Education Gazette 102.15

28 NOVEMBER 2023 | VOL. 102 | NO. 15

Evidence-based

Practice backed by research and data empowers participation and progress More tamariki to learn self-regulation skills through play

Pūhoro carves out STEMM pathways for ākonga Māori

Empowering former refugee and migrant families

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Contents 4

More tamariki to learn self-regulation

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Pūhoro carves out STEMM pathways for

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Empowering former refugee and migrant

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Partnerships find solutions to complex

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Breaking down the barriers between

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Supporting ākonga to achieve NCEA

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Wellington secondary schools shine with

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Pacific academia powered by Tagaloa

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Navigating overseas teachers to our shores

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Top tips for improving resilience to email

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10

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skills through play

ākonga Māori

families

challenges

academia and hands-on practice

literacy and numeracy

fashion and textiles exhibition

Scholarships

threats On the cover Page 4. Early learning tamariki are seeing the benefits of an evidence-based programme which uses play to help them develop important selfregulation skills.

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EDITOR’S NOTE

Research sparks practice and partnerships

W

elcome to the second to last edition of 2023! It certainly feels like this year has flown by at record speed.

We explore several programmes, initiatives and partnerships driven by research and data – all with the aim of empowering ākonga and kaiako to take meaningful strides forward.

For tamariki in early learning, an evidence-based programme is supporting a generation of tamariki to develop important selfregulation skills and building up the skills of a generation of kaiako in the intentional use of play.

In Tāmaki Makaurau, a partnership combines academic researchers, professional learning providers and educators to address complex challenges faced by schools, kura and kāhui ako. Similar partnerships are enabling vital mahi to be carried out across the country, to support effective integration into the education system in Aotearoa New Zealand and foster a sense of belonging for former refugee and migrant learners and their families.

Sometimes, the link between academia and hands-on practice isn’t clear, and that is where an international symposium brought teachers and practitioners together to unpack how they can best apply the latest academic research to their work – particularly in the field of adapted physical activity and inclusion.

Beyond schooling, we explore programmes making leaps and bounds for ākonga set to make their mark on the world. To increase Māori representation in the STEM space, Pūhoro STEMM Academy supports ākonga to maintain a science pathway throughout school and embrace their Māoritanga.

Don’t forget to check out our latest online articles too.

I wish you a safe, smooth, and successful journey to the end of term 4, and I look forward to bringing you one final edition this year.

Noho ora mai rā, nā Sarah Wilson Ētita | Editor

Sparking a passion for local pathways: Two schools are taking a community approach to education and training programmes.

EDUCATION GA ZET TE ON LI N E Responsive programmes open doors to a range of careers in Rotorua.

Programmes empower ākonga to give back to Northland community.

He Korowai Ākonga Nurture the minds of our tamariki

Study Primary Teaching

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EARLY LEARN I NG

More tamariki to learn self-regulation skills through play An evidence-based programme which uses play to help tamariki develop important selfregulation skills is undergoing a significant expansion across Aotearoa. The expansion will allow the programme, ENGAGE, to be taken into 1,830 early learning services across the motu.

An important part of the expansion is making sure the programme is culturally responsive, and enabling the development of an online space where kaiako can connect and learn.

ENGAGE develops motor skills through play.

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T

he expansion of ENGAGE is about more than just growing the programme – it’s about ensuring as many tamariki as possible can learn vital self-regulation skills, says Jimmy McLauchlan, kaiwhawhanake pakihi (chief development officer) of Mission Methodist South (MMS).

Enriched tamariki relationships and environments that are easier to manage are just a few of the benefits kaiako have seen after delivering ENGAGE. The programme, developed by Associate Professor Dione Healey at the University of Otago, has been delivered by MMS to just over 300 early learning services in three regions over the last two years.

Thanks to funding from the Ministry of Education, over the next four years MMS will be able to offer crucial top-up support to 915 centres – including those where ENGAGE is already delivered. In addition to this MMS will be developing the Network Hui space, enabling kaiako to connect, grow and learn.

Jimmy says rolling out the programme nationwide was always the vision.

“Ever since we started offering it to services, we’ve always had more demand for the programme than we’ve been able to meet. So, having these numbers now and having the ability to go into multiple regions helps us to meet that demand, which is great.

“ENGAGE is just a really important vehicle for sharing these skills, passing on this knowledge and supporting people to embed it,” he says.

Top-up for support delivery

Jimmy says ensuring early learning services are offered top-up support following the delivery of ENGAGE is crucial to making sure long-term uptake of the programme.

He says research shows that around 18 months after professional development or evidence-based programmes are delivered, things start to dwindle – even when the initial delivery is successful.

“It’s not the same for every approach, but generally the evidence says that you often will benefit from doing a little bit of a booster.

“We’re really conscious of that, especially in the early learning sector because in the last few years there have been a lot of challenges for centres around staffing and retention of staff or turnover of staff.”

Jimmy says the support delivery is very responsive to the needs of each individual centre.

“There are some centres, and we’re already finding this, we might be revisiting them after a couple of years and they are really humming, you know? The team is pretty much the same, they’ve embedded all the techniques, they’ve put their own spin on things.

“They don’t need a lot from us, but they might have one or two small questions, or they might want to test a couple of ideas with us. So, in that case, it would just be a top up.”

However, Jimmy says other services may have experienced a big change in personnel and therefore need more support.

28 November 2023

“It makes their teaching practice throughout the day easier. The environment is easier to manage, tamariki with more complex learning needs are easier to manage, their behaviours are easier to manage.”

Scarlet Mollan

Top and bottom: ENGAGE games are simple, fun and require minimal resources.

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Better self-regulation skills predict more positive life outcomes.

“They’ll probably still be doing some ENGAGE, using some ENGAGE games and techniques. But we might go back and do another workshop with them, and then we might do a series of follow ups. So, in some cases it’ll be a sizable chunk of support.”

Jimmy says during the first year of the rollout, MMS is working with its facilitators and kaiako to refine what’s required in terms of top-up support and what that might look like.

He says it’s important that supporting kaiako is a relational exercise, not a transactional one where the organisation comes in, tells kaiako what to do, leaves, and never comes back.

“The sector is busy and dynamic and at times it can be chaotic. People come and go and as those people come and go, they may take knowledge and enthusiasm with them.

“Because we’re really trying to invest in supporting a generation of tamariki and building up the skills of a whole generation of kaiako, we really want this to stick,” he says.

Network Hui connects kaiako

The expansion of ENGAGE also allows MMS to develop its Network Hui space.

Scarlet Mollan, MMS kaimatapaki matua (communications lead), says when facilitators start delivering ENGAGE, teachers are invited into the online space. It allows them to connect with other kaiako around the country and learn from each other, while also learning about other topics through sessions held by facilitators.

“It’s empowering them to continue learning about ENGAGE through a variety of different lenses. And it’s free to attend, they’re all just invited to attend if and when they want to. The response we have had from kaiako is extremely positive, there’s a lot of demand for it.”

Scarlet says the sessions are interactive and kaiako are encouraged to ask questions. Some of the sessions to date have been on principles of psychology, neuroscience, te ao Māori and te reo Māori and other topics relevant to ENGAGE.

“Self-regulation is something that’s universally important for people living healthy and fulfilling lives, but self-regulation skills and the way we understand them have subtle differences culturally.”

Jimmy McLauchlan

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“It expands their community of practice. They’re introduced to other kaiako who are maybe passionate about the same things. I guess it’s just an opportunity for them to step outside of their normal centre routines and be offered a bit of an expansion,” she says.

Jimmy says MMS is hoping to develop the expansion of peer-to-peer sharing and learning.

“We really want to strongly encourage getting teaching teams and kaiako to capture examples of their own practice or to really highlight something that they’re proud of.”

Jimmy says some of the best and most innovative ideas come from small teaching teams who’ve done some problem solving for their local context. He says MMS wants to encourage more kaiako to document those things.

“I think kaiako really enjoy learning from and sharing with other kaiako. Hopefully it’s documentation that’s helpful for them and then for the programme. It’s capturing all these little bits of magic that we can share and just keep building up our kete of examples.”

The importance of self-regulation

Jimmy says MMS first became involved with ENGAGE because the organisation was interested in the potential life-long benefits for supporting self-regulation skills.

The importance of these skills was highlighted in The Dunedin Study, which assessed the self-control of more than 1,000 people during the first decade of their life and then examined their health outcomes, wealth outcomes and criminal conviction history at age 32.

“These sort of self-regulation skills in the first few years of life were the best predictor of adult outcomes for their thousand study members,” Jimmy says.

“These simple self-regulation skills were accurately

predicting a whole range of outcomes from physical health, mental health outcomes, employment, education outcomes, people’s relationships, people’s life satisfaction, economic outcomes – everything really.”

MMS saw an opportunity to take an evidence-based programme like ENGAGE – which was already effective on a small-scale – and adapt it for delivery in early learning.

“We know these skills are really important to how our lives unfold as adults, but also we know that if we support these skills in the preschool years, and we support them by intentionally playing games, then we can give them a significant boost.”

Making a difference

Jimmy says ENGAGE is conceptually simple and adaptable to accommodate a diverse group of people in different settings.

MMS train and support kaiako to play intentional games that develop self-regulation skills across three domains: emotional (feeling), cognitive (thinking), and behavioural (doing skills).

“The games themselves are familiar to many people.

They’re commonly known games that don’t require any real expensive resources. Things like hide and seek and foursquare and snap and cards, cups memory. You know, games that many people have actually played.”

“It’s not highly prescriptive. We obviously have core content that we cover and we’re very careful about making sure that we’re checking for understanding and checking that core concepts are covered. But the actual delivery itself is very much based on ‘what does each individual team need from this and how can we be supporting them over time?’”

Scarlet says she has received a lot of positive feedback about ENGAGE from kaiako.

Tamariki can build on their peer relationship by playing games.

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Early learning services interested in ENGAGE can sign up at surveymonkey.com/r/8KMPZ57 or email enquiries@engageplay.co.nz to register or request more information.

“I think the things that mostly stand out to me when you talk to the kaiako about it, is that it makes their teaching practice throughout the day easier. The environment is easier to manage, tamariki with more complex learning needs are easier to manage, their behaviours are easier to manage.

“They see tamariki peer relationships being enriched.

I think the kaiako can see the future impact that ENGAGE is going to have on the children they look after, which is really rewarding for them.”

Culturally responsive

Jimmy says ensuring the delivery of ENGAGE meets the needs of diverse communities is an important part of the kaupapa.

Some of the goals MMS has to make sure they are meeting those needs include: » Aiming to offer ENGAGE to all Pasifika early learning services over the next four years. » Developing kaupapa Māori and te reo Māori content for ENGAGE. This includes translation work, developing partnerships with kura, and piloting ENGAGE with some Māori-medium services. » Multicultural Playgroup Project – MMS have also undertaken a pilot project where ENGAGE was delivered in some Auckland-based playgroups for refugee and migrant communities to test and learn how the programme may be incorporated and beneficial here.

“The first principle is that self-regulation skills develop within a cultural context. Self-regulation is something

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that’s universally important for people living healthy and fulfilling lives, but self-regulation skills and the way we understand them have subtle differences culturally,” says Jimmy.

ENGAGE provides a really strong foundation for MMS to be able to work with various parties to broaden that base.

“This is so if you’re approaching ENGAGE from a te ao Māori perspective, or you are encountering ENGAGE having just arrived in the country as a recent migrant or former refugee, you can find something in that kete that resonates with your culture and find a way of taking that kete and making it work in a culturally relevant way for you,” he says.

MMS wants ENGAGE to be as inclusive as possible.

Jimmy highlighted that it’s extremely important the organisation works collaboratively and in partnership with different communities – which they have already started doing – and that they don’t predetermine what ENGAGE might look like for different cultures, or whether it is even needed.

“I think as we go through this four-year rollout, we’ll have an ever-expanding set of resources that are culturally responsive, and also more facilitators with different cultural expertise and different cultural competencies,” he says.

“It’s super exciting because as we go around the country you meet all these people with these amazing skills and these amazing deep connections into different communities.”

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Kaiako are empowered through ENGAGE to see the positive impact they can have on children.

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Kemp Reweti, Manahautū (chief executive) of Pūhoro STEMM Academy.

“Our rangatahi really are the future workforce, the future disruptors, the future change makers, the future inventors and navigators of STEM, armed with their unique mātauranga and Māori worldview.”

Kemp Reweti

PATH WAYS

Pūhoro carves out STEMM pathways for ākonga Māori Born out of a desire to increase Māori representation in the STEM space, Pūhoro STEMM Academy supports ākonga to maintain a science pathway throughout school and embrace their Māoritanga. The organisation continues to support rangatahi who transition from secondary school into tertiary and employment.

The kaupapa started with 97 students across nine kura and two regions and has expanded to 2,000 students across 68 schools and 10 regions.

A

s manahautū (chief executive) of Pūhoro STEMM Academy, Kemp Reweti knows how critical it is for rangatahi Māori to be exposed to science, technology, engineering, mathematics, and mātauranga (STEMM).

“Our rangatahi really are the future workforce, the future disruptors, the future change makers, the future inventors and navigators of STEM, armed with their unique mātauranga and Māori worldview,” he says.

“That early exposure to STEMM is critical for them to be able to know the pathway, see the pathway, understand how to navigate it and importantly, how to contribute to it – now and in the future.”

These aspirations are what led to the creation of Pūhoro STEMM Academy.

Opportunities for rangatahi Māori

Kemp says Pūhoro began in 2016 to address the underrepresentation of Māori in STEM industries, support Māori achievement, and create pathways towards equitable opportunities in STEM. He says the data shows about two percent of people in the industry were of Māori descent.

“There’s not enough Māori representation in the space. The STEM space is growing, it’s expanding, it’s developing. We know that Māori are a structurally youthful population, so we’ll continue to have a good amount of youth as the years progress forward.

“We want to make sure that we can increase our representation in STEM if it’s one of the global megatrends.”

Pūhoro started in 2016 with 97 Year 11 students and nine kura across two rohe. Now the kaupapa has grown

28 November 2023

to 2,000 rangatahi – 1,500 across Years 11, 12 and 13 and the remainder in the tertiary and employment phase of the kaupapa – 68 schools, 10 regions and 40 staff.

Kemp says each year level has a dedicated kaihautū who will support and follow the students through their final three years at secondary school. For example, the kaihautū for a group of Year 11 students will follow those students to Year 12 and then Year 13 to make sure consistent support.

The kaihautū visit the students in school for an hour every week.

“They build a strong relationship with their kaihautū who supports them with this mentoring aspect, as well as their tutorials,” Kemp says.

Locwood Ruwhiu, principal kaihautū, says being a kaihautū is one of the most important elements of the Pūhoro kaupapa.

“It’s the frontline. It’s our kaimahi that head into schools and have a few methods of engagement with rangatahi throughout the school year.

“One of our pou, or one of our values, that we’re guided by is tauheretanga, which is building meaningful, long-lasting relationships. And so that’s what we aim to do over that long period of time.”

In addition to the kaihautū visits in schools, regional wānanga are held which bring together Pūhoro students from across the rohe. Wānanga involve hands-on workshops which expose students to career opportunities in STEM, while also helping students strengthen their identity as Māori.

Te Tai Tokerau hosted its first wānanga this year, where students were able to hear from and

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Above: The phlebotomy sessions were popular with students who were able to see what it would be like to take blood.

Right: The Tuakiri Identity Sessions got students thinking about what it means to be Māori.

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ask questions of a Māori surgeon and learn about phlebotomy while also practising taking ‘blood’ using training materials.

Kemp says Pūhoro also hosts study noho, tutorials, and at the end of the year camps are held in partnership with the New Zealand Defence Force (NZDF).

“Those are good opportunities for teambuilding, to really expose them to those different STEM careers in NZDF and health careers,” he says.

Kemp says whānau support is also crucial.

“We have whānau engagements, whānau presentations, whānau expos, because they are key drivers of rangatahi success and career success too.”

“One of our pou, or one of our values, that we’re guided by is tauheretanga, which is building meaningful, long-lasting relationships. And so that’s what we aim to do over that long period of time.”

Locwood Ruwhiu Working with schools

Kemp says strong relationships with schools are important and it usually starts with an expression of interest.

“We’re getting more expressions of interest from schools than we have capacity to service,” he says. “So, a school will put out that expression of interest, and that’s where we go in together with them and talk through some of our expectations.”

Kemp says it’s important Pūhoro has space and time within the daily timetable – during one of the school’s periods – to work with rangatahi, and that they’re supported. There is also a lead teacher who Pūhoro can directly connect with.

Locwood says schools notice the benefits.

“They’re all different, which is awesome. Some students are already academically doing really well so we’re complementing what’s already happening.

Students who are usually sitting at merit level are starting to move into the excellence side of things with a little bit of help, and schools notice that.”

Locwood says it’s not only about academic success, and schools also notice the benefits of strengthening students’ cultural identity.

“Students who are doing academically quite well, they might be lacking in their tuakiri – their cultural identity – and so schools notice the benefit of having those sessions. We try to tailor those sessions to schools individually.”

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The last M in STEMM

Kemp says the mātauranga element of STEMM is a critical part of the Pūhoro kaupapa.

“There’s the opportunity for us to support our rangatahi in the learning and application of both of those systems – the western system of STEM, and importantly drawing from and understanding mātauranga ecosystems of knowledge. There is real awe in the faces of our rangatahi when they can see the depth and profoundness of their own mātauranga and how this can provide answers and solutions to current 21st century challenges.”

Kemp says Pūhoro is always trying to find ways to make those connections for rangatahi by teaching them pūrākau through science, engineering challenges and holding workshops with outside organisations to draw upon “different ways of knowing”.

“For context we used the recent weather events in Heretaunga, and we looked at kaitiakitanga and ways in which we could resolve some of these challenges by returning to our mātauranga Māori and what that teaches us.

“We weave mātauranga Māori through whatever

we do in the kaupapa. What we’re trying to showcase is that we believe many of the answers to some of the huge challenges that exist and that are to come can be answered through our own mātauranga.”

The impact

Kemp says the data shows Pūhoro is successful.

Rangatahi who are part of the Pūhoro kaupapa are five times more likely to transition to tertiary study; NCEA STEM achievement for students involved is comparable to non-Māori, and more than 1,500 digital badges (in-house learning credentials) have been awarded to rangatahi after completing key Pūhoro learning outcomes.

“We deliver a substantial amount of mentoring and academic sessions, and we’re seeing the results. The results are that we are getting positive achievement in those subjects comparable to national non-Māori achievement rates.”

Kemp says he is proud of what Pūhoro has achieved.

“I’m most proud of what we as a team, and as a kaupapa, have built for our rangatahi and for their whānau.”

Northland students get hands-on at a Pūhoro wānanga held in Whangārei.

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ETH N IC AN D M IG RANT LEARN ERS

Empowering former refugee and migrant families Enabling effective integration into the education system in Aotearoa New Zealand for ethnic and migrant families is the focus of vital mahi being carried out across the country, fostering a sense of belonging within learning communities and beyond.

F

ormer refugees can ease into life and education in Aotearoa in their own time, with the support of learning community hubs. In Auckland’s Ōtāhuhu, a tight-knit community is sharing experiences, learnings, and support, through the Afghan Learning Community Hub. One of 35 such hubs across the motu, it is providing a bridge between cultures and schools and agencies, as are the individuals involved in leading them.

Jamila Slaimankhel is one of those whose multi-agency work is creating such a bridge. The pharmacist, business owner and mother of five has used her channelled grief into powering her leadership of the Afghan Learning Community Hub for the benefit of others. Her father Hashim was killed by a suicide bomber on a visit to her homeland after he returned there to assist others in following his family’s path to safety in New Zealand.

“My dad was well-regarded in the Afghan community. He was a very community-minded person. He was visiting Afghanistan when he was the victim of a suicide bomber at a market.

“Education was very important to him. He wanted us to have a good education and to further our own knowledge. I’m grateful for the education me and my siblings were able to have.”

Jamila acts as a support to other former Afghan refugees, enabling them to access and engage in quality education here in New Zealand.

“I am a bridge between various groups, organisations, and the Afghan community. Education is very, very important and a lot of our parents come here wanting their children to have better opportunities. The opportunities for girls in education are not good in Afghanistan. My father believed that there should be these opportunities for us girls.

“I like the saying, ‘If you educate a mother, you educate a nation.”

Education workshops

Jamila Slaimankhel (Afghan Learning Community Hub coordinator) and Noeleen van de Lisdonk (Fatimah Foundation service manager).

Jamila moved to New Zealand in the 1990s with her parents and her seven siblings, after her father had first paved the way on exploratory visits in the late 1980s. She studied for a Bachelor of Science degree at the University of Auckland before a Master’s degree in pharmacy from the University of Otago.

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As well as running her own pharmacy business, and being the mother of five, Jamila now helps support Afghan refugees to settle in Aotearoa. The Afghan Learning Community Hub is one branch of her mahi.

“I work with many agencies, such as the Ministry of Education, Te Whatu Ora and the Fatimah Foundation, to provide the resources for my community.

“With the learning hubs, we establish learning opportunities by holding education workshops for parents in partnership with community groups at accessible locations. Participants take public transport, so that’s always an important consideration,” says Jamila.

At Ōtāhuhu Library, 20 Afghan mothers have gathered to learn the basics of The New Zealand Curriculum.

Curriculum leads Renu Sikka and Viv Carr are tasked with sharing “what teaching and learning look like in New Zealand and how you can support your children in their learning.”

Outlining the school structure, curriculum and social conventions, the interactive workshop is translated throughout for those who are not yet able to speak English.

Participants explore the levels of the school system, helping them to determine and gain an understanding of which level their children are at. Individuals’ early experiences of the New Zealand education sector are

discussed, providing chances to ask questions, offer support and increase knowledge.

One woman told the group her three children had all begun learning at school here in Aotearoa. She was pleased that her eldest could now read and write in English and was enjoying making art and had recently come third in her school’s running race.

“My youngest daughter can now write her own name.

She can say numbers, too, and she has started reading one or two books a night. She helps me learn to read English too!”

Another mother was proud to share that her two daughters had been accepted into university; one to study medicine, the other midwifery.

Having three happy primary school children was a source of pride and joy for another mother: “They are happy with their learning, and so my husband and I are happy too.”

Support to thrive

There is also a focus on child and youth wellbeing within the New Zealand education sector, within an overall vision of providing a world-class education and honouring Te Tiriti o Waitangi.

Beyond such workshops for parents, the Learning

Some participants at the Afghan Learning Community Hub workshop at Ōtāhuhu Library.

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Community Hub provides information to former refugee families on a range of topics to aid settlement, for example, healthy eating, and how to adapt recipes from their homeland to include local ingredients for school lunchboxes. Information on holiday programmes, emergency accommodation, road safety and technology support and more, helps parents and children with their integration into life in Aotearoa.

“This is a high-need community, with the majority being refugees. We find out their needs and we develop our programmes to suit these needs,” says Jamila.

Understanding and acceptance

The need to provide a safe, nurturing environment in which learners from minority ethnic communities can thrive is keenly felt across the motu.

In Canterbury, the needs of young Muslim learners are being considered with the introduction of targeted resources. There are thought to be around 5,000 people of Islamic faith in the region, and the educational resources serve as a tool for building bridges of understanding and acceptance among the wider community.

Research indicates that bullying, lack of respect, isolation, and discrimination are common challenges Muslim children face when they enter the school environment, with many Muslim tamariki in Aotearoa having reported bullying.

Designed to help teachers and learners understand Muslim

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“With the learning hubs, we establish learning opportunities by holding education workshops in partnership with community groups at accessible locations.”

Jamila Slaimankhel

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The Refugee and Migrant Ākonga Study Pathways and Careers Event in September.

culture, promote inclusivity, eliminate bullying, bias and discrimination nationwide, these free resources are a first in New Zealand.

They emerged from a collaboration between An-Nur Childcare Centre in Christchurch, Tātai Aho Rau Core Education, and South Island funder, Rātā Foundation and include a downloadable guide for whānau, an infographic for kaiako and the classroom, videos for kaiako and parents to help their children to transition to school, and an animated video.

Dr Hana O’Regan, tumu whakarae of Tātai Aho Rau, says discrimination towards the Muslim community, like many other minority groups in our country, often stems from ignorance.

“This generally derives from a lack of understanding, knowledge, and appreciation of cultural differences. It is critical for Muslim tamariki in our rohe to see, feel and hear that they have a place in their new classrooms and feel culturally supported to transition positively through their education journey,” she says.

Sense of belonging

Dr Maysoon Subhi Salama ONZM is the co-founder and manager of An-Nur Childcare Centre. She says the transition to primary school is a critical milestone for Muslim children.

She explains that it sets the foundation of their educational journey, provides an opportunity to integrate their Islamic values and cultural identity into their educational experience, and ensures they feel a sense of belonging in the school environment.

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Ministry of Education curriculum leads, Renu Sikka and Viv Carr.

“The resources developed through this project will equip new entrant teachers with the cultural competencies needed to meet Muslim students’ and their families’ unique needs.

“Our vision is to see Muslim children and their families confidently navigating the transition to primary school, feeling a sense of pride in their faith and culture, and excelling academically within an environment that embraces diversity, fosters understanding, and promotes equality.”

Chief executive of Rātā Foundation Leighton Evans hopes the resources created through this initiative will catalyse change, inspire educators, parents, and students to embrace diversity, cultivate understanding and build a stronger, more inclusive society.

“The project emphasises the significance of embracing diverse ethnicities in our communities, and the aim of creating equitable outcomes for our young learners so they can thrive,” he says.

Tyla Harrison-Hunt, Christchurch City Councillor and parent of a three-year-old, says the biggest challenge for the Muslim community is keeping hold of tradition and learning how to live in a new country with different cultural norms.

“As a city councillor and a parent of a bicultural treasure, we think it’s important that our daughter, and all tamariki, get the support they need to feel empowered and proud in their culture,” says Tyla.

“This resource will help our children express their cultural values and provide teachers with the appropriate resource to lead in an environment that allows our Muslim whānau to feel comfortable to be themselves in a new environment and celebrate their identity.”

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Pathways and opportunities

At the senior side of the school spectrum, supporting attendance and engagement of former refugee and migrant ākonga is the aim of a secondary school initiative in Tamaki Makaurau.

Aimed at Year 10–13 ethnic refugee and migrant ākonga who are at risk of disengagement without support with study pathways, the initiative has been co-designed and implemented by the Mount Roskill Collective to help provide direction and guidance to students.

“The initiative is aimed at improving their motivation to attend school by increasing their understanding of pathways and the support they could receive while in school to achieve their education aspirations,” says Ministry of Education team leader community partnerships, Mastura Abd Rahman.

“Being new to New Zealand, these ākonga and their families face barriers understanding education trajectory and are reported to have received less than desired support and engagement in subjects advice and guidance as well as in student self-development and wellbeing.”

An in-person event was held at the Dew Drop Events Centre in Tāmaki Makaurau as one of the region’s ‘Regional Response Fund’ initiatives to support attendance and engagement.

Encouraging refugee and migrant ākonga to remain engaged at school and prepare well for post-secondary future by seeking appropriate support from teachers and the school community was a key aim, says Mastura.

389 ākonga from refugee and migrant backgrounds attended the event with 21 schools participating.

The feedback from students and teachers was overwhelmingly positive.

She says the need for the initiative was supported by recent Education Review Office statistics.

“More than one in four secondary learners from ethnic communities report that teachers’

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recommendations for their course selection are influenced by ethnicity. Both learners and whānau from ethnic communities find NCEA confusing, and a fifth of learners do not feel supported in choosing subjects or career pathways.”

Educating and empowering ākonga to better understand study pathways and make informed decisions about NCEA subjects and credits was an important factor, says Mastura.

While helping students onto the post-secondary path of their choice and inspiring them to be enthused about their future learning and work opportunities was the overarching aim, broader self-development and self-care strategies were were also presented at the event to help maximise the possibilities of these refugee and migrant ākonga reaching their own goals.

Resources Supporting the transition to school for Muslim children can be downloaded from the Tātai Aho Rau Core Education website, core-ed.org.

Read Education For All Our Children: Embracing Diverse Ethnicities at ero.govt.nz.

Read a previous article about how learning hubs empower migrant families in Aotearoa at gazette.education.govt.nz.

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28 November 2023

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PLD

Partnerships find solutions to complex challenges A research practice partnership which combines academic researchers, professional learning providers and educators to address complex challenges faced by schools, kura and kāhui ako is providing sustainable and tailor-made professional learning and development for some Auckland schools.

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s a new cluster, Te Ara Bucklands Beach Kāhui Ako has found that working with the Learning Schools model has offered many benefits to its five primary schools, one intermediate school and one secondary school.

With a diverse multicultural population, as well as increasing numbers of neuro-diverse students, kāhui ako co-lead principal, Kelly Slater-Brown says that writing was an area that needed work, particularly post-Covid.

The Learning Schools model was developed by a team including Associate Professor Mei Lai, director at Te Pūtahi Woolf Fisher Research Centre at the Faculty of Education and Social Work, University of Auckland, Waipapa Taumata Rau. Mei and her colleagues have been working on a research-focused version of the model since the early 2000s. It’s one of many models and provider opportunities that schools can utilise, and one that has seen success for Te Ara Bucklands Beach Kāhui Ako.

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“We wanted to work very closely with schools to solve urgent shared problems of practice,” says Mei. The original version of the model has a long history of trialling, testing, refining, and developing understanding across countries and contexts. The new version led by Mei in partnership with Tui Tuia has the same processes and partnerships, but shifts the focus from generating research as a key outcome of the partnership to the professional learning and development (PLD) aspects of the original model.

Drilling into data

As part of the Learning Schools model, with the support of Learning Schools data analyst Dr Serene Wang and the Learning Schools team, schools and kāhui ako gather and analyse data to establish and define a challenge that schools are facing. The initial data collection phase is

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designed to establish the most influential actions that can be taken to address the hypothesis for change.

Within Te Ara Bucklands Beach Kāhui Ako, data collection was done across the schools, with 20 percent of Years 3, 6, 8 and 10 tested on a descriptive writing piece of work – around 370 scripts were marked and moderated.

“We were looking for consistency across the kāhui ako. Writing leaders went around and delivered a writing stimulus consistently in different classes, then left the teachers to supervise. Then we took every fifth script and anonymised them for marking,” explains Kelly.

“The scripts were all mixed up across the schools and levels. Every school provided some across-school leaders, within-school leaders, deputy principals, writing leaders and we all had some PLD with Tui Tuia at the University of Auckland on how to mark and score consistently.”

The resulting day of professional development provided upskilling opportunities for all involved.

“We would mark for a while, and they would teach a way of moderating that you could go back and use with your staff.

“We were interested in the e-asTTle writing areas, as well as the final score. The process told us that structure and ideas were somewhat lacking across the schools.

But we could see that as we were marking, because a lot of children chose not to plan, or they didn’t plan well.

Spelling and grammar across the kāhui area was good,” says Kelly.

Once the assessments were marked, the data was inputted by the Tui Tuia team and reports were produced for each school, as well as a report for the whole kāhui ako.

Good consistent data has provided a starting point and will allow the kāhui ako to measure the impact of their mahi.

Perry Rush, programme director for educational leadership at Tui Tuia, explains that when a school or

“We are interested in the much more complex, tricky places where schools and researchers don’t necessarily have the answers individually, but can work on them together.”

Mei Lai

kāhui ako gets in touch with a problem of practice or an achievement challenge, there is often a sameness to what the data is telling principals.

“You’ve got a problem with writing, it’s largely with your boys, it’s been ongoing for the last five years. Every year the data says the same thing and your response is to try to find a writing expert to teach teachers how to get better at teaching writing.

“Our challenge is, why are we doing what we’ve always done and getting what we’ve always got? How do we really drill down into what that data is saying with a deep understanding of the context of the school in partnership with staff,” he says.

Domino effect

Mei describes the initial data collection phase as looking for the domino that can be flipped over to hit others to effect the greatest change.

“Sometimes there are so many issues. The data analysis is quite central because we have to understand what is going on before making assumptions. There’s

Spelling and grammar were good across the Te Ara Bucklands Beach Kāhui Ako.

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a danger that the more senior we get, we may more quickly jump to conclusions based on our prior experiences.

“The goal is not to turn teachers into statisticians, but to support them to use evidence that leads to more effective practices to support their students,” says Mei. An example would be a secondary school that is struggling with literacy. The data may show that some students are not meeting curriculum expectations and struggle with many aspects of literacy at the same time.

“If a student is struggling to draw the key points from a text, it’s going to impact every single curriculum area.

That’s most likely to be the domino; the most important thing to gain some traction across first,” explains Mei. Every phase of the model is used as a learning opportunity, for example marking and moderating opportunities are used to upskill and build capability.

Making sense together

After fully understanding the complex challenge in phase 1, the Learning Schools model grows into phase 2, the resourcing phase.

“What is our best attempt here at bringing change?

What are the dominos that we push over? Once that hypothesis has been established, phase 2 is really backing up the school with additional professional learnings,” says Perry.

The Learning Schools model is designed for complex challenges that require more than ‘off-the shelf’ PLD packages, says Mei. Following the data collection phase, Te Ara Bucklands Beach Kāhui Ako held a PLD day where writing leaders from all the schools looked at the outcomes, talked about the strengths at their schools, and areas that needed to be worked on.

“We were looking for consistency across the kāhui ako.”

Kelly Slater-Brown While the overall results were quite similar, each school in the kāhui ako will be doing PLD to cover different issues, and some schools have booked professional development for teacher-only days with a writing expert. Having consistent data means that schools can define what they need from PLD providers, says Kelly.

“Sometimes when you bring in an outside person, you have to push hard to get exactly what you want. But this now will be, ‘What have you noticed? What do you need in your context? What can we tailor to help your school?’”

Co-constructing PLD

When co-constructing professional learning, Mei says they look at all the data with schools and work together to unpack how they can make PLD actionable and practical within the structure of the school.

“We think the partnership is important for getting everybody on the same page and figuring out all the right knowledge bases to make this thing happen in the school.”

For Te Ara Bucklands Beach, a kāhui ako-wide PLD day will be held in term 1 2024 working with literacy leaders on building capacity around the deeper features of ideas and organisation.

These leaders will take the PLD back to their schools and the writing assessment will be repeated in term 2 to measure the impact on teaching and learning.

Tamariki at Bucklands Beach Primary School will benefit from consistent data collection and the development of PLD designed to address issues with writing.

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Kelly is principal at Bucklands Beach Primary School and says after her school received their report, staff met to discuss and break down the information.

“Our area was around structure which was one of the things that had dropped off after Covid. I released my associate principal, Moira Rowlands, who is also the writing curriculum leader, and two staff at a time who marked the remainder of their e-asTTles with Moira, who inputted the data immediately.

“They looked at strengths, areas for focus, and what was happening around structure and planning. She did the day’s professional development with them at the same time, which was powerful, and they came away feeling that was the best PLD they’d had for a while.

“It was on the spot, instant feedback and they were able to look at their own writing samples in depth,” she says.

Sustaining the model

By phase 3 of the Learning Schools model, the goal is that the school or kāhui ako will have the knowledge and skills to tackle other complex challenges.

“The whole idea is that by taking people through this process, not only do they sustain a particular piece – the

problem, the solutions, co-created PLD and continuing to embed that new practice – but they can see there’s a process you can go through if you’ve got another complex challenge. We all have lots of complex problems in schools,” says Tui Tuia practice partner, Brenda Martin.

For Mei, “if it’s a simple thing, use the simplest solution. But we are interested in the much more complex, tricky places where schools and researchers don’t necessarily have the answers individually, but we can work on them together.”

Read Research-practice Partnerships for School Improvement: The Learning Schools Model by Mei Lai, Stuart McNaughton, Rebecca Jesson, Aaron Wilson.

Te Poutāhū | The Curriculum Centre facilitates and offers a wide range of PLD support. To find out about all the Ministry of Education’s offerings, and see which might best suit your school or kura, visit pld.education.govt.nz.

Tāpiri ki ō whiwhinga NCEA i te raumati Top up your NCEA credits Kia tuihono tō ako ki te Kura Raumati.

Study online with Te Kura Summer School.

Don’t let a few NCEA credits stop you from going on to further study, training or employment in 2024.

Registrations open November 2023.

We warmly invite schools to work in partnership with us.

Please email summerschool@tekura.school.nz to enquire.

Te Aho o Te Kura Pounamu 0800 65 99 88 | www.tekura.school.nz/summerschool

28 November 2023

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I NC LUSIVE ED UCATION

Breaking down the barriers between academia and hands-on practice Keynote speakers from this year’s International Symposium of Adapted Physical Activity discuss how teachers and practitioners can best apply the latest academic research to their work.

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cademia and in-classroom practice often appear to occupy two different worlds. This disparity is a frequent source of frustration for teachers and academics, all of whom benefit when the link between these two worlds is smooth and easy to traverse.

How this can be achieved in the field of physical education was a frequent question that arose when University of Otago, Dunedin hosted New Zealand’s first International Symposium of Adapted Physical Activity.

Over four days, 252 academics, practitioners, and those with lived experience from across 23 countries came together to share latest research, best practice stories, ideas and solutions with the aim of advancing outcomes in

adapted physical education.

For Michael Woods, founder and director of Inclusive Sport Design in Australia, 2023’s ISAPA symposium was an essential part of his mission.

“I found it to be an excellent and much-needed opportunity to connect and share with an amazing global network,” says Michael, whose business seeks to improve accessibility, diversity and equality in sport.

“There are so many people working to create inclusive and accessible opportunities in adaptive sport physical education, however it does seem the core and common barriers and challenges that have been identified over many years persist.”

John Sigurdsson (Halberg Foundation) and Michael Woods (Inclusive Sport Design) play a game of wheelchair basketball during the Have A Go Disability Sports Day at the Forsyth Barr Stadium in Dunedin.

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Among these barriers Michael identifies those separating the worlds of academia and hands-on practice in adapted physical education settings.

“By and large there is little connection between practitioners and researchers,” says Michael.

“Often it is difficult for practitioners to access relevant and contemporary research in formats that they can easily interpret then apply in their work.”

The ‘academia bubble’

Andrew Leslie who, along with Michael, was a keynote speaker at ISAPA 2023, agrees. Andrew is CEO of Nuku Ora (formerly Sport Wellington), the regional sports trust serving Greater Wellington.

After a mountain biking accident in 2020 left him with permanent spinal injuries, Andrew was inspired to undertake a postgraduate diploma focused on making the outdoors in Aotearoa more accessible to those with disabilities.

Andrew’s studies have so far revealed a series of disparities between his day job and the research he’s now engaged in.

“I found (academia) is sometimes like its own bubble,” says Andrew, who feels the issue derives partly from how the research is presented and who it’s for.

“A lot of the language that’s used ... there’s a lot of technical jargon that’s required from an academic perspective for it to have academic rigour. But it kind of makes it not very user friendly,” he says.

“Ultimately, it comes down to what the focus of the research is. Is that tailored to what the needs of the practitioners are? Or is it kind of based on an academic?

The outcome of their research is sometimes that there needs to be more research in this area so another researcher can pick that up.

“There’s so much great stuff being done research-wise, I just don’t see a lot of that day to day in my job.”

Solutions through collaboration

A lot of what makes academic research mystifying for everyday practitioners is entirely necessary. The technical language, methods, and other complex features make sure the results hold up to scrutiny and can be followed through in the most in-depth ways possible.

Though intricate, there still exists the possibility for these results to be made understandable to a broad audience. Jane Stevens from NZ Snow Sports believes the answer lies in collaboration.

Jane was a plenary speaker at ISAPA 2023 and has over 35 years’ experience coaching adapted snow sports at the paralympic level.

She says ordinary practitioners can aid their understanding of the latest research by reaching out to academics and involving them in their practice.

Michael agrees that these kinds of relationships are essential to bridging the gap between research and handson practice.

“Practitioners can look to build partnerships with academia at the planning stages of new projects so that research can be built into the programme,” he says.

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A game of boccia being played by participants during the Have A Go Disability Sports Day.

“There are so many people working to create inclusive and accessible opportunities in adaptive sport physical education, however it does seem the core and common barriers and challenges that have been identified over many years persist.”

Michael Woods

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“This can support the validation of such projects with the potential to unlock additional resources that might support delivery.”

Making the time

“It does come down to time and being able to research that sort of thing,” adds Jane, admitting that many teachers might not have the time to build these sorts of connections on top of already busy schedules.

Michael believes the key to managing this kind of timeconsuming networking is a ‘many hands make light work’ approach involving collaboration among teachers and providers.

“As a collective, practitioner networks should seek to identify priority issues,” he says, “then, through proactive engagement with research institutions, [they can] influence research agendas.”

Jane says the researchers she’s approached have massively helped her work in the field of adaptive snow sports. She finds events like ISAPA 2023 to be an essential place to meet the next generation of researchers that will help improve outcomes across her myriad projects.

“It’s always good to communicate with your peers,” she says. “From my perspective it’s good to learn and see what’s going on in our [adapted sport] world.

“Do the research and reach out to people,” she adds.

“People, I find, are generally good and pretty excited to get involved.”

Tips for teachers: » Discuss research with other teachers. » Contact academics and ask questions. » Find ways to collaborate with academics. » Through collaboration with academics, create a two-way exchange of ideas.

Seeing is Believing Paralympics New Zealand has just launched a new education programme available to all primary schools in New Zealand.

Seeing is Believing aims to change perceptions of disability through introducing ākonga to Aotearoa paralympians, para athletes and their mahi.

Auckland’s Scott Point Primary School took part in the pilot of the programme last year. Whānau teacher Caitlin Hall had this to say: “The Seeing is Believing programme was a fantastic opportunity for our students to learn about para sport and disability in a fun and engaging way. Our students loved meeting paralympians and para athletes and learning about their stories.

“Seeing the students engaging in the different para sports and gaining new perspectives was such a fantastic thing to see. We are excited to see this programme rolled out across New Zealand and encourage all schools to give it a go.”

Paralympics New Zealand encourages schools to register in 2023, explore available resources and prepare to participate next year in time for the Paris 2024 Paralympic Games.

To sign up, visit education.paralympics.org.nz.

Linda Games, strategic lead for Disability Sport England and Brenda O'Donnell CEO, Active Disability Ireland.

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Harko Brown, lead education consultant facilitating a Māori Adaptive Games session with ISAPA delegates.

To learn more about supporting disabled young people to be physically active, watch SportNZ on YouTube.

Tertiary student Dylan Lloyd at the Have A Go Disability Sports Day.

Katie Owen, disability and inclusion programme manager from Recreation Aotearoa chats to one of ‘the crew’.

C U RRICU LU M

Supporting ākonga to achieve NCEA literacy and numeracy NCEA case studies are available to support literacy and numeracy teaching across the curriculum.

Vicki Millar leading cross-curricular literacy teaching in the Science Department at Otago Girls’ High School.

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edicated standards for literacy, te reo matatini, numeracy and pāngarau will be a mandatory part of achieving NCEA from 2026.

From next year, new requirements are in place to achieve the NCEA co-requisite. To achieve the co-requisite, learners can use either the dedicated standards or a small set of additional standards from NCEA subjects.

These additional standards can be used to achieve the NCEA co-requisite in 2024 and 2025 only.

Supporting all learners to succeed in their next steps in learning, life, and work is at the heart of the new requirements coming to life through NCEA changes next year.

Learners, when they are ready to be assessed, will participate in literacy and numeracy Common Assessment Activities (CAAs), using standards developed by NZQA and the Ministry of Education.

This change requires secondary schools, kura, tertiary, and alternative education providers to plan to support learners to achieve in this area.

A series of case studies provide examples of: » Effective practices when determining readiness to sit the Common Assessment Activities (CAAs) » Supporting every teacher to be a teacher of literacy and numeracy » Shifts in practice to support NCEA literacy and numeracy.

Case studies

NCEA literacy and numeracy case studies are a useful resource for implementing changes to support learners to achieve these standards, and explore how: » Queen Charlotte College, Te Kura, Selwyn College and Opihi College are implementing effective practice when determining ākonga readiness to sit the CAAs. » Kāpiti College, Kamo High School and Nelson College for Girls are supporting every teacher to be a teacher of literacy and numeracy with cross-curricular literacy and numeracy teaching and learning. » Francis Douglas Memorial College, Otago Girls’ High School, Hamilton Boys’ High School, Christchurch Girls’ High School, Mairehau High School, Newlands College and South Otago High School are implementing shifts in practice to support NCEA literacy and numeracy.

Hamilton Boys’ High School Writing Framework to support cross-curricular literacy teaching.

SEE how easy it can be an approach to writing paragraphs

STATE

S

Write the main point / idea/ definition.

State the main idea.

E

EXPLAIN EXPAND

E L

Give more information on how / why.

EXAMPLES EVIDENCE

Support the idea with examples and / or data.

LINK

Diagrams and / or Summarise / Discuss / Analyse / Compare / Contrast / Evaluate / Conclude.

Brought to you by Francis Douglas Memorial College

SEEL resource poster by Francis Douglas Memorial College.

Strategies are relevant to all subject areas and give teachers in all departments opportunities “to take ownership and apply it to their subject area.”

Mairehau High School

Explore the NCEA Literacy and Numeracy Case Studies Search for ‘NCEA Literacy and Numeracy Case Studies’ on ncea.education.govt.nz.

To read more, scan the QR code.

Search ‘Ngā Rauemi’ on ncea.education.govt.nz for resources for te reo matatini and pāngarau in NCEA.

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Mia and Kate from Queen Margaret College and their creations.

C REATIVE ARTS

Wellington secondary schools shine with fashion and textiles exhibition A footstool, catwalk-ready fashion, art made with fabric, tukutuku panels and a kākahu were all part of the Kohara to Shine design exhibition held in Wellington in September.

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first of its kind, the Kohara to Shine exhibition showcased work made by secondary ākonga studying fashion, textile and product design in the Wellington region.

A collaboration between Massey University and Wellington secondary schools, the event was held at the College of Creative Arts Wellington campus and showed 35 pieces from seven schools.

It was an opportunity to link secondary and tertiary study opportunities for ākonga interested in the creative arts, and an opportunity for them to kohara, shine, and see their work in a ‘real’ exhibition space with their whānau, friends and school staff.

Amy Macaskill, a creative technology kaiako from Kāpiti College, says the exhibition opened with a pōwhiri, kai and a tour of the Massey industrial design and visual design areas for ākonga and their guests. Kāpiti College exhibited jackets and shoes as well as a kākahu.

“Collectively, our Year 9 cohort made a kākahu. It will stay with the group until Year 13 when the top academic student of the group will be honoured by having the kākahu placed on their shoulders.”

The explanation card beside the kākahu says: “The kākahu is made of carpet wool, harakeke, muka, pingau and paua and is called Te Iwa o Matariki. Matariki is an abbreviation of ‘Ngā Mata o te Ariki Tāwhirimātea (‘The eyes of the god Tāwhirimātea’) “The Matariki stars all connect with areas of our environment as seen from a Māori world view. This kākahu represents Papatūānuku, Ranginui and Tangaroa and all that lives within their realms.

“Traditionally, Matariki was a time to acknowledge the dead and to release their spirits to become stars. It was also a time to reflect, to be thankful to the gods for the harvest, to feast and to share the bounty of the harvest with family and friends.”

Connection and integration

Amy talks about how the exhibition started.

“It was Nan Walden-Moeung’s idea (the creative technology kaiako from Wellington East Girls’ College).

Nan realised there was no way for secondary school ākonga studying fashion, textile and product design to show off their work.

“To see whether or not the concept would work, Nan invited seven schools she had an association with. They are Hutt Valley High School, St Matthew’s Collegiate School, Rathkeale College, Queen Margaret College, Samuel Marsden Collegiate School, Scots College, her school and us at Kāpiti.

“We are lucky to have the Kāpiti Marae on the southern boundary of Kāpiti College so ākonga here have a great opportunity to learn about te ao Māori,” she explains.

Amy says the exhibition showed how integrated te ao Māori is becoming in the arts and how the position of the traditional sewing kaiako is broadening.

“I offer ākonga all sorts of skills (at different levels) in design, pattern drafting, sewing and crafts, including screen printing, mask-making, crochet and knitting.

“This broader creative technology brief now enables ākonga to develop genuine life skills like problem solving, product design and production that they can take further.”

“The exhibition showed how integrated te ao Māori is becoming in the arts and how the position of the traditional sewing kaiako is broadening.”

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Top left: A 3D printed garment by a Year 13 student at Scots College. Top right: The work of a Year 10 student at Wellington East Girls’ College, it’s made from recycled cardboard and depicts Tupu-ā-nuku, the fourth star in the Matariki cluster. Bottom: Technical sewing and construction of tailored coats and jackets by Onslow College students.

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“One of the biggest things for me was to bridge the gap between secondary school and Massey University.”

Nan Walden-Moeung The creative process

Barbara Knight, the materials technology kaiako from Queen Margaret College, says they proudly put forward the work of two Year 12 ākonga, Mia and Kate.

“They worked on an Inspirational Design Garment theme. They needed to choose an idea and explore the visual inspiration and design influences connected to that.

Then they developed their work around the exhibition context and created their garments to meet the attributes needed for a high-quality display piece.

“Mia selected a theme to explore based on the idea of ‘forbidden, not forgotten’. She wanted to explore the historical concept of when using te reo Māori was discouraged in Aotearoa.”

Mia looked at historical references and used words like ‘assimilation’ in her research, referencing her contemporary design to shapes, textures, ideas from traditional Māori culture and clothing details.

“She made a grey upper-body jacket with a stand-up collar covering her mouth. It was worn over a creampleated dress with long sleeves that covered her hands.

“Kate was inspired by a design theme of ‘shabby chic’. Her thinking about the theme is shown through the shapes, form, structure, colour, and sustainability practices of upcycling.”

Kate researched interesting pattern manipulation effects for her design and drafted the gathered cut-out, seen on the side of her garment – to give a dramatic effect. Her short white dress is created from upcycled duvet covers.

Celebrating success

“One of the biggest things for me was to bridge the gap

between secondary school and Massey University,” says Nan. She explains that many ākonga had never been to the university before. They were able to experience whanaungatanga at Massey University so they have a clear vision of what it would be like.

“I also liked that the work that was included in the exhibition didn’t have to be wearable in the usual sense. It could be art made from textiles and placed on a mannequin. It didn’t even need to be for the body. It could be a set of drawers.

“Because the exhibition was open to products – one of my ākonga showed a footstool that she made and another did a papier mâché piece.”

Some schools put an emphasis on Toi Māori, especially Hutt Valley High School, with its ākongacreated tukutuku panels.

Other schools brought catwalk-ready garments that won major national prizes at this year’s Hokonui fashion design awards. The awards are a long-time competitive platform for all amateur fashion designers to showcase their designs in front of well-regarded industry leaders.

“It’s important to me to break away from the traditional roles and to broaden our teaching to widen vocational pathways for ākonga,” says Nan. “Ākonga have so much creativity. It’s about helping them find their passion and then learning how to create it. If you can do that at secondary school and then go on to university, or just have the confidence to start your own thing, you have a pathway forward.

“I think our ākonga did indeed shine through their work at the exhibition.”

He Puāwai

Teach and empower adult learners Study Adult Education

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PACI FIC SCHOL ARSH I PS

Pacific academia powered

by Tagaloa Scholarships The Tagaloa Scholarships support Pacific Master’s and Doctorate scholars who are researching in areas which support Pacific educational achievement and wellbeing.

We explore the incredible contributions of the recent Tagaloa Scholarship Award winners at the Tagaloa Symposium held in September.

Tagaloa Scholarship recipients Penni Wolfgramm, Janet Ta’afili Tuitama and Amelia Setefano, alongside Gabrielle Sisifo-Makisi, manager strategy and integration, Pacific at the Ministry of Education.

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anet Ta’afili Tuitama is working to improve the wellbeing of Samoan women experiencing grief, by developing coping mechanisms to support healing, and implementing indigenous wellbeing practices.

Through her Master of Applied Indigenous Knowledge, Janet seeks to provide not only healing but aspirational leadership to others, encouraging more Pacific women into academia.

“For me, this is about Pacific peoples, for Pacific peoples.

I hope that in seeing a Pacific person facilitating and talking about wellbeing, and more Pacific people completing doctorates and further study, other people may think, ‘Hey, that could be me too.’ My aim is to encourage the next generation.

“As an indigenous wellbeing practitioner, I found there were so many students, women and community within school that would go through grief. Through my practice, I found that grief was one part of wellbeing that hadn’t been touched on.

“I wanted to explore coping mechanisms to support the wellbeing of those people, and give strength to indigenous practitioners to use coping mechanisms to support the grief process.”

The symposium event is a celebration of Pacific academic excellence.

“I hope that in seeing a Pacific person facilitating and talking about wellbeing, and more Pacific people completing doctorates and further study, other people may think, ‘Hey, that could be me too’.”

Janet Ta’afili Tuitama

Building capacity and capability

The experience of living with a family member with mental illness prompted Amelia Setefano to engage in further studies back in 2021, on the scholarships’ inception.

At this year’s scholarship award celebration, she reflected on the choices she made when embarking on her academic path. Her scholarship was for one year of full-time study at Massey University with a research topic of stigma and discrimination against people with mental illness.

“Some of the difficulties we have had within our church have been acceptance, love and respect for those that have a mental illness. That’s why I feel it is very important that we have these discussions, we have awareness, and we have research to state that this is an issue, and we look for solutions as to how we can combat these issues.”

Amelia and fellow scholar Marina McCartney were the inaugural recipients of these Ministry of Education scholarships.

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Tagaloa Scholarships 2023/24 Each year, there are two recipients of the Tagaloa Scholarships: one at Master’s level to the value of $10,000 and one at Doctoral level to the value of $14,000. Both are for a final year of full-time study in education-related research that is relevant to Pacific parents, learners, families and communities.

Some of the 2023 recipients are: Mihi Nemani, Doctor of Philosophy in Health, Sport and Human Performance, University of Waikato.

Mihi’s research is focused on taking a strengths-based approach on the perspectives of young Pacific women who participate in physical activity despite the barriers and challenges they face. The research will draw upon their lived experience to inform practice and policy.

Wanda Ieremia-Allan, Doctor of Philosophy, University of Otago.

Wanda’s research profiles the rich scholarship left by Samoan ancestors in Gagana Samoa and holds space for more scholars to engage with indigenous intellectual histories by centring indigenous epistemological paradigms, Gagana Samoa, and celebrates our ways of knowing and being.

Ruanna Tagalosa-Letalu, Master of Social and Community Leadership, University of Auckland.

Ruanna’s research explores the barriers and challenges faced by Samoan migrants in reaching home ownership.

In addition to the scholars, the following Pacific students were selected for commendation: Penni Wolfgramm, Doctor of Clinical Psychology, University of Auckland.

Penni’s research looks at the development of kau leiti’s sense of self and moʻui lelei (wellbeing) in relation to others from childhood through to adulthood. The study is grounded in Tongan research methods and practices including the Kakala Research Framework and Talanoa with the use of koloa (valued objects and treasures).

Janet Ta’afili Tuitama, Master of Applied Indigenous Knowledge, Te Wananga o Aotearoa, Auckland.

Janet’s research seeks to improve the wellbeing of Samoan women dealing with grief by formulating coping mechanisms that will support the practice of indigenous wellbeing practitioners.

Janet received $5,000 for the final year of master’s study.

The Ministry of Education encourages Pacific teachers, leaders and staff doing research in education and wellbeing as part of their postgraduate study, to apply online by 11.59pm Saturday 16 December 2023 at education.govt.nz/tagaloa-scholarships.

For questions, email Tagaloa.Scholarship@education.govt.nz.

Tagaloa Scholarship Evaluation panel members Tagaloatele Professor Peggy Fairbairn-Dunlop and Dr Cherie Chu-Fuluifaga at the 2023 symposium event.

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What are Tagaloa Scholarships?

Rev Dr Featuna’I Liua’ana opening up the symposium in prayer as the host of the 2023 Tagaloa Symposium at EFKS Sandringham.

Pacific research and evidence were highlighted as gaps in the PowerUp to Talanoa Ako longitudinal evaluations 2016-2019. First awarded in 2021, the scholarships celebrate Pacific scholarship and academic research from a Pacific centric lens. At the same time, they recognise the importance of growing the body of Pacific research and Pacific capability and capacity.

The scholarship criteria and application focus on the areas of most importance to Talanoa Ako families and gaps found in the present framing of academic research.

The Tagaloa Symposium is held yearly to provide a space where scholars can share their findings.

With a powerful community audience of family, school principals, academics and Talanoa Ako partners, the symposium successfully highlights the substantial contributions scholars are making in their respective fields and the strengthening of Pacific scholarship and research.

Teach STEM with our easy-to-use resources •

Free STEM teaching resources available online.

•

Engaging activities to inspire tamariki and extend learning.

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Educational online games and e-books available in both te reo Māori and English.

28 November 2023

Find out more at: schoolgen.co.nz/teachers @schoolgennz or use the QR code

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WORKF ORC E

Navigating overseas teachers to our shores Schools and early learning services are taking advantage of initiatives to make it easier to recruit teachers from overseas, and they say it’s worth getting on board.

Tatyana Betham and Connor Duggan from the Ministry’s Navigator Service.

Papatoetoe Intermediate principal Pauline Cornwall and teacher Belinda Nel.

“People should never close the door on new experiences. Some countries offer better opportunities than others, and for me, that is New Zealand right now.”

Belinda Nel

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digital awareness campaign in August and October this year that continues in January aims to entice teachers in the UK, Ireland, Canada and Singapore to ‘Come Teach Us’ in Aotearoa.

It was hoped the New Zealand culture and lifestyle, more flexible curriculum, and support available for teachers new to Aotearoa, would bring more experienced teachers to our shores.

“We’ve found overseas-trained teachers a great source of talent for our school,” says Papatoetoe Intermediate principal Pauline Cornwall.

“We have employed four overseas teachers in the past year or so, all with around 10 years’ experience.”

Recruiting from overseas is more complicated than employing a New Zealand-trained teacher, so Pauline recommends tapping into support available.

Navigators

The Ministry of Education offers a ‘Navigator’ service that provides 1:1 support through the overseas recruitment process.

They offer guidance on working through the steps with other agencies including the New Zealand Qualifications Authority, Teaching Council, and Immigration New Zealand.

Pauline had never dealt with immigration issues before, so being able to pick up the phone and get step-bystep help through the process saved time and gave peace of mind.

Schools and licensed early learning services interested in recruiting an overseas teacher are advised to register with Immigration New Zealand as an Accredited Employer. They then submit a ‘job check’, including a job description and employment agreement.

Once Immigration New Zealand approves this, the school receives a ‘job token’ to send to the overseas teacher as part of their visa application.

“The Navigator service is extremely helpful; they respond very quickly with answers or suggestions,” says Pauline.

Point Chevalier School principal Stephen Lethbridge agrees. “This is the kind of service that makes my job easier,” he said after reaching out while recruiting overseas.

“We’re essentially problem solvers,” says advisor Connor Duggan of the Navigator service.

“If schools or early learning services come to us with a question about overseas recruitment, we either know the answer, because we’re working in this area constantly, or we will use our internal or external contacts to find out.”

Papatoetoe Intermediate anticipates it will need three more teachers next year, which will require going through the accreditation process again and getting more tokens to offer the applicants.

“It’s great to know I can ring the Navigator service and say, ‘lead me through this again please’ because I haven’t done it since 2022,” says Pauline.

Photos from the overseas recruitment campaign referenced in the story.

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Grants for overseas recruitment

There are two government grants available to reduce the barriers to overseas recruitment.

Papatoetoe Intermediate has received the Overseas Finders Fee (OFF) of $3,450 to help meet the recruitment cost of each overseas teacher.

All its overseas-trained teachers have received the Overseas Relocation Grant, of up to $10,000, toward their relocation costs.

One is South African teacher Belinda Nel, who spotted an Education Gazette advertisement while visiting her fiancé in Auckland late last year.

She applied while her work documentation was being processed and started teaching in a Year 7 and 8 classroom in March.

With six years’ experience teaching in a multicultural environment in South Africa, she says she would have been happy teaching at any school in New Zealand.

Belinda specialises in maths, social studies, and science – subjects that are in high demand here – and credits being in a co-teaching class with a senior teacher for a relatively smooth transition.

“It hasn’t been easy though, because you must learn a different curriculum and a different way of teaching while adapting to living in a new country, but everyone’s been really welcoming and helpful.

“I want to help students accomplish something in their lives. If I can help just one student with something each day and put a smile on someone’s face – then it’s great,” says Belinda.

“People should never close the door on new experiences. Some countries offer better opportunities

than others, and for me, that is New Zealand right now.”

Receiving a $10,000 Overseas Relocation Grant made the move easier.

“You have a lot of things to pay for when you move overseas, and it just helps you to feel more settled.”

Well-rounded support

Providing well-rounded support for teachers from overseas is critical, says Pauline.

At Papatoetoe Intermediate a senior teacher acts as mentor, and they also get a ‘buddy’ to help them settle into the school environment.

“Some arrive ahead of their families so it’s nice to offer help with finding housing and schools for the children, so everyone feels at home here faster,” says Pauline.

Not overloading new overseas teachers is also important, along with helping them adjust to our high level of digital device use and building cultural competency.

“We’ve been really pleased with our teachers from overseas. Their English and maths teaching knowledge and ability is of a high standard, and they bring a lot of experience and different perspectives to our school community,” says Pauline.

“We believe our most important role is preparing them for New Zealand education through opportunities to mix with many cultures, developing their understanding of our education practice, the place of online learning and of course Te Tiriti o Waitangi and te reo Māori. Then we know they will be an asset to any other school in Aotearoa they may go to in the future.”

“Our most important role is preparing them for New Zealand education through opportunities to mix with many cultures, developing their understanding of our education practice, the place of online learning and of course Te Tiriti o Waitangi and te reo Māori.”

Pauline Cornwall

Navigator tips » Register with Immigration New Zealand as an accredited employer. » Start the process early. » Don’t spend hours figuring out all the steps – reach out to the Navigator service at teacher.supply@education.govt.nz or 0800 165 225. » Consider using a recruitment agency. They do much of the legwork and will get to know the right fit for your school or early learning service.

For more information visit teachnz.govt.nz.

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Nominations for Ngā Tohu Reo Māori have been extended to 10 December ’23. The awards will be held in early 2024. Learn more at tetaurawhiri.govt.nz/nga-tohu.

CYBER SEC U RIT Y

Top tips for improving resilience to email threats Scam, spam, phish, or sales pitch – there are plenty of emails that schools and kura don’t want to come into their systems. But how do you stop the flow of unwanted junk, and find better protection?

It’s important to include ākonga in email security plans.

B

ecause we use email every day, and we often use passwords to access it, email can feel safe and secure.

But, unfortunately, that isn’t always quite true.

Recent CERT NZ stats report that phishing and credential harvesting are the most common types of scam New Zealanders fall for by a long shot, and they’re almost always executed via email.

It’s important to remember that opening malicious emails, unintentionally sharing personal data, or accidentally clicking on unsafe links could put your network at risk and expose sensitive data belonging to ākonga or kaiako.

Email protection starts with people

According to a 2020 study by Stanford Research, nearly nine out of 10 cybersecurity breaches involve some type of human error. That’s why a school or kura email security plan needs to include ākonga, kaiako and anyone else using email on the network.

It shouldn’t be complicated – for example, educating and reminding users about the signs of an unsafe email – letting them know what to do if they spot one.

Spot the signs: » No name – the email doesn’t address you by name, or it uses your email address in the name field. » Hidden sender – the purported name of the sender (for example, Amazon) is inconsistent with the email address. Check the email address is consistent with the sender’s name by hovering over the ‘from’ field in your

» »

»

»

inbox. If you don’t know the email address, don’t trust it or open it.

Incorrect language – the email uses bad grammar or spelling, odd phrasings, or unusual word choices.

Personal requests – the email asks for personal information, money or bank details, even if it seems to come from someone you know. Double-check any requests over the phone or in person before you reply.

Strange attachments – email attachments ending with extensions like .exe, .bat, .scr or .com indicate that the file is designed to actively run a program on your computer.

Hidden links – links within the email are masked to hide their location – check this by hovering over the link and reading the URL before you click.

A team effort with layers

Keeping schools and kura safer online is a team effort and we all have a role to play. Schools should stay on top of their own cybersecurity, engage in continuous education for kaiako and ākonga, and raise awareness of good digital citizenship.

With email threats, standard cybersecurity systems and spam filters can help keep schools and kura safer.

In addition, an email security service, such as Network for Learning’s (N4L) Email Protection, can help filter out advanced threats.

You can increase your cybersecurity resilience by proactively implementing multiple layers of protection.

Keeping schools and kura safe online is a team effort.

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Stopping millions of emails at the source

N4L provides internet and cybersecurity products and services to state and state integrated schools and kura in Aotearoa. Their Email Protection service, which is fully funded by the Ministry of Education, can help catch unsafe emails before they reach your inbox.

Email Protection is a bit like a net that catches bulk external emails, emails coming from suspicious sources, or those that indicate spam and/or malicious activity.

Here’s a snapshot of what that means – with numbers taken from the 2022/23 financial year, across the N4L Managed Network: » Total inbound emails to NZ schools: 820.9 million » Total of those emails intercepted and blocked: 499.4 million » Total delivered to NZ schools: 321.5 million That’s a huge number of potentially unsafe emails that didn’t reach school inboxes across Aotearoa New Zealand.

The result? Fewer accidental clicks and data loss, as well as a safer digital environment in schools.

N4L is aware of one school north of Auckland where a user account had been phished and was sending out phishing emails from that account. Had the school had Email Protection, the original phishing email was more

likely to have been blocked earlier, triggered an alert and a notification to the school, and led to detection of the issue earlier. The school concerned has subsequently onboarded with Email Protection and been happy with the service.

Email Protection is accessible to all eligible New Zealand schools and kura. Even better, there’s no complex set-up process – just get in touch with N4L, and they can help get it sorted.

Find out more Contact N4L’s Customer Support team on support@n4l.co.nz or 0800 LEARNING (0800 532 764).

For more information about N4L’s Email Protection, go to n4l.co.nz/protect.

Read the online version of this article for links to the study and data that has been highlighted.

Visit gazette.education.govt.nz.

Creating a safer digital environment in schools and kura is key.

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

Professional learning and development

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RECRU ITM ENT

Tumuaki/Principal Rotorua Specialist School, Te Kura Pūkenga o Rotorua, is a whānaubased educational institution which is the only Specialist School in Rotorua. We have a current roll of 92 students.

Due to our current and respected principal retiring, we are now seeking a dynamic and dedicated educator to lead our school into the future, commencing Term 1, 2024.

The ideal candidate will: • Embody our vision: Lead by example, upholding the vision statement of our school, “Together we Care, Learn and Excel Kia tatou ka ako, ka awhi, ka piki ake”.

• Empower growth: Empower people to find their strengths, fostering growth and leadership in others.

• Experience: Previous experience in specialist education.

• Cultural awareness: Be passionate about the priorities of the Te Tiriti o Waitangi and motivated to develop meaningful local iwi relationships.

• Compassionate Leadership: Be caring and empathetic towards children, staff, and whānau.

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

Place an advertisement in the vacancies section and reach both the passive and active jobseekers by contacting Jill Parker: jill.parker@nzme.co.nz 027 212 9277

• Wellbeing focus: Be committed to staff and student wellbeing and positive behaviour practices.

• Interpersonal skills: Be a team player and have strong interpersonal skills.

• Visibility: Maintain a strong presence within the school community.

• Resource management: Have adept management skills for property, resources, staffing, and finances to achieve our vision and goals.

If you believe that you possess the skills to inspire our students and staff, and strengthen our culture of inclusivity, collegiality, and respect, we welcome your application by 30 November.

Please direct inquiries to or request an information pack from: The Executive Officer, jenny@rss.ac.nz www.rss.ac.nz Please note that visits to the school are available on request.

Deputy Principal

St Heliers School

6 Permanent Management Units, Year 0 – 8 East Auckland School with over 600 students

Visits are encouraged by contacting the principal, Sean Valvoi: principal@stheliers.school.nz Applications close on Friday 16th February at midday.

Position commencing on Monday 29th April 2024. Please visit the school website https://www.stheliers.school.nz/

This is an exciting opportunity for an experienced and capable leader to join our high performing and well-resourced school.

As a school we are proud to have: • Highly engaged students who strive for excellence • Strong values that foster independence and well-rounded students • A very supportive board and community • A family atmosphere with close relationships between younger and older children We are looking for a leader who: • Is very approachable, visible and connected with our staff, students, parents and whānau • Will be supportive of staff wellbeing • Is a high effective communicator • Can work collaboratively with others to lead the development and implementation of the Curriculum Refresh and the Common Practice Model • Brings proven assessment expertise including data analysis and reporting through to Board level • Is solutions focussed, takes initiative and is responsive to needs

An Application Pack is available online at www.educationgroup.co.nz.

If you have any queries, please contact Tanya Prentice or Roween Higgie at admin@educationgroup.co.nz or 09 920 2173.

28 November 2023

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