Education Gazette 101.2

28 FEBRUARY 2022 | VOL. 101 | NO. 2

Summer of learning Equipping kaiako and ākonga to be safe, healthy and happy

The importance of water safety education

Inclusive practices that help prevent bullying

Addressing vaping in schools

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Contents

Spotlight on health, safety and wellbeing

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Staying afloat with water safety education

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Ākonga play key role in testing new sports programme

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Inspirational stories showcase inclusive practices that help prevent bullying

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Self-awareness leads to stronger collective leadership

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Mud play invigorates STEM learning in Waikato

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Unpacking data science in an education context

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Learning about their rights empowers ākonga

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14

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Service and resilience at the heart of award programme

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Successful pathways for ākonga Māori and whānau

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Education, support and policy change to address vaping

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Families, schools, conflict and stories

28 FEBRUARY 2022 | VOL. 101 | NO. 2

On the cover Page 4. Ākonga from Parkland School in Motueka had the opportunity to learn water safety skills with Kathryn from Whenua Iti at the beautiful Kaiteriteri Beach in Nelson.

Summer of learning Equipping kaiako and ākonga to be safe, healthy and happy

The importance of water safety education

Inclusive practices that help prevent bullying

Addressing vaping in schools

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28 February 2022

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E D UCATION GA ZET TE ON LI N E

Read: Teaching SunSmart behaviours in Aotearoa Schools are uniquely placed to provide a sun safe environment, educate ākonga about sun protection behaviour and reduce the risk of skin cancer.

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STORY IDEAS We welcome your story ideas.

Please email a brief (50-100 words) outline to: reporter@edgazette.govt.nz SUBSCRIPTIONS eleni.hilder@nzme.co.nz VIEW US ONLINE Web: gazette.education.govt.nz Instagram: @edgazettenz Youtube: youtube.com/ edgazettenewzealand

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EDITOR’S NOTE

Nga mihi o te Raumati

C

hildren and young people need their wellbeing needs met before they are ready to learn.

This is one of many key understandings that underpin our focus on positive, safe and inclusive learning environments. In this issue, we see it outlined in our summary of Tō Tātou Kura Atawhai, a showcase of inclusive practices that help prevent bullying.

We also see it as a key theme throughout our stories; whether it’s giving ākonga a voice in the health of their communities, teaching them about their rights in Aotearoa and the world, educating and supporting them on vape use and addiction, giving them a vehicle to express life-long service, resilience and adventure, using data to inform wellbeing

strategy and practice, or recognising that identity and culture is foundational to learning success.

As well as supporting ākonga to be well, kaiako play a role in teaching them to be safe.

In this issue, we explore the importance of water safety education and see it in action on a beautiful summer day in Nelson.

Kia kaha to our communities who have experienced more turbulent summer weather this month, particularly those on the West Coast. May the rest of this summer of learning be as bright, warm, and hopeful as Wellington on a good day – unbeatable.

Ngā mihi Sarah, chief editor

He waka eke noa: Ākonga in Nelson relish the opportunity to enjoy the sunshine, to learn about safety, and to do it together.

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WATER SAFET Y

Staying afloat with water safety education Water Safety New Zealand discusses the importance of water safety education for ākonga in Aotearoa, and how they want to support teachers and kaiako in the delivery of this important mahi.

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chools are doing a good job of teaching water safety, but they need more support, says Daniel Gerrard, chief executive of Water Safety New Zealand.

Water Safety New Zealand (WSNZ) focuses on leadership, advocacy and policy, and invests in the delivery of water safety education through an annual $2.5 million fund from the NZ Lottery Grants Board.

“We believe that a mixed model of bringing in some expertise and professional deliverance of aquatic skills, alongside supporting and working with teachers who want to be involved, is the best option,” says Daniel.

“There are models out there of how we can do this. For

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over a decade now, there’s been a programme running in lower decile schools in Auckland generating funds to support Year 3–6 ākonga getting 10 water safety lessons a year,” he says.

With 74 people drowning in 2021 and 20 people in January 2022 alone, Daniel says it’s time to take stock. But school-age students only make up three to four percent of the total drowning statistics. He says that indicates that repeated reinforcement of messaging, combined with being exposed to the ‘learn to swim’ environment and given experiential opportunities at the pool, beach or the river, makes a difference.

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WSNZ is piloting Water Skills for Life Beach in several locations. The Gazette's photographer went to check out the action in a programme run by Whenua Iti at Kaiteriteri Beach in Nelson earlier in the month.

“The water safety sector knows that the messages that we’re providing do get home to Mum and Dad as well – I really do think that there’s that flow-on effect,” he says.

Skills for life

Along with partners including Swimming New Zealand and Drowning Prevention Auckland, Daniel says that WSNZ wants to make water safety education as easy as possible for teachers.

“We’re here to help support and we partner with Swimming New Zealand to get out there as the experts and work with as many teachers as possible – it’s all free of charge.”

Esther Hone-Moore has a lifetime of experience in water safety education. A former competitive swimmer, she has taught water safety to teachers and students in Aotearoa and internationally for more than 25 years.

“As a sector, we know first we must learn how to float, and then work towards swimming distance. Water safety is more than just swimming strokes, it’s about learning how to recognise the dangers and gaining the skills to survive,” she says.

Esther has been delivering WSNZ’s Water Skills for Life, helping to develop resources for teachers, and is currently piloting Water Skills for Life Beach in Northland,

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Auckland, Tauranga and Nelson.

“Water Skills for Life has been going since 2016. There are seven competencies which are based on 27 skills which provide broad fundamental competencies for life-long water safety,” she says.

Multi-faceted opportunities

Both Daniel and Esther favour a multi-faceted approach to teaching water safety, and say this is even more important in the current pandemic situation, when face-to-face teaching may be disrupted.

“For teachers, one of the main things is having that layered voice approach with key messaging – the more that the students hear it, the more they retain the information. So not just having practical sessions, but also having classroom learning, covering in-depth water safety topics. Emphasis should be placed on really learning the water safety code about being prepared, watching out for yourself and others, being aware of the dangers and knowing your limits,” says Esther.

“When we developed the Water Skills for Life Beach, we focused on a layered approach. So, there’s an in-classroom session, a pool session so they can teach practical activities such as what it feels like to be in a rip (in a controlled environment) and then there are some unit plans, which are mapped to the curriculum.

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“The third layer is going to be able to put into practice what they have learned in a controlled environment now into the authentic open water environment,” she explains.

Cross-curricular opportunities

Daniel believes there are many cross-curricular opportunities that could incorporate water safety.

“I think there is a lot you can talk about in a classroom.

You can talk about rivers, for example: the ecology of a river, impacts on the environment and climate changes. There’s so much you can add in.

“In a marine environment, you might head out for a beach day. We might look at the sand dunes and erosion, and then the lifeguards are going to give you the opportunity to get into the surf, or more ‘rippy’ environment.”

Esther adds that educating children about water safety can provide valuable learning for their whānau.

“For example, if they’re doing in-situ simulation of an open water environment, say they’re creating rips and the children are learning to feel what it’s like to be in a rip, you’re actually becoming that voice for the generation that missed out.

“They might go home and say, ‘today I learnt what I need to do in a rip, the 3Rs: relax, raise my hand and ride the rip’.

They’re passing that knowledge on to adults who may not know that,” she says.

“We believe that a mixed model of bringing in some expertise and professional deliverance of aquatic skills, alongside supporting and working with teachers who want to be involved, is the best option.”

Daniel Gerrard Challenges and new approaches

Sai and Te Maaha, both aged 10, practised swimming wearing clothes with Kathryn from Whenua Iti.

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Teaching water safety to a class of 30 can be daunting, with a continuum of skills from some children who are getting private lessons to others who are scared of going in the water, says Daniel.

Esther argues that a language change needs to happen, as teachers feel pressure to teach children to swim, when what is required is for children to have the skills to keep themselves safer in a range of aquatic environments.

“I think a language change needs to happen in schools because teachers feel pressured that they have to take swimming lessons, because parents think that’s what they should be focusing on.

“When you actually talk to parents, what they want is actually not swimming lessons. For example, they would say ‘I want you to teach my child to swim so that I know when they go to the river/beach, they’re going to be safer’.

“We know that to be able to teach the common strokes is

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hard. It’s actually water safety lessons, but we’re not using the language correctly, so I think that needs to change as a whole industry – it’s not swimming lessons, it’s water safety for survival,” she explains.

Daniel adds that nowadays, children aren’t being provided with opportunities to test themselves, so when they do start to test themselves in some dangerous situations, the risks are a lot more impactful.

“There are definitely challenges, but give children the opportunities to test themselves in a safe way. But that does mean we’ve got to put them on a bus and take them somewhere and we have to have enough parental support to make sure that ratios are right, so it becomes a really big task. If we have groups of professional providers that can come in and do that with the school, that is going to be the way forward,” he says.

A former competitive swimmer, Esther Hone-Moore has taught water safety for more than 25 years.

Smarter thinking

Daniel notes that there’s been a significant culture change in the past decade, with many of the country’s school pools being built post-World War 2. While some schools and communities have invested in maintaining their pools, others haven’t.

While ready access to a school pool is helpful, Daniel believes that the days of every school having its own pool have gone.

“I think the approach of centres of excellence, where schools are starting to work together – a community of learning type approach where there’s one pool in an area that everybody can use – is good. I think the days of every school having a school pool have moved on.

I think we’re just being smarter around how to do this better for everybody.”

Students built a raft and paddled out to rescue a kayak 'in distress'.

Learning kayak skills at beautiful Kaiteriteri Beach in Nelson.

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Efficient model

Daniel says that providing a range of experiences in different aquatic environments is key to success.

“We need to have the basic aquatic skills to be able to stay afloat and tread water and be comfortable in that environment and then test yourself, in a controlled way, in those open water environments and I think that’s where we need to spend some time.

Because you can be really comfortable in nice warm water in an indoor pool, but as soon as you get out in a river, or a lake or a beach, it’s completely different,” he says.

“Having a really strong curriculum backing is, I think, paramount to it and then finding the right people to support it. Because right now, it’s $25 a private ‘learn to swim’ session – that’s a limiting factor straight away. So, we need to work with these commercial providers and get some good rates for whole schools,” he concludes.

“Delivering Water Skills for Life is not a one-size-fitsall,” adds Esther. “Some schools may not have a pool, or access to one – they might just have a little estuary, or a small river. So, it’s being able to adapt information so they can feel confident in their own community.”

“As a sector, we know that first children must learn how to float then work towards swimming distance. Water safety is more than just swimming strokes, it’s about learning how to recognise the dangers and gaining the skills to survive.”

Esther Hone-Moore

Tamariki learned survival skills, which included floating and rafting together to conserve body temperature.

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Resources

» Water Safety NZ watersafety.org.nz/Schools » Kia Maanu Kia Ora resources kmko.nz/rauemi-resources » Water Skills for Life programme for Year 0 to Year 8 waterskills.org.nz » Water Skills for Life Beach (pilot programme) waterskills.org.nz/water-skills-for-life-beach » Drowning Prevention Auckland e-learning platform dpanz.org.nz/e-learning » Te Kete Ipurangi: Bubbles to buoyancy health.tki.org.nz/Key-collections/Curriculum-inaction

Read this article online for digital links to these resources.

Water safety in the curriculum Learning to swim is part of The New Zealand Curriculum, which states that ‘all students will have had opportunities to learn basic aquatic skills by the end of Year 6’ and that students will have access to learning about water safety and developing aquatic skills.

An amazing new STEM resource from Genesis School-gen & Nanogirl Labs •

STEMSTARS brings STEM to life for Year 3 and 4 students through the power of storytelling and fun hands-on activities.

•

Tamariki will learn about eight exciting STEM topics.

•

Programme contains everything teachers need to deliver with confidence.

NZC notes that parents, families and whānau also play an important role in keeping children and young people safe beyond school.

Kura kaupapa Māori, with their whānau and community, make decisions about their marau ā-kura and their approach to learning programmes through Te Marautanga o Aotearoa, the curriculum framework for Māori medium learning. Through the Wairoa strand of the Hauora learning area, ākonga have opportunities to explore and learn about, describe, consider and analyse aspects of safety and safe practices.

All schools and kura receive Ministry of Education funding to run their school and kura and deliver the curriculum. This can be used to manage a school or kura swimming pool or to support ākonga with access to lessons at a nearby facility or to make whatever other arrangements the school or kura decides is best for their ākonga. This could include using third-party providers and community facilities.

The Ministry of Education will be investigating what additional support it can offer the education sector to address the high drowning rate that we have seen this summer.

28 February 2022

Find out more at

schoolgen.co.nz/stemstars

Ākonga at Ahipara School are designing games to get their whānau and communities active.

H E A LTH AN D PHYSICAL ED UCATION

Ākonga play key role in testing new sports programme Ākonga at Ahipara School in the Far North are playing an active role in testing a new sport engagement programme Tākarokaro, so it’s ready for schools and kura across the country in terms 2 and 3 this year.

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hipara School principal, Lisa Murray says it has been fantastic to have the opportunity for their ākonga to get involved in the development of Tākarokaro, a programme that will ultimately be available throughout the country.

It aims to support schools and kura to collaborate with sports clubs on the delivery of local curriculum and Healthy Active Learning initiatives.

“Last year some of our kaiako were part of a group from Tai Tokerau who worked with our local Te Rarawa rugby club and representatives from Sport NZ, Sport Northland and New Zealand Rugby to design ways in which sports clubs could better engage with schools and kura,” she says.

This initiative involves schools and kura creating healthy and active learning environments, and better connections to their local communities.

Ahipara School kaiako Angie Peters introduces Tākarokaro to her ākonga.

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“Since last year the ideas have been turned into Tākarokaro and now it is the turn of our ākonga to try out the various learning experiences and have their say on how well they work,” says Lisa.

“It’s interesting to watch them as they not only take responsibility for their own learning but also contribute to the programme development process. Seeing a real-life reason for their learning and knowing that their actions might make a difference in our community also seems to be adding to their motivation to learn.”

Tākarokaro begins with ākonga using Sport NZ’s Insights Tool to research participation in play, active recreation and sport in their class, community, and the country.

“We’re looking at how active people are in New Zealand, and they get less active when they get older.

Ākonga use Sport NZ’s Insights Tool to research trends in participation.

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Ākonga learn how rugby activities are designed with support from Te Rarawa Rugby Club and Northland Rugby.

It also gives you an idea about other things that mean people don’t get active. It made me wonder what I could do about it,” says Year 7 Ahipara School student Olivia.

Armed with their new knowledge about participation, ākonga then start looking at how games are designed to get people active. They begin by exploring a range of games from the MoveWell resource to see how teachers go about designing games. Ākonga then visit their local rugby club to find out what the key things are that sports consider when they design activities to get people involved, and staying engaged.

Volunteers from the club provide insights into how the club runs and take ākonga through a set of activities and games related to their sport.

“Once ākonga have learned how sports and games are designed, they are starting to focus on designing their own games and investigating the impact on things like teamwork, enjoyment, their sense of wellbeing and their desire to be active,” explains kaiako Angie Peters.

“They will then choose their favourite games and work with Te Rarawa Rugby Club to hold a Tākarokaro festival where whānau will try out their games and see the results of their research.”

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Year 7 ākonga at Ahipara School are excited by their experiences, and the opportunities.

“It’s cool to make your own games because you can put in whatever you want – it’s way more fun,” says Taj. “It’s good because everyone can do things and have fun – not just the sporty kids,” says Hunter.

Maiki adds, “I like it when you can work with other people because you can bounce ideas off them and get better ideas.”

Find out more information, or register for Tākarokaro at takarokaro-sport.net

Read about the first phase of Tākarokaro’s development, featured in Education Gazette 100.11 last year.

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Feedback from Ahipara School ākonga and kaiako and Te Rarawa Rugby Club volunteers will be used to further refine the Tākarokaro programme ahead of it being available to schools and kura throughout the country from the beginning of term 2.

“It is great to manaaki ākonga at our club and introduce them to our kaupapa and our games. We are really looking forward to seeing what they come up with,” says Lesley Wallace, president of Te Rarawa Rugby Club.

Rugby New Zealand is working to ensure they can leverage off major sporting events and establish sustainable ways to engage with schools and kura in a way that meets their local needs, and that of their communities.

“We are really looking forward to working with schools and kura throughout the country on Tākarokaro and playing our part in encouraging New Zealanders to live more active lifestyles,” explains Mike Hester, participation and development manager at New Zealand Rugby.

MoveWell for teachers MoveWell is a resource to assist teachers, kaiako and others who may be involved with implementing activities to support and extend children’s learning, confidence, ability, and enjoyment in movement.

The resource uses an enjoyable, games-centred approach to develop ākonga knowledge, attitudes and movement skills and is incorporated into the Tākarokaro school engagement programme.

MoveWell aims to build from students’ playful and creative nature, not by just ‘teaching skills’ but by creating environments that allow them to explore, problem-solve and build their movement abilities, competence and confidence to play games with others and feel a sense of success.

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WELLBEI NG

Inspirational stories showcase inclusive practices that help prevent bullying Tangible examples of how to create positive, safe and inclusive environments where bullying is prevented, and responded to, have been collected to provide schools and kura kaupapa Māori with ideas and inspiration for their own communities.

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ō Tātou Kura Atawhai – Our Kind of School is a joint project between the Ministry of Education and the Office of the Children’s Commissioner, supported by the Bullying Prevention Advisory Group.

The purpose of the project was to hear first-hand examples of what good practice looked like for all members of the school community, and to build an understanding of what schools and kura can do so that students feel accepted, respected, connected, involved, and empowered. It was hoped that this would help to identify the ‘real-life’ enablers and barriers to creating safe and inclusive school environments where bullying is less likely.

Bullying is a significant and ongoing issue in Aotearoa New Zealand and providing a safe and inclusive environment, including preventing and responding to bullying, is a key responsibility of school boards within the Education and Training Act 2020.

Ensuring places of learning are safe, inclusive and free from racism, discrimination and bullying is also a priority within the Statement of National Education and Learning Priorities set out by the Government in 2020.

It’s hoped that the stories, strategies and approaches shared through this project will support schools to bring about positive change.

In late 2020 four primary schools and one kura kaupapa Māori welcomed the project team to their environment and their wider communities to work out what was working well and why.

The schools covered a range of geographically spread, urban and rural settings, diverse student populations and deciles, and roll numbers ranging from 50 to 400-plus.

The existing research on preventing and responding to bullying emphasises that the most effective way to address bullying is to adopt a multi-faceted approach involving everyone in the school community, including staff, boards, students and whānau.

A shared focus on promoting wellbeing, inclusiveness, and the valuing of diversity is key to any approach and is underpinned by the understanding that children and young people need their wellbeing needs met before they are ready to learn.

Fundamental to how the schools’ examples were collected was a ‘co-decide’ approach ensuring each school/kura could determine an approach best suited to their ākonga, whānau and kaimahi.

A mixed-method approach included face-to-face interviews and focus groups and participants engaged in te reo Māori across three of the schools/kura.

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Student and whānau voice

From the conversations, the crucial importance of student voice was clear. Listening to, hearing and actioning students’ ideas helped create a culture of respect between staff and students.

The students had valuable insights into what safe, positive, and inclusive environments look like. If the school and their teachers got to know ākonga and were able to meet their individual learning needs, it led to safer, more positive, and more inclusive environments.

Schools and kura recognised that students have diverse needs and demonstrated a willingness to accommodate these needs. There was an acceptance that the way staff teach must work for all students. Schools and kura also had a range of different approaches to support student autonomy and agency. These included leadership opportunities, self-directed learning, and supporting tuākana-tēina relationships between junior and senior students.

Strong leadership was a key driver of the culture needed to create positive environments, as was an approach of continuous improvement and being open to feedback from students, staff and whānau.

There was a strong sense that each school/kura is at the heart of its community, and this has been supported by principals who have built strong networks within their local communities.

When schools and kura connected with students as part of their broader whānau, friendship and peer groups, it meant inclusive environments were shaped by the entire school community.

Other insights included valuing student and staff diversity, and quick and effective responses to bullying incidents. A commonality among the schools was that tikanga Māori provided a strong foundation and framework for building an inclusive school/kura culture and effectively preventing and responding to bullying.

No one size

The varied school and kura case study examples underline that there is no one-size-fits-all approach to bullying prevention and response, but that safe, positive, and inclusive environments built on strong relationships were effective.

They showed that bullying could be prevented without using specific bullying prevention programmes.

The resources schools had at their disposal varied.

While those schools with more resources to dedicate to wellbeing supports were able to provide holistic layers of support more easily, schools with more limited resources were still able to create positive environments.

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“Our hope is that other schools and kura find the insights in this report useful and can use them to grow a culture of continuous learning in our school system so that every student in Aotearoa New Zealand feels accepted, respected, and connected inside the school gates and beyond.”

Project team

Tō Tātou Kura Atawhai – Our Kind of School

Further resources

The project team engaged with 350 participants including: » 250-plus students predominantly in Years 5–8 » 70 staff including external support staff such as social workers in schools, learning support coordinators, resource teachers: learning and behaviour, and resource teachers Māori » 45-plus whānau and community members who volunteered at or provided a service through their school/kura including board members. » Parents of students with disabilities and/or learning support needs at four of the schools/kura.

Education Matters to Me

Bullying Prevention and Response in New Zealand Schools

Wellbeing@School surveys

There were six key commonalities among the schools: 1. Knowing, and meeting the needs of, each student.

2. Strong and respectful leadership, which lays the foundation for a positive culture.

3. Commitment to tikanga and te reo Māori in the classroom, culture, and community.

4. Connecting with and including whānau and the wider community.

5. Valuing and celebrating staff and student diversity.

Bullying-Free NZ

Inside Out | Supporting rainbow youth across New Zealand

6. Quick and effective responses to bullying incidents.

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Case studies Kura tuatahi A kura kaupapa Māori located in the eastern North Island with approximately 70 ākonga in Year 1–8 and strong connections with local iwi.

The kura strengthens connections to iwi and marae and promotes the sharing of knowledge between ākonga and kaumātua.

Tikanga and kaupapa Māori underpin the activities and teaching.

Tikanga is taught to ākonga, known by whānau, and talked about as a way of living that aligns with the kura values.

Time and effort are put into building strong relationships and there’s a strong emphasis on whanaungatanga.

Whakapapa connections help to facilitate this.

Tuākana-tēina relationships between students help build connections between year groups.

Kaiako model positive relationships and the tumuaki has built strong relationships with children and whānau, as well as the wider community. The tumuaki has built a foundation within the school that allows kaiako to voice their thoughts and ideas, as well as holding a space for whānau input into decision-making. This has allowed for a natural exchange of ideas and inclusiveness.

Whānau are invested in school events and involved in decision-making, including through regular hui with staff where they can share ideas, and the kura has an 0800 number for whānau in need.

The kura uses whakairo (carving) and ngākau Māori (a way that has Māori values at heart) to identify and respond to issues such as bullying.

It also uses kāri wātea (calming cards) to allow time and space for children to calm down after something has happened.

School tuarua A contributing school (Year 1–6) located in the lower North Island with a roll of 400 ethnically diverse students including a growing number of ākonga with disabilities or learning support needs.

Staff model positive behaviour to students and each other and have strong positive relationships. This helps students to know what behaviour is expected and role models how to collaborate in their own learning.

A team approach enables teachers to spend more time with students who need extra support.

Adults spend time getting to know students in their whole context, enabling them to better meet students’ needs.

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The school takes a restorative approach to bullying, with a strong focus on enabling students to resolve issues themselves, and teachers stepping in if needed.

Some strategies include fostering strong community connections through whānau-led groups which fundraise and put on events; supporting activities important to a student’s culture or religion, such as attending the mosque; having relaxed start times to help students connect and ease into class; having dedicated free play areas; and enabling new entrants and Year 5/6 students to stay in the same class for multiple years to allow strong relationships to be formed during key transition points.

School tuatoru A full primary school (Year 1–8) in the central North Island with a mixture of English medium, bilingual Māori and immersion Māori medium classrooms. Most of the 400 students are Māori, with a significant number of Pacific students too.

Whānau, whanaungatanga and connection to/through whakapapa formed the foundation of this school, creating an incredible sense of community and trust from whānau.

The school has deliberately employed whānau members from the school community.

The principal and deputy principal make time to greet and farewell students and whānau at the school gates each day and tuākana-tēina relationships are important.

Students are always welcome in key spaces including the principal’s office, deputy principal’s office and staffroom.

Staff make time to listen to them and work through any concerns. They can access the staffroom to get food and to be looked after, after school.

The school tries to be a community support hub, distributing food packages to whānau and seeking involvement in celebrations, such as language weeks.

It has an embedded values matrix that was designed by the whole school community. This describes the core values of the school and how everyone can act to embody them. The matrix is displayed in every room and the buildings and playgrounds are painted in its three colours.

The project team was told students often mediate disputes amongst themselves. For example, they hold a hui and then involve teachers when they feel it necessary.

All students know about the paperwork the school completes when bullying occurs and they help fill out the form which goes to whānau.

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School tuawhā A contributing school (Year 1–6) located on the east coast of the South Island with 260 students from a range of ethnic backgrounds and a significant number of ākonga with disabilities or learning support needs, as well as two bilingual English-te reo Māori classes.

Staff prioritise building relationships with students in the wider context of their whānau.

There is a village feel and the school is considered a ‘hub’ amongst both staff and the wider community.

There is regular communication with whānau and a sense that staff are open to resolving issues.

Student leaders are supported to help resolve minor playground incidents and role-play common scenarios that require resolution.

The school collects student data regularly as part of an ongoing reflective practice to identify areas of concern and implement appropriate support.

The teaching and learning approaches are responsive to the needs of individual students, such as not having mandatory homework or making lessons relevant to students’ outside interests.

Diversity is celebrated through practising karakia and waiata, running student cultural groups, displaying country flags, and celebrating significant cultural festivals and getting involved in community events.

School spaces are open and accessible to students and whānau and there is a big focus on facilitating meaningful relationships through the sharing of kai and kōrero.

Kai is a large part of the school culture, with students always having something to eat while at school.

A large veranda area is used for students to sit with staff and have their lunch, and when whānau are present they join in.

The principal’s service-focused leadership approach was identified by board members, staff, whānau and wider community members as key to the school’s success.

Students clearly empathised with their peers. For example, they explained that people sometimes come to school angry or sad because of things that might be happening at home or in the community.

Students are clear on the process for responding to bullying. They mentioned they are supported to resolve conflict or just reflect on how they’re feeling in a range of ways, such as a dedicated reflection bench outside the staffroom.

Learn more from these case studies in the full report, Tō Tātou Kura Atawhai – Our Kind of School, available online in both English and te reo Māori.

Staff said many students had experienced trauma, which needed addressing before students are ready to learn, and holistic wraparound support is available to students and their whānau.

School tuarima A full primary school (Year 1–8) in a rural North Island community with a small roll and both English and Māori medium teaching options with a Rūma Rumaki Reo. Staff demonstrate positive and healthy relationships to students through valuing each other as individuals within a collective, respecting each other’s positions and roles, utilising strengths and skills of all staff members, and celebrating the diverse lived experiences, values and beliefs of staff.

Through sharing and learning of pūrākau (stories) and waiata (songs), the students are supported to connect with their community, the environment, and their own whakapapa. The school worked with whānau on their marau ā kura (local curriculum).

The school also strives to embed whānau values that go beyond their school walls by nurturing strong relationships with the wider community.

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Instead of endlessly asking kids to pay attention, let’s teach them how.

Pause Breathe Smile is a mind health programme that includes development of students’ inner skills. The programme cultivates self-awareness, attention control and emotional regulation. This allows students to manage themselves better by choosing their behaviours based on mindful attentiveness rather than impulse reactivity.

Southern Cross’ support makes it possible for Pause Breathe Smile PLD to be made available free of charge to any primary or intermediate school.

Train your team. Email Lindy at coordinator@pausebreathesmile.nz

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Delivered under licence from

LEADERSH I P

Self-awareness leads to stronger collective leadership Professional development in psychological safety has been of great value to a group of school leaders who undertook a course together just before the pandemic changed the world in early 2020.

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ather than sitting on their laurels after a good ERO report, former Lynmore School principal Lorraine Taylor decided it was time to ensure that the school was running as well as it could from top to bottom.

There are many leadership providers and supports available in our system, however Lynmore School’s leadership team at the time, decided to undertake a course of Psychological S.A.F.E.T.Y training run by the Continuum Consulting Group.

The model is based on neuroscience and aims to help people feel safe to speak up and ask questions and not feel that they are going to be embarrassed or punished for speaking up, explains Lorraine.

“I think it’s really important that people can voice their

‘half-finished’ thoughts and ask questions and brainstorm out loud – because that’s what gives you that innovation in your culture. You have to give people space and time to ask what they think are ‘naïve questions’, but not feel embarrassed,” says Lorraine.

“It’s really important that people feel they can speak up because if they don’t speak up about things that aren’t working, or might go wrong because of a power imbalance, then we don’t get the best decisions being made.

“We did it in terms of continuous improvement and it was really interesting how empowered people felt by being able to speak out, rather than sitting in a meeting and listening to me, or someone else talk about how it’s going to be.”

“Psychological safety doesn’t mean that everybody is nice to everybody all the time – it means that we embrace any conflict that we’ve got, and we give people the ability to speak up...”

Lorraine Taylor

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Building a language

The school’s 10 leaders, including Lorraine, were put through an online assessment with about 50 ‘if you’re in this situation, what would you do?’ questions which had to be responded to rapidly.

Participants receive an in-depth (around 15 pages) report, which gives a profile of where they sit on a scale for: S= security, A= autonomy, F= fairness, E= esteem, T= trust and the Y is ‘about you’.

“My one is ‘autonomous’ and possibly a lot of principals are. It means that if we were micro-managed, it would start to make us feel angry or withdrawn or whatever people do when they don’t feel comfortable. So being aware of where people’s triggers are is really important.

“For example, we had a discussion about something that needed to happen in the school and my immediate reaction was ‘we’ll do this and this and this, and we’ll tell people this’ and the assistant principal said to me (her main profile was around fairness): ‘Are you being really autonomous now?’” laughs Lorraine.

It was important to have a skilled, external person who is able to help staff unpack findings in a sensitive way, she says.

“What was fortunate was that across the team we had a real range of attributes – we were quite different.

“I think it gives you a language to speak to each other. You’ve done the work together, been through the workshops, you’ve got a level of trust and relationship building there and people can say ‘do you think you’re being fair?’, or ‘do you feel like your trust trigger is going off?’” explains Lorraine.

Robust discussions

The increased self-awareness, knowledge and acceptance of each other helped to build positive relationships and enabled honest and robust discussions around the rapidly evolving Covid situation in 2020.

“When things are stressful and changing rapidly like they are now, school leaders can get a little bit one-eyed on what they think should happen. They actually need group discussion to look at things from different points of view,” explains Lorraine.

“I think that’s a really important safety mechanism in the organisation, that we don’t just go off and say ‘this is what we’re going to do’. Because we know with something like Covid, where things are changing week by week, we’re in danger of reacting to things very quickly and disenfranchising parents, or teachers. We need to take the time to run decisions past everybody and value their views.”

Lorraine gives an example of decision-making around whether parents should be allowed in classrooms, or have to remain offsite and drop their children at the gate.

“That was a really robust conversation in the group, because there was a side of me that said ‘nope, we’re going to ban everyone from coming on the site and everyone has to drop their kids at the gate and that’s the rules’.

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“But then people said, from a ‘trust’ model, do we trust that parents are making the right decisions for their child if they need to come on site? We need to trust that it’s important to them to come on site and that they are going to follow the rules. And someone said ‘are we being fair to those children who are really traumatised by leaving their parents at the gate, when they actually do need a parent or caregiver for just 10 minutes at the start of the day to get settled. And is that fair, or not fair?’

“Even though they are small things, they are small things that will really upset a community if you are heavyhanded,” reflects Lorraine.

Preparing for Omicron

In term 2, 2021, Lorraine moved to Silverstream School, north of Wellington and says that the training she underwent has continued to be useful in her new principal’s role.

“It has definitely helped me as a leader to check myself.

If I know I’m in danger of going autonomous here, I need to make sure that I’m inclusive and try to ensure that I’m not the one dominating all the meetings, doing all the talking.

So, it has changed my approach to leadership, even without doing the profiles with my team here,” she says.

With the new challenges of Omicron, Lorraine plans to undertake the programme with her new leadership team this year to build self and team knowledge to help them manage “potentially THE most challenging phase of this global pandemic in New Zealand”.

“Preparing for the challenges of Omicron, I think we have to be transparent and honest and open to suggestion,” she says. “I think where schools will go wrong with this, is if they set themselves up as experts and have a whole set of rules – instead of going to the community and saying, ‘Wow, this is going to be a tricky year and we’re going to need you to work in partnership with us to get the best outcomes for the kids in the community. And there are going to be days where we are struggling, but we’re in it together’.

“Every community has an entire range of people.

We have to honour them all and make sure that the communications we send out are kind and acknowledge people’s views but also communicate that we’ve also got a health order that we have to comply with. We’re going to try to walk a line of everyone kind of feeling OK,” says Lorraine.

The programme helped the Lynmore School leadership team work cohesively through Covid challenges while still having robust and challenging discussions.

“I think the important thing to know is that everybody has your back and you have their backs; that no-one should be overlooked or ignored, that everyone’s feelings are real for them.

“Psychological safety doesn’t mean that everybody is nice to everybody all the time – it means that we embrace any conflict that we’ve got, and we give people the ability to speak up; and that people know we’ve still got their backs,” she concludes.

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Ākonga enjoy learning about, and playing with natural resources like sand, soil and water, which means a lot of mud!

C ROSS-CU RRIC U LU M

Mud play invigorates STEM learning in Waikato Kaiako and ākonga in Waikato are getting muddy as part of a child-led, open-ended programme that aims to develop STEM learning.

Brainstorming at a STEM Curiosity training day.

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n recent years, play-based learning has made a resurgence in new-entrant classes in Aotearoa, but STEM Curiosity programme co-founder Naomi Pocock says teachers often have little capacity to offer openended play experiences to children.

“Teachers can be limited by time and resources to be curious, experimental or explorative. The spontaneous and chaotic messiness of child-led play doesn’t fit, and when play is offered in schools, it is often restricted to inside ‘clean’ activities,” she says.

STEM Curiosity received funding from Sport New Zealand Tu Manawa Active Aotearoa, via Sport Waikato, to deliver play-based STEM activities to 10,000 children in Waikato in 2022.

The programme has run in four schools since it began last year and Naomi says the number of children reluctant to get their hands dirty or lacking basic knowledge learned through water play – like submerging an empty bottle in a bucket of water to fill it up – is “phenomenal”.

She adds that STEM subjects are often taught using adult-led, prescriptive, experiment-type recipes but children need opportunities to play, explore, innovate and imagine.

“We’re taking the adult voice out of play. It all happens outside, and includes playing with natural resources like sand, soil and water – that means a lot of mud!

28 February 2022

“Open-ended play motivates children to learn, helps them process real-world experiences, and builds initiative and innovation. For example, play releases oxytocin in our bodies, which enhances feelings of wellbeing and trust and helps children build social relationships,” explains Naomi.

“Most importantly, allowing children to make their own decisions around social and physical risk-taking enables them to become curious and wonder, in their own time.”

Open-ended play in action

Maria Persson is a Year 0–1 kaiako at St Columba’s Catholic School in Hamilton with a keen interest in learning through play.

“It allows children to be a lot more ‘hands on’ and gives them the ability to express, navigate, cooperate and collaborate with others while developing their language and their essential skills,” she says.

Last July, she and principal Gareth Duncan engaged with STEM Curiosity after seeing an alignment in the programme’s ethos, philosophy, pedagogy and what they believed their tamariki needed.

“In learning through play, it’s essential that as a teacher you observe, listen, take in and note where children may need some scaffolding or some support to be able to instigate deeper thinking,” says Maria.

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Teacher participation

The programme is structured to support play-based learning by making the teachers participants in the play.

“As teachers we tend to direct the learning, but we were reminded on and off through the course of the event to sit back, actually play ourselves and allow the kids to question us.”

The 40-minute session involved two classes; Maria’s tēina Year 0–1 and a senior tuākana class of Year 5–6.

Naomi and co-founder Tara McAuley brought along and set up the resources, which included tables for various bowls of mud, sand, cornflour, coffee grounds, water and utensils.

“It’s very much child-led at their pace,” says Tara.

“We say right at the start that it’s about them and they can join in how they want to, and if they’re feeling uncomfortable to take a step back and just watch.”

She says some choose to stay in their own space doing their own thing, others join in as part of a group. Those who want to keep their hands clean can choose to mix with a spoon. However, Tara says many decide to get their hands dirty by the end of the session.

“That’s really powerful for them because they spend so much of their time being told what to do by adults, not just teachers and parents but extracurricular activities are often very structured as well.

“That absolute freedom to just play and do their pace is quite a powerful experience for them,” says Tara.

During the St Columba’s session, Maria says most children immediately began experimenting and communicating between each other, and those who were more apprehensive about getting dirty could engage at their own level of comfort.

“Growing their curiosity in itself is quite important.”

She says a student who is germaphobic was inspired to engage in the messy play by watching their classmates.

“I put mud and cornflour all over my face, which helped him to engage a bit more,” Maria adds.

Naomi and Tara, meanwhile, involved themselves by walking between the tables asking the children openended questions and making observations about the learning that was occurring without interfering in any play.

Working within the curriculum

Through her own research, Maria has learned there are various areas of The New Zealand Curriculum that can be applied through learning through play.

She says the programme sits well under the ‘Exploration Play’ umbrella of learning.

“If we were to take it to the next level, we would help tamariki to engage with concepts that they really wanted to know more about by providing scaffolding and additional resources, including time, to support the learning.

“Following the self-led experience, the classroom work could involve exploring the properties of something else like soda and how it interacts with other

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St. Columba’s Catholic School teina and tuakana learning together through mud play.

liquids to take it to that next level of thinking scientifically.

Children could decide what they might want to use.”

She has also used the experience as a prompt for writing but stresses that teaching and learning does not always need a curriculum objective.

Rather, teachers should make sure it’s covered by bringing experiences back into the learning in the classroom, she says.

“It’s more about giving the students lots of opportunities, experiences and ways of thinking, then putting the responsibility and ownership back on the educator to know the curriculums – our local curriculum or marau-a-kura, The New Zealand Curriculum, Te Marautanga o Aotearoa and Te Whāriki.

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How to get involved

STEM Curiosity welcomes enquiries from Waikato schools interested in joining the programme.

Email stemcuriositynz@ gmail.com to get in touch, or visit their Facebook page: facebook.com/ STEMCuriosityNZ Messy play allows children to be a lot more hands on in their learning, and explore their curiosity.

“Connecting our children with their natural curiosity is important not just for learning, but for health, and self-esteem.”

Naomi Pocock

Exploring STEM activities at a training day.

28 February 2022

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DATA SC I ENC E

Unpacking data science in an education context Data is everywhere and it’s used by everyone, but what is it and how is it used in schools and kura? Ministry of Education chief data scientist Chris Casey explains.

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ata is an observation, a measurement, a comment, a place, a description, a person, an address, the position of an atom, the magnitude of an earthquake, the speed of a vehicle, the contents of your shopping basket, a score in a test, even something as seemingly ephemeral as a colour descriptor.

Data is all of these and a whole lot more. The neat thing about all of these types of data is that they can be codified – converted to a basic set of symbols that both humans, and machines can read: letters and numbers.

Lots of fancy names have been applied to the art of how computers process data – Artificial Intelligence (AI), Machine Learning (ML), Data Mining (DM), Business Intelligence (BI), Natural Language Processing (NLP) to name a few.

Don’t let the jargon scare you though. All of these things rely on simple algorithms to process, sort, extrapolate, classify and clean large amounts of letters and numbers. The computer code normally consists of many ‘IF this, THEN do that’, statements. It’s not rocket

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science – it’s data science!

Data science is an inter-disciplinary field that encompasses computer programming, applied statistics and mathematics, and subject matter expertise in almost equal parts. It is used to process large amounts of data and turn this into information that a human may then derive insight from.

We often hear the term data mining, and the metaphor fits well. Data is like the ore in the ground, the bauxite. It’s mined and refined by machines and their algorithms and turned into alumina in this case.

More complex machines and even smarter algorithms smelt and turn this refined data into information, into shiny aluminium metal. Finally (and crucially) humans design useful tools and implements from this metal – they turn the information into useful and actionable insight.

This is key – the insight or intelligence should be actionable; there is absolutely no point doing all that mining and refining if the end product has no “so what?”

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Data science in education

So, how do we begin in education? It begins with the data, the ore from which the insight we want is derived. In our education system we rightly do not want to reduce our ākonga to just letters and numbers – of course they are so much more than that.

Our students have context, they have stories and lived experiences, but to simplify data collection we start with the basics: » The System (school sizes, locations, types, number of staff and their demographics) » Student demographics (age, gender, ethnicity, location) » Administrative data (enrolment dates, year levels, interventions) and finally, » Attendance and Achievement Data which deserve their own categories such is their importance.

In terms of measuring ākonga engagement (which is a huge factor in a student’s success and wellbeing), attendance data is the most critical piece of a complex puzzle.

It’s exact and tells a compelling story on a student, regional and national basis. We know we have falling attendance nationally over the past decade, but we don’t know the exact causes or triggers.

Collecting timely and accurate attendance data lets us apply data science tools to cross reference attendance with other national datasets such as socio-economic, macro-economic, housing, welfare and migration trends.

There may be bigger forces at play, links we’ve not been able to point to or prove existed except in conjecture and hearsay.

This is the power of good data, objective analysis without bias. But therein lies the rub – we must collect the data without bias.

We must also learn to capture data that better describes our students and their outcomes. NCEA results are only a small part of what a student gets from their education.

Support and tools for schools and kura

The Analysis and Insights team at the Ministry welcome interaction with schools and are happy to explore any ideas on data and its collection.

Fortunately, some of the best tools for data science are open-source (you can just download them) and they’re free. Many of these tools can also be used by teachers with their students.

The current doyen of the applied statistics crowd is a software tool that has its origins at the University of Auckland. It’s called, rather sardonically, ‘R’.

The beauty of this tool is that on its own, it’s a fantastic analysis and plotting tool (invaluable as a teaching aid for statistics and basic programming) but even better than that, there is an ever-expanding collection of ‘packages’ that can be downloaded to provide functionality and

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tools that can answer and solve almost any data science problem in existence.

The online community is massive and ubiquitous.

No question goes unanswered and sample code and examples exist on a multitude of topics. R can read data from many formats, including those provided by school Student Management Systems (SMSs) as well as data extracts available from Education Counts and the Ministry’s own collections.

There are other free tools too – ‘Python’ is a slightly more advanced language but not beyond the realms of senior students and teachers. And not to discourage the use of more prosaic tools such as Microsoft Excel and Google’s Sheets – these tools can handle large quantities of data – but were not designed with data science in mind, unlike R and Python.

“This is the power of good data, objective analysis without bias.

But therein lies the rub – we must collect the data without bias.”

Chris Casey Keys to good data science

There are two keys to doing good data science: collection and connection.

Collection involves choosing the right sort of data to collect at an early enough time to build a decent data set.

Often, we need to be prescient about the sort of things we might want to ask – and start collecting the data well before we need to tease an insight from it.

A good example of this is attendance. We may collect a year’s worth of data and decide that attendance in term 4 is lower than the other terms and therefore attendance is falling.

If, however, we had collected attendance data for the past five years we may well have seen that in all cases term 4 attendance is lower than term 1, but on average the difference is getting smaller, so in fact, we may be seeing actual improvement.

Also, if we had used minutes attended rather than halfdays attended, the more granular measurement may have uncovered more subtle trends.

These collection ideas may be summed up in that now national catchphrase – ‘go early and go hard!’ The best time to start collecting data is yesterday, and the best data to collect is as much as you can.

Connection is the idea that data should be connected to the stories of our learner and the story we’re attempting to tell.

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If we’re interested in measuring wellbeing, we must choose data that accurately, and in an unbiased way, connects a person to their wellbeing.

We must ask hard questions of the data – is it available for all of our people? how do we cope with gaps? will any people be left unconnected, with no data?

Only when we connect the data to each person can we then connect all of the dots to get the trends, insights and stories. Connection also reminds us that the data we have refers to real people and we must always be mindful how we use that data – at all times preserving the privacy, mana and dignity of our students and schools.

The 4 Rs: Reading, Writing, Arithmetic and Data

Where to from here? Start with the R software or even just Excel. Try importing files from your school’s SMS or go online to some of the data resources shared in this article.

Persevere, get your students who are digital natives, to help.

The ability to gather data and work with it is fast becoming as important as literacy and numeracy – in fact it combines the two. Data science can be embedded into almost any subject, adding both richness and extra interest for students. And it’s not just academic – it’s a highly marketable and useful skill for teachers and students alike. So, dive in!

Data science resources Read this article online for a full list of resources, or start with these:

R A free software environment for statistical computing and graphics.

Python A general-purpose, versatile, and powerful programming language.

Education Counts A one-stop shop for education statistics and research in New Zealand.

OECD Online Education Database

For more information and resources, contact chris.casey@education.govt.nz or analytics.insights@education.govt.nz

Storytelling with data Data science allows us to overlay school enrolment data, geo-coded student data (randomly moved slightly - jittered - for privacy) and LINZ road data. Here we see the fascinating interplay of socioeconomic, school-zoning and parental-choice forces causing clustering and spreading of the student catchment for the three Thorndon colleges. Compare the average commutes of students to St Mary’s versus those to WGC. What are the effects on student wellbeing and quality learning time? We can further overlay attendance and attainment data to widen the scope of our questions and theories.

Every layer of data makes our storytelling that much richer.

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ADVERTORIAL

CH I LDREN’S RIGHTS

Learning about their rights empowers ākonga A new education programme developed by Save the Children New Zealand aims to teach Year 0–13 ākonga in Aotearoa about their rights under the UN Convention on the Rights of the Child.

Tamariki at Freemans Bay School recently enjoyed the Bandaid activity.

T

he more children understand about their rights, the more likely they are to speak out when their own rights, or the rights of others, aren’t being met, says Jacqui Southey, advocacy and research director for Save the Children New Zealand (SCNZ).

“Despite New Zealand signing up to the UN Convention on the Rights of the Child almost 30 years ago (1993), many New Zealanders have little understanding of the Convention or what it means for our children in Aotearoa,” she says.

Jacqui explains that while there is a requirement to teach children about rights in The New Zealand Curriculum, learning about children’s rights in a New Zealand context is less common.

“Knowing about their rights adds a protective layer where children understand they have the right to be protected from harm or to have a say on issues that are important to them,” says Jacqui.

“When children learn about their rights, they also learn about the rights of others. Research shows they are more

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likely to respect the rights of others and speak up when they see injustices or to offer support to those who need it.”

Education hub

Save the Children has developed an education hub with resources that aim to put a rights-based lens on common themes and issues relating to children.

The resources have been developed by SCNZ’s child, youth and schools engagement coordinator, Elisabeth Fraser. She says that educating children about their rights provides a protective factor for tamariki as they navigate childhood, and supports them to develop skills in speaking up for change, and empowers their sense of agency.

“Rights education in Aotearoa New Zealand has been largely limited to units of work about ‘rights and responsibilities’, however, this can be enhanced by embedding it into daily life, both in school and at home,” she explains.

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“Every topic can be framed through a rights lens. For example, units studying water relate to a right to clean water and health; or cultural days or units recognise a child’s right to practise their culture and language.”

Relevant and tangible

Shelley Duncan is the Year 3–4 co-team leader at Freemans Bay School in Auckland and was looking forward to using the resource at the beginning of term 1.

“We have a big focus on belonging here. Freemans Bay School is in central Auckland and it’s incredibly diverse in ethnicity and culture. Understanding that all children have the same rights really creates a sense of unity and belonging. Because it doesn’t matter where you come from, who you are, what your background is, it just creates that equal playing field,” she says.

The resources include a back-to-school series of lessons on children’s rights and building a positive classroom culture. It also includes a Bandaid lesson which teaches about fairness and equity, and conceptualises why treating everyone exactly the same isn’t always the fair thing to do, says Shelley.

“The lessons are beautifully written and easy to follow, and they are deliberate. You know they’re going to be engaging and it’s just one less thing to think about.

“For example, the Bandaid lesson is about fairness and using the concept of putting a plaster on an injury.

You go through the class, and everyone gets their Bandaid, but it doesn’t always treat their wound or injury. So, you unpack that with a discussion at the end about what’s fair. It’s such a great context to take back to our students, and for them to learn to tell us what they need as well.”

Shelley argues that learning about children’s rights also fits with education for sustainability.

“The reason we look at rights alongside real world problems, like sustainability, is we want our ākonga to grow up as informed citizens and ideally to know what a good citizen does as part of society.

“Starting on that path early is key – instilling that sense of pride in your school, also your responsibilities.

You have to look after the environment, resources and each other – as well as respecting tikanga Māori,” she concludes.

Save the Children resources The free online programme aims to help children in Aotearoa learn about their rights; from access to healthcare, housing and education to being protected from violence or practising their culture.

It includes a range of cross-curricular resources for teachers, children and their whānau, and the school community.

Save the Children education hub, including a new resource pack to be launched for World Water Day (March 22), with science, maths and children’s rights themes and activities to mark the day.

A short online film aims to teach children about five things all kids should know about their rights.

A Save the Children inclusive calendar

Further resources on children’s rights Office of the Children’s Commissioner resources, including a new resource about supporting children and young people to have conversations about Covid-19.

He Whakaaetanga Whakatau i te Mana o te Tamaiti a te Whakakotahitanga o ngā Whenua o te Ao (a translation of the Convention in te reo Māori)

“Understanding that all children have the same rights really creates a sense of unity and belonging. Because it doesn’t matter where you come from, who you are, what your background is, it just creates that equal playing field.”

Shelley Duncan 28 February 2022

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E DUCATIO N TO EM PLOY M ENT

Service and resilience at the heart of award programme ‘Te takatū i ngā rangatahi katoa o Aotearoa mō te anamata whaihua’ means equipping all young New Zealanders for promising futures. Despite the challenges of Covid, the Duke of Edinburgh’s Hillary Award has grown faster than ever to help rangatahi become confident, connected, and actively involved life-long learners.

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ducators know the Duke of Edinburgh’s Hillary Award (the Award) as an organisation with more than 60 years’ experience challenging young people to dream big and discover their potential. All 14–24-year-olds can take part, with around 20,000 rangatahi involved at any one time.

A non-formal education framework designed to complement the learning rangatahi do at school and kura, it takes a team approach with the Ministry of Education to achieve the vision of The New Zealand Curriculum.

Like many others, the Award has been challenged by Covid-19. It responded by digitalising award units and adapting its activities to keep young people engaged.

During 2020, they had an 11 percent increase in awards gained by young people.

Karen Ross, the national director, believes rangatahi see the skills and values that are part of the Award as more important than ever. As she puts it, even in lockdown, “if you can’t do anything else, you can do this”.

Reaching the top of the Summit, and their goals with the Award.

Caption.

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Equipping young people for life

The Award recognises that personal growth is important for young people, helping them develop the adaptability they need for good vocational outcomes. Nurturing that personal growth ‘takes a village’, so the Award works hand-in-hand with schools and kura, with a focus on inclusion.

To earn their award, young people progress through four sections: skills, voluntary service, physical recreation, and adventurous journey.

Rangatahi are supported by a network of adults and get to volunteer with a range of diverse organisations – such as Habitat for Humanity, Age Concern, Heritage Gardens, Capital Arts Trust, foodbanks and conservation agencies, as well as volunteering in their communities, schools and marae. They take on projects in areas they are passionate about, like the environment, animal welfare, or social justice.

“I love this programme so much. Everyone should do it – it only takes one person to make a change,” says Philippa from Ōtūmoetai College.

Service can build connections intergenerationally, with wellbeing benefits for all involved. Evy Hwangbo, who recently received her Gold Award, approached the problem of loneliness in older people.

Evy was driven to start a non-profit called Genafriend, connecting older people with secondary school students. In Evy’s words, “the youth that get to interact with elderly people gain just as much because they’re so wise and you walk away with a whole new perspective on life. So, I just thought, why isn’t this happening more?”

Service is not just to people, but also to the planet. Ākonga at the Hutt Valley High School Tautoko Supported Learning Centre clean up rubbish at Petone’s Hikoikoi Reserve.

Gisborne Boys’ High School students are working to restore local wetlands, as part of their commitment to Enviroschools.

“We are at the edge of a cliff … A question I am frequently asked by peers is ‘How can I help?’ My answer is always the same, by starting at home, in the community and in yourself,” says Sorcha from Sacred Heart College in Lower Hutt.

The experience of Covid has spurred rangatahi to find creative new ways to build on their service, resilience, and problem-solving development.

Alex Bengston, from Rahotu, collected watercress from his family farm, for contactless delivery to Parihaka marae. Alex says, “I have enjoyed getting out and doing something different during lockdown.”

As well as benefiting communities, service also builds the skills and values that young people need for further study or work.

Young people are encouraged to think of the Award programme as ‘a process, not a prize’, showing their personal and social development.

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“Hauora provides steadiness, service supports our communities, learning nurtures curiosity, and being part of a team grows leadership, resilience and discovering; by using their basic resources, they achieve success.”

Karen Ross

Waicol special learning centre participant Patrick, who overcame some initial nerves to come up triumphant on the water.

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Irrepressible joy in the outdoors; passion, energy, inclusion, and new skills with Whenua Iti.

In the Hutt Valley, students from Hutt Valley High School Tautoko Supported Learning Centre have been regularly cleaning up rubbish at Hikoikoi Reserve in Petone.

“I love this programme so much. Everyone should do it – it only takes one person to make a change.”

Philippa, Ōtūmoetai College

Accessible to everyone

The Award’s vision is that every young person in Aotearoa New Zealand will have the opportunity to participate.

The organisation has been working with the Ministry of Education and other agencies to help put this vision into practice, reaching out to young people with disabilities, with refugee backgrounds, teen parents, their schools and kura, and the organisations that support them.

Being able to ‘give back’ through voluntary service helps rangatahi with disabilities feel mana and confidence.

IHC Foundation executive director Jan Dowland says the Award programme fits with the foundation’s strategy to “put greater emphasis on the development of people as leaders”.

For students at Mana College in Porirua, gaining qualifications through the Award has been a ‘game changer’. Award qualifications can help students with disabilities demonstrate what they are capable of and can be built on once they move out of school and into the next phase of life.

The Award has made dedicated funding available to encourage these rangatahi into the programme.

Measuring impacts

As well as developing employment skills, many young people who complete the Award will continue as volunteers. Other people in the Awards community, including adults and supportive organisations, also experience ongoing benefits.

The Award team use an innovative approach to understand the social value of these ongoing benefits.

In 2018/19, then again in 2020/21, a social impact analysis was carried out. It found that for every dollar invested in the Award in 2020/21, the community received $5.77 of social value. The analysis found the Award increased service to charitable causes as well as social cohesion. It also improved employment pathways, physical health and fitness, and mental health and wellbeing.

This social value added up to a total of $19.5 million for 2020/21 alone. The analysis then looked at future social value. This was based on the rationale that the Award creates positive habits and behaviours that may continue through someone’s life. Future social value was estimated at $40.9 million.

28 February 2022

A focus on the future

As well as adapting to Covid-19, during 2020 the Award programme introduced a new pathway, the Kākāriki Journey. Responding to the passion young people feel for their planet, the Kākāriki Journey adds an environmental focus to the typical award ‘sections’.

This year will see further growth. As part of its commitment to Te Tiriti o Waitangi, the Award will introduce a Te Ao Māori pathway, developed with iwi.

Rangatahi will be offered an opportunity to connect or reconnect with Te Ao Māori, through whakapapa, whanaungatanga, tuakiritanga, manaakitanga, tikanga and te reo Māori.

Karen says she is excited for the possibilities that 2022 will bring. Her aim is to strengthen the educational partnership with schools.

“In a world where we are all struggling to make sense of what is happening, the Award provides rangatahi with a constant.

“Hauora provides steadiness, service supports our communities, learning nurtures curiosity, and being part of a team grows leadership, resilience and discovering; by using their basic resources, they achieve success. He kai kei aku ringa. There is food at the end of my hands,” says Karen.

Schools are invited to enquire about funding help available for schools and students who may need support to register.

Karen says she sees the Award and schools as collaborators, developing rangatahi who can tackle the challenges of the future.

To find out more about the Duke of Edinburgh’s Hillary Award, and funding available, contact Karen Ross on nationaldirector@dofehillary.org. nz or visit dofehillary.org.nz.

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Is your school an awesome place for students?

How does your school contribute to the vision to make Aotearoa NZ the ‘best place in the world for children and young people’?

What would your students say?

Student Wellbeing Measures Project The Ministry of Education is undertaking a Student Wellbeing Measures project that commences in phase 1 with actively listening to the voice of students and ākonga to understand what ‘student wellbeing’ looks like for students in schools across Aotearoa NZ. This information will help us develop a consistent set of measures of student wellbeing that may be used to support schools to monitor, respond and improve student wellbeing.

Students in Years 7-13 are invited to directly engage in this project to have their say. This period of engagement will be open from November 2021 to the end of Term 1 2022.

Schools are invited to support student engagement through Ministry provided in-class and online learning options.

Class handbooks and resources are provided.

Please contact the Project Team at edkstudent.measures@education.govt.nz or directly indicate your school’s interest and order your resources here: https://www.surveymonkey.com/r/MOEWellbeingfeedback

No matter where you come from, this is home

He iwi, he whakapapa, he tātai korero.

Te Takanga o Te Wā | Aotearoa New Zealand’s histories For more information please visit

education.govt.nz/AotearoaNZhistories

We all have a shared history, and our own stories to tell.

These stories are treasures to be cared for.

Our stories Ours to tell

Te Wharekura o Rakaumanga, featured in Education Gazette, 100.1 last year.

MĀO RI M ED IU M

Successful pathways for ākonga Māori and whānau Te Kura Huanui: Ko ngā kura o ngā ara angitū (the treasures of successful pathways) is a comprehensive account of the Māori education pathway, capturing good practice and the characteristics of educational success for ākonga Māori, as well as the role of whānau, hapū and iwi throughout the learning journey.

T

e Kura Huanui is the outcome of a collaborative research project between peak bodies – Te Rūnanga Nui o Ngā Kura Kaupapa Māori, Ngā Kura ā Iwi o Aotearoa, Te Kōhanga Reo National Trust – individual te reo Māori education settings, the Education Review Office (ERO) and Te Tāhuhu o te Mātauranga Ministry of Education.

The mahi began in 2018 when the Ministry entered a Memorandum of Understanding with ERO to undertake research to capture dimensions of success as they occur within te reo Māori education settings.

In 2019, ERO began its work in partnership with peak bodies on the co-designed, multimedia research project, which involved face-to-face interviews, observations, and film footage of early founders, kaumātua, kura, raukura and manu pīrere (graduates), kaiako, kaimahi, tumuaki, whānau, hapū and iwi. Research was conducted by Māori, for Māori, with Māori and in te reo Māori whenever possible.

A taonga for the sector

The resulting report and videos offer Aotearoa’s first comprehensive overview of education settings where te reo Māori and tikanga Māori is foundational. It is considered a taonga for the education sector, capturing best practice to empower ākonga Māori to truly thrive in any learning environment and highlighting the importance of whānau, hapū and iwi as experts and key decision-makers in the learning journey.

Te Kura Huanui also provides direct evidence to help

balance the deficit narrative commonly used when referring to the outcomes of Māori learners in the education system.

As well as outlining the legislative and historical events that served as key milestones and drivers for te reo Māori education, Te Kura Huanui details five vital conditions: » Mana Māori Motuhake | Being Māori Underpinning cultural aspects of being Māori and living as Māori. It is the expression of ancestral relationships to Mana Atua, Mana Whenua, Mana Reo and authentic identity as Māori. » Tikanga Māori Giving expression to being Māori and living as Māori.

Tikanga Māori gives essential information about how and why kura, including whānau, operate and function as they do. » Whanaungatanga Acknowledging close and diverse relationships.

Whanaungatanga expresses the reciprocal connections between kura, whānau, kaumātua, hapū, iwi and wider communities. » Ako | Teaching and Learning Kaiako and kaimahi create close relationships with learners where whanaungatanga provides a sense of belonging and a safe, nurturing learning environment. » Leaders as visionaries Leadership is effective, strategic, aspirational, inspirational, and innovative, and leaders encourage these characteristics among staff.

“The main goals are for all children to achieve excellence, secondly, to hold fast the sacred knowledge and values passed down to them.

The heart is the biggest thing, the power of the heart is much more significant than the mind.”

Michelle Ohia 28 February 2022

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At its launch, Associate Education Minister Jan Tinetti said, “We share the vision of an inclusive education system where every child feels a sense of belonging, where their identity, language and culture are celebrated, where they are engaged – and making real progress.”

She added that educators know they must take a broader view of success and put children’s wellbeing at the heart of their efforts.

“I know that releasing this report will be a proud moment for everyone who has contributed to it – the tumuaki, kaiako, raukura and manu pīrere, Te Uepū ā-Motu and Te Pou Mataaho, and all the whānau. I will join them in remembering it for a long time to come.”

Ako: teaching and learning

The role of teaching and learning itself is identified as a key condition across Māori-medium education, reinforcing the importance of kaiako, kaimahi and whānau in supporting learner success.

The report says, Māori-centred education emphasises learner success and a wider focus on the emotional, physical, spiritual, and intellectual wellbeing. This approach to teaching and learning is modelled and upheld across te reo Māori education pathways, and there is a commitment and belief that each learner is a taonga and as such they need to be nurtured and their uniqueness fostered.

“The main goals are for all children to achieve excellence, secondly, to hold fast the sacred knowledge and values passed down to them. The heart is the biggest thing, the power of the heart is much more significant than the mind,” said Michelle Ohia, kaiako at Ngā Taiātea Wharekura.

The report also acknowledges kaiako and kaimahi actively undertaking professional development for effective teaching and learning strategies. This includes knowledge of

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Māori and iwi-based narratives that guide teaching.

For example, some kura may use Kīngitanga to teach learners of their historical and genealogical connections with others so that they understand and value those relationships.

“For us, excellence is strength in the language, in the customs, in the protocols. They are adept at managing meetings and being hospitable to people on the marae.

We’re able to call into the marae when there’s meetings involving the iwi, the marae people will contact us and some of our students will be sent to the marae to help with the work of the kitchen, the singing, the lamenting, because our youth have excellent memories and have memorised all the laments,” said Henarata Ham, tumuaki at Te Aitanga-aHauiti, Ngāti Porou.

Experiential learning environments founded in te reo Māori are also highlighted as transformational experiences for learners.

Learning spaces include marae, iwi kaupapa (Koroneihana), Manu Kōrero, kura reo, wānanga, and kapa haka. These provide meaningful contexts where te reo Māori is embedded and self-identity, self-value, and selfconfidence is affirmed allowing tauira to give full expression to te reo Māori, in te reo Māori. These environments develop confidence in learners to actively connect to their wider communities.

“Firstly, we must learn to look at the world around us, the benefits of our world, its biggest and its greatest, which is the power of the gods passed down to us, the power of the people and the land and the ocean. Teaching these things to the children enables them to stand proud as Māori, to stand proud as Ngāti Porou, so the whānau can stand proud and be proud of the homeland,” said Campbell Dewes, tumuaki of Kawakawa Mai Tawhiti.

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Left and right: Te Kura Huanui: Ko ngā kura o ngā ara angitū spans across kōhanga reo and kura kaupapa Māori and finds that Māori-centred education emphasises learner success.

Whānau as experts and active supporters

Whānau are knowledge experts and support the kura in terms of curriculum development/delivery. They are key repositories of knowledge and share freely with the kura.

Whānau are key drivers of the revitalisation of te reo Māori, tikanga Māori, and mātauranga Māori.

Good practice in action Education Gazette has explored powerful mahi from across the motu where ākonga and whānau are achieving success ‘as Māori’. Scan the QR codes to read some of our recent articles.

In conclusion

“The whānau is committed to transforming the educational experience into a Māori pathway toward achievement, success and good character. A key principle is that the children will be happy in their learning. We wholeheartedly accept the aho matua responsibility to nurture each child’s spiritual development,” said whānau at Raukura.

Te Kura Huanui ultimately finds that te reo Māori education settings and Te Kōhanga Reo National Trust, Te Rūnanga Nui o Ngā Kura Kaupapa Māori and Ngā Kura ā Iwi o Aotearoa collectively, provide models of excellence for full pathways in Māori education, as well as offering exemplars for supporting Māori learners to enjoy and achieve education success as Māori.

The full report in both English and te reo Māori can be found at ero.govt.nz/our-research.

28 February 2022

He Māori Ahau programme enhances the mana of Māori learners

Mōhiotanga through the call of taonga puoro

Elevating te reo Māori

Hopes, dreams and high expectations at kura

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H EALTH AN D WELLBEI NG

Education, support and policy change to address vaping Concern is growing among schools and health professionals about the increase in children and young people vaping – and many organisations and schools are taking measures to address the issue.

S

ince November 2020, vaping has been prohibited at all times in schools, kura kaupapa, kōhanga reo and early learning centres – including their grounds and buildings throughout Aotearoa. But schools are seeing increasing numbers of students who vape regularly.

Researcher Dr Jude Ball, from the University of Otago Wellington (UOW), says vaping among adolescents has increased sharply since the introduction of nicotinecontaining ‘pod’ devices to the New Zealand market in 2018.

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Many pod devices use nicotine salt technology, which delivers nicotine more efficiently into the bloodstream, and enables high nicotine concentrations without causing a harsh sensation in the mouth and throat.

“Our finding that 80 percent of students who vape regularly are using nicotine is in contrast to a 2018 study which showed only 23 percent of 14- and 15-year-old vapers had used nicotine the last time they vaped,” she says.

gazette.education.govt.nz

Increased prevalence

Peter Morton, associate principal at Rangitoto College, says the school has noticed a greater prevalence of vaping over the past five years.

He says both the Asthma and Respiratory Foundation NZ (ARFNZ) and Action for Smokefree 2025 (ASH) surveys indicate that students are vaping more frequently, alarmingly at Years 9 and 10 in particular. Given the product is restricted to people 18 and over, various measures are not having the desired effect of protecting young people from potential harm.

“The national figures support our own data where we have seen an increase over the past five years in the percentage of students using vapes regularly (daily, weekly, monthly). Contributing factors of usage include ease of accessibility and social pressure amongst young people,” he says.

To address the problem, Rangitoto College has produced research-based resources, using material from organisations who are supporting reduced vaping use. The school’s programme encourages students to make healthy choices and aims to educate them about the chemicals they are exposing themselves to. Staff in the school’s health and physical education department have developed vaping-specific programmes for students which can be used at all year levels.

“Primarily, we take an educative approach through both curriculum delivery and wider school messaging, including assemblies, presentations, school resources and targeted conversations with individuals. We also support students with counselling and guidance for those addicted to vape use and referrals to external programmes in supporting breaking habits and addiction,” explains Peter.

While it is too early to see a noticeable effect in vaping behaviour at the school, Peter says the initiatives have provoked conversations and increased knowledge about vaping.

“This is particularly important within the curriculum where there is the opportunity for students to explore research and collaborate on this, enabling them to make their own judgements.

“We are however still at the stage where social pressures are having an adverse effect on decision making, and the marketing of ENDS [Electronic Nicotine Delivery Systems], or vape products, captures the imagination of young people and influences their decision making,” he says.

WHO report

Peter refers to the WHO Report on the Global Tobacco Epidemic, 2021 – Addressing new and emerging products.

The report states that ENDS are addictive and not without harm; should be strictly regulated for maximum protection of public health; and that children and young people who use ENDS can double their risk of smoking cigarettes.

“We would be in full agreement with their [WHO] view to strictly regulate ENDS products for maximum protection of public health. In New Zealand this could include making ENDS products prescription-only to reduce the accessibility to vulnerable young people.

“I’d also suggest schools need to continue to lobby law makers to develop mechanisms where these products are not easily accessible,” concludes Peter.

Tips for addressing vaping amongst students » Continue to keep the topic relevant and promote healthy choices » Have expectations that vaping, like cigarette smoking, is not welcome in schools » Support students who may be addicted to ENDS products with direction towards appropriate support programmes » Seek resources and expertise from organisations like Life Education and the Asthma and Respiratory Foundation NZ.

“We are still at the stage where social pressures are having an adverse effect on decision making, and the marketing of ENDS, or vape products, captures the imagination of young people and influences their decision making.”

Peter Morton

28 February 2022

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Fighting the epidemic

Research findings

A 2021 survey, Vaping in New Zealand youth, undertaken

by ARFNZ and the Secondary Principals’ Association of New Zealand (SPANZ) – one of the largest youth vaping surveys ever conducted – has highlighted a huge problem with youth vaping in Aotearoa.

An across-university research team led by Associate Professor Terryann Clark and Associate Professor Theresa Fleming conducted Youth 19, a survey of 13–18-year-olds in the upper North Island in 2019, and found that more than a third of high school students had tried vaping.

About 19,000 participants from 400 schools were surveyed and found that 27 percent of secondary school teens reported vaping in the previous week, and 86 percent of those who reported vaping more than once a day claimed they were addicted.

Dr Jude Ball, who led the analysis and publication of the vaping and smoking findings, notes that it looks like vaping has increased significantly since 2019.

“It’s so important that our rangatahi are educated about vaping and what the real risks are, so that they can make the right choices,” says Letitia Harding, ARFNZ chief executive.

“E-cigarettes can be a useful tool for cigarette smokers who have failed to quit using Medsafe and FDAapproved smoking cessation products. However, many teens who have never smoked cigarettes are being ‘sucked in’ by marketing that is attractive to young people, particularly on social media.

“We don’t want kids who were never smokers, or who are at very low risk of taking up smoking, to become addicted to vaping products. It’s a whole new problem,” she explains.

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About 80 percent of regular vapers, and 90 percent of weekly vapers ‘sometimes’ or ‘always’ used e-cigarettes containing nicotine.

Dr Ball says the survey found vaping to be two to three times more common than smoking among students, including among demographic groups unlikely to smoke. Two-thirds of those who had tried vaping, and nearly half of regular vapers, had never smoked.

Nationally, this would translate to 15,000 regular vapers and 6,700 weekly vapers in the New Zealand secondary school population who have never smoked, she says. Adding that, while vaping carries lower health risks than smoking, it is not harmless.

“Recent reports have highlighted the risk of acute lung injury in vapers, as well as chronic risks to cardiovascular, respiratory and oral health. Since e-cigarettes have only been widely gazette.education.govt.nz

available for about 10 years and respiratory illnesses caused by exposure to toxic substances may only show up decades later, the impacts of long-term use are still unknown.

Information and Resources Use these QR codes, and read this story online for information and resources about vaping.

“Our findings show that vaping of nicotine has emerged as a new public health risk to adolescents, the vast majority of whom would otherwise be nicotine-free and smokefree.

Thousands are now being exposed to vaping harms and potential nicotine addiction,” adds Dr Ball.

Substance Use: A Youth19 Report This report highlights findings about smoking, vaping, alcohol use, and use of marijuana and other drugs.

She notes that vaping-related education and support for young people is important, “but alongside that, we need better enforcement of marketing restrictions and the minimum purchase age.”

Don’t get sucked in

Life Education Trust

Smokefree NZ

Ministry of Health

New generation of addiction John O’Connell, chief executive of Life Education Trust NZ (LET) says that in 2020, 18 percent of primary and intermediate school leaders reported vaping as an issue and within that, six percent reported it was a significant issue. In 2021, this had increased to 28 percent reporting vaping as an issue and within that, 13 percent reporting it was a significant issue.

“The recent research released by ARFNZ and SPANZ found young people were absorbing extraordinarily high levels of nicotine, with many respondents believing they were addicted.

“New Zealand’s adult smoking rates have been successfully declining since 2017, yet we have created a whole new generation of nicotine addicts in the few years vaping products have been available. Amending the Smokefree Act to protect young people took too long and vaping is now a bigger problem than smoking in rangatahi,” he says.

Don’t get sucked in The Asthma and Respiratory Foundation’s website Don’t Get Sucked In includes information and resources on vaping to encourage teens not to try vaping (or smoking) by challenging them to think critically about it and how it fits with their goals.

Last year, ARFNZ brought together a group of experts – the ‘Vaping Educational Advisory Group’ (VEAG) – to continually review and advise on the website information.

ARFNZ and LET have banded together with the aim of fighting the teen vaping epidemic. Life Education Trust has been providing health and wellbeing education in schools since 1988. This year the Trust will be creating new initiatives to address youth vaping drawing on the expertise and resources of ARFNZ. They are:

Health Promotion Agency: What school leaders can do

EQUIP YOUR TEACHERS WITH TOOLS TO SUPPORT STUDENTS WHO ARE FEELING DOWN

SPARX is a free, online gamified e-therapy tool.

It teaches young people ways to cope with feeling down, worried or stressed

» A new theatre-in-education programme on the impacts of vaping for secondary schools. The programme will be based on Life Education’s successful alcohol education programme, SMASHED. » Professional development workshops for teachers and whānau. » Workshops with Year 9 and 10 students by LET specialist health educators at selected secondary schools. » New vaping resources will be introduced for schools where the Healthy Harold programme is provided.

28 February 2022

EMAIL US AT SUPPORT@SPARX.ORG.NZ FOR A COMPLIMENTARY TEACHER PACK

SPARX.ORG.NZ Tukutuku Kōrero

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GEN ERATIO NAL CHANGE

Families, schools, conflict and stories “Education is not the filling of a pail, but the lighting of a fire.” – W.B. Yeats.

Written by Sue Dow and published in Maxim Institute’s Flint & Steel, Volume 08, this article explores ‘generational give and take’ from an education perspective.

These images from Flint & Steel magazine were illustrated by Loren Taylor.

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torytelling is a powerful way to make sense of the past, manage the present and convince ourselves we’re preparing for the future. Stories have characters – villains and heroes perform acts that we admire or detest. Stories capture our imaginations, inspire us to imitate or provoke us to start afresh.

In the short history of formal education in New Zealand narratives such as colonialism, egalitarianism, secular humanism, equity, and globalisation have undergirded efforts to educate our young, and shape our families and nation. These big ideas have not always been fully embraced by everyone. To help find our own way, we’ve often maintained our own stories.

So when we hear of generations at war, and a great disconnect of the generational transmission of thought, should we be alarmed?

No. As a teacher of some 45 years, a doctoral student of educational leadership, a granddaughter, daughter, mother, and grandmother I’m hopeful. Despite grand accounts that we may take issue with, the strongest stories of all are those that are established and maintained by families.

Families have great power to create change for their own young. This is especially so when they can establish connection to a sense of heritage, maybe enhanced by a grounding in place. It’s true for both Pākehā and Māori. I have lived, taught, researched, and brought up my family in the Far North of New Zealand. I’ve witnessed firsthand the effects of narratives within the New Zealand education system, along with the power of families to find their own way. Let me show you how powerfully this has been done in my own past.

The land for the primary school in my local district was donated by my great-grandfather. Schooling for the so called ‘Silent Generation’ here was closely integrated into community life. The values of the settler homes were strongly upheld by the teachers. Teachers were recognised community leaders. School, church, and home were of one accord. Perhaps education brought a civilising effect to the harshness of the kauri gum fields, a refinement valued by those who had left the motherland to find their fortunes here. Certainly, education helped provide pathways out of poverty. This great-grandfather’s family were successful businessmen; one became a world president of Rotary.

Meanwhile, the civilising narrative employed in the native schools established in Māori communities to the north of us led to a scarcity of academic progress

for Māori. Despite this, Māori parents worked with aspirational Pākehā teachers who helped identify particularly promising students in these remote communities and helped secure places in boarding schools far away.

Dame Mere Penfold and Dame Mira Szazy are notable examples: women who travelled by boat from the furthest northern communities to become national leaders. Further afield, at Te Aute College, Māori parents worked with a Pākehā principal, John Thornton, to ensure boys were prepared for university.

The leadership of Buck, Pomare, and Ngata was born of the determination to break through the commonly accepted myths of the time. Looking back at these past achievements gives me hope for changing the myths of our time.

“I found myself confronted with the realisation that a great deal of care and support was needed to help students negotiate what was (to them) an alien place. Pouring much effort into this, I didn’t understand that far more than care was required.”

Sue Dow 28 February 2022

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As the seventies turned to the eighties, and my Gen X children were born, we helped found a Christian school in my Northland hometown. This was the time when our national education system was turned on its head so that every community had the opportunity, and the responsibility, to create the kind of school needed for them.

This became difficult to maintain. As Gen X gave way to Gen Y, and we added a secondary department to our school, it became evident that even state integrated schools are heavily influenced by central government.

We teach the national curriculum and are assessed by national frameworks. We do not live in a confined, isolated social bubble, and in the real world, issues of cultural identity and holistic wellbeing had become more clearly spoken of in our town.

While at first it seemed that the ethics of care evident in the founding documents of Catholic, Kura Kaupapa, and Christian schools were sufficient to meet the expectations and aspirations of our students and their parents, I realised once again that care is not enough.

Through my masters and doctoral studies, I learnt that to teach and lead in a Māori context (as I do) I needed to become more of a teina, a learner in things Māori, than I already was.

As a post-war Baby Boomer I attended the same tiny one-roomed school that my grandparents and father had attended. In those days egalitarianism ruled the education system: a belief that no matter what race we identified with, or where we were in the nation, we would receive the same quality education. Proudly, I began my teaching career in multicultural South Auckland believing that all it would take for my students to succeed would be competent instruction, the same for all regardless of race and creed, as I had experienced.

This was not the case. I found myself confronted with the realisation that a great deal of care and support was needed to help students negotiate what was (to them) an alien place. Pouring much effort into this, I didn’t understand that far more than care was required.

The generation I taught then – Gen X of the seventies – was blessed with parents (both Māori and Pākehā) who began to agitate for change. Mainstream schools were centrally governed and had become increasingly influenced by secular humanism. This did not sit well with many parents. Māori realised that the combination of urban migration and a long-held English-only policy in schools had created a cultural and spiritual void. Those who achieved the highest accolades did so at the expense of knowing their own language and culture. Many succeeded neither in learning as Māori nor as citizens of the wider world. As a result, many experienced poor holistic wellbeing.

Parents challenged the loss of intergenerational accounts through inappropriate schooling. Kōhanga Reo and Kura Kaupapa were started by whānau groups.

Catholic schools were integrated into the state school funding arrangements, and many small Christian schools were founded. I experienced this first-hand.

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It was as if my efforts (and those of countless other well-meaning educators) were trying to support Māori students to stand on one foot, a Pākehā-centred foot, and expecting them to succeed. I needed, instead, to allow for the setting down of a second foot, a Māori-centred foot, that would give our Māori students a secure place to stand.

Thus the strengths of ideas found in Māori-centred education systems are being transferred to mainstream and other integrated schools such as ours. Teachers find themselves challenged. History is being rewritten; indigenous knowledges of the sciences are given equal status with that which has been accepted as the academic canon for generations. And, whereas expressions of Judeo-Christian faith are banned, Māori spirituality is embraced.

This is very confronting, particularly when it can seem that any questioning of such developments is met with cries of racism or bigotry. It can seem as if in the Gen Z era, society is in the process of undoing all that the previous generations have built, finding fault and discarding many of the blocks in the process.

Potentially, it’s a serious break in the chain of transferral of intergenerational values, knowledge and understanding on a large scale. Again, I’m not fearful. Yes, I have found some of my Māori colleagues’ interpretations of my faith confronting, particularly when they seem at odds with other Māori men and women of faith we would count as our shared tupuna.

I’ve found the suspicion of my university, that I as a Pākehā researcher would be likely to cause harm to my Māori community, daunting. I have found some of my students’ assumptions that I would be racist towards them saddening.

Through these encounters during the time of my doctoral study I questioned, was it possible for me to learn to teach and lead well in this context after all?

To answer my own yearnings, I reached back into the previous generations of Pākehā educators in my locality.

Happily, I discovered highly committed Pākehā teachers

28 February 2022

praised by Māori leaders for their determination to ensure that Māori students did achieve high levels of competency in Te Reo me ana tikanga Māori, and in the European-centred curriculum. Reassured, I found the strength to believe I could do the same.

Drawing on generations of educational practice, I find my identity as an effective Pākehā teacher.

I’ve also learned to ask new questions of the generations of authors before me. Could it be that we are being asked not to destroy what we have believed in for so many years, but to acknowledge other ways of thinking and believing? The goal for us all, Māori and Pākehā, is to learn to feel the weight of ourselves on two feet; to learn that there are aspects of who we are as New Zealanders that will best be understood, developed and established through Māori perspectives, and aspects best understood through the eyes of the European-centred world.

So I ask: What evidence can you find in your past that can provide courage and strength to your own family; your present and future generations? Make the commitment to be a learner and to embrace changes that will enrich you. You can be the start of something wonderful in yourself and in the generations that will follow. Take the long view.

Remember, this isn’t new. The generations who went before us lived and died together in the days of first encounters, two World Wars, and the Great Depression. My forebears who first arrived in this place that I call home would not have survived had it not been for the hospitality of Māori who welcomed and cared for them.

Sir Apirana Ngata? His work leading the Māori concert parties that helped create the Māori battalion in the Second World War was deeply appreciated by my Pākehā father and uncles.

And that great uncle who was the world Rotary chairman? His middle name is Māori. He was born in a tent on the shores of our harbour, his mother assisted by Māori women.

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About the author Sue Dow is a teacher, community leader, and educational consultant based in the Far North of New Zealand – a predominantly Māori community.

She completed her Master of Educational Administration and her Doctor of Education degrees through Massey University with the specific intention of learning how to best support leadership in schools to improve the quality of

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teaching and learning for Māori students. When not teaching or studying, Sue can be found out in the garden or enjoying life with her husband, five children, four daughters-in-law, and twelve grandchildren on her beloved coastal farm.

Read this article in Flint & Steel Volume 08, published by the Maxim Institute in December 2021. Scan the QR code or visit flintandsteelmag.com.

gazette.education.govt.nz

ADVERTORIAL

A new approach to trauma-informed teaching: Teacher practice with the Berry Street Education Model

The Berry Street Education Model

One of the risk factors for poor school engagement is exposure to traumatic stressors including abuse, neglect and violence directed at and witnessed by children and young people. Trauma affects child development in a number of ways, including the ability to navigate and succeed in education. In response to this, programs addressing poor school engagement should be trauma-informed.

With foundations in trauma-informed teaching and learning and in positive psychology the Berry Street Education Model (BSEM) has been developed to target this cohort of students, who can often be the most disengaged and disruptive in the classroom and the school community.

The model combines approaches to welfare, wellbeing and academic learning to help struggling students develop the skills and relationships that enable them to heal first, then thrive.

Further learning opportunities

• extend your knowledge of the model at a BSEM Masterclass • access BSEM resources and tools – join the BSEM Alumni community.

• Creating Trauma-Informed, Strengths-Based Classrooms https://www.berrystreet.org.au/shop/products/creating-traumainformed-strengths-based-classrooms

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The BSEM focuses on training teachers and educators in classrooms and whole-of-school strategies to promote an understanding of the five domains of the model:

1. Body

Building students’ capacity by increasing physical regulation of their stress response, de-escalation and focus.

2. Relationship

The Berry Street Education Model A trauma-informed approach to teaching and learning

Nurturing on-task learning through relational classroom management strategies.

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Creating a culture of academic persistence by nurturing resilience, emotional intelligence and a growth mindset.

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Motivating students with strategies that increase their willingness to learn.

5. Character

Harnessing a values and character strengths approach to instil students’ self-knowledge for future pathways.

The model sees these domains as corresponding with the child development capacities that each student must build in order to be ready to learn.

Our Courses

Details of our next online course can be found in the flyer on this page.

The BSEM online course includes:

We know that all students, particularly students who can present complex needs within a classroom, benefit from strategies that increase their engagement and wellbeing in order to achieve academic success. Berry Street's trauma-informed positive education approach is based upon our research and practice. For 140 years, Berry Street has supported vulnerable children and their families and the Berry Street Education Model continues to build upon this foundation by enabling teachers to successfully increase all student's self regulation, relational capacity, growth and achievement.

The Berry Street Education Model provides teachers with a toolkit of 100+ studentcentered strategies that can be implemented immediately with your schools. Our aim is to provide a consistent approach across your school for all staff.

Dates of Professional Development • • • •

Domain 1 Body: April 28th Domain 2 Relationship: April 29th Domains 3 & 4 Stamina & Engagement: July 12th Domain 5 Character: July 13th

• online group training sessions that are facilitated by an expert instructor

Each day of our online course is delivered in 3 x 90 minute sessions • Session 1 - 9.30am -11am - Break for morning tea 30 minutes • Session 2 - 11.30am - 1.00pm - Break for lunch 1 hour • Session 3 - 2.00pm - 3.30pm

• approaches to pilot learned strategies back at your school

4 day course fees are $400 Aussie per person

• support from your facilitator between sessions, including (optional) individual conferencing or other consultation • set of BSEM books covering the 5 domains to support your learning.

To bring BSEM training directly to your own school as a whole-school approach please fill out the enquiry form.

To register: https://cvent.me/v73qZL For more information E: ogardener@berrystreet.org.au T: +61428395206 W: bsem.org.au

NOTICEB OARD

Maths Teachers Reduce Workload and Stress (Years 11-13) Use our Editable Assessment Masters, Internal and End of Year. www.sincos.co.nz SINCOS Mission Statement: Reducing Teacher Workload

G E N E R AL VACANCI E S

NMSSA

Wā n a n g a t i a t e Pu t a n g a Ta u i r a

National Monitoring Study of Student Achievement

APPLICATIONS OPEN FOR TEACHER ASSESSORS • Health and Physical Education • Mathematics and Statistics

Applications are now open for effective and committed teachers to be trained as NMSSA assessors to implement the 2022 programme with Year 4 and Year 8 students. Positions nationwide.

We are seeking teachers: • with curriculum interests, responsibilities or skills in health and physical education, or mathematics and statistics; • who are able to clearly demonstrate cultural responsiveness to, and affinity with, children from diverse backgrounds, particularly Māori and Pacific; • who can communicate and establish relationships effectively with children, teachers and parents; • who can follow procedures and work accurately with attention to detail; and • who can work confidently with digital technology and new software.

APPLICATIONS: OPEN Mon 21 Feb CLOSE Mon 28 March Online application form and detailed information available at https://nmssa.otago.ac.nz.

Specific enquiries to freephone 0800 808561 or email nmssa.earu@otago.ac.nz.

NMSSA is conducted by the Educational Assessment Research Unit (EARU), University of Otago, in partnership with the New Zealand Council for Educational Research (NZCER), under contract to the Ministry of Education.

E tautoko ana Te Whare Wānanga o Otāgo i te kaupapa whakaorite whiwhinga mahi.

Equal opportunity in employment is University of Otago policy.

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

Place an advertisement in the display vacancies section and reach both the passive and active jobseekers by contacting Jill Parker: jill.parker@nzme.co.nz 027 212 9277

Educational Assessment Research Unit, University of Otago, Dunedin

28 February 2022

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S E N I OR LEADERSH I P VACANCI ES

gisborne intermediate

PRINCIPAL

Gisborne Intermediate is a high performing school and is looking for a high performing Principal who will model our RISE values of Respect, Integrity, Self-Management and Excellence. We are looking for a Principal who aspires to give everything to the school’s vision of “growing great people” each and every day. 600 students in year 7 & 8 expect motivated teachers, excellent facilities and an innovative teaching environment. You will lead skilled and dedicated staff and be part of a supportive community of learning at Gisborne Intermediate. In a bicultural nation we expect each student is given educational opportunities and the resources to realise their full potential. If you are an experienced leader please consider this opportunity, we would love to hear from you.

HIGHLANDS INTERMEDIATE SCHOOL Deputy Principal/Whanau Leader - Permanent Position Due to a promotion of one of our deputy principals, we have an exciting leadership opportunity for the right applicant The right applicant will be one who can or has the potential to: » Connect positively with our learners and staff » Lead and coach teams collaboratively » Think, reflect, and act » Be an effective communicator » Make a positive difference in our school and community through a passion for education and learning » Be involved, be honest, be brave, have integrity, put the learner first, and have a sense of fun.

The right applicant will be part of our school leadership group, working as part of a collaborative team of four Deputy Principals/ Whanau Leaders. The role generates 5 units and is fully released in 2022 but will have a .1 teaching component in 2023 Applications close Friday 11 March 2022. Start date can be negotiable but preferred start date is the beginning of term 2, 2022.

Please send a comprehensive CV (no covering letter required) to: Angela Richards, Business Manager, Highlands Intermediate School, 260a Coronation Avenue, New Plymouth angela.richards@highlands.school.nz

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Education Gazette

Closing date for Applications is

5pm Friday 25 March 2022 Our new Principal is:

• Passionate about education, cares for every student • Able to work collaboratively and think strategically to plan for successful outcomes • Adept in management of staff and resources to achieve vision and goals • Models the school’s values while building and sustaining high trust relationships • Ensuring culturally responsive practice and understanding of Aotearoa New Zealand’s cultural heritage, using Te Tiriti o Waitangi as the foundation Application packs are available from: board@gisint.school.nz

PRINCIPAL U5 HURUPAKI SCHOOL Ka ako i tenei rā mō āpōpō – Learning Today for Tomorrow Hurupaki School is a decile 8 school (roll of approximately 300) situated in Kamo, Whangarei. Our school celebrates children from a wide range of ethnic backgrounds, in a supportive, caring, child-focused environment.

Our vision is forward-thinking and relates to preparing our students to face their future with confidence, and develop a life-long love of learning.

The school’s innovative learning environments are flexible and inclusive.

There is room for collaborative group-based activities as well as quiet areas for reflection or reading. Students are supported as active learners taking an increased level of responsibility for their learning. Students are also educated in a manner that encourages “Hurupaki Cares”.

Our school community is seeking a leader who: • Is genuinely caring, placing student outcomes and wellbeing at the centre of all decision making.

• Has a proactive, collaborative leadership approach that develops professional capabilities.

• Is innovative, creative and future focussed with a clear vision of what is required for a thriving, modern and innovative school.

• Is a problem solver and a strategic, visionary thinker with organisation and system management strengths.

• Is committed to Te Tiriti o Waitangi principles and promotes effective, culturally responsive pegagogies across the New Zealand Curriculum.

• Has a sense of humour, strong communication and interpersonal skills, and is an empathetic, approachable Principal.

• Has a passion for providing quality teaching and highly effective learning conditions, including the commitment to a wide range of extra-curricular activities.

Position available from the beginning of Term 3, 2022.

Applications close 4pm, Friday 25th March 2022. Please contact Brad Flower for further information or an application pack.

Email: boardchair@hurupaki.school.nz

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

PLD

St. Brigid’s School

NOTICES

VACANCIES

stbrigids.school.nz

Principal

School Vision: “Learning together with strength of character and gentleness of heart”

St Brigid’s is a Catholic full primary school in Johnsonville, Wellington St Brigid’s in central Johnsonville provides a high quality education with a holistic approach, supporting children to reach their full potential.

Our children have a wide range of opportunities to develop their strengths and passions through spiritual, academic, cultural, artistic, leadership and sporting programmes. We are a Year 1 to 8 full primary school with a roll close to our maximum of 330 students.

Our children are taught the traditions, rituals and beliefs of our Catholic Faith and are encouraged to live these daily.

We are seeking a strong, caring Catholic Principal, committed to our Faith, to inspire, lead and grow our school. This is a “tagged” position. A willingness and ability to lead religious instruction appropriate to the special Catholic character of St Brigid’s School is a condition of appointment.

Our school values are; • Love – Aroha • Courage – Maia • Faith – Whakapono • Inclusiveness – Kotahitanga And these values are underpinned by: • the pursuit of excellence, innovation and inquiry • an appreciation for diversity, integrity and equity • fostering ecological sustainability.

The Principal will be a leader with a demonstrable record or someone with significant potential who can grow into the role and develop the strong relationship with the community and the St. Francis of Assisi Parish, Ohariru (utilising St Peter’s and Paul’s Church, a 3-minute walk away).

We seek a dynamic individual who is committed to Te Tiriti o Waitangi, has a passion for teaching & learning, is, committed to working collaboratively with the Board, staff & community, and will ensure success for every child in our school. Candidates should have strong management and administrative skills or a willingness to develop these.

The Board would encourage applications from those seeking to grow into the role and will support development. Relocation assistance is available.

Applications close: Friday 18 March.

For an information pack or a confidential discussion please contact; Meg Davies, Board of Trustees member, megbrooks@gmail.com

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S E N I OR LEADERSH I P VACANCI ES

Principal/Tumuaki Christchurch, Year 1 – 6/U5 Te Kura o Huriawa Thorrington is situated at the base of the Port Hills, nestled in the curve of the Heathcote/ Ōpāwaho River. Our school motto is to be the best we can be, and through positive relationships, quality teaching, and an engaged community we work to enable this for our ākonga.

This position offers a tremendous opportunity for a leader who: - Is aspirational with high expectations for ākonga and a holistic view of education - Integrates curriculum knowledge, expertise and best practice into deep pedagogy - Ensures te ao Māori has a clear presence and creates opportunities for Māori whānau to partner and participate - Demonstrates high levels of emotional intelligence and fosters positive relationships - Has a distributive leadership style that harnesses the skills of a talented staff group - Is strategic and analytical, with operational expertise and strengths in planning, systems and processes - Values collaboration and seeks opportunities for kaiako, ākonga, and whānau to work together - Has energy, resilience and passion for the role To apply and to learn more about this position and our kura, please visit our website: www.thorrington.ac.nz Applications close at midday on Friday, March 18th 2022.

Principal Rosehill College

Deputy Principal (8MU, 1SMA) Permanent We have a vacancy in our Senior Leadership Team for an innovative Deputy Principal who is motivated, organised and has proven skills in curriculum development and student leadership. This is an exciting opportunity to take on the role of Principal’s Nominee and lead the continued development of curriculum innovation for Māori students in a large, progressive school. All members of the Senior Leadership Team have a role in leading pedagogical change in flexible learning spaces as we transition to our new school in 2022 as well as having oversight of a year level and a curriculum area.

The successful applicant will be expected to have experience in strategic development, excellent interpersonal skills, a strong work ethic, a good sense of humour and an awareness of current educational issues particularly in a boy’s school.

Applicants should be well qualified, experienced and highly motivated, with a commitment to high standards of achievement in a boys’ school environment. A strong commitment to restorative practice and culturally responsive and relational teaching approaches is essential.

Ka mohio hoki ki ngā ūara o te kura, ara ko te whakawhānaungatanga, manaakitanga, tika, pono, maia, aroha me te mahi tahi.

Commencement date Term 3, 2022.

Rosehill College, a co-educational secondary school with a roll of 1700 students, is seeking a principal to lead the school on the next part of our educational journey.

As a school we have a focus on, and a commitment to: • Fostering manaakitanga and good global citizenship.

• Ensuring equitable outcomes for all learners, students, and staff.

• Providing the high levels of support that reduce learning barriers and encourage engagement.

• Te ao Maori If this sounds like the kind of environment you would like to work in and you have experience in leading change and a proven commitment to student centred and culturally responsive practice we would welcome your application.

“Together we create an environment for personal excellence.”

For enquiries and an information and application package please contact: Janet Herst Principals Assistant/ BOT Secretary j.herst@rosehillcollege.school.nz 5 Edinburgh Avenue, Papakura 09 295 0661

Application details: Information pack (including application form) can be obtained from the Principal’s PA email f.semenoff@wbhs.school.nz or telephone: (09) 430 4170 extn 703. Applications and CV’s to Principal, Whangarei Boys’ High School, PO Box 5034, Whangarei.

Applications close on 14 March

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Education Gazette

Applications close 5.00pm.

Monday 14th March.

This role is covered by the COVID-19 Public Health Response (Vaccinations) Order 2021, so applicants must either be vaccinated or have a medical exemption.

gazette.education.govt.nz

Principal / tumuaki Full time, Permanent U12 Tēnā koutou katoa.

Eleven years on and Pāpāmoa College is looking for the next person to take our people to a new level, both staff and students. The Board of Pāpāmoa College is looking to appoint an inclusive and experienced Principal to take our school into the future while celebrating our journey so far. Our students develop a strong sense of belonging to the college. We are a state secondary school with a growing roll of around 1,600 students from diverse ethnic backgrounds.

Our new Principal will: • Work collaboratively with staff, whanau, board and the community • Have excellent interpersonal and team building skills • Have excellent communication using a range of modern applications • Have commitment to student achievement, digital technology and well-being • Be resilient, empathetic and motivated • Be a charismatic leader who engenders trust, leads by example, is committed to the principles of Te Tiriti o Waitangi, is culturally responsive, has a deep understanding of both curriculum and pedagogy and is passionate about developing the innate potential of all students • Be a person with mana.

Applications close @ 4.00pm Monday 14 March Application packs are available from Graeme Lind, email: graemelindnz@gmail.com Phone: (027) 446 1022.

St Ignatius of Loyola Catholic College FOUNDATION PRINCIPAL/TUMUAKI The opening of St Ignatius of Loyola Catholic College in 2024 provides a unique opportunity for the Foundation Principal to lead this Year7-13 co-educational Catholic state integrated school. Situated in the Franklin Region of Auckland at Drury this Ignatian College will be part of the network of Auckland Catholic Schools and additionally part of the Australian Jesuit’s school network which reflects the vision of St Ignatius of Loyola.

The Foundation Principal will be a passionate and future focused leader committed to a culture of excellence, giving effect to the principles of Te Tiriti o Waitangi, truly committed to the holistic development of each student, a caring and critical thinker, with the pervading philosophy of finding God in all things.

We are seeking a committed and experienced Senior Leader who will alongside the Establishment Board create a culture and pedagogy that promotes development of students of conscience, competence, compassion and commitment.

They will – » Be an active and committed Catholic. » Be an engaging leader with proven capacity to work collaboratively with whanau, hapu and iwi. » Celebrate diversity and value inclusiveness. » Be an experienced and dynamic educator with a deep understanding of effective pedagogy. » Demonstrate exceptional people skills with which to build a strong team and motivate staff to achieve and fulfill the vision.

A willingness and ability to take part in religious instruction appropriate to the Special Character of the school shall be a condition of appointment.

The position commences on 17 October 2022.

Applications close at 4.00pm on 14 April 2022.

Please contact Linda McQuade, for further information and electronic application pack.

Email l.mcquade@xtra.co.nz Phone 021 186 6394.

Tākarokaro lets get active

An opportunity for your school or kura to connect with the biggest year for our sporting wāhine.

Tākarokaro is an integrated unit of work that supports ākonga to help get everybody in their community active.

Tākarokaro is available to schools and kura throughout Aotearoa New Zealand during either term two or term three this year.

See article inside for further information.

REGISTER