Education Gazette 104.3

Page 1


Communicators of the future

Reading helps build resilience and connection

How speech-language therapists lay the foundations

Media literacy shapes critical thinkers

FOR SCHOOL LEADERS LEGAL & GOVERNANCE ESSENTIALS

Strengthening Governance & Enhancing Student Safety

New Zealand’s premier event dedicated to providing school leaders with critical updates and insights on education law, compliance, and governance.

Designed for school leadership teams, this event features practical sessions from top legal and education experts. Gain strategies to strengthen governance, navigate regulations, and enhance student safety while connecting with leaders nationwide to share best practices and drive excellence.

9 - 10 June 2025

Oaks Wellington Hotel

JW Marriott Auckland AUCKLAND 21-22 Oct 2025 | Crowne Plaza, Auckland

11 - 12 June 2025

BONUS CONTENT

Keep

your

school and kura safe from phishing

A recent campaign of phishing emails to schools has brought into focus the threat of online harm for our education communities. Explore what you need to know about phishing and how you can best protect your school or kura.

Read more at gazette.education.govt.nz

Leading with connection at Kaiti School

Since arriving at Kaiti School, principal Billie-Jean Potaka Ayton has prioritised deep relationships with whānau, iwi and the wider community, turning challenges into opportunities. Her innovative leadership has driven student success, boosted staff retention and helped the kura grow into a thriving, vibrant place of learning. Read more at gazette.education.govt.nz

Getting students on the road to rewarding careers

Obtaining a driver’s licence is a big step towards independence for many young adults. For students looking at careers where driving is a requirement, getting a licence is even more essential to their employment prospects. Read how a Gateway programme is giving more ākonga the green light to gain their licences and accelerate into the workforce. Read more at gazette.education.govt.nz

Web: gazette.education.govt.nz

Instagram: @edgazettenz

YouTube: youtube.com/edgazettenewzealand

PUBLISHED BY

Education Gazette is published for the Ministry of Education by NZME. Publishing Ltd. PO Box 200, Wellington. ISSN 2815-8423

All advertising is subject to advertisers agreeing to NZME. Advertising terms and conditions www.nzme.co.nz/media/1522/nzmeadvertising-terms-sept-2020.pdf

KEY CONTACTS

Editorial & feedback gazette@education.govt.nz

Display & paid advertising

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

Vacancies & notices listings Eleni Hilder 04 915 9796 vacancies@edgazette.govt.nz notices@edgazette.govt.nz

STORY IDEAS

We welcome your story ideas. Please email a brief (50-100 words) outline to: gazette@education.govt.nz

DEADLINES

The deadline for display advertising to be in the 28 April 2025 edition of Education Gazette is 4pm on Tuesday 8 April 2025.

gazette.education.govt.nz

Foundations for every learner

In this issue of Education Gazette, we focus on the vital role of literacy and language in shaping confident, capable communicators.

Across the motu, schools, kura and communities are finding innovative ways to make sure every ākonga has the skills, support and opportunities to find their voice – whether through reading, writing, speaking or digital engagement.

You’ll read about structured approaches to literacy lifting student outcomes, kaupapa Māori and Pacific education initiatives revitalising language and culture, and the power of reading to support wellbeing and connection. We also explore how media and information literacy are preparing learners to navigate an increasingly

complex world, and how leaders, teachers, librarians and speech-language therapists are working together to lay strong foundations from the earliest years.

Each story reflects a shared commitment: to empower our young people not only as learners but as communicators – ready to question, collaborate and contribute.

This is our final edition of term 1. Wishing all school and kura kaimahi a safe and relaxing break. See you in term 2.

On the cover Page 24. As AnyQuestions celebrates its 20-year anniversary, we look at the immense impact this service and its library partners have in supporting ākonga to be confident and capable communicators of the future, with strong information literacy skills. Our cover stars are Year 8 students Mishika and Caitlin from Blockhouse Bay Intermediate School.

Talking together: How speech-language therapists lay the foundations for learning

Ko tōku reo tōku oho oho, ko tōku reo tōku māpihi maurea. My language is my awakening, my language is the window to my soul.

Language is the foundation of forming community, connection and being able to contribute to society.

Speech-language therapists (SLTs) passionately work across the motu to support tamariki to develop the building blocks of communication and find their voice. Education Gazette explores this all-important profession.

Narrative intervention supports both writing and reading for children.

No two days are the same, say Ministry of Education speech-language therapists (SLTs) Kiri Lord, Frances Ogier and Susan Cotton. Under a broad umbrella, the work of an SLT involves observing and assessing tamariki, and speaking with their teachers and parents to find out where they need support in their communication. Their students’ ages vary, from under one up to 21 years old.

Ministry SLT Caroline Cookson says when children start school at age five, they have a diverse range of communication abilities. Delays in oral language in the early years are reflected in poor reading and writing comprehension in later years at school. SLTs work to intervene early.

“Their expressive vocabulary at age five is a strong indicator of high school performance,” says Caroline. “It’s crucial children know and understand a wide range of words before they can start to decode words in literacy sessions.”

Once the SLT understands where the communication breakdown is, the team co-create an action plan with whānau, kaiako and speech therapist to focus on the goals whānau and kaiako set. This plan can involve home visits, school visits and video coaching.

“We adjust the whakamahi (intervention) as needed and often use multiple strategies to find the best pathway to suit that particular tamariki,” explain Kiri, Frances and Susan.

Caroline believes well-established oral language skills in tamariki are needed to develop their literacy ability.

“When children struggle with expressive or receptive language, it can impact every aspect of their day including their ability to participate in the classroom across the curriculum, know where they need to be and what they need to do, and form meaningful friendships.

“Without the right supports, this gap between them

and their peers’ language can increase, leaving these students further and further behind.”

When a six-year-old child was first referred to Frances from the Child Adolescent Family (CAF) mental health team, he was on the verge of being suspended for multiple instances of throwing things and hitting or kicking his teacher.

He had never received speech-language therapy and could speak in basic sentences most of the time like his classmates.

When Frances observed him in class, he attempted to follow instructions but often appeared lost and didn’t ask for help.

“He was trying his hardest to fit in and seem like he was doing the right thing, but then could escalate, seemingly out of nowhere,” she says.

Working with the teacher, Frances explained his language development in more detail, they created an adapted learning plan and involved a teacher aide and psychologist as part of the team. The teacher aide spent time with the student to help build up his vocabulary and provide opportunities to express himself and extend his language.

“Using the combination of teacher and SLT knowledge, we had a fuller picture of the student and how his language needs were impacting on his day at school and could plan accordingly,” says Frances.

“His behaviour settled right down so that he was participating much more fully in everyday class activities and did not end up being suspended.”

Narrative intervention

Language impacts almost every part of our daily lives. It helps tamariki understand and follow instructions, share ideas, build connections and make sense of their world. Children need words to learn.

“We are a storytelling culture and share knowledge by telling narratives,” says Caroline.

“We are a storytelling culture. Language skills help tamariki make sense of their world.”
Caroline Cookson

When children start school at age five, they have a diverse range of communication abilities.

If a child has been instructed in class to write a story about what they did on the weekend, it can be a confronting task for them if they do not have the underlying literacy skills required of them.

These skills include how to create a sentence and identify key information, known as who, what, where, when, why and how.

As reported by the Education Review Office, children want to communicate but they are struggling to form the necessary vocabulary. This is where the SLTs can support and strengthen the already skilled kaiako.

Narrative intervention works by targeting different aspects of a child’s communication at the same time. It teaches components of simple narratives using frameworks like story grammar, sequencing skills and developing vocabulary.

Sequencing skills are important as they enable students to share their stories in a way that others understand.

“Most children’s stories follow a similar pattern and have key elements which help us understand the story such as character, a setting, problems, actions and a resolution of some sort,” the SLTs say.

“Teaching what these components are and how they work to create a story helps children to tell stories that make sense, both when they are making up their own story, but also when they are telling stories about things that have actually happened.”

Narrative intervention in action

Last year, Kiri worked alongside a teacher planning for a student with language difficulties, specifically what she believes is a Developmental Language Disorder.

The “really social” young man had received support from SLTs throughout his education on various aspects of his language.

Kiri and his teacher identified that he was struggling with his writing and not writing independently in class. This became the team’s key priority.

“I did some further observation, language sampling and assessment and we found weaknesses in his narrative language and abilities,” she says.

“I had some speech therapy students at the time who worked with the student, explicitly teaching narrative structure and providing a framework for his stories.”

The team focused on teaching story grammar, also developing a template he could use as a writing prompt during class and for homework activities.

“By the end of the following term, this young man was writing key words to express his story ideas independently, a big step for him,” says Kiri.

Caroline explains that narrative intervention supports both writing and reading for children. For example, having an awareness of story grammar and sequencing helps children to understand and follow stories, helping their reading comprehension.

“Whānau and kaiako are spending the most direct time with the tamariki … This is a precious connection providing daily opportunities to help the tamariki grow their communication skills.”
Morgan Wijninckx
Frances Ogier (left) and Kiri Lord are part of the South Island SLT team.
SLTs create plans to target specific skills ākonga need to work on.
Ministry of Education speech-language therapist Caroline Cookson.

A positive future for literacy

Ministry of Education learning support service manager Morgan Wijninckx, who supports SLTs in Canterbury and the Chatham Islands, says the number of practitioners is not increasing to reflect the growing number of those needing learning support. Because of this, a whole village effort is essential in helping tamariki to succeed in their language development.

“Whānau and kaiako are spending the most direct time with the tamariki,” she says. “This is a precious connection providing daily opportunities to help the tamariki grow their communication skills.”

Kiri, who knew from high school age that she wanted to be a speech therapist, says she feels “enormously lucky” to be in a job where she can be both useful, but also constantly learn.

“Not just from professional sources, but from the people on the ground working daily with these

amazing tamariki, and from the tamariki themselves,” she says.

SLTs regularly run workshops for parents and kaiako, providing holistic advice on how they can embed communication strategies into their everyday routines and interactions.

“This is the best way to support continued speech, sound and language development,” says Morgan.

She recommends checking out the Te Kōrerorero | Talking Together resource available on Tāhūrangi for any whānau and kaiako looking for more strategies to support their ākonga with their speech and language development.

Kiri’s seven-year-old daughter highlighted just how important the work her mum and other SLTs do is.

“SLTs teach people to learn and talk,” she says. “It’s important so they can communicate, and we can understand their ideas and feelings.”

Teach STEM with our easy-to-use resources

• Free STEM teaching resources available online.

• Engaging activities to inspire tamariki and extend learning.

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

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

Inspiring the Future

– supporting links between education and employment

Building connections and developing partnerships that link learners and schools with whānau and communities is a key expectation of schools, along with collaborating with industries and employers to ensure learners are prepared to succeed in work.

One of the ways schools can support and help learners navigate their next stage of education or transition to work, is to expose them to the diversity of study and employment choices they have.

Both New Zealand and international research show most young people have a limited view of what is possible in terms of their career or study options. This is because their view is restricted to what they see in their daily lives – such as in the media, and through friends and whānau.

Research by the Tertiary Education Commission (TEC) in 2019 showed most learners aspired to one of only nine careers, including sportsperson, teacher, police officer, farmer and social media influencer. Children from areas with greater socio-economic disadvantages were less likely than others to aspire to careers in science, technology, engineering and maths.

The challenge for schools can be how to provide that broader view and inspire bigger dreams for everyone.

Free programme for schools

TEC has developed a free programme for schools called Inspiring the Future. It aims to expand the horizons of learners by enriching their understanding of what is possible, no matter what their background or where they come from.

The key resource of the programme is a network of community-based volunteer role models. Inspiring the Future connects schools with role models and these role models work directly with learners through workshops.

Through question and answer sessions, role models talk about their life and career pathways, offering insights into and inspiration about the broad range of exciting learning and career opportunities available, taking learners beyond what they experience in their daily lives.

Tens of thousands of learners from Year 4 to Year 13 have participated in Inspiring the Future events at schools across New Zealand. The format of the events gives you plenty of flexibility to suit your local needs. Sessions are usually run in person over a couple of hours, but can also be quickfire online events.

Flexible options

Schools can select the role models they want depending on the type of event, the interests they want to promote or the types of connections they want to create.

A recent full te reo Māori event in Kaikohe highlights the flexibility of the Inspiring the Future programme in expanding study and career options of young people.

The Kaikohe event was the first fully in te reo Māori, engaging around 100 learners from local kura kaupapa. Role models included te reo speakers in both Māorifocused roles and various industries, showcasing the language’s value across careers.

The event was also a chance to build and reinforce community partnerships. It was run with the Far North District Council and Mayors’ Taskforce for Jobs, a nationwide initiative funded by the Ministry of Social Development to help young people engage in work, education, or training.

Former teacher and Far North District Mayor Moko Tepania led as MC. He opened with a powerful whakataukī: “Ko te manu e kai ana i te miro, nōna te ngahere. Ko te manu e kai ana i te mātauranga, nōna te ao.” This translates to, “The bird that feeds on the miro berry, for it the forest. The bird that partakes of knowledge – for it the world.” This encouraged the rangatahi to feed on the knowledge around them, preparing them for the future.

Curriculum connections

Drawing connections with the world of work can create relevance for students in what they are learning, increasing engagement and information retention. Nelson College used this approach in a Year 10 Science class where, as part of the chemistry unit, they focused on pH, ions, acids, bases and neutralisation.

Inspiring the Future was used to complement this unit, to creatively demonstrate how these concepts could develop into careers. Six role models who use acids and bases in their work every day - a baker, winemaker, water engineer, pharmacist, spat farmer and fertiliser consultant - shared their careers stories with the students, creating real-life connections between study and work.

Collaborative opportunities

For smaller communities, there is also the opportunity to collaborate to build an event that might have a bigger impact than a single school could create on its own.

This approach was taken by 10 small rural schools in the Whitestone Kāhui Ako, in Waitaki. They collaborated on an Inspiring the Future event to spark their students’ curiosity and aspirations. Pooling resources for the event made it accessible to these small rural schools.

About 100 Year 8 students had the opportunity to engage with nine volunteer role models from the health, aviation,

construction, agriculture, media, and technology sectors, answering questions authentically and openly. It also challenged stereotypes with many of the role models not necessarily matching what the students thought they would do for a job. The students benefitted from exposure to a diverse range roles and education/ training pathways before heading to secondary school where subject choices become more important as they get older. It was also a good networking opportunity for students from different schools before many transitioned to the same secondary school.

What do schools need to do?

There is no cost involved. TEC provides the website to access and invite suitable role models and support material to help schools plan and run a successful event. This includes worksheets for students and videos of events.

Schools select role models from a database of volunteers who have registered to inspire young people. You can choose a mix of people or focus on specific areas, for example, farming, aviation, or jobs that use chemistry. The flexibility of Inspiring the Future means that it can be worked around the needs of your school and the learning outcomes you want to achieve. Our advisors can also assist in providing ideas or putting you in contact with schools that have run events so you can get advice on planning your sessions.

For more information on Inspiring the Future go to inspiringthefuture.org.nz/ schools

CURRICULUM

Taking a structured approach to English and Te Reo Rangatira

A lot is happening in the English and Te Reo Rangatira space, from the introduction of structured literacy approaches and Te Ara Tohu to the roll out of new phonics checks and Hihira Weteoro, and changes to the New Zealand Curriculum and Te Marautanga o Aotearoa. This article runs through some of the key changes.

Changes to the New Zealand Curriculum and Te Marautanga o Aotearoa aim to lift achievement with the target of 80 percent of Year 8 students being at, or above, the expected curriculum level in reading, writing and maths by December 2030.

The English learning area and Te Reo Rangatira wāhanga ako for Years 0–6 were refreshed for the start of 2025 to align to a structured literacy approach.

Ākonga now spend at least 10 hours a week learning reading and writing at school. They get meaningful opportunities to connect with the world around them as they learn oral language, reading and writing skills. They work with others, sharing experiences, ideas and viewpoints to strengthen their knowledge and understanding of different perspectives from Aotearoa New Zealand and the wider world.

Consultation on the refreshed English learning area and Te Reo Rangatira for Years 7–13 is taking place during 2025 for use in 2026.

Structured

literacy and Te Ara Tohu

A structured literacy approach covers both the content and methods of teaching. It’s not one programme but an approach that guides teaching.

Structured literacy approaches emphasise systematically and explicitly teaching oral language, reading and writing skills and knowledge.

Structured literacy approaches are used in the English learning area, and Te Ara Tohu for pānui, tuhituhi and kōrero. These help ākonga to learn:

» relationships between letters and sounds (phonics) and how this knowledge is used to read and spell words

» handwriting

» vocabulary

» writing

» comprehension.

A host of resources have been created to support teachers and kaiako to embed the new curriculum into programmes of learning.

Details about the range of resources supporting structured literacy approaches in the New Zealand Curriculum are available on Tāhurangi.

New and refreshed resources are also being sent to every Years 0–8 kura and school using Te Marautanga o Aotearoa.

The packs contain a wide range of materials designed to support the teaching and learning of Rangaranga Reo ā-Tā, the programme that sits within Te Ara Tohu that relates specifically to learning to read and write in te reo Māori.

Phonics checks and Hihira Weteoro

To support teachers and kaiako to monitor how students are progressing with their phonics learning, Phonics Checks and Hihira Weteoro, a bespoke set of checks created for those learning through te reo Māori, can be used.

The checks are done at 20 and 40 weeks of schooling, with further checks at 55 weeks and Year 2 for those learning through te reo Māori.

The results of the checks can help support planning and professional practice. For the phonics checks, schools can upload their results to the Ministry’s secure data portal to receive a whole school report summarising progress, achievement and demographic analyses.

The Ministry will also anonymise and aggregate the data to monitor how well the system is supporting early literacy.

Additional support for reporting for kura and using the data from Hihira Weteoro will occur throughout the year.

Accelerating progress

As teachers and kaiako identify ākonga who need extra support, it’s important there are resources and expertise to accelerate progress.

For this year, schools have had the option to apply for structured literacy approach staffing to provide additional capacity to meet the needs of their students in the first years of schooling.

This staffing is available for schools teaching the New Zealand Curriculum.

Accelerating progress combines intensive teaching strategies and scaffolded supports so that learners can acquire the skills and knowledge they need to continue to fully engage with teaching at their year level.

The Ministry is creating a series of guides to help leaders and teachers accelerate progress for Years 0–8 students using the New Zealand Curriculum.

The most recent release, Accelerating Progress in Literacy – Teacher Guidance Years 0–3, focuses on accelerating progress across oral language, reading and writing.

More teacher guidance for Years 4–6 and 7–8, along with mathematics guidance for Years 0–8, will follow.

For kaiako teaching Rangaranga Reo ā-Tā and Poutama Pāngarau, in settings where learning and teaching is through te reo Māori, the Hāpai Ako programme will provide targeted and tailored supports for ākonga in Years 0–8 who need additional support.

Hāpai Ako ā-Ipurangi will offer a range of targeted and tailored online resources for ākonga, kaiako and whānau.

More information about these changes is on the Ministry of Education’s Tāhūrangi website: newzealandcurriculum.tahurangi.education.govt.nz and kauwhatareo.tahurangi.education.govt.nz.

Study Education

Take the next step in your education career with UC experts, recognised for their research, innovation, and impact in teaching and learning.

Grow your expertise in AI and educational leadership, transition to learning design, or boost your bicultural competency or counselling skills through our wide range of online courses for educators.

Combining the latest research with practical skill application, you’ll gain industry-relevant knowledge to advance your career and drive positive change for tamariki, taiohi, and pakeke — children, youth, and adults.

Learn more at uconline.ac.nz

LITERACY & NUMERACY

Accountability and collaboration drive literacy success

The separation of NCEA literacy and numeracy co-requisites has paved the way for refreshed approaches to teaching and learning. Find out how accountability, collaboration and targeted instruction at Rototuna Junior High and St John’s College are lifting student achievement and setting learners up for future success.

Rototuna Junior High School Kāhui Ako leaders Katie Williams, Chris Langley, principal Mel Moore, Becky Somerville and Michael Tan.

Targeted approach at Rototuna Junior High

Acknowledging a critical need to enhance student writing skills, Rototuna Junior High School (RJHS), located in northern Hamilton, implemented a comprehensive, schoolwide writing programme in 2024.

This Year 7–10 school, co-located with Rototuna Senior High School, saw a significant achievement gap in the 2023 NCEA Co-requisite Common Assessment Activities (CAA), with Year 10 students performing notably weaker in writing than in numeracy and reading.

Spearheaded by the school’s in-school kāhui ako leaders and deputy principal Katie Williams, the writing programme draws inspiration from RJHS’s successful numeracy initiative.

Rototuna Junior High principal Melissa Moore says integrated into the learning advisory curriculum, it provides targeted instruction to all students, supplementing regular English classes.

“Three dedicated 30-minute sessions each week focus on skill development, practice, consolidation and personalised feedback,” says Melissa.

“Regardless of subject specialty background, all teachers deliver this programme, and the time committed to it in the weekly timetable is vital to its success.”

Best practice shines through

The programme’s design is firmly rooted in the science of learning, further refined through professional learning with Dr Nina Hood.

Ongoing in-school professional development for teaching staff and the use of an online support tool reinforce the programme’s effectiveness, says Melissa. And the results so far are speaking for themselves. The writing programme’s impact is evident: in 2024, 84 percent of Year 10 students achieved a passing grade in the writing CAA, a 26 percent improvement from the previous year.

This success has also garnered attention from other educational leaders around Aotearoa New Zealand.

A recent visit by North Island secondary school principals resulted in a valuable exchange of knowledge, allowing for the sharing of best practice and the discussion of challenges specific to each school’s context, says Melissa.

“While recognising that this is not a one-size-fitsall solution, the collaborative session provided useful insights into preparing students for the literacy demands of their senior qualifications years, the requirement of these literacy and numeracy standards for passing NCEA and future endeavours.”

Strong relationships key at St John’s College

There is power in strong relationships especially in a school environment. When there is accountability for learning on behalf of both students and teachers, it is a recipe for success.

Students achieving their greatest potential, while preparing for their futures in the real world, is the focus of the teaching staff at St John’s College.

“We are extremely proud of the achievements at all levels of NCEA annually – it is a testament to the commitment of our teaching staff and the hard work and discipline of our students.”
Dominic Tester
Paul Ardern, Dominic Tester, and Malcolm Barr.

Deputy principal Dominic Tester says students have consistently performed well above average at all levels of NCEA, especially in literacy and numeracy.

“We are extremely proud of the achievements at all levels of NCEA annually – it is a testament to the commitment of our teaching staff and the hard work and discipline of our students.”

As part of that accountability and commitment, teachers at St John’s have also been encouraged to be proactive when it comes to keeping up with what is happening in the education sector nationally, with many opportunities for ongoing professional development.

In 2024, the literacy and numeracy requirements of the NCEA were formally separated out from the NCEA certificate at Levels 1–3 and the 20-credit co-requisite became mandatory.

Nationally, the reality was students were leaving secondary school and journeying out into the world having passed all their NCEA level credits, but lacked essential skills needed in everyday working life.

Paul Ardern, head of languages at St John’s, says the new 20-credit co-requisite assessment required a completely different style of questioning and application of problem solving, which some students understandably found challenging.

This prompted the creation of a ‘path to progress’ wall in the faculty area of Year 11 English classes, where each student has a card highlighting their strengths and also what they need to work on for the literacy assessments. Paul says the ‘path to progress’ wall has been a massive driver for both teachers and students, most of all giving students more confidence in NCEA preparedness.

Leading by example

St John’s head of mathematics Malcolm Barr says it’s no secret that changes to numeracy assessment has caused healthy debate. But in a lot of ways, he says these discussions are nothing new.

As part of doing things differently, teachers at St John’s also sat the co-requisite literacy and numeracy tests.

Paul and Malcolm laughed recalling the nerves they and other teachers felt in the lead up to the assessment.

“It’s being very deliberate in showing our students that if we expect them to perform and achieve at a certain level, we must lead by example,” says Paul. Literacy and numeracy co-requisite results for the St John’s College Level 1 cohort for 2024 saw a 97.6 percent achievement rate in literacy, while 96.2 percent passed numeracy.

“These results are just fantastic,” says Dominic. “It’s a reflection of the collaborative approach between students, teachers and the wider school whānau and community and understanding each other’s expectations and how we are going to work together to get there.”

Top: Year 10 students at Rototuna Junior High School while taking part in their writing programme.
Bottom: Paul Ardern and Andrea Dela Rue (2IC languages) with a ‘path to progress’ wall.

Teaching students to question: Media literacy shapes critical thinkers

As digital media continues to evolve, teachers are finding new ways to help students navigate the myriads of information they encounter every day. Laura Turner from James Hargest College and Katie Pearson from Westlake Girls’ High School share how they are integrating media literacy into their classrooms.

Katie Pearson, the TIC Media Studies and English at Westlake Girls’ High School, believes media literacy is important.

Every day, students are inundated with news, social media, advertising and AI-generated content. Teaching them to navigate and critically engage with these messages is at the heart of media literacy education.

Laura Turner of James Hargest College believes media literacy should be treated with the same importance as traditional literacy skills.

“Recognising that media texts significantly shape students’ worldviews, I integrate media literacy into my classroom by treating them as subjects for critical analysis, akin to traditional written texts,” says Laura.

“This approach equips students with essential skills: deconstructing messages, analysing context and purpose, and understanding how media influences us.”

At Westlake Girls’ High School, Katie Pearson is taking a similar approach but with a focus on blending digital and traditional literacy.

“Traditional literacy is always going to be an important part of secondary school students’ learning,” says Katie.

“But as the digital world continues to evolve at a rapid pace, schools are now examining ways to combine traditional literacy skills, like critical thinking and effective communication, with digital and media literacy.”

One area she and her colleagues are addressing is the rise of AI in education.

“A student survey the school conducted in 2024 revealed that many students were already using AI to help them, but they wanted to be taught how to actually use it safely, and in such a way that they can avoid unintentionally plagiarising or providing questionable information.”

Media analysis

Students are learning to question the information they encounter online, particularly when it comes to misinformation and persuasive techniques.

“Last year our Year 11 students dedicated a full term to understanding the pervasive impact of misinformation and disinformation,” says Laura.

“We explored how fake news propagates within media echo chambers and developed crucial skills in identifying bias and persuasive techniques.”

She notes that students became more aware of how the way information is presented affects how people perceive reality.

“Recognising the profound societal impact of media consumption, we prioritised teaching students to think critically about what they encounter, rather than passively accepting information.”

Katie also saw strong engagement during the first ever Media Literacy Week last year.

“It was interesting that many teachers, as well as students, found the Media Literacy Week useful and thought-provoking, and we received a lot of positive feedback from both,” she says.

“Media literacy is so crucial to young people’s understanding of the world they live in and its challenges, particularly when it comes to keeping themselves safe online.”

“Recognising the deliberate choices behind media creation and their resulting impact is empowering. Students transition from passive consumers to active analysts.”
Laura Turner
Top and bottom: Classroom displays by Jerome Cargill, Media Literacy Week organiser and HOD Media Studies at Macleans College.

Challenges in teaching media literacy

With so many different media platforms and sources of information, keeping up with the ever-changing digital landscape can be difficult.

“Unlike 15 to 20 years ago, when a shared media experience was common, students now navigate a vast, ever-evolving landscape tailored to their individual niche interests,” says Laura.

“Our challenge lies in equipping them with adaptable ‘soft’ skills for critical media engagement, while simultaneously keeping pace with this rapidly changing environment.”

For many students, learning to analyse media critically can be an eye-opening experience.

“Initially, students often experience a noticeable shift in their media consumption habits. They become acutely aware of persuasive techniques and biases, which can lead to initial frustration,” says Laura.

“I’ve frequently heard students jokingly claim I’ve ‘ruined’ their favourite shows.”

However, she sees this as an important step in developing their media awareness.

“Recognising the deliberate choices behind media creation and their resulting impact is empowering. Students transition from passive consumers to active analysts. Our responsibility is to equip them with the skills to be informed and ethical media consumers.”

Katie hopes these lessons extend beyond the classroom.

“I hope that it sparks an ongoing interest in students, as well as conversations between students and teachers, so that they continue to seek to improve their understanding of media literacy and use that knowledge in their everyday lives, both at school and beyond.”

The future of media literacy education

Both Laura and Katie believe media literacy needs to be embedded more deeply across the curriculum.

“Media literacy should be championed and widely integrated across the curriculum,” says Laura.

She sees these skills as essential for preparing students for the future.

“In a world where the lines between fact and opinion are increasingly blurred, our ākonga are highly vulnerable to manipulation. Equipping them with robust media literacy skills is essential for their future and for the preservation of a fair and democratic society.”

Katie agrees, noting that even small steps, like Media Literacy Week, can have a lasting impact.

“In an ideal world, for me, media studies would be a compulsory subject,” she says, “but at the very minimum, a week-long introduction to the various components of media literacy at least gets students thinking about their understanding of the media world, and hopefully this will translate into other subject areas, such as English and the social sciences.”

“Media literacy is so crucial to young people’s understanding of the world they live in and its challenges, particularly when it comes to keeping themselves safe online.”
Katie Pearson

Media Literacy Week

Media Literacy Week is a nationwide initiative designed to promote the importance of media literacy education in schools.

The week features activities and resources aimed at helping students critically engage with media, from understanding misinformation to evaluating online sources.

Schools and kura across the motu can participate in discussions, workshops, and interactive sessions, empowering students to become discerning media consumers.

For more information on Media Literacy Week 2025, visit name.org.nz/mlw25.

New civics resources

to help learners know their rights

Engaging videos, case studies, and activities from the Ombudsman bring real world issues to life.

Teachers love how these resources connect with learners.

View the resources at: ombudsman.parliament.nz/resources or use the QR code below. The resources can also be accessed through Tāhūrangi

How AnyQuestions is powering up information literacy skills

Navigating today’s complex digital landscape requires both strong media and information literacy skills. Learn how the AnyQuestions service is connecting ākonga with librarian professionals to help them develop the research and critical thinking tools they need to confidently access, evaluate and use information online.

Media and information literacy (MIL) has become an essential skill for students. The rapid proliferation of digital content, coupled with the rise of misinformation and disinformation, has created an ever-increasing need for young people to have the skills, dispositions and supports to navigate this effectively and safely.

“AI and polluted information are a challenge. Students often look for the ‘easy way’ and, at this age, are also not necessarily critical thinkers. Integrity, critical thinking and perseverance need to be modelled and regularly practised,” explains Trish Loomans, Year 8 teacher at Blockhouse Bay Intermediate School

in Tāmaki Makaurau Auckland.

The school is one of many making use of the AnyQuestions service, established 20 years ago by National Library’s Services to Schools with public library partners, the Ministry of Education and SLANZA (School Library Association New Zealand Aotearoa).

“Initially focused on teaching students how to search the internet and find suitable sources, the service has adapted to address the information explosion and the rise of polluted information in an often overwhelming and unreliable online world for learners” says Elizabeth Jones, director of literacy and learning at National Library and chair of the AnyQuestions Partners Group.

Pictured in this article are Blockhouse Bay Intermediate School Year 8 students Mishika and Caitlin who are using AnyQuestions to seek information on World War 2.

Curriculum connections

Media and information literacy is infused into the refreshed New Zealand Curriculum in several ways. The importance of developing critical thinking skills and ethically engaging with sources of information and data are emphasised.

These principles are embedded in the updated English and Mathematics and Statistics learning areas. The refreshed national curriculum is designed to be knowledge-rich, providing clarity on what students need to understand, know, and do each year.

From Year 2 onwards, English curriculum content includes skills to differentiate between fact and opinion, and to identify misinformation and disinformation. In Mathematics and Statistics, students learn about the ethical gathering, interpretation, and communication of data.

These curriculum connections support students with the necessary skills to critically evaluate digital content and make informed decisions.

Te Kāpehu Whetū – Navigating the Information Landscape, a recent guidance from the Ministry, highlights the importance of fostering both information literacy and digital citizenship.

This suite of guidelines is aimed at learners, teachers and school leaders, recognising the complexity of the information environment. The AnyQuestions service can support teachers to build on this guidance, as they chat with real life librarians in classrooms.

Librarians play critical role

Schools and libraries play a critical role in helping young people navigate this environment, making productive use of the information available while avoiding potential pitfalls.

AnyQuestions operates as a free online service that provides real-time, one-on-one support to students seeking information for their learning.

Operated by librarians from across the country, AnyQuestions helps students develop their media and information literacy skills by guiding them through the process of searching for and

evaluating online resources.

The enduring value of AnyQuestions lies in its ability to provide personalised support from library information professionals from public library partners throughout New Zealand and National Library’s Services to Schools.

Rob Baigent, matihiko/digital and communication manager at Hamilton City Libraries notes public libraries have been a critical partner in AnyQuestions since the inception of the service.

“Public libraries contribute thousands of hours of staff time every year. In exchange, AnyQuestions librarians are provided with excellent training and professional development and the opportunity to practise these skills in a unique and dynamic environment.

“These skills are then brought back to the mahi librarians do in public libraries further enhancing their offering to young people.”

Importantly, librarians do not simply give students the answers to the questions they ask; instead, they teach the skills that enable students to find and evaluate information independently.

This approach builds students’ resilience and confidence in navigating the complex information environment. This real-person support also contributes to the students’ sense of wellbeing as they navigate the complexities of online research and inquiry.

Teachers and school librarians appreciate the tailored support that AnyQuestions provides to students with varying abilities. Students are encouraged to own their learning, accessing resources appropriate to their level, with guidance.

Clare Forrest says that SLANZA is pleased to have taken part in the AnyQuestions consortium for many years and acknowledges the role that AnyQuestions plays working alongside school librarians and kaiako to support ākonga in gaining information literacy skills.

Trish says students at Blockhouse Bay Intermediate enjoy accessing information independently and having the autonomy (within rehearsed guidelines) to have conversations with librarians about their research.

Te Poipoi Kaiako – Mentor support programme

Registrations are open for our face to face and online workshops and webinars in terms 2 and 3!

Mentor Teachers and Pou Tautoko - develop your mentoring practice and your induction and mentoring programme.

Provisional Teachers and Pia - develop your professional practice as you prepare to apply for Tiwhikete Whakaakoranga Tūturu | Full Practising Certificate.

Fully funded for kura, schools and early learning services, the programme includes webinars, in person workshops, e-learning modules, and guidance resources.

Register and find out more › core-ed.org/mentor-support

In partnership with

Guided approach

The AnyQuestions classroom session is a great way to introduce students to how the service works.

Conversation etiquette can then be rehearsed, ensuring that students engage respectfully and effectively during their individual AnyQuestions sessions. Feedback from teachers highlights the positive impact of this guided research approach on students’ confidence and skills.

Students enjoy the autonomy of accessing information independently and value the opportunity to have conversations with librarians about their research.

Often the AnyQuestions operator will spend significant time with a student unpacking their question, so the student understands their information needs more fully and is then able to seek, access and evaluate information with more purpose and confidence.

Many Answers

Alongside the one-on-one support provided by the AnyQuestions service, Many Answers is a suite of curated resources, that can be accessed independently by ākonga.

“A major redesign in 2016/17 transformed the Many Answers section of the AnyQuestions website from ad hoc FAQs to fully developed resource guides that support media and information literacy across popular topics in the New Zealand Curriculum,” explains Elizabeth.

While the AnyQuestions chat provides a deeper understanding of research questions, the Many Answers section is beneficial as a starting point for independent research.

Entries are curated and updated with care and attention by librarians to ensure the resources are appropriate, relevant and up-to-date.

Elizabeth says, “Our strong relationship with the Ministry of Education has meant Many Answers can respond to changes in direction for the curriculum, as well as frequently asked questions from students across the country – reflecting what is being taught and learnt in classrooms in many schools.”

A recent project was the creation of the Regional Resources section of Many Answers. This was developed by National Library with public library partners and librarians from SLANZA as a direct response to the introduction of Aotearoa New Zealand’s histories curriculum reflecting the focus on local school curriculum. These resources are designed to help schools discover the types of local resources about places, people and events in their region and what’s available.

Looking ahead after 20 years

Elizabeth says it’s a testament to the value of the service and the commitment and positive collaboration across the consortium of AnyQuestions partners that, 20 years after the service was first established, it remains as relevant as ever.

“The enduring and trusted partnership between the Ministry and the library sector has been a real strength enabling us to develop and sustain this unique service and the connections across education and libraries.”

Anita Dawson, the youth services team leader at Timaru District Libraries says, “There is great value in being part of the AnyQuestions consortium, which enables us to be involved in the bigger library community supporting young people in schools across Aotearoa.”

Looking ahead, AnyQuestions will continue to evolve and adapt to the changing digital environment in supporting students to build their resilience and media and information literacy.

The service’s commitment to ongoing professional development ensures that operators stay up-to-date with effective ways to search, find and evaluate quality online resources.

This adaptability, combined with the personalised support provided by librarians, makes AnyQuestions an invaluable resource for developing media and information literacy in schools.

“As we acknowledge the 20-year milestone of AnyQuestions, we will continue working together to help students develop the skills and understanding to be discerning seekers and users of information as they navigate the digital world – so critical for their future success,” says Elizabeth.

The AnyQuestions team can do a classroom session – to introduce students to how the service works – at any time.

They are bookable on the AnyQuestions website: anyquestions.govt.nz/classroom.

AnyQuestions librarians are online and ready to assist students on weekdays.

Ngā kōrero o tauira | A student’s experience

Can you walk us through your experience using the ‘Chat with us now’ feature?

It was really easy. You just enter a few details, including your name and school and the question and then the chat starts. It was good that they asked for our grade; this meant we were given information good for our age. The librarian was helping us to get the answer but not giving us the answer directly. She gave us some clues and websites and helped us find things on the website using headings.

What was your initial reaction when you first used the service?

This is like real life Google. An actual person that took us to a website that had information on our topic, not just one keyword, which sometimes happens when you do a Google search.

How did the conversation with the librarian help you refine your question or guide your research?

The librarian helped us to unpack our question and asked us

how much information we needed. If you have a project and need to get a lot of answers, the websites they take you to are really good. Many Answers is better if you have less time and need quick facts. You need to allow more time for an AnyQuestions chat – it is not quick, but the librarian really helps you understand your question.

What did you learn about assessing the trustworthiness of digital information?

Librarians take you to safe websites like Britannica and government websites and explain why these are safe. Google websites often have lots of ads which are really annoying. We learned to look at the ‘about us’ to find out who created the website, and to look for urls to see if they are from trustworthy sources.

In what ways has using AnyQuestions changed how you approach finding and evaluating information online?

We now know we can’t trust everything online and we need to think about what is safe and trustworthy. It has helped because now if I do a Google search and see a government website or site that AnyQuestions suggested before, I know I can trust it.

WORKFORCE: LIBRARIANS

The magic of school librarians in Aotearoa

School librarians are more than keepers of books; they are champions of literacy, curators of curiosity and the heart of every great school library. From sparking a love of reading to teaching critical research skills, their work shapes the way ākonga engage with stories, information and life-long learning.

We asked Trena Lile, from Massey High School in Tāmaki Makaurau Auckland, to share some of the quirks, challenges and everyday magic of being a school librarian.

What’s the best part about being a school librarian that no one warned you about?

The students! The opportunity to build relationships with the young people I work with. Supporting them to make the best choices for themselves in their everyday life, their reading and their school life.

If your school library had a ‘mascot’ (real or imaginary), what would it be and why?

Our school library mascot would be a dragon; we devour books here at Massey High. I love dragons, whether that be fighting them in a D&D campaign or watching them hoard books like treasure.

It creates a sense of mystery around our space – is the dragon going to eat you, or the books, or just keep you warm as you read your next adventure.

How do you turn a reluctant reader into an eager bookworm? Any secret librarian tricks?

It’s about having variety in your library. Your collection needs to reflect your school population – by having variety you can find something for everyone.

Talking with your reluctant reader is so important; why don’t they want to read, is it an intergenerational reflection of poor use of time, is it because reading isn’t easy, what makes a book boring to them. Building relationships to a point that they trust you and understand you’re trying to make things better/easier for them.

What’s the funniest, weirdest, or most heartwarming request you’ve had from a student?

From a parent on open night who said, “Thank you for making space for my girls”. Her children both find solace in the library space and she was so grateful to me and my co-worker for creating a space where they felt safe, respected and cared for.

If you could teleport into any fictional library, where would you go and what would you do first?

I would love to go to the Holly Library, a private library in house that has holly and ivy growing through the bookshelves. The idea of nature and books in one location has a certain amount of appeal.

Something else I would like to be able to do is teleport into real libraries at certain points of time. Like the library in the bomb shelter in London during World War 2, or the Los Angeles Central Library in the aftermath of the fire in 1986. Watch the process of the collection being built for Morgan Library & Museum in New York.

How do you support students in a digital age and embrace technology as part of the library experience? What’s working for you?

I try and support our students by making sure that the information they are accessing is accurate. As part of our Year 9 orientation we work through SIFT (Stop, Investigate, Find better coverage, Trace it back), talking about how we use this for research and for our everyday lives:

‘Is that doctor on Instagram actually a doctor or do they just wear a stethoscope to look official?’

We don’t have an ebook platform at school, but we actively encourage students to join up to Auckland Libraries and use their ebook and e-audio book collections.

Librarians have serious superpowers – what’s yours?

My colleague here in the library would say that my superpower is knowing students’ names; being able to use their name gives you a better opportunity to build those all-important relationships.

My colleagues in the English Department would say my superpower is knowing how students connect with each other, whether that be familial ties or friend groups or subject teachers.

Ultimately, I’m here to help people and knowing what makes students tick is what makes my relationship with them work.

What’s a book (or series) that has truly transformed your library’s vibe?

In 2023 it was Heartstopper. The students couldn’t get enough; we had three copies of each title in the series and they were all out all the time.

Last year it was the Lore Olympus series – our students loved it. Those series have brought them into the library, but it is the variety of our collection that keeps them coming back.

If you could make one change to how school libraries are run across Aotearoa, what would it be?

My change would be for the Ministry of Education to value school libraries and fund them centrally. The flow-down effect of this means that the library isn’t the first space to be co-opted when a school needs more classrooms, the librarian isn’t the first lot of hours cut when the operations budget gets tight and the book buying budget isn’t the first thing to be taken away when the lawnmower engine dies.

What’s the most rewarding part of being a school librarian that keeps you coming back every day?

The students! They are the primary focus of why we are here. There are some that like to test you and push your buttons, but at the end of the day they are why we’re here, to make them feel safe, cared for, educated and empowered.

“Your collection needs to reflect your school population – by having variety you can find something for everyone.”
Trena Lile

SMALL & ISOLATED SCHOOLS

Turning isolation into opportunity at Franz Josef Glacier School

Tucked beneath the Southern Alps, Franz Josef Glacier School may be one of the country’s most isolated, but its ākonga are going places. Principal Janet Ristow and her dedicated team have built a community where no barrier stands in the way of learning –and where every challenge is an opportunity.

Franz Josef School is tucked beneath Te Tiritiri-ote-moana, the Southern Alps on the West Coast.

“If there’s something we want to do, we go to Janet and she never says no,” says Franz Josef Glacier School teacher and teacher aide Holly Henery, speaking of the principal.

“She says, ‘OK, let me think about how we can make it work’.”

Principal Janet Ristow runs her school by focusing on solutions, not problems. Any barrier is just a fence to climb over.

This philosophy is essential to ensuring the success of ākonga. Franz Josef Glacier is one of the 33 most isolated schools in the country – 180km south of the nearest service centre in Greymouth.

There are just 42 ākonga from new entrants to Year 8 attending the school, tucked underneath the South Island’s mountain spine.

The school is a true community hub. There is one teaching principal, two full-time teachers and one part-time teacher serving the children from the 28 families who live in the surrounding area.

It’s a multicultural hub too; Filipino, German, Dutch, French, Spanish, Indian and Cook Island cultures are celebrated in the school, reflecting the wider community’s ethnic makeup.

Structured literacy success

The school thrives on the support of its community and peers, and this goes both ways.

The school’s approach to Learning Matters and iDeaL structured literacy is enabling them to pay it back by supporting other schools.

Janet says it’s a pleasure to help colleagues develop and implement literacy programmes, with other schools visiting to observe their approach. Many are similarly small and eager to see how structured literacy can be applied effectively across different year levels within the same classroom.

“We’ve been doing it and living with the structured literacy programme for a while now,” says Holly.

“This means we can share what worked and didn’t work with the other schools.”

She emphasises that it’s always about the students.

“That’s our focus… doing what’s best for those kids. If you have a kid that’s struggling, we think, ‘Well, what are we doing to change?’”

No barriers to learning

The focus on students goes beyond literacy learning. The school has no swimming pool of its own, and so teachers will drive senior students 70km to a secondary school public pool to practise their skills. The result? Thirteen students have qualified for the West Coast swimming sports competition in 30 events.

This is a prime example of the staff’s dedication to their tamariki. There’s no subsidised petrol money either. The school covers the costs.

“Two years ago we bought a school van and we clock up the miles,” says Janet. “I also say as a joke, ‘if you want to work at the school you have to have a seven-seater car’.”

Senior students spent a night on the glacier, supported by the local community.
A literacy activity took ākonga onto the mountains.
Top and bottom: The Franz Josef community loves to get involved with the school
Right: Where in the world is the gingerbread man? He made it back into the classroom!

Holly chips in, “And we all happen to have seven-seater cars.”

Janet started working at the school 23 years ago. She employed her three staff, and they have all stayed.

They come from different backgrounds – Year 5–8 teacher and deputy principal Sarah Gregory grew up in the city – but their passion for helping their tamariki to excel connects them.

“It’s our expectation of best practice as teachers. Being in the middle of nowhere, we get to do our own thing. We haven’t got stuck in a rut. We’re forward-thinking, reflective, proactive and we’re adventurous,” says Janet.

Resourcing is not a problem for the school, she explains. If a student needs something to assist their learning, they will make it happen. For example, some students work with assisted technology such as reader pens.

“We don’t put any barriers in the way of learning. If we can get funding through the RTLBs, we’ll get it. If we can’t get funding, we’ll purchase it for them.”

Encouraging learning is a community affair

“Our parents work seven days a week in the tourist seasons,” explains Janet. “They work long hours but they’re very supportive of us.”

Often a parent will give up a day’s work to transport the tamariki to sporting events out of town. The businesses of Franz Josef are also there for the school.

From helicopter rides to nights out at a restaurant or a pamper session, businesses will always provide vouchers for school raffles. The senior students even got to stay on the glacier overnight.

When they have time, the businesses will stop by the school and bring potential careers into the classrooms. They’ve had dog handling, cooking classes, ambulances, fire engines, diggers, dump trucks, concrete trucks and boats in the school yard.

A creative approach to literacy

The local policewoman also helped with a very special literacy unit called ‘Where in the world is the Gingerbread Man’.

The tamariki made gingerbread people, but one went ‘missing.’ The police were ‘called’ and a missing person report was filed.

“We’re here to help them start their journey. By the time they’ve finished primary school, they’ve got to want to learn.”
Holly Henery

Parents and whānau were asked to get in touch with their global community to send in postcards to the school, saying, for example: “I’m in Copenhagen but you can’t catch me, I’m the gingerbread man.”

Janet wrote a backstory for the gingerbread man, saying he’d made it onto a container ship back to New Zealand shores, but he had escaped port patrol and a dog chase, to end up hitchhiking across the country.

Eventually, the gingerbread man (a local in a dress-up costume) was ‘caught by the police’ and brought to school in handcuffs.

“Involving the worldwide community of friends and colleagues and whānau into a literacy unit was just so much fun,” says Janet.

Creating life-long learners

The staff philosophy to focus on solutions and not problems has also filtered down to the students.

In 2009, they took a group of nine senior ākonga to Australia, a school trip dreamed up by a student.

After a school trip to Christchurch to learn ocean sports, one of the students had asked: “Can we go somewhere warm for surfing?”

Janet responded, “Well where would you like to go?”

The student’s response? “Australia”.

The students and staff worked together to create a proposal to put to the school board. They then spent a good part of the year fundraising the $18,000 they needed for the trip.

“It was a once in a lifetime opportunity,” says Janet. “It’s not something we can do every year, but we always try and have a trip planned somewhere each year, especially if a student proposes something.”

Holly added they want their tamariki to be “life-long learners”.

“We’re here to help them start their journey. By the time they’ve finished primary school, they’ve got to want to learn.”

The staff hope to be role models – showing them that they too are still learning through going on their own professional developments.

Top and bottom: Ākonga have an incredible backyard to explore as part of their learning.
“Being in the middle of nowhere, we get to do our own thing. We’re forward-thinking, proactive and adventurous.”

Ristow

A FREE nutrition education programme for primary schools

• Classroom sessions delivered by a qualified Nutritionist

• Supermarket visit

• Free teacher resources

• $60 supermarket voucher

COMING

SOON Food for Thought: Nutrition Quest A fun and interactive digital learning adventure

• Curriculum-aligned and easy to use for both learner and teacher

• Includes a teacher guide and student workbook for seamless classroom integration

• Available for FREE to schools from Term 2 2025

To register your interest or find out more www.foodforthought.co.nz

Franz Josef School is one of the 33 most isolated schools in Aotearoa.

Kaupapa Māori education journey helps break the cycle of language loss

After leaving school, Denyse Davis took a role in a kōhanga reo which not only marked the beginning of her career in kaupapa Māori education but also a new phase of healing from the impacts of intergenerational language loss in her whānau.

Denyse Davis is a fully qualified kaiako at Te Kura Māori o Ngā Tapuwae, a kura ā-iwi in Tāmaki Makaurau, and one of the highest achieving schools in the country.

Affectionately known as Mā Dee, Denyse teaches science and performing arts in a full-immersion environment, confidently operating in te ao Māori. However, she doesn’t take this for granted.

Like so many whānau affected by intergenerational language loss, Denyse’s parents were not raised with a strong connection to their language, identity or culture, and Denyse and her siblings were not raised with te reo Māori as their first language.

While this was a common experience for many whānau Māori during Denyse’s childhood, she knew from a young age that she wanted to connect more deeply with her Māoritanga.

Denyse attended Massey High School as a teenager, and it was kapa haka that ultimately provided the pathway for her to gain confidence in her identity, language and culture.

“My confidence arose through kapa haka, as that was my only form of expressing my identity,” she says.

“Performing gave me a stronger connection to my people, my identity, and my ao Māori.”

Reclaiming her reo

After leaving school, Denyse took a role in a kōhanga reo which not only marked the beginning of her career in kaupapa Māori education but also a new phase of healing from the impacts of intergenerational language loss in her whānau.

Denyse credits the immersion environment of kōhanga reo as being key to reclaiming her language, although she acknowledges it wasn’t a quick fix.

“I learned alongside the babies. Through the repetition of the language, waiata and karakia, I was able to grasp and comprehend what was going on around me,” reflects Denyse.

“Being surrounded by te reo for eight hours a day, five days a week, really has an impact on how you learn and pick up the language.”

With invaluable experience and new-found confidence in her reo, Denyse transitioned into a kaiāwhina role working with tamariki in Years 1–6 at Te Kura Māori o Ngā Tapuwae.

There, she was encouraged by her mentor and tumuaki, Arihia Stirling QSM, to pursue qualifications as a kaiako.

Four years on, Denyse is fully qualified, having graduated from Te Wānanga o Raukawa with a teaching degree at the end of 2024.

Strengthening cultural connections

Denyse reflects on when she and her sister were the only reo Māori speakers in their whānau.

“Embarking on our own journey of learning the reo has opened opportunities for our whānau to begin theirs; connecting them to their whenua and also their identity,” says Denyse.

“This is what makes us who we are. Understanding te ao Māori through history, waiata, mōteatea, dance and language.”

In her spare time, Denyse supports her whānau to reconnect with their reo in any way she can. Now, her whānau is slowly but surely healing from the impacts of intergenerational language loss.

“I’m involved with teaching te reo Māori classes to family members online to help kick start their journey and fill their kete,” she says.

“More whānau are now implementing te reo Māori in their homes, step by step.”

While Denyse is bringing healing to her whānau, she acknowledges she wouldn’t be where she is now without the support from her family and community.

Empowering ākonga through language and dance

Supported by her whānau and her kura, Denyse leads a South Auckland dance company, Co-Evolve Studios, which provides a platform for local Māori and Pasifika creatives to express themselves through dance.

The company uses art to translate narratives of culture and experiences as street dance practitioners.

She is also part of a Māori children’s educational team called Mahi Pai that travels around the motu teaching te reo Māori and New Zealand Sign Language to toddlers. The team uses strategies that accelerate language acquisition such as left and right brain through NZ Sign, kapa haka, waiata-ā-ringa, and other movement.

“I am incredibly grateful to be surrounded by a supportive village that helps me do the things I love,” says Denyse.

“I love embracing who I am through what I enjoy doing, which is teaching and dancing.”

“Embarking on our own journey of learning the reo has opened opportunities for our whānau to begin theirs; connecting them to their whenua and also their identity.”
Denyse Davis

Tāmaki Makaurau rangatahi pen their perspectives into published taonga

Through storytelling and creative expression, the Youth Voices initiative is empowering young Māori and Pasifika students to share their perspectives on the issues that matter to them. With each new volume of Whakarongo ki te Reo Mātātahi, students are finding their voice, engaging with literacy in meaningful ways, and seeing the impact of their words in their communities.

Students discuss their writing topics with local leaders during the Youth Voices forum, held at Te Oro in Glen Innes (2022).

In 2022, Youth Voices was born out of a desire to provide young Māori and Pasifika students a platform to articulate issues of importance to them, their whānau and their communities.

Te Hononga Akoranga COMET partnered with Tāmaki Regeneration in east Auckland, working with Year 7–8 students at Glen Innes School and Te Kura Kaupapa Māori o Puau Te Moananui-a-Kiwa.

With guidance from educators and mentors, the students engaged in research on local issues – such as housing, environmental concerns, cultural identity and education – before crafting their stories into a format suitable for publication.

The result was the first volume of Whakarongo ki te Reo Mātātahi, a collection of student voices bound together in print, creating a lasting record of their perspectives.

At the heart of the project was not only storytelling but also action. Students presented their stories at a community forum, sparking meaningful discussions about real issues with the whānau, educators and local leaders in the audience.

Glen Innes School teacher Maude Thomas says, “Our tamariki were invited to come into Te Oro [Music and Arts Centre in Glen Innes] and had an opportunity to introduce some of their writings to our rōpū.”

Raniera Pene of Te Rūnanga o Ngāti Whātua echoes the significance of the project, saying, “When I look at the book, I see the voices, I see the issues.

“I see also the things that they are proud of in their community. I think what COMET has done is really amazing, and I would encourage a lot of the other communities within Auckland to consider doing something like this.”

“I never thought my words mattered until I saw them in a book. Now I want to write more –not just for school but for life.”

Student

Growing the movement

Building on the success of the inaugural project, Youth Voices expanded to Henderson and Glen Eden in 2023, then Kelston and Rangeview Intermediate Schools in 2024.

With each iteration, a new volume of Whakarongo ki te Reo Mātātahi emerged, featuring fresh stories from diverse communities.

Teachers saw students become more engaged in literacy, with some discovering a passion for writing. The initiative empowered young writers to share their thoughts and develop critical thinking skills. One of the most powerful aspects of the project has been its ability to tap into students’ lived experiences.

Linaea, a student from Henderson Intermediate School, says, “I’d like for school to actually support us with our mental health … [like] having a little time in class to journal or write.

“When you journal or write about how you’re feeling about certain stuff, you tend to let go of the tension that you have with it.”

As an extension of the project in 2024, students had the opportunity to take part in an art workshop with the Kākano Youth Arts Collective in Henderson, creating the artwork featured in Volume 3 of Whakarongo ki te Reo Mātātahi

The writers and artists then showcased their work at a combined art exhibition and book launch, further solidifying the role of creative expression in their learning journey.

Kaiako leading the way

In 2025, Youth Voices took another step forward by piloting a teacher-led model at Northcote Intermediate School, supporting the initiative to be embedded sustainably within schools.

This model empowers teachers to guide students through the storytelling process while maintaining the core principles of Youth Voices.

The shift to a teacher-led model allows for:

» Stronger integration into literacy curriculum frameworks

» Greater autonomy for schools to tailor projects to their specific communities

» A sustainable, scalable approach that ensures longevity.

Erin Tiplady, the teacher leading this iteration says, “When students see that their words have real impact, they take ownership of their stories and their learning. It’s empowering, not just for them but for us as educators too.”

Meanwhile, students participating in the new format have high hopes for the future of the programme.

One aspiring young writer says, “I never thought my words mattered until I saw them in a book. Now I want to write more – not just for school but for life.”

Why youth voices matter

The Youth Voices initiative is more than just a writing programme; it is a vehicle for critical thinking, confidencebuilding and civic engagement.

By giving tamariki and rangatahi the tools to articulate their concerns, the initiative fosters deeper learning and a stronger connection to literacy.

Anita Gill from Te Puna Reo Māori echoes this, saying, “The book really brought home to me how wise and how insightful the views of our rangatahi are.

“These are the issues that are also important in our world, in our politics and in our communities. Hearing the voice of our tamariki reminds us how often that voice is lost.”

COMET believes that every young person has a story worth telling – and that educators are key to unlocking this potential. By partnering with schools, they hope to bring Youth Voices to more communities across Aotearoa New Zealand.

Dr Will Flavell, who established the Youth Voices initiative, says, “Our young people are the leaders of today and the architects of tomorrow.”

A call to educators

COMET is eager to work with schools and kura interested in integrating project-based learning into their literacy curriculum. Whether you are looking to start a writing project, adapt the teacher-led model or find inspiration for student engagement, COMET invites you to reach out. Visit cometauckland.org.nz.

Whānau react to the artwork and stories on display at the Youth Voices book launch at Te Pae o Kura, West Auckland (2024).
Kelston Intermediate School students showcase their artwork and stories at the Youth Voices book launch at Te Pae o Kura, West Auckland (2024).
Manihera and partner, Kahurangi Simon, with their son Kaea Te Oka Simon.

Teach NZ Scholarship helps dedicated māmā become qualified kaiako

MManihera Hoterini (Ngāti Raukawa) is a kaiako at Te Kōpae Reo o Tūpoho, a māmā of two, and is also pursuing a Bachelor of Teaching in Early Childhood Education from Te Rito Maioha, supported by a Teach NZ scholarship. While her life is busy, she finds happiness, purpose and fulfilment in expanding her kete mātauranga for the benefit of both her whānau and the tamariki she cares for. WORKFORCE

anihera Hoterini is no stranger to hard work, having her first pēpi at a young age and completing her secondary education through Whakatipuria, the Teen Parent Unit at Freyberg High School.

“This is where my journey of learning about early childhood education truly began,” she reflects.

Juggling the demands of raising a baby with the challenges of passing NCEA, Manihera was determined to achieve her goal. Three years later, she proudly graduated with a full set of NCEA qualifications.

Exploring a career in teaching Manihera eventually moved to Whanganui with her whānau and gave birth to her second pēpi in 2020. She enrolled him in the local puna reo, Te Kōpae Reo o Tūpoho, where she became a parent helper, then worked as a relief teacher, and is now on the path to becoming a fully qualified kaiako.

Manihera credits much of her success to the support of her whānau, the puna reo community, and the Teach NZ scholarship she was awarded by the Ministry of Education in December 2022.

“It was an honour to be a recipient of a Te Waka Whakarei scholarship, and I cannot express how grateful I am to have received it,” says Manihera.

“It helped to significantly reduce the financial pressures that come with studying and allowed me to focus on my whānau, and my mahi as an educator.”

Te Waka Whakarei is part of the Teach NZ suite of scholarships that provide financial support for individuals looking to become qualified teachers, enabling individuals to become qualified to teach in kaupapa Māori settings, or to teach te reo Māori as a subject in English medium settings.

Fostering te reo Māori for future generations Manihera chose this path because of her passion for immersion-based education.

Growing up in Te Papaioea Palmerston North, Manihera attended kōhanga reo and rumaki reo (an immersion unit within an English medium school), where she experienced the transformative power of being immersed in te ao Māori.

She learned firsthand the importance of exposing tamariki to their culture and language from a young age.

“I believe kōhanga reo and puna reo [immersion settings for early learners] are so important in preserving cultural identity and creating that sense of belonging that our youngest learners need,” says Manihera.

“I am incredibly grateful for the experiences I had growing up in te ao Māori as an ākonga in kōhanga and rumaki reo.”

Manihera’s own tamariki have followed a similar path, both attending kōhanga reo and puna reo just like she did.

“I wanted them to have the opportunity to create enriching memories, just like I did,” she says.

“Kōhanga reo and puna reo are incredibly important in preserving cultural identity and creating that sense of belonging that our youngest learners need.”
Manihera Hoterini

Her journey to becoming a kaiako has been driven by her desire to “learn and keep learning” for the sake of her tamariki and those she teaches in puna reo. However, her career has not been without its challenges; one of which is the limited availability of resources in te reo Māori.

“Sometimes we have to translate the resources ourselves,” she says. “But kaimahi in puna reo are very resilient, and we don’t let this stop us from providing the best possible early learning education through a te ao Māori lens.”

As a kaiako, Manihera says her goal is to instil a sense of manaakitanga in the tamariki she teaches, offering them the support and care they need “so they can confidently leave their home to spend the day with their second whānau here at our puna reo”.

“Seeing our tamariki embrace their language and culture with confidence inspires me to do the same,” she expresses.

Encouraging others to do the same

Five years after starting as a parent helper at Te Kōpae Reo o Tūpoho, Manihera is now in her third year of study and is looking forward to graduating with a Bachelor of Teaching in Early Childhood Education in 2026.

Manihera hopes her story will inspire others to explore a career in teaching and deepen their knowledge for the benefit of our tamariki mokopuna.

She reflects on the privilege of being part of the puna reo, not only as a kaimahi but also as a māmā, watching the tamariki grow and flourish with confidence in their Māoritanga.

“It’s been incredible to watch my own journey in te ao Māori continue to grow and flourish through my mahi, and the things I’ve learned from the tamariki I have taught.”

“Seeing our tamariki embrace their language and culture with confidence inspires me to do the same.”

Manihera and her tama at the 2025 Te Matatini Festival supporting her partner who performed.

Pacific language weeks are more than a single celebration

Pacific languages are essential to the identity, culture and wellbeing of Pacific communities, and celebrating Pacific Language Weeks is an important part of this. But the celebration goes well beyond the dedicated week, paving the way for deeper and more meaningful learning opportunities year-round.

Kia āriki au i tōku tupuranga, ka ora uatu rai tōku reo. To embrace my heritage, my language lives on. (Cook Islands proverb).

With more than 400,000 people of Pacific ancestry living in New Zealand, and more than two-thirds being New Zealand-born, Pacific languages play a vital role in education.

Conversely, education plays a critical role in contributing to the revitalisation and maintenance of Pacific languages. Pacific Language Weeks provide a context within which schools, communities, families and students can collaborate to raise awareness of the diversity of Pacific languages and the importance of making them part of our daily lives.

While each language is highlighted with a dedicated week, they are a part of a year-long celebration of Pacific languages led by Pacific communities and supported by the Ministry for Pacific Peoples.

History of Pacific Language Weeks

Language Week celebrations had their origins in Sāmoa in 2007 with Vaiaso o le Gagana Sāmoa, founded by Fa’alapotopotoga mo le A’oa’oina o le Gagana Sāmoa i Aotearoa (FAGASA). In 2009, the Human Rights Commission came on board to support the communities, and the concept of Pacific Language Weeks was born.

Since 2010, the Ministry for Pacific Peoples has been supporting Pacific Language Weeks, promoting and raising awareness of the diversity of our Pacific languages in Aotearoa.

Each year, the Ministry works closely with Pacific communities to maintain and promote indigenous languages across the country, encouraging their use in our daily lives to help them thrive.

How to get involved

While the language weeks are times of celebration, they have a deep intention: to honour the diverse heritage languages, identities and cultures of Pacific learners and make them the foundation for learning at school.

» Partner with family and community knowledge-holders to promote and participate in the language weeks and learn about the pedagogical approaches that work best for Pacific learners.

» Learn how to make Pacific heritage languages part of teaching and learning at school by weaving dual language texts into your celebration and build upon talk as the foundation of all learning.

» Explore the linguistic and cultural diversity of Pacific peoples by using Pacific texts to engage and connect with learners and their families, collaboratively explore texts on Pacific themes and topics.

» Understand and explore the deep connections between Māori, as tangata whenua, and Pacific peoples, as tagata moana.

» Encourage critical thought and action around language loss and revitalisation.

Pacific language resources

The Ministry of Education has a wide range of resources to support learners, teachers and families in maintaining and growing proficiency in Pacific languages.

Many of these can be accessed on the Tāhūrangi website or ordered in print through Down the Back of the Chair.

Tapasā framework

The Tapasā framework brings Pacific perspectives to effective and quality teaching practice at different stages of a teacher’s journey in key areas and transition points for Pacific learners in early learning, primary and secondary education.

Inclusive Education | Supporting Pacific learners

This guide provides inclusive teaching and learning strategies with a focus on supporting learners.

Language Enhancing the Achievement of Pacific Learners (LEAP)

A professional learning resource developed for teachers working in mainstream New Zealand classrooms with bilingual Pacific learners. It reflects the fact that bilingual students learn better when they can use their first or home language at school.

Pacific dual language books

The Pacific dual language resources are designed to support the early language and literacy learning of Pacific learners in early learning services and in Y0-2 classes in English medium classrooms.

Visit newzealandcurriculum.tahurangi.education.govt.nz to find these and more.

Dates for Pacific language weeks

The Ministry of Pacific Peoples gives the focus and timing of each year’s Pacific Language Weeks.

This year, Bislama, the national language of Vanuatu will be included for the first time. Bislama joins Rotuma, Sāmoa, Kiribati, Cook Islands Māori, Tonga, Papua New Guinea, Tuvalu, Fiji, Niue, Tokelau and Solomon Islands, bringing the total to 12 Pacific language weeks. Visit mpp.govt.nz/programmes/pacificlanguage-weeks.

Rotuman Language Week: Sunday 11 May – Saturday 17 May

Sāmoa Language Week: Sunday 1 June – Saturday 7 June

Kiribati Language Week: Sunday 6 July – Saturday 12 July

(New) Vanuatu Bislama Language Week: Sunday 27 July – Saturday 7 August

Cook Islands Māori Language Week: Sunday 3 August – Saturday 9 August

Tonga Language Week: Sunday 17 August – Saturday 23 August

Papua New Guinea Pidgin Language Week: Sunday 7 September – Saturday 13 September

Tuvalu Language Week: Sunday 28 September – Saturday 4 October

Fijian Language Week: Sunday 5 October – Saturday 11 October

Niue Language Week: Sunday 19 October – Saturday 25 October

Tokelau Language Week: Sunday 26 October – Saturday 1 November

Solomon Islands Pidgin Language Week: Sunday 23 November – Saturday 29 November

AI approach at New Windsor School prepares ākonga for the future

New Windsor School is piloting an AI programme to explore how digital tools can support literacy, critical thinking and creativity. As part of the Ako Hiko Cluster, the school is taking a proactive approach to helping students engage with AI in meaningful ways.

With AI becoming more accessible, schools and kura are considering how best to engage with it. Principal Lisa Harland says New Windsor School saw an opportunity to equip students with the skills to navigate this evolving technology.

“Educators the world over are grappling with how to tackle this. We decided early on that banning or limiting AI would be fruitless,” she explains.

Lisa says that as AI becomes a valuable skill in many industries, it’s important for students to understand both its opportunities and challenges.

“Moreover, we aim to equip our learners with the discernment necessary to navigate both the opportunities and challenges presented by AI.”

How AI fits into the classroom

New Windsor School’s AI pilot programme is part of the Ako Hiko Cluster, aligning with the Manaiakalani kaupapa of learn, create, share. Lisa says the programme encourages digital fluency and creativity.

“The AI initiative is integrated into the Ako Hiko curriculum, emphasising cybersafety and discerning

New Windsor School has noticed strong student interest in AI.

critical online engagement. It supports creative expression and learning through apps like Suno for music and Sora for AI video creation,” she says.

“It’s super exciting to watch our students creating their own bespoke musical tracks. No need to use clipart any longer – create your own unique image in under one minute.”

Lisa adds that by embedding AI within their curriculum frameworks and focusing on real-world applications, they make sure AI tools contribute effectively to developing essential competencies.

She shares an example of how AI can present biases.

“With one of the classes I looked at how Ihumātao created a bias. AI found all the information using the algorithm and made a recommendation that the development of this land would be worthwhile. Little regard for indigenous perspectives.

“Students need to understand it’s a mathematical representation and where the data sits with the bias it sits with.”

Lisa says a structured approach helps students use AI effectively and ethically.

“Implementing a structured approach with clear learning intentions, purposeful modeling, and explicit success criteria has helped students apply AI tools effectively and ethically.”

Tracking student engagement

Students are engaging with a range of AI tools to develop creative problem solving and analysis skills.

“Students are enthusiastically engaging with platforms like Adobe Express and DALL-E, which allow them to integrate creative visuals with their writing projects,” says Lisa.

“Additionally, interactive games like Google Arts’ ‘spot the fakes’ challenge are sharpening their critical thinking and justification skills, as they learn to discern between real and artificial images.”

For students like Penny, experimenting with AI has opened new ways of thinking.

“I thought it was cool – it really helps people,” says Penny. “For example, self-driving cars – if someone was having a heart attack, the car could navigate its way.”

She adds, “AI is very good at manipulating things in the real world and helping us learn how to look for problems and discern information.”

The school has noticed strong student interest in AI, particularly during enrichment sessions.

“Students use Brisk to provide real-time feedback on their pieces of writing. Student agency at its heart,” says Lisa.

Expanding AI across the cluster

New Windsor School is now looking at how the AI programme could extend to other schools in the Mt Roskill area.

“Expanding the AI programme involves coordinating PLD sessions across the cluster, parent information hui (coming up), and a board meeting with representatives from all of our schools,” says Lisa.

She says professional development has been a key focus.

“We had initial support from the Ministry of Education and centrally funded PLD hours focused on assessment

Top and bottom: Students explore AI tools.

“Employers increasingly value AI competencies, making them critical for future job markets. Moreover, we aim to equip our learners with the discernment necessary to navigate both the opportunities and challenges presented by AI.”

Ākonga working on a Brisk task helping to support their writing task.
“I thought it was cool – really helps people. For example, self-driving cars, if someone was having a heart attack, the car could navigate its way. AI is helping blind people.”
Penny, student

for learning supported by technology, and then our cluster supported a number of our leadership and kaiako to complete an NZQA AI micro-credentials course with Dr Craig Hansen.

“Craig is great at exploring a tool and then looking at options on how it can be utilised, for example, planning, marking, feedback, creation,” says Lisa.

What’s next?

As part of the pilot, the school is also exploring how AI could support both classroom learning and school administration.

“AI is poised to revolutionise both learning and administration by reducing routine tasks and enhancing personalised learning experiences,” says Lisa.

“It’s a no-brainer in terms of a sell for teachers. Ask the teachers in a staff meeting who would like a personal assistant and see how many hands are raised in response.”

As AI becomes more widely used in education, Lisa says collaboration between schools will be important.

“The Ako Hiko Cluster is doing awesome things in this space, and it’s exciting to see what can be achieved.”

Guidance from the Ministry of Education

The Ministry of Education provides comprehensive guidance on the use of generative AI in schools, ensuring educators and students can navigate AI responsibly. Key recommendations include:

» Understanding how AI-generated content aligns with curriculum objectives.

» Teaching students about AI limitations, including bias and misinformation risks.

» Encouraging ethical AI use, including appropriate attribution and avoiding over-reliance.

» Supporting teachers with AI-related professional development.

For official guidance, visit Ministry of Education – Generative AI.

For more information on the Ako Hiko Cluster and their work in digital learning, visit akohiko.org.

Reading helps build resilience and connection

New research has found reading for pleasure with children when they are young can help them in difficult circumstances – and it’s never too late to make a difference.

New research from Auckland University of Technology (AUT), Relationships Between Reading for Pleasure and Children’s Wellbeing In Aotearoa New Zealand, looks at the pandemic lockdown experience of 2,421 children from the University of Auckland’s Growing Up in New Zealand study who were 11 years old at the time.

Those who had positive attitudes towards reading, who had more engagement with reading and who were reading earlier in life reported better general health and wellbeing during lockdown.

They also felt more supported and more connected with others in their bubble.

“When children were read with in their early years, they reported their wellbeing during lockdown was more positive – even when adjusted for household income and ethnicity,” says associate professor Dr Ruth Boyask, lead researcher of the study and director of AUT’s LitPlus research group.

“It may be that this is due to the relationship and bonding that happens when adults read with children, and it is also likely that the language element is important – supporting the development of cultural identity, critical thinking and understanding of their world.”

Reading for resilience

Three-fifths of the children had symptoms of depression and anxiety during lockdown, and the early positive experiences with reading did not help with that. However, reading together with others while in their bubbles was associated with less depression.

Around half of the survey participants were reading books together in their bubbles several times a week or more. They might have been reading books socially, for example in the same room or reading the same book at different times and discussing what they read, or they might have been reading the same book together.

Children from these bubbles had lower odds of selfreported symptoms of depression on a clinical scale. There were also associations between reading together and the children’s feelings of connectedness during lockdown.

Ruth says the research tells us the benefits of reading are not equally accessible to all children, with beneficial reading experiences more likely in high income households, where there are more resources to support children’s reading for pleasure, and amongst European ethnicities, who appear to engage more in reading for pleasure.

European households appear to have a larger number of books and undertake a greater amount of reading. However, children of all ethnicities had similar enjoyment of reading, and reading about cultural identity occurred more for children of Asian, Pacific, Māori and other ethnicities than for those of European descent.

“Families need access to reading resources that reflect the cultural make-up of their children, and public resources for reading – like libraries and schools – can be used to equalise differences in opportunity.”
Dr Ruth Boyask

Read the report

AUT’s LitPlus research group focuses on children and young people’s enjoyment of and motivation for reading.

Its report Relationships Between Reading For Pleasure And Children’s Wellbeing In Aotearoa New Zealand was made for the Ministry of Social Development with funding from the Children and Families Research Fund.

The research was done in association with Manukau Institute of Technology and with the support of the National Library of New Zealand.

“Families need access to reading resources that reflect the cultural make-up of their children, and public resources for reading – like libraries and schools – can be used to equalise differences in opportunity,” says Ruth.

To gain insight into the statistical findings, the LitPlus researchers held focus groups with 15 young people who were of a similar age during the pandemic.

AUT senior lecturer John Milne led this focus group phase of the research and says tamariki reported feeling better and calmer after reading, and that this had benefits for other aspects of their lives, including their social relationships.

These children said that during lockdown they found friends within the texts, and that they could identify with the situations of the characters when their real-life friends were distant and engagements with peers were largely virtual. Their reading material provided a topic for conversation with others who shared their bubble.

“They believed their reading helped them during lockdown, in some cases comparing how well they coped in comparison with friends and families who were not reading,” says Ruth.

“As children move into adolescence, reading may help them overcome their problems.”

Benefits of reading for pleasure

Ruth says the benefits of reading for pleasure are numerous and far-reaching.

International research shows that children who read for pleasure are more likely to have advanced vocabulary development and enhanced school performance. Reading fiction for pleasure is related to advanced cognition during adolescence, even more than other activities like reading magazines or playing musical instruments, she says.

“Our study is consistent with others that found links between early childhood reading for pleasure and more developed brain function and mental wellbeing of older children.”

Other studies have also demonstrated a link between reading for pleasure and more prosocial behaviour at school, fitting in better through connecting with others, and making healthier choices around eating and smoking.

“What is especially interesting about our study is that it shows a positive effect for reading together during difficult circumstances in adolescence on adolescent wellbeing. This suggests it may never be too late for children to benefit from reading – if it is treated as a social activity.”

Ruth says society also benefits when we are more socially connected through reading.

Individuals who engage in literary reading are more than twice as likely to participate in volunteer or charity work, are more likely to vote, and more likely to have a higher reading proficiency.

“It is clear that reading with other people, talking about reading and relating one’s own experience to what is being read, has great benefits for wellbeing.”

SCHOOL PROPERTY

Property improvements creating tūrangawaewae at Mairangi Bay

Significant property upgrades at Mairangi Bay School have not only refreshed the physical environment but also strengthened the sense of belonging and identity among students, staff and whānau.

Mairangi Bay School on Auckland’s North Shore started the new year with a new look.

Flashback to a year ago, the Mairangi Bay School buildings were in need of refreshing. Today, a new lease on life has been given to the buildings as part of a full-scale property upgrade which took three months.

Classroom upgrades, access improvements, new roofing, recladding and interior upgrades have made a significant difference to the school and to the students’ learning.

But when ākonga and kaimahi are asked about the biggest difference the property upgrade has made, they say, “The paint! The murals! The blue! We love how bright and friendly our school looks.”

The feelings of unity, community and whanaungatanga are strong at Mairangi Bay School and it’s now evident in the school’s look and feel. As you approach the school, you can’t help but smile.

The new signage is vibrant, welcoming and inclusive. All buildings have been painted white and blue, and the new carpet and Autex acoustic panels carry these shades of blue into the interior spaces.

“We’re so proud of our school and the tūrangawaewae we have developed through these upgrades,” says principal Nathan Janes.

“We believe we are developing a space where our tamariki, kaiako and whānau have an identity and a place they truly belong.

“We live and breathe our school values and with our community we say, ‘He nui ake tō mātou mana i te kura anahe We are more than just a school’.”

Vibrant artwork and signage is helping ākonga feel a real sense of belonging in their kura, and in Aotearoa.
“We’re so proud of our school and the tūrangawaewae we have developed through these upgrades.”
Nathan Janes

Planning comes to life

The upgrades were made as part of the school’s 10 Year Property Plan, which Nathan and the school board worked on with Ministry of Education property advisor, Yasmin Briden.

Yasmin has really enjoyed working with Nathan and the board on the plan for Mairangi Bay School.

“The upgrades to Mairangi Bay School’s property have been significant. Nathan had such a vision, ensuring the look and feel was consistent the whole way through the school site. It wasn’t just a lick of paint. It really was a transformational change.

“It has been so awesome to see this vision come to reality within our existing funding parameters, and to see the benefits for the students.”

All New Zealand state schools receive Ministry funding for property maintenance and upgrades. A 10 Year Property Plan is also prepared and agreed between the Ministry, school and board to ensure upgrades are undertaken in a planned and timely way for the benefit of school and students.

Mairangi Bay School’s property upgrades include:

» Classroom upgrades, with new carpet, Autex acoustic panels, heat pumps and internal repainting.

» Improvements to access across the school with new paths and resurfacing of existing paths, handrails and vision aids.

» New signage.

» Exterior repainting of buildings, including six walls of murals.

» Roofing, cladding and joinery upgrades.

» Exterior carpet installed on covered decking, alongside new bag and shoe racks.

» A community garden complete with a chicken run, butterfly house, pond, bees and native sensory walkway was built on sloping land at the back of the school.

Student involvement

All Mairangi Bay School’s 460 students were involved in the property upgrades, with each student taking part in the planning and development for the school’s new murals.

Students helped local artist Regan Hill-Male design murals based on the school values of manaakitanga, kaitiakitanga and whanaungatanga.

“The students can be proud of the part they played in the creation of these murals. The contribution they had, and the connection they will continue to have to our school will remain even once they have left Mairangi Bay,” says Nathan.

SERIES: SECTOR VOICES

On the ground with Monique Anderson

Leading the way in language learning

Hutt Valley High School’s head of languages, Monique Anderson, shares her journey, her approach to teaching, and why fostering language learning is more important than ever.

In this series, Education Gazette is going on the ground to hear about the mahi you do every day, whether it’s as a teacher, leader, support worker, mentor, advisor, or any of the diverse roles that shape our education system.

Role: Head of languages learning area

Location: Hutt Valley High School

Fun fact: My father was a French lecturer and when I was 10, we spent eight months living in France.

Most memorable education moment: Travelling overnight in a train sleeper compartment between Madrid and Paris with a group of senior Spanish and French students.

“You never really know your own language until you have acquired another.”
Monique Anderson

For Monique Anderson, a life-long passion for languages was sparked early. “My father was a French lecturer at Massey University for many years,” she recalls.

“When I was 10, he took sabbatical leave, and our family went to France for eight months. I spent a semester at a school in the outskirts of Lyon. I didn’t really speak any French before going so I just had to pick it up as I went along.

“I wasn’t exactly fluent by the end of our time in France, but I had picked up enough to know that I wanted to keep going.”

That determination led Monique to five years of French at high school, four years at university, and two assistant teaching stints in French-speaking schools in New Caledonia and St Étienne, France.

“Just after that second assistantship, I had the chance to travel to Spain and begin study of another language. I lived with a local family there and did five hours of classes a day for three months. My solid grounding in French was a huge help and I found that I was able to make rapid progress in Spanish.

“By the end of those three months, I was able to have conversations and, as with French previously, I took immense pleasure from the process of moving from only hearing a collection of sounds when people spoke, to understanding and eventually communicating more and more complex ideas.”

Teaching wasn’t initially part of her plan. “Once I came home from Europe and it was time to think of a long-term career, it was probably more my desire to keep working with and in these captivating additional languages that spurred me to apply to Teachers’ College rather than a direct sense of wanting to be a teacher.

“The pleasure of watching others take the same journey was to come later.”

Today, Monique speaks fluent French and Spanish and is continuing to learn te reo Māori. “I have also been plugging away at learning reo Māori on and off over the last 10 years. Sadly, my progress hasn’t been anywhere near as rapid as my earlier efforts, but I have really been enjoying the challenge.”

A

typical day at Hutt Valley High School

As head of languages, Monique balances a busy schedule.

“Most days are a combination of teaching – this year I have Year 9, 10, 11, and 13 classes – and administrative work.

“The latter might involve meetings, or meeting

This is one of the novels that Monique’s Year 11 students are currently reading in Spanish. It’s all about a zombie who has a terrible secret – he is allergic to meat and is a vegetarian.

preparation, report writing, resource development, marking, moderation, discussion with colleagues, or responding to emails, amongst many other things.”

When it comes to classroom practice, Monique uses a flexible, student-centred approach.

“I’m always keen to try new things in my classes and to apply new approaches. I’m not wedded to any particular method but like to call on a range of activities.

“Anything that will help to maximise students’ exposure to the target language and to get them using the language themselves to maximum effect – preferably to talk about things that are of interest and use to them.”

Currently, she enjoys using storytelling and adapted novels to engage students, “focusing on the idea that students will be motivated to keep reading for the pleasure of engaging with the unfolding narrative rather than just to learn some new verbs or grammatical structures.”

Incorporating culture is also key to Monique’s teaching, and she explains the challenge to do justice to the cultural and intercultural aspects of language learning.

Her Year 13 Spanish class is currently reading an adapted novella set in Medellín, Colombia. “It is giving us an opportunity to learn about norms in Medellín and to discuss what different cultural practices exist in the Kiwi context and to help students to also see themselves as culturally located people, regardless of their background.”

Why languages matter in Aotearoa

Monique is a passionate advocate for language learning for “so many compelling reasons!”

She says language learning is vital to developing a new generation of truly literate New Zealanders.

“Many wise people have noted before me that you never really know your own language until you have acquired another.”

She adds that strengthening reading comprehension and strategies to approach text in one language reinforces these skills in other languages as well.

“There is a lot of concern in education circles currently about the literacy rates of our children, and I think that we would be well-served to think about how additional language learning can also significantly contribute to improvements in this area.”

Beyond literacy, Monique believes languages offer broader social, cognitive and economic benefits.

“Learning languages important to our local communities, beginning with the taonga that is reo Māori, enables us to connect with and sustain rich cultural and linguistic legacies unique to this place and this part of the world.

“Learning any additional languages helps to place us in a global community, develops our empathy and understanding for different ways of thinking, doing and being, and can therefore support us to create more tolerant and open societies.”

However, Monique acknowledges significant challenges, the biggest of which is the “under-valuing of language-learning other than English in our education system and society in general”.

She believes systemic change is needed, and collective recognition of the power and importance of language learning.

Looking ahead

Monique offers advice to aspiring language educators, saying she would firstly congratulate them on considering “such a rich and stimulating part of the curriculum”.

“I would also let them know that, when all the stars align and you get to work with students over a number of years, there is immense satisfaction to be had in seeing the clear value you can add to their skill sets.”

Looking to the future, Monique has high hopes for both her department and language education nationally.

“I hope that we can continue to build on our strong legacy and ensure the growth of languages education right through to Year 13 in all the languages we currently offer, and hopefully to expand to include others not yet available.

“Beyond our school, I would love to see a stronger connection between secondary and feeder intermediate schools, and a national languages policy which ensures all children enjoy the benefits of learning English, our official languages of te reo Māori and New Zealand Sign Language, alongside the opportunity to pick up and extend on another international or community language.”

Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.