Education Gazette 100.4

12 APRIL 2021 | VOL. 100 | NO. 4

Student leadership when it matters

How Papatoetoe High School took on Covid-19 Removing barriers to attendance

Promoting pathways to STEM careers

Celebrating Ngārimu scholars

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Contents

Spotlight on engaging communities 2 6

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10 16 22 26 32 36 43 44 48 52

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Papatoetoe and the pandemic Attendance and engagement: Connecting pieces of the puzzle Aroha at heart of tuakana teina programme Skateboarding outside the square From community to sector: Remaining the listener RAD: Computer recycling scheme makes a difference Wellbeing at the heart of positive learning environment Ngārimu legacy supports Māori research Calling curriculum experts Reference designs the way forward Providing future-world pathways into STEM careers Early learning sector welcomes new child protection resource Action-packed environmental education for teachers Inspiring students to dream big

12 APRIL 2021 | VOL. 100 | NO. 4

Editor’s note

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Student leadership when it matters

How Papatoetoe High School took on Covid-19 Removing barriers to attendance

Promoting pathways to STEM careers

Celebrating Ngārimu scholars

On the cover Papatoetoe High School head girl Rhonda Nguyen and other student leaders played a key role in the school’s response to a Covid-19 outbreak earlier this year.

PUBLISHED BY Education Gazette is published for the Ministry of Education by NZME. Educational Media Ltd. PO Box 200, Wellington.

ISSN 0111 1582 All advertising is subject to advertisers agreeing to NZME. Educational Media’s terms and conditions www.advertising.nzme.co.nz/ terms-conditions-credit-criteria

12 April 2021

hen Papatoetoe High School found itself at the centre of a Covid-19 outbreak earlier this year, it was decided that the best people to communicate with their students were the students themselves.

We talk to head girl Rhonda Nguyen and associate principal Barry Williams about what they learned from the experience.

We also look at a computer recycling programme that is currently operating successfully in a handful of schools across the country. Students refurbish used laptops donated by businesses, learning in-demand tech engineering skills and tackling the issue of e-waste.

You’ll find these stories and much more in this jam-packed issue.

Kia pai tō hararei – have a great holiday.

STORY IDEAS We welcome your story ideas.

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

KEY CONTACTS Reporter Joy Stephens reporter@edgazette.govt.nz Display & paid advertising Jill Parker 027 212 9277 jill.parker@nzme.co.nz Vacancies & notices listings Eleni Hilder 04 915 9796 vacancies@edgazette.govt.nz notices@edgazette.govt.nz

DEADLINES The deadline for display advertising to be printed in the 3 May 2021 edition of Education Gazette is 4pm on Monday 19 April 2021.

This publication is produced using FSC® Certified paper from Responsible Sources.

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Head girl Rhonda Nguyen and other student leaders at Papatoetoe High School played a key role in driving the school’s response to a Covid-19 outbreak in its community.

COM M U N IT Y

Papatoetoe and the pandemic When Papatoetoe High School emerged at the centre of a Covid-19 outbreak, its student leaders played a key role in engaging the school community around getting tested, learning from home, and staying safe.

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t’s been roughly four weeks since life at Papatoetoe High School returned to relative normality following the Valentine’s Day Covid-19 outbreak at the epicentre of which the school found itself.

Judging by the volume of laughter and chatter from the young people as they make their way between classes, it’s evident they are pleased to be back at school.

“A large number of our students are extroverts,” says associate principal Barry Williams. “They love each other’s company.”

Staff knew from previous lockdowns that there was likely to be an initial spike of enthusiasm for online learning, but that the novelty of Zoom meetings and learning from home was likely to wear off.

But this time the challenge wasn’t just about getting engagement around online learning –the South Auckland secondary school had a much bigger role to play: supporting their 1400 students and their families to get tested for Covid-19.

At the Covid epicentre

The school year had barely begun when news reached the senior leadership team that they were at the heart of the latest Covid outbreak. Barry recalls hearing the news.

“We got the notification that not only are we going into lockdown – but it’s us! Everyone’s going to be looking at us. We’re ground zero.”

The Auckland Regional Public Health Service team supported the school to get everyone tested as quickly as possible.

Getting the word out to the community was the immediate challenge, says Barry. They took a variety of approaches, from messages on local radio stations right down to door-knocking in an effort to target everyone.

But Barry says one of their most effective strategies was handing communication over to the student leaders.

“If you ask someone my age what’s the best way to communicate with students, outside of the regular forms of communication, I’m not thinking the same way they are. Rhonda and Flo realised they needed to think of another way to get to the wider body of students.”

12 April 2021

‘Do your job – get a swab’

Year 13 students Rhonda Nguyen and Flo Akauola are head girl and head boy of Papatoetoe High School, and part of a group of 10 student leaders.

Without warning, they found themselves in the glare of the media spotlight as they represented the student body.

“I never thought I would be on the news, and especially for Covid as well,” says Rhonda.

“But it was an experience to show that our school is just like any other school. It could happen to anyone.”

Barry says the student leaders handled it like pros, especially considering they hadn’t yet gone on their annual student leadership camp, where communication skills are a key focus.

“It was a baptism of fire for them in front of the cameras. We hadn’t done any practice or role-planning that we would have done at camp. This was a Dr Ashley Bloomfield moment.”

But it was the student leaders’ communication through social media that had the greatest impact on the student body.

“We made videos making sure people got Covid tests – that was a big one, that was the priority,” says Rhonda.

They came up with the slogan, ‘Do your job, get a swab’, and this became a pivot point of their campaign. The videos included some serious messages around getting tested, with some of the student leaders getting tested on camera, but humour was important too, says Rhonda.

“We managed to get the message across in a way that students would want to watch it, and remember it.”

As a result, the students rallied. Huge numbers got tested immediately – many at the school itself – along with their family members.

Online learning engagement

Another focus of the videos was to encourage students to engage with their online learning.

“We all have different home environments and I guess not everyone has a great environment for learning at home,” says Rhonda.

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Associate principal Barry Williams says the student leaders knew how to communicate messaging around Covid testing and online learning in a way that resonated with students.

With this comes some anxiety around the impact of online learning on NCEA, she says. While Rhonda has already achieved NCEA Level 3 with Excellence, she is mindful that many students are anxious about NCEA. “What happens this year has an impact on what happens with getting into university.”

She says the teachers have been really supportive.

Barry confirms the school is discussing recognition credits with NZQA. “We’ve had more time in lockdown than any other school in New Zealand this year.”

“We wanted to show this community that we don’t just come to work here, we come to give these kids the very best chance in life that we can.”

Barry Williams Wellbeing a strong focus

Alongside any conversations around Covid testing and online learning was a strong focus on student and staff wellbeing.

“To get the best out of these young people, we need the grown-ups around the campus to be firing on all cylinders as well,” says Barry.

The school surveyed its 90 teaching staff and 40 support staff after the second lockdown.

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“We learned that our staff are superheroes – some are teaching five periods a day online and they might have three young children at home who are clambering all over them, and their partner might have had to go to work.

“So, we’re not making unnecessary demands on our staff. We’re prioritising all the time,” he says.

Student wellbeing remains a key priority.

“During the lockdown we asked form teachers to contact every student in their form class just to check on their wellbeing. Our form teachers are not the ones who are going to be able to solve any anxiety issues, but they are well placed to refer them to the counsellors and deans. We’ve got a great student support team.”

Lessons learned

They’ve learned a lot from the experience, says Barry. And as they have reflected on their response to the situation, they agree there are things they would do differently.

“How do we get to absolutely everyone? Were there other ways of communication that we didn’t think of?” says Barry.

He says these are some of the things they’re thinking about as they unpack how they responded to the Covid outbreak.

Members of the senior leadership team are looking closely at the impact on their respective portfolios, including wellbeing, attendance, NCEA and assessment.

They’re keen to share what they’ve learned with other schools. The leadership team is set to present at an upcoming deputy principal conference. And they’ve prepared a ‘principals’ pack’ which they hope other school leaders will find useful.

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After all, we’re not out of the Covid woods yet.

“There is a sense of inevitability –- this might happen again. And if it does, the schools are all here to support each other. It’s not a competition. The DNA between schools is almost identical,” says Barry.

Community spirit

One area that is unique to Papatoetoe High School is its community, the people who give it character, depth and diversity.

“We’re passionate about this community here,” says Barry.

“We’re acutely aware that everyday people give over their children to us for five hours, and it is a responsibility that we understand, so we do our very best for them.

“It’s complex. Every day is different. Some days are great days. Some are less fruitful. But we come back because we want to make a difference in this community and more than anyone, our principal Vaughan Couillault, carries that on his sleeve. Vaughan wanted to let his community know ‘it’s okay, we’ve got this – jump on board!’” he says.

Vaughan has a long history with the community; he was a former student and teacher at Papatoetoe High School and is proud to now be principal of the school.

Barry says the recent Covid situation gave them an opportunity to engage deeply with their community.

“We wanted to show this community that we don’t just come to work here, we come to give these kids the very best chance in life that we can.”

And the aroha has been reflected right back. Barry says they’ve had overwhelming support from their parents and whānau, as well as from other schools and local organisations.

It’s a sentiment echoed by Rhonda.

“I guess coming out of this, I feel like everybody really came together and to see that is really inspiring and heart-warming. If we get another outbreak, we will do this together.”

Go to this article online to see the video made by the Papatoetoe High School student leaders.

Student leaders created informative and humorous videos to help engage the student body.

12 April 2021

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AT TEN DANCE

Attendance and engagement: Connecting pieces of the puzzle Many schools in Rotorua, including Malfroy School, are doing whatever it takes to give children the best opportunities for learning – from providing transport and food, to delivering culturally responsive learning programmes, to supporting smooth transitions between schools, to engaging closely with whānau.

Year 6 student Joe is a Malfroy School ambassador. He is pictured here with Year 5 student Lavinia, while deputy principal Jennie McLaren and Year 6 student Riana look on.

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Malfroy School is aiming to address attendance and engagement through a new Hakafit programme, led by Rikihana Kingi.

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few weeks ago, two sisters started school at Malfroy School. They had moved from Christchurch with their mum and older brother and into emergency accommodation in Rotorua. The attendance officer for the area, Tina, helped the girls get enrolled at the school.

“We had uniforms, stationery and school bags all set up for them. We put them in classes next to each other,” says principal Nicky Brell. “They’re really settled and happy.

They love sports – they’ve both trialled for the netball team and I think they have been selected for next term.”

Nicky says it’s what all the schools in the area do to support children in this situation.

There are approximately 300 children living in emergency housing in Rotorua. A number attend Malfroy School, due to the school’s proximity to Fenton Street, where many of the motels used for emergency accommodation are located.

Nicky says there are a lot of factors at play. “When you look at the housing situation, the effects of last year with Covid, the circumstances of people having to go into emergency housing – unemployment, poverty – there is a lot happening.”

Poor attendance at school is often a consequence and Nicky says Rotorua schools are working together to do whatever they can to get children at school.

“The bottom line is there are things you can manage and control and there are things you can’t, so having a supportive network of key people is vital,” says Nicky.

Removing barriers

One of the things that can be managed and controlled is getting children to and from school each day.

Hinei Taute, principal of Whakarewarewa School and lead principal of Rotorua Central Kāhui Ako, led a successful application on behalf of three Rotorua Kāhui Ako for government funding to help transport children to and from school each day. A whole-of-government approach is being

12 April 2021

taken, with the Ministry of Education working alongside the Ministry of Social Development, Oranga Tamariki, Police, Lakes District Health Board and local council to support whānau in emergency housing. There are now five vans picking children up from emergency housing motels and bringing them to school each morning and then returning them in the afternoon.

“It has made a big difference in getting the kids to school,” says Nicky, “But that’s just part of the story.”

Creating an inclusive culture

The other part of the story is the school’s culture. Nicky says their aim at Malfroy School is to create a culture and environment that is conducive to helping tamariki feel supported, settled and ready to learn.

Deputy principal and SENCO Jennie McLaren says they do whatever it takes to create this sort of culture.

“Last year our attendance stats weren’t good, and I think Covid probably had something to do with that, but we also had parents who wouldn’t send their kids to school because they had no kai to send them with.

We had parents who wouldn’t send their kids on wet days because they had no raincoats to put on. And you can’t do any learning if you haven’t got a full tummy and shoes on your feet,” she says.

So Malfroy School strives to do whatever it can to remove those barriers to attendance and engagement.

It has a range of initiatives in place, starting with programmes to feed children who might not have ready access to food at home.

Around 50 students have breakfast at school each day, thanks to the Kickstart Breakfast programme operated by the school’s support staff on a voluntary basis.

“After Covid we noticed more children were coming for breakfast so we increased the number of days we offered it,” says Jennie.

“They have Weetbix and milk, or toast on Tuesdays and

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Thursdays. They sit out on hall steps in the summer.

It’s lovely to see the children engaging with each other.

“It sets them up for the day. They have their kai in their puku and they feel settled. Some of our parents are really struggling with the cost of food and things like that.”

The school also operates the Fruit in Schools programme and was one of the first schools in the country to trial the healthy free lunches programme. Two years on, it’s embedded into school life.

“It’s great. Our parents are very grateful. The children love it. And who wouldn’t? On Wednesday they had a hot roast chicken dinner!” says Jennie.

KidsCan provides children and their families with raincoats, shoes and head lice treatments.

They have the Social Workers in Schools service. “We call them our support workers. They work alongside the whānau if there are any concerns,” says Jennie.

“We’re very focused on student wellbeing. We care very much about the kids who come into our school.”

“The bottom line is there are things you can manage and control and there are things you can’t, so having a supportive network of key people is vital.”

Nicky Brell

Hakafit

On top of this, Malfroy School is trying something new to improve attendance.

With the help of the Urgent Response Fund, the school has contracted facilitator Rikihana Kingi on a part-time basis for two terms to roll out Hakafit, a new programme designed to engage students who are at risk of poor attendance and engagement, and their families.

Rikihana was already working with the school’s kapa haka group before he was approached to run Hakafit. He is keen to see how the programme can make a difference in the lives of tamariki.

Hakafit combines sport and performing arts through a te ao Māori lens. For example, an exercise involving rakanga waewae (footwork) has an emphasis on agility and dexterity, but also on its origins in traditional Māori culture. Rikihana says it’s about movement and having fun.

“We had to really think about how we could engage children who had an attendance problem and how we could get them motivated about coming to school.”

They identified students who were attending school only 70 percent of the time, and then split them into junior and senior groups.

Rikihana says it is important that the parents and whānau are involved as well.

“It’s a pilot programme, we don’t have all the answers

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yet, so we’re learning what’s working as we go. We’re only three weeks into the programme but we’ve already had some really good feedback.”

Consideration will be given to sustaining the programme after the initial two terms.

Getting off to a good start

Malfroy School also places a strong emphasis on transitions from early learning to new entrants, and from Year 6 to intermediate.

The Upane programme runs every Wednesday afternoon for children who are getting ready to move from their early learning centres into school. On their visits to the school, children spend time with the new entrant teacher, meet their new peers, and join the junior assembly.

There’s a focus on involving parents from the get-go.

Parents have access to the newly opened Te Kākano, a purpose-built space to help support a great first year at school for both children and their whānau.

Parent Education Coordinator Shaaron Piatek says it’s about introducing parents to the culture of the school.

“A parent might not have a had a good experience of school themselves, so it’s so important to get them on board.

“It takes away a lot of the anxiety both for the parents and the children if they’re coming into an environment that they’re familiar with. It also gives us an opportunity to get to know them and identify any learning needs the child may have,” says Shaaron.

Preparing for the next step

At the other end of the school, kaiako Teina Taute says they have worked with whānau to determine a graduate profile for their children, with a focus on qualities and values rather than specific academic goals.

Over two whānau hui, they explored with parents what values they would like to see their children display by the time they’re ready to leave primary school.

“It’s simple stuff really. They want them to be happy, be proud of who they are, to be confident, to be strong in te reo Māori, to respect their friends, to want to come to school,” says Teina.

Connected curriculum

Underpinning all of this is a rich, diverse, local curriculum.

Malfroy School has two rumaki classes, where the aim is to strengthen the identities of learners through te reo and tikanga Māori.

It also has two Montessori classes, where the children are exploring a range of independent learning activities, including the creation of a bee garden and the management of catfish in Rotorua lakes.

All schools in the Kāhui Ako now have access to a localised curriculum resource based on local stories and people. Teina is part of the cultural responsiveness team for their Kāhui Ako and has played a key role in working with their local hapū to develop the resource and introducing it to the schools.

“It has been so well received,” she says. “If we bring in more cultural concepts to support children’s learning it will help with attendance and engagement.”

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Jigsaw puzzle

At the front of Malfroy School is a beautiful mural with many colourful elements, including jigsaw puzzle pieces slotting together. They aren’t merely decorative – they represent the puzzle pieces of learning, and they sit at the centre of many other aspects of school life, including learner identity, the school’s unique local context, and the importance of whānau.

The jigsaw analogy could also be used to think about attendance and engagement – there are so many different inter-connecting pieces to this particular puzzle. Malfroy School is intent on finding and connecting them all.

The school has identified attendance and engagement as key areas for development and they sit at the heart of the school’s strategic plan. But to see them off the paper and in action, to see all the pieces coming together, is promising – even in spite of the challenges they’re facing, the things outside of the school’s control.

Nicky says the two girls and their family are still in emergency housing, and he fears they may be planning to move again soon. But if the same support and aroha is shown to them at their next school, the hope is they will feel safe and happy as they continue their learning journey.

Malfroy School principal Nicky Brell says all the schools in the Rotorua community are focused on supporting children and their whānau.

Kapa haka is an important part of school life for many children at Malfroy School.

12 April 2021

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Wellington East's tuakana teina programme builds relationships and confidence.

L-R (back) Helena, Dimitra, Siobhān, Ibanez. Front: Lesieli, Lola, Maggie, Renee.

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WELLBEI NG

Aroha at heart of tuakana teina programme A tuakana teina programme at Wellington East Girls’ College is exceeding expectations and resulting in happy and settled Year 9 students.

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he tuakana teina leadership programme at Wellington East Girls’ College was developed by guidance leader Joy Maehe, along with school counsellor Lynley Goodison and 2020 Year 13 dean Michelle Kennedy.

While the school, which is known to most as ‘East’, has a strong ‘sisterhood’ culture and previously had a tuakana teina programme, the revamped version introduced in 2020 has created stronger bonds across the school. This year, 50 Year 12 and 13 students put their hands up to mentor around 150 Year 9 students.

“The goal is for the programme to be self-managing as much as possible. There are three layers: four prefects and 10-15 group leaders, who run a group of tuakana,” says Joy. “Sometimes what happens at schools is there’s a hiss and a roar with something like this in the first few months of the year. I think we need to have a sustainable programme that runs every single week for at least three terms, because you can’t build relationships on an intermittent basis,” she adds.

Relationships and rapport

Every Thursday, the tuakana deliver a programme to Year 9 ako (form) classes. On alternate weeks, they receive supervision to discuss any issues they are having.

While the activities and games are fun, they aim to bring together a diverse group of students and build relationships and rapport amongst the cohort. The school’s values of whanaungatanga (relationships), rangatiratanga (leadership) and aroha are woven into the activities.

“Our values are very much about coming together through aroha and whanaungatanga,” says Joy. “The delivery of an activity is a medium through which they can do that, because when you are working with Year 9s developmentally, you can’t sit around and talk about it. It’s what you do and how you behave towards them that makes a difference,” she says.

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Top: Siobhān and Dimitra have a catchup.

Above: Joy Maehe with tuakana Renee, Dimitra and Ibanez.

Right: "When you start high school, it’s so new – you would want someone like a big sister to look after you and mentor you," says Lesieli.

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For Michelle, who was involved with the development of the programme as Year 13 dean last year and now sees it from the other side as Year 9 dean, the initiative has been a dream come true.

“There’s a real East sisterhood that runs through everything – it’s always been there and that is what is the strength of it all. But when I was dean of Year 9 five years ago, the tuakana might turn up, they might not turn up – it was a real hit-and-miss because there was no supervision, organisation or resources around them.”

Supporting transitions

Gael Ashworth has been at East since 2012 and is in her second year as principal. She says a strong part of the school’s culture is that Year 13 students have a real sense of giving back to the school community.

“Those connections and relationships have always been there, but I think the programme has strengthened this and supported an easier transition for the Year 9s coming in from their feeder schools. The opportunity for students to connect with tuakana in a way that is supportive of them transitioning into high school is really important,” she says.

Even a few weeks into 2021, the Year 9s seemed more settled, as they have more connections with older students, says Michelle.

Year 9 student Maggie agrees. “They definitely make you feel more confident. Because on the first day when the prefects came in, they were really welcoming. If I was lost around school, I could ask them and so I already felt part of the school from the first day.”

Maggie’s view is shared by other teina. Last year’s tuakana conducted an evaluation, which received a very positive response from the teina. Of 190 responses, 95 per cent said they liked having the tuakana in the classroom; 70 per cent thought they should come twice a week.

Year 12 tuakana have been included this year and a trial sees some tuakana supporting some Year 10 students.

Growing leaders

Initially, the programme was offered as a leadership pathway for senior students. Gael says that Joy has worked to make it more intentional and rigorous so the programme provides value not only for the Year 9 students but also for the tuakana in terms of skill development.

“I think that if you have intentionality and you apply focus and resource into that area, then you are likely to get a more positive outcome, and that’s definitely the case,” she says.

“I think the opportunity for the tuakana to grow in their leadership capacity has been really great for them.”

Gael says the tuakana are developing their interpersonal skills and abilities to organise, plan and be responsible and they are doing this in a supported way.

“If a student raises or brings an issue to them, they have that supervision to work through any situations that might arise – so they’re not left unsupported.”

Joy says the tuakana learn to be “profoundly and

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rigorously self-managing”.

“They have to work it out amongst themselves, or with a prefect; and teachers are third in the chain. I want them to develop self-responsibility so when they have a difficulty, they language it and bring it forward, rather than sit on it and not turn up, or respond to their leader. That’s the development of their leadership – to problem-solve as leaders,” she says.

Impressive commitment

The guidance team has been impressed by the commitment of the tuakana.

“With Covid last year, the girls were amazing – they went to the Ako classes online and I did supervision with them by Zoom. Just seeing the girls interacting – even outside the Ako classes – you knew there was genuine connection,” says school counsellor Lynley.

“The tuakana are growing and working and supporting each other as a team. There’s a real reciprocity in it – it works from the kaiako to the prefects, the prefects to the leaders, the leaders to their team, the team to the girls,” she says.

“The opportunity for students to connect with tuakana in a way that is supportive of them transitioning into high school is really important.”

Gael Ashworth

This year’s tuakana showed their commitment and gave up two days to attend a training programme after exams had finished last year.

The school’s wellbeing prefect, Renee, says after the first meeting with prefects and kaiako, the first training day with tuakana leaders gave them the tools to train others.

“We did some activities and went through the school values and all the key things which we wanted to make sure they were implementing into their classes as well.”

Building inclusivity

Wellington East Girls’ College participates in the New Zealand Council for Education Research (NZCER) Wellbeing@School survey. Gael says the data shows the school is performing well.

“However, we don’t want to be complacent about that.

We’re always keen to look at ways of being more inclusive and building strong relationships.

“I think the programme does support that and also offers a peer for a young person to approach if they feel uncomfortable about approaching a teacher about any particular issue they might have.”

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Tuakana Teina

Dimitra.

When four tuakana prefects and four teina were asked to “look serious” during Education Gazette’s photo shoot, chatter and laughter erupted soon after. The girls clearly delighted in each other’s kōrero and company.

Here’s what they had to say:

YEAR 13 TUAKANA PREFECTS Lesieli, Dimitra, Renee and Ibanez are all self-confessed ‘people people’ and are passionate about their roles as tuakana prefects.

Why did you want to be a tuakana prefect?

Lesieli: When you start high school, it’s so new – you would want someone like a big sister to look after you and mentor you. That’s something I have always wanted to do. That’s hugely important for us, for our role. Because on your first day as a Year 9 and you have your tuakana, that’s your first image of what the school is like – how the reputation of our school is portrayed.

Ibanez: We want to make sure that we give our Year 9s a positive environment and that they shouldn’t have to feel scared or worried about school. You don’t want to treat the Year 9s like friends, you want to treat them like family, like sisters.

Lola and Renee.

We just want them to have a close bond with each other and to be consistent throughout the year. But Year 13 is obviously very stressful – we have internals and externals and that’s probably going to be the hardest thing about keeping it consistent – but we’re trying our best.

What do you like about the tuakana teina programme?

Dimitra: The thing that makes the programme run smoothly is we do all really want to be here and we are passionate about being tuakana, a big sister, and just really showing our love to the Year 9s and helping them settle in because I feel that was something that was lacking in my Year 9.

Ibanez: We can tell that they trust us because they come to us when they have issues. They are open about speaking about them, which is good because in order for us to do our job, we need to know what the problems are in the first place to help fix them.

Lesieli: In the past and in general it’s always been seen as Year 9, Year 13... it’s separate. But through the whole tuakana programme, it’s like developing this sisterhood that we already have here at East, but it’s just enhancing it. It is rewarding – I’m really passionate about the role.

What skills are you learning?

Renee: I have built so much confidence in myself this year already – just being able to interact with so many different people. And you learn quite a lot about yourself. Even though it’s only been five weeks, I have already seen the growth, not just in myself, but in all the other tuakana as well.

The new connections we have already gained are really cool, even though it’s been at such a short amount of time.

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Dimitra: I love talking to people, and I’m learning how to deal with different people and to still have a connection with them, even though they might not show the same energy back to me, but knowing that I still need to make a conscious effort to include them.

Ibanez: My top learning thing is communication, and confidence as well. Dealing with situations with conflict or negativity is something that you really need to learn because it is going to come up through the year and you need to make sure you are going to deal with it in the right way.

YEAR 9 TEINA Siobhān, Maggie, Lola and Helena had been at school for just over a month when Education Gazette visited and were already feeling at home.

Maggie: Before coming to East, I still wasn’t sure if East is the right school for me, and during the first week I gradually started loving East. I thought, ‘This is the school for me’, and that was because they were all showing the school values – the teachers and the tuakana show aroha and the values.

Lola: I thought being Year 9 that people would look down on us but they are actually really nice about it and they are always looking out for you. Even Year 10, 11 and 12s are always there.

How do the tuakana help you?

Helena: I feel like the tuakana programme really helps you meet new people, find new friends. Like some of my closest friends are people the tuakanas have pushed me to talk to. I was walking around with a Year 13 and she was pointing out a group of girls and saying, ‘Oh they look nice, you should go and talk to them’. It gives you a little confidence boost.

Lola: They are always pushing us to sign up for things, because they said they regret not signing up for things when they were Year 9 because, apparently, they give you confidence – like groups like Poly group, events, athletic sports etc.

Siobhān: I don’t really like talking in front of people but then when they introduced me to people, they made me feel more welcome and now I have a little bit more confidence and I’m not shy to go up to people and introduce myself. With the games, we can learn everybody’s names and get to know them a little bit. Then we talk to them and then you become close friends with other Year 9s. It’s really helped the Year 9 class bond.

Helena: They’re like a fun therapist!

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If you’d like to host an Inspiring the Future event, visit: inspiringthefuture.org.nz and complete the expression of interest form.

31/03/2021 9:47:18 am

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Isobel looks on as Ava drops in.

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H EALTH AN D WELLBEI NG

Skateboarding outside the square Feilding Intermediate has found a novel way of engaging students and building skills such as risk-taking and perseverance.

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iselle Rider started longboarding at university as a cheap mode of transport. Her board went on her OE as well – mainly as a mode of transport, but she also rode urban hills with friends for fun.

“I taught my own children to skateboard, that’s when the penny dropped that it was more than just a skill. It was the psychological toughening that appealed the most to me as an educator. You have to keep trying, you have to take the falls with the successes, you can think outside the square and be as creative as you want,” says the Year 7/8 teacher at Feilding Intermediate School.

Skateboarding on the mark

The school has sought to design learning that engages students and helps to develop its graduate profile, says principal Diane Crate.

“We’ve got a graduate profile which has been developed in consultation with our community which outlines a range of characteristics such as risk taking, perseverance and having a positive attitude. Skateboarding presented an opportunity to provide learning in a medium that is really engaging for students.

“We also noticed that skateboarding is something that is interesting and engaging for students, but actually, the level of skill is quite low. It’s something that’s cool, but actually not many people can do it,” she says.

In 2019, a grant from Sport Manawatu provided coaching, ramps, grind bars, protective gear and skateboards. In Term 4 last year, the whole school – around 350 pupils – learned to skateboard with Onboard Skate, an enterprise established by Steve Hodges and partner Janet Sayers to address the needs of a growing number of children and youth who are turned off or excluded from traditional organised sports.

“It was really well funded and a good opportunity to get some experts into school that the students were motivated by – the fact the skateboarders could do things that the students thought were really cool was a plus,” says Diane.

“The unit I created around skateboarding encompassed everything from mental health to etiquette. It also is a time to empower those who aren’t always leaders in academic subjects,” adds Jiselle.

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Inclusive and diverse

The students were excited about the initial lessons and because they were held in a safe environment, there were opportunities for some to shine and others, who were less confident, to learn a new skill.

“It could potentially feel quite nerve-wracking to go down to the skatepark if you haven’t skateboarded before, so it was really nice for them to have a safe environment to have a go and have their peers around them.

“Some of the students who were more skilled at skateboarding were different to the students who traditionally show up in other sporting activities, which was really nice. It’s always good to provide as many opportunities as possible for students to demonstrate their strengths,” says Diane.

Cross-curricular

In addition to the skills learnt through the skating programme, attitudes and behaviours developed on the skateboard can be transferred to classroom learning, says Diane.

“We have found if we look at mathematics for example, that often those dispositions of perseverance and risktaking are the things that make a difference.

“So there’s real crossover when you can develop those skills and you can say to students: ‘you know how it was hard when you were skateboarding and you gave it a go and you fell off and kept trying and trying? It’s exactly the same when you’re tackling something in the classroom.

When you’re tackling a maths problem, just because you’ve got it wrong, doesn’t mean that you don’t keep on going until you get it right’.”

Other applicable lessons are the importance of setting small achievable goals and achieving measurable progress, says Diane.

“In skateboarding it was really easy for students to get gratification from when they started and might not have been able to stand up at all, to after a few sessions being able to skateboard across the court. When you watched them, you would see the most massive smiles on their faces because they were achieving something that they had never done before.

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Frankie considers her next move, while Ciara waits her turn.

It’s always good to have a helping hand from the teacher.

Jiselle steadies Samantha.

Ava in all the safety gear for the after-school programme.

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“The more opportunities we can provide for students to be successful, especially if they’ve had to overcome some nervousness, there’s more chance they will apply more confidence or resilience when they approach other learning tasks. I think it’s much bigger than just learning how to skateboard,” says Diane.

Safe practices

Skateboarding has also facilitated conversations about safe risk-taking, says Diane.

“We know that lots of our children are frequenting skateparks after school and there were some conversations about safety that wouldn’t normally have happened.

They’re now using elbow and knee pads and helmets.

They’re having conversations around measured risktaking.

“Some of those conversations with this age group are really important because they’re starting to sometimes take some NOT-measured risks. So it’s good to have a context to have those conversations and to have the tutors modelling safe practices in the hope they will take those safe practices into some of the other activities that they’re doing.”

Removing barriers

Skateboarding continues as part of the school’s culture with an after-school club – a Rookies group taken by Jiselle on Mondays and an advanced group on Fridays. A key goal of the programme has been to remove as many barriers as possible so any student can participate.

“Transport to extra-curricular activities can be a barrier for some students. This is straight after school, at school – everything is provided. A massive range of students are doing it – you would never be able to pick who’s going to be able to skateboard because it doesn’t matter how tall, short, fast or athletic you are,” explains Diane.

Diane says there are students in the after-school club who don’t take part in any other extra-curricular activities.

“The unit I created around skateboarding encompassed everything from mental health to etiquette.”

Jiselle Rider

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“We’ll have some students who are going to something every day after school and we have students who don’t do anything – whether their parents are working full-time, or they have financial constraints. So it’s really cool to provide something that’s engaging and desirable and to have removed as many barriers as we possibly can.”

Jiselle says that skateboarding at Feilding Intermediate is inclusive and diverse.

“There is a tuakana-teina support system within these clubs with the ‘pros’ supporting the ‘rookies’. Genders are represented evenly in both the clubs. For example, a Year 8 student Samantha is there every Monday afternoon to give back to the beginners,” she says.

Positive culture

Jiselle spends time out of school at skateparks in the town and has noticed a positive skateboarding culture flowing into the community.

“A new skateboard park which the Council has opened in the town is very popular among young people. Jiselle has seen some of the kids from skateboard club down there skateboarding and sometimes forging friendships they may not have had before,” adds Diane.

“It’s really about providing something that caters for diverse interests and skill sets. The days are gone where we should just be providing rugby, basketball and netball – it’s about finding other ways to get students active,” she says.

“The more opportunities we can provide for students to be successful, especially if they’ve had to overcome some nervousness, there’s more chance they will apply more confidence or resilience when they approach other learning tasks.”

Diane Crate

Student kōrero

» I enjoyed skateboarding. I learnt how to do ramps, drop ins, and how to properly ride a skateboard. I am more confident now and I really like skateboarding. One of my highs were that I had lots of fun.

One of my lows was that I sometimes almost fell off heaps. I showed a positive mindset by not giving up and getting back up when I fell. Skating is like relaxation for me and it helped my confidence. I liked trying different boards during the course we had. In my opinion It was one thing to look forward to on Mondays. Josie, Year 8. » Before I went skateboarding, I learned about visualisation and how you should visualise what you are going to do and what it is going to look like, then I did some yoga to warm myself up. At skating, there were two ramps, and I do not like ramps, so for a long time I just worked on my cornering and had fun and at the last minute I went on the ramp (but only because Josie was going to do it before me). Billie, Year 7. » My feelings for skateboarding: I think it’s cool that we are doing it at school, but also I prefer it at home. Skateboarding can also help you believe in yourself and believe you can do everything. A lot of kids skateboard to help with anger, anxiety, and sometimes even depression.

It can also be very fun for when you are bored and don’t really do any big sports. Jay, Year 7.

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Ava (front), Isobel and April show Jiselle their stuff.

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LEADERSH I P

From community to sector: Remaining the listener A tsunami threat thwarts an interview with new Associate Minister of Education Jan Tinetti, but the former primary school principal is well versed in dealing with the unexpected, as she later shares with Education Gazette editor Jude Barback.

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here’s a collective jolt in the café as a civil defence alert sounds loudly and simultaneously on everyone’s phones: the threat of tsunami here in Tauranga is apparently low, but the warning is a little unnerving nonetheless.

Another message appears on my phone – this time from my children’s school located on the Pāpāmoa coast, asking parents to collect their children from school. It’s at this moment I’m joined by the Minister for our interview.

She urges me to go. “Your kids come first,” she says. It’s a gracious move, considering her busy schedule.

We’re able to chat about it a few days later, on our rescheduled telephone interview. She empathises with the principals and teachers of the schools and early learning centres who had to manage the unfolding situation.

After all, it wasn’t that long ago that the Minister was a principal here in Tauranga. She was at the helm of Merivale School from 2006 until she made the move into politics in 2017.

Building a sense of identity and belonging within the Merivale School community was important, says Associate Education Minister Jan Tinetti, reflecting on her time as principal there.

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Challenges and opportunities

While Jan speaks fondly – almost wistfully – of her time as a principal at Merivale, she is up front about the challenges she faced there initially.

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“I’m so excited for the kids and the community that they’re able to have a place that stands strong. They’re no longer in a place where they’re unsure of who they are and unsure of their identity.”

Hon Jan Tinetti, Associate Minister of Education

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“It was incredibly challenging when I first started. We had some real behaviour issues in the school – or rather lots of outside influences that were impacting on behaviour. Merivale is known in Tauranga as being a low socioeconomic area with a number of people who affiliate with gangs in the community. We had a number of teachers who felt afraid and felt that they weren’t able to get ahead with the kids.”

She recalls stories of young people bringing knives to school because they felt scared; of a rubbish bin thrown at a relieving teacher.

“Sometimes the young people seemed to be in control of the school. And the young people who were Māori didn’t feel proud to be Māori.”

Reaching out

Jan knew she needed to get the Merivale School community on board. Following poor turnout to events hosted at school, she changed tack and hosted a series of community hui in the homes of parents and whānau.

“At every single one of them I remember saying, ‘I’m the learner here and I want you to tell me what it is you want for your school. And it is your school – you’re going to be here long after me.’”

Whānau engagement soared. Parents started to attend school community events and support the school. They also gained the confidence to challenge things they thought weren’t right, says Jan. “It was also really important that we got the voice of the local iwi and hapū and got their hopes, dreams and aspirations for the school.”

She recalls one hui at Huria Marae, which was attended by many of their parents and staff.

“One of the parents mentioned that they used Sir Mason Durie’s Te Whare Tapa Whā model in a health context. She said, ‘We understand that, why can’t we use something similar for our school?’

“So we took on the many elements – not just academic, but the social and wellbeing, all the whā were just as important as the other. And we made a commitment that whatever we were building within the school was based upon each aspect. That became the profile of our school and that was where we started to build upon a whole sense of identity.”

Identity crisis

Jan was aware that perceptions of the Merivale community were damaging for the tamariki.

“I knew I needed to tell the Merivale story because people made assumptions about our school, our young people and our community but I knew it was based on their world view.”

A simple statement made by a young student had a profound impact on Jan. She recalls the moment vividly.

“We had an amazing kapa haka group, so we would get invited to perform at different events, which was great, but then one day one of my kids said to me, ‘I hope those flash Pākehā don’t laugh at us’.

“It really upset me that they had that sense of themselves. So, I thought, we’re not going to do this anymore until we’re standing on our own merit. Even though we’re really good, we’re not going out to perform until we’re really going out there and saying, ‘We’re wonderful and that’s why we’re here’.”

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Making a difference

Positive Behaviour for Learning School-Wide (PB4L-SW) became a useful framework for helping to change culture within the school.

Central to this was developing some core school values, which were collectively known as ‘The VALE Way’; VALE standing for Very responsible, Always safe, Learning for life, and Expect the best.

“The kids worked out with the staff what that looked like in every single setting of the school. So they knew what it looked like to be very responsible on the mat; they knew what it looked like when they went out on a school trip to expect the best.”

Jan recalls the day she knew that what they were doing had made a big difference in the children’s lives.

“I was driving the netball team in the school van on a Saturday morning. And we drove past a street called Parkvale Street and one of the girls said, ‘Oh look, they’ve got ‘vale’ at the end too. I wonder if their vale is as cool as our vale.’ And I knew we’d made a difference.

“And it was theirs – it wasn’t someone else telling them how to behave, how to do this. They had intrinsically felt proud and I just knew that that was the moment we got there.”

Sustainable change

Jan is pleased that Merivale School continues to go from strength to strength.

“I’m so excited for the kids and the community that they’re able to have a place that stands strong. They’re no longer in a place where they’re unsure of who they are and unsure of their identity.

They’re really proud of their identity.

“The principal there now has taken it to another level again. I feel so proud of what was achieved over that time, but I feel most proud of where it’s actually going to now. You know you’ve made a real difference when you’re still seeing those changes so many years later.

It’s so rewarding.”

Connecting to the sector

Jan still has young people contact her on a daily basis, letting her know what they’re up to.

In her new role as Associate Minister of Education, she is keen to connect closely with the sector, including students and whānau.

“I am so passionate about education – and the work teachers and principals do in schools and early childhood settings. I just know that every single one is striving to make a difference. And my role now is to support that great work and help bring it to another level.

“Like I was the listener to my community, I need to remain the listener and be open to the sector now.”

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The BYOD Support Club members at Aotea College scavenge for salvageable parts to use in refurbishing computers. L-R: Ryan (15), Grayson(15), Benjamin(15), Jennie Scott and Elijah(14).

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DIGITAL ENTERPRISE

RAD: Computer recycling scheme makes a difference A social enterprise that aims to reduce the digital divide in Aotearoa has already seen 100 refurbished laptops distributed in schools and the community, and has a goal this year to get 2000 laptops into the hands of those who need them.

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ecycle a Device (RAD) is a multi-stakeholder partnership born out of the first Covid-19 lockdown in 2020, when the difference in learning outcomes achieved by those who own a suitable digital device and those who don’t was crystal clear and alarming, says RAD project manager, Bronwyn Scott.

Digital divide

Around six years ago, a Year 9 leadership group at Aotea College noticed there was an equity problem. The Porirua school had just become BYOD (bring your own device) and it was clear there would be an issue, with some students having devices and some not, says Jennie Scott, teacher in charge of the BYOD Support Club.

In response, students began to refurbish laptops with the aim of providing devices for students who needed them. Two students in particular, Hadi Daoud and Owyn Aitken, were at the forefront of the initiative.

“Hadi had had similar ideas on his own and Hadi and Owyn took the lead from there. It was slow to start but in the last two years the growth of the project has been exponential.

Covid accelerated the project into the final stages – which was to finally hand out devices to students. It provided the perfect opportunity for our group to fulfil its purpose,” says Jennie.

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Speed bumps overcome

While the goal was to refurbish donated devices and give them out to students, Jennie says there were a few speed bumps along the way.

One of the issues was securing funding to buy tools, batteries, and other bits of hardware. This was initially provided by two grants from the Aotea College Association.

Now Spark and RAD are on board, this is no longer an issue.

There was also initially some red tape around interacting with the community, but the arrival of Covid Alert Levels 3 and 4 saw this barrier removed.

“When Covid came, the leadership at the school opened more doors for us quite quickly and in the two days before we went into lockdown, we were able to give out 30 devices which had been donated by our school community and refurbished by our students.

“During lockdown last year, the senior leadership and BYOD teams ensured every student had a device. Covid allowed them to fulfil the purpose of the group, which is to provide devices for kids in our community, at a time when they really needed them so they could learn from home during the lockdown. We were one of the only schools to have 100 percent of our students having devices at that time.”

“There are three key points that Recycle a Device is all about: we get fit-for-purpose laptops into the hands of those who need them most; we upskill high school students with in-demand tech engineering skills; and we also tackle the e-waste issue.”

Bronwyn Scott

Learning and training

Top: Owyn and Hadi have been involved in refurbishing computers for about six years. Now at university, they continue to travel the country training students in the mahi.

Bottom: Kyra (Year 10) is one of the students from Te Wharekura o Mauao involved in refurbishing laptops, as well as learning valuable skills.

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Whether it was replacing a battery or optimising the RAM and memory, upgrading the software and installing a Windows system, or turning devices into Chromebooks, the BYOD Support Club found a way to upgrade devices donated by the community.

When asked how Hadi and Owyn learnt their skills, Jennie replies: “Well – it wasn’t us! They came in with most of those skills from doing their own research, just pursuing their own interests. They come here and teach us! There’s real ako in the project.”

Hadi and Owyn are now at Otago University, but continue to be involved with RAD and have travelled the country training students in the skills required to refurbish and upgrade laptops.

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Scalable model

The Recycle a Device initiative began to grow, and businesses showed their support.

“During lockdown last year, we were being offered used laptops from the corporate world,” says Bronwyn.

“You can’t just give somebody a used laptop – there are data security issues to solve and you need to ensure the device will be fit-for-purpose, and we didn’t have the infrastructure to support that. So, we decided it was time to set something up that could help with this.”

“As part of this, we found the Aotea College students who had been running their own community-based laptop refurbishment programme. It became apparent that what they were doing was amazing and we wanted to scale it up.

“So we ran a couple of pilot projects last year to make sure that our processes and systems were all good and to make sure that it was scalable to a nationwide level,” she says.

Community partnerships

During the 2020 pilot, RAD partnered with five community organisations who recognised need among whānau. Four student teams from Manurewa High School, Te Wharekura o Mauao, Aotea College and Christchurch Boys’ High School were trained to professionally refurbish laptops.

“There are three key points that Recycle a Device is all about: we get fit-for-purpose laptops into the hands of those who need them most; we upskill high school students with in-demand tech engineering skills; and we also tackle the e-waste issue,” explains Bronwyn.

Ryan (co-leader) dismantles a donated device in the search for reusable parts.

Skills and aspirations

At Te Wharekura o Mauao in Tauranga, ākonga learnt how to replace hardware and upgrade software at a training day led by Hadi and Owyn last year, says kaiako Greg Scrivin.

“During the one-day training course, the ākonga got hands-on with micro screwdriver kits and took old laptops to pieces, completely stripped them. They practised swapping out broken components with other ones that works. The trainers showed them how to blow out dust and replace thermal paste to stop the laptops overheating, and install a clean Windows 10 OS. “Ākonga learnt how to put a Chrome OS on them and turn them into functional Chromebooks.

Greg says he now has several refurbished touch screen laptops to use in science classes.

“They’re loaded up with productivity software for education. And as part of the RAD scheme vision, we are rolling out ex-corporate laptops to community groups and whānau who do not otherwise have a device, so it really feels like we are doing a positive thing for the community,” he says.

Bilingual programmers and trainers

There is demand for Māori programmers and Greg says an initiative like RAD widens the aspirations of ākonga and introduces them to new skills and possibilities.

RAD’s kaupapa is that half of the refurbished computers are distributed in schools and to whānau and the other half are given to community groups in the school area.

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“You send a device home; you will empower the whole whānau to access the online world and reach out and connect with people and groups online.

“I’m so excited that digital technology is giving the kids access to learning those skills, or knowing they exist and being a bit curious. It’s giving them confidence that they can try something new and dreaming that they could have a career in IT,” says Greg.

Discussions are underway to train some bilingual trainers from a wharekura to take the knowledge and skills to other Māori medium kura around Aotearoa.

“We’re keen to deliver this training in te reo with a te ao Māori view. The digital divide affects Māori and Pacific people at a disproportionate rate and it’s really important for us to be able to do that,” says Bronwyn.

Legacy continues

RAD hopes to train more trainers and run the refurbishment programme at 15 schools nationwide this year.

“We’re going full steam to make that happen this year. We are looking for schools who are willing and able to participate in our refurbishment programme.

The schools that participate, we work with them to understand what their need is for devices in their school.

“If you have an interest in social responsibility and tech, then this initiative is perfect for young students,” Bronwyn says.

Early on at Aotea College, there was a small core of about six dedicated students. There is now a critical mass with a group of 21 students refurbishing computers, and the reins have been handed to Year 12 students, Ryan Pugh and Grayson Fenemor.

“Owyn and Hadi’s legacy is carrying on and my job is to make sure that new leaders step up and that the programme keeps running and we continue to be efficient in getting devices out to students who need them. These efforts are helping to bridge the digital divide at Aotea College,” says Jennie.

As part of a Young Enterprise Scheme, Owyn, Hadi, Florence Nguyen and Daniela Gibson set up a computer refurbishment social enterprise, Remojo Tech.

“One of the things we say to schools is: ‘If you have a student who is participating in this programme who has a tech engineering talent and is also able to stand up and teach other people, we need more trainers. That’s a paid job for these kids,” says Bronwyn.

To find out more, see recycleadevice.nz.

Benjamin and Grayson explain to Jennie the hardware parts they are working with.

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Student kōrero Hadi Daoud and Owyn Aitken talk about their goals of addressing digital inequity and gender disparity to build skills and create opportunities for fellow students.

Why do you think a recycling computers scheme is important?

I think it’s difficult to realise the sheer impact not having access to a digital device can have on a student’s learning. Seeing peers unable to access classwork, or even message their friends and teachers outside of school is ultimately what drove Hadi and I. Being able to address these inequities has certainly been an important part of our work, and then also being able to train and upskill students is of equal magnitude. It allows us to not only provide opportunity within a student’s time at school, but to also open doors to many different career opportunities.

also understand how the skills they’re learning will help them later down the line.

Seeing this enthusiasm matched in other schools as we travel throughout Aotearoa has definitely reaffirmed that this is one of the best aspects of the work Hadi and I do.

How has your involvement in BYOD Club /RAD helped your hopes and aspirations for your career?

What has been your greatest satisfaction about being involved in Aotea College’s BYOD Support Club?

Owyn is studying Computer Science this year and I’m doing a Bachelor of Commerce, majoring in economics and finance. We’re both keen to continue our involvement in the tech and social enterprise sectors – namely through Remojo Tech, which will continue to be a member of RAD; providing training to schools throughout 2021 and beyond.

Our greatest satisfaction has definitely been seeing dozens of students crowd into our workshop at Aotea College twice a week to take part in getting more devices out into the community. It’s heart-warming to see students who deeply care about contributing to their local community and

We recognise that the opportunity we’ve been given to contribute to RAD has also opened up many windows into the tech industry and we both look forward to leveraging these pathways as we pursue both our career aspirations and desire to give back to those in need.

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What did you do to encourage girls to join the group?

In 2020, Remojo Tech noticed a definite gender disparity in BYOD Support group meetings. For us, it’s important that the BYOD group and RAD are providing support in both the social equity and gender equality fields. This led us to work with a member of the BYOD group, Molly Ravenswood, to run several STEM workshops focused on encouraging girls to get involved in both BYOD and the industry as a whole.

We were grateful to be able to work with Vanisa Dhiru, former President of the National Council of Women of New Zealand, on these workshops. She provided advice and free tickets to WITCON and NetHui for the girls who took part.

How successful were you?

The girls who took part in the workshop continued to come to our bi-weekly BYOD meetings and excelled making many valuable contributions throughout the year.

Hadi and I hope that the workshops will provide many opportunities for them both now and in the future.

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Wellbeing and identity are at the heart of everything that happens at Frimley School.

I NCLUSIVE PRACTICES

Wellbeing at the heart of positive learning environment With Bullying-Free NZ Week fast approaching, we talk to one school that has embedded wellbeing and identity into everything it does in order to create a positive, inclusive environment for learning.

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rimley School doesn’t have an anti-bullying programme per se. But what the Hawke’s Bay school does have is a strong focus on wellbeing and identity, which principal Tim White believes is helping to address some of the factors at the heart of bullying behaviours.

“At the heart of bullying is a low sense of self-esteem.

It’s about not feeling confident in who you are. Rather than tackling bullying, we’re addressing what we need to do to ensure that tamariki are confident, connected and valued members of our school community.”

Place-based curriculum

The first of Frimley School’s three main annual plan improvement measure areas is around language, culture and identity. With a strong focus on drawing on the knowledge and experiences of their students, embracing whānau perspectives through tools like Rongohia te Hau, and incorporating te reo and tikanga Māori in teaching, the school has developed a placebased curriculum.

“How can we grow our curriculum so our tamariki are strong in who they are, where they come from and where they belong?” asks Tim. The second target area is explicitly focused on wellbeing and hauora, encompassing strategies that contribute to the wellbeing of students and staff. In fact, wellbeing is embedded in the school’s strategic plan.

These two areas provide a platform for the third target area of learning.

“Learning can only flourish on a solid foundation of language, culture and identity, and wellbeing.”

Outcome improvements

There are some clear signs that what they’re doing is working.

“We are seeing gradual improvement in learning

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outcomes in areas like literacy and numeracy, but we’re also seeing a much broader range of other outcomes that are just as valued. We see our children being much more confident in being able to express themselves, for example.”

The school’s Wellbeing@School data shows continuous improvement over a number of years. Tim says attendance rates have improved, and through school and Kāhui Ako driven professional learning, teachers are supported to form culturally responsive relationships, which is helping to reduce behaviour incidents overall.

He’s quick to confirm that the school is focused on long-term sustainable outcomes.

“It’s a very iterative approach. When you start valuing learning that sits outside the core of literacy and numeracy, when you start listening to the aspirations of your whānau and start trialling non-conventional approaches to supporting tamariki and whānau, what you find is other people in the community start offering their knowledge.

“If you have a focus on hauora, you’re never looking for quick fixes. Instead of a band-aid you’re looking for a really coordinated response because you’re looking at all aspects, all the contributors to wellbeing,” he says.

Coordinated response

Deputy principal Ngahina Transom says that coordinated response includes pulling together the expertise of a public health nurse, Resource Teacher: Learning and Behaviour (RTLB), social worker (SWIS) and learning support coordinator to take a Whānau Ora-inspired approach to working with children and their families.

“Fortnightly we meet around the table and do whatever we can to support our manu huiā – our children with complex needs, our treasures – and their whānau; we wrap around them.”

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Tamariki are guided by the school's core values.

Linkages with values

The school also strongly invests in the PB4L Incredible Years Programme and takes restorative approaches wherever possible, because of the linkages with the school values: rangatiratanga, whanaungatanga, kaitiakitanga, and manaakitanga.

Ngahina says everything they do is underpinned by these values.

“We talk about giving them mauri, breathing life into those values. There’s not a place in the school where the values aren’t present.”

This includes in teaching and learning, where the school has developed a place-based curriculum based around the pepeha of Ngāti Kahungunu.

“Our children are learning about him and what made him a strong and articulate leader – you’ll hear children say, ‘Today I’ve been Kahungunu when I did this’. So, the curriculum learning is giving them a pou from which to think about themselves as a person,” says Tim.

“Learning can only flourish on a solid foundation of language, culture and identity, and wellbeing.”

Tim White

Bullying-Free NZ Week 2021 This year, Bullying-Free NZ Week (BFNZ Week) will take place from Monday 17 May to Friday 21 May 2021.

With the theme ‘He kōtuinga mahi iti, he hua pai-ā rau: Small ripples create big waves’, this year’s BFNZ Week is all about encouraging people to take the lead, spread the word, make a change.

Student leadership, agency and voice are all instrumental in the design and implementation of bullying prevention and response initiatives in schools.

BFNZ Week is supported by Sticks ‘n Stones, a youth-led bullyingprevention organisation that has developed student action packs, as

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well as the theme and key messages for the week.

The week culminates in the Mental Health Foundation’s Pink Shirt Day, Friday 21 May.

HOW TO GET INVOLVED

» Spread the word.

» Keep an eye out for the activity packs and resources. The packs can be downloaded and include ideas and class activities to mark the week. There are also resources, tools and information to help schools understand and address bullying. » Get your students involved. Get students talking about bullying and ways to end it.

- They can enter the Bullying-Free NZ Week competition to win Prezzy cards.

- They can also download student packs to get ideas and activities for bullying prevention – find out how to spread the word, take the lead and make a change.

The packs are created by young people, for young people.

- For younger students, there is a set of posters for primary and intermediate schools to talk about bullying behaviour and strategies for students to respond to bullying.

Find out more at bullyingfree.nz.

gazette.education.govt.nz

NGĀRI M U AWARDS

Ngārimu legacy supports Māori research The Ngārimu VC and 28th (Māori) Battalion Memorial scholarships are awarded to Māori undergraduate and postgraduate students to exemplify excellence in education as well as service and commitment to the community. Education Gazette talks to one of this year’s recipients.

Ngārimu scholarship recipient Trei Crawford is researching classroom systems for at-risk learners in Māori medium education.

“I know my research will benefit the descendants of the soldiers who served in Te Hokowhitu ā Tū.”

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rei Crawford (Te Aitanga-ā-Hauiti) cried when she received news that she was the recipient of a prestigious Ngārimu Scholarship.

“I cried, then my head and my heart jumped for joy!” she recalls.

Trei was awarded a Ngārimu scholarship of $15,000 annually for two years. She says it will enable her to be financially free from debt, allowing her to concentrate solely on her research.

Having recently completed her postgraduate diploma in specialist teaching at Massey University, the scholarship will support Trei’s research into developing sustainable classroom systems for at-risk learners in Māori medium, particularly kura kaupapa Māori.

Trei says her research will make a difference to many tamariki.

“I know my research will benefit the descendants of

the soldiers who served in Te Hokowhitu ā Tū.

“As a descendant of Rangiuia ki Uawa, Moana-Nuia-Kiwa Ngarimu VC holds much mana, rangatiratanga and rongonui history amongst our iwi, hapū and whānau. I hold such high admiration for the sacrifices Ngārimu VC and our men made. I knew I wanted to take my time to remember them, their prophecies by applying for the scholarship and paying tribute to their legacy,” says Trei.

Trei is eager to see more contributions to te Ao Māori and urges Māori undergraduates and postgraduates to apply for Ngārimu scholarships in the future.

“Look towards Māori research methodologies to guide you in a culturally enhancing way. By keeping this in mind when writing your application, it will strengthen and guide how your work will add to the whānau, hapū, iwi and mokopuna.”

What are the Ngārimu Scholarships?

During World War II, Māori men and women made a significant contribution in all areas of the defence forces and home services. The recruits who formed the 28th (Māori) Battalion fought with distinction in many engagements.

Subsequently, Second Lieutenant Te Moana-nui-a-Kiwa Ngārimu VC was acknowledged by the British Commonwealth for his heroism and was posthumously awarded the Victoria Cross.

In June 1943, Ngāti Porou, Te Whānau-āApanui and Pākehā from the East Coast met to consider how to commemorate the bravery of Ngārimu VC, and the other members of the 28th Battalion whose lives had been lost in World War II. It was decided to establish a fund to support Māori education. The Ngārimu VC and 28th (Maori) Battalion Memorial Scholarship Fund Act 1945 is administered by the Ministry of Education.

A Scholarship Fund Board was established for the purposes of administering funds that promoted Māori education. The scholarships support Māori excellence at tertiary level with academic merit being a high priority in the selection.

More than 200 scholarships have been awarded so far.

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2021 NGĀRIMU SCHOLARSHIP RECIPIENTS Undergraduate Scholarship recipients: $10,000 per year for up to five years » Kirihautu Durie-Ngata (Te Aitanga-a Hauiti, Ngāti Porou, Rangitāne, Ngāti Kauwhata). Kirihautu is studying towards a Bachelor of Arts – double major in Accounting and Māori and Indigenous Studies at the University of Waikato. Scholarship duration: three years. » Rakaitemania Parata Gardiner (Ngāti Porou, Te Whānau-a-Apanui, Ngāti Pikiao, Ngāti Awa, Ngāi Tahu). Rakaitemania is studying towards Bachelor of Law at the University of Waikato. Scholarship duration: two years. » Isaac Smiler (Ngāti Kahungunu, Waikato). Isaac is studying towards a Bachelor of Medicine and Bachelor of Surgery at the University of Otago. Scholarship duration: two years.

Postgraduate Scholarship recipients: » Roimata-O-Te-Ora Claasen (Ngāti Porou). Roimata graduated in 2010 with a Bachelor of Commerce and a Bachelor of Law (with Honours).

Roimata is studying towards a Master of Business Administration at the University of Oxford. Master’s Scholarship of $15,000 per year for up to two years. » Trei Crawford (Te Aitanga-ā-Hauiti). Trei intends to undertake research using kaupapa Māori methodologies to enhance her work towards developing sustainable classroom systems for at risk learners, schooling in Māori medium, particularly kura kaupapa Māori at Massey University. Master of Education Research Scholarship of $15,000 per year for up to two years. » Hanareia Ehau-Taumaunu (Ngāti Porou, Te Whānau-a-Apanui, Te Atiawa and Ngā Uepōhatu). Hanareia intends to study for a PhD in Plant Pathology at The Pennsylvania State University. Doctoral Scholarship of $25,000 per year for up to two years.

The awards ceremony was held in Parliament on Wednesday 7 April 2021.

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Hon Hekia Parata, Rakaitemania Parata Gardiner, Mihimaraea Parata Gardiner and Sir Wira Gardiner at Rakaitemania's graduation from Victoria University in 2015.

Caption.

NGĀRI M U AWARDS

Strong whānau connection to Ngārimu scholarships Sir Wira Gardiner is the recipient of the Manakura Award, the highest accolade in the Ngārimu VC and 28th (Māori) Battalion Memorial Scholarships. Sir Wira and his daughter Rakaitemania Parata Gardiner, who also received a Ngārimu Scholarship this year, share with the Gazette why their whānau has a special connection to the Ngārimu Scholarships.

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he prestigious Manakura award for leadership is only awarded every three years. Sir Wira Gardiner received the award this year in recognition of his leadership, commitment and mahi demonstrated over the course of many years. He joins a prestigious list of Manakura recipients.

For Sir Wira, receiving the award was extra special as his daughter, Rakaitemania Parata Gardiner, also became a Ngārimu Scholar.

Former Minister of Education Hon Hekia Parata, Sir Wira’s wife and Rakaitemania’s mother, is also a Ngārimu Scholar, and was an active chair of the 28th (Māori) Battalion and Ngārimu VC Board from 2011 to 2017.

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Hon Parata considers securing funding for the writing of the history of each Battalion Company amongst her proudest achievements in that period.

With Sir Wira in Wellington, Hon Hekia and their younger daughter, Mihimaraea, in Gisborne, and Rakaitemania at the University of Waikato, they took to the family WhatsApp group to share congratulations when the news came in.

“This scholarship means a lot to my whānau and to be considered worthy of it was overwhelming – in a good way,” says Rakaitemania. “I was, and continue to be, very proud.”

Rakaitemania says the Māori Battalion has been “a real and living thing” in her whānau and in her life.

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“Throughout my life, I’ve used that principle of leadership; identify the people you work with, create the team to achieve the objective, and then go after it. I think that’s an important lesson for young people: be clear about what your objectives are, and put your head down and backside up, and keep going.”

Sir Wira Gardiner “I whakapapa to Te Moananui-ā-Kiwa Ngārimu through my mum, Hekia on my Ngāti Porou side and my dad, Wira on my Te Whānau-ā-Apanui side – both Ngārimu Scholars themselves. I hoped to be meritorious enough to honour that whakapapa and legacy.”

Honouring a legacy

It is a legacy that began in World War II. After leading the 28th (Māori) Battalion, Second Lieutenant Te Moana-nuia-Kiwa Ngārimu was killed in action in 1943 at Tebaga Gap, and posthumously awarded the Victoria Cross later that same year.

Sir Wira was born after Ngārimu’s death and went on to follow in the footsteps of his second cousin.

“I became a soldier as well – not as esteemed as Ngārimu, but I did reach the rank of Lieutenant Colonel, and I retired from the army having spent 20 years as a soldier,” he says.

A staunch military historian, Sir Wira has written two books on the Māori Battalion and is in the process of writing a third. He’s also been a family representative on the Ngārimu committee.

“So all of this military history, this whakapapa, these connections, this story all come together with my daughter winning her scholarship and me receiving this award,” he says.

From ward of the state to soldier

Today, Sir Wira is the newly appointed Chief Executive of Oranga Tamariki. But at age 10, he was a ward of the state.

“I was arrested for leading a shoplifting gang. The courts sent me to my grandmother, and so from the age of 10, having been a little criminal, I became a model citizen – if one could be a model citizen at age 10 – and my grandparents provided me the safety and security that laid the foundations for my life.”

Sir Wira describes his time in the military service as the most formative years of his life. When he turned 18, he joined the army, and went to Australia for four years to train at the Royal Military College. Upon graduating, he became an officer in the New Zealand Army. He served in Malaya, Vietnam, and in other postings around the world.

While he was a soldier, he was awarded a scholarship to finish his bachelor’s degree at the University of Canterbury.

Another scholarship – possibly the only one to have ever been awarded internationally in the military – took him to King’s College in London, where he studied the ethics of warfare. He then returned to New Zealand and finished his time as a solider.

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“So that set me up to be the kind of person that I am, in the sense that no problem is too big, too much of a challenge, that I identify the parameters of the challenge, then take and divide it up and take a bit at a time, then progressively you beat it.”

It’s an ethos that’s served him well. Sir Wira has been the founding director of the Waitangi Tribunal, the founding and general manager of the Iwi Transition Agency, and the founding chief executive of the Ministry of Māori Development. He’s been the chair of the Tertiary Education Commission, Local Government, and Te Papa, among other roles.

“It all comes back to the grounding that I got as a young solider in the New Zealand Army,” he says.

Making of a leader

This time has also helped shape him as a leader. He reflects on his time commanding 30 New Zealand solders.

“New Zealand soldiers will not do something because you ordered it. You have to persuade them to do it. If there’s an enemy firing machine gun bullets at you, and you say ‘charge’ to New Zealand soldiers, they won’t go unless two conditions are met. The first condition is that they have confidence in your leadership. The second condition is that they’ll know that you’ll charge too. Otherwise, they won’t. So, you have to gain their confidence, and make them believe that anything is possible.

“Throughout my life, I’ve used that principle of leadership; identify the people you work with, create the team to achieve the objective, and then go after it. I think that’s an important lesson for young people: be clear about what your objectives are, and put your head down and backside up, and keep going.

“And don’t ever give up, because it’s often too easy to say, ‘it’s too hard, I think I’ll go home now’. If you persist and take one step at a time, you’ll eventually get to the objective. I’ve adopted that kind of approach for anything I do. Identify; be clear about what the objective is; don’t have any ambiguity; get the resources you’ve got; and get on with it.”

Sir Wira says the Ngārimu Scholarships provide opportunities for young Māori New Zealanders to aspire to follow their dreams.

“In the case of our daughter, who wants to work in law and policy both here and overseas, she’ll get there, but the Ngārimu Scholarship means that she can focus on getting to the objective – to graduate with first-class honours.”

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NGĀRI M U AWARDS

Video competition honours tīpuna Education Gazette chats to the 2020 winners of the Ngārimu VC and 28th (Māori) Battalion Memorial Scholarship Fund video competition, Anahera Te Moana from Te Kura Mana Māori o Whangaparāoa in the te reo Māori category and Jess Jenkins from Tawa College in the bilingual category.

Anahera’s first cousin Tamati visited the graves of tīpuna in the Florence War Cemetery in Italy.

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What were your motivations for applying for the Ngārimu video competition?

Anahera: I entered the Ngārimu video competition as part of a school project. We were learning about the 28th (Māori) Battalion at the time. My kura prioritises learning from our tipuna, hapū and iwi. Our own stories, for our own. This enables me to be fully connected and strive for success.

My koro, Te Ua Keepa, lies in foreign soils in the Florence War Cemetery in Italy. I’m proud that my kura, Te Kura Mana Māori o Whangaparāoa travelled to Italy to pay their respects to him and the others from the 28th (Māori) Battalion. The purpose of these maumahara trips is to follow in the footsteps of the Battalion. Seeing the rows upon rows of gravestones made me realise the true price of citizenship. Looking down at Māori names and seeing their ages saddens me.

I see it as my duty to honour them. Ka maumahara tonu tātou ki a rātou | We will remember them.

“Digitising their stories is one way that can help rangatahi connect so they are aware of the sacrifices our tīpuna made.”

Anahera Te Moana

Jess: I was motivated to enter the Ngārimu video competition not for the contest itself but for its purpose. I believe it is important that rangatahi have the opportunity to reflect, remember and empower our tīpuna that served in the 28th (Māori) Battalion.

The competition provides a fantastic vessel of communication for students all around the motu to bring forth the stories of their tīpuna.

Fortunately, my hapū whānau provided great support in assisting with the content of my video. I was able to work with Lillian Wells, daughter of Te Raetea Kahu Paku, who is embedded within the mana of my whakapapa; he served as a soldier in the 28th (Māori) Battalion and was taken prisoner of war. I knew that Lillian's incredible personal research deserved to be digitalised when she sent it to me – it was extensive, enlightening and a great tribute to her father's experiences.

How did you feel when you heard the news that your video entry had won?

Anahera: I was proud that my hard work, and that my whānau, hapū and iwi were recognised. I see this as a win for us all. The project was fun for me because I was studying my own tīpuna, Koro Te Ua Keepa. I was able to make meaningful connections. The fact that I was able to enter this in my first language of reo Māori was beneficial to me. Last year my kura won both sections. I knew that I wanted to make my kura proud again.

Jess: I admit that I didn’t fully appreciate the prestige that is associated with the Ngārimu video competition.

I tend to pursue things in life simply because I aspire to the resulting impact that my mahi may possess. When I found out that I had placed first, it was a lovely surprise – I thoroughly enjoyed crafting my video and was proud of the end result. Above all, this video was created in remembrance of Te Raetea Kahu Paku, and it stands as a tribute to him. Winning is a bonus to the taonga of remembrance.

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Anahera Te Moana (top) bears a strong resemblance to her koro, Te Ua Keepa (bottom), who was a member of the 28th (Māori) Battalion.

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Jess Jenkins says the Ngārimu video competition provides rangatahi with an opportunity to remember tīpuna who served in the 28th (Māori) Battalion.

What advice would you offer those thinking of entering the Ngārimu video competition this year?

Anahera: I am proud to be Māori. I am proud of my tipuna who served in the 28th (Māori) Battalion.

I believe it is important for rangatahi to learn about their tīpuna who fought for our freedom. They need to connect to their marae and ask about the photos hanging on the walls. To attend Anzac Days and keep their stories alive. Digitising their stories is one way that can help rangatahi connect so they are aware of the sacrifices our tīpuna made.

Jess: This competition is for you to honour your tipuna and share their story. Not only is it an opportunity, but it is a great way to explore the connections that you possess to this momentous group of individuals. You want to educate and inspire so utilise your creativity to reach a wide range of people. Remember the sheer sacrifice that many of our tipuna in the 28th (Māori) Battalion gave for the freedoms we enjoy today.

On another note: I had no prior experience in creating a video like this; I produced it using my cell phone on a self-timer, and music stand as a tripod – you don’t require a professional production level! I then put my footage through a video editing application and was able to add relevant supporting materials such as photos and documents. Also, think about the audio aspect of the video and ensure that you sync the footage with this. I didn’t, and I spent hours stitching everything together!

Go to the online version of this article to see the winning video entries.

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About the Ngārimu video competition The Ngārimu VC and 28th (Māori) Battalion Memorial Scholarship Fund video competition honours the legacy of famed Māori soldier Te Moana-nui-a-kiwa Ngārimu VC and other members of the 28th (Māori) Battalion who gave their lives in service during World War II. The competition was organised to honour this legacy and encourages the learning of te reo Māori and Māori history, tradition, and culture as it pertained to the 28th (Māori) Battalion.

WINNERS OF 2020 COMPETITION Te reo Māori category » 1st place: Anahera Te Moana from Te Kura Mana Māori o Whangaparāoa for Koro Te Ua Keepa. » 2nd place: Kingston Taiapa from Te Kura Kaupapa Māori o Kawakawa mai Tawhiti for Taku Tipuna Toa: Private Eru Te Pauhu » 3rd place: Te Aorangi Morini and Jahniva Hohua from Te Kura Kaupapa Māori o Hoani Waititi Marae for Hokowhitu ā tū ki Tūhoe Bilingual category » 1st place: Jess Jenkins from Tawa College for A Small Hawk in the Rising Sun » 2nd place: Rae-Ani Hunter from Te Kura Mana Māori o Whangaparāoa for El Alamein, Egypt » 3rd place: Pippa Stone from Putāruru College for A Celebration of All Things Before Us

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CU RRICU LU M

Calling curriculum experts Expressions of interest are now open for the Curriculum Advisory Group.

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ōrero Mātauranga highlighted a clear need for the Ministry of Education to provide trusted curriculum leadership across the system, through more genuine interaction with the education sector.

The Ministry has begun this journey to identify how the national curricula meets the needs of all parts of the education system – across Te Whāriki, Te Marautanga o Aotearoa, and The New Zealand Curriculum in both Māori and English medium settings.

It is now seeking expressions of interest from curriculum experts (both practitioners and academics) to join the new Curriculum Advisory Group (CAG).

Role of the Curriculum Advisory

The CAG will help to strengthen the Ministry’s national curriculum leadership by providing expert advice on the direction for the curriculum work programme.

The CAG will take a strategic view of the collective impact of the curriculum work programme and provide advice to the Ministry about how learners and educators experience the curriculum system in Aotearoa.

In particular, the group will draw on innovative research and on-the-ground knowledge to enhance the Ministry’s curriculum design and implementation.

The CAG will also bring diverse voices from across the education system into the curriculum work programme to strengthen the Ministry’s focus on: » equitable outcomes for all ākonga and their whānau » giving effect to Te Tiriti o Waitangi » the rights of the child.

The CAG will not replace the need for other advisory groups who engage with specific learning pathways and curriculum priorities. It may be able to access further expertise from such groups where required on work within its scope.

Plans are also underway to establish a rōpū whakaruruhau to provide advice to the Ministry on mātauranga Māori in curriculum. The work of Te Whakaruruhau will supplement the CAG’s advice by providing an additional depth of expert knowledge in mātauranga Māori in curriculum.

Knowledge and expertise

The Ministry is seeking qualified and respected experts holding broad and deep curriculum knowledge and expertise across the breadth of education pathways.

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This includes: » Te Marautanga o Aotearoa » The New Zealand Curriculum » Te Whāriki » Te Whāriki a te Kōhanga Reo » Mātauranga and Te Ao Māori » Te Reo Māori » Experiential (‘lived’) experience of curriculum in action – for example, successes, failures and insights » Ākonga Māori in English-medium settings » Inclusive education in Māori and/or English-medium pathways » He Tamaiti Hei Raukura » Pacific education.

The advice provided by the CAG must represent the interests of all parts of the education system from early learning to senior secondary (including NCEA) in both Māori and English-medium.

Expressions of interest

Expressions of interest in membership for the CAG are open until 30 April 2021. If you are a change leader with recognised and respected curriculum expertise, please submit a CV and a cover letter of no more than 500 words.

Email expressions of interest to CAG@education.govt.nz.

Successful candidates will be advised and the Curriculum Advisory Group announced in May.

gazette.education.govt.nz

Gilberthorpe School principal Andrew Wilkinson and students are pleased with their new and refurbished learning spaces.

SCHOOL PROPERT Y

Reference designs the way forward A Christchurch school is loving its new and upgraded teaching blocks, both adapted from reference designs.

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ears of wear and tear and the effects of the Canterbury earthquakes had left the old Canterbury blocks at Gilberthorpe School looking well past their prime.

“We had two grey-brick, white-paint Canterbury blocks that were a bit of an eyesore,” says principal Andrew Wilkinson.

“They were fine, but not promoting any sort of collaboration or any flexibility.”

In replacing the old buildings, the school was keen to pursue new designs that reflected their burgeoning collaborative practice of teachers working in pairs.

Following some work on the design education brief and looking at what was possible within the budget, the decision was made to replace one block with a brandnew building and upgrade the second block.

Both options were feasible using reference designs – easily repeatable building designs that support teaching

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and learning and can be readily customised to a school’s site and needs.

“We’ve got two very different blocks, but both working really well for us. The teams in them are using them beautifully,” says Andrew.

The new block

The layout for Gilberthorpe’s new block is simple and symmetrical with two teaching spaces on each end, although the reference design can be expanded to include up to six teaching spaces. A large maker space runs right through the middle, along with breakout spaces and a kitchen.

The design allows for a variety of outdoor spaces under a double-sided verandah that can be wrapped around the building, which is great if there is bad weather on one side. The school has enhanced the outside area with a big sandpit.

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The design can be configured as cellular or flexible teaching spaces. Gilberthorpe has taken advantage of the design’s flexible elements, to support the school’s collaborative teaching model.

“They’re lovely light colourful spaces. All the teachers there love it. I don’t think there’s anyone here who would want to go back to having their own singlecell class.

“It’s huge for our collaboration. The best thing about this block for me is that it’s incredibly open.”

The openness of the design enables teachers to be flexible in how they use the space. Andrew says it works for a variety of different learning activities, from waiata and play-based learning in the morning involving the whole hub, to literacy and numeracy groups across the classes.

“We did trial having up to five classes in there, but it was a bit much. We’ve settled on teachers working in pairs, which works really well in this layout. The two teachers plan and deliver everything together.”

The school is so committed to its collaborative model, it has declined the addition of any partitioning or glass doors.

“Are we collaborating or not? If we were to go and put glass doors throughout, I think that would encourage us to go back to single-cell teaching again.”

“To be honest, the refurbished block is probably more impressive than the new one, given that we weren’t starting from scratch.”

Andrew Wilkinson Refurbished block

The refurbished Canterbury block – also a reference design model – has a different look and feel from that of its new counterpart.

“To be honest, the refurbished block is probably more impressive than the new one, given that we weren’t starting from scratch,” says Andrew.

While the outside of the building hasn’t changed, Andrew says an enormous amount of work was required to transform that space. The space was opened right up with the walls between classes all removed. The old cloak bays are now breakout spaces and teacher resource rooms.

It uses a coloured zone system, with the colour of the ceiling above identifying each zone.

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Check out our new and updated resources: • Tuatara and the Sun • Our amazing Sun • The Sun’s amazing energy

Reference designs have helped transform the learning environments at Gilberthorpe School.

“All of our classes spend time in the home base, but when they’re teaching literacy, numeracy, they are using all four classes. So the Yellow Zone may come down to the Green Zone for reading, for example.

“It’s open and comfortable enough that the students can move around as they need to,” says Andrew.

The school has supported the new buildings with furniture to suit their needs: high tables, low tables, jellybean whiteboard tables, desks.

Lessons learned

What are reference designs?

References designs are easily repeatable school designs proven to deliver good learning outcomes, and can be readily customised to school sites and needs.

They can be used for upgrades, roll-growth additions, replacement classrooms in school redevelopments, or newly planned schools.

Andrew says they are really pleased with both buildings, however, there are a few things he has learned from the process.

“You need to be able to heat and cool buildings effectively in New Zealand,” says Andrew.

Canterbury has its own challenges on hot, windy days, so the school is installing a centralised ducted airconditioning system, which will heat and cool the space as needed.

Bag storage is another consideration.

“We’ve got 80-100 kids in the building and the bag cubbies were originally inside, but that didn’t work, so we’ve moved them on the outside.”

And factoring in enough storage for teachers is also important, says Andrew.

But overall, it’s been a good process with a good outcome for Gilberthorpe School. Andrew says the school community is happy with the new spaces.

“We had four new kids start this Monday and we showed their families around the new spaces while they were in action – they were really impressed.”

New catalogue

A new catalogue of reference designs was released in March this year to share popular, successful and easily customised designs that can be tailored to a school’s needs.

The catalogue showcases a range of school designs that have worked for other school property projects. For some schools, these reference designs will be the right starting point, but they aren’t a requirement.

The first edition of the catalogue mostly focuses on reference designs for primary schools. A second edition featuring more specialised designs needed in secondary schools and kura, including science blocks, gyms, admin buildings and more, is in the works.

Upgrades

Upgrading existing blocks is the Ministry of Education’s first choice for any school property projects – it’s sustainable and cost effective.

The reference design catalogue includes options for upgrading two-storey Nelson blocks and singlestorey Canterbury blocks which typically have strong foundations, are weathertight and can be retrofitted to innovative learning environments.

Visit this article online to see the new catalogue of reference designs.

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Teaching that shows others the way After a year like no other, the Prime Minister’s Education Excellence Awards recognise inspiring work from across New Zealand. Teaching that benefits children and young people, whānau and entire communities.

Teaching that changes us all.

ENTRIES CLOSE 16 APRIL 2021

Share your team’s best practice.

Enter the 2021 Awards now at pmawards.education.govt.nz

STEM

Providing futureworld pathways into STEM careers Education Gazette looks at what schools can do to encourage students to pursue study and career pathways in the fields of science, technology, engineering and mathematics (STEM).

The VEX robotics competition finally gets underway after two Covid-related postponements.

echnology is transforming the world of work and schools are tasked with preparing students for a future world that will inevitably require some level of STEM capability.

The challenge is how to encourage more rangatahi to opt into STEM-related subjects and develop the necessary soft skills, particularly those who are under-represented in technology – females, and Māori and Pacific people.

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skills they learn will be as important for them as their knowledge of maths and English. Understanding how digital technologies work will also improve individual and national awareness of cybersecurity, privacy, how to manage data and how to work with digital tools. As tasks are automated in the future, those with digital skills will be most resilient to these changes.”

Engaging whānau as influencers

Teachers as key enablers

Bringing parents and whānau into the conversation as early as primary school would help to reverse this decline, according to Digital Skills for our Digital Future, a report just released by NZTech.

“Parents are key influencers behind student career choices and most parents probably do not understand the tech sector or understand how ‘playing with a computer’ will get you a job. So, it will be important to help both students and their parents better understand the importance of digital technologies,” states the report.

“While most (students) will not go on to become software programmers or data scientists, the early digital

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The report also says that it is vital for all teachers to be confident with STEM learning and knowledge of the technology workforce. Almost every role in the workplace will need some STEM knowledge and it is important that teachers see and understand what this world of work looks like, what jobs exist, and what learners will need to be successful.

“Educators are significant influencers in students’ decisions with respect to future learning and careers. If they are not aware of the large variety of opportunities within the digital technology workforce, they will not be encouraging students to consider these options.”

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Making STEM careers relatable

Showing young people what jobs in the STEM area look like is a key aspect of a new programme, Science Alive Mātauranga, recently launched by Education Perfect.

The programme, designed in collaboration with the Science Alive! charitable trust, includes photos and video clips of people in STEM roles who young people can relate to, not just people we see on the news, says Lauren Pugh, teacher consultant for Education Perfect.

“Mātauranga Māori is knowledge about connectedness, just as science concepts are, so we’re looking at how we can inform and explore in an unbiased way, acknowledging Aotearoa’s history and our people as well as technology and science from multiple perspectives,” she says.

“For example, in one of our lessons we talk about collaboration in Antarctica, and we connect that with Tāne Mahuta creating the first woman. He did that by calling on his whānau to collect the relevant skills to create the first woman, so we talk about how Antarctica uses their whānau with the relevant skills to reach the goals of the Antarctic Treaty.”

The rise of robotics

Another platform for promoting digital technology is VEX, an international robotics programme designed to promote STEM learning and pursuit of technology careers.

According to VEX, 95 per cent of participants report an increased interest in the pursuit of STEM subjects and STEM-related careers, after participating in the programme.

Kiwibots, organisers of the New Zealand arm of VEX events, say that the programme provides unique opportunities for teamwork, engineering design, working with complex electronics and international relationship building.

David Aston, who took out the international Teacher of the Year award at the 2016 VEX World Championships, has been teaching robotics at Auckland’s Glenfield College for 13 years.

He has guided dozens of students through competitions and onto STEM-related careers. He observes that girls need more encouragement to get involved and says he provides a structure for them to work within and says he suggests next steps and provides a structure for them to work within.

Rebekah Freestone, 15, joined VEX after watching her brother compete. “The hardest part is starting; Mr Aston makes us get started.”

Boosting female teacher and student confidence Confidence does not magically arrive with adulthood and many teachers also lack confidence in STEM subjects, according to the NZTech report.

“If educators are not confident with digital technologies, this may indirectly influence students, particularly girls.

The majority of primary school teachers are women. If they are uncomfortable with technology, then girls see this, and it may reinforce stereotypes.”

To address this, a group of New Zealand women working in technology set up ShadowTech Teachers, an event that pairs teachers with tech gurus for a workplace visit and a Q&A session. Teachers can pick the brains of technology

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professionals for information and advice to take back to their classrooms.

The scheme also runs ShadowTech, which gives girls in Years 9-11 the opportunity to spend time with tech women at work so they can get an inside look at the industry.

One Christchurch female student said, “I expected people in this field to code and do all stuff in computers, but they don’t. There are lots of opportunities and women are really needed. It is flexible and there are lots of different things to do. Technology is fast-paced, and our creativity and empathy are needed to be shown more in this field.”

Diversity in technology careers

Eva Sherwood, chair of TechWomen and manager at Deloitte New Zealand, says that including women, Māori, people with disabilities, LGBTQI+ and other underrepresented groups in product development and decisionmaking ensures a broader understanding of the customer’s needs and better targeted tech products.

“All sectors are being transformed through technology and skilled tech workers are wanted in a wide range of sectors. Government services are increasingly going digital too, changing the way services are delivered to customers,” says Eva.

Supporting Māori

At Massey University, Naomi Manu leads Pūhoro STEM Academy, a programme designed to support Māori leadership and capability in science.

Science tutors go into schools to work with small groups of senior students on kaihotu (looking at identity or culture), 21st-century skills such as work-ready skills, and career exposure. The programme also facilitates wānanga and experiential learning, so rangatahi can navigate career pathways into STEM. Schools partnering with Pūhoro make a commitment not to stream Māori students out of science.

“Two-thirds of our students who would have typically been streamed out of science are either meeting or exceeding nationwide pass rates of non-Māori in physics, chemistry, biology, core science and maths across NCEA levels 1, 2 and 3,” says Naomi.

The programme partners with business, including Genesis, which Naomi describes as “an important door to the energy sector”.

“We also have access to their talent pool, so we’ve got people who are able to speak with students about their own STEM pathways. We also have ESR, the Institute of Environmental Science and Research, and scientists come in to deliver forensic science sessions.”

Pūhoro graduate and engineering student Luke August spent his summer on an internship at Massey University building a prosthetic hand, one of many opportunities he says have come his way through the STEM academy.

“The tutorials helped me to gain clarity on concepts I learnt in class and I found out how science is used in the real world. They also helped me find a connection back to my Māori heritage. There’s quite a lack of Māori in science so it’s awesome to have the Pūhoro network.”

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VEX VEX is an international robotics programme designed to promote STEM learning and pursuit of technology careers. The programme runs on the Northern Hemisphere calendar with a new challenge announced each April.

In New Zealand, Kiwibots guides teachers to deliver VEX learning by mapping the programme next to the national curriculum. The 12 instruction units can be used as standalones or in sequence.

Collaborative skills, essential in today’s working world, are very much part of the learning – although they don’t necessarily come easily, says Glenfield High School student Henry Croft, 16.

“About two years ago my team got into a situation where we couldn’t agree with each other about what the problem was, so for about six months we were arguing back and forth. Eventually we figured out that wasn’t going to work, and we managed to find a process to solve the issue without clashing.

“We’re still working together two years on and we’ve got a much better system in place. It’s been character-building; you learn to work with people and adjust to how different people learn and do things.”

The annual VEX World Championship attracts around 20,000 teams from more than 50 countries each year.

Each year a new challenge is presented and student teams design and build robots to complete the challenge. There are three competition levels: VEX IQ (up to age 14), VEX VRC (up to age 18) and VEX U (university).

Teammates Mia and Bede compete at the 2021 VEX robotics competition.

STEM programmes on offer

There are a number of programmes available to schools to support STEM education; here we look at four.

SCIENCE ALIVE MĀTAURANGA Science Alive Mātauranga is STEM learning content designed for learners ages 9-13. It has been produced by Education Perfect and Science Alive! and is free to all schools in Aotearoa.

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SHADOWTECH ShadowTech is a mentoring programme for girls in Years 9-11 led by TechWomen NZ. Opportunities include work experience with local businesses and connecting with young women in STEM tertiary study.

After their involvement with ShadowTech, 87 per cent of students said they felt encouraged to consider a career in technology.

“I really loved being able to learn about a career I didn’t even know existed. It has shown me there is a lot more out there than you think,” said one Dunedin student.

ShadowTech industry mentors come from over 93 different organisations, including Air New Zealand, BNZ, Spark, Xero and many smaller local businesses. Students can register interest online at www.shadowtech.nz.

The first module, ‘Antarctic Adventures – See it, Love it, Save it’ covers contexts of science, human impact and environmental change. A second module in development is an interactive video series based around the stories of inspirational New Zealanders working in STEM. Content will be developed continuously for the next two years.

Pūhoro tutors go into high schools to work with Māori students studying science. There is a big emphasis on cultural connections as well as regular opportunities for experiential learning.

Teachers can join the Science Alive Mātauranga community on Facebook to share ideas and gain access to webinars, and book in for free in-school professional development.

Pūhoro continues to support students through their tertiary studies by facilitating internships. Forty-six graduate students were helped into placements with a STEM focus for the summer.

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PŪHORO STEM ACADEMY

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Pūhoro operates in South Auckland, Christchurch, Palmerston North and Hawke’s Bay. Schools outside these areas are encouraged to register their interest.

STEM SYMPOSIUM COMING UP SOON NZQA is hosting a free symposium to help schools engage Māori and Pacific students in STEM on 22 April at Te Papa Tongarewa, Wellington.

High-performing schools will share how they engage Māori and Pacific students in STEM subjects.

The symposium will also provide practical tools to help encourage students to pursue these pathways.

Presentations and panel input from employers, students, whānau, community groups and others will focus on how schools can help overcome the roadblocks to STEM study.

“Pūhoro helped me find my passion”

For 15-year-old Meschka Seifritz, school was merely “somewhere to go to play sport and eat my lunch” – that is, until she joined Pūhoro STEM Academy.

“There was a notice inviting Māori students who were interested in science to go to a meeting and I went so I could get out of class. I signed up for Pūhoro purely because it included trips, which meant more time out of class. I was 100 per cent not interested in science. But ever since getting involved in the programme, I’ve been focused on study, it changed me a lot.”

Now 20, Meschka is in her third year of Environmental Studies and Māori Studies at Massey University.

She is still supported by the team at Pūhoro who helped her secure an internship with Palmerston North City Council, and she spent her summer looking at ways to improve freshwater quality. Meschka is the first in her whānau to pursue a career in a STEM-related pathway.

NZQA continued signalling its intent to promote STEM within Māori and Pacific learner communities when launching Te Kōkiritanga and Takiala Pasifika strategic action plans at the end of last year.

Since the plans have been launched, a resource booklet called STEM It Up! has been created as an accessible guide to these subjects for Pacific students. STEM It Up! is designed in the style of a graphic novel; using QR codes to link to videos where Pacific people talk about their careers in medicine, research, design, engineering and computing.

Places at the symposium are limited, with more information and a link to register available at nzqa.govt.nz/ stems.

“An important part of the programme is the kaihautū, having someone there who genuinely cares about your academic success, because it’s so unlikely that the students are getting that at home.

“My family is very supportive, but they’ve got no idea what I’m actually doing. Pretty much my whole family works at the meatworks in Feilding. I’m the first one to go to uni, for sure. They’re very proud that I’m doing something for the environment and for Māori.”

Alongside her studies, Meschka trains other Pūhoro graduates to tutor the programme’s next cohort.

“It’s extremely rewarding. One of them was just saying to me, ‘Man, I’d do this for free just to give back to the programme’. Pūhoro helped me find my passion.”

Meschka found her passion at the Pūhoro STEM Academy.

PIVOTAL MENTORING Throughout Years 11, 12 and 13, Meschka and the other Pūhoro students at Feilding High School met weekly with programme tutors and mentors.

“I thought, ‘Man, these guys really care about my academic progress’, which made me realise that I could start caring about it as well. They helped me keep my grades up so I could get into university and they showed me how science could lead to so many different career paths.”

Until then, science had been Meschka’s weakest subject – “I was going to drop it as soon as the school would let me.”

Meschka says that representation of Māori in the STEM, particularly technology, workforce is so low that it’s unlikely that most Māori students will have parents with STEM backgrounds pushing them into science.

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EARLY CH I LDHOOD

Early learning sector welcomes new child protection resource A digital protection resource, with the wellbeing of tamariki at its heart, will give kaiako the confidence to know how to recognise, respond to, and report suspected child abuse and neglect.

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he Ministry of Education, alongside Te Rito Maioha Early Childhood New Zealand and Safeguarding Children, has developed a digital child protection resource specifically for the early learning sector.

Chief executive of Safeguarding Children, Willow Duffy, says the early learning sector is uniquely placed to help protect and safeguard children. Teachers play a key role in preventing, recognising and responding to abuse and neglect, she says.

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“They have a unique role with their families – they know their families so well and have an insight into the child’s world that many other agencies and organisations don’t have.

“They also have a unique insight into child development. Sometimes recognising that a child may be experiencing abuse or neglect is recognising that they are missing their developmental milestones,” she says.

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Support and commitment vital

Willow says it’s important that child protection training is supported by an organisational commitment.

“Those messages have to come from the top down: the support, encouragement, guidance and commitment have to be there. For example, putting child protection cases on the agenda so when they have staff meetings, they can bring cases to the group and discuss them together and work out how to actually manage the case.

“Nobody should be making a child protection decision – even at an early intervention stage – on their own. It’s talking together, supporting each other, developing a plan and having all their procedures sorted out,” she says.

“There are two aspects: providing training around child protection and keeping children safe; also the systems and processes that support that training and support the frontline practitioners to follow processes that will ultimately result in the children being safe.”

Workforce voice

Safeguarding Children are experts in child protection. This expertise has been developed through inside knowledge and experience.

“As well as most of us having, or having had, frontline roles ourselves, we use surveys to gain an insight of what it’s like for them – to hear their stories, challenges, the issues that they face that can either aid or hinder the protection of children,” explains Willow.

“We use that information so the voices of the workforce are woven through our training, so they can connect with the information.

“Anybody could make a list of signs of abuse and neglect, but it’s engaging the person who is going to be using that training out in the field to bring it to life.”

The interactive module will help staff understand their role and responsibilities to safeguard, protect and support the wellbeing of tamariki; and to learn how to recognise, respond to, record and report signs, symptoms and behaviours of child abuse and neglect.

“The first thing we do is set the scene and show the state of play in New Zealand and the short and longterm impact on children. There will be children in their centres who will have experienced trauma, and they learn how that impacts them, affects brain development and manifests in their behaviour.”

best chance of getting the help they need early. If a case is picked up by Oranga Tamariki or the Police, it’s because the child is at serious risk.

“There will have been many opportunities prior to that to get help, reach out and work in partnership with the whānau to see whether we can improve things for the child before it gets to a child protection situation. Because, if you look back at some of our serious cases, there are so many missed opportunities.”

Catching the ‘hot potato’

Willow describes child protection concerns as being like a hot potato, which people want to quickly pass on to somebody else. But she says often there’s nobody there to catch the ‘potato’.

“So it’s having those systems and processes in the workplace to follow up – who’s going to pick that up.

That’s where the role of the designated person comes in.

It’s making sure that ECE staff know what is available and how the system works.

“All of that is in the course – what to do with that information, how to record it and the importance of the organisation making sure that their staff have support.

“Anybody could make a list of signs of abuse and neglect, but it’s engaging the person who is going to be using that training out in the field to bring it to life.”

Willow Duffy

Early intervention

The module explains the legislation that’s in place to protect children, as Willow says feedback from the sector has been that staff worry about information sharing and breaking privacy.

There’s a focus on ensuring that early learning centres have robust child protection policies and procedures and codes of conduct; as well as a commitment to regular training.

“There has to be a commitment and an investment in actually seeing this through so the children have the

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The early learning sector is uniquely placed to help to protect and safeguard children, says Willow Duffy.

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“Having a difficult conversation with a team member or whānau is stressful, and it’s having that support, knowledge and skills to make it easier for people to protect children and advocate for them,” says Willow.

PLD is timely

The online module will give kaiako the confidence to know how to recognise and respond to suspected abuse, says Nikki Parsons, general manager of Te Rito Maioha Early Childhood New Zealand.

“A lot of kaiako don’t know where to go, or whether what they are observing, or the feelings they have, are correct. It’s about clarifying that, having really good policies in place to keep everyone safe and having a really clear process for the kaiako to know what their obligations are to tamariki, whānau, and also to themselves,” says Nikki.

“There are some incredible courses and webinars but people can’t afford to go, so having this resource online and free is amazing.

We’re really pleased that the Ministry has been so responsive to the growing need to improve and access the tools online to support tamariki wellbeing.

“It was very important from the Ministry’s perspective that kaiako be supported to engage with tamariki and whānau in a culturally responsive way.

This is also a very important component of the course for Te Rito Maioha, with our strong bicultural kaupapa,” she says.

Supporting whānau

It is hoped the resource will build awareness and confidence to know how to support whānau through the process. There is a section on how to raise issues with parents and whānau, which Nikki says is useful.

“Sometimes, if we talk to a family about suspected

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abuse, they may just up and leave. Then the child’s gone and we can’t do anything about it.

“It’s about giving staff strategies in how to deal with that and also where to go if they need more help. It’s quite a responsibility for staff and quite a scary thing if you’ve never done it before,” she says.

Feedback

The course ensures kaiako can feel confident in dealing with wellbeing concerns for tamariki,” says Margie Meleisea, senior education advisor for the Nelson Tasman Kindergarten Association.

As one of the early testers of the e-learning module, Margie says she envisages it being used as an induction tool, as well as a resource that kaiako would revisit every year.

“I would use it as an effective review tool when kaiako are making risk and wellbeing assessments of tamariki and are unsure about making decisions or judgements,” says Margie.

“While the nature of this topic is, of course, emotive, I felt it was all in context and not made dramatic. The videos, interactive sessions, and quizzes all strengthened the messages.

The provision of support service contacts for kaiako completing the course ensures personal issues that this mahi may awaken are acknowledged.

“It will further empower kaiako to feel confident and be open with whānau in managing concerns and reports of concern,” she says.

The child protection e-learning module has been developed in response to the growing need to improve access to tools and guidance that support child wellbeing. It will be free and accessible for all staff employed in the early childhood education sector through the Ministry of Education’s learning management system.

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Early Literacy Professional Support During Terms 3 and 4 literacy specialists and teachers can access professional support for early literacy, including use of the enhanced Ready to Read Phonics Plus books.

Applications for Better Start Literacy Approach professional support for New Entrant/ Year 1 teachers and literacy specialists (e.g. RTLit) from your school, kāhui ako or cluster open on 10 May. More information about the support and how to apply is available at pld.education.govt.nz

EducationGovtNZ

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PLD

Action-packed environmental education for teachers With the BLAKE Inspire for Teachers programme, primary and intermediate teachers can now gain a deeper understanding of environmental issues and how they can integrate environmental education across all subjects.

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ully funded by the Ministry of Education, the BLAKE Inspire for Teachers programme pairs teachers with scientists and conservation experts to learn more about environmental issues, such as climate change, freshwater quality, biodiversity and ocean health.

Teachers are able to better understand mātauranga Māori by exploring how connections and relationships – living and non-living – are made through tikanga.

Throughout the week of the programme, teachers interact with New Zealand businesses that are leading the way with sustainability initiatives and participate in a series of practical field trips.

There are hands-on learning opportunities for teachers to develop their skills and practical ways to translate their learning to their students.

Extended reach

BLAKE (formerly the Sir Peter Blake Trust) began the Inspire for Teachers programme in 2019 and over the past two years around 70 teachers have taken part in it.

“Feedback from teachers who have taken part in the programme so far has been overwhelmingly positive, so this year, together with the Ministry of Education, we are offering two programmes so we can reach even more teachers,” says BLAKE chief executive James Gibson.

“Delegates will have access to leading scientists from NIWA and the University of Otago, along with conservation and mātauranga Māori experts.

“We want to educate people about the key environmental challenges our future generations are facing and how everyone can take action to make positive change – and teachers play a huge role in this. I encourage teachers from schools all over Aotearoa to apply for this opportunity,” explains James.

Apply now

Ruud 'The Bugman' Kleinpaste (left) and BLAKE participant, tumuaki Taiarahia Melbourne.

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The five-day programme will take place in Auckland on 12-16 July 2021 and 4-8 October 2021. Ministry of Education funding will cover 60 participants in the programme (excluding travel to Auckland) this year.

If you are a Year 1-8 teacher in English medium or a kura Māori and are keen to take part, applications for the BLAKE Inspire for Teachers programme open on Monday 12 April and close on Sunday 9 May 2021. For more information go to blakenz.org. gazette.education.govt.nz

Kōrero

Tumuaki Taiarahia Melbourne reflects on his experience of the BLAKE Inspire for Teachers Programme, describing it as “a must-do”.

What made you interested in applying for the programme?

I realised that the BLAKE kaupapa was directly aligned to what we were trying to achieve at our kura (Te Kura Kaupapa Māori o Te Orini ki Ngāti Awa) in regard to our learning environment.

We had recently entered into a partnership with the Te Puna Taiao Trust based in Whakatāne who were helping us develop our outdoor spaces for learning. As a newly relocated kura to Coastlands (Papaka-ngahorohoro) on the coastline of Whakatāne, we literally had a blank canvas to work with in trying to rejuvenate the traditional ecosystems that used to exist there.

BLAKE seemed to offer a great pathway to help us understand how we could achieve that.

What is the most memorable part of the programme for you?

So many. I could mention the stardome with Rereata Makiha; but the trip to Tiritiri Matangi Island sanctuary was without doubt the most memorable journey.

The bird life was pretty special. Being so close to almost be able to touch tieke (saddleback), kororā (little blue penguins) or takahē was pretty breathtaking. We even managed to capture video of the kōkako.

How did it help your teaching practice?

Confidence in moving forward with environmental issues was the biggest outcome for me within my practice, and in providing encouragement and guidance as a tumuaki (principal) for my kaiako and whānau.

Thankfully, we have many green fingers and other environmental champions within our whānau that continue to make our progress engaging and exciting.

I have started developing a model (see below) as a consequence of the BLAKE programme to apply to our enviro-developments.

What is your advice for other teachers who are thinking about applying to the BLAKE programme?

A must do. And to all other principals who have an inner ecowarrior, don’t hold back. As small as our kura is, I believe my experience as a team leader means the impact schoolwide, beyond the classroom, department or syndicate, will have a far greater influence in creating a contributing citizen and long-term impact for the community.

Tips: record everything (video, write notes, take pictures), report back daily to your colleagues and whānau, and make a friend in your first session who will make sure you’re on the bus before it leaves!

Ka nui te mihi me te aroha ki te whānau o BLAKE – autaia!

Seeing the possibilities for what a protected and rejuvenated ecosystem could look like coupled with the learning that took place with the BLAKE team and their specialist scientists made it a once-in-a-lifetime experience.

RANGI

Reflecting on the time when you were engaging with the scientists and experts, or other teacher participants at the programme, what experience still inspires you?

Biomimicry – learning from nature. This resonated with me on many levels. In addition: how crucial the interconnectedness of nature’s elements are, and how vital ecosystems are, but how easily overlooked this interconnectedness can be.

This led to the development of my project of integrating environmental micro-systems within larger projects that our kura had already undertaken, be it in the planting of ngahere Māori (native trees) or maara kai (vegetable gardens) to add to their diversity and experiences for our tamariki.

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WAI TAI

TAIAO

WAI MAORI

WHENUA

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PATHWAYS

Inspiring students to dream big Inspiring the Future is a programme aimed at showing primary and intermediate students the wide range of study and career options available to them.

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xposing primary school students to the broad range of career possibilities society offers can support a range of curriculum-based learning opportunities and encourage kids to “dream big”, says Auckland principal Lynda Stuart.

May Road School in Mt Roskill is a multicultural school with a high Pacific cohort and growing Māori roll. The school recently took part in a trial of Inspiring the Future, a Tertiary Education Commission programme aimed at showing primary and intermediate students the wide range of study and career options available to them by inviting role models from the working world to talk to students about who they are, their current jobs and the journeys they took to get there.

Role models “invaluable”

Inspiring the Future is based on a programme from the UK and supported by local research showing that New Zealand

children have unconscious career biases and aspire to a very limited range of jobs. To change this, the programme uses community volunteers who come into schools to share their career stories in interactive sessions. Schools register for the programme to access volunteer profiles and invite them to their event.

Lynda says the ability to bring in role models that support the school’s strategic direction was valuable.

“We looked at role models who would support a variety of conversations and journeys, and people the students could see themselves becoming. It offered them a chance to talk to people they might not know about. It’s important for our kids to know there is a wider group of people out there than they might meet in their day-to-day lives.

“Our school’s parents have great aspirations for their children. Being part of Inspiring the Future gives us access to a broader volunteer base than we can reach directly

Inspiring the Future can help broaden children’s thinking about career possibilities.

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through our small school community. This is the chance to show our kids they could be a CEO, an archaeologist or a musician. They could follow their passion and be like them [the role models].”

Fit with local curriculum

Lynda says that the role models talked about many things that fit into the local curriculum.

“The event provides an opportunity to build further discussions about dreams and goals, and talent and feeling good about yourself, and contributing to your community,” she says.

“The sessions encourage critical thinking, listening, reading, writing and oral skills. There are so many ways of participating and contributing.

“Events like this show that other people’s lives take many different journeys and directions. These people persevered.

The concept of service is a big thing for this community, so it’s important to hear how values like respect, service and resilience make you a contributing person.”

Ongoing learning platform

Inspiring the Future is also a platform for ongoing learning and a chance to reflect upon shared experiences, says Lynda.

“They are conversations we can build on as teachers. When working something through, such as a learning or behaviour issue, we can use the things the children have said and heard as prompts and reflections.”

It’s the kind of thing she would definitely like to do again.

“We have to encourage our children to dream big. If we can embed that sense of hope and support and opportunity, we’ll be in a better place. One event doesn’t do it all but it helps us to have those conversations.”

Schools can find out more at inspiringthefuture.org.nz.

IS FOR EVERYONE

10 16 MAY 2021 TO

12 April 2021

Tukutuku Kōrero

59

Professional learning and development

To view the PLD, general notice listings and vacancies at gazette.education.govt.nz

Notices

Vacancies

Scan the QR codes with the camera on your device.

RECRU ITM ENT

DIRECTOR OF WELLBEING (5MU & 1SMA) Permanent, full-time

Nga Tawa Diocesan School is a special character, Anglican boarding and day school for year 9-13 girls.

We are seeking a suitably experienced person to implement our positive education curriculum and be responsible for student wellbeing and behaviour management, in both our day and boarding environments.

As a member of the Senior Management Team, our Director of Wellbeing is responsible for the day-to-day operation of boarding and leading the Wellbeing Team including boarding staff, Deans, Counsellors and Nurse.

Applicants must: • Have a vested interest in the wellbeing of our young women and their development • Be able to develop and maintain positive relationships with students, staff and families

• Have an in-depth understanding of school systems, positive psychology/education and restorative practices

• Be aware of current legislation that guides best practice and policy development

• Hold a qualification in either health, psychology, education or counselling and be registered with the affiliated professional body The successful applicant is required to live on-site, and a four bedroom family home is provided as part of the employment package.

Apply by sending a covering letter, a copy of your C.V and a completed application form to the Principal, Lesley Carter, at employment@ngatawa. school.nz. A position description and application form are available on our website, www.ngatawa.school.nz/vacancies.

Term 3 start date, or earlier by negotiation.

Applications close on Monday 3 May, 2021.

LEADERSH I P VACANCI ES

KERERU PARK PRINCIPAL CAMPUS U4 E rapu ana tō tātou kura i tetahi tumuaki e tika ana, hei kōkiri i te ako ā o tātou tamariki ki tua, ā wairua, ā tinana, ā whānau, ā hinengaro hoki.

The community of Kereru Park Campus is proud of our culturally capable learning environment where our children (83% Māori) learn in either three rumaki Māori classes or English medium/reo rua classes.

Application packs can be found on the KEA website www.keaeducation.nz. The essential application form must be obtained from Ngaire Jermaine of at ngaire@keaeducation.nz.

60KEA Education Education Gazette

We therefore seek an innovative, futurefocused leader with strength and experience in tikanga and te reo Māori who is passionate about the holistic learning and cultural identities of our ākonga.

Years 0 – 8.

Roll 190 Applicants must be able to lead a curriculum underpinned

by Te Marautanga o Aotearoa, be committed to genuine student voice, and in developing critically conscious, culturally sustaining, evidence-based practice.

The new principal/tumuaki will enjoy working with a very supportive board and a dedicated staff many of whom are fluent in te reo Māori. They will also connect with our tamariki and whānau and enjoy a community that values and advocates for an education that fits their children’s identities.

The closing date is Friday, 23 April 2021 at 5.00 pm.

Applicants will hear soon after 12 May if they are to be interviewed.

Interview day is Saturday, 29 May 2021.

Starting date is 26 July 2021 (Day 1, term 3).

KEA

Education

Successful Recruitment for the Education Sector gazette.education.govt.nz

PRINCIPAL U7

ONGAONGA SCHOOL PRINCIPAL We are a proud U2 rural primary school catering for Year 1 to 8 in the township of Ongaonga, Central Hawke’s Bay. We are seeking from Term 3 2021 an inspirational Principal who understands rural communities and will continue to lead and advance the school with an emphasis on personalising the learning.

A recent survey by the Board highlighted the importance of continuing the support of:

Commencing Term 3, 2021

We have a unique opportunity for a Principal to bring their passion and purpose to Knighton Normal School, where our motto is: ‘A great place to be’ Engaging – Enriching - Evolving

www.kns.ac.nz Knighton Normal School holds a unique relationship with the University of Waikato, with Graduate Diploma Teaching students placed in the school.

We have over 70 nationalities represented at our school. This is a great opportunity for our learners to practice the skills of being true global citizens.

The successful applicant will:

• • • • •

Personalised learning programmes Cultural inclusiveness Effective communication Extra-curricular activities such as camps and sport Great communication that will form collaborative relationships with the school community • A motivated Principal, who can manage and empower staff and students.

Applications Close 12pm Monday 10th May 2021 For an application pack or more information contact Paul Robottom, Board Chairperson.

Email: paulrobottom@icloud.com

• Be culturally responsive when engaging with all ethnicities embodied in our students, and exhibit knowledge of Tikanga Māori and a developing personal use of Te Reo Māori.

• Be an excellent communicator, personable, approachable, and visible within the school and wider community, able to confidently lead, motivate, inspire, and enable others.

• Ensure hauora is a priority for staff and students, while encouraging and supporting success and achievement for all learners.

• Show empathy and knowledge of working and communicating with a diverse community, including neuro diverse learners.

• Demonstrate knowledge and understanding of, and experience in, curriculum, assessment, and evaluation.

• Have a collaborative approach to decision-making, fostering a team culture of strategic thinking and planned implementation while being responsible for delivery.

• Lead with morale purpose, building and sustaining high trust relationships through open and transparent leadership.

Applications close 2:00pm, Thursday, May 6, 2021 For an application pack, school visit, general enquiry, or a confidential chat, please contact Richard Clarke.

Email: clarkerichard@xtra.co.nz or phone 027 2411556

Onerahi Primary SchoolEmpowering “Together We Shape Our Future” Learning Whakamana Akoranga

PRINCIPAL (U5)

Are you ready to lead Onerahi Primary School? The Board is now looking to appoint a visionary leader to continue the successful evolution of one of Whangarei’s most respected primary schools. Established in 1893 within this thriving coastal community, Onerahi Primary School is a Decile 4, contributing primary for Years 1 – 6, with a roll of around 500 children from diverse ethnic backgrounds. This well-resourced school works closely with supportive whānau and has a fantastic team of talented, highly skilled teachers and support staff who are committed to ensuring all children benefit from the very best academic, sporting and cultural learning environment. The school’s vision, “Together We Shape Our Future”, underpins everything they do.

As our new Principal you will be: • Passionate about seeing children achieve their true potential and will create a school environment that inspires, challenges and supports their educational needs as part of a lifetime of learning.

• A professional team leader with sound business acumen, an appetite for continuing professional development, deeply committed to and knowledgeable about the New Zealand Curriculum and successful in building a strong leadership team that can deliver the highest standards of quality education.

• Visible and proactively engaged with students, staff, whānau and the wider Onerahi community. A gifted communicator, you will be prepared to make bold decisions when necessary, naturally curious to explore new teaching practices and will lead by example as an inspiration and role model for this deserving school community.

• Committed to and further develop Onerahi School’s kaupapa of tikanga, te ao Māori, te reo Māori and whanaungatanga.

• Described by colleagues as consistent and fair, resilient, open-minded, collaborative, with a great sense of humour.

APPLY NOW. Closing Date for Applications 5.00pm Monday 3rd May 2021 Contact Jane Parkinson at Blackcat Education for an Application Pack on jane@blkcat.co.nz For a confidential chat phone Andrew Harris on 021 0296 9891 or andrew@blkcat.co.nz Please visit www.onerahi.school.nz and www.blackcateducation.co.nz for additional information. We look forward to hearing from you. Nga mihi.

PRINCIPAL (U5) WINDSOR NORTH SCHOOL, INVERCARGILL

The Board of Windsor North School is looking to appoint an exceptional leader to continue their impressive evolution as one of the top-performing and most respected primary schools in Southland. Established in Invercargill in 1877, this Decile 8 School for Years 1 - 6, with a stable roll of around 350 learners from diverse ethnicities, is very well-resourced and enjoys strong support from the PTA and wider community. The Board is justly proud of the school’s dedicated staff team and above average academic results together with its strengths in providing the very best facilities for the arts, culture, sports and outdoor learning.

Are you ready to be the next Principal of Windsor North School?

OUR NEW PRINCIPAL: • You are committed to seeing children achieve their true potential and to creating a school environment that inspires, challenges and supports their educational needs in preparation for a lifetime of learning. Student wellbeing will be of paramount importance to you.

•

You believe in teaching the basics of literacy and mathematics, will offer a deep

understanding of the NZ Curriculum, be naturally curious to explore new teaching practices and will be accomplished in financial and property management.

•

You will be a gifted communicator, highly visible and engaging as a leader, prepared to make the bold decisions when necessary, often described as a true professional who leads by example and will be a role model for the school community.

APPLY NOW. Closing Date for Applications 5.00pm Monday 3rd May 2021 Contact Jane Parkinson at Blackcat Education for an Application Pack on jane@blkcat.co.nz For a confidential chat please contact Andrew Harris on 021 0296 9891.

Please also visit www.windsornorth.school.nz and our website www.blackcateducation.co.nz Thank you, we look forward to hearing from you.

PRINCIPAL U5

KELSTON INTERMEDIATE

E rapu ana tō tātou kura i tetahi tumuaki e tika ana, hei kōkiri i te ako ā o tātou tamariki ki tua.

Years 7-8 , Roll 380 Our amazing Principal is joining the Māori Achievement Collaborative (MAC) to enhance the ability of principals to lead their schools and to improve outcomes for Maori students.

The new Tumuaki will be an exceptionally collaborative leader who can motivate staff and students to success.

Kelston Intermediate is experiencing considerable roll growth – from 253 in 2016 to 380 in 2021.

We have raised achievement and engagement through the development of our culturally, socially, and academically engaging graduate profile. We need an outstanding leader who can establish excellent relationships with all, commit to genuine student voice and maintain the momentum of our journey.

We offer five bilingual classes: 2 Maori, 2 Samoan and one Tongan.

ERO (2019) states, “Cultural and linguistic diversity are viewed as strengths to be nurtured and enriched.”

We also have a Tamatoa class for boys and a satellite class for the Kelston Deaf Centre.

The Tumuaki must have a commitment to Te Tiriti o Waitangi and be dedicated to continuing our critically conscious, culturally sustaining learning environment and curriculum that maximises student success.

Application packs can be found on the KEA website www.keaeducation.nz. The essential application form must be obtained from Ngaire Jermaine of KEA Education at ngaire@keaeducation.nz.

The closing date is Thursday, 6 May 2021 at 5.00 pm.

Applicants will hear soon after 17 May if they are to be interviewed.

Interview day is Sunday, 30 May 2021.

Starting date is 26 July 2021 (Day 1, term 3).

KEA

Education

Successful Recruitment for the Education Sector

WHITIORA SCHOOL Principal/Tumuaki U4 Year 1-8

E rapu ana tō tātou kura i tetahi tumuaki e tika ana, hei kōkiri i te ako ā o tātou tamariki ki tua.

With the departure of our much admired principal, Paul Cooper, we are seeking an experienced, highly motivated and energetic leader who will embrace the journey we are currently on.

Our new principal will be a : •

“People-person” who enjoys wonderful relationships with a school’s stakeholders.

•

Strong professional leader of learning who can inspire staff, students and community.

We are looking for a leader who embraces diversity and will continue to promote our proven approach to learning within our ILE learning centres.

•

Person passionate about, and committed to, raising achievement of students.

•

Strong advocate of te Tiriti o Waitangi, tikanga and te Reo.

•

Champion of student voice and of students’ right to their own identity

Whitiora is a well-resourced school in terms of support people and we are fortunate to have a very dedicated and professional staff as well as a highly supportive School Board.

•

Role model of ethical, collaborative leadership with a deep understanding of change management.

Application packs can be found on the KEA website www.keaeducation.nz. The essential application form must be obtained from Ngaire Jermaine of KEA Education at ngaire@keaeducation.nz.

The closing date is Thursday 6 May 2021 at 5.00 pm.

Applicants will hear soon after 17 May if they are to be interviewed.

Interview day is Sunday, 6 June 2021.

Starting date is 26 July 2021 (Day 1, term 3).

KEA

Education

Successful Recruitment for the Education Sector

Principal (U4)

(I)Reignier Catholic School, Napier Reignier Catholic School is a state-integrated, Decile 9 primary school for year 0-6 students, located in Greenmeadows, Napier.

Our friendly, vibrant school was established in 1873 by the Sisters of Our Lady of the Missions with a faith and educational focus centred around “Virtue and Knowledge.” Our founding values – Excellence, Integrity, Justice, Community, Respect – remain at the heart of the school.

We are seeking a committed, forward-thinking, Catholic leader who will inspire our students and staff in their education and faith journeys and who is passionate about building strong and respectful relationships with students, their whānau, staff and our St Mary’s parish faith community.

Our new Principal will: • Be faith-filled • Have exceptional leadership skills and a passion for teaching and learning • Be an outstanding communicator • Create a positive, collaborative and caring environment where all learners become the best version of themselves • Inspire and challenge our teaching staff to continue to grow and develop their future-focussed pedagogy in our innovative teaching and learning environments • Be actively involved in the wider life of the school through sporting, cultural and Special Character activities • Have a vision focussed on growing the reputation of Reignier Catholic School to become a school of first choice for those families seeking a faith-based education Our new Principal must have a willingness and ability to take part in religious instruction appropriate to the Catholic special character of our school, and is a condition of employment.

This position commences in Term 3 2021.

Principal / Tumuaki Allandale School / Te Kura o Motueka Tïhei Mauri ora! Tenei te mihi maioha o te Kura o Motueka ki a koutou e hoa mā. Tena koutou katoa.

about the opportunities this role might afford you, nau mai, haere mai!

We seek an experienced, inspirational educational leader with great relationship-building and superb written and oral communication skills to join our school and community starting Term 3 this year.

Our tumuaki will share our innovative outdoor teaching and learning spaces, gardens and playgrounds and be part of a collaborative and rich school community. You and your whānau will enjoy all the benefits of life in Whakatāne; beaches, bush, lakes, easy access to facilities and an awesome community working hard to lift opportunities for our people.

You will be well supported by an engaged Board of Trustees looking to see real improvement in equity and educational outcomes in our community, aiming to see every tamaiti in our care thrive.

We’re looking for someone who puts children and our community at the heart of decision making, and who encourages kaiako to be exceptional critical practitioners. The role will include continuing our work to grow our curriculum and practices to have a more te ao Māori lens and advancing Ngāti Awatanga and te reo Māori so our learners grow in engagement, achievement and their sense of identity. Candidates will need to share and promote our school values of manaakitanga, kaitiakitanga and whanaungatanga and demonstrate these values across all aspects of their role. If you are a hard-working, critical thinker, who can build reciprocal educational partnerships, keen to lead collaborative change in our education system, and are excited

Potential candidates are encouraged to browse our new website to find out more about our awesome school and community www.allandale. school.nz Applications open 1 April and close 30 April. Please contact josies@allandale.school.nz for an application pack from Thursday the 1st.

Applications close 5pm, Tuesday, 27 April 2021. Please email recruitment@reignier.school.nz for more information or an application pack.

Principal Blaketown School is situated in the beachside community of Blaketown, Greymouth on the West Coast of the South Island.

At Blaketown School we have a strong set of values that reflect the community aspirations.

PRINCIPAL APPOINTMENT

We are continually building positive relationships and a sense of belonging. Open communication and a focus on wellbeing are cornerstones of our school.

We are looking for a Principal that will nurture relationships with our students, whānau, wider community and staff. You will be knowledgeable about current educational research and inspire both staff and students to be creative, lifelong learners.

Applications are invited for the position of Principal at Michael Park School.

Our new Principal will be: • Enthusiastic, energetic, highly visible and prepared to lead from the front • An accomplished school leader who is passionate about seeing every student achieve their true potential • An excellent communicator, resilient, open-minded, studentcentric and uncompromising over core values • Collaborative in their approach to decision making and fostering a team culture • Kind, caring, helpful and with a sense of humour

Our vision is to provide outstanding Rudolf Steiner Education.

The school curriculum is guided by the Steiner view of child development. Learners will reach their potential within an inspiring academic, artistic and spiritual framework, which will educate the whole human being, recognizing that each child is on a pathway to fulfill their destiny.

This is a really good opportunity for an educational leader who wants to grow and thrive in a team environment.

Applications close 17 May at 5pm For an information pack email botchairperson@blaketown.school.nz

Michael Park School is a composite (kindergarten to year 13) stateintegrated Steiner/Waldorf school located in a beautiful setting in Ellerslie, Auckland. Our current roll is around 400 and we draw students from across the Auckland region.

The board is seeking a leader of outstanding ability who is capable and collaborative, has an interest in Steiner education and who can build on the wonderful successes of our school. We need someone with strong pedagogical, strategic and organisational leadership skills, an ability to inspire excellence in curriculum delivery and who values community.

The successful applicant will be able to work across all levels and will hold the students at the heart of decisions. A willingness and ability to recognise, nurture and contribute to the school’s special character shall be a condition of employment.

Application packs are available from: petergall@edsolnz.co.nz

Applications close: 4.00pm, Monday 26 April 2021

L E ADERSH I P VACANCI ES

Weber School Principal U2 Y1-8 An exciting opportunity exists to join our wonderful team of teachers, students and supportive community.

We are situated in Southern Hawke’s Bay, 30 minutes from Dannevirke. We are a close-knit, well-resourced rural school that has benefited from a progressive principal who has set the school up well for someone to continue our learning journey.

We are looking for: » A collaborative leader who will embrace our vision and empower our students and staff. » A Principal committed to improving learning outcomes for our students. » A leader who will embed our S.T.A.R. values. (Strive For Success, Team Player, Active Learner, Respect.)

Applications Close 4pm Monday 10th of May 2021 For an application pack or more information see our online ad or contact the school office at office@weber.school.nz

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

Place an advertisement in the vacancies

DEPUTY PRINCIPAL 8MU + 1SMA Avondale College is seeking to appoint a Deputy Principal to join our high performing Senior Management team, commencing Term 3, 2021, or by arrangement.

We seek to appoint a professional leader who is a strategic thinker, will promote excellence and foster positive relationships across our school community.

The successful applicant will have proven teaching and learning leadership experience and have the ability to work collaboratively with the senior executive team which includes six other Deputy Principals, Associate Principal, and the Principal.

Situated 10 minutes’ drive from Auckland’s CBD, Avondale College is a successful, positive and well-resourced school serving a vibrant school community of over 2700 students.

Applications close 4pm on Tuesday 27 April.

section and reach both the passive and

For an information pack please contact the Principal’s Assistant: T: 09 820 1704 E: zsmr@avcol.school.nz www.avcol.school.nz

active jobseekers by contacting Jill Parker: jill.parker@nzme.co.nz 027 212 9277

WAIUKU COLLEGE

PRINCIPAL APPOINTMENT(U8) Waiuku College has 940 students and is going through a roll growth phase. Student achievement, including that of Maori students is consistently high. As the only secondary school in the Waiuku district the College is well supported by its local community and local iwi, Ngati Te Ata. It captures around 90% of the year 8 graduates from the nine local primary schools, who together form the Waiuku Kahui Ako. The school has high performing staff, a positive and inclusive school culture with both property and finances in a good state. This is a great opportunity for a new leader to add value to a high performing school The College Board invites applications from exceptional education leaders who will bring our vision to reality and uphold our values of Whanaungatanga, Whakaute and Kaitiakitanga. Commencing Term 3 2021.

Application packs are available from: michael@edsolnz.co.nz

64

Education Gazette

Waiuku College invites applications from experienced senior leaders who are New Zealand registered teachers and have » strong verbal communication skills, especially in public speaking, » strong relationship building skills with learners, staff and community » the ability to connect effectively with Maori students, whanau and iwi, and have a commitment to Te Reo Maori, » passion for young people and their achievement, » passion for best practice learning and continual improvement, » the ability to think, plan and work strategically with the board and staff.

Applications close: 4.00pm, Wednesday 5 May 2021

gazette.education.govt.nz

LEADERSH I P VACANCI ES Ōpōtiki College - Eastern Bay of Plenty Deputy Principal: Tumuaki o Maurua 4MU +1MMA+MITA Allowance Full time, Permanent Ikapahi mai rā e te aumangea ki ngā tai wānanga o kura ki uta e haruru nei i Ōpōtiki Mai Tawhiti. He tumuaki hou e whāia ana hei toko i ngā tūmanako o ngā iwi me ngā hapū huhua nō roto mai i tō mātou kura rūmaki o Maurua. Ko Maurua te poutokomanawa mō ngā tikanga me te reo Māori e kakapa nei i te kura tuarua o Ōpōtiki.

Ko Te Whakatōhea te iwi mana whenua me te haurua o ngā ākonga ka whaipānga ki tēnei iwi. Ka whai niho a Te Whakatōhea ki roto i ngā whakahaere a Poari me ngā tikanga whakahaere a te kura. Ko Maurua te kura huna e whakatairanga ana i te reo, ngā tikanga me te ū anō ki te Hāhi Ringatū. Ko te whāinga nui kia toro te Tumuaki ki ngā kahurangi o te ao mātauranga hei whakaatamai i ā tātou tamariki ki ngā hua o te ao Māori. Ko te manako kia rumakina ngā waewae o ngā ākonga ki ngā puiaki o te ao Māori, ā kia tīmata ā mātou ākonga ki te whai i ngā marau katoa mā roto tonu i te reo Māori, kia māia, kia pūkenga te puta.

Me mātau mōhio ngā kaitono ki ngā pūkenga matua e rārangi nei• kia māia ki ngā tikanga whakaako me te mōhio ki Te Marautanga o Aotearoa me te Marautanga Auraki (NZC) • kia mātanga ki te reo, ngā tikanga me te mōhio anō ki ngā ihoiho o te Hāhi Ringatū • kia pūkenga ki te whakatakoto me te whakawhanake i ngā huarahi whakaako kei ngā kura rūmaki • kia mōhio ki te ngātoro atu ki ngā iwi, ngā hapū me ngā ratonga e whai wāhi mai ana ki te kura.

DEPUTY PRINCIPAL 7MU Trident High School, Whakatane

Trident High School is seeking an applicant with Senior Leadership experience to join the school’s Senior Leadership Team.

Personal specifications: ■ A proven commitment to bicultural partnerships and equitable outcomes for Māori.

■ Ability to instil a desire for each individual in our school community to maximise their potential.

■ Supportive of a collaborative culture within and between students, staff, whanau, other education providers and the wider community.

■ Demonstrated ability and experience to effectively support student pastoral needs.

■ Be a visionary, innovative curriculum leader who leads with integrity and moral purpose with exceptional personal and professional standards.

■ An empowering educator who can lead learning with a clear focus on excellent outcomes for all students across the learning continuum.

■ Is a clear and strategic planner, able to work confidently and communicate effectively with the Senior Leadership Team and staff in further developing and implementing the vision and values of Trident High School.

Although final leadership portfolios will be determined based on the strengths of the successful applicant we are looking for specific strengths in the following areas.

■ Innovation in developing and designing a 21st century curriculum.

■ A commitment to leading and implementing co-curricular initiatives across the school.

■ A hauora focus on building resiliency and student agency to support mental health and wellbeing.

Applications close on 30 April, 2021. An application pack is available from the Principal’s PA, pa@trident.school.nz. Position commences Term 3, 2021 or by negotiation.

Tono mai ki admin@opotikicol.school.nz Ka kati te tono hei te 26 o Paengawhāwhā 2021, 4pm.

Ka tīmata te Tumuaki hou o Maurua hei te 26 o Hōngongoi 2021.

Tohe Nihorau Tohe Rauariki

HEADMASTER APPOINTMENT

Napier Boys’ High School

Application packs are available from: petergall@edsolnz.co.nz

12 April 2021

Napier Boys’ High School is a boys’ only, state, year 9 to 13 secondary school situated in the seaside city of Napier in the sunny Hawke’s Bay. The school celebrates its 150th jubilee in 2022. A special feature is the substantial boarding hostel, Scinde House, that caters for 180 boys out of the total roll of more than 1200.

Our vision is for our students to develop into confident, innovative young men who will learn, strive and achieve in a traditional environment, having a strong sense of respect for themselves and others.

The Board invites applications from exceptional educational leaders with a proven track record as a current Headmaster/ Principal or at senior leadership level who will continue to lead Napier Boys High School forward. This is an exciting opportunity to lead a high performing “Super 8” school that enjoys strong support from its local community and extensive old boys’ network. The new Headmaster will be visionary, inspirational, dynamic, future focussed and able to build on the strong relationships with key stakeholders and the community.

They will also show a commitment to cultural responsiveness and a full range of co-curricular activities.

Applications close: 4.00pm, Wednesday 12 May 2021

Tukutuku Kōrero

65

Working together to refresh The New Zealand Curriculum (NZC) The New Zealand Curriculum will be refreshed over the next five years so it’s bicultural, inclusive, clear and easy to use.

Teachers have told us they want more clarity about what their students need to learn, how they are making progress, their strengths and where support is needed.

The refreshed NZC will: 5 bring together the key competencies, making it easier for teachers and more engaging for learners 5 provide clearer expectations for teaching and learning – so there’s a common understanding of what progress students need to make over time at school 5 reduce the large number of achievement objectives and develop a smaller number of progress statements to make sure learners are reaching the milestones they need to 5 make it easier for teachers to design high-quality local curriculum that reflects the national curriculum, as well as local aspirations and contexts 5 be supported by an extensive package of supports, including new resources and PLD.

FIND OUT MORE

AND HOW WE’LL BE WORKING WITH YOU AT education.govt.nz/our-work/changes-in-education/ national-curriculum-refresh/new-zealand-curriculum