Issuu

6 May 2020 | Vol. 99 No. 6

Scenes of a school at Alert Level 3 Bridging the digital divide

Keeping MÄ ori learners and whÄ nau connected

What learning from home looks like

Free digital story book

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This issue:

Spotlight on a new way of learning Editor’s note This is an unusual time in education and we felt it was important to capture it. In this issue you’ll find a photo essay of Newlands Intermediate School in Wellington operating at Level 3. Like schools and kura all over the country, just a few students were in attendance, making for a much quieter environment than normal. We also check in with a range of students learning from home. What can be learnt from their experiences? And how can different learners be supported in different learning environments?

“We are kanohi ki te kanohi people”: keeping Māori students connected during Covid-19

Bridging the digital divide

We also explore what distance learning looks like for many Māori learners in different parts of Aotearoa and some of the opportunities and challenges that have emerged. And we look at steps to bridge the digital divide. Building on work already underway, the Covid-19 crisis has seen more households equipped with internet and devices to help support students to learn from home. In this issue, we consider how we can maintain momentum in closing the gap, going forward.

6 May 2020 | Vol. 99 No. 6

On the cover

Scenes of a school at Alert Level 3 Bridging the digital divide

Māori perspectives of distance learning

What learning from home looks like

Notices

Vacancies

Scenes of a school at Alert Level 3

What learning from home looks like

VLN Community ready to support schools with distance learning

Newlands Intermediate students practice social distancing as they attend school at Alert Level 3. They are greeted by principal Angela Lowe.

Regulars 32

22 Busy minds and hands during lockdown

Whānau grateful for support

Treasury of online resources

Key contacts

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TUKUTUKU KŌRERO 6 May 2020

DIGITAL EQUITY

Bridging the digital divide The Government is connecting up student households that currently lack internet, and supplementing school device stocks as part of a support package to help students learn remotely during the Covid-19 crisis. These efforts build on the work underway to bridge the digital divide in Aotearoa. Education Gazette looks at how we can maintain momentum in closing the gap. An ongoing programme that provided students at Rata Street School with internet and devices meant they were better equipped for distance learning when Covid-19 hit. Photo credit: Joni Araiti

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DIGITAL EQUITY

n Matamata, a grandmother is delighted. She has just been connected to the internet and has received a device to support distance learning for her two grandchildren, who live with her. Both children are ORSfunded and have significant global delays and physical disabilities. Distance learning hasn’t been easy, particularly with no computer or internet access. Colleen Harris, the special education advisor who works with the family, says the grandmother has been doing a “marvellous job” and has been grateful for the school’s support. “The children’s school has been great in sending hard-copy adapted work home but these students have not been able to connect with their class teacher and class mates online. The school requested a device and internet which arrived last week. This will enable her mokopuna to access their schools and talk to their teachers and be part of their class. Nan and I are extremely grateful,” says Colleen.

School’s secure managed network for 124 Year 5 and 6 children at Rata Street School in Lower Hutt, Wellington. The project continued in 2020 with another cohort of students receiving internet access. Dave says the TAKA wifi scheme gave his students a head-start in the Covid crisis, with more students and families able to access online learning than would have been the case previously. “The whole premise of the project was to give our kids the same opportunities other students have. The kids can now continue their learning at home. If their family wants to check out the work of the day, the student can show them, or they can hunt for a recipe, play a game, check out passions,” says Dave. While it’s early days for the project, Dave says anecdotal feedback from families is that there’s now more opportunity for children to explore learning online at home and parents/caregivers have more awareness of what their children are learning at school.

This whānau is just one recipient of the Government’s $88-million-dollar support package rolled out in response to Covid-19 to ensure that a majority of students in Aotearoa have access to the internet and devices to support them with online learning.

“In terms of our community, which had really low connectivity, it’s increased and the wider impact – more engagement from parents – is making a difference. The next step could be that students don’t hand back the Chromebooks when they leave us, their home connectivity remains and that carries on to their next school,” says Dave.

Community partnerships increase access

Matt Reid, TAKA Trust chair, agrees it appears to be having a positive impact on student engagement.

The Covid response is building on work begun in many New Zealand schools and communities. Rata Street School principal Dave Appleyard could not have foreseen just how invaluable a programme to equip his students with access to internet and devices would prove to be in the Covid crisis. “Who would have thought that on that last day of school, those 80 or 90 students who were here could put their Chromebooks in their bags and essentially carry their learning on at home?” At the end of 2018, the Te Awakairangi Access (TAKA) Trust along with Chorus, Network for Learning (N4L) and the Ministry of Education provided Google Chromebooks and free wifi access to Rata Street

“Tamariki can go home and ideally with whānau, extend what they are doing in the classroom into the family living room. For many kids who hadn’t previously been able to do that, that’s been huge,” he says. Matt puts the success of the programme down to its community leadership. Joni Araiti – who they called their CoM (Chief of Mahi) – was based in a shipping container at the school for several months engaging with whānau and working with the principal and school leaders. “Without her leadership and local connections and passion for the community, this wouldn’t work,” says Matt.

“Who would have thought that in that last day of school, those 80 or 90 students who were here could put their Chromebooks in their bags and essentially carry their learning on at home.” Dave Appleyard gazette.education.govt.nz

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DIGITAL EQUITY

“We had parent evenings and whānau evenings in 2018-19. Unless you can invest in that you won’t get the real benefits for the kids. If the teachers, schools, culture of the schools aren’t prepared, or don’t have the capability, to teach in a different way, you won’t get the same long-term benefits.”

Empowering learning in Northland A similar community approach to digital learning is proving successful in Northland. The Taitokerau Education Trust has developed a successful digital learning programme which aims to raise achievement through equal access to online education. Its Digital Immersion Programme provides interest-free loans to students in a cluster of lower-decile Northland schools so they can buy Chromebooks for $500. “We know how beneficial learning online is,” says Taitokerau Education Trust executive officer Liz Cassidy-Nelson. “Students become incredibly engaged when online resources are opened up to them, especially if they are supported by their teachers and whānau.” In response to Covid-19, Northpower Fibre waived its monthly wholesale connection charges for 842 student households in Northland, which means online education is more accessible for students who would otherwise be living without broadband during the nationwide lockdown. Liz says reinstating connections for so many families means learning doesn’t need to stop while schools are closed.

Need to continue to strive for equity School leaders are keen to see the work to bridge the digital divide continue, once life returns to relative normality after Covid-19. Among them is Porirua College principal Ragne Maxwell. “The Covid crisis has highlighted the inequities of the digital divide. We need a new normal – we need to have no students in New Zealand left without access to digital devices and internet. It is simply inequitable – they are not being prepared to work in the modern workforce.” Ragne thinks the Government and the Ministry of Education are doing an excellent job in trying to meet the needs of all students, but she says there are no simple solutions. “Many of our students are finding it hard to work in crowded homes. There may only be one device at home and a parent may be using it to work. We’re having to advise: ‘Please use the TV for the younger children and prioritise the seniors in terms of who gets time on the device’.” Ragne believes it will have an impact on Māori and Pacific learners, especially those who are living with large families where it’s challenging to work at home. “All the research also shows they are people who work best in group learning situations that we’re simply not able to create in this time.”

“...we have learned a lot through Covid-19 and we need to make sure that we take what has worked well and build on it, we need to maintain momentum to close the digital divide, and address equity issues more generally in education...” Iona Holsted

Nearly 75 per cent of Porirua College’s roll of 550 students are from the Pacific Islands, 23 per cent are Māori and the remainder are Pākeha or children from refugee families from Syria, Colombia and Myanmar. “A lot of students are finding it confusing and difficult to get motivated independently and when they get stuck, there’s nobody to ask, or encourage them through that hard moment. We are finding some of our top students are finding that a real challenge because they thrive in an environment with very supportive teachers. When they lose courage and belief in themselves, it’s very easy to down tools without someone there to say ‘you can do it’,” she says. Ragne is worried that the disruption caused by Covid-19 will have an impact on senior students’ qualifications. “This isn’t just equity about passing NCEA, it’s equity about helping these kids find future lives and not just drop through the cracks,” says Ragne. “We’re looking for solutions. This loaning of devices and provision of internet can’t just be under Level 4 and 3. If our students are going to have any hope of catching up, this has to be for the rest of the year.”

Maintaining momentum The Ministry of Education is eager for this not just to be a short-term solution and is exploring ways that this progress can be made sustainable in the long-term. Ownership of devices that have been allocated during Covid-19, will be transferred to schools to be added to their fleets of devices. The Ministry would also like to see internet connectivity extended, and is

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looking into sustainable commercial arrangements, securing longerterm funding, and how to work with other sectors to help lock in the current gains. Secretary for Education Iona Holsted is eager to see this achieved. “A strong theme from the Prime Minister is that we have learned a lot through Covid-19 and we need to make sure that we take what has worked well and build on it, we need to maintain momentum to close the digital divide, and address equity issues more generally in education and the economy,” she says. The Ministry’s work in this area is extensive. Its Equitable Digital Access programme has seen projects around the country attempt to gain a better understanding of how to resolve digital inequity. The aforementioned TAKA project is one such project. The 2016-17 ‘internet in homes’ project at a school in eastern Christchurch also provided some valuable lessons. The project aimed to improve opportunities for students who were not able to access online learning and other web-based resources outside school hours by providing naked broadband via a wireless modem and where possible a school Chromebook for these students to use at home. The project reinforced that bridging the divide is not just about providing connectivity and devices, but also about taking into account teachers’ and parents’ abilities to use technologies and keep pace with digital change. Pilots like this have helped pave the way for the provision of devices and internet to students who did not have access as New Zealand went into lockdown, prompting a swift and massive scale-up of the Equitable Digital Access programme. As the Ministry strives for a sustainable way to achieve digital equity beyond Covid-19, it is also focused on continuing to increase the capability of teachers, students and whānau to use technology effectively in learning programmes.

On the other side of Covid-19 Ragne notes that a small group of students who were not engaged in learning previously have been enjoying the experience of learning from home, which has prompted some discussion around future online learning options. “I have been talking to some of those who have been least engaged and they are saying, ‘this is great, I’m really liking it, I’m working at my own pace, I’m liking not having the distractions of other students in the room – there’s nothing else to do at home anyway’. “We’re starting to see other ways that might engage a few students – and possibly this could happen across schools. It makes us think about whether we need to have some online learning options, even for part of the day, for students who find it very difficult to engage in the classroom situation,” says Ragne. Wayne Buckland, principal of Bream Bay College in Northland, anticipates that his school’s approach to learning will look different on the other side of Covid-19. “I think the important thing in all of this is that we’re not thinking of going back to how we were, we’re thinking about going to the new normal and the new normal has to be better than the old way of doing things.” His staff have all been equipped with a high-end Samsung tablet and utilising Zoom, interactive whiteboards, Explain Everything and other apps and tools, they can run composite classes, connecting with all learners regardless of whether they are physically in the classroom or learning from home. Students will also have the opportunity to be virtual hosts, even potentially co-hosts. Wayne sees it as a natural progression of the school’s work around the deep learning competencies (collaboration, creativity, critical thinking, citizenship, character and communication) that are part of the New Pedagogies for Deep Learning. “The new normal will be composite classes for ever. So we probably will never use our whiteboard ever again in the classroom – instead that will be the tablet.” gazette.education.govt.nz

Support for distance learning Our large facilitation team is ready to support you with a ‘think different’ pedagogical approach when planning and preparing for distance learning. core-ed.org/support

Online

Professional development There are loads of practical and creative webinars and programmes in 2020, including NZ history, learner agency, play-based learning and history, Te Whāriki, te reo, Seesaw, Tapasā, games based learning and design thinking. core-ed.org/whats-online-nz

MĀORI LEARNERS

“We are kanohi ki te kanohi people”: keeping Māori students connected during Covid-19

Education Gazette talks to people from kura all over Aotearoa about how educators are working together to keep Māori students and their whānau connected during Covid-19.

t Te Kura Māori o Porirua, tamariki meet online daily for karakia at 9.30am. It’s part of how the kura has adapted its routine since lockdown began.

Tumuaki Sophie Tukukino says after a few initial teething issues, everyone is gaining confidence with online learning. Students already had devices before the country went into lockdown. “We’ve had whānau that have gone out of their way to learn quickly. They’ve been nervous, but because of their commitment to their tamariki, they’ve worked it out.” Sophie says the innovation and support from kaiako all over Aotearoa has been amazing. “Our kaiako Māori, they are really generous right across the motu. It’s been really heart-warming.”

Sophie says she would like to see the Ministry relook at the timetabling of the school year and also talk with universities regarding entrance requirements.

Learning success comes down to whanaungatanga Meanwhile at Te Kura Reo Rua o Waikirikiri at Tūranga Nui ā Kiwa Gisborne, ensuring their students have access to internet and devices has been more challenging. Teaching duo Anne and Wayne Abraham say money is tight in their school community, with job cuts in the nearby forestry industry putting extra financial pressure on many whānau. “For a lot of our parents, buying food and essentials is the limit of their income, they don’t have the finances to support wifi or a device that’s capable of doing anything more than a text.”

Sophie says for kura tuatahi tamariki, kaiako are mainly using Seesaw, and for kura tuarua, Google dashboard. She says everyone is using Zoom, and kaiako refer whānau to Te Kauwhata Reo for learning ideas, as well as using it themselves for a teaching resource kete.

Anne says to help ease the burden of lockdown, kaiako gave away all the school’s kai.

She says when learning hard packs arrived, for many tamariki, it felt like Christmas.

She says teachers also rang parents to collect children’s learning packs, because classes were emptying fast. Anne says some whānau were heading “back up the coast” to their papakāinga, so grandparents and extended whānau could offer a bigger bubble of tautoko for tamariki, especially if parents were essential workers.

“The thought that’s gone into those packs – I think the Ministry has tried really hard.” But the big issue that’s worrying her is the anxiety rangatahi are feeling about falling behind academically. “The anxiety levels of our teenagers, of our wharekura students, we’re all [kaiako Māori] going to have to work hard so their academic pathways aren’t restricted. “The equity issue for me is the biggie, Māori tamariki are the ones most at risk [of not] entering university. A lot of their engagement relies on body language, they rely on kanohi ki te kanohi. You can’t check what that looks like – if they’re at home, in a bedroom, trying to work things out on their own, it just adds to their anxiety.”

Education Gazette 6 May 2020

“All the food we had, the KidsCan stuff, we distributed to our whānau and just emptied out everything.”

Wayne, who is also the deputy principal, says his first thought when lockdown was announced was, how are we going to manage online learning? He was relieved to have the holidays brought forward as it gave them time to find out which families had internet and devices. “It was such a huge task; it was so difficult just getting hold of people, documenting who had what. It took a whole week.” The principal bought 40 devices with a community grant, leaving a shortfall of just 80.

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MĀORI LEARNERS

“We are kanohi ki te kanohi people, we are embedded learners, and up north here, especially up north, we must go to the whānau. Communication is top of the list.” Papa Hēmi Wi Epiha gazette.education.govt.nz

TUKUTUKU KŌRERO 6 May 2020

MĀORI LEARNERS

Anne’s number of online students jumped from two to 15. She created a classroom site, sourcing activities off the internet. But she says you can’t beat learning kanohi ki te kanohi (face to face), for tamariki Māori. Especially for children who need school, to escape out of the house, particularly where there’s “layers of social and economic complexity”. She says it’s also important to remember Covid-19 has its own tikanga. “Our tamariki are at home, we are going into their space, and don’t want to put more pressure on them.” Wayne says he thinks online learning only works well if there’s accountability. “In class, there’s set routines, everyone’s being held accountable, everyone’s got to play the game.” He says at their school, he believes learning success comes down to whanaungatanga. “Our relationships with whānau, tamariki and staff here are strong, we all work well together, especially staff, even after hours if we need to. We couldn’t have gotten on with [the fight against Covid] otherwise.”

Concerns about students’ wellbeing Relationships are fundamental at Christchurch Boys’ High School as well. Daniel Hāpuku, the school’s Kaiārahi Mātauranga Māori says at Christchurch Boys, he believes Māori learners have excellent support, especially from senior management and the headmaster. “Te reo Māori and tikanga are intertwined in every setting; when students and whānau see that they follow. “Māori parents are making huge sacrifices to get their kids to our school. We have cases where they’re working two or three jobs, travelling long distances.”

Daniel says devices and connectivity haven’t been a big problem so far, but across town in his old neighbourhood, Christchurch East, he’s heard of families with five or more tamariki sharing one device, and others limited to studying off their cellphones. But Daniel says his main concern for Māori students during lockdown in Ōtautahi, is their stress levels. “Some of our boys have three to four generations of cultural disconnect from their Māori identity, school is one of the few places they can actually be Māori, feeding that [identity]. But I’ve noticed lockdown’s taking a toll, some boys are looking quite down; we’re lucky we’ve got good counselling here.” He says since the earthquakes, students have normalised stress. For example, many students consider it normal to be scared around tall buildings. Factoring in the floods, fires, mosque tragedy, and now Covid, it scares him to think about what their tamariki are going through. But he says students from Ōtautahi are incredibly resilient.

Managing anxiety Further down the country in Murihiku Southland, stress and anxiety is also affecting whānau, says Carmen Stockdale, kaiako at Little Ones Early Learning Centre in Edendale. Carmen says for parents to see teachers wipe, wash and sterilise everything all the time, and even the way they walk onto the premises, is bound to trigger anxiety. “Teachers have their anxiety, parents have anxiety, and tamariki have theirs. I had to reflect, as a Māori kaiako, how am I going to handle that when I feel all of that coming on?” Māori centre manager and owner Nardine Frost says in Southland, the regional isolation and impact of Covid-19 has helped boost stress levels through the roof.

Whānau learns together Mikaera Cooper and her whānau moved into her parents’ home in Taemaro Bay, Hihi, in the Far North, just before lockdown. She says schooling has been a challenge, but Covid-19 has given them time together and she’s loving it. “We can keep it up for a while; I don’t mind it at all, I’m really enjoying having [the tamariki] around. It’s great that life has slowed down, we can enjoy each other before we get stuck back in the grind.” Mikaera, who is a kōhanga reo teacher, says she designed her own learning programme for her nine-year-old twin daughters using whatever resources they had. “I get them to write about the day, some pāngarau, reading, spelling and artwork; I try not to overload them.” She says the only thing is there’s not enough internet capacity to fully support online learning. “We can read texts, but can’t play videos, watch social media or go on Zoom.”

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She says while the girls might miss out on some learning compared to other students, she is already getting awhi from Papa Hēmi, even though they aren’t fully enrolled yet. “Once the learning pack gets here it’ll be awesome; the girls check the letterbox every couple of days.” Nine-year-old Charmay loves being taught at home by her mum. “It’s really fun cos we do it in half an hour and then we get to play with our baby; we also get to go on the TV. I like Mauri Reo, Mauri Ora – we watch it every morning. For Charmay, living with Nana and Papa is special. “With my Papa, I can go fishing, and we can go to the garden with my Nana, and to the beach.” Charmay’s grandad Matua Brendan Freeland says supporting the learning of his mokopuna is “awesome”. “We’ve been fishing off the beach, learning

to tie knots and put their bait on; I’ve even had them in the garden, under protest admittedly!” Brendan says the chance to connect with his mokopuna is an experience he recommends to all grandparents, and not just during Covid-19 either. “It’s not easy, but if you get the opportunity jump in and do it, and when the kids get a bit ngenge, that’s ok, the main thing is they’re on the whenua, and hopefully they’ll be here for the next generation.” And although there’s no remote learning via wifi, there’s an abundance of deep learning available for Charmay and her sisters, connecting into their reo Māori, their whenua and their moana, through her parents and grandparents. “My dream was for one of my kids to return and build here on the land, and that’s happened. But now it’s actually gone beyond my dreams, because I’ve got my mokos – they’re here on the land with me too.”

MĀORI LEARNERS

She says for her personally, as a sole parent raising two sons with additional learning needs who are doing NCEA, with her closest whānau member 20 minutes’ drive away, it’s been tough.

“We are kanohi ki te kanohi people” At Mātāuri Bay in Te Tai Tokerau, Te Kura Kaupapa Māori o Whangaroa, internet connectivity and access to devices has been an issue for some whānau. Tumuaki Papa Hēmi Wi Epiha gives an example. “One whānau has three levels of students, they are welcome to jump in with whichever teacher is online, at whatever level, in any of their brothers’ and sisters’ classes.

says reception in Northland is terrible; sometimes it can even be affected by the rain. “I’ve had to say to parents, ‘Don’t fret, if you have no connectivity turn the TV on [to the Māori language learning channels] and connect with that’.” Papa Hēmi says for those whānau who can be reached by phone, he’s found a system to connect face to face with students.

“But many whānau have no connectivity, and these are the ones we feel for,” he says.

“I’ll ring their parents and find out what time they’re going into town to do their shopping and arrange to meet them at Countdown or New World. The best place to engage with students who have no connectivity is at the supermarket. But if they don’t make it in, that’s another day that goes by with no contact.”

Papa Hēmi says for whānau further north without devices, they use their phone data until it runs out. After that, or if there’s no reception, there’s no way of touching base with that whānau. He

“Other pockets of whānau are way, way up north but we’ve been finding ways to communicate with them and digging deep. “I had one whānau I couldn’t get a learning package to. One of my kaiako, her husband is an essential worker who drives past, so he dropped it off.” “We are kanohi ki te kanohi people, we are embedded learners, and up north here, especially up north, we must go to the whānau. Communication is top of the list.”

Resources to support Māori learners » Kia Manawaroa brings together information from the Ministry of Education and other agencies, to support iwi and Māori audiences to increase their knowledge and therefore be given the opportunity to be more actively involved in supporting their children’s learning. » Mauri Reo, Mauri Ora is the new educational programming on Māori Television. This partnership with Māori Television is part of the Ministry’s ongoing commitment to support learning from home for whānau, tamariki, rangatahi and ākonga reo Māori who may not have ready access to the internet or learning devices. »

Ki te Ao Mārama supports and celebrates learning by providing practical ideas, resources and guidelines to use at home. »Learning from Home helpline staff can support early learning services, schools and kura, and their parents and whānau with online learning delivery for children and young people as they continue their learning at home.

gazette.education.govt.nz

TUKUTUKU KŌRERO 6 May 2020

LEARNING AT LEVEL 3

Scenes of a school at Alert Level 3 Education Gazette photographer Adrian Heke visits Newlands Intermediate in Wellington to capture what school life looks like at Level 3. Students who are attending school at Level 3 are greeted by principal Angela Lowe.

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LEARNING AT LEVEL 3

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TUKUTUKU KŌRERO 6 May 2020

LEARNING AT LEVEL 3

Education Gazette 6 May 2020

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LEARNING AT LEVEL 3

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TUKUTUKU KŌRERO 6 May 2020

LEARNING FROM HOME

What learning from home looks like Education Gazette asks six families across Aotearoa to share their experiences of learning from home, prompting questions of how different learners and their whānau might be supported in different learning environments.

ovid-19 has altered many aspects of our day-today lives. For families with young learners, that has included learning from home.

For some learners, the time away from school, friends and teachers has proved difficult. For others it has given some respite from the challenges of the school environment. Similarly, while some parents have enjoyed the opportunity to be more involved with their children’s learning, others have found it daunting. Everyone’s experience of learning from home will be different, as the following six stories show. What can be learnt from these experiences? And how can different learners be supported in different learning environments?

Missing friends and sport Like many young people around the country, Jackson, 11, and his older sister Ellie, are looking forward to returning to their schools in South Christchurch. Initially, Jackson was a little worried about learning from home. “I didn’t know what was going to happen and I was wondering, ‘How are they going to do this?’ “First we had emails and then started doing Google Meets. It’s quite glitchy, you can hardly hear people and the teacher just mutes us so it’s quite different; you’re just doing work and you can’t talk to your friends. “It’s OK, I thought it was going to be a lot worse. You’re more focused on your learning and you don’t have to make the effort to get a pencil and sharpen it; you just work online. “I’m looking forward to going back to school because you can see people and talk to them all day. I miss seeing my friends and doing Tech with the big saws; you can’t do that at home.” Ellie is starting to miss school and sport. “At first I was excited because I wanted a break but after a while the shock set in because I didn’t realise how closed off everything would be. “Distance learning is pretty good; the work they’re setting us isn’t too hard but I don’t like working by myself, I prefer to work in groups. I’m missing sport a lot because usually I play netball, basketball, volleyball, korfball and touch rugby.”

Education Gazette 6 May 2020

Jackson is looking forward to getting back to school.

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LEARNING FROM HOME

Year 13 student Lucy says living with a disability has prepared her for the challenges of distance learning and life in lockdown.

Prepared for distance learning However, for other students the transition to distance learning has been less disruptive. Year 13 student Lucy says she feels well equipped to manage distance learning because she was catapulted into social isolation four years ago when she lost the use of her legs. “This hasn’t been the massive transition for me that it has for many people because I’ve dealt with missing school and isolation before. I lost the use of my legs at 12 and that changed my life in every way. I’ve had to adapt physically, of course, and all my relationships have changed. “Before my accident I had a very good group of friends and I never felt isolated or left out, but returning to school two years later it was just crazy how differently people treated me, the girl in the wheelchair, and how different my daily life was. “Because of what I’ve been through, I can deal with life in lockdown. You have to find it within yourself to succeed and to accept that learning comes in different ways, not just for six hours a day in a classroom. Everyone thought that me being out of school for two years would be a massive step backwards, but we found there are lots of ways around things and I’ve been able to keep up. “Socially this has been interesting because I felt very left out before, there are so many places I can’t go and generally I get excluded from parties, but now we’re all in the same position so I can focus better on school work. “Isolation is something we in the disability community know very well and to an extent we have an advantage because we know how to stay in touch at a distance. “I know everyone’s really worried that this is going to set us back significantly, but as someone who has missed a lot of schooling, I know we can come back from this. It’s about getting through the moment, and doing the best that you can with each thing that comes your way.”

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“Isolation is something we in the disability community know very well and to an extent we have an advantage because we know how to stay in touch at a distance.” Lucy

TAKE THE LEAD ON SAFER TAKE THE LEAD ON SAFER TAKE THE LEAD TAKE THEJOURNEYS LEAD ON ON SAFER SAFER SCHOOL SCHOOL JOURNEYS SCHOOL JOURNEYS SCHOOL JOURNEYS Road safety resources for teachers and Road safety resources for teachers and school leaders. Road resources Road safety safety resources for for teachers teachers and and school leaders. •school Curriculum units Years 1-13 school leaders. leaders. • Curriculum units Years 1-13 School Traffic Safety Teams •• Curriculum units Years 1-13 units Years 1-13 manual • Curriculum School Traffic Safety Teams manual Advice for families and school policies •• School Traffic Safety Teams manual Safetyand Teams manual • School Advice Traffic for families school policies •• Advice www.education.nzta.govt.nz Advice for for families families and and school school policies policies

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TUKUTUKU KŌRERO 6 May 2020

LEARNING FROM HOME

Safe from bullying Then there are some children and young people for whom distance learning is providing a welcome reprieve from school.

Year 8 student Joshua is enjoying the break from the challenges of school life.

Despite the best efforts of schools and communities to tackle bullying, it is still experienced by too many of New Zealand’s young people. Joshua, 13, is in Year 8 at a school in South Canterbury. For him, lockdown learning means a break from being bullied. “For me lockdown means having a break from the bullying and being able to learn stuff so it’s a relief. To be honest I am finding the workload astronomical and I’m having a hard time keeping up but I’m trying really hard to get everything done. It’s easier to ask questions on Zoom than in the classroom and it’s also easier to learn when there’s no one misbehaving. “It’s sort of the rest I needed, it’s given me opportunities to make more videos; I’m producing four a week now compared with one a month before, but I do miss going plane spotting. I like posting photos of planes and eventually I’m going to run out of them. “If lockdown ended today, I would be crossing my fingers that the bullying would stop, but I would be happier if it continued for a long time because it’s the break I deserve.” All children should feel safe from bullying in their school environments. With many students set to return to school after an extended period of learning from home during the Covid-19 crisis, this is a good opportunity for schools to revisit their frameworks for preventing and addressing bullying. The Bullying Free NZ website offers a wide range of resources, advice and support for students, parents and whānau, teachers, school leaders and boards of trustees. For younger children, Oat the Goat is a useful resource. The free, interactive, online story book is designed to help 4–year-olds learn about the power of kindness and make the right decision through a positive interactive experience with their family, teacher or peers.

Phoebe is making great progress learning at home.

An opportunity to better support children’s learning Distance learning has prompted many parents to take a more active role in their children’s learning. Auckland primary teacher Jo Coughlan has relished the chance to support her daughter Phoebe’s learning at home. Jo says Phoebe’s learning has taken off during lockdown. “She likes school but she doesn’t find it easy; she’s such a quiet girl that she gets lost in the classroom, she won’t ask questions. “We’re doing just a couple of hours a day and I’m seeing so much progress. Phoebe is learning spelling patterns she’s never known before, not that she hasn’t been taught them but it went over her head. “I’m able to give her that one-on-one support now and it’s lovely to see her thrive. She’s also learnt some of her times tables off by heart and I’m feeling very lucky to have had this time with her. I couldn’t do this work with her after school, she’s too tired. “She’s going to go back to school more ready than ever. She has missed her teacher and she does miss her friends but

Education Gazette 6 May 2020

she’s also loving the family time.” Phoebe says she’s looking forward to returning to school so she can see her friends and play outside. “My favourite part of school is reading and free time when you can choose books, puzzles, games or dress ups. In my bubble I’m sad that we can’t see our friends or go to school or the playground, but we do go on more scooter rides and walks, and we see teddy bears in the windows.”

Worrying the kids will fall behind However, not all parents feel equipped to support their children’s learning. Hastings beautician Jenna (not her real name) feels daunted and is concerned that her teenagers, 17 and 13, are missing out on vital learning. “I was relieved when schools closed because I was worried about the children’s safety in the pandemic, but I don’t know how to help them with their schoolwork because I’m not smart at all. I left school at 14 so I could work to help my parents, gazette.education.govt.nz

LEARNING FROM HOME

Richard, Tracey, Curtis and Yasmin are finding it difficult to juggle work and school commitments at home.

Overwhelmed by competing priorities so I’m really out of my depth with home schooling. Even going to parent-teacher meetings makes me nervous. “Our big boy, the 17-year-old, is really good, he seems to be able to manage his workload, but I worry about the 13-yearold. In some ways being home is better for him because he’s away from the kids he’s been getting into trouble with, but I do worry about him falling behind.” The Ministry of Education is keen to support parents and caregivers with learning from home. The Ministry’s two new websites, Learning from Home (for English medium schools) and Ki te Ao Mārama (for Māori medium kura) launched on 23 March, and aim to help support learning from home, offering a wide range of resources for parents and teachers to utilise. The Learning from Home website emphasises the importance of staying connected, and making wellbeing a priority. The Ministry is also broadcasting educational material on TV, as well as providing hard copy materials where possible for different year levels. gazette.education.govt.nz

These resources may also prove useful for parents who are struggling to balance their work demands while supporting their children with their learning. Tracey and Richard have two children, Curtis, 11, and Yasmin, 6, whose schools are operating on different school calendars. “As parents and workers you’re trying to find a new way of getting everyone through their days and their work, and trying to juggle their schooling which is tricky when one is on holiday, one is doing schoolwork and both parents are trying to work in the house,” says Tracey. “There’s an issue of bandwidth availability and of one child having to entertain themselves while the other is trying to do online learning. And it’s happening at the same time that we’re adjusting to big changes in our lifestyle and dealing with pay cuts.” Curtis has mixed feelings about learning from home. “In some ways it’s quite good because I get an extra sleep in and it’s not like I’m going to miss the train or bus.

“But I really miss catching the bus because it’s an hour and a bit of just chatting with my friends, and I also miss Japanese, PE, and Tech because they’re way more fun at school. “The work comes by email and I worry about missing tasks; a lot of the time I wonder what the other kids are doing and if I’m keeping up. “Half the time I can’t go in my room because my parents are using my desk, and I have to play with my sister, and it’s raining so I can’t go on the trampoline. “But I do like that I get to go for a run with my dad and if it’s a long one we get to go to the dairy afterwards.” Curtis’ account is amongst so many different experiences of learning from home during this extraordinary time of life during a global pandemic. Collectively they reinforce that everyone responds differently to different learning environments. Post-Covid, when life returns to relative normality, it will be useful to reflect and learn from the experiences of learners and their families across New Zealand at this time.

TUKUTUKU KŌRERO 6 May 2020

ONLINE LEARNING

VLN Community ready to support schools with distance learning 18

Education Gazette 6 May 2020

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ONLINE LEARNING

With 25 years’ experience with online learning under its belt, the Virtual Learning Network Community is well positioned to help schools with distance teaching and learning during the Covid-19 response.

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ntil recently, Jo Wilkinson’s classroom looked a little different from most. Every week, around 11 students from some of the more remote places in New Zealand, including Stewart Island, Mount Cook, Taumaranui, and Gisborne, join Jo’s virtual Zoom lessons on sign language. As well as teaching at Waitoriki School in rural Taranaki for the past year, Jo has also been a teacher for the Virtual Learning Network (VLN) Primary. The VLN Community is a group of school clusters that operate as a collaborative network, using digital technologies to enhance learning

outcomes and opportunities. The VLN Community is made up of VLN Primary and the secondary VLN organisations of NetNZ, FarNet, HarbourNet, Volcanics and WelCom.

Well placed for distance learning Of course, now in this new era of distance learning, teachers all over New Zealand and in many parts of the world are finding themselves doing what Jo and other VLN Community teachers have been doing for some time: leading Zoom sessions with their classes, coordinating chats with their students on Google Hangouts, connecting via online learning platforms.

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ONLINE LEARNING

“I like the huge range of opportunities it opens up to our students who live in one of the most remote parts of the country.” Kath Johnson

With 25 years of experience under its belt, the VLN Community is keen to share this experience with other schools, as they embrace remote learning in response to Covid-19. “We’ve been doing this for 25 years but all of a sudden we’re all online teachers!” says Rachel Whalley, VLN Primary ePrincipal. “We know that schools are feeling overwhelmed; that they’re really stepping up to taking on that role, to connecting with their learners, to focusing on what’s important and doing what they can from a distance. There’s a lot of schools that are doing awesome things and being quite innovative about it. But there is also a bit of stress and anxiety across the board around their changing role. “It is the space that we’ve been working in for some time and we’re quite comfortable here. And we’re ready and willing and able to support the sector with that. There’s a sound base already working in New Zealand schools; how can we extend that base and experience to enable more schools to participate in what we’re doing? “We’ve been working with the Ministry of Education into extending what we do to work

Education Gazette 6 May 2020

with schools. This means joining in some of our classes and getting involved with the PLD,” says Rachel. The Ministry is funding further enrolments to the VLN Community in Term 2 from schools which need external provision. This will give learners the opportunity to access quality programmes that they might not have in their own school, while connecting with schools and teachers who have solid experience in distance learning. Rachel says that while it’s potentially a rapid upscale, it is manageable and they are ready to take on more learners and expand the number of classes. “It’s really about helping fill in the gaps,” says Rachel. “It’s a really good funded opportunity to access that learning for your students.” For primary schools, VLN is keen to have teachers involved too. “So if a primary school is going to enrol a group of kids, we’d really love to see their teachers there too so we can share that expertise. It’s about growing that capability.”

How does the VLN Community work? The VLN Community caters for both primary and secondary students offering online classes across a wide range of different subjects. The programmes are based on The New Zealand Curriculum and use a blend of technologies. They are delivered to small numbers of students at a time. An online hub centralises all learning activity, while video conferencing is used to build connections.” It’s a model that works well, according to those who are familiar with it. Take Waitoriki School student Eli - this is his first year participating in the Digi Tech extension classes offered by the VLN Primary. “We log into Zoom same time every Thursday to listen to our teacher teach us about coding – how to use Scratch and Python – and then she sets us work to complete before the next session which we can show the rest of the classroom. Eli enjoys the chance to tap into learning beyond what he is doing at school. “I get to learn something that my school isn’t able to offer at the moment and I can complete the homework in my own time.

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“It can be a challenge to complete my work on time if I keep putting it off. I have to take responsibility for myself.”

Eli takes Digi Tech Extension classes with VLN Primary.

ONLINE LEARNING

Halfmoon Bay School on Stewart Island is also a member school of the VLN Primary. Student Fionn takes Spanish and extension maths classes with VLN Primary. “I don’t have to go on the ferry when it’s rough to learn things I can’t learn from my teachers at school.” Halfmoon Bay School principal Kath Johnson was a founding trustee of the VLN Primary and has had students participate in VLN classes since 2012. She was also one of a group of principals who set up the Rural & Remote Kids’ Programme. There’s a lot involved with online teaching, says Kath. Prompting kids to remember to be at class on time; making sure they have a suitable space and up to date hardware; making sure they have time to complete follow up work; being well prepared; coming up with fun and interactive ways for the students to be engaged during the lesson; marking set work and giving feedback; and facilitating ways for the students to communicate with each other out of class. While things like poor internet quality and timetabling clashes can make the delivery challenging at times, it is ultimately rewarding. “I like the huge range of opportunities it opens up to our students who live in one of the most remote parts of the country,” says Kath. The VLN Community also offers professional learning and development for teachers. The NEX Kōtuitui online teachers professional network delivers fortnightly forum-type workshops on some of the key themes such as engaging students and learning design.

Integrating distance learning into our schooling system Rachel has been impressed to see teachers and students from VLN Community member schools helping others to gain a better understanding of how online platforms work and how to teach online with confidence. “It was really good to hear what a difference the students have been making. They know how things work and they’re getting stuck in and helping their school communities too.” Rachel hopes that the gains made by many schools in integrating online learning during the Covid-19 crisis will not be lost when schools eventually resume normal operation. Leveraging the role of online learning was a key part of the Education Conversation and Tomorrow’s Schools Reform discussions, and the VLN Community and Te Kura (The Correspondence School) were highlighted in these. “Schools are currently in emergency remote learning and teaching mode, but there’s a whole depth of online learning that goes further than that, where people thrive and there are pedagogies and experiences that are gained. “I think it’s about working smartly across schools, about teacher workforce supply, about student agency and choice. Rather than ‘let’s just throw some learning opportunities at this’, there’s a whole big picture out there, to which we can be strategically aligned.”

VLN Community best preparation for distance learning Many schools say their involvement with the VLN Community has put them in a good position to embrace distance learning during the lockdown period. “Just letting you know that our participation in the VLN Primary has contributed positively to our confidence and readiness to take learning online during this period of school shutdown.”

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“It’s also been great having such knowledgeable kids who have been doing VLN for years” “We have a VLN Primary eteacher on our staff and during this lockdown period she has really stepped up and taken on a leadership role getting everyone prepared for online learning. She has run extra Zoom meetings with those staff who were struggling and patiently talked them through the technical side. She has shared her wisdom on what works in an online lesson and what doesn’t.”

“Another positive is that the kids who are in the VLN classes were able to act as experts for the rest of our whānau before lockdown started.” “Being part of VLN schools and participating as an online teacher as part of the rural schools group really helped our confidence moving to online classes. Our senior students have adapted well and using Google Classroom as part of our daily organisation has as well.”

TUKUTUKU KŌRERO 6 May 2020

CREATIVITY

Busy minds and hands

Exchange student Lilly was able to develop her bomber jacket at home with a borrowed school sewing machine.

Education Gazetteâ€ƒâ€ƒ6 May 2020

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CREATIVITY

during lockdown The Covid-19 lockdown has seen a flourishing of creative work and thinking for a group of Aotea College textile students and their teacher.

atherine Dawson is visual art and technology teacher at Aotea College in Porirua. She teaches art, visual art painting, photography, jewellery, fashion and textiles and says she and her students planned for the lockdown the week beforehand.

to see what’s online – for example, ‘look at the video and then I’ll come back to you’ – then set the next class up... so they were a bit used to working in that way,” she says.

“I’ve split this class into four different online classes during the lockdown, so the kids feel really comfortable – there’s a nice relaxed atmosphere that we have created.

Before Aotea College closed, Catherine surveyed all her textile students to establish whether they needed or wanted a sewing machine at home. Lilly Kohler is an exchange student from Germany through Kiwi company, Your Education. She took up the offer of a machine and says it means she’s not behind the other students and she has been enjoying playing around with the design for a band bomber jacket.

“I already had all the material for all my textiles classes online. That’s how I manage my classroom practice, so it wasn’t hard for me to make the jump and the kids are used to that. Especially with the four classes at the same time – I would normally set one up, tell them

“I pretty much changed the design for the bomber jacket for a concert. I researched band symbols and album covers for my band (German Punk band Die Ärzte) and arranged them and then I will hand-embroider them on to the jacket,” she says.

She teaches one combined class consisting of Level 1 Jewellery and Level 1, 2 and 3 Fashion and Textiles at the same time and says the class was already well set up for online learning.

Catherine Dawson ensured her textile students had sewing machines at home so work could continue during the lockdown.

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TUKUTUKU KŌRERO 6 May 2020

CREATIVITY

Year 13 student Erika Rowe decided to make a bomber jacket featuring quilting.

Passion projects continue In planning for the lockdown, Catherine says her class of Year 13 textile students, who were in the middle of a project to develop and make a bomber jacket with a combination of an applied design and featuring two complex sewing procedures, discussed how they could continue their study and work remotely. “They are each researching their own interests – a band that they love, and all the signs, symbols and imagery and they absolutely love that. The next natural phase was to start making the garment. Because they are very creative and have quite a high skill level, I put it to them, ‘would you rather do the theory?’ and they said, ‘no we’d like to have a break because everyone else is loading us with lots of theory’. “Through the weeks they had done a bit of trialling and testing and really liked the idea of embroidery, maybe mixed with a bit of screenprinting. Then that turned into them not having the

screenprinting or embroidery machine at home, but they can trial and test their own hand-embroidering and they are very happy to do that,” says Catherine.

At-home work Catherine says it has been interesting to see what the students are working on at home, something she doesn’t always get to see at school and she was delighted by a behind the scenes view in an online meeting with a Level 2 student. “I asked her what she was doing in the background and she said she was hand-stitching while she was talking to me and it blew my mind – she had the most amazing sculptural animal headpieces. “At the end of last year, I had sent her off to look up various designers and she had shown me photos of what she had been working on but I had never seen the actual pieces. There were five massive animal heads. They were inspired by one of the artist activists from the Honey Badger studio.

Erica Rowe will be using quilting, a technique her grandmother taught her: “I miss seeing her a lot during this lockdown and with each hexagon being hand-sewn together, it’s quite time-consuming. So it’s keeping me well occupied while I’m at home.”

Education Gazette 6 May 2020

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CREATIVITY

Lilly’s designs were inspired by German Punk band Die Ärzte.

“I’m creating new courses they can do at home and they are also being more creative.” Catherine Dawson

“I told her she’s already halfway there, why don’t I create the specific course for what she’s actually doing? I have basically rewritten the conceptual design and product design course for her,” says Catherine.

Challenges and opportunities While teaching and studying technology has allowed students the time and freedom to explore their passions, Catherine says she spent the school holidays rewriting the jewellery courses and adding new textile standards to make the course more manageable for students to do at home. “It’s hard not being able to show them the hands-on stuff at the time, and the kids not having the materials at home has made me reflect on my teaching practice. I’m creating new courses they can do at home and they also are being more creative, so the challenges are also blessings as well. “I have a mixed bag of kids and the most difficult thing is just getting the kids to show up to the classes and keeping them engaged. I think that’s a worldwide thing – the kids have all this access to an online environment and it’s just them self-managing that. “I was impressed by the standard of work that they were completing at home. I knew they were independently working at home on their own creative projects, but now they have had the chance to dedicate more time to do their passion projects, they have excelled in taking their work to a higher level” she says. gazette.education.govt.nz

Year 12 student Jade Avison makes fur heads and suits as a hobby - they are mainly shown off at pop culture convention, Armageddon Expo.

TUKUTUKU KŌRERO 6 May 2020

LEARNING PACKS

Whānau grateful for support “Thank you Jacinda Ardern!” says nine-year-old Charlee in a video his mum Nicole posted to Weston School’s Facebook page after he received a package of learning resources from the Ministry of Education.

“

It was a bit like Christmas – Charlee took maths to bed with him and has read a journal already,” Nicole Pamment posted.

Principal Deidre Senior says the school requested hardcopy packs for all 245 students at the semirural school just outside Oamaru. “We decided to order the packs after having Otago Anniversary Day followed by a planned Teacher-only day before lockdown, meaning we didn’t have the chance to make up packs to go out to our children,” she says. Deidre invited parents to post photographs of the children on Facebook and plenty of them posted photographs showing the delight of their tamariki when the learning packs arrived. “With our online distance programmes and these hard copy packs we feel there is a great balance for our learners to keep them learning and inspired in what they do. “We thought the hardcopy packs would add another element and a bit more variety and the opportunity for our students to engage in learning that was at their year level. I’d been keeping a good eye on the Learning at Home site the Ministry had set up and they let us know they were going to be sending some journals and maths work. “It’s given teachers time. They’re going to make up additional packs to meet the individual needs of some children to supplement these packs,” she says. Deidre says her staff have risen to the challenge of distance teaching even though they had little time to prepare and many of them had not used technology like Zoom before. Students are being offered a variety of learning opportunities including sets of tasks such as, prior to Anzac Day, baking Anzac biscuits and posting photographs of their baking online.

Learning packs The learning packs are a limited resource and have been targeted to those schools and students that need it the most, especially where there is no online learning. Schools should continue to follow the School Bulletin for information on learning packs. The first round of orders has now closed.

Education Gazette 6 May 2020

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LEARNING PACKS

Ruby LOVES the ruler that came in her pack.

“Our teachers have been running Zoom lessons, which the children are hooking into. We started off by doing whole-class meetings but very quickly realised that was too many children to be talking at once, so now they are setting up reading groups and writing groups and just having some one-on-one sessions with some children.”

“With our online distance programmes and these hard copy packs, we feel there is a great balance for our learners to keep them learning and inspired in what they do.” Deidre Senior Communicating to close-knit community Weston School works hard at communicating with children and whānau. Its Facebook page has 748 followers and 370 people subscribe to the online school newsletter. “We’ve got a very supportive community. What is lovely is that at this time when things aren’t normal, that support of the school is just happening in a different way. I have had a number of emails from parents thanking us for the effort the teachers are going to and how responsive they are in supporting their children at this time. It’s nice to know it’s been appreciated because we’ve all been thrown into this situation and we just have to deal with it. “I understand that at times, this is stressful for parents, but I’m hopeful that they are also getting some nice time with their children and getting an understanding for how their children learn and engage in learning,” says Deidre. gazette.education.govt.nz

Whānau kōrero Shelley McGeown (parent)

Q: How are you coping doing school at home during the lockdown? What are the best things/worst things? A: We are coping well, we have been doing lots of activities like puzzles, baking and Ruby has been writing stories about what she has been up to. It’s nice to be able to take our time and not be in a rush while doing some bookwork and also using the iPad to play the learning games/ activities online. We have got into a good routine each morning.  Q: What has helped you and your child the most? A: We have been following the Weston School Facebook page and have found the links provided useful, such as listening to ebooks and the Lego challenge. There has been great communication from the school with updates each week and also a newsletter to keep us parents updated with any information/news. Ruby’s teacher has been in contact through email with website links and logins for learning websites which Ruby has enjoyed using. She is able to work through the activities herself and listen to ebooks, which has been good as she doesn’t need me to be with her while she is doing this. The Ministry of Education learning pack looks great and we are working our way

through a few pages each day. It was such a great idea to have hard copies of activities to do instead of staring at screens. Ruby watched the learning channel that was on TV but would rather do activities on the computer or iPad or write in books instead. She has enjoyed the Les Mills kids’ fitness classes that have been on TV every afternoon.

Ruby McClea (aged 7)

Q: What did you think when your pack came from MoE? A: I was HAPPY. It is very cool and I really love the ruler. I am excited to read the books. Q: What’s it like doing school at home with your family? A: It is fun, I can read to Mum, Dad and Mason (younger brother). I like to play Prodigy and listening to books on the computer.  Q: What are you enjoying the most about school at home? A: I liked seeing my teacher and friends on Zoom.  Q: What do you miss the most about school? A: I miss my friends and teacher – and playing with my friends.

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Treasury of online resources From Zumba to a book club to a design competition, many organisations have come up with innovative programmes, resources or competitions to help teachers and parents with at-home learning.

astern Hutt School teacher Angela Gee found the perfect icebreaker for her bubble of students at school: Zumba with a te reo Māori twist.

“Yesterday I taught a bubble of four seven-year-olds. They came from different classes and were a bit shy. After Zumba for Kids they were much more relaxed and were eager to submit some shark pictures for Ani’s competition. They spent the next half-hour drawing and chatting about their shark pictures and when would be doing Zumba again!”

Education Gazette 6 May 2020

Ani Prasad is director of KaniKani Productions, which has been livestreaming free 30-minute Zumba Kids classes every weekday at 10.30am on the Kanikani Kids Channel. “At this stressful time, children all over our nation are vulnerable. We are providing this service free because we believe every Kiwi family has the right to be well, happy and together,” says Ani.  “We aim to improve overall health and wellbeing using the te whare tapa wha (four walls of the whare) model, which focuses on spirit, mind, body and connectedness. These are all things everyone needs right now.”

Angela has also encouraged her Year 1 class to use the resource from their homes. “Ani is easy to follow, easily engages with her target audience with her excitement and energy and everybody has fun. Ani uses familiar te reo Maori and also takes the kids around the world and introduces music and dances from other cultures.” gazette.education.govt.nz

Left: Niels van Wijk, aged 10, designed a sailboat for a New Zealand Geographic activity.

LEARNING RESOURCES

The great outdoors Many organisations are keen to support teachers at this time. While we can’t get out and about as much as we would like to, many teachers are encouraging their students and their families to explore nature and the great outdoors through the Department of Conservation’s Learning from Home resource. Among them is Nic Kibblewhite, a teacher at Discovery School in Porirua. “I think this is a fabulous resource! The videos are useful to be able to use in class as a starter for either a conservation or biodiversity focus. I am intending to set these as a task to watch next week and allow the students to choose one or more of the follow-up activities to do while they are learning from home.” The resource includes activities such as growing seeds (earn a medal), tracking the moon and making a star wheel, as well as taking photographs of nature, making art, creating a journal, and doing a conservation quiz. This complements Department of Conservation’s existing range of resources and material which support conservation teaching and learning in Aotearoa.   Also on offer is New Zealand Geographic’s new Together at Home resource. Every day photographs, videos, articles and activities for children on different themes and topics are posted. For example, Day 14 features a documentary video about Whakaari / White Island from Our Big Backyard Series; Day 8 features humpback whales and includes an article and activities which include learning about buoyancy using raisins, vinegar and baking soda. Teachers and students can access the Together at Home activities and archived articles through their school’s EPIC (Electronic Purchasing In Collaboration) login or a $1 trial subscription, accessed through the website. Teachers are also encouraging their students to make the most of what their own homes and gardens have to offer. Anne Kata-Makahili from East Tamaki School has been encouraging her students to make the most of the Garden to Table Trust’s expertise with recipes and ideas for gardening activities. “During the Covid-19 lockdown, students have enjoyed creating dishes with the G2T recipes I have sent. It has allowed for parents and children to spend a lot of time together - more than usual. The resources also foster the students’ reading, writing and maths learning and they are able to use their learning in a practical way,” says Anne.

Online reading challenge Many children and their families are also taking part in the Stay at Home Book Club, a new online reading challenge from Read New Zealand Te Pou Muramura (formerly NZ Book Council). The challenge is for primary and intermediate students who can choose an avatar – a native bird – and log the stories they read or listen to, along with a star rating and short review. At the time of writing, Team Pīwakawaka is at the top of the leader board. In recognition of the fact that it’s difficult to buy or borrow a new book, Read New Zealand includes links to audio and video e-stories, along with Writer in Schools sessions and author activities. Craig Sisterson, a New Zealander living in London, has enjoyed seeing his children take part in the Stay at Home Book Club and revisiting some Kiwi classics. “We were stoked to sign up for the Stay Home Book Club – go Team Kākāpō! – as it helps us feeling connected to the wider Kiwi community, even if we’re on the other side of the world. A great initiative. It’s also been really cool to take part in some of the online story sessions, to mix up our physical book reading.” gazette.education.govt.nz

Evie Wilkins contributed this artwork of Snares crested penguins in subAntarctic waters to New Zealand Geographic. TUKUTUKU KŌRERO 6 May 2020

LEARNING RESOURCES

STEM at home Dr Michelle Dickinson – better known as Nanogirl – is also keen to support teachers at this time. “We approached teachers to understand how we could help, and it was clear they wanted curriculum-based learning with a hands-on live experiment component,” she says. So the team at Nanogirl Labs joined forces with the Ministry of Education and TVNZ’s Home Learning TV channel to create Breaking It Down, a series of six 30-minute STEM (science, technology, engineering and maths) lessons aimed at Year 4–8 students. In Breaking It Down, Michelle will be presenting STEM lessons that will involve experiments and activities that will be fun, interactive, and educational. Each programme is accompanied by a set of notes to help teachers plan lessons in advance and prepare their students for the topics to be covered. Teachers can sign up to participate. Another STEM initiative capturing the imagination of Kiwi families is Genesis Schoolgen Mind Lab Kids, a partnership between Genesis School-gen and Mind Lab to provide free, safe access to hundreds of STEM online resources, challenges and activities that can be done at home. These include tips on building a website to working out what is recyclable and –

hot topic at the moment – what is sourdough and how does it work?

two age categories – one for students aged 15 to 19, and another for students aged 12 to 14.

“Science is my daughter’s absolute favourite subject, so the idea of making her own lava lamp blew her mind!” says Toni Street from Coast Breakfast.

The Earth Guardians competition calls for entrants to create a character to defend the earth, using nature and the elements to inspire their designs including details about where the character lives, its special powers and links to specific places, myths, legends, customary Māori narratives and deities.

Virtual museum visits School visits to the museum may be off for a while, but Auckland Museum (Tāmaki Paenga Hira) has launched a free online hub, Your Museum at Home, filled with stories, activities, videos and puzzles for all ages to enjoy. The museum has collated a broad range of stories that reflect the past, current and future work of Auckland Museum, including collection objects and stories, sneaky peaks behind the scenes and quirky facts. Children can explore 3D models of the collection, take an interactive quiz about marine life, see inside a whale, or explore life in the ocean. A series of animated short films transport viewers back in time to stories from when HMB Endeavour arrived in Aotearoa in 1769.

‘Earthger’ by Saint Kentigern’s College student Leticia was one entry that caught the judges’ attention. Saint Kentigern’s head of visual arts Rodney Stratton says other students have been inspired by Leticia’s success. “This competition was great to be able to share with my students during the lockdown and with Leticia’s success we are now really excited to get even more students involved next year.”

Creativity and comedy

And for the comedians in your class, for the past three and a half years, Dean Watson from learncoach.com has been paying school kids to write hilarious jokes about high school and the competition is now featured on the Ministry’s TKI website for gifted learners.

Massey University’s College of Creative Arts has partnered with Weta Workshop to launch a new concept design competition called Earth Guardians to celebrate the launch of the university’s new Concept Design Major. There are

“Having a sense of humour about life is fantastic for students’ mental health. The comedy comp is a safe space and students are encouraged to take things too far so that they can learn where the edge of the cliff is,” says Dean.

“We are providing this service free because we believe every Kiwi family has the right to be well, happy and together.” Ani Prasad

Supporting learning from home A wealth of online learning resources can also be found on the Ministry of Education’s Learning from home website and the Ki te Ao Mārama website.

Lucy, aged three, had lots of fun taking part in Zumba on the Kanikani Kids Channel.

Education Gazette 6 May 2020

gazette.education.govt.nz

Earthger is by Leticia Liang of Saint Kentigern College, who writes about her entry: “ Earthger is Earth's most protected guardian, her powers rescuing humanity from fiasco, as she roams forests in ultimate silence.”

Fun experiments, challenges and competitions to do at home. Get free access to Mind Lab Kids from Genesis. Visit schoolgen.co.nz to get started.

WETA MAZE

aucklandmuseum.com/at-home Illustration by Josie Galbraith, Project Curator Natural Sciences, Auckland War Memorial Museum Tāmaki Paenga Hira

The weta maze is just one of the online offerings from Your Museum at Home. Illustration by Josie Galbraith, Project Curator Natural Sciences, Auckland War Memorial Museum Tāmaki Paenga Hira. gazette.education.govt.nz

www.schoolgen.co.nz

NOTICES

Contents

Classroom resources 32 Conference / AGM 32 Jubilees and reunions 33 Student competitions and scholarships 33 Teaching awards and scholarships 33 Professional development (PD) 33 Notices

Notices from any agency outside the Ministry of Education are published at the Ministry’s discretion. The Ministry does not accept responsibility for the information contained in such notices.

Reminder

Education Gazette Tukutuku Korero is the official medium for the Ministry’s notices, so staff are expected to read the ‘Official notices’ section.

Word limit

For general notices the description is limited to 100 words. Word limits don’t apply to notices from official sources such as the Ministry of Education and the Education Council.

Deadlines for notices

Copy for 18 May closes 4pm, Friday 8 May 2020. Copy for 1 June closes 4pm, Friday 22 May 2020. Submit your notice online at: gazette.education.govt.nz Listings sent by email will not be accepted.

The views expressed in Education Gazette and Gazette Online are not necessarily those of the Ministry of Education. The Ministry and Education Gazette in no way endorse, approve or accept responsibility for any product or service advertised in this publication or for any website referred to. Organisations wishing to advertise, display website URLs, or have website links in Education Gazette or Gazette Online must assume responsibility for ensuring their material is appropriate. However, Education Gazette staff will check all websites mentioned in the online and print versions of the publication to one level past their introductory homepage to avoid links to inappropriate or offensive content. Staff are reminded that Education Gazette is the official medium for the Ministry’s notices and they are expected to read the Official Notices.

Education Gazette 6 May 2020

Classroom resources BestMaths Digital Resources BestMaths Ltd The BestMaths Foundation is dedicated to producing digital resources to assist and enhance the teaching and learning of mathematics at upper primary and secondary school levels. Resources include eBooks, Apps, games and an extensive content website including interactive features and concept videos. The home site of The BestMaths Foundation is www.bestmaths.net. The content on the website covers all topics needed for the NZ Curriculum from Y8 to Y13 with extensive notes, exercises and tests, making it an ideal resource for distance learning and teaching. All BestMaths resources are free. Ref#: 1HA6m_

Darwin and Newts – Watch, Play, Learn WhitebaitMedia Darwin and Newts is an innovative and immersive New Zealand animated adventure series for kids who love to figure out how stuff works. Through the curious siblings’ fantastic escapades, early learning science and engineering principles are woven into the stories as the characters use their trike, zipline and waka to navigate their world and explore the flora, fauna and natural wonders of their incredible home in Aotearoa. We have created resources for every episode, including a science experiment and a craft activity through the form of short videos. Find out more online at www.darwinandnewts.com. Ref#: 1HA6xi

Dissection Products Science Resource Box No hassle, no mess frozen dissection products prepared and packed specifically for learning about anatomy, including sheep hearts, kidneys and plucks, pig hearts and kidneys, foetal pigs, cow eyes, chicken wings and feet, etc. Reputable (MPI certified) supplier. Delivered by courier to cities and larger towns throughout New Zealand. Allow a delivery time of between 7–10 working days from the time you place your order. Orders are sent on Mondays or Tuesdays. Delivered frozen in chilly packs to attended addresses only. Order from Science Resource Box at www.scienceresourcebox.co.nz. Ref#: 1HA5s4

Kiki Kiwi and Friends – Online Resource Keep New Zealand Beautiful Kiki Kiwi and Friends is a litter-centric educational resource based on the adventures of Kiki the Kiwi and his endeavour to stop litterers! It has been developed to help 5–11-year-olds understand and respond to litter and littering issues. The resource is aligned with the New Zealand Curriculum and is flexible enough to be taught as a complete unit of work or individual themes can be taught separately. The programme can be accessed and downloaded digitally at www.litterless.knzb.org.nz. There are also online interactive activities for students to participate in. Ref#: 1HA6u4

Toitoi: Celebrating Young New Zealanders’ Connections to the Asia-Pacific Toitoi Media Ltd Two special issues of Toitoi showcase stories, poems and art about the vibrant cultures of Latin America and Southeast Asia. They are multilingual

publications featuring the work of young Kiwi creatives ages 5–14. The journals will be delivered free to every school and public library in New Zealand in February, with accompanying teacher support materials. This project is thanks to a collaboration between Toitoi, the School of Languages and Cultures at Victoria University of Wellington and the Centres of Asia-Pacific Excellence for Latin America and Southeast Asia, with the support of the National Library of New Zealand. Visit toitoi.nz/connect. Ref#: 1HA5xM

WWF’s Wild at Home: A Collection of Nature-focused Learning Resources and Activities WWF-New Zealand Wild at Home is a collection of activities and resources WWF-New Zealand has put together to support environment-focused teaching and learning: wwf.org.nz/wild_at_home The webpage will be updated regularly, and includes a range of activities from quizzes, crafts and writing activities to wildlife videos and Zoom background images. All of the activities can be done from home, making this the ultimate collection of lockdown resources for environmental education. Ref#: 1HA71T

Conference / AGM 2-Day National Writing Conference Write that Essay Accelerate your students’ writing results Come and hear Dr Hunter at the only NZ Writing Conference that caters to every teacher. It’s time to fix the writing gap – give our teachers tools that work – and see our students succeed at writing once again. Why don’t you come along and join the writing revolution. For further information: www.writethatessay.org/ events/new-zealand-events. Ref#: 1HA6KC

Fotu o Mālama Samoan Language Conference 5 Fotu o Mālama - The Association for Teachers of Samoan Language and Culture at Secondary and Tertiary in NZ Thursday 7 May: 5–6pm – AGM 6–6.30pm – Conference Registration 6.30–9.30pm – Dinner (Buffet at Holiday Inn, 2 Ascot Rd, Mangere) – ($43pp) Friday 8 May: 9am–3.30pm – Conference workshop sessions Saturday 9 May: 9am–3pm – Conference workshop sessions Costs: Fotu o Mālama registered member: $180; (non-member: $230. Costs include morning tea, lunch and afternoon tea. Free parking. For more information contact: Lemoa Henry Fesulua’i (secretary); email: H.Fesuluai@mangere.school.nz. To register for the conference, please visit: https://forms.gle/m3xkzxqsUYgHR3nk7. Ref#: 1HA6Dv

Montessori Aotearoa New Zealand Conference 2020 Conferences & Events Ltd Kia ora, Welcome to the information and registration site for MANZ Conference 2020! I am delighted to present to you the amazing line-up gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT of speakers who are providing a wide range of topics which will, I’m sure, inspire you. Come along to the Wairakei Resort, Taupō while soaking up knowledge for your kete. In 2020 we are celebrating the 150 years since the birth of our founder Dr Maria Montessori. Come along to our network drinks on Saturday 4 July to help us celebrate this important milestone. I look forward to welcoming you. Cathy Wilson, Executive Officer, MANZ Ref#: 1HA5qb

Jubilees and reunions 175th Celebration – Stoke School, Nelson Stoke School We are celebrating our 175th year. As the second oldest running school in Aotearoa we invite past staff, pupils and friends to register for this celebration and/or share our history. Dates: 23–26 September. Link: forms.gle/uL5VgZYnZkGyJSeu7. Ref#: 1HA6_b

Makuri School and Districts 125th Jubilee Makuri School and Districts Jubilee Committee Makuri School and Districts invites all current and former students, staff and community members to join us in celebrating our 125th Jubilee over the weekend of 17–18 October 2020. Registration details and programme of events will be posted on our Makuri and Districts 125 Years Facebook page. www.facebook.com/MakuriSchool-and-Districts-125-Years-106440440748552. Spread the word to all former students, staff and community members. This is an excellent opportunity to catch up with old friends and colleagues and take a trip down memory lane in the gorgeous Makuri Valley. Ref#: 1HA72v

Student competitions and scholarships Colouring-in Competition: Paint the Dawn Aerospace Mk-II Spaceplane Dawn Aerospace Colour in the Dawn Aerospace Mk-II Spaceplane: the first plane to ever fly to space and back twice in one day! Send your picture back and have it hung up next to the real Mk-II Spaceplane. Five lucky drawers who name their plane and tell us a great story about it will win the LEGO City Space Mars Research Shuttle too! Email: schools@dawnaerospace.com. Post to: Box 8984, Riccarton, Christchurch 8440.. Ref#: 1HA76y

Elsie Locke Writing Competition for Students in Y7–8 Lift Education The Elsie Locke writing competition for 2020 is now open. The theme is ‘Life as a new New Zealander’. For the entry form, criteria, and teaching notes, go to lifteducation.com/elsie-locke-writing-prize-2020; elsielocketrust.org.nz, or check the news section on literacyonline.tki.org.nz. The competition is open to students in Y7–8. The winner receives $250, a certificate, and their story is published in the School Journal. Since 2009, thousands of students have participated. Support your students to take part, too! Competition closes Friday 10 July. Ref#: 1HA79k gazette.education.govt.nz

Eureka! Awards Eureka Trust The Eureka! Awards are a science communication competition for secondary school and tertiary students from Y11 to undergraduate. They provide an opportunity for the young leaders of tomorrow to showcase their communication skills by researching and presenting their science, technology, engineering or mathematics concept and highlighting its importance to New Zealand’s economic, social or environmental wealth and wellbeing. Students can win: » Up to $10,000 prize money » Plus scholarships » Plus internships For further details and to register interest: www.eureka.org.nz. Ref#: 1HA6F3

Eureka! Awards – Māori and Pasifika Students Eureka! Trust The Eureka! Awards are a science communication competition that provides an opportunity for students from Y11 to undergraduate, to present their science, technology, engineering or mathematics concept, and highlight its importance to New Zealand’s economic, social or environmental wealth and wellbeing. To encourage greater participation in STEM careers by Māori and Pasifika students the Eureka! Awards include dedicated scholarships eligible only to these studentsfor ongoing study. Māori and Pasifika students entering the Eureka! Awards can win » Up to $10,000 prize money » Plus scholarships » Plus internships. For further details and to register interest: www.eureka.org.nz. Ref#: 1HA6F6

SMART ALEX Creative Writing Competition for 2020 Friends of the Turnbull Library Get creative! The SMART ALEX creative writing competition celebrates the CENTENARY of the Alexander Turnbull Library. Win cash prizes and book tokens totalling $3,100. Closing date: Sunday 19 July. Find full details and entry form at: www.turnbullfriends.org.nz and send enquiries to fotl2019@gmail.com. Two categories for prizes: Y9–10 (guideline: 1 or 2 pages including pictures, probably about 250 words) and Y11–13 (guideline: up to 5 pages including pictures, probably about 500 words). Organised by Services to Schools, National Library of New Zealand and by the Friends of Turnbull Library (sponsors). Ref#: 1HA6W9

The 2020 Think Kind Student Competition Is Open Now! NZ Vegetarian Society The NZ Vegetarian Society has launched its 2020 Think Kind Student Competition. The annual competition is open to all primary, intermediate, and secondary-aged students. The competition aims to promote kindness toward animals. Every student who enters will receive a certificate, and every project will get a prize. The overall winner will be announced on 1 October, World Vegetarian Day. The entry that wins the People’s Choice Award will receive $1,000 for their school. Go to www.vegetarian.org.nz for guidelines,

inspiration, and free activities. Students must submit their entries online by 10 August. If you have any questions, please contact us at: info@vegetarian.org.nz. Ref#: 1HA6kh

Young Reporters for the Environment (YRE) Litter Less Programme and Competition 2020 Keep New Zealand Beautiful Do you teach Y7–13 students? Are you a tertiary student looking for a challenge? YRE Litter Less New Zealand is an enviro-journalism education programme and competition that gives young people the opportunity to be part of the solution by producing creative and engaging environmental journalism. The competition is open to students aged 11–25 who attend a school or tertiary institution that is registered for the YRE programme. Participants investigate and report on environmental issues relating to litter, and propose solutions by using video, photography or writing. Their work is then shared via a media campaign. Find out more at www.yre.org.nz. Ref#: 1HA5pM

Teaching awards and scholarships Eureka! – Teacher and School Awards Eureka! Trust The Eureka! Awards are a science communication competition for secondary school and tertiary students. Students present their science, technology, engineering or mathematics concept exploring how it can improve New Zealand’s economic, social or environmental wealth and wellbeing. The growth of the Eureka! Awards has been assisted by the commitment and dedication of some fantastic teachers. To recognise this commitment, 2 Eureka Teachers Awards can be awarded to STEM teachers and their New Zealand school/institution. » $2,500 is awarded to the teacher » $2,500 is awarded to the school/institution for STEM teaching resources. For further details and to apply: www.eureka.org.nz/eureka-teachers-awards. Ref#: 1HA6F9

Early learning PD New Zealand (nationwide) CORE Education » Assessment for Learning: Using Seesaw (Advanced) Ref#: 1HA5rr » History in Your Backyard Ref#: 1HA5s9 » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70y » Leadership Stories of Strength and Action Ref#: 1HA711 » Learning Through Play Ref#: 1HA5rk » Making Sense of Tapasā Ref#: 1HA717 » NZ History Slam Ref#: 1HA71K » NZ NPDL Deep Learning Lab 2020 Ref#: 1HA7AT » Play-based History: Bringing Our Stories to Life Ref#: 1HA5s6 TUKUTUKU KŌRERO 6 May 2020

PROFESSIONAL DEVELOPMENT NOTICES » Pushing Boundaries Using Te Whāriki Ref#: 1HA5rx » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA70s

Kohia Centre, University of Auckland

» Online: The Professional Role: Communication Skills for School Secretaries and Office Managers Ref#: 1HA7BJ

Senior Teacher » Bicultural Approaches Ref#: 1HA6s9 » ECE Governance and Management Ref#: 1HA6rb » Encouraging Resilience in Children Ref#: 1HA6s0 » Implementing Tātaiako Ref#: 1HA6sJ

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato » Online: Exploring Mathematics Through Play in Y0–2 Ref#: 1HA79e

The Essence Ltd » Inner Ease™ Ref#: 1HA6yK

North Island Storyways Literacy Ltd

Learning Network NZ

Feuerstein Forum

» Oral Language and Encouraging Early Writers in a New Entrant Setting Ref#: 1HA6QA » Working with Students with Challenging Behaviours, Dr Bill Rogers Ref#: 1HA6Rs

» Feuerstein Thinking Skills Programme Workshop Ref#: 1HA644

Waikato Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Bay of Plenty Childspace » Assessment and Documentation of Learning Stories Ref#: 1HA6H4

Growth Culture

Northland Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

» Boys in Literacy – Cracking the Code Ref#: 1HA64K

SPELD NZ

» Storyways Literacy Taster Day Ref#: 1HA5sR

Auckland Building Minds Psychology

» Introduction to Specific Learning Disabilities Two-day Course (Level 3 NZQA-approved) Ref#: 1HA64A

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64G

SPELD NZ » Introduction to Specific Learning Disabilities Two-day Course (Level 3 NZQA-approved) Ref#: 1HA64A

Otago CORE Education » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70i

Feuerstein Forum » Feuerstein Thinking Skills Programme Workshop Ref#: 1HA644

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

SPELD NZ » Introduction to Specific Learning Disabilities Two-day Course (Level 3 NZQA-approved) Ref#: 1HA64A

Southland Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

» Professional Training in LEGO-based Therapy Ref#: 1HA65J

Manawatu/Whanganui Growth Culture

CORE Education

» Boys in Literacy – Cracking the Code Ref#: 1HA64G

Primary / intermediate PD

Wellington Building Minds Psychology

New Zealand (nationwide) CORE Education

» Embracing the Value of Drawing in Reflective Practice Ref#: 1HA70f

Feuerstein Forum » Feuerstein Thinking Skills Programme Workshop Ref#: 1HA644

Future Learning Solutions, Centre for Educational Leadership » Growing Great Leaders™ Level 1 Ref#: 1HA7AZ » Growing Great Leaders™ Level 2 Ref#: 1HA7Ab » Open-to-learning™ Leadership Ref#: 1HA7Ae

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

» Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA70p

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA64G

Canterbury Building Minds Psychology

» Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70i

» Assessment for Learning: Using Seesaw (Advanced) Ref#: 1HA5rr » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA71N » History in Your Backyard Ref#: 1HA5s9 » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70y » Leadership Stories of Strength and Action Ref#: 1HA711 » Learning Through Play Ref#: 1HA5rk » Making Sense of Tapasā Ref#: 1HA717 » NZ History Slam Ref#: 1HA71K

For full professional learning and development (PLD) listings see www.gazette.education.govt.nz/notices 34

Education Gazette 6 May 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » NZ NPDL Deep Learning Lab 2020 Ref#: 1HA7AT » Play-based History: Bringing Our Stories to Life Ref#: 1HA5s6 » Pushing Boundaries Using Te Whāriki Ref#: 1HA5rx » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA70s

Kohia Centre, University of Auckland » Online: An Introduction to the New Zealand Curriculum for Overseas Trained Teachers Ref#: 1HA7B9 » Online: How to Enhance Your Practice Utilising the Google Suite Online Platform Ref#: 1HA7B6 » Online: Science for Primary and Intermediate Classrooms, with Nick Bithell Ref#: 1HA7BF » Online: Using the ‘Deepen Teacher Inquiry’, with Tabitha Leonard Ref#: 1HA7BC » Online: The Professional Role: Communication Skills for School Secretaries and Office Managers Ref#: 1HA7BJ

Science Learning Hub » Sounds of Aotearoa Webinar Ref#: 1HA73u

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato » Online Workshops: Getting the Most Out of a Problem Solving Session Ref#: 1HA79Q » Online: Exploring Mathematics Through Play (Y0–2) Ref#: 1HA79e » Online: Mathematical Content Knowledge – Geometry Ref#: 1HA79T » Online: Mathematical Content Knowledge – Fractions (Y2-4) Ref#: 1HA79W » Online: Mathematical Content Knowledge – Fractions (Y5–8) Ref#: 1HA79Z » Online: Mathematical Content Knowledge – Measurement Ref#: 1HA79b » Online: The Key Competencies in a Digital World (Y0–3) Ref#: 1HA6ar » Online: The Key Competencies in a Digital World (Y4-8) Ref#: 1HA6ae

TechLeap Ltd » Creating 3D Worlds with CoSpaces Edu – 6-week Online Course Ref#: 1HA6eW

The Essence Ltd » Inner Ease™ Ref#: 1HA6yK

University of Otago, Education Support Services » Overseas Trained Teachers with Provisional

Certification – OTT Workshops, 2020 Ref#: 1HA78m

North Island Storyways Literacy Ltd » Storyways Literacy Taster Day Ref#: 1HA5sR

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA6ob » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA6kT » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA6ke » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA6kZ

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64K

Auckland Acumen » Coding Unplugged – Learn How to Code Without Devices or Internet Ref#: 1HA6Q_ » iPad Animation – Visual Storytelling and Digital Technology Using the iPad Ref#: 1HA6Qc

BLAKE » Applications Open for BLAKE Inspire for Teachers Ref#: 1HA759

Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Auckland – North Shore) Ref#: 1HA6kx » Mathematics Leadership Communities Meetings | MLCs (South / East Auckland) Ref#: 1HA6p6

CORE Education » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA70f

Feuerstein Forum » Feuerstein Thinking Skills Programme Workshop Ref#: 1HA644

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX - Building a Winning Team Ref#: 1HA64R

Kohia Centre, University of Auckland » An Introduction to the New Zealand Curriculum Ref#: 1HA6LA » Frances Steinberg – Working With Challenging Behaviour Ref#: 1HA6G_ » How to Enhance Your Practice Utilising the Google Suite Online Platform Ref#: 1HA6LD » Strengthening Self-efficacy in the Classroom for Both Teachers and Students Ref#: 1HA6Gi » Tabitha Leonard – Using the Deepen Teacher Inquiry Framework Ref#: 1HA6GX » Understanding and Supporting Students with Autism in the Mainstream Classroom Ref#: 1HA6ib

Learning Network NZ » Building Cultural Capability for Teaching and Learning – Cultural Competencies for Classroom Teachers Ref#: 1HA6QD » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA6Py » Formative Assessment Practices – Assessment for Learning Ref#: 1HA6QG » Middle Leaders: Crucial Conversations for Tricky Situations Ref#: 1HA6Q7 » STEM Unleashed, Chris Clay Ref#: 1HA6Q4 » The Rise of Anxiety: What Neuroscience Can Teach Us Ref#: 1HA6Q1 » Working with Students with Challenging Behaviours, Dr Bill Rogers Ref#: 1HA6Rs

Motutapu Outdoor Education Camp » Outdoor Education Networking Workshop Ref#: 1HA78c

Waikato Acumen » Coding Unplugged – Learn How to Code Without Devices or Internet Ref#: 1HA6Q_ » iPad Animation – Visual Storytelling and Digital Technology Using the iPad Ref#: 1HA6Qc

Future Learning Solutions, Centre for Educational Leadership

Building Minds Psychology

» Growing Great Leaders™ Level 1 Ref#: 1HA7AZ » Growing Great Leaders™ Level 2 Ref#: 1HA7Ab » Open-to-learning™ Leadership Ref#: 1HA7Ae

Growth Culture

» Professional Training in LEGO-based Therapy Ref#: 1HA65J

» Boys in Literacy – Cracking the Code Ref#: 1HA64K

For full professional learning and development (PLD) listings see www.gazette.education.govt.nz/notices gazette.education.govt.nz

TUKUTUKU KŌRERO 6 May 2020

PROFESSIONAL DEVELOPMENT NOTICES » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Bay of Plenty Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

SPELD NZ » Introduction to Specific Learning Disabilities Two-day Course (Level 3 NZQA-approved) Ref#: 1HA64A

Gisborne Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Introduction to Relationship and Sexuality Education Ref#: 1HA5rQ » The Colours of Sexuality Ref#: 1HA5rZ » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM

Hawke’s Bay Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Introduction to Relationship and Sexuality Education Ref#: 1HA5rQ » The Colours of Sexuality Ref#: 1HA5rZ » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North to Horowhenua) Ref#: 1HA6kQ » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA6kr

Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Introduction to Relationship and Sexuality Education Ref#: 1HA5rQ » The Colours of Sexuality Ref#: 1HA5rZ » Using Navigating the Journey (Y1–4) Ref#: 1HA69C

» Using Navigating the Journey (Y5–8) Ref#: 1HA6AM

Building Minds Psychology

Growth Culture

» Professional Training in LEGO-based Therapy Ref#: 1HA65J

» Boys in Literacy – Cracking the Code Ref#: 1HA64G

CORE Education

Wellington Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA6kJ » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA6kM » Mathematics Leadership Communities Meetings | MLCs (Wellington Central / South) Ref#: 1HA6m0 » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands to Kapiti) Ref#: 1HA6kW

CORE Education

» Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA70p

Family Planning

» Gender and Sexual Diversity Ref#: 1HA5re » Introduction to Relationship and Sexuality Education Ref#: 1HA5rQ » The Colours of Sexuality Ref#: 1HA5rZ » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64G

Marlborough Family Planning » Gender and Sexual Diversity Ref#: 1HA5rb » Introduction to Relationship and Sexuality Education Ref#: 1HA5rJ » The Colours of Sexuality Ref#: 1HA5rT » Using Navigating the Journey (Y1–4) Ref#: 1HA6AJ » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ

Canterbury Acumen » Coding Unplugged – Learn How to Code Without Devices or Internet Ref#: 1HA6Q_ » iPad Animation – Visual Storytelling and Digital Technology Using the iPad Ref#: 1HA6Qc

» Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70i

Family Planning » Gender and Sexual Diversity Ref#: 1HA5rb » Introduction to Relationship and Sexuality Education Ref#: 1HA5rJ » The Colours of Sexuality Ref#: 1HA5rT » Using Navigating the Journey (Y1–4) Ref#: 1HA6AJ » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ

Feuerstein Forum » Feuerstein Thinking Skills Programme Workshop Ref#: 1HA644

GCSN » Creating with Google – Whole-day Workshop Ref#: 1HA6VM » Creating with iPad Ref#: 1HA6VJ » Digital Technologies 101 Ref#: 1HA6VC » Play with a Digital Spin – Whole-day Workshop Ref#: 1HA6Ux

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64G

impactED » Supporting the Understanding of Local Curriculum, Central Christchurch Ref#: 1HA6_6 » Supporting the Understanding of Local Curriculum, North Canterbury Ref#: 1HA6WJ

InterLEAD

» Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA5yW

SPELD NZ » Introduction to Specific Learning Disabilities Two-day Course (Level 3 NZQA-approved) Ref#: 1HA64A

Otago CORE Education

» Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70i

Family Planning » Gender and Sexual Diversity Ref#: 1HA5rb » Introduction to Relationship and Sexuality Education Ref#: 1HA5rJ

For full professional learning and development (PLD) listings see www.gazette.education.govt.nz/notices 36

Education Gazette 6 May 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES » The Colours of Sexuality Ref#: 1HA5rT » Using Navigating the Journey (Y1–4) Ref#: 1HA6AJ » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ

Feuerstein Forum

» Feuerstein Thinking Skills Programme Workshop Ref#: 1HA644

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

SPELD NZ » Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved) Ref#: 1HA64A

Southland Acumen » Coding Unplugged – Learn How to Code Without Devices or Internet Ref#: 1HA6Q_ » iPad Animation – Visual Storytelling and Digital Technology Using the iPad Ref#: 1HA6Qc

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

InterLEAD » Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA6Xu

Area / composite PD New Zealand (nationwide) CORE Education » Assessment for Learning: Using Seesaw (Advanced) Ref#: 1HA5rr » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA71N » History in Your Backyard Ref#: 1HA5s9 » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70y » Leadership Stories of Strength and Action Ref#: 1HA711 » Learning Through Play Ref#: 1HA5rk » Making Sense of Tapasā Ref#: 1HA717 » NZ History Slam Ref#: 1HA71K » NZ NPDL Deep Learning Lab 2020 Ref#: 1HA7AT

» Play-based History: Bringing Our Stories to Life Ref#: 1HA5s6 » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA70s

Science Learning Hub » Sounds of Aotearoa Webinar Ref#: 1HA73u

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato

» Online: Workshops: Getting the Most Out of a Problem Solving Session Ref#: 1HA79Q » Online: Exploring Mathematics Through Play in Y0–2 Ref#: 1HA79e » Online: Mathematical Content Knowledge – Geometry Ref#: 1HA79T » Online: Mathematical Content Knowledge – Fractions (Y5–8) Ref#: 1HA79Z » Online: Mathematical Content Knowledge – Measurement Ref#: 1HA79b » Online: The Key Competencies in a Digital World (Y0–3) Ref#: 1HA6ar » Online: The Key Competencies in a Digital World (Y4–8) Ref#: 1HA6ae

TechLeap Ltd » Creating 3D Worlds with CoSpaces Edu – 6-week Online Course Ref#: 1HA6eW

The Essence Ltd » Inner Ease™ Ref#: 1HA6yK

University of Otago, Education Support Services » Overseas Trained Teachers with Provisional Certification – OTT Workshops, 2020 Ref#: 1HA78m

North Island Storyways Literacy Ltd » Storyways Literacy Taster Day Ref#: 1HA5sR

Growth Culture

» Boys in Literacy – Cracking the Code Ref#: 1HA64K

Auckland Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA70f

Feuerstein Forum » Feuerstein Thinking Skills Programme Workshop Ref#: 1HA644

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX - Building a Winning Team Ref#: 1HA64R

Kohia Centre, University of Auckland » An Introduction to the New Zealand Curriculum Ref#: 1HA6LA » Frances Steinberg – Working With Challenging Behaviour

Ref#: 1HA6G_ » How to Enhance Your Practice Utilising the Google Suite Online Platform Ref#: 1HA6LD » Strengthening Self-efficacy in the Classroom for Both Teachers and Students Ref#: 1HA6Gi

For full professional learning and development (PLD) listings see www.gazette.education.govt.nz/notices gazette.education.govt.nz

TUKUTUKU KŌRERO 6 May 2020

PROFESSIONAL DEVELOPMENT NOTICES » Tabitha Leonard – Using the Deepen Teacher Inquiry Framework Ref#: 1HA6GX » Understanding and Supporting Students with Autism in the Mainstream Classroom Ref#: 1HA6ib

Learning Network NZ » Building Cultural Capability for Teaching and Learning–Cultural Competencies for Classroom Teachers Ref#: 1HA6QD » Digital Curriculum: Leadership and Pedagogy Ref#: 1HA6Py » Formative Assessment Practices – Assessment for Learning Ref#: 1HA6QG » Middle Leaders: Crucial Conversations for Tricky Situations Ref#: 1HA6Q7 » STEM Unleashed, Chris Clay Ref#: 1HA6Q4 » The Rise of Anxiety: What Neuroscience Can Teach Us Ref#: 1HA6Q1 » Working with Students with Challenging Behaviours, Dr Bill Rogers Ref#: 1HA6Rs

Waikato Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

SPELD NZ » Introduction to Specific Learning Disabilities Two-day Course (Level 3 NZQA-approved) Ref#: 1HA64A

Bay of Plenty Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

SPELD NZ » Introduction to Specific Learning Disabilities Two-day Course (Level 3 NZQA-approved) Ref#: 1HA64A

Gisborne Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

Hawke’s Bay Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

Family Planning » Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64G

Wellington Building Minds Psychology

» Professional Training in LEGO-based Therapy Ref#: 1HA65J

Cognition Education

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64G

Marlborough Family Planning » Using Navigating the Journey (Y1–4) Ref#: 1HA6AJ » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ

Canterbury Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70i

Family Planning » Using Navigating the Journey (Y1–4) Ref#: 1HA6AJ » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ » Using Navigating the Journey (Y9–10) Ref#: 1HA6AT

Feuerstein Forum » Feuerstein Thinking Skills Programme Workshop Ref#: 1HA644

» Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA6kJ » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA6kM » Mathematics Leadership Communities Meetings | MLCs (Wellington Central / South) Ref#: 1HA6m0 » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands to Kapiti) Ref#: 1HA6kW

Growth Culture

CORE Education » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA70p

» Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA5yW

Family Planning

SPELD NZ

» Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y1–4) Ref#: 1HA69C » Using Navigating the Journey (Y5–8) Ref#: 1HA6AM » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

Otago CORE Education

» Boys in Literacy – Cracking the Code Ref#: 1HA64G

impactED » Supporting the Understanding of Local Curriculum, Central Christchurch Ref#: 1HA6_6 » Supporting the Understanding of Local Curriculum, North Canterbury Ref#: 1HA6WJ

InterLEAD

» Introduction to Specific Learning Disabilities Two-day Course (Level 3 NZQA-approved) Ref#: 1HA64A

» Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70i

For full professional learning and development (PLD) listings see www.gazette.education.govt.nz/notices 38

Education Gazette 6 May 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES Family Planning » Using Navigating the Journey (Y1–4) Ref#: 1HA6AJ » Using Navigating the Journey (Y5–8) Ref#: 1HA6AQ » Using Navigating the Journey (Y9–10) Ref#: 1HA6AT

Feuerstein Forum » Feuerstein Thinking Skills Programme Workshop Ref#: 1HA644

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

SPELD NZ » Introduction to Specific Learning Disabilities Two-day Course (Level 3 NZQA-approved) Ref#: 1HA64A

Southland Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64N » Team Leaders TOOLBOX - Building a Winning Team Ref#: 1HA64R

InterLEAD

» Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA6Xu

Secondary PD New Zealand (nationwide) CORE Education » Assessment for Learning: Using Seesaw (Advanced) Ref#: 1HA5rr » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA71N » History in Your Backyard Ref#: 1HA5s9 » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70y » Leadership Stories of Strength and Action Ref#: 1HA711

» Online: How to Enhance Your Practice Utilising the Google Suite Online Platform Ref#: 1HA7B6 » Online: Using the ‘Deepen Teacher Inquiry’, with Tabitha Leonard Ref#: 1HA7BC » Online: The Professional Role: Communication Skills for School Secretaries and Office Managers Ref#: 1HA7BJ

» Mathematics Leadership Communities Meetings | MLCs (South / East Auckland) Ref#: 1HA6p6

Science Learning Hub

» Feuerstein Thinking Skills Programme Workshop Ref#: 1HA644

» Sounds of Aotearoa Webinar Ref#: 1HA73u

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato » Online Workshops: Getting the Most Out of a Problem Solving Session Ref#: 1HA79Q

TechLeap Ltd » Creating 3D Worlds with CoSpaces Edu – 6-week Online Course Ref#: 1HA6eW

The Essence Ltd » Inner Ease™ Ref#: 1HA6yK

University of Otago, Education Support Services » Overseas Trained Teachers with Provisional Certification – OTT Workshops, 2020 Ref#: 1HA78m

North Island Storyways Literacy Ltd » Storyways Literacy Taster Day Ref#: 1HA5sR

» Making Sense of Tapasā Ref#: 1HA717 » NZ History Slam Ref#: 1HA71K » NZ NPDL Deep Learning Lab 2020 Ref#: 1HA7AT » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA70s

Growth Culture

Kohia Centre, University of Auckland

Cognition Education

» Online: An Introduction to the New Zealand Curriculum for Overseas Trained Teachers Ref#: 1HA7B9

» Mathematics Leadership Communities Meetings | MLCs (Auckland – North Shore) Ref#: 1HA6kx

» Boys in Literacy – Cracking the Code Ref#: 1HA64K

Auckland Building Minds Psychology » Professional Training in LEGO-based Therapy Ref#: 1HA65J

CORE Education » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA70f

Feuerstein Forum

Growth Culture » Boys in Literacy – Cracking the Code Ref#: 1HA64K » Team Leaders TOOLBOX – Building a Winning Team Ref#: 1HA64R

Kohia Centre, University of Auckland » An Introduction to the New Zealand Curriculum Ref#: 1HA6LA » Frances Steinberg – Working With Challenging Behaviour Ref#: 1HA6G_ » How to Enhance Your Practice Utilising the Google Suite Online Platform Ref#: 1HA6LD » Strengthening Self-efficacy in the Classroom for Both Teachers and Students Ref#: 1HA6Gi » Tabitha Leonard - Using the Deepen Teacher Inquiry Framework Ref#: 1HA6GX » Understanding and Supporting Students with Autism in the Mainstream Classroom Ref#: 1HA6ib

For full professional learning and development (PLD) listings see www.gazette.education.govt.nz/notices gazette.education.govt.nz

TUKUTUKU KŌRERO 6 May 2020

PROFESSIONAL DEVELOPMENT Waikato Building Minds Psychology » Professional Training in LEGO-based Therapy

Ref#: 1HA65J

Growth Culture » Boys in Literacy – Cracking the Code

Ref#: 1HA64K

Cognition Education

Growth Culture

» Mathematics Leadership Communities Meetings | MLCs (Hutt Valley)

» Boys in Literacy – Cracking the Code

Ref#: 1HA6kJ » Mathematics Leadership Communities Meetings | MLCs (Wairarapa)

Ref#: 1HA6kM

» Team Leaders TOOLBOX – Building a Winning Team

» Mathematics Leadership Communities Meetings | MLCs (Wellington Central / South)

Ref#: 1HA64R

Ref#: 1HA6m0

SPELD NZ

» Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands to Kapiti)

Ref#: 1HA64G

impactED » Supporting the Understanding of Local Curriculum, Central Christchurch

Ref#: 1HA6_6 » Supporting the Understanding of Local Curriculum, North Canterbury

Ref#: 1HA6WJ

» Introduction to Specific Learning Disabilities Two-day Course (Level 3 NZQA-approved)

Ref#: 1HA6kW

InterLEAD

Ref#: 1HA64A

CORE Education

» Developing Outstanding Middle Managers (2 x One-day Workshops)

Bay of Plenty Growth Culture

» Ten Trends: Drivers of Change Shaping our Future

Ref#: 1HA5yW

» Boys in Literacy – Cracking the Code

Family Planning

Ref#: 1HA64G » Team Leaders TOOLBOX – Building a Winning Team

Ref#: 1HA64R

SPELD NZ » Introduction to Specific Learning Disabilities Two-day Course (Level 3 NZQA-approved)

Ref#: 1HA70p

SPELD NZ

» Gender and Sexual Diversity

» Introduction to Specific Learning Disabilities Twoday Course (Level 3 NZQA-approved)

Ref#: 1HA5re

Ref#: 1HA64A

» Using Navigating the Journey (Y9–10)

Otago CORE Education

Ref#: 1HA6AZ

Growth Culture » Boys in Literacy – Cracking the Code

» Innovation is in our DNA: Engaging Māori Students in Design Thinking

Ref#: 1HA64A

Ref#: 1HA64G

Ref#: 1HA70i

Gisborne Family Planning

Marlborough Family Planning

Family Planning

» Gender and Sexual Diversity

» Using Navigating the Journey (Y5–8)

Ref#: 1HA6AQ

Ref#: 1HA5re

Ref#: 1HA6AQ

» Using Navigating the Journey (Y9–10)

Canterbury Building Minds Psychology

Ref#: 1HA6AT

» Using Navigating the Journey (Y9–10)

Ref#: 1HA6AZ

Hawke’s Bay Family Planning » Gender and Sexual Diversity

Ref#: 1HA5re » Using Navigating the Journey (Y9–10)

Ref#: 1HA6AZ

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North to Horowhenua)

» Professional Training in LEGO-based Therapy

Ref#: 1HA65J

CORE Education » Innovation is in our DNA: Engaging Māori Students in Design Thinking

Ref#: 1HA70i

Family Planning

» Using Navigating the Journey (Y5–8)

Feuerstein Forum » Feuerstein Thinking Skills Programme Workshop

Ref#: 1HA644

Growth Culture » Boys in Literacy – Cracking the Code

Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team

» Using Navigating the Journey (Y5–8)

Ref#: 1HA64R

Ref#: 1HA6kQ

Ref#: 1HA6AQ

» Mathematics Leadership Communities Meetings | MLCs (Whanganui)

SPELD NZ

Ref#: 1HA6AT

» Introduction to Specific Learning Disabilities Two-day Course (Level 3 NZQA-approved)

Feuerstein Forum

Ref#: 1HA64A

» Feuerstein Thinking Skill Programme Workshop

Southland Growth Culture

Ref#: 1HA6kr

Family Planning

» Using Navigating the Journey (Y9–10)

» Gender and Sexual Diversity Ref#: 1HA5re » Using Navigating the Journey (Y9–10) Ref#: 1HA6AZ

Ref#: 1HA644

Growth Culture

Ref#: 1HA6VM

GCSN » Creating with Google – Whole -day Workshop

» Boys in Literacy – Cracking the Code Ref#: 1HA64G

» Creating with iPad

Wellington Building Minds Psychology

» Digital Technologies 101

Ref#: 1HA6VJ Ref#: 1HA6VC

» Boys in Literacy – Cracking the Code

Ref#: 1HA64N » Team Leaders TOOLBOX – Building a Winning Team

Ref#: 1HA64R

InterLEAD

» Professional Training in LEGO-based Therapy

» Play with a Digital Spin – Whole-day Workshop

» Developing Outstanding Middle Managers (2 x One-day Workshops)

Ref#: 1HA65J

Ref#: 1HA6Ux

Ref#: 1HA6Xu

For full professional learning and development (PLD) listings see www.gazette.education.govt.nz/notices 40

Education Gazette 6 May 2020

gazette.education.govt.nz

VACANCIES

Contents

Government 41 General 41 Guidance and careers 41 Early learning 41 Primary and intermediate (Years 1-8) » Resource teacher 43 » Mātauranga Māori 43 » Teachers 43 » Senior leadership 44

Area / composite (Years 1-15)

» Teachers 44 » Middle leadership 45 » Senior leadership 45

Secondary (Years 7-15)

» Resource teacher 45 » Mātauranga Māori 45 » Teachers 45 » Middle leadership 45

Equal Employment Opportunities (EEO) The State Sector Act 1988 and the Human Rights Act 1993 ensure that equal employment opportunities apply to recruitment. EEO principles should be applied to every part of the recruitment process ie the development of the job description, the person specification, the advertisement and the appointment process. These principles enable people to apply for jobs without their chances being reduced by factors irrelevant to the requirements under consideration. Refer to the appropriate collective agreement for the conditions of service applicable to the position advertised. Employers also have to meet safety checking requirements under the Vulnerable Children Act 2014 when recruiting.

Deadlines for vacancies

Copy for 18 May 2020 closes 4pm, Friday 8 May 2020. Copy for 1 June closes 4pm, Friday 22 May 2020. Submit your vacancy online at: gazette.education.govt.nz See full listings online for closing dates. Listings are removed from the website after the closing date. Listings sent by email will not be accepted.

Government

New Zealand (nationwide) New Zealand Qualifications Authority Supported learning contract for services moderator Part-time, contract Ref#: 1HA6bx Supported learning services moderator Part-time, contract Ref#: 1HA789

General

Canterbury Allenvale Special School and Residential Centre Occupational therapist Full-time, permanent Ref#: 1HA7Ar

Guidance and careers Auckland Tamaki College

Bear Park, Kohimarama Toddlers teacher Full-time, permanent Ref#: 1HA6PR

Birkenhead Point Montessori Preschool ECE teacher Full-time, LTR Ref#: 1HA79J Montessori ECE teacher Full-time, permanent Ref#: 1HA79F

Bright Beginnings Early Learning Centre Qualified and registered educator Full-time, permanent Ref#: 1HA6A6

Childsteps Early Learning Centre

Guidance counsellor Full-time, LTR Ref#: 1HA76e

Registered early learning teacher Full-time, permanent Ref#: 1HA6Cr

Early learning

Cockle Bay Private Kindergarten

Head teacher: salary scale K2 – Northland Kindergarten Association Full-time, permanent Ref#: 1HA6rk

Creative Kids

Northland Dargaville Free Kindergarten

Manaia View Kindergarten Teacher: salary scale K1 – Northland Kindergarten Association Full-time, fixed-term Ref#: 1HA6rh

Auckland 8’s Enuff Qualified early learning educator Part-time, permanent Ref#: 1HA79o

Adventure Kids Early Learning Centre Registered early childhood teacher Full-time, permanent Ref#: 1HA5zh

Aubrey Early Learning Centre

Qualified teacher Full-time, permanent Ref#: 1HA5vF

Qualified early childhood teacher Full-time, permanent Ref#: 1HA626

Dominion Childcare Centre Centre manager Full-time, permanent Ref#: 1HA6DJ Early childhood teacher Full-time, permanent Ref#: 1HA686

Equippers Kids Early Learning Centre Qualified and registered ECE teacher Full-time, permanent Ref#: 1HA6iF

Glenfield Early Learning Centre

Teacher Full-time, LTR Ref#: 1HA5x7

Certificated early childhood teacher Full-time, fixed-term Ref#: 1HA6k7

Bear Park Centre of Learning

Joyce Fisher Preschool

Qualified preschool or toddlers teacher Full-time, permanent Ref#: 1HA6aF

Bear Park Early Childhood Centre Preschool teacher Full-time, permanent Ref#: 1HA6PN

Bear Park Herne Bay Early Childhood Education Centre Head teacher – infants and toddlers Full-time, fixed-term Ref#: 1HA6nJ gazette.education.govt.nz

Preschool teacher Full-time, permanent Ref#: 1HA6PG

Early childhood centre manager Full-time, permanent Ref#: 1HA76_

KC Birkenhead Trust ECE qualified/certified teacher O2 Full-time, permanent Ref#: 1HA73Z

Kingsway Preschool, Snells Beach ECE teacher Part-time, permanent Ref#: 1HA5v3 TUKUTUKU KŌRERO 6 May 2020

VACANCIES

Early learning

Koru Montessori

Peekaboo Childcare Centre

Registered Montessori early childhood teacher Full-time, permanent Ref#: 1HA7Af

Preschool teacher Full-time, permanent Ref#: 1HA6SU

Learning Tree Childcare, Apollo

Reach for the Stars Early Learning Centre

Qualified and certified teacher for preschool Full-time, permanent Ref#: 1HA67f

Learning Tree, Silverdale Qualified and registered ECE teachers Full-time, permanent Ref#: 1HA6PU

Learning Tree, Westgate Qualified ECE teacher Full-time, fixed-term Ref#: 1HA61f

Little Wings Early Childhood Education and Care Centre Early childhood educator Full-time, permanent Ref#: 1HA6gk

Living and Learning Family Centre, Henderson Babies / preschool teacher Full-time, permanent Ref#: 1HA6Pk

Living and Learning Family Centre, Mangere Early childhood teachers Full-time, permanent Ref#: 1HA6ie

Mairangi Bay Preschool Fully qualified, registered kaiako Full-time, permanent Ref#: 1HA61M Fully qualified, registered kaiako Full-time, permanent Ref#: 1HA5pi Qualified, registered kaiako Full-time, permanent Ref#: 1HA6nD Qualified registered teacher Full-time, permanent Ref#: 1HA70e

New Shoots Sunnynook Registered preschool teacher Full-time, permanent Ref#: 1HA6aW

Papatoetoe Footsteps Community Preschool Early learning educator Full-time, permanent Ref#: 1HA6iJ

Peacocks Early Learning, Stonefields Qualified teacher Full-time, permanent Ref#: 1HA6M7

Qualified preschool teacher Full-time, permanent Ref#: 1HA66K

Secret Garden ELC Qualified ECE teacher Full-time, permanent Ref#: 1HA5x0

St Andrews Chilton Kindergarten Registered or provisionally registered ECE teacher Part-time, fixed-term Ref#: 1HA6fk

Star Educare ECE centre manager Full-time, permanent Ref#: 1HA6d3

The Children’s Corner, Papatoetoe Centre manager Full-time, permanent Ref#: 1HA68y

The Point Early Childhood Centre Infants and toddlers teacher Full-time, permanent Ref#: 1HA5uF

The Village Early Learning Centre In-training / unqualified teachers (several positions) Full-time, permanent Ref#: 1HA6W0 Registered team leader Full-time, permanent Ref#: 1HA6LX

White Heron @ Dawson ECE services manager Part-time, contract Ref#: 1HA6TC

Waikato Bizzy Bodz Early Learning Centre, Huntly ECE registered early childhood teacher Full-time, permanent Ref#: 1HA6FW

Central Kids Kindergartens, Tairua Kindergarten kaiako Full-time, permanent Ref#: 1HA7Ay

Creators on Grandview Centre manager Full-time, permanent Ref#: 1HA6JA

House of Wonder, Chartwell Registered early childhood teacher Full-time, fixed-term Ref#: 1HA6Vh

Mini Miracles Educare Qualified teacher Full-time, permanent Ref#: 1HA6bh

Nurtured at Home, Waikato 4 Visiting teacher Full-time, permanent Ref#: 1HA75X

Small Steps Early Learning Centre Registered teacher Full-time, permanent Ref#: 1HA6_h

Bay of Plenty Happy Times Childcare ECE head teacher or qualified teacher Full-time, permanent Ref#: 1HA6dM

Home Grown Kids Senior teacher Full-time, permanent Ref#: 1HA723

Waiapu Kids, St Georges NZ registered ECE teacher Full-time, permanent Ref#: 1HA6wR

Gisborne Bizzy Bodz Early Learning Centre, Gisborne ECE registered early childhood teacher Full-time, permanent Ref#: 1HA6FT

Hawke’s Bay Cribs2crayons

Head teacher / assistant centre manager Full-time, permanent Ref#: 1HA63R

Lumsden Kindergarten Qualified ECE teacher Full-time, permanent Ref#: 1HA5pW

Taranaki Orapa Kindergarten Teacher – Kindergarten Taranaki Part-time, permanent Ref#: 1HA6zx

Patea Kindergarten

Teacher – Kindergarten Taranaki Part-time, permanent Ref#: 1HA700

Manawatu/Whanganui Dot Kids Early Learning Centre, Pahiatua Registered early childhood teacher Full-time, permanent Ref#: 1HA6kG

Follett Street Kindergarten In-training-teacher – Ruahine Kindergarten Association Part-time, fixed-term Ref#: 1HA6sr

For full details of these vacancies, search the job listings online at www.gazette.education.govt.nz 42

Education Gazette 6 May 2020

gazette.education.govt.nz

Primary and intermediate Y1-8 Teachers Summerhill Early Learning Infants in-training teacher Part-time, fixed-term Ref#: 1HA6xT

The CubbyHouse Early Childhood Centre, Palmerston North Registered teacher / teacher-in-training Full-time, permanent Ref#: 1HA69h

Wellington Discovery Preschool Qualified early childhood teacher Part-time, permanent Ref#: 1HA6fx

Kakapo Kids ECC

Kindercare Learning Centres, Sawyers Arms Team leader – transition to school Full-time, permanent Ref#: 1HA6mh

Sweet Pea Early Learning Centre Head teacher – nursery room Full-time, permanent Ref#: 1HA6qG

The Willows Qualified nursery teacher Full-time, permanent Ref#: 1HA6a6

Woodend Preschool and Nursery

Infants and toddlers teacher Full-time, fixed-term Ref#: 1HA6Th

Registered early childhood teacher Full-time, permanent Ref#: 1HA6bQ

Karori Childcare Centre

Otago Little Wonders, Oanaka

Early childhood educator Full-time, permanent Ref#: 1HA63x

Kiwi Kids Childcare Centre Head teacher ECE Full-time, permanent Ref#: 1HA5r9

Normandale Playcentre Bush session facilitator Part-time, permanent Ref#: 1HA6Eb

Tasman/Nelson Happy Feet Childcare, Richmond Third year teacher-in-training Full-time, fixed-term Ref#: 1HA6br

HardyKids Early Learning Centre, Motueka Registered early childhood teacher Full-time, permanent Ref#: 1HA60h

Motueka Kindergarten Early childhood teacher Part-time, permanent Ref#: 1HA79u Early childhood teacher Part-time, permanent Ref#: 1HA79r

Canterbury Active Explorers, Rolleston Certified ECE teacher – toddlers Full-time, permanent Ref#: 1HA6KG

Halswell Quarry Preschool Inspiring kaiako Full-time, permanent Ref#: 1HA71W

Certified ECE teacher Full-time, permanent Ref#: 1HA76k

Mini Thinkers ECE teacher U2s Full-time, permanent Ref#: 1HA6T4

Mātauranga Māori Waikato Kihikihi School Kaiako rūmaki reo Tau 0–2 Full-time, fixed-term, MITA Ref#: 1HA5zG

Wellington Titahi Bay North School Kaiako rumaki – Tau 1–4 Full-time, fixed-term, MITA Ref#: 1HA740

Teachers Northland Oturu School Scale A classroom teacher Full-time, fixed-term Ref#: 1HA6wc

Auckland Chaucer School New entrant teacher Full-time, fixed-term Ref#: 1HA69M

Clevedon School Scale A Y5–6 teacher Full-time, fixed-term Ref#: 1HA76r

Te Pa

Edmund Hillary School

Kaiako, Te Pārekereke o Te Kī – bilingual OUCA centre Full-time, permanent Ref#: 1HA75Q

Scale A teacher Full-time, permanent, PTSA Ref#: 1HA78T

Southland BestStart Kelvin Street

Greenhithe School

Qualified ECE teacher Full-time, permanent Ref#: 1HA6UA

Wee Nippers Early Childhood Centre Certified teacher Full-time, permanent Ref#: 1HA6jF

Primary / intermediate Y1–8 Resource teacher Manawatu/Whanganui Freyberg High School RTLB Te Whiri Kōkō Cluster 26, Southern team Full-time, permanent, 1MU + SDA Ref#: 1HA6rM

Wellington Freyberg High School RTLB Te Whiri Kōkō Cluster 26, Southern team Full-time, permanent, 1MU + SDA Ref#: 1HA6rT

VACANCIES

Junior classroom teacher Full-time, fixed-term Ref#: 1HA6bW

Hauraki School Classroom teacher for 2020 Full-time, fixed-term Ref#: 1HA63C

Henderson Valley School New entrant, Scale A teacher Full-time, fixed-term Ref#: 1HA6h6

Kelvin Road School Y5–6 teacher Full-time, fixed-term Ref#: 1HA6ex

Mahurangi College Y7–8 homeroom teacher Full-time, fixed-term Ref#: 1HA74r

Opaheke School Y1 class teacher Full-time, fixed-term Ref#: 1HA6Ms

For full details of these vacancies, search the job listings online at www.gazette.education.govt.nz gazette.education.govt.nz

TUKUTUKU KŌRERO 6 May 2020

VACANCIES

Composite / Area Y1-15 Teachers

Riverhead School Scale A new entrant teacher Full-time, fixed-term Ref#: 1HA61p

Royal Oak School Scale A teacher, new entrant Full-time, fixed-term Ref#: 1HA763

Tamaoho School (Proposed opening date: 2021-02-01) Scale A teachers (several positions) Full-time, permanent Ref#: 1HA73v

Wellington Solway School Learning support coordinator Full-time, permanent Ref#: 1HA64Z

Wa Ora Montessori School Montessori 9–12 years teacher Full-time, permanent Ref#: 1HA5y1

West Coast Gloriavale Christian Community School

Te Atatu Intermediate

Junior teacher of dairying programme Full-time, permanent Ref#: 1HA5px

Classroom teacher release Part-time, LTR Ref#: 1HA6qN

Canterbury Amuri Area School

Te Papapa School Y4–7 classroom teacher for Samoan enrichment class Full-time, fixed-term Ref#: 1HA76x

Waatea School Maths teacher Part-time, fixed-term, MITA + HTSA + possible MU Ref#: 1HA6_F Y2–3 classroom teacher Full-time, permanent, MITA + HTSA Ref#: 1HA6WZ

Willowbank School, Howick Inspirational classroom teacher Full-time, permanent Ref#: 1HA77r

Yendarra School Junior and senior teachers Full-time, permanent Ref#: 1HA5qx

Waikato Hautapu School New entrant teacher Full-time, fixed-term Ref#: 1HA787

Kihikihi School

Primary teacher Full-time, permanent Ref#: 1HA73X

Knights Stream School, Mingimingi Hautoa Scale A teachers (2 positions) Full-time, fixed-term Ref#: 1HA74D

Lake Tekapo School Scale A teacher, Y0–3 Full-time, permanent, IA Ref#: 1HA73U

Mt Somers Springburn School Y7–8 teacher Full-time, fixed-term Ref#: 1HA6Mi

Waimataitai School New entrant teacher Full-time, fixed-term Ref#: 1HA7BK

Waimate Centennial School Learning support coordinator Full-time, permanent Ref#: 1HA6rD

Senior leadership

Kaiako rūmaki reo. He tūranga whakapūmau. Tau 0–2 Full-time, fixed-term, MITA Ref#: 1HA75x

Northland Mangawhai Beach School

Leamington School

Junior syndicate leader Full-time, permanent, 2FTMU Ref#: 1HA6KF

Y2–3 teacher Full-time, fixed-term Ref#: 1HA794

St Joseph’s Catholic School, Paeroa Y6–8 teacher Full-time, LTR Ref#: 1HA77i

Waitakaruru School Teacher Y7–8 Full-time, fixed-term Ref#: 1HA6rJ

Auckland Birkdale Intermediate Deputy principal Full-time, permanent, 5PU Ref#: 1HA6p_

Robertson Road School Assistant principal Full-time, permanent, 5PMU Ref#: 1HA76f

Y0–1 team leader Full-time, permanent, 2PMU Ref#: 1HA6uN

Sherwood School, Auckland Principal U5 Full-time, permanent Ref#: 1HA6su

Bay of Plenty Maungatapu School SENCO Full-time, permanent, 2MU Ref#: 1HA774

St Thomas More Catholic School Director of religious studies (DRS) Full-time, permanent, 1MU Ref#: 1HA6T6

Te Okuroa Drive School (Proposed opening date: 2021-01-01) Foundation principal Full-time, permanent Ref#: 1HA6v7

Manawatu/Whanganui Waverley Primary School Deputy principal Full-time, permanent, 2MU Ref#: 1HA6qv

Canterbury St Joseph’s School, Fairlie Principal Full-time, permanent Ref#: 1HA6uF

St Joseph’s School, Papanui Director of religious studies / teacher Full-time, permanent, 2MMU Ref#: 1HA78D

Area / composite Y1–15 Teachers Northland Kaitaia Abundant Life School Secondary teacher Full-time, permanent Ref#: 1HA75K

Waikato Te Wharekura o Manaia Teacher Y1–8 Full-time, permanent, MITA Ref#: 1HA7BD

Hawke’s Bay TKKM o Ruamata Kaiwhakaako – Scale A teacher Full-time, permanent, MITA Ref#: 1HA75D

For full details of these vacancies, search the job listings online at www.gazette.education.govt.nz 44

Education Gazette 6 May 2020

gazette.education.govt.nz

Secondary Y7-15 Middle leadership Manawatu/Whanganui Cornerstone Christian School

Teachers

Teacher (ORS funded) Part-time, permanent Ref#: 1HA73b

New Zealand (nationwide) Crimson Global Academy (Proposed opening date: 2020-04-28)

Wellington Chilton Saint James School

Economics teacher Y11–13 Part-time, permanent Ref#: 1HA6z1 English teacher Y11–13 Part-time, permanent Ref#: 1HA6yv Maths teacher Part-time, permanent Ref#: 1HA6yc Psychology teacher Y11–13 Part-time, permanent Ref#: 1HA6z4

Physics teacher Part-time, LTR Ref#: 1HA78y

West Coast Gloriavale Christian Community School Primary teacher Full-time, permanent Ref#: 1HA5q6 Remedial and specialised subjects teacher Full-time, permanent Ref#: 1HA5q3

Canterbury Middleton Grange School PE teacher Y7–13. Tagged Full-time, fixed-term Ref#: 1HA6y3

Middle leadership Auckland Auckland International College Head of IB Diploma biology and junior maths Full-time, permanent Ref#: 1HA77p

Senior leadership Auckland TKKM o Te Raki Paewhenua Tumuaki Full-time, permanent Ref#: 1HA7Av

Hawke’s Bay TKKM o Ngati Kahungunu Ki Heretaunga Pou o te kuratahi Full-time, permanent, 5MU + MITA Ref#: 1HA6pU

Secondary Y7–15 Resource teacher Wellington Freyberg High School RTLB Te Whiri Kōkō Cluster 26, Southern team Full-time, permanent, 1MU + SDA Ref#: 1HA6rQ

Mātauranga Māori Waikato Tai Wananga Te reo Māori / Mātauranga Māori teacher Full-time, permanent Ref#: 1HA6u9

Northland Kaitaia Abundant Life School Secondary teacher Full-time, permanent Ref#: 1HA75G

Okaihau College Social sciences teacher Full-time, permanent Ref#: 1HA707

Auckland Avondale College Business studies and senior economics teacher Full-time, permanent Ref#: 1HA7AU Chemistry teacher Full-time, fixed-term Ref#: 1HA71J ICT teacher Full-time, permanent Ref#: 1HA6zu Mathematics teacher Part-time, LTR Ref#: 1HA7AX

Glendowie College Learning support coordinator Full-time, LTR Ref#: 1HA6t6

Hobsonville Point Secondary School Maths teacher Full-time, permanent Ref#: 1HA72s Social science with focus on economics, business studies, social studies Full-time, permanent Ref#: 1HA79i

Macleans College Chemistry teacher Full-time, permanent Ref#: 1HA6xh

VACANCIES

Rosehill College French and / or Spanish teacher Part-time, fixed-term Ref#: 1HA78u

St Dominic’s Catholic College, Henderson Social sciences classroom teacher Full-time, permanent Ref#: 1HA72J

Waikato Tai Wananga English teacher Full-time, permanent Ref#: 1HA6u6

Wellington St Catherine’s College, Kilbirnie Te reo Māori teacher Part-time, permanent, 2MMA Ref#: 1HA790

Marlborough Marlborough Boys’ College Mathematics teacher Full-time, permanent Ref#: 1HA75o

Canterbury Middleton Grange School PE teacher Y7–13. Tagged Full-time, fixed-term Ref#: 1HA6y6

Southland Southland Girls’ High School Technology Full-time, permanent Ref#: 1HA78A

Middle leadership Auckland Avondale College

HOD physics Full-time, permanent, 2MU + 1MMA Ref#: 1HA71F

Baradene College

Head of faculty science Full-time, permanent, 4MU + 1MMA Ref#: 1HA6r4

Gisborne Campion College

Director of religious studies. Tagged Full-time, permanent, 4PMU + 2PMMA Ref#: 1HA6pZ

Hawke’s Bay Sacred Heart College, Napier Director of religious studies Full-time, fixed-term, 3MU + 1MMA Ref#: 1HA77x

Mahurangi College

Southland Northern Southland College

Y7–8 homeroom teacher Full-time, fixed-term Ref#: 1HA74u

HOD humanities (social sciences) Full-time, permanent, 1MU, HPTSA Ref#: 1HA75C

For full details of these vacancies, search the job listings online at www.gazette.education.govt.nz gazette.education.govt.nz

TUKUTUKU KŌRERO 6 May 2020

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