Education Gazette 103.1

29 JANUARY 2024 | VOL. 103 | NO. 1

Present and engaged Tapping into hearts and minds paves path of progress

Expansion of tuakana teina approach lifts literacy progress

Sowing the seeds of environmental success

Mentor programme brings WOW factor to Hawke’s Bay

ISSU E 1 03.1

Contents 4

Sowing the seeds of environmental success

8

Expansion of tuakana teina approach lifts literacy progress

12

Sleep an important piece of learning puzzle

16

4

Collaborative people-focused approach sees results for kāhui ako

20

Mentor programme brings WOW factor to Hawke’s Bay

24

Breaking barriers in health and menstruation

8

12

28

Learning-with-sport opportunities in term 1

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Digital tech transforms learning and achievement at Bream Bay College

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A safer and more sustainable journey as a school community

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20

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Selecting safer software and technology On the cover Page 4. Ākonga within the Tawa Kāhui Ako actively engaged in a workshop on litter intelligence, as part of their KETE mahi.

The programme is supporting them to be the environmental leaders and protectors of tomorrow, starting in their own communities in the Wellington region.

24 29 January 2024

Tukutuku Kōrero

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EDITOR’S NOTE

The pages where innovation meets inspiration

N

au mai ki te tau hou. Welcome to a new year of education in Aotearoa New Zealand, and to a fresh canvas for new stories, experiences and learning journeys in Education Gazette | Tukutuku Kōrero.

Issue 1 of 2024 sets the course for our continued voyage through the many innovations and initiatives supporting ākonga to be present, to be engaged and to progress to their highest potential.

In Northland, one school is sparking a digital revolution, breathing life into attendance and teaching. In the Wellington region, Tawa students are blossoming into environmental leaders, while Taranaki’s Ako Mai I Nga Kōrero is weaving a path to improved oral language skills and cultural richness. At a Nelson school, a deep dive into sleep and screen time is helping ākonga think about the relationship between wellbeing and achievement.

Instilling a sense of belonging, positive self-esteem and wellbeing is paving progress across the motu. In Hawke’s Bay, WOWbeing puts whānau at the heart of a mentorship programme, and national sporting opportunities and programmes beckon to a year of physical education adventures inclusive of all ākonga. We also journey with a Wellington school treading an environmentally friendly wellbeing path with their ‘walking bus.’

Together, the narratives in this edition paint a vibrant canvas, illustrating the diverse hues of New Zealand’s educational landscape.

I wish you a new year filled with joy and success. And please, jump on this waka with us! Share your stories by emailing gazette@education.govt.nz.

Kia pai te rā Sarah Wilson

Jumping into the 2024 school year.

29 January 2024

Ētita | Editor

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E N VI RO N M ENTAL EDUCATION

Sowing the seeds of environmental success Growing the environmental leaders and protectors of tomorrow, today, is one of the aims of a unique environmental education programme in the Wellington region.

Ākonga within the Tawa Kāhui Ako have planted thousands of trees in Takapū Valley and their own schools over the last two years through the KETE programme.

K

ETE is the adopted name of the Kids Enhancing Tawa Ecosystems. And from this KETE have sprung many taonga, which reach beyond the shoots of growth in the natural environment, into the hearts and minds of ākonga.

“KETE is an opportunity for ākonga associated with Tawa Kāhui Ako to display leadership in environmental activities such as riparian planting, pest control, litter awareness and improving stream health,” says retired Tawa College principal, Murray Lucas, as a key supporter of the programme.

Murray has spent a lifetime in the Tawa region, including two decades as principal at Tawa College. He has been the lead of the Tawa Kāhui Ako for the past two years.

Murray explains how the concept for KETE began in

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2021 by the then Wellington City Council education lead Elspeth McMillan, as a response to observed climate anxiety in rangatahi. In conjunction with local charitable trust Growing Places, KETE began a collaborative community project which was allocated an area at the top of Takapū Valley, owned by Transpower and the Department of Conservation.

“This is a significant area for the local iwi, Ngāti Toa Rangatira, as it was a key source historically of both food and water,” he says.

“KETE have been working in partnership with the iwi to develop the planting of native trees to change farmland into stands of native trees as well as establish new wetlands.”

He says all eight kāhui ako schools in KETE – primary, intermediate and secondary – have been involved in the

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planting and ‘releasing’ of these native trees over the last two years.

Releasing, as students have learned, involves the removal of weeds from a tree’s base, creating a doughnut shaped ring around the tree, to discourage weeds and encourage healthy growth.

with environmental restoration the focus.

Education is delivered in three strands: Education about the environment in developing knowledge and skills, education for the environment in taking action to restore, grow and protect, and education in the environment – connecting to nature and place.

Community connections

School planting

Student leaders have been involved in all aspects of the programme, from designing the KETE logo, to speaking to community groups and their peers, and researching which native plants should be planted and where – both on the Takapū Valley site and at their own schools.

More than 1,500 students, 10 community and stakeholder organisations and over 800 community volunteer and whānau support hours have contributed to the planting project.

As a result, more than 12,000 trees have been planted over two years. Connections have been built with mana whenua, tamariki and rangatahi, community and te taiao, says KETE programme coordinator Sue Lum. Sue acts as ‘the glue’ for KETE – connecting students, teachers and the community, she says.

“I’m passionate about helping people to connect with and care for nature and to be empowered to take action to make a difference for te taiao.”

The programme follows a Collaborative Community Education Model (CCEM): Schools and students at the centre, supported by stakeholders and community groups, and led by a student leadership team in conjunction with a strategic leadership group.

KETE encourages action and place-based connections,

Sue meets regularly with student leaders and link teachers from the kāhui ako. The focus for term 3 in 2023 was on plans for school backyard planting.

“Teachers and students are enjoying meeting in person,” says Sue. “As we were focusing on plants and planting plans, we went for a walk and looked at Tawa School’s backyard planting from last year.

“The improvement of the Tawa School site because of the planting is very marked; what was previously known as Lake Tawa, due to its propensity to flood every winter, is now known by the students as The Forest – it has not flooded this year! Eventually, in a few years’ time, the plan is to make a nature trail through this space.”

In term 2 of 2023, all eight schools were involved in tree planting in the Takapū Valley, with 788 students involved over 14 days. Murray was pleased to discover the fruits of last year’s mahi.

“Last year’s plants have grown exceptionally. About 97 percent of the plants have survived from the planting in 2022,” he said.

Principal of Redwood School, Zac Mills, shares Murray’s passion for the KETE programme.

“It’s great to be involved in this project. It is an authentic way to collaborate with the local council, other local

Tawa Intermediate School teacher Alison Hayes with Year 7 and 8 students.

29 January 2024

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schools in our kāhui ako and mana whenua too,” he says.

“The emphasis on the restoration of the Porirua stream and litter reduction is helping to show students how interconnected our environment is, and how important it is to be kaitiaki of that environment. It provides an authentic context within our local curriculum.”

Student leadership

KETE programme coordinator Sue Lum and student.

“The emphasis on the restoration of the Porirua stream and litter reduction is helping to show students how interconnected our environment is, and how important it is to be kaitiaki of that environment.”

Zac Mills

Not only has KETE added richness to the curriculum and the natural environment, but it has also enabled primary school students to experience leadership and develop these skills at a young age.

“I’ve really enjoyed watching some of our younger students step up into a leadership space because KETE is something they are passionate about,” says Zac. “We have Year 3 students leading our composting and waste reduction and they’ve been involved since last year, when they were Year 2s. It’s an opportunity they might not have had without the KETE focus and drive from our lead teacher, Nic Webb.”

Year 4 KETE student leaders at Redwood School, Lily and Alex, have enjoyed taking on their roles. Eight-year-old Lily explains why she applied to be a student leader of the programme.

“It sounded like a good opportunity to meet students from the other Tawa schools, and to be involved in something to help the local community.

“We’ve had the opportunity to go on lots of trips, which has been exciting. I’ve learned lots of new things.”

A love of animals inspired Alex, 9, to apply to be a KETE student leader, saying, “I want to make sure we keep the environment clean for them. Planting native trees and flax at school and at the top of Takapū Valley was really fun.”

“We’ve learned lots about native trees and birds and how to look after nature. I enjoyed understanding more about native birds and learning some new names of birds in English and te reo Māori,” Lily adds.

“Next, I’d like to do a beach clean-up. We helped out at the kuinga of the Porirua awa; it would be great to clean up where it joins the sea.”

Community advocates

Year 7 and 8 students relish learning about biodiversity and the natural environment.

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At the end of term 3 last year, four KETE students, along with Sue, gave a presentation to the Tawa Community Board.

“We have had the privilege of working with a large number of environmental organisations, whose support has been inspirational,” says Murray.

Before the presentation, online sessions were held for student leaders, covering how to give a presentation and keep the audience’s attention.

“The students were well prepared and articulate,” says Sue, who was delighted with feedback.

Former Member of Parliament and secondary school principal Marian Hobbs described the project as wonderful, adding that “it gives me so much hope”.

Jill Day, chairperson of the Tawa Community Board, agrees and says the community collaboration in Tawa is exciting.

“The knowledge and passion demonstrated by the students was inspiring and yes, also gives us much hope for a healthier future for our local environment. Thanks to all who work to make this important kaupapa happen.”

Widespread community relationships have been strongly

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forged through KETE. Friends of Tawa Bush Reserves have partnered with KETE in their planting mahi whilst a Pest-free Tawa committee meeting involved discussion and support of student-led pest trapping programmes in schools and the importance of correct process and equipment.

Student leaders also took part in a pest-free session, which was a follow up from a recent group trip to ecosanctuary Zealandia for eight KETE link teachers and 40 student leaders – a subsidised activity as part of a PLD programme.

“This was a very enjoyable and educational night walk and followed our focus on New Zealand’s unique endemic biodiversity and the importance of protecting it,” says Sue. When a recent site visit by funders Greater Wellington Regional Council | Te Pane Matua Taiao representatives for the Community Education Fund took place, Sue says this further highlighted community links to the project.

“Both representatives were very impressed with what KETE have achieved up at our site; the amount of growth which has taken place, and the expanse of the planting and connections between students and schools,” she adds.

KETE’s focus this year is on helping to restore the mauri of Te Kenepuru (Porirua) Stream through a number of actions including freshwater monitoring, continued litter management and exploring barriers to fish passage.

Murray, and all involved, look forward to seeing the fruits of their labour flourish in 2024 and beyond.

“It’s such an exciting programme for so many reasons,” he says. “And it’s not just happening for those involved, in the here and now, it’s for the future.”

29 January 2024

Students at a workshop on Litter Intelligence run by Sustainable Coastlines.

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“It’s important to make it student-led, because the students we work with, unless they have a part in the process, we can’t get them to engage. It’s important that they are at the forefront of whatever we create.”

Angie Pearson

To get hold of the kits for any of the Ako Mai programmes, email Gaylene Coombe at rtlb.clustermanager@npbhs.school.nz.

Kate, 13, and Lochie, 11, enjoy working together.

Read the 2020 Education Gazette story, Tuakana teina approach helps oral language development at gazette.education.govt.nz.

O RAL L ANGUAGE

Expansion of tuakana teina approach lifts literacy progress Taranaki’s Ako Mai I Nga Kōrero programme, which was developed in response to a growing trend of declining oral language skills in new entrants, has been expanded to support intermediate students and ākonga learning te reo Māori in bilingual classes.

F

irst featured in Education Gazette in 2020, Ako Mai I Nga Kōrero (Learning Through Talk) was developed by a group of Taranaki resource teachers of learning and behaviour (RTLB) and featured many concepts from the Hei Awhiawhi Tamariki ki te Panui Pukapuka (HPP) programme in which parent tutors were trained to enrich students’ oral language.

Ako Mai uses a tuakana teina approach, with older, or more able, students working with younger, or less able students. By using a series of statements and a question for each page in a book, the programme encourages conversations about the books being read.

Around 20 Taranaki schools are now using the original programme along with two schools in Hamilton, and one in Wellington. Two new programmes have now been developed to support language, reading and writing among intermediate students and ākonga learning te reo Māori.

Education Gazette spoke about the Ako Mai initiatives to Arahia Pomare, Angie Pearson, Jeni Portway, Sheree Cresswell and Wade Scott, RTLBs from Cluster 24 (Taranaki) who work in a variety of Taranaki schools from regular primary to kura kaupapa.

Students manage themselves

Jeni Portway has used HPP and Ako Mai I Nga Kōrero for many years and has observed an increased level of independence and self-management among students.

“One day, I was at the end of the line to the room where the programme was held. By the time I got into the classroom, about two thirds of the students had already matched up with their buddies and they had already started.

“They know exactly what to do, they love doing it and they manage themselves. I love that aspect of it.”

Wade Scott agrees, saying, “The students run it themselves. Early in term 1 last year, I went to Auroa School and one of the Year 8 students said, ‘when are you going to do that programme again? I want to be involved in that reading programme’. By week seven, this student was just about bursting. She was so eager to be a tuakana and she kept reminding us so we wouldn’t forget!” he says.

29 January 2024

Jeni says that while teachers may initially be reluctant, it’s easy to implement and she has seen many examples of progress.

“There was one very reluctant teacher who didn’t really want to be involved, but it was happening in the school.

After about four weeks, she said, ‘You know what? Little Johnny put his hand up. He answered a question in class.’

“And then in about week eight, she said he was starting to write in sentences, and she could understand what he was writing. It was because he was hearing short concise statements, he was having to retell stories and he was using new vocabulary. It comes out in their oral language, and then it comes through in their writing and reading,” explains Jenny.

Catering for intermediate ākonga

This year, Ako Mai I Nga Kōrero Peka has been piloted in three Taranaki schools for intermediate-aged students. The RTLB team has selected 25 high interest non-fiction books and developed a teacher manual and work sheets which introduce some new vocabulary for each book, statements and a question for tuakana and teina to discuss.

Angie Pearson had used the original Ako Mai programme in a primary school and now, working with Devon Intermediate, she soon realised that the original Ako Mai reading material wasn’t suitable for older ākonga.

“Year after year they are given the same texts, it switches them off, they become disengaged. Then I asked my students what they would like to look at and that’s where we came up with using the Connected series.”

The Connected series features mainly non-fiction high interest articles on subjects such as animation, electricity and making circuits, building a wharenui and rugby league.

When the original Ako Mai Peka kit was written, the RTLB team mainly had boys in mind, but they have since widened the range of books to cater for all students.

Connected and loving it

Akonga in the Intermediate programme were able to share knowledge as well as use skills like listening and practical hands-on activities.

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“The tuakana helps with the reading side, but it was all the oral input, and they were just immersed in it.

It was just lovely to see a smile on a face, feeling good because they were achieving,” says Angie.

Wade received a thank you card from a parent of one of the teina in the Peka programme expressing their gratitude for the growth he has made.

“This student has just published a book about tractors which has been accessioned in the school library because there weren’t any books about them.

We had a special assembly and he got Principal’s Award for that week. That is just a beautiful offshoot,” he says.

The book has also been added to the Ako Mai Peka kit and the student is now more invested in the programme.

Ako Mai Peka features two days of reading and discussion, and then a fun activity chosen by the student on the third day.

Jeni explains that while the teina do make progress, the most progress is made by tuakana, and so an objective is to encourage students to work towards becoming tuakana themselves.

Resource teachers of learning and behaviour (RTLB) who work in a variety of Taranaki schools and kura kaupapa Māori.

Kōrero in te reo

When Arahia Pomare saw the Ako Mai Peka kits, she knew the programme could be a valuable tool for tamariki in bilingual units. Most ākonga in bilingual units have not been fully immersed in te reo Māori.

Ako Mai I Ngā Kōrero Te Reo Māori is currently being piloted, with a teaching manual and 16 books in te reo Māori and English receiving the Ako Mai treatment to encourage kōrero between a tuakana and teina.

The programme aims to promote language acquisition and provide a stepping-stone for reading and writing development and is being introduced in 2024.

“We’ve trialed it with two tuakana and teina pairs.

The trial went really well and the relationship between the tuakana and teina was great. They needed to build their knowledge of vocabulary from the books they read.

“This would really help tamariki that are just learning te reo Māori. We want tamariki who have been identified as having difficulties with reading to improve oral language in te reo Māori and English,” says Arahia.

Free resource

All of the Ako Mai programmes are freely available, and the Taranaki team are happy to offer remote presentations to schools throughout Aotearoa.

“The first thing that makes this programme beautiful is that it runs itself. The second thing is that all the work is done for you – it’s all set, good to go. You should be able to find all the books in your school, and you can order extra books from Down the Back of the Chair. Our RTLB service will send you all the stuff you need,” says Wade.

“It’s important to make it student-led, because the students we work with, unless they have a part in the process, we can’t get them to engage. It’s important that they are at the forefront of whatever we create,” adds Angie.

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Teacher kōrero Rachel Cathie, a teacher at Auroa School, shares her feedback on the Ako Mai I Nga Kōrero Peka programme.

What difference has the Ako Mai Peka programme made for your tamariki?

A child teaching a child is different to a child being taught by an adult. This took the stigma out of struggling to read. The tuakana taught the student new skills such as ways to chunk words.

Once the relationship was developed it was strengthened by the programme as both groups became comfortable with each other, and the process created extra learning. The follow-up task was also a favourite.

It took a non-reading student and made them keen to read.

How difficult or easy has it been to implement in your class?

Easy. The programme gives able children responsibility at a good level. They also get a sense of self-worth by working with another student. Tuakana also needed to engage the student and figure out how the teina learns and ways to assist their learning style.

What are the key benefits of the programme? » Positive relationships with other students and staff. » Social skills are enhanced with others. » Less intimidating when learning with peers. » Positive outcomes for all involved.

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Ākonga kōrero 13-year-olds Kate and Jade share how they have enjoyed being tuakana in the Ako Mai Peka programme.

What did you like most about being a tuakana?

We liked that we taught bigger words that they would not have known and more skills to decode words.

We found new ways to help other students.

What have you learned by being a tuakana?

Everyone works differently and some things that we find easy they don’t get. This could be because of the way it is spelt or sometimes it is the way the word is said compared to the spelling.

An example of the resources in the programme.

The type of book or story is important because some books they were not interested in.

I also learned from reading the books myself – for example about unicycles and the tricks that you can do on unicycles, or about snails and that one snail is the size of your hand. We did extra research on it after reading the story.

11-year-old Lochie shares what it was like being a teina in the Ako Mai Peka programme.

What did you like most about being a teina and working with a tuakana?

Doing the activities after reading the story.

My favourite was the one where we used baking soda and vinegar and it blew up!

What have you learned from the experience?

Learning how to make a volcano blow up and looking at the weather app.

Tātai whetū ki te rangi, tātai tāngata ki te whenua

29 January 2024

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ENGAG EM ENT

Sleep an important piece of learning puzzle Students and teachers at a Nelson school are discovering how much a lack of sleep affects their lives and learning outcomes through a new programme they are helping to develop.

Time for an afternoon nap for rangatahi from Rebekah’s class.

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roadgreen Intermediate had been working with technology and internet safety expert John Parsons around social media safety for tamariki and whānau, when a conversation about the importance of sleep came up.

“In the last five years, my work with families and keeping technology under control in the home has skyrocketed. I have been doing coaching online and we continually see children who are failing in school – one of the factors is sleep deprivation,” explains John.

With a strong interest in the interface between technology and dopamine, John has worked with government agencies and NZ Police delivering education to detect and reduce the risk of all online crime, and the ways

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people are manipulated online and offline.

In the past 15 years he has worked with families to help control their children’s technology use.

Domains of wellbeing

John says that sleep deprivation affects four key domains of wellbeing: movement, food, sleep and learning levels.

“I was working with a family with a seven-year-old child who went to bed at 8.30pm and lights were turned off at 10.30pm. From 8.30 to 10.30pm the child is on his device – it’s very common, by the way.

“The hippocampus has two primary functions – to receive information and then deposit it in long-term memory. When this child goes to bed at night, without gazette.education.govt.nz

enough sleep, there’s only half the time for the information to get into long-term memory. The next day he cannot recall what he has learned because it’s not in his brain,” he says.

Once the child’s sleep patterns returned to 12 hours a day, his energy levels returned, he was eating better food, learning levels came back up and extra maths coaching was no longer required.

Impacts of sleep deprivation

The Sleep Power: Win your day every day 10 session programme was developed by John over many years to help children and young people understand the impacts of sleep deprivation on their bodies.

Alongside John, Broadgreen Intermediate kaiako Rebekah Shepard created this unit of learning, specific for classroom use and then piloted this programme with her bilingual class. It includes a 10-session outline with key teaching points, learning intentions, curriculum links, printable resources, activities and further research opportunities.

Rebekah is heading into her 18th year of teaching and says that in the past five years, she and her colleagues have noticed a shift, particularly regarding tiredness, short attention spans and energy slumps during the day.

While she acknowledges there are other factors such as parents working full-time, and some rangatahi working outside school hours to help support their families, the realisation, about the impact of sleep deprivation was a wakeup call.

“What do we see? Students are just more tired. We’re seeing a lot more lateness, a lot more students sort of rolling into kura. They haven’t had breakfast and are not ready to start the day because they’ve just hopped out of bed after less than six hours sleep.

Engaging programme

Ākonga in Rebekah’s class were highly engaged in the programme which began with them filling in a diary and gathering data, along with establishing their prior knowledge about sleep.

By session four, they began to research the amount of sleep needed by role models such as athletes or celebrities; or if that’s not their interest, they look at sleep in the animal kingdom.

“I’ve got a lot of 13-year-old students who are sports mad.

And when they found out that Steph Curry and LeBron James are getting 8-10 hours of sleep at night and a twohour nap during the day, they started to listen!

“Through this research, they found out that they are 80 percent more likely to risk an injury playing sport, or that recovery time is way longer if you haven’t had sleep. There were a lot of ‘aha moments’ with those sporty students about the recovery time.

“Moments of understanding that they were actually capable in their learning and not ‘stupid’ arose as they realised how little sleep they were getting and how this impacted their ability to concentrate in class.”

John argues that screen time is almost impossible to manage, but teaching about screen attachment and what technology use displaces in terms of activities, social interactions and learning opportunities, can make a difference.

“Students have a right to knowledge which empowers them about what can shorten their lives,” says John.

Rebekah says it’s important that ākonga doing the programme are not made to feel ashamed about their device use.

“Every student comes from different values in their homes. One student might have a phone, one might not.

One student is allowed gaming up till 4am, another is not allowed Snapchat yet. So, this is not a time of shame, or to beat ourselves up about how much we’re using, but an opportunity to unpack this.

Powerful te ao Māori perspective

With 95 percent of Rebekah’s ākonga being Māori, she says that bringing in a te ao Māori perspective was powerful.

They discussed Te Whare Tapa Wha and the impact sleep deprivation has on the four walls of hauora – emotional, mental, physical and spiritual.

“About 60 percent of my teaching is done in reo Māori. A real thing that came through is the impact we have on other people around us. If we look at this through a te ao Māori lens, we are looking at the whānau. To be a part of a whānau is where we are most empowered, so if I’m not getting my sleep and I’m choosing not to, this is now detrimental to my whānau.”

Rebekah, her teacher colleagues and ākonga learned through Sleep Power that hauora for this age group should be prioritised and that sleep is a key part of that puzzle.

“We’ve always had physical activity and good food, we’re looking at vaping and all these real things that are happening, but sleep was never a part of that puzzle. We may have thought that sleep is a parents’ problem, but that then impacts your day,” concludes Rebekah.

John Parsons.

Screen attachment

The programme then looks at what sleep does to the body and discusses screen time versus screen attachment.

29 January 2024

Tukutuku Kōrero

Kōrero about sleep Zion, Tiahomairangi, Arvahli and Gauge had a kōrero with Rebekah about the sleep programme.

» Yeah, I’m now going to bed earlier before rugby because I want to play better.

Tell me one key thing you have learned about sleep?

What difference has the course made for you so far?

» When I get more sleep, I’m going to be better at rugby because sleep helps my body to recover.

» I’m not sure but now I know when I have something big on, I need more sleep before.

» Sleep is good for my skin.

» I can tell when I haven’t had enough sleep because I’m angrier. That means I need to get an early night.

It definitely helps when I do that.

» Sleep is really helpful for me to stay focused, because at kura I muck around a bit and maybe it’s because I’m tired.

What did you think when you learned that using devices at night was affecting your sleep? » I guess I already knew that, but it was all good to know how they were making my sleep worse. » I learned that the smaller the screen the worse it is for my sleep, so I tried it and used the TV for YouTube instead of my phone. » I thought it was just Dad making me get off my phone but actually, he knew it was because using my phone in bed isn’t good for my sleep.

Has knowing more about this topic changed your screen and sleep habits?

» It was pretty cool looking at my sleep and realising it’s my job to get better with it, I always just thought Mum was being too strict.

Teacher kōrero » The students were engaged with this topic and series of work from the start. They were interested in the links to statistics, which was handy as we focused our mathematics learning on statistics to line up. It made for rich discussions around the data and how we presented it. » I was blown away by how normal it was for my tauira to be gaming until 2am or later. Lying in bed on their phones was a consistent theme across my entire class.

» It definitely made me happier. » I got to kura on time so Whaea was happy about that.

Broadgreen Intermediate kaiako Rebekah Shepard with students, Nardy and Milan.

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For more information about the programme, contact John Parsons at info@citizen21.co.nz or Rebekah Shepard at tewhanauhepara@gmail.com.

gazette.education.govt.nz

Screen time and sleep Chief education scientific advisor for the Ministry of Education, Professor Stuart McNaughton, says there are several steps in thinking about the relationships between screen use and sleep.

» For young people and especially adolescents, there is a need to provide and support awareness, knowledge and strategies in ways that recognise the need for autonomy as well as collective responsibility.

» Sleep problems in childhood and adolescence are related to several social and emotional, physical, and cognitive problems.

Read more in He Uru Kahikatea: building young people’s resilience through media and information literacy and digital citizenship skills at pmcsa.ac.nz.

» Young people now have widespread access to, and use of, digital devices. » Consistent evidence across cultures and countries that the extent of screen time among children and adolescents is associated with delayed bedtime and shorter total sleep time. » There are individual differences in susceptibility to the effects, such as extent of self-control and experience (with devices and content). » It is still the case that apart from the extremes, it is the content that matters. But, Stuart says with increased time overall, the total amount of screen use is associated with sleep issues.

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29 January 2024

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KĀHU I AKO

Collaborative peoplefocused approach sees results for kāhui ako A North-West Auckland kāhui ako is breathing life into its name – Whiria te Tangata. Through weaving people together while also focusing on learner agency, collective teacher efficacy, and culturally responsive pedagogies, the Community of Learning is seeing real and tangible results.

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hiria te Tangata Kāhui Ako has a collaborative and people-focused approach to education and it’s boosting teacher efficacy, strengthening learner agency, and fostering environments where learners can not only succeed but flourish.

The kāhui ako consists of a network of 12 schools and eight early learning services who have recently joined, in an initial phase of forming connections with other local contributing early learning services.

It is guided by five core drivers: » Building teacher efficacy in collaborative ways of working » Embedding culturally responsive pedagogy » Enabling learner agency » Strengthening learning connections with parents, families, whānau, ākonga and teachers » Developing local curriculum reflecting the environmental context and economic opportunities of the community.

Within school leads present their inquiry findings at the 2023 end of year showcase.

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The Community of Learning was formed in 2016 and has evolved since the beginning, but the bones and core values have remained, says Waitakere Primary School’s Ashleigh Stewart, who is the longest serving across school lead in the kāhui ako.

“Our kāhui ako was very big on wanting to do things better together, but we don’t want to all be the same. We don’t want to ‘vanillarise’ what schools are doing.

“We’re unique, we’re important, we bring value as we are. But what we’re doing is shaping the practice of our community together, and that was a key thing,” she says.

Shared framework

A core feature of Whiria te Tangata Kāhui Ako is the development of two research-based frameworks to measure teacher efficacy and learner agency, which aligned with their goals to develop these areas.

“We particularly wanted to have those as our goals but make sure that culturally sustaining pedagogies were weaved through the rubrics,” says Ashleigh.

“There’s definitely still a lot of work that needs to be done with those as we learn more.”

The Collective Teacher Efficacy (CTE) and The Learner Agency frameworks enable school leaders and kaiako to evaluate, gather evidence and track their progress.

“If we’re focusing on our drivers, how do we know if we’re making progress?” asks Danielle Myburgh, an across school lead from Hobsonville Point Secondary School.

“Yeah, how do we show that progress if we’re not using standardised tests and things like that?” adds Amy Croxford, also an across school lead from Hobsonville Point.

The rubrics are based on New Zealand-based research and link research statements with development stages (establishing, developing, proficient and integrated). Amy says they are designed to be adapted to each individual school.

Danielle adds they did not know how much they needed the rubrics until they had them.

“As we’ve progressed, we’ve realised that what they’ve done is give our kāhui ako, 12 schools, a common language to talk about which best practices actually make a difference,” she says.

Because the rubric is grounded in “really solid research” they’re making a difference, explains Danielle.

“When our schools dig into them and start making sense of them, and start using the language appropriately, it actually makes a big difference in highlighting, spreading and sharing some of these best practices that make an impact.”

Amy says the research hasn’t stopped.

“We went to an afternoon a couple of months ago with Russell Bishop and we’ve now developed PLGs for the within school leads so they’re a part of a group unpacking each strand of the learner agency rubric. We’re really making sure we have up-to-date research.”

NITS

NITS is a tool developed by Whiria te Tangata to get members of the kāhui ako scratching their heads – metaphorically, not literally.

It is an acronym that stands for ‘Need, Impact, Time, So’

29 January 2024

Engaging questions posed to student researchers.

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which is designed to encourage deeper thinking.

Danielle says NITS was born after reflecting on within school lead videos which summarised their mahi for the year, and asking “what are we doing to help them deepen their inquiries?”

“We’ve developed a range of resources, tools and coaching conversations around that acronym that has had a significant impact on the quality of the inquiry,” she says.

“When they talk now about their inquiries, it’s much more focused on student needs.”

The impact

The impact of Whiria te Tangata Kāhui Ako’s collaborative and people-focused approach to learning and teaching is made clear through the inquiry presentations at the group’s 2023 Showcase.

Investigation topics ranged from collective teacher efficacy and the efficacy of collaborative spaces to school transitions.

“It’s amazing. They’ve said in their evidence that teachers within their school are feeling more confident and understanding learner agency, why it’s important,

and what it looks like in a classroom. I don’t know how much of that they would have done without the work of the kāhui ako, or at least being able to critique off one another,” says Ashleigh.

Danielle says hearing from the student researcher group has also been important.

“They’re a group of mostly Year 6 and 7 students who’ve also been investigating all these aspects of learner agency and who were able to contribute to all of the teachers’ presentations about how these critical things affect them.

Their voice is really apparent and is now present, which is a shift from where we started.”

Danielle says she believes the kāhui ako has contributed a lot to the community including stronger relationships between schools and a collaborative approach to navigating problems.

“I remember just before all the Covid lockdowns hit, sitting in the room with the principals, and them being able to talk to each other about how they’re going to navigate this new curvy road ahead of us. That’s something that before the kāhui ako wouldn’t have happened,” she says.

“Teachers within their school are feeling more confident and understanding learner agency, why it’s important, and what it looks like in a classroom.”

Ashleigh Stewart

Student researchers foster inter-school connections.

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Packed house: Within school leads, across school leads, principals and fellow student researchers attentively listen as students present their research into learner agency.

The student researcher group present their findings, focusing on learner agency.

TRANSITIO NS

Mentor programme brings WOW factor to Hawke’s Bay WOWbeing is on a mission to bring powerful positive change to Māori and Pacific ākonga and their whānau in Te Matau-a-Māui – and it’s creating a generation of leaders from primary through to secondary and beyond.

The WOWbeing team of brothers; Ausage and Tivaini Fomai (left and far right) and Davis and Tyson Ataera (middle).

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T

he ‘WOW’ in WOWbeing is not just a description of how triumphant the programme is. WOW stands for ‘Wellbeing of Whānau’ and speaks to the positive impact they wish to facilitate in their communities.

Leadership pathways are forged by instilling a sense of belonging, positive self-esteem and wellbeing through a series of mentoring programmes which start in Year 8 and continue to adulthood.

A close-knit team, WOWbeing is made up of two sets of brothers, Ausage and Tivaini Fomai and Davis and Tyson Ataera.

The inception of WOWbeing came from a desire to strengthen relationships between fathers and their children, says Ausage, adding, “the four of us are fathers, husbands and brothers so that’s where we started.”

All four have a background in professional sports, and forming WOWbeing presented an opportunity to work to their strengths.

As well as sports, they apply non-denominational faithbased values, play, performing arts, and culture to support ākonga and whānau towards “confidently navigating the world they live in,” says Tivaini.

The heart of the WOWbeing programmes remain grounded in the original kaupapa of connection, and relationships are prioritised and strengthened.

Opportunities for open communication and shared experiences between parents and their children is key in each of the four, carefully structured WOWbeing programmes: NiuGen, Atamai, Savali and Hiwa-i-te-Rangi.

Because the mentors understand the pressures of parenthood themselves, they “work to close the gap between parent and child and give them tools to be able to have conversations without judgement,” says Tivaini.

Some of those tools include homework tasks that require parent or whānau engagement. As one participant shares, “When my parents did the programme with me, our connection got closer and stronger, and they also found that I really like playing rugby. They didn’t know that until we were in a different environment and played rugby together.”

Full circle of support

Through proactive engagement with parents and schools, WOWbeing aims to form a full circle of support for ākonga.

“We work together, so between us, parents and schools we can provide three-way, wraparound support,” says Davis.

Completing the circle are WOWbeing’s own support systems. “Our families, our partners and children are all here, supporting us,” says Tyson.

Funding partners Te Whatu Ora Health New Zealand and Te Tāhuhu o te Mātauranga Ministry of Education are also key to WOWbeing’s operational success.

“We need to be able to resource our mentors and the Ministry of Education’s Pacific Education Fund has helped us do that,” says Davis.

They also have a board of advisors made up of community and church leaders who provide support and guidance to WOWbeing mentors.

29 January 2024

WOWbeing creates comfortable, safe spaces for ākonga to build confidence and leadership.

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The aim is to build a framework of support for the transition to secondary school.

“We noticed there can be a fallout of care between primary and secondary school,” reflects Davis.

Ausage adds, “We focus on building leadership and independence in Year 8 so that when they get to secondary school, where they’re expected to be independent, we can be there for them and for their parents because we already have a relationship.”

Independence explored through the safety of collective support has worked well for Tagi, Year 9 at Hastings Girls’ High School. She shares that she went into her transition to secondary school this year with confidence.

“It helped me to see familiar faces because I already knew people from different schools through NiuGen. Knowing that others were going through the same experience, helped me to relate and know that I’m not alone.”

Inside the circle

Between them, Ausage, Tivaini, Davis and Tyson offer the NiuGen and Atamai programmes through all four primary schools in Flaxmere.

They then follow students through to their secondary schools and beyond, offering consistent mentoring through the Savali and Hiwa-i-te-Rangi programmes.

“We want consistency, we’re dedicated and fully committed to a 12-year vision,” says Davis.

Tivaini adds, “It has to be a big picture because what we want is generational change.”

As well as their in-school sessions, all four WOWbeing mentors come together twice weekly for combined sessions open to ākonga across all schools, as well as weekend sessions with parents.

WOWbeing’s drive for consistent, long-term mentorship allows space for the young leaders to build upon their own vision for themselves, and for their whānau to support them.

From the outset, WOWbeing centres ākonga holistic wellbeing with empathy. They are aware that the choices they make as mentors in terms of their approach can leave a lasting impression.

“We don’t call them kids or students; we call them leaders,” says Ausage.

Davis adds, “We know that what you’re called matters, it sticks and that’s why we call them leaders, right from the start.”

Leujos, a Year 8 NiuGen leader, says the WOWbeing values of respect, courage and integrity, and the culture of kindness, has helped him to feel safe and open to sharing in groups.

“Me and my friends connect a lot better because we don’t mock each other anymore, we don’t use our insecurities against each other because you never know what others might be feeling.”

Leujos has also found the confidence to step into his role as a leader at school and his efforts have been acknowledged with a school honours award.

The NiuGen programme provides leadership training with whānau/aiga engagement.

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Walk your identity

The motto for the Savali programme is ‘walk your identity 24/7’.

Leaders in Years 9 to 11 are encouraged to connect to leadership through a cultural lens by practising the Pacific concept of tautua, leadership through service.

In the spirit of tautua, Savali leaders role model and support mentorship for the younger NiuGen and Atamai participants.

Tagi, now a Savali leader after completing the NiuGen programme at her previous school, shares, “I know I’m a better leader now because I’m able to open up and show the younger ones that it’s OK to share your feelings. If they see you doing the work and being kind, they will do that as well.”

Full-day sessions during term breaks give the WOWbeing mentors a chance to create one-of-a-kind, fun and inspiring experiences for their young leaders, like attending large-scale sporting events and meeting the players.

A balanced approach with experiential learning at its core, WOWbeing also use their programme time to impart strategies such as goal setting and journalling as well as life skills like financial awareness and entrepreneurship.

“We’ve got some of our leaders presenting their business plans at just 13 or 14 years old!” beams Davis.

From circles to cycles

The results are extraordinary. Ausage shares that in a recent evaluation, “80 percent of our leaders felt more comfortable speaking in group settings. All but one of the NiuGen felt fully prepared for high school, so we’ve connected that one person with a Savali leader at their new school.”

At Hastings Girls’ High School, nine out of 11 Savali leaders received gold badges for 90 percent attendance.

Throughout the Flaxmere primary schools, most if not all NiuGen leaders received prefect honours or school taonga for their final primary school year.

The Hiwa-i-te-Rangi programme offered from Year 12 focuses on career pathways and ‘realising your aspirations’.

Leaders are encouraged to plan and practise their leadership out in the world. At community level, the WOWbeing mentors are noticing a shift.

Davis points out, “When we attend our Pacific community events, we notice that it’s our leaders who are stepping up to lead in those spaces too.”

Tivaini says that one of his highlights as a mentor is seeing how ready and willing WOWbeing leaders are to step into mentorship.

“There’s a cycle to it,” says Davis, with the potential “to create community and societal change.”

“Strengthening families, strengthens communities,” adds Ausage.

“We don’t call them kids or students; we call them leaders.”

Ausage Fomai

Top and bottom: WOWbeing supports the physical, mental, social and spiritual wellbeing of ākonga and whānau/aiga.

Read more about WOWbeing Limited at wowbeing.co.nz.

29 January 2024

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H EALTH AN D WELLBEI NG

Breaking barriers in health and menstruation Open conversations about menstruation are at the heart of a Sport NZ Ihi Aotearoa initiative to motivate young women to be active throughout their teenage years and beyond.

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eriod cramps, dizziness, tiredness, stress about leakage, uncomfortable conversations – this silent experience of many young women affects their participation in physical activity every month and they can be embarrassed to talk about it.

The Flow on Effect is a Sport NZ initiative born out of the FIFA Women’s World Cup 2023 leverage and legacy work to see more young women physically active.

It brings together a series of initiatives which aim to reduce stigma around female health, menstruation and physical activity for young women and girls.

The Flow on Effect provides educational resources and information to support teachers, coaches and parents, and adults who enable young people to be physically active, Sport NZ acting diversity and inclusion manager Zara Taylor says.

Body empowerment

Empowering young women by increasing their knowledge around what their bodies are doing and helping them to make informed decisions about how they participate in physical activity while they have their periods is one aim of the initiative, says Zara.

At its heart, The Flow on Effect is about amplifying open discussion about menstruation between adults and young women – listening, encouraging, adapting practice and competition to girls’ needs, and providing a safe space for conversations.

“We must make a change somewhere and I’m really hopeful that what we are doing now to increase understanding about being active while menstruating will have a positive impact in the future,” says Zara.

The research data behind the strategy is stark. It shows

The Flow on Effect provides a safe space for conversations.

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that from age 15, weekly participation in physical activity drops significantly amongst female rangatahi. By the age of 16, there is a 22 percent gap between the time young men spend being active compared to young women. By 17, this gender gap increases to 28 percent.

“Within the sports sector, people see the value in physical activity and sport. Our starting point with this journey is that with support and education people won’t shy away from the conversation about menstruation and female health because they are motivated and interested in making a difference in young people’s lives,” says Zara.

“We are trying to break down barriers through starting a conversation and by providing resources and tools so young women can better understand their bodies, stay healthy and be able to be active right through their cycle,” she says.

Removing barriers

Celia Kavanagh wants to help make sure that the action and messages promoted by The Flow on Effect initiative happen at a grassroots level in schools and sports clubs.

She’s putting The Flow on Effect into practice at Pukekohe Football Club, where her 13-year-old daughter plays, by sponsoring the provision of three pairs of reusable period underwear from Kiwi company AWWA to the two under-14 girls’ teams alongside their kit.

“I want these girls to start their journey into womanhood on a positive footing and to remove any stigma or shame they might experience,” says Celia.

“Parents and sports clubs have a role to play in removing barriers to keeping girls active and playing sport. Girls shouldn’t feel that they can’t do things because they have a period when there are new and different products available to support this,” she says.

“Equally, if players do have cramps, or other symptoms that affect their ability to train, we’d like to give them the confidence to let their coach know and let their teammates know. So that in 2024 we at least say, ‘Hey, OK, then why don’t you instead of doing some really intensive sprints, work over here on some technical ball skills’.”

The football club has been very supportive of the initiative as part of its vision to give everyone a sense of belonging and feeling welcome, says Celia.

“For many girls, playing football with their friends is a highlight of their week and we want to create the conditions to keep it that way from age 5 years through to 18 years and beyond.”

Fern, a Pukekohe High School student.

Tikanga around ikura

Pukekohe High School student Fern, loves a variety of sports and is a Counties Manukau representative in basketball.

When she was rowing, as the only Māori in her crew she had a challenging conversation with her coach about how tikanga in her whānau meant she couldn’t be on the water when she was menstruating.

Comfortably stepping into physical activity and sporting passions with confidence.

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The positive response of that coach has enabled her to be an advocate for The Flow on Effect and she’s confidently speaking publicly about menstruation and her experience.

“In my whānau, having your ikura (period) is a spiritual time connecting to Papatūānuku. It’s natural and a sign of being ready to create a whole new life inside of me. It’s never ever been a thing that I’ve had to be embarrassed about,” Fern says.

“When you’re young having your ikura is really impactful especially during our sports, during a physical time where your body hurts, your body aches, because you’re literally leaking blood. And I think I have a different mentality as well; I go into a different headspace.”

She questions why talking about periods makes people feel awkward, as it’s natural and shouldn’t be embarrassing.

The Ikura | Manaakitia te whare tangata – Period products in school initiative that provides free period products to young people in all state and state integrated schools is also a talking point.

One suggestion Fern has for all schools is to make the products easily accessible for girls, even in primary schools, as she got her first period when she was nine.

Don’t inadvertently put up a barrier such as a male teacher managing the product supply, she recommends. There is enough product available through the government-funded initiative for young people to take products home with them during school term and school holidays to cover

their full menstrual cycle and the Ministry of Education has developed a guide with ideas on how schools can make products accessible.

To her, school is an environment for young people to find themselves, to find their confidence and to grow as a person. So kura need to provide a supportive environment where open conversation about menstruation is fostered so girls and adults are comfortable, says Fern.

The Ikura initiative has developed a range of resources to support young people to better understand periods and reduce the stigma that sometimes surrounds it, as well as to support whānau when having conversations with young people about ikura.

Taking action to enhance wellbeing

For Year 12 health students at Christchurch Girls’ High School Te Kura o Hine Waiora, their NCEA standard on taking action to enhance wellbeing within the school or wider community in 2023 focused on better distribution of the free period products available.

The girls’ campaign to help eliminate some of the stigma around menstruation meshed with The Flow on Effect initiative and got the girls openly talking about periods, says head of health Nicola Richards.

Their project utilised products available through the Ikura initiative to provide a package of three months’ supply of period products for each of the 1,250 students.

Students are keen to reduce stigma around female health, menstruation and physical activity.

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Hine O Te Kura Youth Symposium for students and teachers in Tāmaki Makaurau Auckland, June 2023.

“Our starting point with this journey is that with support and education people won’t shy away from the conversation about menstruation and female health.”

Zara Taylor

The Flow on Effect | Sport NZ Ihi Aotearoa (sportnz.org.nz).

Let’s get singing!

Free Primary and Intermediate PLD and mentoring available in Terms 1 & 2 2024 Ikura | Manaakitia te whare tangata: Period products in schools information for schools and kura (education.govt.nz).

Education Gazette content on the topic of ikura Listen: Free period products – a game changer.

Group singing is an incredibly powerful tool for promoting hauora, creativity, learning and self-confidence in tamariki.

Through grant funding from Manatū Taonga Ministry for Culture and Heritage, the New Zealand Choral Federation (NZCF) is offering

five hours of one-on-one support,

and intermediate school teachers,

combining online coaching and

aimed at schools that want to

in-person sessions at school. Fully

establish a classroom singing

online options are available for

programme or group/choir.

rural schools. Priority will be given

PLD includes regional workshops and ongoing access to resources.

We can help you find enjoyable

Read: Gender and menstruation inclusion.

29 January 2024

There are opportunities for up to

free PLD and resources for primary

to schools with no specialist music teacher.

Register your interest with NZCF’s

songs and resources for young,

Children’s Outreach Coordinator,

developing voices and will advise

Maria Winder: outreach@nzcf.org.nz

about effective ways of using

Places are limited. This “Singing

singing in the classroom with

for Lifelong Wellbeing” programme

different year groups.

runs until June 2024.

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H E A LTH & PHYSICAL EDUCATIO N

Learning-with-sport opportunities in term 1 The new school year is getting underway and so are lots of opportunities for ākonga to participate in quality physical education experiences, during the inaugural New Zealand Ocean Festival Moana Auckland, the ITM New Zealand Sail Grand Prix Christchurch and the 37th America’s Cup.

O

ver the past few years, Sport NZ has been working in partnership with the Ministry of Business, Innovation and Employment (MBIE), the Ministry of Education, and four national sporting organisations to change the way in which sports engage with schools and kura, through the In Our Backyard project.

“We have been trialing and developing five learningwith-sport modules alongside the three Women’s World Cups and the America’s Cup,” explains In Our Backyard

The ITM New Zealand Sail Grand Prix is coming to Aotearoa New Zealand on the weekend of 23 and 24 March 2024.

project lead Dean Stanley.

“From the beginning of 2024, the next steps are being taken to embed the In Our Backyard learning-with-sport approach as an enduring part of Aotearoa New Zealand’s education landscape.”

The first sport to take this step is sailing, which will provide a range of opportunities throughout 2024 for ākonga with New Zealand’s inaugural Ocean Festival Moana Auckland and the ITM New Zealand Sail Grand

Prix in term 1, and as Emirates Team New Zealand defends the America’s Cup in terms 3 and 4.

“Yachting New Zealand is establishing RŪNĀ education centres in sailing clubs around the country.

Each of these centres will work with a cluster of schools and with Healthy Active Learning advisors to support ākonga to learn about technologies to harness the power of wind, to learn about the settlement of their local area following the signing of Te Tiriti o Waitangi, and to participate in efforts to restore marine ecosystems,” explains Dean.

The RŪNĀ education centres will be progressively set up in sailing clubs over the next few years as a legacy of hosting major events such as the ITM Sail Grand Prix and the New Zealand’s Ocean Festival.

modules and ākonga will also be able to participate in learning experiences outside the classroom that enrich the learning taking place in the classroom.

In a range of locations across the country, ākonga involved in the Kōrinorino and Kōkōkaha modules will be able to visit a sailing club for a day to participate in a sailing experience.

During the day, they will go sailing to experience the power of the wind or to imagine what it would have been like for Māori and tauiwi to voyage to these shores under sail.

And while at the club, ākonga will learn about technologies used in sailing to harness the power of the wind (Kōkōkaha) or about Kāpehu Whetū, the Māori star compass (Kōrinorino).

Teaching resources

Activities in Auckland

Schools and kura across the country can participate in one of three classroom learning modules during 2024.

One module called Kōrinorino focuses on Aotearoa New Zealand’s histories, another called Kōkōkaha focuses on designing technologies to harness the power of the wind, while the third, called the 21 Day Challenge, supports a thriving ocean for generations to come.

Kaiako will be provided with a full term’s worth of classroom learning experiences for each of the three

During term 1 in Auckland, ākonga will be able to visit the Viaduct Harbour during the Moana Auckland Festival (24 February to 17 March) for a one-day experience involving three activations.

The first activation will involve activities in the New Zealand Maritime Museum’s Landings exhibits to explore the pioneering voyages of discovery, settlement and trade that shaped the early history of Aotearoa New Zealand (Kōrinorino).

The New Zealand SailGP Team will compete for the second time in New Zealand waters.

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The second activation will involve ākonga interacting with a series of citizen science activities associated with monitoring ocean health and building NZL Blue Belt sites (Moanamana).

The third activation will see students engaging with a set of activities to explore technologies used in the sailing industry to harness the power of the wind (Kōkōkaha).

Read more about Moanamana in ‘Kāhui ako become citizen scientists to monitor our ocean health’ at gazette.education.govt.nz.

The 21 Day Challenge Inspirational Young Ocean Explorer Riley Hathaway, and her cameraman father Steve, will take ākonga and kaiako above and below the glistening waters of the Hauraki Gulf to meet all the amazing species and their habitats, learn about the challenges the Gulf is facing, and be inspired by the amazing people making it a better place. This is an integrated curriculum teaching resource that links to the New Zealand Curriculum at levels 1–4 but can be adapted for use at various levels.

To find out more about The 21 Day Challenge – The Hauraki Gulf | Tīkapa Moana Te Moananui-ā-Toi, visit youngoceanexplorers.com.

One of the learning modules available to schools and kura involves ākonga in designing and testing technologies to harness the power of the wind.

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Kōkōkaha and Kōrinorino

Kōkōkaha – Powered by the wind, is a cross curriculum unit of work that focuses on the science, technology, engineering and maths (STEM) associated with harnessing the wind, and in many places around the country can include ākonga going sailing to feel the power of the wind.

This teaching resource links to the curriculum at levels 1–4 but can be adapted for use at various levels.

Kōrinorino – In our ancestors’ wake, is an integrated unit of work that focuses on the history, science, technology

and maths associated with the journeys of discovery to Aotearoa New Zealand, and in many places around the country can include ākonga going sailing and imagining what it was like to sail across the ocean to this land.

Find out more and register at runa-yachtingnz.org.nz.

Ākonga in Auckland will be able to visit the Viaduct Harbour during the Moana Festival to find out about technologies to harness the wind, Aotearoa New Zealand settlement stories, and efforts to restore our marine ecosystems.

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Connected Ako: Digital and Data for Learning

Focus:

Bream Bay college head of art Tracey Scott and ākonga.

Building teachers digital skills is sparking imagination in learners at Avonside Girls' High School

Focus:

Transformed learning, teaching, assessment and research

Digital tech transforms Focus: and achievement at learning Bream Bay College Facing the issue of fluctuating attendance, Bream Bay College saw an opportunity to use digital technology to transform and progress teaching and learning, to inspire students, and keep them engaged at home.

H

e ira. He puawaitanga. He ponanatanga. He matauranga. He maramatanga.

A dot. A blossoming. Uncertainty. Knowledge.

Enlightenment.

This is the whakataukī that inspired Bream Bay College head of art Tracey Scott, while developing a strategy to engage learners from home.

Tracey has been an art teacher for more than 20 years and head of art for the past 15 years at the secondary school in Ruakākā, south of Whangārei. In 2022, the school had to confront issues of fluctuating student attendance.

“Over the course of 2022, we didn’t know when students were going to be away, how long they’d be away for, and what, if any, art supplies they had with them at home.

“The attendance rate this year [2023] has been better than expected at 60-70 percent but every day it is different.”

And so, Tracey jumped into action and began breaking down the cycle of learning, starting with that whakataukī.

“That got my brain in overdrive because of its clear connection to the process of creating artwork,” she says.

Breaking down the cycle of learning

Tracey says she started by linking each step of the whakataukī to specific learning tasks.

He ira (a dot) is linked to researching artist models for thematic ideas and composition.

He puawaitanga (a blossoming) is designing several compositions based on research.

He ponanatanga (uncertainty) is connected to researching artist models for technique and media ideas.

He matauranga (knowledge) is about exploring and experimenting with techniques.

Education Gazette

He maramatanga (enlightenment) is linked to reflection and analysis.

“Using that concept as a base, I created a living document so that Year 12 students could continue learning and even if they weren’t creating art at home, there were still activities they could do that were part of the cycle of creating art,” she says.

Tracey says the students’ independent learning activities included researching artist models using Pinterest links, looking at what other students have done, sketching up rough thumbnails, and seeking feedback and annotating their work.

Tracey’s approach for Year 10 students was slightly different. She adapted a drawing and design unit which had a lot of activities involving research around kaitiakitanga, artist models, sketching with materials on-hand, and presenting their work on a Google Classroom slideshow.

“The first three learning activities involved using digital media, including Zoom and Google Classroom, proactively and regularly. For this to work, I had to routinely open Google Classroom every single lesson, becoming so commonplace that students would continue doing so at home.”

Tracey says students are also able to see how they’re tracking using a progress chart on their Google Classroom. This helps to make sure all aspects of the term-long assignment are completed.

Engaging whānau in hybrid learning

Tracey says the second and third activities of the strategy were to engage whānau and bring hybrid learning into the art room.

Tracey contacted students’ caregivers to make them part of the online learning process so they understand the importance of how their child can continue learning,

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even with unavoidable prolonged absences.

Meanwhile, bringing hybrid learning into the art room enabled Tracey to make all practical activity instructions available to students through a series of videos uploaded to Google Classroom.

“Students can work through at their own pace or replay if they encounter something particularly tricky. The technique videos were an absolute lifesaver,” she says.

Linking back to deep learning

The final part of Tracey’s plan was to make sure it tied into Bream Bay College’s deep learning focus which drives all teaching and learning at the school.

The focus brings together four learning quadrants (pedagogical practices, learning partnerships, leveraging digital, learning environments) and six competencies (creativity, communication, collaboration, critical thinking, citizenship, character).

Tracey has connected her plan to these by linking specific tasks to each quadrant.

For example, explicit teaching of the cycle of art and student agency relates to the pedagogical practice quadrant.

Students as experts videoing their art in a tuakana teina approach and connecting with whānau falls under the learning partnerships quadrant.

Using videos to “flip the classroom” and engage those working from home comes under the leveraging digital quadrant.

Hybrid environments relates to the learning environment quadrant.

“My focus area didn’t really require any new technology or apps but more of a change of pedagogical focus.”

Seeing success

Carefully designed digital and data tools can contribute to better educational outcomes. This is certainly the case for Bream Bay College.

Data shows that in term 1 and term 2, the student success percentage was 47.7 percent and 48.5 percent respectively. In term 3, that jumped to 73.3 percent.

Tracey found the how-to videos had the most buy in and would like to explore how to make them more accessible in the future, so other teachers can use them.

“My biggest takeaway from the whole process is a really timely reminder just how important ‘teaching 101s’ are.

“Building and maintaining connections with students and their parents, being open to finding new ways of doing things if your first 10, 50 or 100 ways didn’t work, teaching not just content but self-management skills, and even if a project isn’t a complete success, it’s also not a complete fail.”

Te Puna Kōrero Nearly a year on from our first article in the Te Puna Kōrero: Celebrating stories of digital success series, this is our last addition to this kete of stories.

While we will continue to focus broadly on digital success in education, all these stories as well as more information about Connected Ako remains available at education.govt.nz/digitalstrategy.

Access to digital technology is enabling students to broaden their learnings.

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Students have been able to learn and follow techniques closely.

“Learning activities involved using digital media, including Zoom and Google Classroom, proactively and regularly.

For this to work, I had to routinely open Google Classroom every single lesson, becoming so commonplace that students would continue doing so at home.”

Tracey Scott

SAFER TRAVEL

A safer and more sustainable journey as a school community If you are around Wellington’s Berhampore School on a Friday, you may notice tamariki walking to or from school in organised groups – almost like a bus without wheels. Their journey is guided by spray-painted feet, colourful pou, and a buzz of excitement.

Berhampore School students walking to school.

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B

“Our Enviro Group wanted to create change, and I’m proud it’s been led by the students.

Not only are they conscientious and creative, they’re inspired by te ao Māori and being kind to the Earth.”

Simonne Goodall

erhampore School runs a ‘walking bus’ once a week.

It started a few years ago when they became an Enviroschool, and was originally just once a year on the last day of Movin’March – an annual initiative from the Greater Wellington Regional Council to get students ‘walking or wheeling’ to school.

The school has embraced the initiative, and since September last year it has been extended to run every week. Every Friday children walk to school while being supervised along a 1.2km route.

Berhampore School teacher Kylie Hall says it has proven to be a hit with tamariki and whānau alike.

“The students absolutely love walking to school every Friday with the walking school bus. There is music playing on a speaker as they walk, and it is really fun to get to school in time for breakfast club!”

Feedback from parents has also been positive, and there are now more parents on the roster to be the ‘bus drivers’ each week.

Kylie says it is a great way for the students to walk to school independently, or with friends and parents – especially parents new to the school community.

Pou to guide the journey

Adults and tamariki worked together to plan the route.

Pou to mark the journey were designed and painted by the students, who were guided by mana whenua representatives Mark and Dana Tumai to tell the stories of Tangaroa, Tamanuiterā, Tāwhirimātea and Tane Mahuta.

Prior to the first hīkoi, the school hosted a special ceremony to bless the pou.

The colourful nature of the pou, and the spray-painted feet, provide photo opportunities along the way.

Enviro Group members Elisa, 10, and Norah, 9, said they learned more about te ao Māori in creating the pou, and that their walking bus is “good for our wellbeing and the wellbeing of our planet”.

Multiple benefits

Kylie says the route was chosen as it always had more children participating in the annual Movin’March Walking School Bus. The school wanted to support as many children as possible to walk safely to school, and build a sense of community.

“Our suburb Berhampore, is split into two sides by a main road into the city and for our students there are three controlled crossings, but they are not always where the students want to cross!

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“For our Enviro Group it was also about the environment and reducing the number of cars coming to school for school drop-offs.”

Berhampore School principal Simonne Goodall praised the project for encouraging students to make positive change in their community.

“Our Enviro Group wanted to create change, and I’m proud it’s been led by the students. Not only are they conscientious and creative, they’re inspired by te ao Māori and being kind to the Earth.”

Movin’March

The ‘walking bus’ is in line with the principles of Movin’March, which is now into its 15th year. Maddy McVie from Greater Wellington says the concept is not new, but 2023 was the first time for it to be ‘official’ and so visible, such as having actual bus stops on the street as pick-up points.

Movin’March promotes improved independence, physical and mental health, decision making, risk assessment and road safety skills.

Greater Wellington provides tools and resources for schools to promote safe and active travel, and address congestion and safety issues around the school gate.

Maddy says to encourage the students, there is also a ‘passport competition’. Students get a ‘passport’ with space for 10 stamps, which they earn every time they walk or wheel to or from school.

At the end of the month, the passports are sent into Greater Wellington and go into a draw for a $400 MYRIDE voucher. Boxes of smaller prizes are also sent out to schools.

Mana whenua representatives Mark and Dana Tumai blessing the pou.

One of the hand-painted pou, 38 Education Gazette inspired by Tamanuiterā.

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Active Travel Action Greater Wellington, alongside Enviroschools Te Upoko o te Ika a Māui, also developed Active Travel Action, a curriculum resource targeted for Years 5-8 students (adaptable to Years 0-8).

It provides an inquiry process for students to take action in response to congestion at school gates, climate change and student wellbeing.

The resource incorporates te ao Māori concepts and encourages students to lead an inquiry and engage with whānau, peers and teachers to investigate how they can travel more sustainably as a school community.

Visit schooltravel.gw.govt.nz for more information.

For more safer travel education resources for primary and secondary schools, visit education. nzta.govt.nz.

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It’s important to keep ākonga, and their data, safe within school and kura software and technology systems.

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DIGITAL SECU RIT Y

Selecting safer software and technology Where should kura and schools go to find impartial advice on whether software and technology products are secure? This Education Gazette article explains more.

S

oftware and technology can be a great enabler for learning outcomes and supporting kura and school operations.

However, with so much information now stored online, personal information is often at risk. Schools are responsible for ensuring that children’s data is protected.

To add to the complexity is an education sector that is becoming increasingly targeted for malicious online activity.

Safer Technologies for Schools (ST4S) looks to provide a solution for kura and schools, by removing some of the guesswork when selecting software and technology.

What is ST4S?

ST4S provides an overview of digital products for use in kura and schools and offers guidance on whether these products meet privacy and security standards, by providing clear and consistent reports.

These confidential reports detail how software or technology performs against privacy and security criteria, and they are available through an online portal. The reports identify any risks associated with the product and advise as to how these risks might be mitigated.

To date, there are 120 ST4S reports on software and technology products available through the portal, and 28 include security and privacy protections for a New Zealand schooling context.

ST4S has a wide range of software product categories, which includes: curriculum resources, assessment and testing, library management, school administration and educational games.

Products that have a ‘low’ or ‘medium’ risk rating can apply for an ST4S badge. Suppliers can use these badges on their website and to generally promote their product. These suppliers commit to regularly confirming that they are compliant with security and privacy standards.

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ST4S in action

For Philip May, board chair for Clifton Terrace Model School in Wellington, security and privacy was a priority when selecting new software for their school.

“With so many important services now accessible from the internet it opens our school and our children’s data to theft by potentially millions of people who are looking to steal this data to make a buck, or even just disrupt service.

As parents, teachers and board members the security of our children’s data has to be paramount,” he says.

Philip has recently used ST4S to purchase School Management software.

“We needed some assurance that the security of our preferred system met minimum standards and was subject to auditing. It’s easy for software vendors to say their products are ‘secure’ but without external validation and assessment we have no way of separating marketing speak from reality.”

When selecting this software for their school, it was important for them to know that the product is subject to security reviews, there were no glaring security flaws and two-factor authentication could be enforced for teachers and admin staff accessing children’s data.

Using ST4S also enabled Philip to have informed conversations with the software supplier. When reviewing ST4S reports Philip could see that their preferred vendor had not met the New Zealand ST4S standard which requires the use of two-factor authentication (2FA) in cloud systems.

Philip advised their preferred vendor they couldn’t use their service until they met this standard.

“Our vendor worked on this and 2FA became available

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a couple of months later, at which time we signed a contract with them.”

Benefits of ST4S

The assurance ST4S provided when making a software purchasing decision was of real benefit to Clifton Terrace Model School.

“We don’t have the time or resources to properly evaluate software systems that our school uses or procures. Having a service like ST4S is invaluable. You can get a high-level assessment result that gives you confidence to procure – or leverage to ask your vendor to improve.

“You can also be given access to more detailed assessments if you are technically inclined and wish to engage in more in-depth conversations with the Ministry or your software provider. I personally found the process very smooth,” says Philip.

Accessing reports

ST4S assessment reports are available for authorised staff in state and state integrated schools and kura via the Taku portal, takueducationnz.my.site.com.

An Education Sector Logon (ESL) account is required.

If you need an ESL account, you can contact the Ministry of Education Service Desk on 0800 422 599 or service. desk@education.govt.nz to arrange access. Alternative arrangements are available for independent schools.

A list of ST4S badged products is available on the ST4S website. Keep regularly checking the ST4S portal and website, as more reports and badged products will be added over time.

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“We don’t have the time or resources to properly evaluate software systems that our school uses or procures. Having a service like ST4S is invaluable. You can get a high-level assessment result that gives you confidence to procure.”

Phillip May

Using software that doesn’t Tips for selecting software While usability and functionality is important when have an ST4S badge?

Kura and schools using software that does not have an ST4S badge, are well-positioned to help grow the ST4S service.

The Ministry of Education’s Digital Services team are working with EdTech suppliers to participate in the ST4S assessment process but need help to identify and prioritise products.

To recommend products for ST4S assessment, email digital.services@education.govt.nz.

For more information, visit st4s.edu.au

selecting software, it’s also important to consider security and privacy.

Here are some tips to consider prior to purchasing software for your kura or school: Check whether the supplier has a security and privacy security statement on their website.

The details provided in these statements should indicate their level of commitment to their customers’ security and privacy, including what standards they claim to meet, and how this is verified (e.g. via independent testing and/or certification). If no statement is provided – their commitment to privacy and security could be questionable.

ST4S provides guidance with security and privacy assessments. You may find other privacy or security assessments online, but bear in mind that these may not address the needs of New Zealand customers.

Is the product collecting any personal information? If so, check for what purpose.

Is it for educational advertising, research, analytics or selling to third parties? If you determine that it’s unnecessary for them to collect this information, you may want to reconsider purchasing this software.

ST4S reports provide standardised descriptions of what categories of personal information are collected and highlight sensitive information.

Consider what risks you will need to manage.

ST4S reports provide standardised descriptions of these risks and recommended mitigations.

Check out cert.govt.nz which outlines what to look for when purchasing Software as a Service products.

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NOTICEB OARD

‘Reading to Learn’

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

Adaptable reading guides for NZ chapter books, 10-14 ys

Place an advertisement in the vacancies

Written by busy teachers for busy teachers

section and reach both the passive and active jobseekers by contacting Jill Parker:

Visit: https://sites.google.com/ view/kidslovingreading/home

jill.parker@nzme.co.nz 027 212 9277

RECRU ITM ENT

Opononi Area School U3 Principal/Tumuaki Years 1-13

Ko Tangikura te Maunga, Ko waiarohia te awa, Ko te Kura Takiwa o Opononi te Kura, E titiro ana ki Te Wahapu o te Hokianga Nui a Kupe Ki Te Ao Marama Tihei Maui Ora! E Rapu ana to tatou kura I tetahi Tumuaki e tika ana, hei Kokiri I te ako a o tatou tamariki ki tua, a wairua, a hinengaro, a tinana, a whanau hoki.

Our kura is small, rural and uniquely nestled amongst a strong Maori community within Te Wahapu o Hokianga .

Though we are a fair way from Whangarei, Dargaville and Kaitaia we are close to the shores where Kupe once landed his waka. There are great opportunities for our students and school to grow.

Our school is seeking a competent empathetic leader who is

Strong, Dedicated, Dynamic and Collaborative The application pack can be found on the KEA website www.keaeducation.nz.

The essential application form must be obtained from Terry Hewetson at terryh@keaeducation.nz.

As the school roll is predominantly Maori the new Tumuaki will be committed to ongoing engagement with local Maori leaders in the context of their whanau, culture, identity and language.

We require a leader who is experienced in senior leadership who can work along-side the Limited Statutory Manager, staff, students, whanau, wider school community and key partners.

Applicants must be committed to further developing the journey paved over the past year to enhance outcomes for young people and their whanau.

For a school visit or chat about the school contact LSM Vivien Knowles on 027 286 6325. For questions on the process phone Terry Hewetson on 021 27109001 or email terryh@keaeducation.nz.

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

The closing date is 19th February 2024 at 5.00 pm.

The Interview day is 3rd March 2024.

Starting Day 1 of Term 2 2024.

Professional learning and development

Notices

Vacancies

Scan the QR codes with the camera on your device.

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RECRU ITM ENT

Principal | Tumuaki

Nelson College invites applications for the position of Principal | Tumuaki - a dynamic and visionary leader to propel our institution forward while cherishing our rich heritage traditions.

Established in 1856, Nelson College is New Zealand's oldest state secondary school, boasting a legacy of academic excellence, outstanding sporting achievements, and a vibrant arts and culture scene.

Why Nelson College: • A historic institution with a proud record of excellence in education • An innovative boys’ school leading the conversation around positive masculinity • A sporting powerhouse, producing some of the finest athletes of the era, such as All Blacks and Tall Blacks • Diverse student body of over 900 boys, including boarders and international students • Enjoy the support of an experienced and dynamic Senior Leadership Team • Experience life in Nelson, a bustling little city and a region that offers incredible year-round lifestyle and activity opportunities • A vibrant community that values collaboration and creativity Your Role: As Principal, you will be at the forefront of shaping the future of Nelson College.

We are seeking an individual who can: • •

Articulate Vision: Demonstrate the vision, determination, and resilience required to address future educational challenges Cultural Stewardship: Uphold and celebrate the school’s unique heritage traditions while fostering a future-focused and engaging learning environment Leadership Excellence: Guide and work alongside a strong leadership team to maintain high academic standards, inspire teaching and support staff, and take responsibility for overall school performance

•

Email NCTumuakiVacancy@nelson.school.nz for an application pack by 8th March 2024

Nelson College is an equal-opportunity employer. Applications from candidates of all backgrounds and experiences are encouraged. Join us in shaping the future of education at Nelson College!

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