11 DECEMBER 2023 | VOL. 102 | NO. 16
Exploring te taiao Ākonga investigate the natural world, and how to care for it
Citizen scientists monitor our ocean health
Ākonga slide into design mode to celebrate local fun
Biodiversity metamorphosises learning
MUSIC OPENS MINDS I PUTA NOA WHAK AARO MAI NGĀ TAONGA PUORO
WITH SCHOOLS HE TŪHONO KI NGĀ KURA Offering a range of opportunities for students to create, access, learn and enjoy music
W ITH FAM I LI E S HE TŪHONO KI NGĀ WHĀNAU Join the Auckland Philharmonia for lively, one-hour concerts for the whole whānau to enjoy!
WITH ASPIRING MUSICIANS H E T Ū H O N O K I Ā K O N G A W A I ATA Nurturing young talent aged 16 to 25, shaping Tāmaki Makaurau’s future professional musicians
WITH COMMUNITIES HE TŪHONO KI NGĀ IWI Making music more accessible to everyone through free concerts and play-in participation
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Contents
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Kāhui ako become citizen scientists to
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Biodiversity metamorphosises learning
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Being data-informed helps school meet
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A whole-school approach to wellbeing in
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Ākonga slide into design mode to celebrate
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Career changers relish new roles
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On the ground support
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Tōtaranui Kāhui Ako teaming up on
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Rangatahi find growth putting vital life
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Quiz: Test your knowledge of
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monitor our ocean health
the needs of learners and community
Tāmaki Makaurau
local fun
attendance and engagement
skills into practice
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On the cover Page 4. Ākonga from Te Kāhui Ako o Motu Kairangi in Wellington looking closely to identify what is living in the intertidal zone at Worser Bay and how they take action to restore marine ecosystems. 11 DECEMBER 2023 | VOL. 102 | NO. 16
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Exploring te taiao Ākonga investigate the natural world, and how to care for it
Citizen scientists monitor our ocean health
Ākonga slide into design mode to celebrate local fun
Biodiversity metamorphosises learning
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11 December 2023
Tukutuku Kōrero
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Kia ora koutou katoa Welcome to the final Education Gazette for 2023.
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very year is a big year in education. Thank you for the efforts and commitment that you have put in this year to get ākonga/learners present, participating and progressing in their learning. The end of the year is a good time for some reflection, so I encourage you to take a look back at some of the stories we featured in the Gazette this year, and also think about your own highlights and successes from 2023.
Presence
The start of the school year saw severe weather events that threatened to significantly disrupt learning, with the Auckland Anniversary Weekend floods followed quickly and devastatingly by Cyclone Gabrielle. Education leaders, teachers and communities in the affected areas quickly sprang into action to respond and support students to get back to their learning as soon as possible – banding together to clear trees, mud and debris; working with Te Mahau and others to get generators set up and distribute learning packs; and going more than ‘the extra mile’ by boat, tractor and the occasional helicopter. You can read many of these stories in Issue 3: ‘Courage, capability and resilience’ or more recently, in the article ‘Tū Kaha, how Coromandel schools build resilience and weather storms’.
Participation
Getting students present is the first step but getting them actively engaging and participating in learning is what makes the difference. That means providing an engaging local curriculum underpinned by educationally powerful relationships with learners and their whānau. We’ve seen what this looks like in practice in ‘Learning to stand strong in the community’, an early
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learning centre delivering a local curriculum that is enriched by te ao Māori and te taiao, with strong community relationships. In ‘Māori Deaf students build digital version of marae to empower community,’ we saw a beautiful example of growing a passion for STEM through learning that attends to identity, language and culture.
Progress
When students are present and participating, they can make progress and succeed in their learning. In ‘Igniting a passion for writing through creative arts,’ Year 5 and 6 students achieved amazing gains in writing after a taniwha art project inspired them to write their own stories. In ‘Student-led mahi turns bike-trail dream into reality,’ tamariki transformed school land into a mountain-bike trail, with deliberate links between the project and classroom lessons helping to accelerate their learning across the curriculum. As one of the students said, “You realise anything is possible if you work hard enough and persevere when it is tough.” Thank you again for your mahi this year. I hope you enjoy a safe and restful break with friends and whānau over the summer. Ngā mihi nui Iona Holsted Te Tumu Whakarae mō te Mātauranga | Secretary for Education
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EDITOR’S NOTE
A year of small treasures Tirohia kia mārama. Whāwhāngia kia rangona te hā. Observe to gain enlightenment; participate to feel the essence.
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s we come into spring and summer, term 4 and term 1 can provide unique opportunities for education outside the classroom – whether that’s the rocky shores of Wellington, or the local attraction in Hanmer Springs. On-site, ākonga can discover and investigate the natural world and the biodiversity of Aotearoa through butterfly and moth gardens, or through outdoor activities like wilderness tracks, mud kitchens and insect hotels. Aotearoa has an abundance of opportunities to explore te taiao, and in turn, to nurture a generation of kaitiaki who understand how to care for the environment, develop solutions for the future and create positive change – for places and for people. This edition brings us to the end of 2023, and what has been an incredibly busy year and for many, the first full year without Covid disruptions. But it’s not been short of disruption in the way of severe weather events across the country and particularly for those across the upper North Island. It was deeply moving to capture some of the incredible mahi that arose from communities affected by Cyclone Gabrielle, and this will continue into next year as we explore issues around emergency readiness and resilience across the motu. If you find some time amongst your rest and relaxation to enjoy some summer reading, I encourage you to browse through previous editions. Not just informative, the stories we share are truly heart-warming and inspiring – small treasures to take into your own practice next year and beyond. Have a wonderful festive season and summer holiday. See you in the new year. Ngā mihi o te Kirihimete me te Tau Hau Sarah Wilson (pictured) Ētita | Editor
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Tukutuku Kōrero
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E N R I C H I NG LO CAL CU RRICU LU M
Kāhui ako become citizen scientists to monitor our ocean health Ākonga and kaiako from Te Kāhui Ako o Motu Kairangi in Wellington have been busy testing a set of tools that can be used to monitor ocean health as part of the ‘In Our Backyard’ learning-with-sport module, Moanamana.
Ākonga looking closely to identify what is already living in the intertidal zone at Worser Bay.
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“We’ve really enjoyed working with kaiako from across the kāhui ako to develop and test a set of tools that ākonga can use to monitor ocean health as they help their communities restore their local marine ecosystem” Sally Carson
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lankton nets, Marine Metre Squared quadrats, settlement plates, underwater baited video stations and photogrammetry are becoming the tools of trade for ākonga across Te Kāhui Ako o Motu Kairangi, as they take action to restore marine ecosystems around Worser Bay in Te Whanganui a Tara Wellington. “A few years ago, we joined forces with Worser Bay Boating Club to establish the Boat and Beach Wise Trust and since then we have been working together to create a local curriculum that gives our ākonga the opportunity to take action in their community,” explains Jude Pentecost, principal of Worser Bay School and lead principal of the kāhui ako. “Our latest focus has been on working with the club, Yachting NZ and Sport NZ to further develop a module called Moanamana, which is all about ākonga acting as kaitiaki of the marine environment by restoring marine ecosystems in Worser Bay.” Moanamana was created as part of the ‘In Our Backyard’ project – a partnership with the Ministry of Business, Innovation and Employment (MBIE), the Ministry of Education, and four National Sporting Organisations. As part of Moanamana, ākonga research the impact of pollution, climate change and overfishing on marine ecosystems. They take a lead role as citizen scientists, helping to establish NZL Blue Belt sites to protect marine biodiversity and restore low stocks of marine life in their area. In time, the network of NZL Blue Belt sites will become the marine environment equivalent of Predator Free New Zealand, helping to restore the mana of Moana by providing stepping stones to marine reserves around our coastline.
Kaiako partner on development
Throughout 2023, kaiako from Te Kāhui Ako o Motu Kairangi have been working with scientists from the New Zealand Marine Studies Centre at Otago University and Coastal People Southern Skies Centre for Research Excellence to develop and test the NZL Blue Belt Ocean Health Monitoring Toolkit. The other tools in the kit are: » Plankton community monitoring in fixed locations » Water temperature monitoring in fixed locations » Sub-tidal biodiversity monitoring using quadrats, transects, and underwater video cameras » Settlement plate monitoring » Baited underwater video monitoring.
11 December 2023
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Final instructions for ākonga as they prepare for a snorkelling session at Worser Bay with the team from Mountains to Sea Wellington.
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Ākonga checking what is living under the water around Worser Bay.
From 2024, Yachting NZ – with support from Healthy Active Learning advisors and community connectors in Regional Sports Trusts – will begin to establish further NZL Blue Belt sites with sailing clubs and clusters of schools around the country. The next five sites are planned for Whakatū Nelson, Whakaraupō Lyttelton, Tāmaki Makaurau Auckland, and Whangārei. Each NZL Blue Belt site will use the NZL Blue Belt Toolkit to monitor ocean health each term during the school year with data stored in a way that allows ākonga to compare their observations over time and place. Once they have a handle on what is happening to the marine environment at each NZL Blue Belt site, they will set up ongoing habitat restoration projects such as the seaweed nursery, paua hatchery, penguin hotel, snorkel trail and anemone garden that ākonga have underway at Worser Bay.
Find out more about Moanamana at runa-yachtingnz.org.nz/moanamana.
SCAN FOR MORE
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Little People Big Feelings aims to kickstart the mental health conversation and teach our kids mental health and wellbeing vocabulary from a younger age, as an early and proactive intervention. Through the session, our ambassadors discuss their personal journey’s, read Mike King’s children’s book– TR & Mack: Little People Big Feelings and discuss issues within in it such as bullying, help-seeking, and counselling.
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This program is designed for primary and intermediate school age, offered at no cost to you school. We are currently accepting bookings for the 2024 school year. Find out more and register your interest here: www.iamhope.org.nz/school or email ruby@iamhope.org.nz
11 December 2023
Tukutuku Kōrero
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E N VI RO N M ENTAL EDUCATION
Biodiversity metamorphosises learning Moths and Butterflies of New Zealand Trust has launched the School Butterfly Habitat Award to encourage schools to include moth and butterfly education in their curriculum – in turn, getting ākonga excited about the small things that contribute to our unique environment and biodiversity.
Bianca Woyak with students at Burnside Primary School.
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Education Gazette
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ust as we have a variety of native moths and butterflies in Aotearoa, there are also a variety of ways ākonga can engage and learn about them at any stage of their education journey. The Moths and Butterflies of New Zealand Trust (MBNZT) has a vision to ensure that Aotearoa New Zealand’s ecosystems support thriving moth and butterfly populations. Jacqui Knight, on behalf of the MBNZT, explains how versatile a unit on butterflies can be, both inside and outside the classroom. “In the past we have seen schools using butterflies as a theme for environmental education, science, maths, art and English,” she says. “The monarch butterfly can even be used as an example in units on migration – but it’s more than the monarch. We are interested in how schools are designing learning around our other beautiful native species.” Bianca Woyak, winner of the 2021 Te Puiaki Kaiwhakaako Pūtaiao Prime Minister’s Science Teacher award, agrees. “As adults we often forget about the small things. Ākonga love learning about insects, and moths and butterflies are the perfect, non-threatening insect students can have hands-on learning with. “The alien-like change that takes place during metamorphosis excites the young and old and gets learners to think more deeply and be curious about the world around them.”
More than the monarch
A “butterfly garden” is more than just a swan plant to encourage monarch butterflies. Many New Zealanders are not aware of our beautiful native species of butterflies and what can be planted to attract them and aid in their conservation. It is estimated that there are over 2,000 species of New Zealand butterflies and moths. More than 90 percent are found nowhere else in the world – the highest proportion of unique butterflies and moths. They range from the large pūriri moth (Aenetus virescens) in the forests of the North Island, with wingspans of up to 15 centimetres, to the tiny leaf-mining Nepticulidae moths which have wingspans of 2 millimetres. Teaching ākonga about this rich biodiversity can be done in a multitude of ways. “A simple step is to invite a local entomologist to the school and run a moth-trapping event, taking photos of what you attract and then recording them on iNaturalist for others to identify,” says Jacqui.
Jacqui Knight (founding trustee of the Moths and Butterflies of New Zealand Trust) presents the plaque to KiNZ Mission Heights. Rahimah Milatu also pictured.
The nature of environmental education
Knowledge about which plants support our native species of butterflies and moths is not widespread, and many people are generally unaware of the conditions that make for an ideal butterfly habitat. This is something the MBNZT is keen to address, through their new award for the best school butterfly garden or habitat.
11 December 2023
Rosalyn and Shahin are planting a mahoe sapling into the native garden at KiNZ Mission Heights. This would attract the green mahoe moth.
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“Skills were developed in science, maths, technology, art, and languages, as well as developing emotional and social competency. This led us to become interested in conservation actions, how to safely observe, identify change and discuss challenges.” Rahimah Milatu
“The Daltons School Butterfly Habitat Award was specifically created to encourage teachers who were using butterflies in their learning activities. Creating a butterfly garden can fuel children’s curiosity and help them understand the importance of biodiversity. “With the right teacher, ākonga can engage in problem-solving skills and learn how they can improve the environment in their school. This learning can be transferred to the improvement of their own backyard and community,” explains Jacqui. For example, she says if you have one swan plant and you end up with too many caterpillars on the host plant, ākonga soon learn about the need for planning. “This is one of the basics of farming. Letting ākonga see the consequences of ‘too many caterpillars/not enough food’ teaches them about sustainability.” The Daltons School Butterfly Habitat Award has been established to encourage schools to think outside the square when it comes to butterflies on school grounds. The winner each term will receive a $200 Daltons Product Prize Pack for their garden to help everything grow.
Creating a sanctuary
The first winners of the award were KiNZ Mission Heights Early Learning Centre in Tāmaki Makaurau. “In the past we have done much learning about monarch butterflies,” says Rahimah Milatu, a teacher at the centre. “Last year we noticed many monarch caterpillars were dying and we were concerned about pesticide use. We chose to make a difference by creating a sanctuary for them. Everyone was fascinated by the metamorphosis, and we found it a great learning activity. “Skills were developed in science, mathematics, technology, art, and languages, as well as developing emotional and social competency. This led us to become interested in conservation actions, and how to safely observe, identify change and discuss challenges.” A school butterfly garden or habitat can open a world of opportunities. Jacqui says the habitat becomes an outdoor classroom, and environmental education promotes critical and creative thinking skills, inspiring ākonga to become more engaged with their communities. “This is a great initiative of the MBNZT,” says Ian Milne, a retired primary school educator and science specialist. “Teachers can use the context of nature to enhance their teaching across the curriculum when exploring, creating and testing explanations arising from a study related to butterflies.” Bringing moths and butterflies to the forefront of the learning doesn’t just create an environment to educate ākonga about biodiversity, it creates an environment for our at-risk endemic species to thrive alongside our rangatahi to thrive alongside our rangatahi. At KiNZ Mission Heights, monarchs are raised in a predator-free
10 environment Education Gazette and then released into the mara kai (edible garden).
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For more information on including moths and butterflies in the curriculum and how to enter the School Butterfly Habitat Award, head to the Moths and Butterflies of New Zealand Trust website
11 December 2023
The endangered boulder copper (pepe parariki/mokarakare) at Burnside Primary School. Photo: June Walters.
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Connected Ako: Digital and Data for Learning
Bob Miller and students at 12 Education Gazette Stonefields School.
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Focus:
Using data to make a difference
Being data-informed helps school meet the needs of learners and community Stonefields School’s ethical and purposeful collection of data is allowing the Auckland school to serve its community and learners the best they can. A critical framework used by the school, “We asked, you said, we heard and now what?” sums up Stonefields School’s ethos. It is an example of how data can make a difference.
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tonefields School principal, Sarah Martin, can hand on heart tell you the extent to which her school has served its community and learners. Sarah says this with confidence because the Auckland school is data informed. Information is ethically and purposefully collected via a range of preexisting and school-developed tools to gain valuable insights into students’ characteristics, capabilities, wellbeing, ability to collaborate, attendance and more. Those insights enable the school to meet the needs of its learners and community. “Conceptually, we think about what we call the TLA – the Teaching, Learning and Assessment Cycle. And whether that’s day-to-day as a teacher, or it’s looking at strategic planning across the school, we are really reflecting on the information, the insights, and the data we have, to say ‘so now what?’” says Sarah. Bob Miller, who was deputy principal at the time of interview, says the school uses Edge SMS and SchoolTalk to gather data. Standardised assessments such as PATs (progressive achievement tests), Probe Reading Assessments, GloSS (Global Strategy Stage for number), IKAN (individual knowledge assessment of number), and asTTle (Assessment for teaching and learning) are commonplace in New Zealand schools. Many schools also use other initiatives such as The Code Spelling Program and Mathletics. However, Stonefields has also built tools to measure “less usual” but important data. “There’s a lot of tools out there for things like measuring PATs and that kind of data. But in terms of some of the things that we really value – wellbeing and
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agency – those analysis tools just didn’t exist, so we have built them.”
Aligning data with the school’s vision
Sarah says it was important to ensure the school’s approach to data collection aligned with its vision. Stonefields School’s vision is underpinned by four key principles: building learner capacity, collaborating, making meaning, and breaking through. In aligning the vision with the school’s approach to collecting data, a series of “success statements” was created. “An example is ‘learners and staff understand the importance of and actively maintain and improve their hauora.’ So, the hauora tool, which is a self-perception tool, was co-constructed with our Māori whānau,” says Sarah. Children want to be heard, and they want to feel that their voice matters. Surveying the children to find out more about their mindsets, perspectives, passions and strengths is an easy process. When teachers can explore qualitative data, or even summarise survey responses, they have a better chance of creating lessons that match the identities of the learners. When learners can recognise a purpose to the learning and make a personal connection to it, they are much more likely to engage fully. Data analysis is an opportunity to build a partnership between the school, the whānau and the learner. Sarah says the data collected is fed into a “big analytics dashboard” so that a “whole picture” can be communicated with the school community.
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“Conceptually, we think about what we call the TLA – the Teaching, Learning and Assessment Cycle. And whether that’s day-to-day as a teacher, or it’s looking at strategic planning across the school, we are really reflecting on the information, the insights, and the data we have, to say ‘so now what?’” Sarah Martin
Guardians of data
An important part of the journey to becoming a “datainformed school” was coming up with a data policy. “The critical phrase in that data policy is data can never ever do any harm and that the data is not our data. We are the guardians of that data and any data we collect is gifted back to those that have given that data.” The school follows the Privacy Act 2020 which outlines how schools and other agencies must handle personal information at every stage from collection to disposal, to ensure it is kept safe and treated with respect. The importance of ethical and appropriate data collection is also emphasised in Connected Ako: Digital and Data for Learning – the digital strategy for education agencies. The strategy states a trusted data system can shape education for individuals, whānau, education organisations and system-wide improvement. There are many different options, not one-size-fits-all, but there are shared principles outlined in Connected Ako, which education providers may find helpful.
Associate principal Gina Harduar with Bob Miller.
Making a difference The need for assessment capability in teachers cannot be overstated. If teachers can get better at identifying the needs of learners, they do a better job of helping that child make progress. Teachers learn to be assessment capable, using tools like SchoolTalk and Engagement Sliders which help them to shape learning design in a way that meets the needs of the learners. Leadership needs to be able to understand the high-level summaries, trends and correlations, but assessment-capable teachers also know the stories and contexts behind the data and can help leadership build a richer picture of reality. “We believe parent engagement is fundamental to a child's success in learning and it's what's learned last year from those teachers and engaging with that parent, that matters the year after and the year after and the year after that,” says Sarah. With data accumulated over time families gain insights they haven’t had before. Learn more about Te Kete Hono’s SchoolTalk at schooltalk.co.nz.
Sarah Martin (principal) and Bob Miller (deputy principal) discuss Stonefields School data.
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Watch the video to see more about how being data-informed has helped meet the needs of learners and the community.
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Te Puna Kōrero:
Celebrating stories of digital success in education Education Gazette is publishing a series of articles highlighting digital success stories from across the education sector.
Stories like this one of new approaches to digital in education are being regularly showcased. Stonefields School demonstrates how being data-informed has helped meet the needs of its learners and community.
How is learning in a virtual world making young Kiwis safer drivers at Waimate High School?
How is tech-collaboration transforming learning and opportunities for young people at Te Ara Poutama Alternative Education Centre?
How is learning with technology expanding young minds at JustKidz Early Childhood Education Centre, Henderson?
11 December 2023
In this story, you'll learn how Stonefields School's ethical and purposeful collection of data, is shaping learning and students' education. Watch all videos at education.govt.nz/digitalstrategy. Read all the stories at gazette.education.nz.
How are families with stronger digital skills better supporting children’s education with Digimatua’s Pacific community digital inclusion programme?
How can te ao Māori impact a digital world to create a special place for deaf learners at Rūaumoko Marae?
How is building teachers’ digital skills sparking imagination in learners at Avonside Girls’ High School?
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There are a number of activities for ākonga at Kauri Flats School, including wilderness trails.
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WELLBEI NG
A whole-school approach to wellbeing in Tāmaki Makaurau Kauri Flats School principal Matt Williams and deputy principal Ezra Feau are committed to prioritising the wellbeing of their akonga, particularly through physical activity. They have seen first-hand the difference it makes with attendance and engagement.
“W
hen you have a healthier child, they want to be at school,” says Kauri Flats principal Matt Williams. Matt and deputy principal Ezra Feau say they noticed a significant increase in student wellbeing needs after the Covid lockdowns, particularly around their activity levels and basic movement skills. Impacting this further, was the rapidly expanding development of the new suburb of Kauri Flats, with many houses lacking large spaces for children to play. This was the catalyst to prioritise hauora across the school. “We found students came back and … they were afraid to walk around and jump on things. Just that lack of risktaking started appearing and not wanting to get out of the comfort zone,” says Ezra. “We felt like that was our duty to make sure we provide as many opportunities as possible to our students to learn and to develop their holistic wellbeing.” The school has done that despite not having a school field or playground, due largely to being a construction site since opening six years ago. When Covid restrictions continued, there were socially distanced sailing and cycle trips. Now there are a number of activities for ākonga including wilderness trails complete with insect hotels, mud kitchens, vege gardens, and Wheels Wednesday – a weekly event which allows skateboards, bikes and scooters to have full reign of the carpark. There’s also a kete of equipment in every classroom to get ākonga outside and learning through movement – without having to go to the PE shed. “Our hauroa sits in everything we do. It’s part of our
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strategic plan. Our annual plan, our strategic goals. Everything. It’s the embodiment of the school,” says Matt.
A key contributor
A key support along the way has been the Healthy Active Learning team at CLM Community Sport. The jointgovernment wellbeing initiative is led by Sport NZ to help schools and kura create healthy and active learning environments, and better connections to their community. Specifically, the school has built a close relationship with their designated Healthy Active Learning advisor, Tracey-Lee Dalton. Tracey-Lee has been a sounding board – and contributor – for new ideas to try; she’s supported the development of the hauora curriculum and worked closely with teachers around teaching fundamental movement skills through other curriculum areas like numeracy and literacy. That has included introducing teachers to the free games-centred resource Movewell as a tool to support Te Taha Tinana of students. Tracey-Lee has also supported the school to access Tū Manawa Active Aotearoa Funding, which has been used to fund whole-school hauora days, sailing expeditions, and the newly installed mud kitchens. “She is the most valuable asset we have in this school,” says Matt. “I think without her we wouldn’t have made as much progress as quick. We would have made progress, but she’s just helped us drive that so quickly. That different lens, the wider lens she has offered, is amazing.”
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A lesson in literacy gets ākonga outside and learning through movement at Kauri Flats School.
Vege gardens are one of many activities that support students to learn and develop their holistic wellbeing.
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Aktive, CLM Community Sport, Harbour Sport, Sport Auckland and Sport Waitākere are proud to be part of Healthy Active Learning in Tāmaki Makaurau. This sees the collective supporting primary and intermediate schools to create healthy and active learning environments and better connections to their local communities.
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Board and whānau support
Meanwhile, Tracey-Lee is quick to celebrate the creativity, innovation, and commitment of the school – including the school board – to enhancing the wellbeing of its ākonga, kaiako, and wider community. Key to ensuring the support of the board, Ezra adds, is communicating “little and often” to keep them in the loop. That includes the school’s innovative use of the student management system ‘Hero’ to capture ongoing student voice in real time. Hashtags relate to the four pillars of Te Whare Tapa Whā, which ākonga and kaiako tag to anything they are posting. “That is then transferred to our board at our meetings so we can be like, ‘You can see in this class we’ve got 16 posts that relate to Te Taha Wairua,’ and so the next few weeks they’ll be focused on Te Taha Tinana. “Our board is seeing everything. They understand the same language that we are using in class and the same importance that we are giving to all the other activities,” explains Ezra. Whānau have also been central to the development of the hauora curriculum. There are annual community consultations – with separate ones for Māori, Pasifika, and Indian whānau – and in-person and online opportunities so everyone feels they have a voice.
“A lot of attendance is not just on the parents, it’s students who are disengaged. If they’ve got a learning programme that they want to come to school for, they are going to come to school.” Matt Williams
A courageous approach
Matt insists the school hasn’t done anything out of the ordinary but does recognise its success in creating a school environment which ākonga want to come to – the result of having the courage to take risks. “A lot of attendance is not just on the parents, it’s students who are disengaged. If they’ve got a learning programme that they want to come to school for, they are going to come to school,” he says. “It comes back to relationships and that teachers are here for ākonga. Not just because it’s their job. Teachers and students feel respected, valued, and that they have a voice.” Speaking to their success, Kauri Flats School and the Healthy Active Learning team at CLM Community Sport recently received a Merit Award at the 2023 Recreation Aotearoa Awards for ‘Outstanding Community Recreation Programme: Unrelenting Pursuit to Enhance our Hauora’.
Mud kitchens offer a chance for creative play at Kauri Flats School.
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Class miro were the first members of the public to ride the new attraction.
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Ākonga slide into design mode to celebrate local fun For many Canterbury tamariki, Hanmer Springs in the heart of beautiful Te Waipounamu high country is a place synonymous with summer fun and year-round relaxation. For several schools and ākonga in the region, the beloved local attraction took on a whole new meaning this year – unleashing their creative ambition and sense of fun.
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o promote two new hydroslides, Hanmer Springs Thermal Pools & Spa ran a competition asking Canterbury ākonga to show off their creativity and teamwork. The task? Design, build, and showcase a ball run made from whatever materials ākonga could find. Ākonga could use marbles, tennis balls, footballs, or any-sized ball so long as it traversed a creative, well-designed coaster featuring twists, turns, water and a dazzling finish. Lincoln Primary School in Selwyn, Canterbury was one of the many schools that used the competition as a great teaching and learning opportunity.
“They had such a good time. It was amazing,” says Samara Brown, kaiako at Lincoln Primary School. Samara’s Year 3 and 4 ākonga designed, built, and presented an immense ball run that earned them the competition’s first place prize: a class trip to Hanmer Springs, and the chance to be the first children to ride the new hydroslides. “We weren’t even able to take a photo of the entire thing,” says Samara. “It went from one corner of the classroom, out the door and down the stairs and then into our principal’s office. “As soon as [Hanmer] announced the competition, the ākonga said, ‘Right, how do we get there? Are we going
Ākonga from Lincoln Primary School’s class miro attend the opening ceremony of Hanmer Spring’s newest hydroslide.
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on the bus? What happens when we get on the bus?’” laughs Samara. “That ‘we can do anything’ mindset ... that was a real proud moment as a teacher; to see everything we teach day to day come out in that competition.”
Diversity of ideas
Shane Adcock is the marketing manager at Hanmer Springs Thermal Pools & Spa. He helped coordinate the competition and says the response from Canterbury schools could not have been better. “We had 50 entries. That was a really good response in terms of numbers. It might not sound like a lot ... but you’ve got to think, that’s 50 classes that have taken the time to do this, that’s a lot of students getting involved.” Shane also says that he was thrilled, not only with the number of schools that took part, but by the diversity of ideas displayed by Canterbury students.
“When you’re managing that many ākonga, you have to make sure you give them a balance of student agency which helps them collaborate and express their ideas, while also teaching them when it’s OK to step back and have some flexible thinking.” Samara Brown
“We had one submission where their ball run glowed in the dark,” he explains. “So they obviously did a lot of work with the design there. We also had a ball run that went for a very, very long time outside using all sorts of objects like stormwater pipes.” Shane says the variety of designs showcased art, construction, and science skills that students got to apply to a fun, hands-on project. Encouraging students to use these skills from a variety of disciplines was, ultimately, one of the key educational objectives of this challenge. Samara was also impressed to see how ākonga applied in-classroom learning to the contest. She was, however, particularly excited to see the ways in which Lincoln Primary School’s values were showcased throughout the project. “Two of our values are integrity and respect,” she says. “Straight away, ākonga said that we need to make sure that we’re listening to each other’s ideas, that everybody has a say. “We have a lot of ākonga who love creating; then there
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are problem solvers; and then there were those who were happy to be directed the whole time, so it was very collaborative.” One way this collaborative, inclusive approach influenced the class’ ball run was the incorporation of students’ favourite parts of the pools, including an iconic tuatara-shaped slide and a large bucket of water that periodically tips over bathers.
Balance of student agency
Though her class was often happy to direct themselves in building, recording, and submitting their ball run project, Samara adds that the task carried some important challenges for her as a kaiako. “With 58 ākonga having 58 ideas and voices, we did need to have a little bit of teacher involvement,” she says. Samara adds that a key part of the teaching experience was knowing when to step in and help ākonga realise when their ideas weren’t working. At this point, she had to encourage ākonga consider the perspectives of their peers. “When you’re managing that many ākonga,” says Samara, “you have to make sure you give them a balance of student agency which helps them collaborate and express their ideas, while also teaching them when it’s OK to step back and have some flexible thinking.” Canterbury ākonga had until the last days of term 3 to design, build and submit videos of their ball runs. For some schools, kaiako are seldom able to commit class time to large, multi-day projects like these. Though Samara still believes that these initiatives are always worth it for the ways they enrich the lives of all involved. “I think it’s hugely important to take the risk and try to give your ākonga these opportunities,” she says. “There were ākonga in our class who had never been to Hanmer Springs,” continues Samara. “We gave this opportunity to a range of ākonga who possibly wouldn’t have been able to even go. They haven’t stopped talking about it since. It comes up daily in our classroom programme. “We saw lots of different student friendship circles melting into one and it didn’t matter who you were standing beside. We were all working together to the same goal. It was really heart-warming.”
Top left: From the start, Samara says her class were determined to work together. Bottom left: Inclusion, perseverance and determined optimism ensured class miro’s ball run received the top spot. Top right: Class miro’s ball run ran the length of the classroom, down the hall and into the principal’s office. Bottom right: Students devoted the last weeks of term to their project.
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Stephen Fowler (see his story on p. 26).
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WO RKF O RCE
Career changers relish new roles Teacher education that suits individual circumstances has opened this rewarding career to a wider range of people. Along with on-campus initial teacher education (ITE), other options include a mix of remote learning, in-school experience and even schools ‘growing their own’.
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here are now more choices for people who are keen to teach but have commitments requiring them to stay in their community – and that can only be beneficial for schools and for ākonga. We spoke to a few career changers who are thrilled to be underway with what ‘they always wanted to do’.
while studying. “This change has been great for me. I absolutely love teaching, especially seeing students’ ability and confidence grow,” says Thomas.
Positive impacts
Ashlea Mudd always wanted to teach but whānau encouraged her into nursing training. She soon switched to beauty therapy. Twelve years and four children later, Ashlea is doing Te Rito Maioha BEd (Primary) programme which involves online study and two school-based days per week at her children’s rural school near Wairoa. With whānau commitments, Ashlea thought teacher education was not an option until discovering Te Rito Maioha, with a hub in nearby Gisborne, offered primary training. “It’s fantastic, because I can stay in my community while gaining teaching experience.” Ashlea has a mentor teacher at Frasertown School and a four-to-five-week practicum each year at other local schools. Noho Marae provides important insight of the world through a Māori lens.
For Thomas Schaare, a recipient of Te Huawhiti Career Changer Scholarship, making a positive impact in the lives of tamariki is the main reason he always wanted to teach. But when he left school, he trained in engineering due to an over-supply of principals. A hockey coach for New Plymouth Boys’ High School, Thomas was shoulder-tapped by headmaster Sam Moore for a Limited Authority to Teach (LAT) position in the hard technology department. Sam suggested Thomas apply for a Te Huawhiti Career Changer Scholarship, which assists financially with studies. It took some research to find an ITE pathway as Thomas does not have the usual Level 7 qualification requirement, but the new OpenPoly GradDip Teaching (Secondary Technology) recognises his trade experience. Continuing as a LAT allows him to earn an income
Community-grown experience
“This change has been great for me. I absolutely love teaching, especially seeing students’ ability and confidence grow.” Thomas Schaare
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“It’s fantastic, because I can stay in my community while gaining teaching experience.” Ashlea Mudd
“Attending Noho Marae has boosted my confidence in my personal practice and also my understanding of the needs of learners in our community,” says Ashlea.
From museums to classrooms
Thomas Schaare.
Rosie Grant comes from a family of teachers. Rosie did a BA in anthropology and criminology at the University of Auckland and worked at museums before turning to teaching this year. “I wanted to bring some life experience to teaching but it was quickly clear when I interacted with students at the museums that I was so eager for them to learn.” Rosie chose the University of Auckland’s Graduate Diploma in Teaching (Secondary) Online where participants may be eligible for the Teacher in Education Schools Programme. This involves being at a partner school three days a week, supervised by an associate teacher. The programme pays students’ fees and a stipend, which Rosie says made it easier to do further study. University of Waikato offers a similar programme. Rosie was placed at Saint Kentigern College, where she progressed from observing the classroom to leading some classes. “The programme afforded me valuable insight into classroom nuances,” says Rosie. “Both my placements at Saint Kentigern and One Tree Hill College gave me fantastic classroom experience and I am going into my first year of teaching excited and confident.” A networking event as part of the UoA programme gave Auckland principals the chance to meet the 2023 cohort. This led to multiple job leads, with Rosie starting at Whangaparāoa College in January.
Working at own pace
Ashlea Mudd.
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Stephen Fowler is a father and itinerant music teacher. He works in the music department at St Margaret’s College in Christchurch. Without a teaching qualification, he is supervised by the head of department. Wanting more steady hours and income after 20 years in the music industry, Stephen started exploring teaching qualifications. He had already spent six years at university studying zoology and plant and microbial sciences and wanted a course he could manage alongside his job.
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The OpenPoly GradDip Teaching enables him to teach five days a week while completing theory/practice online. He will finish mid next year, after a second placement of eight weeks. “The online teaching diploma has been a great challenge that has taught me a lot about my teaching practice,” says Stephen. “I couldn’t complete my diploma without the flexibility of this course.”
A powerful voice
Emma Smith, an occupational therapist for 13 years, was a counsellor in a rural school in Milton, Otago. Discussions with the school led her to the OpenPoly GradDip Teaching (Primary). Emma says applying her occupational therapy experience to her newly developing teaching career has been a perfect combination for learning. Open Polytechnic enables her to work at her own pace, while maintaining family commitments. Significant life changes were needed to move from an established career, which were easier with support from partner school Tokoiti teaching staff. Halfway through, Emma says school-based learning two days per week at Tokoiti School has been the most beneficial part of the course to date. Principal Shannon McDougall says being a partner school is a win-win as the small rural school has challenges with staffing and Emma brings a powerful voice to the table.
Rosie Grant.
For people wanting to study to be a teacher, there are a range of Initial Teacher Education (ITE) programmes available. A new ITE course finder tool will help them find a course that best suits them.
ITE programme finder tool at careers.education.govt.nz.
Teaching Council of Aotearoa New Zealand.
TeachNZ.
Emma Smith.
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CU RRIC U LU M LEADS
On the ground support One of the ways Te Poutāhū provides support is via its Curriculum Lead Service. Established in 2020, this year the service grew and now has 68 curriculum leads helping kaiako, teachers and leaders make sense of national curricula so they can design great learning experiences in their local curriculum or marau ā-kura.
Ministry of Education curriculum leads, who sit within Te Poutāhū | The Curriculum Centre, are spread right across the motu.
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uring 2023 there was a focus on providing support around te reo matatini me te pāngarau, literacy & communication and maths, relationships and sexuality education, and mental health guidance, kōwhiti whakapae social emotional learning, and of course, the newly introduced Aotearoa New Zealand histories. Te Poutāhū curriculum leaders all come from the education sector, giving them first-hand experience of what schools and kura need to succeed. To find out what makes them tick, we asked a couple of important questions: “What motivates you?” and “What are you most proud of?”
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What motivates you?
“My motivation in my work this year as a curriculum lead at the Ministry of Education stems from my love of learning, supporting school leaders and kaiako to embrace the new curriculum change and dedication to advocating for all tamariki and communities’ needs to ensure their success.” – Curriculum lead from Te Tai Raro, Auckland. “The incredible resilience of many early learning teaching teams to remain focused on providing quality curriculum amidst current staffing challenges. That even when things feel tough kaiako are still prioritising opportunities to engage in new learning. Kia kaha ki tāu mahi.” – Curriculum lead from Te Tai Whenua, Whanganui.
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“My inspiration this year has been the opportunity to empower educators to create a meaningful and culturally responsive local curriculum that nurtures the wellbeing of tamariki and is responsive to the aspirations and needs of the learners, whānau, iwi, and the community.” – Early learning curriculum lead from Te Tai Runga, Wellington. “The one thing that has inspired and motivated me this year is the belief that the refreshed curriculum will have a significant impact on our learners if delivered with passion and integrity and that starts with me!” – Curriculum lead from Te Tai Raro, Whangarei. “What we do and how we do it matters… inspiring positive pedagogical change that supports success for all ākonga.” – Curriculum lead from Te Tai Whenua, Rotorua.
What are you most proud of?
“I have loved the opportunity to be engaged in conversations with the sector that ignite authentic learning experiences for our children through a localised curriculum.” – Curriculum lead from Te Tai Whenua, Whanganui. “It has been inspiring seeing the eyes of educators light up at the realisation that we finally have a bicultural curriculum. The potential Te Mātaiaho has to transform schooling communities is what drives me in my mahi.” – Curriculum lead from Te Tai Whenua, Hamilton. “Seeing places of learning grow and connect in curriculum areas, stimulating change for kaiako and ākonga, strengthening equitable outcomes for all.” – Curriculum lead from Te Tai Whenua, Tauranga. “Kura realising and acknowledging the uniqueness of ākonga as a gift that needs to be nurtured rather than seeing it as a disability.” – Curriculum lead from Te Tai Whenua, Whakatane.
“We cover the ever-changing demographic of our learners, we cover the teacher/student relationship, caregiver/student relationship, past education norms that we once experienced as students ourselves, changes in society, history and eras of norms, we cover a lot. “But nothing can happen without the relationship, this is key for not only the current support, but for the ongoing support that we are employed to carry on with in not only ANZH but also other subject refreshes and supporting content.” – Curriculum lead from Te Tai Raro, Auckland.
“What we do and how we do it matters… inspiring positive pedagogical change that supports success for all ākonga.” Curriculum lead
To find out more about the service, visit education.govt.nz.
To connect with a curriculum lead, contact your local Ministry of Education office.
He Korowai Ākonga Nurture the minds of our tamariki
Study Primary Teaching
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AT TEN DANC E & ENG AG EM ENT
Tōtaranui Kāhui Ako teaming up on attendance and engagement For the students and staff attending the seven schools that make up the Tōtaranui Kāhui Ako in Canterbury, one specific whakataukī guides their day-to-day activities, specifically the work done to promote school attendance. Ehara taku toa i te toa takitahi, engari kē he toa takitini. Just as it takes a village to raise a child, it takes a community to enable an individual’s success.
Casebrook Intermediate School's Tom Straker and Sharon Keen.
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From a primary school with a roll of just under 150 students to an intermediate school with more than 400 students, this Tōtaranui Community of Learning is diverse. Students attend from homes in northwest Christchurch, and come from diverse cultural and socioeconomic backgrounds. Including Casebrook Intermediate School, Bishopdale School, Cotswold Mātāhae School, Papanui High School, Redwood Primary School and Te Kura o Matarangi Northcote School, the Tōtaranui kāhui ako was formed in 2017. As part of the Community of Learning initiative, the schools work together to help their students achieve their full potential. A specific focus of the programme this year was working to increase the attendance of their at-risk students. “When the Ministry started to talk about attendance, we decided we should utilise the kāhui ako community, thinking it would be a great tool for addressing this with resources right at the centre,” says Casebrook Intermediate School principal Sharon Keen. “If we worked together across schools, we thought the effort put in at the primary school level would encourage young people to change their habits for a positive outcome when they attend intermediate and secondary schooling.”
A phased approach
The kāhui ako applied for support through the Regional Response Fund to put towards their Huringa attendance programme. The schools chose target groups in the primary and intermediate schools. Sharon says they created a phased approach, targeting the different people involved in the at-risk students’ lives – identified as a small group of Year 7 students attending between 75 and 90 percent of the time. Phase one began in term 1, with students in the target group receiving a complete wrap-around system. Phase
two continued into term 2, in which students were still monitored daily but the incentives are reduced. Phase three finishes off in terms 3 and 4, with students still monitored lightly but are only contacted if negative attendance patterns start to emerge again. Sharon says phase one is the most important. During phase one, schools met and chatted with their students in a supportive way, discussing attendance expectations while working to see if there were any clear reasons for their lack of attendance so far. “We were there to say, ‘Hey, we want to help you.’ It wasn’t punitive at all, it was positive,” says Sharon. Some schools provided incentives to encourage attendance. Next, schools sent out clear messaging for students’ whānau in the form of take-home sheets and organised face-to-face or phone conversations. “We explained how we were there to work with the family, that we really wanted their young person to be at school and explained what we could do to help. We followed that up by sending home hard copies of visual calendars so they could see, on paper, what the attendance patterns of their children had been,” says Sharon.
Everyone plays a role
Staff also have an important role to play in the programme. They are the first port of call in the relationship between a student and the school. Teachers were given attendance level sheets, so they knew who to look out for each week in terms of engagement. Lastly, a youth worker attended each school for three to five hours a week. The youth worker had discretionary funding which they could use for attendance incentives or to pay for student lunches. “We tried to wrap around our target groups as much as we could during phase one. For example, if they weren’t at school there was always a phone call in the morning asking why and if we could help,” says Sharon.
“We thought the effort put in at the primary school level would encourage young people to change their habits for a positive outcome when they attend intermediate and secondary schooling.” Sharon Keen
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Halfway through each term, and at the end of each term, the schools came together to share data. “We talk about what initiatives schools have used, and what they think might have worked.” It is important that there is no set system applied across the schools. Instead, Sharon says, there is a lot of wriggle room for the individual schools to apply the programme in a way that is best for them. For example, Casebrook established a peer support system where Year 8 student leaders support the Year 7s in the target groups. There is no ‘one size fits all’, rather, the programme’s strength comes from the schools’ diversity.
Long-term plan
The kāhui ako hopes that positive changes at primary school will flow into intermediate and secondary school.
Sharon says they are unsure yet about how successful the programme has been, with data only collated across the kāhui ako at the end of each term. She explains it will be a long-term game of collecting data to address attendance issues which can stem from long-term issues. The individual data collection of attendance allows the schools to better identify any underlying issues. Sharon believes communication with a student’s entire community is key. “Even if our data doesn’t improve, I think we have far more communication going on and if you keep going and keep the expectations for long enough, then you change behaviour.”
Latest report shows illness continues to impact attendance Refreshed term 2 2023 attendance reports released on 9 November show short-term illness and medical reasons continue to impact regular attendance, which was 47 percent – up 7.2 percent on term 2 2022. However, despite three consecutive terms of increases in regular attendance, the result is lower than term 1 2023 (59.5 percent). This drop is not unexpected, given winter illness and Covid cases remain in the community. An initial analysis by the Ministry of Education of data spanning from 2011 to 2023 suggests that term 2 2022 (39.8 percent) was the lowest point in attendance during the Covid-19 pandemic, and attendance is now recovering. However, rapid gains are needed if we are to reach the target of 70 percent of students meeting regular attendance by term 2 2024.
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The attendance reports underwent a refresh this term, prompted by the introduction of three new attendance indicators as part of the Attendance and Engagement Strategy. Term reports are now divided into three distinct reports: 1. Regular Attendance 2. Reasons for Absence 3. Schools’ Response to Absence. You can find the attendance indicator reports at educationcounts.govt.nz/ statistics/attendance. Additional information and a school user guide are at education.govt.nz/our-work.
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Casebrook Intermediate Attendance Report
An example of attendance information shared with whānau at Casebrook Intermediate.
A year of innovative mahi Schools across the motu ran a variety of creative and innovative ways to engage and encourage presence, participation, and progress in 2023. Key themes included tracking attendance and following up with students and whānau in non-judgemental or punitive ways, instead offering support and understanding. Some schools helped their students engage with their education in new ways, such as offering programmes that provided a step-up into apprenticeships and other long-term work. For example, Central Otago’s COYEP programme provided NCEA Level 1 combined with on-the-job experience.
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Other schools strengthened attendance by incorporating a te ao Māori approach such as Hillcrest High School which took its female Māori students on a camp expedition by the Waikato River, where they found community in their culture and connection to the river. The diverse range of attendance-encouraging programmes reflects the diverse communities of New Zealand. As schools look towards 2024, they can be inspired to connect deeper with their community as success is found in working together. Read the full series at gazette. education.govt.nz.
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PATH WAYS
Rangatahi find growth putting vital life skills into practice In previous issues of Tukutuku Kōrero | Education Gazette, we explored the Whakatipu course at Outward Bound. This year, places on the Whakatipu course were allocated to regions throughout Aotearoa. We hear from two students from the Wellington region who took part.
Mana College student LA and Wainuiomata High School student Angel McMillan push themselves out of their comfort zone and build confidence.
“Being at Outward Bound changed my views. I’ve become more accepting and patient, remembering that we all think and feel things in our own way.” LA, Year 13 34
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utward Bound’s Whakatipu (Growth) programme is designed for rangatahi to cultivate vital life skills and to help bridge the gap between knowledge learned at school and the skills required by employers. This year, places on the Whakatipu course were allocated to regions throughout New Zealand, including Northland, Auckland, Waikato, Thames and Coromandel, Taranaki, Rangitikei, Horowhenua, Hutt Valley, Wellington, Nelson and Tasman, Canterbury, Otago and Southland. The eight-day course immerses students in challenging outdoor experiences, where they work with 13 other students to overcome obstacles and solve problems as a team. It offers a mix of adventure, teamwork, challenge, and reflection. During the course, students gain tools to identify strengths, set goals, and understand what truly matters to them. Most recently, Mana College Year 13 student LA joined 13 other secondary school students from across the country to push themselves to their limits. “Being at Outward Bound changed my views. I’ve become more accepting and patient, remembering that we all think and feel things in our own way. I know that when I leave school, I’ll be working with people who are different to me, and that’s great.” LA already knows what career she wants when she leaves school – to be an electrician like her uncle. However, she admits she lacked many of the soft skills, like patience, which are essential to successfully navigate the world of work. That is, before she was nominated to attend the Whakatipu course. Steve Haerewa, Mana College’s head of construction, says LA is one of his top students, displaying a lot of talent and that’s why she was nominated for the course. “We selected her to go on the Whakatipu course because we wanted her to develop her confidence, work on her communication skills, and get out and see the world. She is a young woman who needed to be pushed out of her comfort zone to gain more life skills, and we knew Whakatipu would give her that,” says Steve. “She’ll realise how important these skills relate to a range of people when dealing with real-world situations.”
Angel has always been inspired by engineering and discovering how things work.
LA is a top construction student and displays a lot of talent.
Targeted to individual needs
Krishan Kumar, Outward Bound’s community development partner, believes the programme offers rangatahi a unique opportunity to not only develop soft skills but to actively put them into practice. “Students will carry these crucial soft skills with them for the rest of their lives, no matter the industry they work in,” says Krishan. Outward Bound gathers employer and teacher feedback about a student’s areas for growth prior to the course, and this is used to tailor the course delivery to their individual needs with targeted outcomes. But the Whakatipu programme goes beyond personal development – it focuses specifically on work readiness for rangatahi, helping students identify and apply soft skills in real-life situations.
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Whakatipu also empowers rangatahi to step up and realise their potential as positive and contributing members of their communities, seeking to make a lasting impact on their lives.
Teamwork and leadership
Another recent course graduate was Angel from Wainuiomata High School, who has always been inspired by engineering and discovering how things work but wanted more of the skills sought by employers. “I didn’t know what soft skills were before I went to Outward Bound,” admits Angel. “But I knew I wanted to learn about teamwork and have some new experiences. And I did!” Her dream to become an engineer has begun with a part-time job in a factory, and this year she has a Gateway placement at Petone Engineering. Gateway coordinator Tony Harrington says Angel has a lot of potential, and amassing some life skills will stand her in good stead once she leaves school. He says he was excited to nominate Angel for Outward Bound. “I’ve sent Gateway students to Outward Bound
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before, and the Whakatipu course provides a fantastic opportunity to develop soft skills,” says Tony. Now Angel is back from her course, that sentiment has proven right. “I learned so much about how soft skills apply to everyday situations. In every activity we did, there was a lot of teamwork needed, and we needed to make sure everyone was involved. I realised how important these types of skills, such as leadership, are,” says Angel. “My experiences at Outward Bound have also helped me with my confidence, resilience and decision-making. When a challenge comes up now, I often think, ‘I got through Outward Bound, so I should be able to get through this!’”
For more information, visit outwardbound.co.nz.
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QU IZ
Quiz: Test your knowledge of Education Gazette How well do you know Education Gazette | Tukutuku Kōrero and the stories we published in 2023? Have you enjoyed our storytelling this year? Want to see more interactive content like this? Please let us know at gazette@education.govt.nz.
Q1) How many articles were printed in Education Gazette this year?
Q2) How many editions were there of Education Gazette this year??
A: 167
A: 14
B: 154
B: 12
C: 133
C: 16
D: 105
D: 10
Q3) What did Turi Māori (Māori Deaf students) from Rūaumoko Marae build on Minecraft for their community?
Q4) What pop star visited three schools in February, including Manurewa Intermediate? A: Ed Sheeran B: Lorde C: Harry Styles D: Lizzo
Q5) Where can you access the online version of Education Gazette?
Q6) When was Te Wiki o te Reo Māori this year? A: 10 – 16 July B: 11 – 17 September C: 14 – 20 August D: 9 – 15 October
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Q7) What website allows access to various education and government websites from a mobile device, without using any data allowance?
Q8) What special edition of Education Gazette did we release during Mental Health Awareness Week?
Q9) What year was the first Smokefreerockquest held in Christchurch?
Q10) What year was the first issue of Education Gazette released?
A: 1992 B: 1991 C: 1990 D: 1989
A: 1925 B: 1923 C: 1921 D: 1919
Q10) What year waslisten the first issue of the Q11) Where can you to Education Education Gazette released? Gazette podcasts?
Q12) What week was Schools Pride Week this year?
A: 1925 Podbean
A: 17 – 21 April
1923 B: Spotify
B: 12 – 16 June
1921 Podcasts C: Google
C: 7 – 11 August
1919of the above D: All
D: 2 – 6 October
Q13) What concept does Takiwātanga – the Māori term for Autism represent?
Have you enjoyed our storytelling this year? Want to see more interactive content like this? Please let us know at gazette@education.govt.nz
1) A – 167 (and there were even more posted on our website!). 2) C – 16. 3) A marae (read more in Issue 8). 4) A – Ed Sheeran (read more in Issue 2). 5) Issuu.com/edgazette. 6) B – 11 – 17 September. 7) The Zero Data website (read more in Issue 14). 8) Tūhono ki hauora – connecting our communities to health and wellbeing education (this was Issue 12). 9) D - 1989 ( read more in Issue 13). 10) C – 1921. 11) D – All of the above. 12) B – 12 – 16 June. 13) ‘in your own time and space’ (read more in Issue 1). 11 December 2023
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NOTICEB OARD
SINCOS
To view the PLD, general notice listings and vacancies at gazette.education.govt.nz
SINCOS is closing down 31 December 2023
Scan the QR codes with the camera on your device. Professional learning and development
Thank you for your support over the last five decades!
Notices
Vacancies
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RECRU ITM ENT
Principal: Kākātahi School U1, Decile 2, Yr 0-8, Commencing Term 2 2024 Our principal is departing and we are now searching for another inspiring leader Kākātahi School is a well established and highly regarded primary school on the Parapara Road State Highway 3 just 56 km north of Whanganui. This is a sole charge multi-level teaching and principal position with support staff and teacher release. Our community has a strong desire and focus to find a capable professional leader and classroom teacher to continue to foster our values and our localised curriculum. We seek a professional who is experienced at leading a learning community and who will improve upon our current successes.
Do you have a vacancy that you would like to advertise to the education sector?
Our new principal will be: » an experienced and effective classroom practitioner. » form and maintain sound relationships with our school community. » be a skilled communicator and collaborator with the staff, the students and the community. » lead by example and be an approachable professional. » exhibit a passion for initiatives to improve outcomes for students. » have a sound knowledge of Māori worldview and cultural integration. » be up to date regarding schoolwide implementation of digital learning. » be inclusive and visible, with a great sense of humour.
active jobseekers by contacting Jill Parker:
If this sounds like you, then we look forward to your application. This position commences Monday 29 April 2024.
jill.parker@nzme.co.nz 027 212 9277
Place an advertisement in the vacancies section and reach both the passive and
Applications close on Wednesday 31 January 2024: Information and Application forms are available by email: cdibben@welearn.school.nz
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Education Gazette
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Education Gazette Publication dates 2024 ISSUE
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Principal
Te Hihi School Te Kura o Te Hihi
Year 1-8 – roll approx. 170 – Commencing Term 2, 2024 Situated in the beautiful rural countryside, nestled between Karaka and Kingseat and 10 km to the Northern and Southern motorway on ramps.
Te Hihi School has a long history of providing quality education. Opening in 1914, Te Hihi initially served the farming community of the surrounding areas within South-West Auckland. Over the years the area has developed, and the school now caters for students from a blend of rural and urban communities. We pride ourselves on: • •
being a ‘community who empowers confidence in all ākonga to embrace learning, achieve their personal best, take risks and become life-long learners'.
being an authorised International Baccalaureate (IB) School offering the Primary Years Programme and committed to improving teaching and learning by delivering challenging, high quality programmes.
The Board is committed to supporting the successful applicant in developing their knowledge of IB (PYP).
We are looking for a principal who will continue to grow our school and be a role model for our motto: Character, Kindness, Courtesy.
The successful applicant will be: • • • • • • • • • • • •
We would welcome visits to the school. Please see page 8 of the application pack for details. Applications close 1pm Friday 2 February 2024. Please visit our website to view our strategic plan, newsletters, and latest ERO report. An application pack is available online at www.educationgroup.co.nz/appointments/tehihi/. If you have any queries, please contact Tanya Prentice or Sarah Hynds at admin@educationgroup.co.nz or 09 953 0523.
11 December 2023
a passionate and motivated individual who will take the school in new and exciting directions highly visible, approachable and transparent
committed to building quality relationships with all stakeholders a highly effective communicator with consistent expectations and effective problem-solving skills culturally capable – committed to giving effect to Te Tiriti o Waitangi
an experienced leader with in-depth knowledge of curriculum, assessment and with strong networks able to manage multiple priorities at any given time a strategic and innovative thinker with vision inclusive, empathetic and kind
committed to investing in professional development
committed to student and staff wellbeing and achievement
able to develop systems to effectively manage the school, its resources and meet legislative requirements.
Our students are looking for a principal who:
We would like our new principal to be kind, caring and have a sense of humour. Being encouraging and supportive is important to us as well as being fair. We would like them to visit us in our classrooms and talk with us out in the playground. We really like our sports and cultural events and would like our new principal to enjoy these events too. The Board encourages applications from new and experienced leaders and is committed to supporting the new principal with ongoing professional development.
Tukutuku Kōrero
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