6 SEPTEMBER 2021 | VOL. 100 | NO. 11
Learning through sport Partnerships, events and activities to enhance learning in schools and kura Nurture Groups: social and emotional learning in action
He Māori Ahau: enhancing the mana of Māori learners
Cross-curricular NCEA course takes flight
Help students cope when everything gets shaken up
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Spotlight on learning through sport
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He Māori Ahau programme enhances the mana of Māori learners Cross-curricular course takes flight
Nurturing the future
Elevating te reo Māori
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Sports programme connects clubs and kura
Learning through sport
Inspiring teachers to drive environmental action From New Zealand to Japan, tamariki widen horizons New resources inspire ākonga Imaginarium sparks curiosity and delight
On the cover Page 4: Learning through sport in action: Ākonga from Te Kura Kaupapa Māori o Pukemiro checking out CRIC-KIDS at its launch at Waitangi Treaty Grounds.
6 SEPTEMBER 2021 | VOL. 100 | NO. 11
Learning through sport Partnerships, events and activities to enhance learning in schools and kura Nurture Groups: social and emotional learning in action
He Māori Ahau: enhancing the mana of Māori learners
Cross-curricular NCEA course takes flight
6 September 2021
E D UCATION GA ZET TE ON LI N E
Watch: Learning Support: a joined-up approach Ōtūmoetai Kāhui Ako is taking a coordinated and collaborative approach to learning support, working with agencies and iwi to support the learner and their whānau.
Listen: He Māori Ahau podcast He Māori Ahau is a wellbeing and positive identity programme supporting Englishmedium schools to provide a culturally safe and identifiably Māori space where tauira Māori are supported to feel good about being Māori.
Read: Key findings of the Gazette survey Thank you to those who completed Education Gazette’s recent online survey. Here are the key findings.
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Kia kaha, Aotearoa
hat a lot can change between issues! We regret that due to Covid Alert Level 4 we are unable to print and distribute this edition as planned. Fortunately, however, thanks to the multimedia nature of Education Gazette, our content goes well beyond the printed page and takes the form of online articles, vacancies and notices, as well as videos, podcasts and more. If you’re looking for content relating to remote learning and wellbeing, the Gazette has published a lot over the past 18 months, including this small selection. Kia tupato, kia noho haumaru, kia kaha.
Coping with change in challenging times
Talanoa and vā build relationships during Covid
Life inside a bubble
Learning support during lockdown
Keep it simple during Covid-19 crisis
Beyond Covid: Keeping connected through remote learning
Support for educators during Covid-19
Nurturing creativity and wellbeing – Benee’s advice for students
“We are kanohi ki te kanohi people”
What 2020 taught us
Tahatai Coast School student Emily is getting back into remote learning.
6 September 2021
Ākonga from Te Kura Kaupapa Māori o Pukemiro checking out CRIC-KIDS at its launch at Waitangi Treaty Grounds.
Learning through sport As the country hosts a series of major sporting events over the next few years, Sport New Zealand is leading a project with four national sporting organisations to further shape learning through sport in schools and kura.
aiden overs, dive passes, penalty shootouts and foiling gybes are set to enter our daily conversations as New Zealand hosts three Women’s World Cups and the Sail Grand Prix over the next two years. The excitement generated by these major sporting events is often intoxicating, and with a bit of imagination and steering in the right direction, they can provide a real motivation for ākonga to learn. “We saw with the America’s Cup earlier this year a surge of interest from schools and kura wanting to learn through the context of sailing. Yachting New Zealand did a great job of delivering a programme called ‘Kōkōkaha’ that supported tamariki to learn about wind and to design technologies to harness its power,” explains Raelene Castle, chief executive of Sport New Zealand.
In our backyard
“To build on this momentum, we’ve set up a project called ‘In Our Backyard’ to help cricket, rugby, football and yachting to reinvent how they engage with schools and kura as a legacy of hosting their respective major events in Aotearoa.” Insights from previous work, including the Sport in Education project, have clearly demonstrated the value of using sport and physical activity as a context for learning and student engagement. However, education programmes generated for major sport events have tended to sit in isolation, and seldom lead to opportunities that endure beyond the event itself. ‘In Our Backyard’ takes a different approach with schools, sports and local communities working together in a collaborative way, to consider what value and opportunites can endure as a legacy of hosting events in New Zealand’s ‘backyard’. It also complements the Healthy Active Learning initiative, a joint government collaboration between Sport New Zealand and the Ministries of Health and Education, within the context of the Child and Youth Wellbeing Strategy, to improve the wellbeing of tamariki through healthy eating and drinking and quality physical activity.
In Our Backyard project lead Dean Stanley says the sailing experiences in the Yachting New Zealand Schools Programme, Kōkōkaha, were embedded as part of a full term of work focusing on the science, technology, engineering, and maths involved in harnessing the power of the wind.
6 September 2021
“This was quite different from the traditional approach of simply having a go at sailing,” he adds. “We’re aiming to make the same shift with cricket, football and rugby by working with them and clusters of teachers to design, test and ultimately deliver quality local experiences that focus on learning through sport, rather than learning how to play sport.
Dean says the idea is that sports provide a context for ākonga to help solve challenges faced by New Zealand society. “In Kōkōkaha, the challenge was how can we harness more power from the wind to help reduce the impact of climate change. The sailing experience supported tamariki as they completed their inquiries and designed their technologies. We will identify similar society-level challenges as a focus for the other sports’ programmes.” Four clusters of teachers have been established by Healthy Active Learning advisors in Northland, Auckland, Waikato, and Wellington. Each cluster is participating in workshops in which they help design ways for the four sports to engage with schools and kura, and support learning across the curriculum. During term 4, the various activities and experiences will be tested and piloted with ākonga before they are turned into services that all schools and kura can access and use, not only during the upcoming major events, but well into the future.
Term 4 and beyond Schools and kura can start getting ready now as the new services will be coming onstream from term 4 this year. The upcoming world sporting events are: » ICC Women’s Cricket World Cup: term 4 2021 and term 1 2022. » Sail Grand Prix: term 1 and term 4 2022. » Women’s Rugby World Cup: term 4 2022. » FIFA Women’s World Cup: term 3 2023. For more information, go to sportnz.org.nz/schools-and-teachers/
CRIC-KIDS steps up to the wicket Cricket is the first of three Women’s World Cups to be held in New Zealand over the next two years and ākonga across the country can get involved with the tournament through the CRIC-KIDS resource. CWC22 has put the resource together to help schools and kura use the ICC Women’s Cricket World Cup as a context for learning, from term 4 this year through to the end of term 1 in 2022. Central to it, is the CRIC-KIDS resource booklet. The booklet is published in te reo Māori and English, with each version including 45 tasks for teachers to pick and choose from for their classroom programmes. Tasks are targeted at Years 3 through 8 and span the breadth of learning areas in Te Marautanga o Aotearoa and The New Zealand Curriculum. The resource booklet is supported by a set of activations
during the cup itself. Schools, kura and community organisations can apply to receive CWC22 cricket sets to assist with physical ‘Have a go!’ tasks. They’ll also have the opportunity to secure tickets to attend matches in their host city. For those that decide to run their own tournaments, there is an offer of branded bunting and other engaging collateral to bring their tournaments to life. “This initiative is an awesome way for teachers and students from all over the country to get amongst the World Cup action – even if this is their first time engaging with cricket,” says White Ferns player Lea Tahuhu. Meanwhile, New Zealand Cricket is also beginning to work with rugby, football and yachting, and a cluster of teachers to design how it engages with schools on an ongoing basis once the World Cup is over. “We will be combining lessons learned from the CRIC-KIDS resource with our service design journey with schools and kura in the Waikato region and across New Zealand, to evolve how we engage with schools into the future,” explains Kent Stead, head of community cricket at New Zealand Cricket.
“We’ve set up a project called ‘In Our Backyard’ to help cricket, rugby, football and yachting to reinvent how they engage with schools and kura as a legacy of hosting their respective major events in Aotearoa.” Raelene Castle
Register for CRIC-KIDS at nzc.nz/community.
Ākonga from Te Kura Kaupapa Māori o Pukemiro and Paihia School launch CRIC-KIDS at Waitangi Treaty Grounds.
Summer of sailing Throughout next year, the world’s leading sailors will be competing in the Sail Grand Prix, providing ākonga with inspiration to design technologies to harness the power of the wind. Buoyed by the strong uptake during the America’s Cup, Yachting New Zealand is once again offering ‘Kōkōkaha – Powered by Wind’ to schools and kura around the country this coming summer. Classroom experiences include hands-on activities to help ākonga learn about the power of the wind. Sailing experiences include going sailing to feel the power of the wind and interacting with a set of resources to understand how sailing technologies work.
Yachting New Zealand sport development director Raynor Haagh says, “We are updating Kōkōkaha to align it to the Sail Grand Prix and have added some more providers to increase the sailing experience options for schools and kura, and are hoping to have even more schools involved with the programme this coming summer. “We have also started working with the Motu Kairangi Kāhui Ako to develop a second module called ‘Kōrinorino – In Our Ancestors’ Wake’,” explains Raynor.
Royal Oak Primary School teacher Mel Topp says the implementation of the programme is a breeze. “It is all online for us to use, there is nothing difficult about it at all, and kids are really passionate about what they do and are really engaged.”
During this module, ākonga focus on the settlement history of their local area. Classroom experiences focus on the history of settlement of New Zealand at the national and local levels. Sailing experiences focus on what it was like for our ancestors to sail to New Zealand, with a focus on the science and maths used in a range of navigation approaches.
When asked whether she would recommend Kōkōkaha to other schools Mel replies emphatically, “Why would they not? Absolutely 100 percent.”
Kōrinorino will be available to schools and kura in Wellington from term 1 2022 and to the rest of the country from term 4 2022.
Register for Kōkōkaha at kokokaha-yachting.nz.
Ākonga from Royal Oak Primary School feeling the power of the wind at Royal Akarana Yacht Club.
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6 September 2021
The spotlight is on women and girls in sport as New Zealand gears up to host three Women’s World Cups over the next few years. Pictured: Rippa Rugby, Wanderers versus WOB, in Brightwater, Nelson.
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Sports programme connects clubs and kura A group of kāiako from Tai Tokerau are lending their expertise to the development of Tākarokaro, a sport engagement programme that supports ākonga to help get everybody in their community active.
he setting could not have been more idyllic when kāiako gathered in the Te Rarawa Rugby Club rooms at the southern end of Ninety Mile Beach in Ahipara. They came together with representatives from New Zealand Rugby and local club members to workshop how sports might reinvent how they engage with schools and kura to support learning across The New Zealand Curriculum and Te Marautanga o Aotearoa, supported by Healthy Active Learning advisors. Mike Hester, participation development manager at New Zealand Rugby, says his sport wants to play its part in encouraging New Zealanders to live more active lifestyles through their vision to place rugby at the heart of every community.
“We want New Zealanders to have a lifelong love of being active, and rugby can be a part of that. Like many sports, we experience a drop off in participation as people get older, and we would love to be part of the solution to turn this around by encouraging Kiwis to stay active for longer. “We see this initiative as a way for rugby to meaningfully contribute to the education space through the value of sport,” he says. Meanwhile, Deanna Saxon, a Healthy Active Learning advisor based in Tai Tokerau, says schools and kura are always looking for ways within their local curriculum, or marau ā-kura, to keep their tamariki active.
Te Tai Tokerau kāiako and sports reps at the Te Rarawa Rugby Club in Ahipara.
6 September 2021
“Ultimately, we are aiming for quality experiences. If these experiences engender a sense of the value and connection that physical activity can provide for ākonga in their communities, and can empower them to be kaitiaki in their place, then we will see them flourish as active members of their community.” Karen Laurie “A lot of our community life is centred around clubs and kura. Connecting the clubs and kura will give us great opportunities to help tamariki and their whānau learn about the value and benefits of being active. Our workshop in Ahipara focused on how this might be achieved through a service called Tākarokaro,” says Deanna.
What is Tākarokaro?
Tākarokaro involves ākonga in researching participation in play, active recreation and sport in their class, community, and New Zealand.
They answer questions such as: why is participation important, what value do people place on participation, what are the different ways people can be active within communities, how do rates vary across groups, and what is being done to improve participation? Ākonga then design, trial and refine activities for their class, with the aim of deciding as a group the activities they will use to help them be active every day, building on examples from various sports. They’re then encouraged to think broader than sport, and identify play, recreation, and other physical
The rugby workshop in Ahipara got kāiako thinking about how sports could reinvent engagement between sports clubs and schools and kura to support learning and healthy communities.
activity opportunities within the community. Next, they investigate the impact of a range of activities on things, such as teamwork, enjoyment, their sense of wellbeing, their desire to be active, heart rates and recovery rates. Ākonga select their favourite games and organise a Tākarokaro festival for their class, syndicate, or school. Held one evening at a local sport club, each festival engages whānau in the research and activities, and concludes with kai.
Clubs and curriculum
“Te Rarawa Rugby Cub is a big part of our local community and our school community and to be able to incorporate the sport of rugby within our local curriculum to get our students more engaged and more motivated with their learning would just be amazing,” says Petrina Hodgson, who teaches at Ahipara School. Sport New Zealand tamariki lead Karen Laurie says it has been great to see the sports and schools working together to co-design the Tākarokaro service offering,
putting young people’s wellbeing at the centre of this process. “Clubs have real value to offer schools and kura but are not experts in the educational context. Working with schools and kura to design what support or service they provide means they are more likely to together deliver quality experiences in support of local curricula or marau ā-kura. “Ultimately, we are aiming for quality experiences. If these experiences engender a sense of the value and connection that physical activity can provide for ākonga in their communities, and can empower them to be kaitiaki in their place, then we will see them flourish as active members of their community,” says Karen. Now that the Tākarokaro programme has been framed, the next step is to pilot the various activities and experiences ahead of launching the service nationwide alongside the three Women’s World Cups (the ICC Women’s Cricket World Cup, the Women’s Rugby World Cup, and the FIFA Women’s World Cup).
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TE AO M ĀORI
He Māori Ahau programme enhances the mana of Māori learners A wellbeing and positive identity programme is supporting English-medium schools to provide a culturally safe and identifiably Māori space in which tauira Māori are supported to feel good about being Māori. Education Gazette joins the programme in action at Randwick School in Lower Hutt.
Matua Whaitiri Poutawa delivers He Māori Ahau to schools in the Hutt Valley.
āori music turns the Randwick School hall into an ambient space as tamariki file in excitedly for their weekly session of He Māori Ahau. Matua Whaitiri Poutawa is waiting for them with kete, poi and other props at the ready, along with a big smile. They start with a chant, delivered in unison with great gusto: “He Māori ahau, e noho Māori ai, i tāku ao Māori. Tihei mauri ora. I am Māori, living naturally, in my Māori world. Ooh it’s good to be alive!”
A culturally safe space
It’s not hard to see the appeal of He Māori Ahau. Targeted at tauira Māori who are not in kura kaupapa, He Māori Ahau explores Māori identity, tikanga and wellbeing and engages in activities such as waiata, haka, poi, tititōrea, ti rākau, mau rākau, rongoa, raranga and taonga puoro. There are opportunities for questions and mentoring. It’s an inclusive programme – it’s not specific to any one iwi and it caters to all ages and learning support and behavioural needs. Ultimately, the programme provides an identifiable Māori space within the school and a culturally safe environment in which tauira Māori are supported to feel good about being Māori. And it’s fun, as Year 6 student Kyan confirms after the session. “You get to embrace your culture, and it’s very inspiring. I think what I enjoy is helping the tēina and knowing that they’re going to learn from this experience.”
Tamariki at Randwick School engaging in He Māori Ahau.
Origins in lockdown
Whaitiri, originally from Hastings, lives in Stokes Valley, and for the past 10 years has been teaching kapa haka and Māori culture to schools in the Hutt Valley. It wasn’t until Covid-19 struck that he began to explore the possibilities of teaching online. “Lockdown opened up a world of connection for us when a lot of people were feeling isolated. What their experiences highlighted for my family was the need to take my ability to deliver culture to a more meaningful and deeper level of understanding for our Māori children.” Taking a step back from kapa haka, Whaitiri and his wife Samara channelled their energies into developing He Māori Ahau. Now they deliver the programme into schools across the Wellington region and there is increasing demand to expand the programme’s reach.
Whaea Paiana attends the programme every week at Randwick School. “I think it’s about celebrating being Māori and providing the platform where children can learn more about their identity without being whakamā. It’s also about bringing a group of Māori students together and celebrating that and making it special,” she says. Whaea Paiana is a parent as well as a teacher. “I want it not only for my own children, but for the children in my class and the children in my school, because it really
6 September 2021
Tititōrea in session.
benefits us all as a whole school, not just as an individual. It’s absolutely awesome.” Whaitiri encourages teachers to attend the programme. “One of our strategies moving forward is to spend some time doing some professional development with staff, introducing them to the way we pitch te ao Māori in the programme, and empowering them with some activity and guidance and an understanding of the tikanga themselves, so that when they’re able to introduce this kaupapa into their classroom, it gives them a little bit more understanding and confidence,” he says. “We’re keen to support schools on their planning days, looking at their inquiry topics and seeing how we can build te ao Māori into that; supporting them with activities that take an authentic approach to introducing te ao Māori into the curriculum.”
What does it mean to be Māori?
Whaitiri says the programme is intertwined with almost every part of Ka Hikitia (Māori education strategy), resonating most strongly with the outcome domains of Te Tuakiritanga (identity, language and culture matter for Māori learners) and Te Kanorautanga (Māori are diverse and need to be understood in the context of their diverse aspirations and lived experiences). But he points out that many of the outcomes of He Māori Ahau are not easy to measure. “It’s difficult to measure a young person’s understanding of their culture. It’s difficult to measure their enthusiasm for being a Māori learner about kaupapa Māori. “If they can leave that identifiable Māori space as Māori feeling good about a) being Māori and b) having been in that Māori space, then that is the outcome in itself. They leave feeling positive that their school is supporting their Māoritanga.” The first question asked of children in the programme is, ‘What does it mean to be Māori?’ “I prompt every adult in the room not to interfere with the answers. It has to be 100 percent the view of the children and then I’ll ask the children, ‘Well, how does the school support you to be Māori? What do you do here at kura? What do you do at school that looks Māori to you, that feels Māori to you, that helps you to be Māori?’” A whānau hui is held and the same questions are asked of parents. A picture soon emerges of whether the perceptions of tamariki, whānau and the school are in alignment. Randwick School principal Simonne Goodall says He Māori Ahau supports the school’s vision to enhance the mana of its students. “Our Māori students can see a genuine commitment by our school to acknowledge them as tangata whenua and allow them opportunities to be successful as Māori. “The proof to me that this programme has been successful is in seeing our students stand tall and speak confidently about themselves as Māori. The best example is when I asked a student if they wanted to come to the beach with a group of students to build huts on the beach, she said, ‘No thanks, that’s at the same time as He Māori Ahau, which is more important to me’.”
New podcast Listen to the podcast to find out more about He Māori Ahau at educationgazette.podbean.com.
For more information, contact Whaitiri Poutawa at firstname.lastname@example.org.
He Māori Ahau aims to provide a culturally safe and identifiably Māori space in English-medium schools.
6 September 2021
Sebastian, Aleksandra and Markus enjoyed flying a Boeing 747 in virtual reality across the Auckland skyline.
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Crosscurricular course takes flight A cross-curricular NCEA science and maths course at Albany Senior High School has resulted in deep learning about the physics involved in the principles of flight.
lbany Senior High School (ASHS) has a history of teachers working across curriculum areas and collaborating to deepen learning, and many organic connections have formed in the mathematics and science departments. Three years ago, this informal connection between departments led to more formal collaboration between science and maths to deliver a bivariate assessment, which pulled learning from both subject areas. “In 2020, Albany Senior High School stepped up its focus on designing and delivering more contextualised, connected and integrated courses,” says principal Claire Amos. “This resulted in the creation of an integrated maths and science class taught across option lines, co-taught by two teachers – maths specialist Sylvestre Gahungu and science specialist Aidan Gibson,” she says. The NCEA Level 1 science and maths course at the Auckland school has been designed to provide foundational knowledge of science and maths with real-world contexts, to foster students’ interest in future career pathways. The NCEA Level 1 science and maths course features three parts: » Aviation and Aeronautics in term 1 has a physics and maths focus. » Our Burning World in term 2 looks at climate change and the evolution of renewable energy with a chemistry and numbers focus. » Life Beyond Earth in term 3 has a biology and statistics focus.
6 September 2021
Seeking common ground
“Although maths and science seem quite a natural fit, often at secondary level subjects still tend to be siloed,” explains Aidan Gibson, who teaches physics, chemistry, science and maths at the school. “You need collaboration from teachers who are trained across different domains who can find those commonalities and really put them together. To combine the two subjects in the Level 1 paper for the physics and maths unit, staff took the standards, clarifications and assessment criteria and sought commonalities between them,” he says. Aidan explains that in terms of physics for the Aviation and Aeronautics course, they were aware that a lot of processing of equations and rearranging formulas was required to get solutions. He says they started with the standards that would be the culmination of the term’s work. “Then we worked backwards from there to say ‘ok, what other skills do both of these things contain?’ For example, looking at linear algebra for the rearranging of equations to try and take those concepts and relate it to a real-world context.”
Last summer, Aidan took part in a School to Skies Edternship Programme at Whenuapai Airbase. The five-day PLD programme for primary and secondary teachers was delivered by 21C Skills Lab and the Royal New Zealand Airforce (RNZAF). Participants learned about developing and testing a real-world learning experience for students in STEM and aviation aligned to The New Zealand Curriculum. Aidan used the context of flight to introduce drones, flight simulators and virtual reality. He says students loved
the opportunity to be able to effectively fly an aircraft and being within the simulator experience sparked good realworld discussions around physics. “From that experiential learning, lots of their natural questions came out because they wanted to dig deeper and learn more, and so they were able to ask more insightful questions,’” he says. “For instance, we were able to show them the maths and physics involved in how a plane actually stalls and takes off at too high an angle and why that would happen.” Once the students understood the maths and physics behind forces and motion, they looked at velocity and acceleration, as well as the question ‘What is a force?’. “We were able to look further than you might normally look in Level 1 science into drag and how that has an impact on real-world physics,” he explains.
Paper planes and drones
A lockdown in Auckland during term 1 had a positive impact on the flight unit. “We were able to bring some of those exciting experiences into online learning – that’s where the students were introduced to the flight simulator through one of the Google Classroom streams that we did,” explains Aidan. “A lot of them used paper planes and looked at how the aspect ratio or the wingspan of the planes would affect flight distance.” Students also used a drone to make an aerial map of the school campus. Aidan says this was developed to help familiarise students with the school layout and introduce the use of drones and other technologies into the classroom learning environment. He says it also helped to excite them with the
Regan, Markus and Tyler engage in some hands-on learning and exploring of forces and energy conservation through the use of a drone.
opportunities available by introducing the context for the term, emphasising that the students would gather and process their own data throughout. “They were able to see the value of aerial photography and used mapping software to interpret distances and results digitally.”
Formative data collected during assessment for the Aviation and Aeronautics course suggests most students will achieve 9/10 of their total numeracy credit requirements for NCEA Level 1, and 7/10 literacy credits in the term 1 course alone, with a high proportion of Merit and Excellence endorsements. “I think the higher grades came from that depth of understanding and ability to dive deeper and link concepts together. “It was quite mind-boggling to me how much they had taken on. It was amazing the depth of information they were able to go into for their individual research as well as the practical components we had for them. It became apparent that they had gone away and thought about ‘what’s actually happening here?’” says Aidan. He adds that the overlaps in the combined course means students get to spend more time on a subject, which can deepen their learning. “The research does suggest that because you have more time effectively, because you’re not introducing a new context in each subject, you can really dive deep into it and explore it in a much more intricate way. “This gives students more time to be active participants in their learning, and for them to be able to use the tools at their disposal such as their cellphones. We could take things they had recorded and put it into data logging
software so they could also gain some of those real-world examples of the science in action,” he says.
In developing the cross-curricular course, ASHS has used real-world framing to focus on industry and potential career pathways for students. “One thing we had noticed in both maths and science is that although students can understand the concepts, you really do broaden the learning when you focus on ‘where does this actually apply in our world?’,” says Aidan. He explains that a study by the World Economic Forum, which looked at the skills required in the present-day job market, noted key areas as creativity, critical thinking and being able to co-ordinate with others. “We wanted to bring those skills that are becoming more critical in the job market and actually give students the understanding of what’s actually out there, rather than keeping them focused on the theoretical understanding.”
More cross-curricular courses
ASHS is keen to move towards more cross-curricular learning, with a cross-curricular working group developing potential courses. There have been several cross-curricular courses running in 2021, as well as the NCEA Level 1 Maths and Science course. “One cross-curricular course is on democracy, liberty and justice – that has a focus on social studies combined with elements of history and political theory. “There’s also a social studies and history focus that they call ‘Back to the Future’, looking at the past through a historical lens and how that informs our present through the social studies lens,” explains Aidan.
Bookwork and online learning is still important for Marcus, Marl, Amar and Sam.
6 September 2021
Student Kōrero WHAT WAS MOST INTERESTING ABOUT THE AERONAUTICS AND AVIATION COURSE?
DO YOU THINK A CROSS-CURRICULAR COURSE LIKE THIS IS A GOOD WAY OF LEARNING?
» Connecting the science and the math to the real world. It was a real eye opener and it showed everyone in the class that what we are learning can be applied to our lives. Natalie
» I think it is a great way of learning! My classmates and I now have a way to easily connect what we are learning to the world and we can now connect math to science and science to math. Natalie
» Applying what we have learnt into a real-life context (flying planes and drones). Mechanics, I learnt a lot more about motion and energy. Markus S
» Yes. It helps combine what we learned in class (theory) and apply it in a real scenario (practical). Markus S
» It got me interested in the physics of how planes fly and how all the different parts of the plane worked. Sam » New aspect of learning in physics, such as arrow vectors. New practical equipment, such as the use of drones and flight simulator. Markus K » That we were able to experience flying a plane through a virtual reality. Aleksandra
» Yes, as it combines both math and science and by doing that we can explore how they both work together. Sam » This cross-curricular course is clearly the wrong way to go in learning, it utilises a learning environment that is built on the belief that two teachers on thirty children is more effective than one teacher on fifteen children. This is not the case. Markus K » Yes, because not only you are able to learn maths and science together, you are also able to get a deeper understanding of how things work and how both maths and science are needed. Aleksandra
Natalie, Marcus and Emma used data loggers and cellphone footage to investigate the relationship between velocity and acceleration.
HAS THIS COURSE GOT YOU MORE INTERESTED IN MATHS/PHYSICS STUDY, OR IN PURSUING A FUTURE CAREER PATHWAY? » Yes. I believe that because I was engaged in the subjects in the right way by our teachers, I will go on to use this information for the rest of my life! I want to spend my life studying physics because of this course! Natalie
Get students engaged in STEM learning with free online resources, lesson plans and activities from School-gen
» It made me want to further pursue mechanics and theoretical physics. I just found an interest and I like knowing how things work. Markus S
• NZ curriculum-based activities for Years 1-13
» Yes, because it’s really interesting and exciting to understand how a plane works and be able to fly it. Aleksandra
• Designed by teachers
You can read about learner agency at Albany Senior High School in Issue 16, 2020 Education Gazette.
• Kids have fun while learning
Find out more at
schoolgen.co.nz 6 September 2021
Matua Victor Mercep and principal Debra Harrod in the Nurture Room at Aorangi School.
S OCIAL AN D EM OTIONAL LEARN I NG
Nurturing the future A programme that nurtures children and helps them express their emotions and needs has been effective at a Rotorua school for the past five years.
urture Groups are a restorative intervention for children who have missed key developmental phases, or who are struggling to cope with social, emotional and mental health difficulties. It’s a short-term school-based intervention developed in London in the late 1960s by educational psychologist Marjorie Boxall. Aorangi School in Rotorua introduced a Nurture Programme in 2017 when they found significant numbers of tamariki, particularly boys, were struggling in mainstream classes and needed some extra support. Between four and 10 tamariki, usually Year 4 upwards, spend at least two terms in the programme. This year two five-year-olds have joined the group. Principal Debra Harrod says she had been doing some reading about Nurture Groups and thought the concept could help some of their students. “We are a decile 1 school. Our area, Pukehangi/Western Heights, is the socio-economically poorest area in Rotorua. We knew that a large number of our families were struggling and this was reflected in the behaviour of some of our students at the time. “We were noticing that a lot of younger children are coming into school and they don’t have those selfregulation skills. If they don’t have those social skills, they don’t empathise with other people,” she says.
Over the past five years, a total of 30-40 students, mainly boys, have gone through the programme. Five days a week, they have breakfast together, go into the classroom for the mainstream curriculum of reading, writing and maths, then return to the Nurture Room in the afternoon to work with Matua Victor Mercep. Victor has been matua of the Nurture Room since the programme began. He says there can be a range of needs in each cohort – social, emotional and other environmental needs. Victor is a ‘mum-and-dad’ role model and works hard to build relationships and trust with his young charges. The Nurture Room is decked out like a child’s bedroom with movie posters and bean bags, comfy couches and kitchen facilities. “From the moment we engage, it’s all about gaining their trust and their confidence in me so they are able to open up to me and engage straight off the bat. “To bring them out of their shell, or break down barriers, I initially do an induction day where we come together and share something with each other that nobody else knows,” he explains. “We honestly find that just being in the Nurture Room itself really helps kids because it’s such a warm and inviting space and Victor is in there. It’s a really safe space,” adds Debra.
“Let’s not forget that these boys are our future – so we need to instill love and nurturing and all those good qualities in them at a young age.” Victor Mercep
6 September 2021
A cosy corner in the Nurture Room.
Connecting with culture
About 90 percent of the students at Aorangi School are Māori and Victor has been teaching kapa haka at the school for many years. He brings tikanga and te reo Māori into the Nurture Room. “It goes back to the simple stuff of whakapapa – where you come from, who you are and a sense of belonging. That way you have a direction of where you’re going. Those things are a deep aspect of our culture and of our kids here at Aorangi,” he says. For the first time, this year Victor has two five-yearolds in the room and is hoping to develop tuakana-teina relationships in the group. “It means the senior boys get a responsibility and it also gives them room for growth and they can grow selfesteem. And the younger boys look up to our senior boys. We’re getting those two roles starting to happen.” Victor remains in contact with many of his boys after they leave school. One message gave him deep satisfaction. “One year a boy, who’s now 17, sent me a message: ‘Kia ora Matua, I just want to take this opportunity to thank you for believing in me when no one believed in me’.
“This kid was from a gang background – adults smoking dope, drinking beers from Wednesday to Sunday. He said to me, ‘My mum and dad, aunties and cousins said I would be nothing but a gang member, or a drug dealer, but you gave me that opportunity’,” says Victor. While the boy was in the Nurture Programme, Victor established him as kaitataki tāne (male leader) for kapa haka. “He’s doing so well at school now – he’s in Year 13. He’s been on Māori television leading his group from Rotorua. All the secondary high schools compete for kapa haka and I thought, ‘That’s my boy on the TV!’,” he says proudly.
How it works
Victor believes that the Nurture programme works because of the positive role modelling. “That’s an element that may be missing from home; sometimes dad’s in jail, or mum and dad are gang members. Whatever the situation, they come to school and they are able to open up and express emotionally and start developing,” he says. Debra says that some children may not be getting their emotional needs met and Victor fills that role.
“He’s warm and he really listens to kids and he’s one of those people that can have a joke with children and they’re just naturally drawn to him as he’s moving around the school. I think a big part of the success of the concept here is his personality,” she says. In the afternoon, after checking in with the boys about how their morning has gone, they do a range of activities. Along with learning life skills, there’s a focus on engaging the boys in conversations about their feelings, appropriate communication skills and dealing with emotions. “I’ve taken the boys fishing at the beach, I’ve taught them how to gather kai – pipi, seafood. I have showed them how to catch a kahawai, how to smoke the fish. So not only am I educating them, but I’m also giving them life skills,” says Victor. “We also do a lot of cooking – pizza, pancakes with bananas and chocolate chips – the kids absolutely love the cooking. But also, they can take these skills home and make a cup of tea for mum and let her put her feet up and read the Women’s Weekly,” he says.
Zones of regulation
Educational psychologist Dr Adrian Minks is based in the Ministry of Education’s Rotorua office and has worked with Victor on how to use a range of resources to develop emotional literacy and help children to express emotions in a variety of ways. Often, children in the Nurture Room can have a limited range of ‘go to’ emotions, such as sadness or anger. They benefit from Matua Victor’s ‘scaffolded’ support to understand that they can experience a range of emotions during the day. Children also learn emotional self-management by using the ethos of the ‘Zones of Regulation’. This popular intervention, which is delivered by Ministry staff, helps children to identify their feelings from green ‘I’m feeling OK’ to red ‘I’m not in a good state’. “We try not to sort everybody’s problems out because if you keep doing that, you’re not actually helping the child grow the skills themselves,” says Debra. “It’s just really listening to their feelings and asking,
‘What do you need right now that’s going to put you in a better space?’. Sometimes, they’ll say: ‘It doesn’t matter, I’m all right now’ – purely because they’ve had the opportunity to share it,” she says. Progress data is usually kept to monitor development. At the beginning, baseline data is captured and children are gradually transitioned back into fulltime mainstream classes, when it becomes evident they have made significant progress. “Adrian has given us a tool for assessing readiness for being re-integrated back into the classroom – that’s something else that we have implemented this year,” says Debra.
The latest group of children spent two terms in the Nurture Room and Debra says they’re a happy, settled group. “One of them is now engaging in class and is above national expectations in reading, writing and maths. His previous school couldn’t even get him into the classroom. He’s now working away and smiling at us and that’s a huge change – we’re thrilled to bits. “Another little boy was constantly having issues in the playground – he could barely get through a play time without having an argument with someone. He’s now able to be out there, unsupervised, and actively engaging with the other children. He’s safe and everyone around him is safe. “Another little boy, new to our school, was painfully shy and he has really grown in confidence since he’s been there. He’s happy at school, engaged in learning and I think that’s pretty much what we’ve seen over the past few years – it’s the personal growth in the child. It’s helping each child to be confident in themselves and their place in the world,” she says. “Let’s not forget that these boys are our future, so we need to instill love and nurturing and all those good qualities in them at a young age,” adds Victor.
“Nurture Groups provide a structured intervention involving curriculum-based tasks, social learning, emotional literacy development, and opportunities for play.” Adrian Minks
6 September 2021
Photo/ Mark Smith webadvantage.co.nz
Nurture Groups explained
Adrian Minks has been in New Zealand for less than a year and previously worked for local government educational psychology services in the UK, where he helped schools set up Nurture Groups by advising them about the environment and what the nurture curriculum should include. He says attachment theory psychology underpins the Nurture Group concept, and that there’s a significant evidence base for its effectiveness that stretches back to the early 1970s in the UK. “Nurture Groups provide a structured intervention involving curriculum-based tasks, social learning, emotional literacy development, and opportunities for play. There are plenty of opportunities to interact with an adult as well as the other children. “While attending a Nurture Group, children continue to belong to their mainstream class and still attend registration and other activities with their mainstream peers,” he explains.
Dr Adrian Minks
Read this article online for more kōrero from Dr Minks and more information about Nurture Groups.
6 September 2021
Rangimarie and mum Marlene are proud their school elevators now have te reo Māori instructions.
TE REO M ĀORI
Elevating te reo Māori Supported by her whānau and school, a passionate young wahine led a two-year campaign to get reo Māori instructions in her school lifts at Ao Tawhiti Unlimited Discovery School in Christchurch/Ōtautahi.
mother and daughter conversation in a lift two years ago has had an inspiring outcome for everyday use of te reo Māori. Rangimarie Te’evale-Hunt describes how her quest to get Māori instructions in the lift at her school began. “One day Mum and I were in an elevator and she told me she spoke to a man who came to fix the elevator about te reo in the lifts. And, I was thinking, ‘why don’t we have te reo in the school elevators?’ “It’s a little thing, but it’s a big thing,” says Rangimarie.
On a mission
That simple idea led to a mission of perseverance, student agency and consumer advocacy. Rangimarie can whakapapa to Te Atiawa, Tangahoe, Ngāti Ruanui, Rongowhakaata, Ngāti Porou, Ngāti Kuia, Ngāi Tahu, Ngā Puhi. She is fluent in te reo Māori from attending kōhanga reo in Taranaki, then Whānau Ata immersion unit in Tāmaki Makaurau/Auckland. Upon returning to Ōtautahi/Christchurch, she went to Te Kura Whakapumau and Te Pā o Rakaihautu until she started at Ao Tawhiti Unlimited Discovery school in the CBD in Year 9. Her mother, Marlene Te’evale-Hunt, is the learning advisor for Filmmaking, Print Media and Te Reo Māori at Ao Tawhiti, and she says Rangimarie comes from a family of Māori and teacher activists. How Rangimarie’s idea was realised exemplifies Ao Tawhiti’s legally designated special character – the students are central in directing their own learning,
so the enthusiasm and love of learning is retained. Rangimarie is passionate and determined – two qualities highlighted in the school values. “I want people to want to learn more Māori and to be happy to have te reo in our country as it’s our native language,” she says. “I had a hope, but I never thought it would happen. I thought it was an idea that people would push to the side, but I had support from all the teachers and my mum, in fact everybody in the school.” Some initial research by Rangimarie in 2019 revealed that opposition to the idea because te reo Māori wasn’t permitted in lifts for health and safety concerns was misguided. “I wrote emails to the building code people, Standards New Zealand, the Ministry of Business Innovation and Employment and my local MP Rino Tirikatene. I learnt [from Koro Rino’s office and the other documents] that there’s not any rules or law that says the lift voice can’t be in Māori.” When she still didn’t hear back from the lift company about adding Māori messaging to the audio track in the lifts at Ao Tawhiti, Rangimarie’s next step was to enter the television programme Fair Go’s Consumer Heroes school campaign. She wrote an entry hoping it would help turn her idea to reality. “It’s so crazy as I was one of the winners,” she says. That meant a fantastic box of tech prizes was delivered to the school. Fair Go facilitated discussions with lift company Schindler Lifts and the rest is history. But that’s not before some lessons in patience.
“It’s a passion of mine to get te reo out there. We use our passion at school.” Rangimarie Te’evale-Hunt Tukutuku Kōrero
Rangimarie performing with her rōpū, Te Waipapa o Te Ao Tawhiti, at the Waitaha Secondary School Regional Kapa Haka Competitions.
“If we want rangatahi to move out of education with the confidence and skills to make the world a better place, then we need to create a learning environment that facilitates that.” Anita Yarwood Perseverance pays off
Rangimarie’s voice message for the lifts was recorded in 2020. The lift messages were finally activated in June this year. “I was getting hoha [irritated]. Te reo Māori is our native language and should be used throughout the country and definitely in elevators.” All around the world lifts have directions in multiple languages, so New Zealand should too, she says. “It’s kind of sad that we don’t.” Moving from Māori immersion schools to a school where Māori was not spoken widely had been a big adjustment, Rangimarie says. “We always spoke te reo and I thought that was normal,” she says. She has a real sense of accomplishment about the lift messages and the potential for other Government buildings to feature Māori in their lifts, too. “It’s a passion of mine to get te reo out there. We use our passion at school. “People have told me they are learning the Māori words and they want to learn more. That’s what I wanted as an outcome,” she says. Once a stranger in the street even approached her, recognising her from Fair Go, and saying she loved Rangimarie’s message. Unfortunately, she also had to block out some racism along the journey. Nonetheless, Rangimarie is impressed with the support she has received. “I couldn’t have done it on my own. I had people
pushing for it. Our school has a special character – we do what we love. I have nearly passed Level 2 NCEA and I have done everything I love and more. “I love that this school wants to have more Māori in it. And it’s crazy that my voice might be in Parliament Buildings!” She has grown accustomed to the sound of her own voice in the lifts at the four-storey school. At first, she cringed and took the stairs out of embarrassment, but she quickly got over that.
Kapa haka for all
A recent focus has been the Regional Secondary Schools Kapa Haka Competition. Ao Tawhiti formed a group with Hagley College. “I’m encouraging more people into kapa haka. This is a great school for the performing arts and it’s good to get people out of their comfort zone and to use more te reo Māori,” she says. In 2019, Ao Tawhiti had its first kapa haka group and now it’s active again. Rangimarie is not only performing; she and the other kaihaka (performers) voiced what they wanted in the bracket: to remember friends and loved ones lost and to show support to the rainbow community, especially to those who want to perform kapa haka as their chosen gender. She also supports other seniors to teach kapa haka to junior students in her kura.
Supporting ākonga agency
“We are really proud of Rangimarie and our rangatahi as a whole,” Ao Tawhiti director/tumuaki Anita Yarwood says. “If we want rangatahi to move out of education with the confidence and skills to make the world a better place, then we need to create a learning environment that facilitates that. “The Ao Tawhiti model with its high trust environment has a lot to offer.” The school is working hard to increase its Māori identity, says Anita. “It’s the responsibility of all of us to have more te reo around us every day,” she says. “What I love about this school, that Rangimarie exemplifies all the time, is that we are not focusing on how many ‘Excellence’ credits the students achieve, but on their dispositions and characteristics. “The students are confident to stand up and say, ‘Hey, that’s not right and that’s not what we want in our school. We need to do some something about this.’” On her campaign, Rangimarie gained skills such as problem solving, working with different people, and managing difficult situations – even being interviewed was educational. “Those characteristics are important in achieving success wherever students head after their school studies,” says Anita. As well as as Te Reo Māori, Rangimarie is currently studying Dance, Physics, Maths and Education for Sustainability. She’s thinking about tertiary studies at Toi Whakaari or Massey University.
Te reo Māori directions in the lifts » Kei te kati te kūaha (The door is now closing) » Kei te huaki te kūaha (The door is opening) » Piki ki runga (Going up) » Heke ki raro (Going down) » Taumata tuatahi (Level one) » Taumata tuarua (Level two) » Taumata tuatoru (Level three) » Taumata tuawhā (Level four)
Te Wiki o te Reo Māori Māori Language Week will be held on 13-19 September this year.
Early learning centres, schools and kura can find more resources at reomaori.co.nz.
Ao Tawhiti Unlimited Discovery School is in the Christchurch CBD and is working hard to increase its Māori identity.
6 September 2021
Delegates on the BLAKE Inspire for Teachers programme explore Tāwharanui Regional Park, north of Auckland.
ENVI RON M ENT
Inspiring teachers to drive environmental action A five-day environmental education programme gives teachers the knowledge, contacts and inspiration to lead kaitiakitanga in their schools and kura.
s a science graduate, Laura Hillier has long been passionate about kaitiakitanga – guardianship and protection. And after five days on the BLAKE Inspire for Teachers programme, she had the tools to empower her students and colleagues to become equally skilled advocates for environmental protection. “To describe a course as ‘life-changing’ may seem over the top but it really isn’t in this case. To have a week-long course with 30 other like-minded people at various stages of their careers, ready to take action, is very inspiring,” says Laura. “It’s not about one teacher or even their class or their school, it’s about being equipped to start a movement that can touch hundreds of people, about inspiring children to want to make a change and how to do that. It’s what I want to do.”
Named for Sir Peter Blake
Laura was one of 30 teachers from around New Zealand on the most recent BLAKE leadership development programme held in Auckland. Courses are run by BLAKE, named for the late environmentalist and celebrated yachtsman Sir Peter Blake. Participants team up with world-leading scientists and environmental leaders to learn about climate change, freshwater quality, biodiversity and ocean health – they then take those ideas back to their classrooms.
6 September 2021
Students can explore native bush within school grounds.
It’s an action-packed five days: Laura’s cohort spent a day at Tāwharanui Regional Park exploring an ecology trail with ’Bugman’ Ruud Kleinpaaste, as well as the marine reserve; and toured a brewery with B-corp certification, which meets the highest standards of verified social and environmental performance. They also learned about Mātauranga Māori and Maramataka/Māori lunar calendar and met with local scientists to hear about climate change from a New Zealand perspective and how to empower tamariki to make positive change. They also learned how to survey plants and animals living on the shoreline and toured multi-national conglomerate Fujifilm’s head office to learn about the company’s sustainability goals.
The networking opportunities of the programme were invaluable, says Laura. “There were representatives from so many places – the Ministry for the Environment, Auckland Council, NIWA, the University of Auckland, the University of Otago, the ‘Bugman’ – and they all encouraged us to stay in touch so we can keep upskilling. “We also learnt about funding opportunities we could draw upon. We were able to make connections in a way that ordinarily is not possible because of time constraints.” The peer learning and support is proving to be a goldmine for Laura and other participants. “We learned a lot from each other. One teacher was from a school in the Kaipara close to a Fonterra plant and
Kaurilands School teacher Laura Hillier.
hearing how that school is applying their kaitiaki to their environment was very interesting, it made me feel quite hopeful. “Watching the news about climate change and pollution can leave you feeling like it’s all bad news, but the BLAKE programme drives home the message to start where you can with what you have. I left ready to become the older version of Greta Thunberg.”
Laura teaches Year 6 at Kaurilands School, an 800-student primary school in West Auckland. Nestled in native bush at the foot of the Waitakere Ranges, the school lends itself naturally to environmental learning. Tamariki play and learn in the bush and the creek, and the school office is well-equipped with spare clothes for muddy explorers. Students are involved in the school’s waste minimisation efforts and have opportunities to grow and cook food through its ‘Dig In’ programme. “Kaitiakitanga is one of the school’s core values, it trips off the tongues of even our youngest children,” says Laura. “But I don’t think you need to be in a school like Kaurilands to inspire environmental guardianship. One teacher [from the BLAKE course] got back to her school to find that neighbouring trees had been cut down. While that was hugely disappointing, she used it as a learning opportunity for her class to find out why the trees were not protected.”
Teacher Laura Hillier often uses the school’s bush setting for teaching.
“It’s not about one teacher or even their class or their school, it’s about being equipped to start a movement that can touch hundreds of people, about inspiring children to want to make a change and how to do that.” Laura Hillier Letter writing passion
Laura’s own class are fervent letter writers. “The consumer angle is an extremely powerful teaching tool. Children are so excited to write letters, even the ones who don’t usually like to write, the moment it’s something they’re passionate about like palm oil and animal welfare. Some of them find it hard to stop writing.” Since the July course, Laura has connected with EcoMatters Environmental Trust to create a stream-testing kit for students and has started drafting plans to plant a Māori medicinal garden as part of a school-wide rongoā Māori project. As part of the school’s science management unit, she is well-placed to share conservation and sustainability lessons throughout the year levels. Laura has also started collaborating with another course participant who teaches at neighbouring Oratia School and hopes to develop lessons that can be shared more widely via the West Auckland kāhui ako, Kōtuitui. “I’m in touch with many of the other teachers from the course and we are sharing our projects. It’s just like anthropologist Margaret Mead said: ‘Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has’.”
6 September 2021
The BLAKE Inspire for Teachers leadership development programme in Auckland is fully funded by the Ministry of Education. Applications are invited from teachers keen for deeper understanding of environmental issues. Delegates engage in experiential learning at locations ranging from large businesses to island sanctuaries and marine reserves to discover practical ways to lead kaitiakitanga in their schools.
Applications for next year’s courses will open in April 2022. For more information, go to blakenz.org
EARLY LEARN I NG
From New Zealand to Japan, tamariki widen horizons An initiative aiming to expand the worldview of young children saw two early learning centres dancing and interacting with each other via a big screen – and learning that although they were oceans apart, they weren’t all that different.
Ashitaba Saginuma Nursery School children learned haka before connecting 36 with Education Bella Montessori. Gazette
n May, children from Bella Montessori preschool in Kaiapoi linked up with Ashitaba Saginuma Nursery School children in Japan to learn a little about each other’s countries and tackle some environmental issues as part of the United Nation’s Sustainable Development Goals (SDG). The children and their teachers happily sang, danced, played, and interacted together. “Thinkalot inc. approached me earlier in the year and asked if I would be interested in linking up with an educational exchange between Japan and New Zealand with the focus on promoting environmental education,” says Christine Kirkeby, manager of Bella Montessori. “I thought it would be great for the children to get to know a different culture and connect in a different way. The Japanese children and teachers speak [mostly] Japanese, and we only know a little Japanese,” she says. “Afterwards, we asked our children what they enjoyed most about the day and they said that they loved playing with the children the most. The Japanese children said the same thing – so even though they didn’t have any common language, they still enjoyed playing together,” she says.
Different, but same
The international exchange was facilitated by Thinkalot Inc., a Japanese start-up company with a mission to expand the worldview of children. “Children of this age group have no more, or less, prejudice, so if we can provide a proper programme, we think they can enjoy themselves honestly, learn, and accept each other’s differences,” explains Takanori Maede, president of Thinkalot Inc. “We also want to provide young children with equal opportunities. Nowadays, even elementary school students can access overseas information by themselves, but for preschool children, the opportunity is limited by the family environment and geography,” he says. The challenge is in how to attract children’s interest and keep them focused. “Their knowledge and concentration are still developing, so simply connecting online is not enough to interact. We are improving the programme by incorporating games and quiz elements that children can enjoy, and constantly researching how to make it easy for children to understand the differences and similarities between countries,” says Takanori. With a tuna puppet in a virtual watery environment, the Thinkalot staff facilitated the fun educational session using target 14 of the SDG – conserve and sustainably use the oceans, seas and marine resources for sustainable development. The children were told that the tuna lives in the ocean and, ‘it’s sometimes really hard to live in the ocean when there’s lots of rubbish around’. The children were asked how they felt about so much rubbish in the sea, and if they could help the tuna clean it up. “On the day, all of the children were enthusiastic and very engaged. It just goes to show that wherever children are, they behave in the same way,” says Christine.
6 September 2021
Tamariki from Bella Montessori in the foreground and their new friends on the screen after their cultural exchange.
Prior to the exchange, the two early learning services did quite a lot of scaffolding and pre-work with the children, with activities like making each other’s flags. “Our children performed a haka and sang a waiata in te reo Māori. Initially, it threw them [in Japan] the day before, because the Japanese team were expecting English and we hadn’t factored that in. “The children were able to learn about cultural difference – especially between Japan and New Zealand. Our children were able to find Japan on the map, and they knew each other’s flags. If you ask our children ‘which flag is Japan’s?’ – they now just go straight to it,” says Christine. Thinkalot has organised more than 50 exchanges this year, with countries including Australia, the Philippines, Kenya and Italy, and they hope to expand the programme even further. “After these overseas exchanges, children have voluntarily become interested in learning about foreign countries in their daily lives,” says Takanori. He says they heard from both Japanese and overseas preschools that the programme is a good opportunity to look back at the culture and tradition of their own country as a way of self-reflection.
Currently, Thinkalot is doing many event-like exchanges, but in future would like to create exchange programmes with pre-schools around the world that deepen relationships in the medium to long term. As Montessori is worldwide, Christine also sees potential to connect with other centres around the world, and even engage in peer-teaching country to country. She says it’s a great way to use digital tools. “I think it has huge potential if it’s used in the right way. We don’t have devices for children at Bella. We notice that even if children as young as six months get hold of a device such as an iPad or cellphone, we lose connection with them – they are completely tuned out. “But our objective at Bella is to open our children’s minds and show them the diversity in the world – and give them lots of real experiences because we want them to be exposed to lots of opportunities,” she says. To find out more, see en.thinkalot.jp
H ISTORI ES
New resources inspire ākonga A new learning resource has been developed by the Ngarimu VC and 28th (Māori) Battalion Memorial Scholarship Fund Board for tamariki of all ages, whānau, kura and schools.
he Uepohatu Memorial Hall in Ruatoria made a fitting location for the launch of the learning resource in July. The hall proudly overlooks Whakarua Park, home of the Ngāti Porou East Coast Rugby Union. Just before 10.30am, the sounds of ākonga practising waiata and kapa haka filled the hall as they put the finishing touches on their performances. The event began with pōhiri, in which distinguished speakers gave whaikōrero paying respect to those who had gone before. Following the pōhiri, Hon Kelvin Davis, the Associate Minister of Education (Māori Education), officially launched the learning resource, sharing his thoughts on the influence of the 28th (Māori) Battalion in war and in shaping our modern nation: “Now these resources aren’t here just for us to learn about what the Māori battalion did in war, but it’s also
for us to understand and realise the impact of what their actions had on us as Māori and the impact they’re having on us now,” he said. “Because when we think about it, over 3,000 of our uncles and whānau left overseas and about 600 never came back and we just need to imagine the impact that that loss of 600 leaders being lost to Māoridom had, and the implications that we are still feeling today because of that, 80 years later.” Minister Davis encouraged those present to think about what the sacrifice of the 28th (Māori) Battalion, including that of Te Moana-nui-a-Kiwa Ngarimu VC, means to ākonga and young people today. “What a legacy Ngarimu left us, what an example he left for us, and the thing, in my opinion, is that we need to continue to honour his legacy, and his deeds, and his sacrifice by being the best Māori that we can be.”
Tauira o Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou: Ramari-Peri, Tamera, Emelee, Bobbi and Harmony stand with the new resources at the launch in Ruatoria.
Ākonga kōrero Education Gazette asked Tamera Cross-Morice, a student at Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou, to share some of her thoughts on the day. He pēhea ki a koe te hui hei whakarewa i ngā rauemi mō Ngarimu VC me te Ope Māori 28? Katahi te hui whakamiharo ko tera, te hui whakarewa i nga rauemi mo Ngarimu VC me te Ope Māori 28. Hihiko ana taku wairua ki te whai wahi ki te pohiri atu ki te Minita Mātauranga me tona ope katoa. He aha rā te tikanga o te rauemi mō Ngarimu VC me te Ope Māori 28 ki a koe? Waimarie matau o te Tairawhiti - kua roa matau e ako ana, e mau pumau ana ki nga purakau, nga korero, me nga waiata e hangai ana ki a tatau hoia. Ko te mea hoki he hononga hangai wa matau ki nga hoia. Engari, ki taku whakaaro, ko te tino wariu o enei rauemi ko te tautoko i nga kaiako me nga tauira o nga kura auraki. Kei whea mai tena. He aha te wāhanga pai o tēnei rā ki a koe? Ko te wahanga pai ki au ko te whakarongo ki nga korero a nga minita, na ratau i whakatapu i nga rauemi. I au e whakarongo ana ki a Papa Boycie Te Maro, ka taka te kapa mo te hohonu me te hiranga o enei rauemi. He timatanga ano tenei mo nga hitori o a tatau hoia Māori.
How did you find the Ngarimu VC and 28th (Māori) Battalion learning resource launch? The hui to launch the resources for Ngarimu VC and the 28th (Māori) Battalion was an amazing event. I was so glad that I was able to take part in the welcome to the Minister of Education and all those who accompanied him. What does the Ngarimu VC and 28th (Māori) Battalion learning resource mean to you? We, here on the East Coast are fortunate – for so long now, we have learned and retained all the stories, in written form and songs about our soldiers and their deeds during the war. Mainly because we have such strong connections to those men. But, in my view, the real value of these resources is that we have something to support teachers and students in the mainstream schools. That’s wonderful. What was your favourite part of the day? My favourite part was listening to the things our ministers had to say, when they blessed the resources. While I was listening to Papa Boycie Te Maro, it was then than I realised the true depth and significance of these resources. It is another starting point in learning about the histories of our Māori soldiers.
There were nine kura present at the launch of the learning resource: Hiruharama School; Tolaga Bay Area School (Kuranui); Makarika School; Ngata Memorial College; Potaka School; Te Kura Kaupapa Māori o Kawakawa Mai Tawhiti; Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou; Te Kura Mana Māori o Whangaparaoa; Te Waha o Rerekohu.
6 September 2021
“What a legacy Ngarimu left us, what an example he left for us, and the thing, in my opinion, is that we need to continue to honour his legacy, and his deeds, and his sacrifice by being the best Māori that we can be.” Hon Kelvin Davis
Hon Kelvin Davis, the Associate Minister of Education (Māori Education) with Hon Peeni Henare, the Member of Parliament for Tāmaki Makaurau, who is of Ngāti Hine and Ngāpuhi descent.
The Ngarimu VC and 28th (Māori) Battalion Learning Resource is for tamariki of all ages, whānau, kura and schools.
Social inquiry learning The learning resource is based on social inquiry learning. This means it focuses on using the process of ‘social inquiry’, whereby students ask questions, process information, and communicate findings; investigate differing perspectives, values and positions and the reasons for these; and examine issues, identify solutions, evaluate outcomes and make decisions about possible social action. This learning resource fits within Te Whakaritenga Pāpori Me Te Ahurea and Te Ao Hurihuri in Te Marautanga o Aotearoa, and within Te Takanga o Te Wā, Social Studies and Aotearoa New Zealand Histories in the Social Sciences learning area of The New Zealand Curriculum.
For more information on the learning resource, visit kauwhatareo.govt. nz. Here you can view the resource in te reo Māori or English. For more information about the Ngarimu VC and 28th (Māori) Battalion Memorial Scholarships, visit Education.govt.nz.
Aotearoa New Zealand’s histories
Empowering the next generation
How we teach and learn our histories is important. The new Aotearoa New Zealand’s histories
In 2022, all schools and kura will need
curriculum content provides meaningful
to start delivering this learning. To help
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regardless of what stage you are at,
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support guides and resources are
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available on our website.
HAN DS-ON LEARN I NG
Imaginarium sparks curiosity and delight Te Whiwhinga The Imaginarium at Auckland Museum is sparking delight and curiosity among its many visitors – children and adults alike.
Visitors experience the themes of ahu-tanga (connections) in one of the four large hero cases showing a bush elephant’s skull at Te Whiwhinga The Imaginarium.
nder themes of whakapapa, place, story and function, Te Whiwhinga The Imaginarium presents objects that share unexpected or unusual connections, using largescale and dramatic displays to ignite the imagination and begin the learning journey. Learning manager Matthew Crumpton says it soon became apparent that the learning programme’s main point of difference is that children can have tactile engagement with special taonga, treasures and objects. “For us, the best way to build knowledge is to first get children to wonder, discover, observe and really get immersed in that learning,” he explains. “We are confident that our point of difference is accessibility to these treasures and objects. If you look at our learning model, we believe that the most effective way of learning is hands-on play, investigation and discovery in a tactile way.”
Learning journey begins
First stop at Te Whiwhinga The Imaginarium is the ‘Learning Base’ with four hero displays showcasing four objects, including a full-sized African bush elephant skull with tusks, and a full-sized leatherback turtle shell. “The kids come in here first and are awed straight away. The bush elephant skull is surrounded by Pasifika fans and then there are two metal fans that sit where the ears would be. So, the children are making connections – that the elephant would use his ears for cooling, as we would use fans for cooling,” says Matthew. “Children bring their own prior experiences and knowledge to making connections that we’ve never even thought about. It’s in our best practice model: activating them as learners and holders of knowledge.”
Alongside the hundreds of taonga, Matthew says the greatest resource at the museum is the team of learning specialists who are a combination of teachers, scientists or historians. “One thing consistent across all programmes is that they are structured. As an educator, I love the fact that the museum is really prioritising those younger learners, because if you can engage them at that age, they’re going to be fans of the museum for the rest of their lives,” he says. “And if you can get them to see that learning can be exciting and offer them the opportunity to be curious about all those weird and wonderful objects and different animals they may never have seen before, it really just opens them to a brand-new experience.” Classes spend about an hour with the learning specialists, and learning dispositions are a main focus for the team. “For us the key disposition is curiosity,” says Matthew. A mass display wall called ‘Collections and Connections’ features 74 display cases containing over 500 carefully curated individual objects and specimens. “We use objects to really start to invigorate that thinking, which is why the new galleries are so important because they have all that wonder, interest and excitement that gets them innately curious and draws them into that learning. We want them to leave us more curious than when they arrived,” says Matthew.
Real objects heightened by digital tools
While digital tools are not a primary focus of Te Whiwhinga The Imaginarium, they are used in some programmes and in adaptable spaces called ‘Learning Labs’, which use digital projections to allow for immersive learning experiences. “CSI Pukekawa – Citizen Science Investigations, is a science and nature-based programme where [children] use iPads to take photos of insects… and then we connect that to the iNaturalist website and scientists let them know what they are,” says Matthew Every day, Matthew hears ‘wow!’ or ‘cool!’ from the floor and he believes that in a digital world, real objects can still inspire a sense of awe. “I think it’s even more heightened because their daily lives are very much driven by screen time. They can see pictures of something, but to see something in real life and then to have the opportunity to touch and hold and feel: ‘That moa bone is so heavy!’; ‘Look at the size of that egg!’ “It’s quite refreshing to learn in the way we’re offering,” he says.
Links to curriculum
Papatoetoe North School has visited the new Imaginarium and been visited by the Auckland Museum team for two programmes: Myths and Legends, and Volcanoes. Teacher Jill Skeet says feedback from teachers was very positive. “Teachers said the hands-on experiences with objects was the thing that really stood out for them. Students managed to get a deeper understanding that learning can be anywhere, anytime, with hands-on as well,” says Jill.
6 September 2021
Matthew Crumpton at Te Whiwhinga The Imaginarium.
“We believe that the most effective way of learning is hands-on play, investigation and discovery in a tactile way.” Matthew Crumpton Teachers at the school had been looking at myths and legends through a science lens – such as the story of Maui and the sun and the physics of pulling, she explains. Visits to Te Whiwhinga The Imaginarium provided curriculum links to oral language, participation, arts and technology. “At the Imaginarium, we listened to the legend of Sina and the eel (a Samoan story about where the first coconut tree came from). We talked about it and we linked into the way coconuts can be used in science and technology,” says Jill. “Then artefacts were passed around and children got to discuss what they thought they were, what they were made of, and they were shown some of the things that could be made from the coconut fibres.” With many of the children having strong oral language skills, Jill says the visit to Te Whiwhinga The Imaginarium prompted many conversations afterwards. “You could hear them talking and making those links between what they know and what you are trying to teach them,” she says.
» For more information about Auckland Museum’s learning programmes, go to learn. aucklandmuseum.com. » aucklandmuseum.com/your-museum/at-home is an online hub filled with stories, activities, videos and jigsaw puzzles for the whole family to enjoy. Launched in the initial Covid lockdown, it’s been updated with fresh content for the current lockdown.
SEN IOR LEADERSH I P
View the the PLD, general notice listings and vacancies at gazette.education.govt.nz
Maths Teachers Reduce Workload and Stress (Years 11-13) Use our Editable Assessment Masters, Internal, End of Year, and Parallel.
You can also scan the QR codes with the camera on your device.
www.sincos.co.nz SINCOS Mission Statement: Reducing Teacher Workload
BIRKDALE PRIMARY SCHOOL Years 0 - 6 Roll 220 Decile 5
To empower the positive, creative kaitiaki (guardians) of the future.
Birkdale Primary School, founded in 1894, is a future-focused school on Auckland’s North Shore. The board is searching for a worthy successor to our long-serving, super principal who is leaving to engage in future challenges. We seek an inspired and passionate educator with an inclusive and engaging leadership style. The successful applicant will have proven experience within a motivated leadership team and have qualifications that demonstrate that they are lifelong learners. They will be respectful of the journey we have been on and will be committed to building on our proven strengths and develop positive relationships with our school community. They will actively support PB4L, Te Puāwaitanga, our special character Level 1 full Māori immersion (rūmaki) for our tamariki and whānau wanting to be educated in Te Reo me ōna tikanga. They will also be supportive of and bring strength to the school’s continuing journey to refresh the New Zealand Curriculum including digital innovations, our valued EOTC, sports and cultural activities. The application pack can be found on the KEA website www.keaeducation.nz. The two essential application forms must be obtained from Ngaire Jermaine of KEA Education at email@example.com. To visit the school, make an appointment with the principal Mrs Adrienne Mawer – phone (09) 483 7767. Applications should be as described in the application pack letter.
Our school’s ideal Principal will:
• Be an inspiring strategic thinker who can also ‘walk the talk’. • Have exceptional communication and interpersonal skills. • Value and build on our bicultural and multicultural school ethos. • Maintain our strong home/school partnerships. • Promote 21st century learning in real world contexts and knows how to lift children’s achievement. • Be energetic, visible and approachable with a great sense of humour. • Have high expectations of self, staff, students and our community. • Have sound excellent knowledge and experience in modern pedagogy and the NZC. • Our new principal will have the privilege of working in an environment with motivated, committed staff members, enthusiastic students, involved whānau and a very supportive board.
Applications close at on Monday, 20 September 2021 at 5.00 pm. Applicants will hear soon after 13 October Education if they go to interview on Saturday, 30 October. KEA Successful Recruitment for the Education Sector www.keaeducation.nz Position commences term 1, 2022.
SEN IOR LEADERSH I P
Principal West End - Te Kura Ō Mōrere, an exceptional school requires an exceptional leader. The Board of Trustees seeks a community minded, innovative and futurefocused educational leader with an inclusive and engaging leadership style who will continue to strive toward our vision by ‘developing responsible citizens who are confident, creative, actively involved lifelong learners’’. If you are a leader with the energy and qualities to lead our Y1–6 primary school into the future, we invite you to apply. The ideal person for this school will be: » Approachable and focused on developing positive relationships with all members of the school and our wider community » Have a strong understanding of the importance of Tikanga Māori and be committed to the principles of Te Tiriti o Waitangi. » A strategic thinker, able to convert effective ideas into practical realities » Committed to enhancing student achievement » Passionate about all students reaching their full potential. If you’re looking for an opportunity to live, work and play in paradise, this is the place for you. Contact firstname.lastname@example.org for your Information Pack now! Applications close 1 October. The position starts term 1, 2022.
6 September 2021
Whakarewarewa School. Principal U2. Decile 2, roll 150. We welcome applications from a motivated and inspiring leader for our proud and culturally rich school set in a unique environment. The successful applicant will be: strong in Māori tikanga and values, experienced and successful in collaborative learning leadership, driven to help our tamariki reach their best in and out of the classroom and building highly effective relationships with whānau, community, hapū/iwi. Start date Day 1, Term 1, 2022. Applications close at 3.00 pm, Friday 17 September 2021. To request an application pack please email email@example.com or call in to the school 63 Sala Street, Rotorua.
Do you have a vacancy that you would like to advertise to the education sector? Place an advertisement in the vacancies section and reach both the passive and active jobseekers by contacting Jill Parker: firstname.lastname@example.org 027 212 9277
Located within a supportive Balclutha community, Rosebank School seeks to appoint an innovative and inspiring educational leader. Catering for up to 300 Year 1-8 children, our school has a proud history of quality educational outcomes, providing additional learning opportunities and valuing the cultural mix of our student population. Beginning in 2022, our new principal will be peoplefocused, have strong pedagogical knowledge and demonstrate a genuine commitment to children
being the best they can be. They will understand the importance of community and continue to advance the school’s vision with an emphasis on student achievement and wellbeing, teacher professional learning and collaborative practice. This is an exciting and significant opportunity to lead a thriving educational community in a familyfriendly town with easy accessibility to great outdoor recreation opportunities, pristine local environment whilst within close proximity of an international airport, tertiary education opportunities and excellent health and leisure facilities.
Application packs are available from: email@example.com or by contacting Dr Rod Galloway (021 208 9636)
Applications close: Wednesday 15 September 2021 at 12 noon
Awapuni School, Gisborne Empowering Learning Whakamana Akoranga
PRINCIPAL (U5) AWAPUNI SCHOOL IS WHERE CHILDREN LOVE TO LEARN AND LEARN TO LOVE KO TE KURA O AWAPUNI TE WAAHI AROHA NGĀ TAMARIKI KI TE AKO, ME TE AKO KI TE AROHA
Our community have told us they want a superb educational leader who is passionate and approachable and committed to putting the tamariki of Awapuni School first. We’re located in Tūranganui-a-Kiwa, Gisborne, just across from Waikanae Beach and at the heart of a site of special significance to our country’s history. We’re a decile 3, U5 primary school with a great vibe and a steadily growing roll of over 300. Our school is well equipped with great learning facilities, library, bike track, attractive outdoor sports and play areas, swimming pool and heat pumps in every classroom. We strive to create a positive learning community where everyone develops high self esteem through academic achievement and personal and social development. Our New Tumuaki Will
• Have experience implementing the NZ Curriculum and strengths in curriculum leadership including implementing collaborative teaching methodologies, PB4L and Learning through Play - you’ll engender trust in a team of loyal staff who want to create the best learning environment for the tamariki.
• Be able to embed the principles of Te Tiriti o Waitangi in our school. • You’ll be visible, approachable, supportive, inclusive and take the time to listen and build strong connections with our school community and mana whenua.
APPLY NOW. Closing Date for Applications 5.00pm Monday 11th October 2021 Contact Jane Parkinson at Blackcat Education for an Application Pack on firstname.lastname@example.org For a confidential chat phone Andrew Harris on 021 0296 9891. Also please visit www.awapuni.school.nz and our website www.blackcateducation.co.nz We look forward to hearing from you. Nga mihi.
John Paul II High School | Principal Te Kura Tuarua o Hone Paora Tuarua ki Māwhera Greymouth, West Coast Full Secondary Catholic Principal U4 – Decile 6 co-ed Integrated Catholic School John Paul II High School looks to appoint an educational Catholic leader to lead our special character school on the stunning West Coast of the South Island. As ‘Coasters’, we pride ourselves on ‘connection’; connection with our community, connection with our unique environment, and connection with our faith and living in accordance with the values of Jesus Christ and the Catholic tradition. Fit is important, together with a proven track record in educational leadership. We seek someone who can walk the talk, deliver positive outcomes for students and have fun along the way. This is a real opportunity for a leader who is: » Current, relevant and future-focused » Aspirational with high expectations for students and a holistic view of education » A people-person, fostering positive relationships through authenticity, trust and collaboration with parents/whānau/caregivers and the parish community
» A conductor of positive change with a leadership style that harnesses the skills of a talented staff group, who see teaching as a privilege » Committed to preserve the Special Character of the school, and is willing to take part in religious instruction » Visible, approachable and fully engaged with the community, and has a presence and desire to belong » 100% focused on quality teaching and learning, where results speak to academic excellence » Strategic, logical and fair minded, with operational expertise and strengths in planning and implementation » Proactive with a readiness to see possibility when exploring new opportunities for the school This position will commence in Term 1, 2022.
To apply and to learn more about this position and our school, please visit our website, after the 6th of September www.johnpaul.ac.nz
Applications close Wednesday 6th of October, 2021
EmpoweringWellington Learning Whakamana Akoranga St. Benedict’s School, Khandallah,
PRINCIPAL / TUMUAKI (U5)
St. Benedict’s School, Khandallah, Wellington is a Catholic, co-educational, integrated, Decile 10 primary and intermediate school for Years 1 - 8 offering a warm, safe and welcoming environment for over 300 culturally diverse students (U5). Due to the departure of our much-loved Principal, we are now looking to appoint an inspirational Catholic faith leader who will further strengthen our deep-rooted foundations, our reputation for academic, sporting and cultural excellence and who will continue to build an exciting future for our school. Our new Principal will inherit a world-class, traditional learning environment, with highly skilled staff, well-behaved students who are a joy to teach and a very supportive school community which includes the parish of St Benedict’s Church. Do you have what it takes to lead St. Benedict’s School? Our New Principal Will • Focus on building quality relationships with staff, families, students and our parish • Be naturally inclusive, especially understanding the importance of supporting our students with special learning needs • Embrace Tangata Whenua, encourage Te reo Maori, honour Te Tiriti O Waitangi and celebrate the many other cultures at our school
• Be caring, kind and fun to work with and will bring healthy dispute resolution and communication skills as well as a collaborative approach to decision-making • Implement the syllabus, New Zealand and our localised curriculum with a passion for and heart-felt understanding of our unique Catholic Character and values.
A condition of appointment is the willingness and ability to take part in religious instruction appropriate to the special character of the school. Applications are invited for this enviable position to commence Term 1, 2022.
APPLY NOW. Closing Date for Applications 5.00pm Monday 11th October 2021 Contact Jane Parkinson at Blackcat Education for an Application Pack on email@example.com For a confidential chat please contact Andrew Harris on 021 0296 9891 or firstname.lastname@example.org Also visit www.st-benedicts.school.nz and our website www.blackcateducation.co.nz We look forward to hearing from you. Nga mihi.
6 September 2021
Otago Girls’ High School
tago Girls’ High School is a Year 9 - 13 state school for girls. Located in central Dunedin and founded in 1870, the school was the first state secondary school for girls in New Zealand and is reputed to be the sixth oldest in the world. We are very proud of the school’s 150 years of unique history, and the generations of inspiring young women who have passed through its gates. The school’s history and heritage, and the Positive Behaviour for Learning, restorative practice and wellbeing frameworks under which it operates, support our vision: Inspire, Empower, Challenge, Dream. The school has excellent facilities, a supportive school community and outstanding teaching and support staff. The board is seeking a passionate, visionary, and experienced Principal who has the courage to lead the school into its next period of history. As a leader you will demonstrate strong interpersonal skills to build great relationships and show powerful leadership for staff, students and the community. Our new principal will be enthusiastic, energetic, highly visible and excited about the future of girls’ education at Otago Girls’ High School. To be successful in this role you will need: • A passion for girls’ educationand an understanding of the unique role of single sex girls’ education • Proven knowledge and experience of theoretical and practical educational
• • • • • • • • • •
leadership, in particular the management of change. Understanding of and commitment to te Tiriti o Waitangi Proven collaboration and problem solving skills Exceptional communication and relationship skills An innovative and future focused approach Understanding and commitment to PB4L and Restorative Practice Courage and ability to implement innovative curriculum design Proven leadership in strong internal evaluative practices Understanding of the unique role of single sex girls’ education A commitment to inclusivity of all students (ethnicities, religion, gender diverse, socio-economic backgrounds etc) • Energy and endurance This is a unique and significant opportunity to lead in an iconic and progressive secondary school. Principal. Commencing Term 1, 2022. We seek an outstanding educational leader to take this role in our iconic and progressive school. An innovative, future focused approach, proven educational leadership and experience in change management are a requirement.
Applications close at 4pm, Friday 17 September 2021. Enquiries are welcome: phone (03) 474 0496 extn 809. Application packs are available by emailing email@example.com
Education Gazette deadlines | September - December 2021
27 September | Issue 12
18 October | Issue 13
8 November | Issue 14
29 November | Issue 15
13 December| Issue 16
TAUTAPATIA TĀU TINO ĀKONGA MŌ TE TOHU KAIRANGI MĀTAURANGA AHUMAHINGA A TE PIRIMIA.
Hei whakanui i ngā ringa waihanga, ringa auaha, ringa rehe o anamata, he paraihe e $2000 te nui i whakaritea mō te tino tauira e whakaatu ana i te kairangitanga o te mātauranga ahumahi ki ia kura. Kotahi te tauira Tau 12, Tau 13 rānei o ia kura e māraurau ana kia whakawhiwhia ki te Tohu. Ko ngā tautapanga o 2021 ka kati ā te 1 o Oketopa.
KA RIRO I NGĀ KAIWHIWHI HE PARAIHE E
$2,000 TE NUI
Mō ngā puka tautapa me ērā atu mōhiohio, toro atu ki: pmvea.education.govt.nz Mō ngā pātai, tuku īmēra ki: firstname.lastname@example.org
NOMINATE YOUR TOP STUDENT FOR THE PRIME MINISTER’S VOCATIONAL EXCELLENCE AWARD.
To celebrate our future creators, innovators, crafters and tradespeople, there’s a $2,000 cash prize for the top student who demonstrates vocational excellence at each school or wharekura. One Year 12 or Year 13 student per school or wharekura is eligible to receive the Award.
RECIPIENTS RECEIVE A CASH PRIZE OF
Nominations for 2021 close on 1 October.
For nomination forms and other information, go to: pmvea.education.govt.nz For queries, email: email@example.com