregivers and the parish community
» A conductor of positive change with a leadership style that harnesses the skills of a talented staff group, who see teaching as a privilege » Committed to preserve the Special Character of the school, and is willing to take part in religious instruction » Visible, approachable and fully engaged with the community, and has a presence and desire to belong » 100% focused on quality teaching and learning, where results speak to academic excellence » Strategic, logical and fair minded, with operational expertise and strengths in planning and implementation » Proactive with a readiness to see possibility when exploring new opportunities for the school This position will commence in Term 1, 2022.
To apply and to learn more about this position and our school, please visit our website, after the 6th of September www.johnpaul.ac.nz
Applications close Wednesday 6th of October, 2021
ASHBURTON COLLEGE ‘Individual Excellence in a Supportive Learning Environment’
Deputy Principal This is a permanent, full-time position to commence at the start of the 2022 school year. The position carries 7 MU and 1 SMA. We are seeking an inspirational, highly motivated leader with exceptional communication skills to join our collaborative and experienced team. Our strategic focus is curriculum and pedagogical change for the 21st Century which is culturally responsive, relational and supports engagement and success for all ākonga. The successful applicant will support these focus areas while modelling the College Vision of “Engaged in learning for life – Collaborative, Creative and Connected” and the College Values of Quality, Pride and Respect. Leadership responsibilities will be negotiated with the successful candidate. Applications close noon, 18 October 2021 Information package enquiries and applications please contact Jodee Ross, Principal’s Secretary Phone (03) 308 4193 ext 809 Email: firstname.lastname@example.org Please apply by way of application letter and curriculum vitae
RECTOR (tagged position)
We are an integrated, multicultural Catholic boys’ College Years 9 to 13, Decile 8. We invite applications from creative, inspirational and effective leaders. You will further develop an innovative and progressive learning environment – enabling students to become compassionate, just and successful citizens. A condition of appointment for the successful candidate is that they are willing and able to take part in religious instruction, appropriate to the Catholic special character of our College. An application pack is available by emailing Dawn Clark, Board Secretary email@example.com Applications should be addressed to the Chairperson, Board of Trustees: Katrina Mannix c/o Dawn Clark, Board Secretary. Applications Close 11 October 2021
Read the Education Gazette online Scan the QR code with the camera on your device to read the lastest or past issues of the Education Gazette. Alternatively go to issuu.com/edgazette.
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Special centenary edition
History, whakapapa, community, whānau Giving voice to local history in Otago
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Inside the covers of the School Journal
Education Gazette deadlines | October - December 2021
18 October | Issue 13
8 November | Issue 14
29 November | Issue 15
13 December| Issue 16
TAUTAPATIA TĀU TINO ĀKONGA MŌ TE TOHU KAIRANGI MĀTAURANGA AHUMAHINGA A TE PIRIMIA.
Hei whakanui i ngā ringa waihanga, ringa auaha, ringa rehe o anamata, he paraihe e $2000 te nui i whakaritea mō te tino tauira e whakaatu ana i te kairangitanga o te mātauranga ahumahi ki ia kura. Kotahi te tauira Tau 12, Tau 13 rānei o ia kura e māraurau ana kia whakawhiwhia ki te Tohu. Ko ngā tautapanga o 2021 ka kati ā te 1 o Oketopa.
KA RIRO I NGĀ KAIWHIWHI HE PARAIHE E
$2,000 TE NUI
Mō ngā puka tautapa me ērā atu mōhiohio, toro atu ki: pmvea.education.govt.nz Mō ngā pātai, tuku īmēra ki: firstname.lastname@example.org
NOMINATE YOUR TOP STUDENT FOR THE PRIME MINISTER’S VOCATIONAL EXCELLENCE AWARD.
To celebrate our future creators, innovators, crafters and tradespeople, there’s a $2,000 cash prize for the top student who demonstrates vocational excellence at each school or wharekura. One Year 12 or Year 13 student per school or wharekura is eligible to receive the Award.
RECIPIENTS RECEIVE A CASH PRIZE OF
Nominations for 2021 close on 1 October.
For nomination forms and other information, go to: pmvea.education.govt.nz For queries, email: email@example.com