Education Gazette 99.4

16 March 2020 | Vol. 99 No. 4

Getting to the heart of early learning Supporting smooth transitions

Nurturing social competence

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Spotlight on early learning Editor’s note In this issue we look at some of the excellent initiatives to support learning and engagement in early childhood. Among these is He Māpuna te Tamaiti, a new resource aimed at supporting teachers to develop children’s social and emotional competence and engagement. The services we spoke to hope to use the resource to help guide team professional discussions, develop inquiry goals and undertake internal evaluations.

Also of note is Rongohia te Hau, a researchbased set of tools created by kaiako for kaiako that are helping schools and early learning services to build culturally responsive pedagogies. We get a peek of the resource in action at Kindergartens South.

In the Far North, we profile an early learning service with a difference – Kind Hearts in Tai Tokerau is a centre that supports medically fragile and disabled children and their whānau.

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Kind hands, big hearts: supporting children and their whānau

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Rongohia te Hau: building culturally responsive pedagogy

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Nurturing social competence in early learning: a new resource

Trailblazing in Te Puke: learning within a Māori context

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14 March 2020 | Vol. 99 No. 4

On the cover

Getting to the heart of early learning Supporting smooth transitions

Nurturing social competence

P10: Hutt City Kindergarten Association’s senior teacher Annie Collings (pictured with Eddison at Stokes Valley Kindergarten) is looking forward to unpacking the new early learning resource, He Māpuna te Tamaiti.

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It takes a village: new facility for Hokianga playcentre

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Seeing is believing: visual curriculum supports school transition

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Joining the dots: Rolleston Getting a good start in College builds relationships life: early intervention in Hamilton

Ngārimu Scholarship recognises potential

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TUKUTUKU KŌRERO 16 March 2020

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Two-year-old Shelby delights in water play. Photo: Irene Dunn

Kind hands, big hearts An early learning service in Whangarei has become a lifeline for medically fragile and disabled children and their whānau.

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SPECIAL EARLY LEARNING

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ind Hands was established by Sharlene Clements and her husband, David, to meet the needs of the kinds of families Sharlene had worked with during a 24-year nursing career.

“My role was to visit babies and children after they got discharged from hospital. I found these families are in isolation from the get-go because children with additional needs have such specialised needs that it can be difficult for families to get out. Seeing these families planted the seed for me.” Sharlene explains.

Kind Hands was initially established in 2018 as respite care for families with medically fragile children. But in response to requests from parents, Sharlene decided to establish a very special early learning centre staffed by both registered early learning teachers and nurses, alongside a respite care facility.

By the end of 2018, she had gained a provisional licence and Kind Hands is now a fully registered early learning provider for up to 10 children at a time. Sharlene and a fellow nurse are completing early childhood education qualifications and will be registered as both nurses and teachers by the end of the year.

Range of needs “The children who come to us might be oxygen-dependent, have a tracheostomy, heart, lung or neuromuscular disease, to name a few. We include children having cancer treatment. They can be quite sick and for that child to be able to have social interaction in a medically controlled environment is really important,” says Sharlene.

“We have both teachers and nurses working together so when a child is dropped off in the morning, who may have a heart condition or a feeding tube, parents know they don’t have to explain about how to use the equipment – they know we know what to do,” she says.

Early intervention is giving Eli a head start.

A typical day at Kind Hands may include feeding a child who has a feeding tube, therapies twice a day tailored to each child’s needs and a range of activities focusing on each child’s individual needs.

“Low ratios are the key. We have to stay small so no child is overlooked – some of our kids are quite sick. We are starting to see some awesome successes with the kids. For example, one threeyear-old, who came to us bum-shuffling, is now able to crawl and is standing at the play equipment and the drawing table.” explains Sharlene.

Catering for all needs Kind Hands also caters for children with developmental disabilities such as Down’s syndrome and global development delays. Children on the autism spectrum also attend Kind Hands and it is sometimes a juggle to ensure a good mix to get the best outcomes for each child.

“I think we are just scratching the surface in Whangarei. There aren’t a lot of resources for that 0–6-year-old age group with special needs here. The children are very non-judgemental at this age and just don’t notice the difference about each other. They help each other in different ways and accept each other.”

Some of the children who attend Kind Hands haven’t been able to attend another early learning service and the opportunity to play, learn and socialise with other children is important to children and whānau, says Sharlene, who tries to keep the environment and activities as mainstream as possible.

“We have a sandpit and we do gardening. The kids get muddy and love getting the hose out and doing waterplay. The difference is that if that feeding tube gets really sandy, we can replace it,” she says.

Kind Hands aims to keep the environment and activities as mainstream as possible: Micah (3) enjoys slicing a zucchini.

“They can be quite sick and for that child to be able to have social interaction in a medically controlled environment is really important.”

Sharlene Clements gazette.education.govt.nz

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Support for parents Kind Hands provides parents with some respite from care and worry, as well as time for other family members.

“One mum wanted to go to a school assembly for her other child, but who was going to look after her sick child?” asks Sharlene.

Kind Hands has started a regular coffee group for whānau of medically fragile children or those with special needs. The centre provides childcare while parents meet and talk and have a chance to develop a support network.

Funding As a licensed early learning centre, Kind Hands receives Government funding, but with a ratio of one adult to approximately two children, and a maximum roll of 10 tamariki, extra income has to be sought. Sharlene says some additional money comes from Carer Support funds and she has set up a Trust.

“We do lots of fundraising – community backing is massive for me because all I want is to be able to pay the staff and keep the place

running. I won’t compromise the quality of care the kids get,” says Sharlene.

Nationwide need Sharlene says she regularly receives emails from people around New Zealand asking for a Kind Hands facility to be set up in their town or region.

“It’s been a hard journey setting up something that hasn’t been done before because nobody had anything to compare it to. I would love to help someone else interested in setting up a similar facility because there should be more of these places in New Zealand for other children to access.”

Family support important, and valued Eli Barnes was born four years ago with floppy baby syndrome (hypotonia) and has a neuromuscular disease and disabilities. He was one of the first babies through the door at Kind Hands says his mother, Jessica Barnes.

“Sharlene wanted to help mothers like me who were virtually trapped at home because of the medical needs of our children. When the centre opened, my needs had changed – I needed to go back to work full-time. Without Kind Hands, either my husband or I would have had to stay home. Now I can focus on creating a future for the family rather than navigating all these things I don’t understand.

“If I was to take him into normal daycare, I would be scared all the time that he might get knocked over or catch a bug – he can’t get sick – his body just shuts down. At Kind Hands I know he is being looked after by trained specialists,” says Jessica.

Eli loves “my Kind Hands” and “my Sharlene”.

Early intervention is giving him a head start as without it, his developmental and educational needs would have been put on the backburner, she explains.

“He learns new things every day, whether it’s from the kids or teachers. It’s a place where all his therapies can happen. We have regular meetings and are able to tailor his

Two-year-old Grayson loves playing in the sand and his parents have peace of mind that he’s well looked after.

Photo: Irene Dunn

“Kind Hands.... allows for tamariki to engage in social interaction with peers in a medically safe environment that may not have occurred for them otherwise.”

Sacha Cherrington

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SPECIAL EARLY LEARNING

education around what will teach him at his own level. If you compare him today to a year ago, he’s at a level that many of his doctors wouldn’t have predicted,” she says.

due to high medical and/or learning support needs, says Sacha Cherrington, education advisor for the Ministry of Education in Te Tai Tokerau.

Unique facility

“Kind Hands is the only service in Northland that can cater to these needs and allows for tamariki to engage in social interaction with peers in a medically safe environment that may not have occurred for them otherwise,” she says.

Jessica is in touch with parents around the country and also belongs to an international Facebook group of parents with children with hypotonia.

“We are just the lucky ones. They were gobsmacked when they heard what we have here. When a child like Eli is born, we are meant to become their nurses. It’s stressful, the financial situation crumbles, there’s a really high marriage breakup rate and I can understand why because you are so stressed out.

“In terms of the model of Kind Hands, I think there should be something similar in every district around New Zealand,” says Jessica.

Ministry support for Kind Hands Kind Hands provides a unique service in Te Tai Tokerau for tamariki and whānau who are unable to access other early learning services

The Ministry supported Kind Hands with some targeted funding to assist with opening and licensing the service; the centre now receives operational funding for tamariki attending.

Kind Hands also received Strengthening Early Learning Support for professional development when they opened to help them towards full licensing. Support is also provided through Learning Support staff and Ministry of Education advisors.

The Ministry would like to work with other agencies to explore ways to support the social, educational and medical needs of tamariki in other parts of New Zealand.

Eli with his Mum, Jessica Barnes.

Sharlene Clements enjoys reading with tamariki Eli and Shelby.

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CULTURAL LEARNING

Josh Papatua and Teresa Apera with Nadiya Papatua (4) and James Papatua (3) at Murihiku Polyfest, a showcase of cultural performances from Early Childhood to Secondary School students.

Rongohia te Hau Building culturally responsive pedagogy A powerful collaborative tool created by kaiako for kaiako is enabling Southland’s kindergartens to go beyond the rhetoric and create a profound shift in knowledge and practice.

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t the beginning of 2019, Kindergartens South began to use Rongohia te Hau, a research-based set of tools created

by Poutama Pounamu (Māori Education Research Centre) at the University of Waikato.

The journey begins Many schools within the Invercargill Kāhui Ako had already started their Rongohia te

Hau journey and Kindergartens South gained a SELO (Strengthening Early Learning Opportunities) professional development contract to undertake the work.

Their project began with a facilitator from the University of Waikato leading small cluster hui with kindergarten teams, which consisted of kōrero about colonisation in Aotearoa, unconscious bias and the educational achievement levels of Māori learners. gazette.education.govt.nz

CULTURAL LEARNING

Challenging and confronting The topics covered in the hui allowed for reflections without judgement, guilt or ill will, says Cathy Puna, senior kaiako, Kindergartens South.

“It’s led to some ongoing conversations because I think people need time to digest the information. Once you have had time to digest it, you realise that you do have to look into yourself before you can be aware of others.

This has created some specific strategies that people find achievable. As confronting as it may be at times, it does provide a way to articulate what we are doing and why.

“This new knowledge has given a lens that we can put over our practice, interactions and relationships. The more we know now, the more we realise we need to learn,” explains Cathy.

Rongohia te Hau provided the opportunity for the participants to grow in their capabilities as kaiako: specifically, being thoughtful and reflective about what they do; using evidence-based critical inquiry and problem-solving to shape their practice; and developing increasing proficiency in the use of te reo and tikanga Māori.

Continuum of Practice The hui resulted in the development of a co-constructed ‘Continuum of Practice’ created by kaiako for their colleagues based on relational and culturally responsive pedagogy: what it does and doesn’t look like within relationships, interactions and learning environments in the education setting.

Once the Continuum of Practice was finalised, a schedule of walk-through observations was undertaken at 18 kindergartens, with a facilitator from Poutama Pounamu and a senior kaiako from Kindergartens South. The observations involved capturing a short running record observation through the eyes of the tamariki and how

they were responding to their learning environment, as well as the relationships and interactions between peers, whānau and kaiako, Cathy explains.

The Rongohia te Hau tools allowed for qualitative and quantitative data. Based on the observations and tools, individual kindergartens were provided a score of where they sat on the co-constructed Kindergartens South Continuum of Practice.

“Giving a score based on a very short snapshot, which may not have been a normal day, was confronting for teachers,” explains Cathy.

“It’s then up to the team to come up with a future collaborative goal that fits their team and community.

Realising that we are a collective and need to honour each other, even in our individual kindergartens, to build our collective capacity is really building us up as an association too.”

Whānau and kaiako voice Whānau and kaiako were surveyed in term 2 using set surveys from Poutama Pounamu.

“It’s been a really good tool to show ways to capture whānau voice, because at times, for a variety of reasons, it can be a challenge for kaiako to engage with whānau and hear their aspirations for their children,” says Cathy.

Tool fits all cultures The new understanding can also be applied to being responsive to other cultures, such as former refugees.

“The tool that we have created to be responsive to children and their whānau is relevant to all of the new cultures that are coming into our kindergartens. We had some professional learning regarding the former refugees in Invercargill, and this tool complemented that beautifully,” she says.

Harlee (4) and Isla (3) re-enact a Polyfest performance. gazette.education.govt.nz

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CULTURAL LEARNING

Professional learning continued Professor Mere Berryman, one of the founders of the Rongohia te Hau tool and director of Poutama Pounamu, took part in some of the observations.

“She led a workshop for all kaiako about moving beyond the rhetoric and acknowledging colonisation to enable decolonisation. She was an incredibly powerful presenter with amazing wisdom and mana that was respected by all kaiako,” says Cathy.

Members of Kindergartens South have now started exploring culture in more depth. This began with a presentation from a Poutama Pounamu facilitator called ‘Exploring our Cultural Positioning’, which covered deepening understanding of the concept of culture.

Cathy says that while this was uncomfortable at times, it created space to safely explore and reflect on the history of Aotearoa (especially in education), cultural influences, unconscious bias, and being able to acknowledge how important culture and identity is to all.

and practice and to promote positive learning outcomes for tamariki and whānau Māori.

Cathy Puna

“The Kindergartens South Continuum of Practice will be reviewed as a collective again, due to it becoming a powerful learning tool that has supported appraisal, planning, internal evaluation and practice,” says Cathy.

Because it is created by kaiako for kaiako, she says, the tool also enables tuakana-teina and ako (relationships between older and younger people / teachers and learners) for all kaiako and helps to build relational and culturally responsive pedagogy and practice.

“The biggest learning curve that is really sticking with us, and this is through the guidance of Professor Berryman, is that we need to go beyond the rhetoric.

We are using all the words from Te Whāriki, te ao Māori and so on – but do we genuinely understand them? Is there evidence of it in our documentation, interactions and environments?

Beyond the rhetoric

“I would recommend this journey without a doubt.

Some of our teachers have found it really insightful; others will have taken on bits of it. We are just at the beginning, so we are seeking lots of ways to carry on the momentum. It genuinely feels that there is a shift in knowledge – more than ever before.”

The Rongohia te Hau process will be repeated in 12 months’ time to capture the shift in knowledge

All photographs were taken at Glengarry Kindergarten, Invercargill.

Goals for learning and growth » Truly capturing whānau and voice. » Evidence of learning made more visible to whānau. » Kaiako safe, secure and strong in their own cultural identity to best embrace other cultures. » Te reo is used authentically. » Learners’ cultural values are incorporated into planning delivery and documentation. » Learning pathways and meaningful implementation of local myths, legends and knowledge for place-based pedagogy. » Linking the use of Rongohia te Hau to Te Whāriki, including goals for the Mana Whenua strand of the curriculum: That children and their families experience an environment where connecting links with the family and wider world are affirmed and extended, and they know that they have a place.

Rebekah(4) and Matiaha (4) having lots of fun in a He Pi Ka Rere session.

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» Implementing a rich curriculum where identity, culture and language are supported, and Māori succeed as Māori. Resources supporting kaiako to affirm identity, culture and language within the curriculum can be found on the Te Whāriki TKI site.

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“... we need to go beyond the rhetoric.

We are using all the words ... but do we genuinely understand them? Is there evidence of it in our documentation, interactions and environments?”

Cathy Puna

Kristy Forsyth, Penny Tattersfield, Carly Ashford and Shan Wang (Aylin) make Chinese steamed buns during a regular cooking evening, which brings whānau from diverse cultures together.

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TUKUTUKU KŌRERO 16 March 2020

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CHILD WELLBEING

Nurturing social competence in early learning M

ornings can be difficult for three-yearold Mason. He often struggles to settle after being dropped off at the early learning service he attends in Dunedin.

Mason arrives excited to carry on with projects from the day before and feels disappointed when his friends have chosen different activities with other peers. He often hasn’t eaten a good breakfast because of the excited feelings in his tummy. And he finds it hard to say goodbye to his nana who drops him off on her way to work.

This is just one of many scenarios outlined in He Māpuna te Tamaiti, a new resource designed for kaiako in early learning settings. The resource is focused on promoting proactive, intentional approaches to support the development of children’s social and emotional competence.

This particular scenario looks at approaches taken by kaiako and Mason’s whānau working together to support his transition into the activities of the day. For example, Nana is supported to develop consistent ‘goodbye’

routines, involving ‘positive forecasting’ and bringing breakfast for Mason to eat at the centre.

The kaiako support continuity and predictability by preparing Mason near the end of each day for the day ahead and providing visual supports for choosing morning activities. They develop some activities to help build Mason’s confidence and self-esteem.

This small case study is likely to resonate with many kaiako around New Zealand. As such, it is accompanied by a list of resources to help support the development of children’s social and emotional learning and a small group exercise to aid professional learning in this area.

The exercise encourages kaiako to discuss the case, consider it from Mason’s point of view and look at additional strategies to help children develop emotional resilience.

A practical and flexible resource The above example is just one of many case studies in He Māpuna te Tamaiti, spliced into four

He Māpuna te Tamaiti is a new resource aimed at supporting kaiako in early learning services to develop children’s social and emotional competence, engagement, and learning.

key sections: creating a supportive environment; promoting emotional competence; promoting social competence; and supporting learning and engagement.

These sections are based on key pedagogical approaches promoted by Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa and highlight the important role of early learning in upholding Te Tiriti o Waitangi and making it relevant for all types of early learning services.

The resource is also in line with the Government’s Child and Youth Wellbeing Strategy.

The final two sections of the resource focus on understanding behaviour and reflection, inquiry, and problem solving – useful for teams working together to strengthen their collective knowledge and expertise. A self-assessment tool is also included to support this process of evaluation and inquiry.

He Māpuna te Tamaiti is designed to be practical and flexible. Kaiako can dip in and out of the resource as needed. It promotes

Supporting children in developing their critical thinking while engaged in play: teacher Annie Collings shares a moment with tamariki Sierra, Esme and Eddison at Stokes Valley Kindergarten.

For more information or to download He Māpuna te Tamaiti, visit TKI Te Whāriki Online.

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CHILD WELLBEING

evidence-based strategies for supporting foundational learning and emphasises the critical connections between social-emotional competence and strengthening children’s identity, culture, and language.

There are strategies across a broad range of topics, including establishing consistent routines, developing care and empathy for others, building resilience, fostering peer friendships and supporting children to manage their learning.

Additional support material includes a set of cards for kaiako to use in daily practice and during professional learning conversations.

Te Whāriki Online also accommodates a PDF of the book, a selfassessment PDF, five short videos and a presentation to support with its implementation.

Anticipated by the sector Hutt City Kindergarten Association has begun embedding He Māpuna te Tamaiti into its practices.

Annie Collings, who leads the association’s Learning Support Cluster group, says the new resource has been well received by their kindergartens. Their senior management team has already discussed how they will unpack He Māpuna te Tamaiti with their teaching teams.

“The user-friendly way it is presented has encouraged teachers to engage with it,” says Annie.

“As an organisation, we have planned professional learning and development to unpack and implement the documents within our teacher practices and our association policies and procedures.”

Annie points to the examples and scenarios woven into the text.

“Many of our teachers are familiar with the scenarios and for some, the information provided is affirmation of their current practice – or a great refresher for them.

“The prompt cards have been used by teams to support their practices and they have found them extremely useful.

“I think having the additional links to resources is extremely helpful as are the reflective questions to support teachers’ thinking.”

Annie is also pleased to see the self-assessment sheets within the document that can be used by teachers individually or as a team.

“We have encouraged teams to use the document to support team professional discussions, develop inquiry goals and when undertaking strategic internal evaluations.”

“The user-friendly way it is presented has encouraged teachers to engage with it.”

Annie Collings

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EDUCATION EXCELLENCE AWARDS

Trailblazing in Te Pu Te Puke’s Fairhaven School was acknowledged as a finalist at last year’s Prime Minister’s Education Excellence Awards in recognition of what it is achieving with Toitoi Manawa, where learning is promoted within a Māori context and whanaungatanga is encouraged.

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n the wall at Fairhaven School is an eye-catching representation of a korowai, each feather intricately crafted out of silver foil by the students.

Principal Paul Hunt says the korowai provides an excellent symbol of the vision for Toitoi Manawa.

“When you look at it, all the feathers are on show, each one is important. Individually they are different but collectively they are spectacular. That’s the analogy that I think suits our school, but in particular Toitoi Manawa because we’ve taken a collective path.”

It’s a path that led them all the way to Wellington for last year’s Prime Minister’s Education Excellence Awards in recognition of what Fairhaven is achieving with Toitoi Manawa. The Bay of Plenty school was named a finalist in two categories: Excellence in Leading and Excellence in Health & Wellbeing.

“It was a real thrill,” says Paul, of the accolade. “It was nice validation that the hard work has been recognised.”

Hard work is putting it mildly. Toitoi Manawa is the result of years of indepth consultation with whānau, kaumātua, the school’s two local Iwi, Waitaha and Tapuika, and lots of research.

“I can’t emphasise enough how important all those parts are,” says Paul. “It’s easy to imagine a process where a school says, ‘we need an immersion unit; you do this, you do that. Tick! Kaumātua, is that OK? Tick!’ But it wasn’t like that at all.”

Toitoi Manawa’s roots stem from the community’s passion for te reo Māori and tikanga Māori. An Education Review Office (ERO) report identified this and in response, Fairhaven set up a bilingual class for Year 2 and 3 students in 2014.

‘Toitoi Manawa’ is the name given by kaumātua, meaning to inspire or awaken the spirit. Following much consultation and research, this gradually evolved and in 2015 they shifted from The New Zealand Curriculum to Te Marautanga o Aotearoa in the process.

“We didn’t rush into it. I think that has held us in good stead for the following years,” says Toitoi Manawa leader Tatai Taikura-Mita.

Bringing staff along on the journey Paul says they were conscious they didn’t want Toitoi Manawa to sit in isolation from the rest of the school, so they engaged in some extensive professional learning and development involving all teachers, support staff and board members in the process.

“That has been a huge catalyst for getting people to look at themselves, their practice, their values – and there’s been a big shift within our staff along that continuum, which needs to happen when you’re in a school that has been set up primarily in a Pākehā style.

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EDUCATION EXCELLENCE AWARDS

ke

“We are like one big whānau,” say these tamariki in Toitoi Manawa.

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EDUCATION EXCELLENCE AWARDS

“It’s a bigger thing than just teaching te reo Māori; it’s creating intergenerational change of lives and appreciation of education.”

Paul Hunt

“This challenged us – myself included – to look at what we really wanted for our school and how we could be looking at our Māori students and other students to ensure that our preconceived ideas, our unconscious biases weren’t getting in the way of how we did things. It’s been very powerful.”

Fairhaven School Principal Paul Hunt and Toitoi Manawa Leader Tatai Taikuira-Mita stand in front of the korowai, crafted by Fairhaven students and staff.

Parent and Board of Trustees member Raponi Wilson values the fact that Toitoi Manawa sits within a mainstream primary school.

“The thing I like the most is that Toitoi Manawa is a Māori unit where the tamariki can be Māori but also be a part of the larger mainstream school – this better emulates Māori being part of a community. I think that is an important part of what makes Toitoi Manawa.”

Sharing great practice Tatai’s goal is to strengthen the pathways in and out of Toitoi Manawa.

As an across-school leader in their Kāhui Ako, Tatai is well placed to work with the other schools on areas of cultural relationships, responsive practice and transitions.

“I really believe our community should be catering for our kids. That’s something I’m really passionate about.”

Tatai points to feedback from a recent ERO review as affirmation.

“They said, ‘You’ve got the right balance. You need to bottle what you’re doing here and share it around – not just across the nation, but globally’.

“So we’re starting in Te Puke and we’re sharing with other schools some of the things that we know work for Māori learners.”

Intergenerational change Those things extend beyond just teaching and learning te reo.

“We are trying to create a holistic education that isn’t just focused on the academic, because the kids we’re trying to nurture need the whole package,” says Tatai.

There are a lot of financial and societal pressures placed on their whānau – pressures they try to minimise at school with initiatives like breakfast club and the provision of lunches for those who need them.

And underlying everything are the relationships with whānau and community. In Toitoi Manawa, whanaungatanga is encouraged; tamariki (and their whānau) are inspired to succeed and be confident in who they are and where they come from; and learning is promoted within a Māori context.

“I think that many whānau for generations have felt very uncomfortable coming to school; for them school is not a place they have a positive connection. We’ve got a personal connection with our whānau,” says Tatai.

2020 Prime Minister’s Education Excellence Awards This year’s Prime Minister’s Education Excellence Awards are now open for entry to all schools, kura and early learning services.

“They feel welcome, important and they’re a part of their children’s learning. They know it’s an open door and we have parents in and out all the time.”

If your team is doing great things for learners, their whānau and your community, it’s time to share your achievements so others can follow in your footsteps.

Māmā Cherryl Thompson agrees.

Enter at pmawards.education.govt.nz. Entries close 10 April 2020.

“Toitoi Manawa gives whānau the opportunity to participate practically – sharing our ideas and skills, which builds mana, both individually and collectively, and a sense of worth and value,” she says.

Tatai says some kaumātua have worried about the future: “Who is going to take their place at the marae? Who will karanga and whaikōrero?

When we take our Toitoi Manawa tamariki to the marae, the kaumātua can see the fruit of what they are learning in front of them, because they have helped us teach them that.”

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“It’s a bigger thing than just teaching te reo Māori at Fairhaven,” reflects Paul. “It’s creating intergenerational change of lives and appreciation of education. We can see the change within Fairhaven and within the whānau at Fairhaven, and across Te Kāhui Ako o Te Puke.

“In years to come, I think we’ll be able to look back and say there’s been a change in our community and that we played a part in that.” gazette.education.govt.nz

Rawene community members, kaumātua, Playcentre whānau and representatives from the Ministry of Education outside the revamped building at the official opening of the Rawene Playcentre.

EARLY LEARNING REJUVENATION

It takes a village New facility for Hokianga Playcentre

A Hokianga Playcentre that was closed and had lost its licence has been refurbished and reopened thanks to a $100,000 grant from the Ministry of Education, $10,000 from Playcentre Aotearoa, and the drive and commitment of local families.

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awene Playcentre, located in the former Rawene High School, was closed in 2017 due to its building being deemed unhealthy and unsafe. The two-year revamp project was a partnership between local whānau, Ministry of Education’s Tai Tokerau office and Playcentre Aotearoa.

and participation in early childhood education in Tai Tokerau is now at 95 percent. Achieving this can be challenging as Tai Tokerau has many remote areas, but options such as playgroups and Te Kura Correspondence School can help families who are geographically remote or don’t have transport, explains Irene.

Irene Iwikau from the Ministry’s Tai Tokerau office remembers how upset the local community was when told the early learning service had to be closed following health and council reports. She says the decision wasn’t taken lightly, and she was delighted to support the community through the project and attend the opening of the new facility last November.

Benefitting the community

Meeting needs Ministry Tai Tokerau works closely with communities to establish the best ways to meet their needs and as the people of Rawene wanted full Māori immersion and non-immersion services, they were able to deliver the combination through funding to both the Playcentre and Kōhanga Reo, with Irene.

“We want to make sure that all children have access to quality early learning education before they go to school. I have always had a mantra: ‘why should children who are rural or isolated deserve any less than those who live in big cities?’” she says.

The Ministry works with communities, Iwi and health groups to identify the needs of families,

Rawene Playcentre is rural, isolated and has a high percentage of Māori tamariki from its Hokianga community, says Keri Squires, Playcentre Federation Centre support coordinator for Northland.

“Apart from Kōhanga Reo, there’s no other early childhood centre, daycare, or kindergarten in the area. It’s important for the children to have opportunities to learn and play together. The other great thing is it’s just below the primary school and the connection between the primary school and Playcentre is important for the children transitioning to the school,” she says.

Community hub Rawene Playcentre was relicensed and opened as a new centre at the end of 2019 and was the first to open since the national amalgamation of the Playcentre Federation.

Playcentre parent Karee Owen says the 2017 closure was very disheartening for the small community as there are few organisations for children in the area.

“Playcentre is hugely important, not just for the education side, but it gives mums and children a chance to socialise. It’s a great place to meet people – especially for new mums and people new to the area. The kids love it here, and as a mum I really value the community that we can build through Playcentre. We get great support and training to help our kids learn and thrive,” she says.

Karee’s three-year-old daughter Gloria cut the ribbon at the opening.

“It’s beautiful – it’s light and freshly painted and there’s a brand-new kitchen. We have lots of new toys and equipment and have had a lot more families come. We are very grateful,” says Karee.

Local kaumātua Hone Taimona blessed the site at the reopening, which was attended by up to three generations of Playcentre whānau, representatives from neighbouring Hokianga Playcentres and pupils from Rawene School.

Rawene Playcentre is open Wednesdays and Fridays, 10am to 2pm.

Useful resources Te Whāriki Online provides context on the Playcentre philosophy and a large range of resources to support implementation of the early learning curriculum, Te Whāriki.

Find this on the Te Whāriki TKI website.

“...why should children who are rural or isolated deserve any less than those who live in big cities?”

Irene Iwikau gazette.education.govt.nz

TUKUTUKU KŌRERO 16 March 2020

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TRANSITIONS TO SCHOOL

Seeing is believing Visual curriculum supports transition to school Exploration - Moving confidently and challenging themselves physically. Indi (4), Joshua (4), Joshua (4) show how it's done.

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Education Gazette 16 March 2020

gazette.education.govt.nz

TRANSITIONS TO SCHOOL

Communication Expressing their ideas using a wide range of materials.

Hinewai (3) expresses herself with paint.

A collaborative visual curriculum produced by the Pukekohe Kāhui Ako to support the transition to primary school for tamariki and their whānau has produced some interesting – and unexpected – outcomes.

A

t the end of 2019, the early learning network of the Pukekohe Kāhui Ako invited their local new entrant teachers to a hui, where they presented the visual curriculum as a slideshow of local photographs representing the early learning outcomes of the early childhood curriculum, Te Whāriki, in practice.

the Kāhui Ako primary schools are planning to develop a similar resource for other key transition points in the education pathway.

“The feedback was instant and warm, with one teacher saying: ‘If that’s what the curriculum looks like in our ECE, then our tamariki are in good hands’,” says Nikki Tarapa, ECE network lead and ECE representative to the Kāhui Ako.

Removing barriers to connection

The visual curriculum was initially developed to support smooth transitions between local early learning services and schools.

“One of the Kāhui Ako’s goals is around developing a coherent educational pathway for tamariki and their whānau,” explains Nikki.

“The ECE network talked about how to share information about children’s learning with whānau and felt visual representations of Te Whāriki would be most powerful, especially if those visuals featured local tamariki and their whānau engaging in easily recognisable, curriculum-based learning experiences.”

Pukekohe’s kindergartens and early learning centres were asked to contribute photographs that illustrated all of the learning outcomes from across the five strands of Te Whāriki.

The early learning resource has just gone live and Nikki says gazette.education.govt.nz

“When we share our visual curriculum with whānau, we hope it’s really powerful, especially when they recognise themselves or people they know,” she says.

Nikki hopes the new resource will remove some of the fear of the unknown, so that whānau can develop more confidence around what the curriculum can look like for their tamariki and what they can expect from a quality early learning service.

“I hope in time that whānau will expect to fully know, understand and share what learning looks and feels like in our early learning services and primary schools, and can make comfortable, informed decisions about where their tamariki will go.

“It’s warming up that transition process so that instead of jumping in the deep end, whānau can wade into the transition process sure-footed,” Nikki explains.

Dispelling myths Nikki says it was ‘a huge and wonderful surprise’ that the collaborative visual curriculum helped to dispel myths about what happens in early learning services among their new entrant teacher colleagues. Early learning teachers learned that primary schools also value learning through play and the importance of dispositions which support learning.

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TRANSITIONS TO SCHOOL

“When we share our visual curriculum with whānau, we hope it’s really powerful, especially when they recognise themselves or people they know.”

Nikki Tarapa “It has been one of the most eye-opening and groundbreaking steps in terms of developing a close, trusting and respectful relationship with our new entrant colleagues.”

Pre-school to big school event A collaborative Pre-school to Big School event held earlier this month has grown out of the fast-growing relationship between Pukekohe’s early learning and new entrant teachers. More than 300 four-year-old tamariki, whānau, kaiako, new entrant teachers and principals attended the event which was held at Pukekohe’s covered netball courts.

“Every pre-school and primary school involved facilitated one fun activity – such

as yoga, bubbles, play dough, story-telling and music. While tamariki engaged in supervised experiences, whānau were able to meet the new entrant teacher of the class their child is going to, the principal and some of the children currently in the class.

They began developing those connections and relationships which support a smooth transition in a fun and inclusive setting,” says Nikki.

“Our Kāhui Ako has always welcomed and valued our contributions as equal partners in the decision-making process,” she says.

Making the magic happen

“We are building a culture that shows an increased willingness to collaborate and share with each other, unifying around the things we have in common.”

Nikki says building effective relationships across sectors has been greatly assisted by the inclusion of early learning representation at Kāhui Ako governance level.

“The regular networking that our ECEs have done has removed the barriers in what is essentially a competitive marketplace.

We are all competing for enrolments and funding, but the thing that supersedes profit and money, is our shared love for tamariki and their whānau.

Communication - Using print symbols and concepts with enjoyment, meaning and purpose. Leo (4), Pranon (4) and Millie (3) get serious with pencil and paper.

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Education Gazette 16 March 2020

gazette.education.govt.nz

Connected curricula The development of the visual curriculum resource by Pukekohe Kāhui Ako reflects the approach outlined in Te Whāriki for supporting transitions to school. Kaiako are encouraged to recognise and show where and how children’s early learning connects with the key competencies, values and learning areas of The New Zealand Curriculum and Te Marautanga o Aotearoa.

At the same time new entrant teachers will be aware of the principles and strands of Te Whāriki and deliberately build on the foundations that have already been laid.

There are close parallels between Te Whāriki and The New Zealand Curriculum and Te Marautanga o Aotearoa. In both, learning is seen to take place in the space between what the educational environment offers and the knowledge and experiences that children bring with them. The two curriculums are based on similar principles and have similar approaches to valued learning. Like Te Whāriki’s weaving of principles and strands, The New Zealand Curriculum views the curriculum as a weaving together of different elements.

All photographs were taken at Te Akonga Early Learning Centre, Pukekohe.

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gazette.education.govt.nz

DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

Joining the dots

Innovative learning for a connected world

As the Education Gazette releases the fourth part in its video series on Digital Technologies & Hangarau Matihiko, we look at a Canterbury secondary school that is building relationships to help learners develop innovative mindsets and find their places in a connected world.

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Education Gazette  16 March 2020

Watch: Visit Education Gazette online to watch the fourth of a five-part video series on the revised Digital Technologies & Hangarau Matihiko curriculum content.

gazette.education.govt.nz

DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

The Activate event was an opportunity for whānau and the community to learn more about digital technologies and innovative learning.

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olleston College puts a high priority on reaching out to whānau, the local community and businesses to share learning and build relationships.

“We want learning to be celebrated across the different year levels and for it to be a positive way for our community to come together to celebrate our young people,” says Bronwyn Hoy, lead social science, innovation and for implementing the new Digital Technologies curriculum content.

Last November, Rolleston College hosted a community event – Activate – which will be repeated in 2020. It was an opportunity for the area’s learners, from early learning to secondary school, to showcase their digital technologies and innovative learning.

“The idea was for learners from our Kāhui Ako schools to be able to activate their innovative mindset and showcase their learning,” explains Bronwyn. gazette.education.govt.nz

“We wanted to provide people from our community with a really positive digital technologies experience and help them to understand the computational thinking and design and development of digital outcomes [two new technological areas in the Technology Learning Area].”

Bronwyn is a recipient of a Boma NZ Education Fellowship, a one-year programme using technology to improve the learning outcomes of secondary school students.

“My [Boma] project was around creating an ‘activation space’, which is a purposeful space in a school where learners can exhibit, have workshops; and explicit learning opportunities can take place to develop an innovative mindset. The Activate night is part of this in starting to bring people and ideas together.”

Exploring interests In term 3, 2019, the school trialled a weekly Year 9 whole-cohort project around designing and developing a digital outcome. Students were able

to use specialist areas and teachers to help them with their project, says Bronwyn.

“The learners had to identify a Sustainable Development Goal (SDG) that was important to them, research it and create a digital outcome that could teach others about their goal. They all created artefacts and that was a student choice – it could be a video, a scratch game, an electronic poster – there were endless choices.

“To present their artefacts, they had a slide where there was a quick blurb about why they chose that goal and a QR code that linked to their final outcome. Other learners and members of the community were encouraged to come in and learn more about the projects.”

Skills such as resilience and perseverance are also important, she says.

“We want our learners to see failing as a positive experience that they can learn from and continue to iterate their outcomes, get feedback and testing until they work towards an outcome that is suitable for end users.”

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DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

Connected learning As Rolleston College helps students prepare for the future world of work, the school focuses on a series of critical skills such as literacy, numeracy, critical thinking, problem-solving, curiosity, imagination and collaboration across networks. The Connected part of the school’s curriculum explores a theme such as Identity across core subjects such as English, maths, science and social science.

“Learning should be connected, and we want our learners to understand how the world is connected, not to think that the world consists of silos of subjects,” explains Bronwyn.

Support for teachers

To ensure the digital technologies curriculum content is authentically placed in the school and that staff have the confidence and time to be able to lead the learning, one or two teachers in each whānau (house) have stepped forward to provide support for less confident staff.

Bronwyn would love to see a purpose-built space in Rolleston where the community can celebrate learning across age groups.

As well as community classes, a dedicated space would allow for workshops and exhibitions that are open to the public.

“We set up a range of stations for staff where they could learn about the types of activities they could include in their own lessons,” says Bronwyn.

“Learning is a lifelong activity. The idea is around creating a multi-purposeful space to provide a range of learning opportunities and more importantly, a way that we could connect within our community. For example, we could run events that our Year 8 learners from contributing primary schools could come along to, or seniors might run an event for early childhood children.

“Part of that was focused on the digital outcomes and the types of outcomes learners could choose so that the teachers felt confident in being able to guide a learner in the right direction if they perhaps weren’t sure themselves.”

The school used government-funded professional learning and development (PLD) hours to work with accredited PLD provider ImpactED to develop the SDGs project and provide specific teacher PLD. Gerard MacManus, Learning Design Leader at Hobsonville Point Secondary School partnered with Bronwyn and ImpactED in this project.

Rolleston activation space

Real-world connections

shown an interest in the industry going to see what it would be like to study mechatronics engineering at the University of Canterbury, then head to a technology company such as Trimble and then on to the Careers Expo in Christchurch.

Internship days are held for Year 10 and 11 students at Rolleston College.

In term 2, there’s a ‘taster’ day where they can sign up to a theme such as technology, health or sport. They go to a workplace or tertiary provider such as Ara, followed by the Careers Expo in Christchurch.

In term 3 the students spend a day at their chosen workplace.

“We want our learners to be able to go and experience a career path that’s of interest to them and so we always try to establish those connections and networks with industry in Rolleston and further afield into Christchurch as well,” says Bronwyn.

How it’s done Education Gazette spoke to Deputy Principal Hayden Shaw, who is responsible for education outside the classroom (EOTC) at Rolleston College.

Q. How does Rolleston College help provide technology pathways into careers for students?

A. In Year 10 our students take part in Transform Futures, which, in the case of the tech industry, has seen students who have

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Education Gazette 16 March 2020

The college, which opened in 2017, currently has a roll of 970. A planned stage 2 build will provide for another 700 learners. Rolleston, just south of Christchurch, has grown rapidly since the 2011 earthquake and Selwyn District Council has a 20-year plan to develop infrastructure for the town.

This leads onto opportunities for Year 10s later in the year to participate in internship days, when students spend a day at a workplace of their choice. Many who have been keen on careers in the tech industry have been able to take advantage of this.

Q. What’s the value in this for a) students and b) businesses?

A: The value for students is massive as it reinforces why they are learning what they are at school. It shows the links between secondary and tertiary education, on to employment. It shows them what the workplace looks like along with many other benefits.

The value in seeing what is happening in both tertiary education and business is massive because if students are not exposed to these situations, many may not end up heading in this direction.

The value for the businesses is that they are able to talk to the students and get a idea of the things they are doing at school so they are more aware of what students are learning at school.

“We could form partnerships with businesses and our local universities [Lincoln and Canterbury]. For example, some of their robotic equipment could be on loan and set up in the activation space and some of the tertiary learners could come and work with our students as part of their course.

Having a dedicated space would allow more authentic opportunities to happen.”

It has the potential to set up future internships for students that could benefit both the businesses and students over time.

Student kōrero Education Gazette asked Year 12 student Jack Tocker about his internship experience Q: What did you do on the Taster Day and where did you go for your internship?

A: What I liked about the trip was getting to explore my career of interest, and being able to visit real workplaces that could potentially be our near future [Ara and CerebralFix and UC].

Q: What were the highlights of these events for you?

A: What interested me was the different possibilities in coding and digital technologies, and there are thousands of careers to explore in that area. What I also found interesting was learning about how CerebralFix created popular apps, and how Ara/UC was able to use software and hardware to create a robotic arm controller.

Q: What did you learn from your internship experience?

A: What I learned was how different software and hardware were able to control robots, and how coding and digital design was used in the creation of games, as well as a major thing for us secondary school learners about what course subjects we should be taking.

gazette.education.govt.nz

DIGITAL TECHNOLOGIES & HANGARAU MATIHIKO

Rolleston College aims to prepare students for the future world of work, says Bronwyn Hoy.

Four prototypes and two years later, Levente Scott’s robotic arm was ready for display at Activate.

“Learning should be connected and we want our learners to understand how the world is connected, not to think that the world consists of silos of subjects.”

Bronwyn Hoy

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TUKUTUKU KŌRERO 16 March 2020

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WELLBEING

Early intervention teacher Stephanie Wacker works with a child on communication goals using a coreboard

Getting a good start in life A whānau-led approach to services and support has made a difference for families with children living with disabilities.

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Education Gazette 16 March 2020

gazette.education.govt.nz

WELLBEING

Speech language therapist Estelle Pretorius engages with a child at play

What is the Good Start in Life project?

Initiated through the Disability Action Plan 2014-2018, the Good Start in Life (GSIL) project was led by the Ministry of Education and co-designed with parents.

It sought to improve the way the system as a whole worked for parents, family and whānau with children aged eight years and under who are living with disabilities.

F

or disabled children, having a good start in life often depends on how well those in the disability support system, and other systems, work with their parents, families and whānau.

To improve the experience of families of disabled children aged 0–8 years, the Ministry of Education led the Good Start in Life (GSIL) project, a cross-agency Disability Action Plan (20142018) project with a whānau-led approach to co-designing changes to services and support.

Learning generated from the GSIL project has been in action for several years at the McKenzie Centre in Hamilton, an early intervention centre for children with special needs.

“The family-centred practice notion is very important to us,” says centre director Trisha Benge, “and we are extending that to family capacity-building whereby whānau are leading the way that they support their children from early childhood into school and ongoing.”

The centre also promotes authentic partnerships between specialist staff and whānau.

It’s not a one-size-fits-all partnership, says Trisha. Each child, each parent, each family or whānau is different. They all have different strengths, attitudes, experiences, skills, environments and social connections.

McKenzie Centre parents attend a once-weekly session with their child, learning and sharing alongside teachers, specialist staff and fellow parents. The rest of the week the children attend their regular early learning service. gazette.education.govt.nz

The ‘system’ includes everyone who can and should be supporting parents, family and whānau to give their children the best possible start in life.

This was a cross-agency project, led by the Ministry of Education and co-designed with parents.

The main agencies that partnered with the Ministry are the Ministries of Health, Social Development and ACC, and organisations including Disabled People’s Organisations, Parent to Parent, CCS Disability Action, Autism New Zealand, Conductive Education New Zealand, SAMs and IHC.

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WELLBEING

Tamariki and whānau enjoying music time at the McKenzie Centre.

“We acknowledge parents as experts about their child and view peer-to-peer mentoring as a way in which parents can create the social change needed by capturing their knowledge and sharing it.”

Trisha Benge Parents are also invited to attend and lead workshops for other parents. The focus is on wellbeing, using your signature strengths, building support networks and positive psychology.

“We acknowledge parents as experts about their child and view peer-to-peer mentoring as a way in which parents can create the social change needed by capturing their knowledge and sharing it,” says Trisha.

Other workshops focus on information sharing; for example, how Te Whāriki folds into The New Zealand Curriculum, how parents can take a lead role in their child’s individual education plan (IEP), and the Code of Rights for Disability.

“Parents are experiencing a lot. We talk about acquiring and maintaining a toolkit of strategies to keep going. Yes, you do have a lot to carry and there is grief in there so we talk about what parents can do on a daily basis to make theirs a good life and achieve the best outcomes for their children.”

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Education Gazette 16 March 2020

The GSIL Practice Guidance is currently being finalised and will be available on the Office for Disability Issues website by the end of the March. For further information, please contact Julie Hook: julie.hook@ education.govt.nz.

The McKenzie Centre aims to achieve the best outcomes for each child.

gazette.education.govt.nz

WELLBEING

Meet Omar

Five-year-old Omar, who has autism spectrum disorder (ASD), and his whānau were one of the first families to be enrolled in a GSIL-based programme at the centre in 2018. Omar’s mother Eram says the support they’ve received has been life-changing for the whole family.

“A year ago I wouldn’t have believed that he’d be saying words and communicating with us, he seemed to be locked in his own world. He never played with other kids, even his brother and sister, and he’d have frequent meltdowns.

“At the McKenzie Centre we learned to communicate with him in his own language, to recognise his cues and to understand that what appeared to be tantrums were his expression of frustration that he couldn’t make himself understood.”

Eram and her husband Mohammed engaged in a number of workshops at the centre to equip themselves with tools to tackle their family’s challenges, and learned to involve their other children in helping Omar join in.

“My other children now understand how to talk to Omar, and all relationships within the family have improved,” says Eram.

“It used to be that Mohammed and I focused a lot on Omar because we were worried about him, but we have learned how to help everyone in the family feel important and to help out.

There is much less stress on our family now.”

Omar is now settling into mainstream school according to an IEP led by his parents.

“For the first week I was very nervous and stressed for him, but it’s getting better each day. We are very well supported by the school, we talk through what’s working and make adjustments as necessary.”

Omar and his whānau learned how to communicate better with support from staff and other parents at the McKenzie Centre.

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gazette.education.govt.nz

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MĀORI SCHOLARSHIP

Ngārimu Scholarship recognises potential Rev Jonathan Te Rire (aka Hone) is still pinching himself after being announced as the recipient of the Ngārimu VC and 28th (Māori) Battalion Memorial Doctoral Scholarship, which supports high achieving tertiary students of Māori descent.

J

onathan’s doctoral scholarship of $25,000 annually for up to two years will allow him to gather and collate historical narratives of the members of the 28th Māori Battalion who came from Kawerau and other Bay of Plenty tribal regions.

“In May 2019 I attended the 75th anniversary of the Battle of Monte Casino in Italy. Our group visited a number of Commonwealth War Cemeteries and there were rows and rows of names that were familiar to me, that I knew had some connection to the eastern Bay of Plenty,” he says.

Stories of fallen soldiers Some of the men who fell were close whānau.

Jonathan, who was a serving soldier of the NZ Armed Forces in the 1980s, says his PhD research will help to connect him with the 28th (Māori) Battalion whānau who fought in World War 2 - and will keep their names alive. The stories he intends to gather will come from the descendants of these soldiers who fought overseas in North Africa, Greece and Italy. Some returned, but most lie in the war cemeteries overseas.

“My thesis will be available for other researchers as a resource, but I will also be publishing a book with the collection of stories and my thesis. The main aim is that these memories and stories stay alive for future generations.”

Jonathan’s passion for history came from questioning people such as his grandparents about his Māori side.

“I used to sit with them and was interested to know who I was and how I was connected to the many people around us.”

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Education Gazette 16 March 2020

gazette.education.govt.nz

MĀORI SCHOLARSHIP

About Ngārimu Scholarships A fund to support Māori education was created to commemorate the bravery of Second Lieutenant Te Moana-nui-a-Kiwa Ngārimu and the other members of the 28th (Māori) Battalion who fought with distinction in many engagements in World War II. The Ngārimu Scholarships support Māori excellence at tertiary level with academic merit being a high priority in the selection.

Scholarships have been awarded to over 200 recipients.

For more information about the scholarships, search Ngarimu Scholarships on the Ministry of Education website.

Jonathan's grandfather, Rev Arapeta Hoani Te Rire.

Role models important for young Māori Jonathan says young Māori are attuned to role models who believe in them and nurture them.

He is grateful for the many people who saw his potential throughout his academic journey.

“Role models through my school years were important to me. I still remember my Primer 1 teacher at Kaingaroa Forest Primary School.

Mrs Elizabeth Wilson was a great encourager and made me believe in myself. She told us we could be anything we wanted to be.

“I left that school at Form 2. At boarding school, Hato Petera College (formerly St Peter’s Māori College), I had a science and history teacher, Brother Peter Thompson, who nurtured me through my schooling years. He also would say ‘you can be anything that you want to be’.”

When Jonathan passed six subjects in School Certificate, he says his parents were so proud they “almost had a ticker-tape parade in town” and his self-esteem went through the roof.

Jonathan passed University Entrance the following year. After some years away from academic studies, he embarked on tertiary education in 1999, when he did a BA, followed by a law degree, and eventually ordination into the Māori Synod of the Presbyterian Church.

High expectations Jonathan will be studying towards a Doctor of Philosophy (Māori and Indigenous Studies) at Te Whare Wānanga o Awanuiārangi, based in Whakatāne.

o Awanuiārangi as his thesis will be written in Te Reo Māori. More importantly, he will be close to many of the people and resources he needs.

“The scholarship is a special and prestigious award and for Māori that is something most humbling. It recognises potential and it connects me to the values of the 28th Māori Battalion – courage, virtue, aroha.

“I’ve got a lot of ground to cover and the scholarship allows me to do that. The expectation is for me to do well and it will be like having my mum and dad, Mrs Wilson and Brother Thompson with me still, encouraging and nurturing me on.”

He will use historic resources from the Presbyterian Church’s Knox College in Dunedin, as well as local resources from home and abroad.

Jonathan chose Te Whare Wānanga

Ngārimu Scholarship Recipients UNDERGRADUATE SCHOLARSHIPS

MASTERS SCHOLARSHIPS

DOCTORAL SCHOLARSHIP

$10,000 per year for up to five years

$15,000 per year for up to two years

$25,000 per year for up to two years

Awatea Moxon, Ngāti Kahungunu and Ngāi Tahu

Marise Stuart, Ngāti Kahungunu ki Wairarapa and Ngāpuhi ki Taiamai

Cassiopeia Harrison, Ngāti Porou, Te Whānau a Apanui, Ngāti Maniapoto and Ngāti Ruanui

Tipene James, Ngāti Whakaue, Tapuika, Waitaha, Kearoa Tuara, Tūhoe, Ngāti Maniapoto and Tainui

Tangirau Papa, Ngāti Koroki Kahukura, Ngāti Maniapoto and Tainui

Lee-Anne Tatana, Ngāpuhi, Ngāti Kuri, Ngāti Kahu and Te Aupōuri

gazette.education.govt.nz

Jonathan Te Rire, Ngāi Tūhoe, Ngāti Awa, Te Whakatōhea, Ngāti Tūwharetoa and Te Arawa

Research based and peer reviewed, Janet wrote the original iteration of this book for the final paper of her Master of Specialist Teaching in Learning and Behaviour. Trialled by teachers of Year 3 - 8 in Waikato schools, she used their interview feedback to rewrite the toolkit and publish it.

This book is an invaluable resource for teachers, SENCOs, RTLBs and SLCs, for teaching students of all ages about executive functions.

Cost $65.00 + postage.

Please contact Janet Stowell: Mobile: 0275577564 Email: janetstowellpublishing@xtra.co.nz Website: https://janetstowellpublishing.com/

TUKUTUKU KŌRERO 16 March 2020

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