Education Gazette 99.7

18 MAY 2020 | Vol. 99 No. 7

Returning to school: reimagining learning after lockdown

STEAM learning comes alive

Creatives in schools

Learning support during Covid-19

Keeping students safe online The impacts of COVID-19 have meant a significant rise in children and young people’s use of technology. With that comes an increased risk of them experiencing cyber-bulling.

bullyingfree.nz

Cyber-bullying

has information on cyber-bullying and advice for schools about how to keep students safe online:

School leaders: Responding to bullying incidents

Working with parents, whānau and community

Involving other agencies and media

School “safe telling” and reporting policies/processes

Bullying assessment matrix

Resolution processes

“Reports from around the world indicate there has been an increase in abuse and harassment online due to COVID-19.”

Martin Cocker, Netsafe chief executive.

The Netsafe website also has lots of great information and resources for preventing and dealing with cyber-bullying: How to stop online bullying: www.netsafe.org.nz/ bullying-abuse-support

Understanding nudes and sexting: www.netsafe.org.nz/ sexting

For more information and free resources visit: www.bullyingfree.nz

What is image-based abuse? www.netsafe.org.nz/ image-based-abuse

Switch On Safety is a simple, free way to block the worst of the web, including sites categorised as cyber-bulling.

See switchonsafety.co.nz for instructions on how to set this up on your child’s device.

This issue:

Spotlight on technology Editor’s note Schools, kura and early learning centres open their doors to students this week in line with the Government’s Alert Level 2 recommendations. Many will be delighted at the prospects of seeing their peers and continuing their learning at school.

It’s likely we’ll bring more than our bad haircuts back to school with us. Learning during a lockdown has taught us many things – about the way we learn, the way we connect, the importance of homeschool partnerships, and the importance of wellbeing.

As we take the next step of this Covid-19 journey, let’s reflect on what we’ve learned and embrace the parts that will help us evolve as teachers and learners.

There are some articles in this issue that encourage us to do just that. Others look at teaching and learning programmes focused on science, technologies and creative arts.

Ka mua, ka muri – we must look back in order to move forward.

On the cover

18 MAY 2020 | Vol. 99 No. 7

Returning to school: reimagining learning after lockdown

STEAM learning comes alive

Creatives in schools

Learning support during Covid-19

P14: As more students return to school under Alert Level 2 guidelines, it is an opportunity to reflect on what we've learned about learning during lockdown.

Regulars 32

Notices

36

Vacancies

2 Symbol of the times

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11

Home Learning TV supports learning at home and school

12 Culturally sustaining online learning environments

20 Full STEAM ahead: embracing hands-on learning

Learning support during lockdown

Lights, camera, action: creating video content for learning

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14 Reimagining learning: a student’s perspective

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The Electric Garden: creating sustainable outcomes with digital outcomes

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Students have their say

Creative scheme enriches Banks Peninsula community

Key contacts

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View us online

Reporter Joy Stephens reporter@edgazette.govt.nz

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

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ISSN 0111 1582

The deadline for vacancies and notices to be printed in the 1 June 2020 edition of Education Gazette is 4pm on Friday 22 May 2020.

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TUKUTUKU KŌRERO 18 MAY 2020

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SOCIAL ENTERPRISE

Symbol of the times Students from St John’s College in Hastings collaborated remotely to find a solution to a real-world problem emerging from the Covid-19 crisis.

Dylan Wijaya with the PEAR prototype, which may be collected by MOTAT in Auckland.

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Education Gazette 18 May 2020

SOCIAL ENTERPRISE

“If at the end of the day a sole story of inspiration is provided and shared with others, that is a real and valid outcome.”

David Ivory

T

he Covid-19 crisis motivated this year’s cohort of Year 12 and 13 students who volunteer for St John’s College’s social enterprise programme to work on developing a low-cost prototype ventilator. They all had a passion to do something that would save lives, and the pandemic and worldwide shortage of ventilators motivated them even more, says team member Dylan Wijaya.

Just prior to the lockdown, the students had begun to assess different ideas and concepts for their company PEAR (think Apple computers: but pears being synonymous with Hawke’s Bay). The company’s first product – a ventilator – was to be called PEAR I, or PEAR Classic.

“College closed on the Monday, and a few days later students had decided on developing a low-costventilator,” says David Ivory, the college’s director of social enterprise & special projects and head of commerce.

“This was primarily in response to the widely reported low ventilator numbers in New Zealand. Students wanted to make a real-time difference, and not passively observe developments via the media. The team of eight students spent the first three weeks of the Level 4 lockdown collaborating online daily as they researched and developed the idea of making a lowcost ventilator,” he says.

Dylan co-opted his reluctant dad’s hand drill, and PEAR’s product was the result, made from the drill, Lego, wood and a donated Ambu mask (bag valve mask used to resuscitate patients) for a cost of $40.

“We discussed the design and how it’s going to work and save lives since that’s our main goal. Since we were under full lockdown, we couldn’t just go to the hardware store and get the parts that we wanted, so we heavily relied on community donations. It was hard to be working on the prototype by myself and it would have been much easier if all seven of us were working on it, but that was impossible,” says Dylan.

Balancing ambition and reality “We won’t be taking the prototype further.

The need for a locally made product has diminished and we’re not capable of making a ventilator that will match the global effort of millions of companies such as Tesla and NASA and hobbyists who will have better versions.

“A working ventilator wasn’t realistic in the first place, so we are trying to get the balance between ambition and keeping it realistic, so that we’re not just wasting time.”

Throughout the process of developing the ventilator, Dylan says the group learned not only about how ventilators work, but also about the different measurements that hospitals need to monitor for patients. They are now brainstorming ideas for a piece of lowcost medical equipment to assist in this area.

The concept is still under development and under wraps. However, they will be taking the deconstructed technology and learning and reapplying this towards solving another issue in the health sector.

“We initially planned to refine the ventilator model and make a few more prototypes after the lockdown and open source it for anyone to improve and implement. We hope to do the same for the new product – we believe that’s the most effective way to solve a problem.

We’re just some high school students and we’re not capable of producing products on that scale,” says Dylan.

A moment in time In early May, the PEAR team was approached

by MOTAT (Museum of Transport and Technology Auckland), who are interested in adding the ventilator to their collection to represent ‘a moment in time’ during Covid-19.

Online collaboration Dylan says that collaborating remotely hasn’t been too difficult.

“We have a Facebook group chat where all of us bombard each other with new research every day. And we’re all video conferencing every single day and on top of that we get remote assistance from our supervisor Mr Ivory, physics teacher Mr Pohlenz and our principal, Mr Ferreira,” he says.

Grounded by the lockdown, it was up to Dylan to build the prototypes, with four iterations all having limitations. A local engineer donated a 12-volt DC motor, but based on earlier prototypes, it was clear the motor wouldn’t have the power to run a ventilator.

PEAR directors brainstorming remotely: Top L-R: Harshvir Singh, Tomas Cavaney, Dylan Wijaya, Fred Devereux. Bottom L-R: Jayden Gordon, Ishan Parmar and Alan Uthup. gazette.education.govt.nz

TUKUTUKU KŌRERO 18 May 2020

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SOCIAL ENTERPRISE

Sky’s the limit

Culture of social enterprise

David Ivory says he didn’t express a view to students on the viability of their product as he sees his role as being one of unconditional encouragement, positivity, and optimism.

Developed over the past four years, St John’s College’s social enterprise programme sees students addressing a societal issue through community and commercial partnerships. As part of developing a social enterprise model, any profit or prize money is donated to the community partners.

“But it didn’t surprise me to learn students did pause, reflect and come to the realisation that there was now no short- to medium-term need for ventilators.

“If at the end of the day a sole story of inspiration is provided and shared with others, that is a real and valid outcome. The school provides an environment where innovation and creativity can, and does, occur. This also needs to be seen within a context of an enduring core college value of supporting others in the community who are struggling or in need,” says David.

As in previous years, students develop a social enterprise product and offer support to a group in the community. Prior to lockdown they reached out to the Recognised Seasonal Employer (RSE) scheme – workers from Pacific Islands who work in horticulture in Marlborough and Hawke’s Bay. They plan to invite them to the college for football and a barbeque every two months once lockdown is over.

“Social enterprise, as practised at St John’s College, is run outside of the curriculum, so students who come from other subject disciplines are keen to engage – to give up their time in return for assisting and reaching out to the community,” says David.

“I think these students are the beneficiaries of a culture of social enterprise/project work at the college. They clearly know there are no discussions in class time around projects/social enterprise. Students are spread out in their homes across Hawke’s Bay and are skilled with time management and working under pressure, so they probably had an advantage to cope with the new circumstances,” he says.

Just as this article was going into production, the PEAR team heard they had been granted $300 from the nationally

contested University of Waikato’s YES Equity Seed Funding.

“The students will use funding for ongoing research and development, specifically for the purchase of electronic components,” says David.

Principal proud St John’s College principal Rob Ferreira says the social enterprise programme, which has grown over the past three years, provides invaluable experiences for the school’s students.

“A number of staff are involved, and David Ivory has been the main staff member working with the students. His inimitable teaching and leadership style has meant our students have been able to collaborate and use all of their entrepreneurial skills to come up with a number of worthwhile projects.

“This particular venture has really made me proud of these young men, as they have made a functional ventilator from spare parts at home, mainly during Level 4 of the lockdown. The way they have had to communicate and collaborate with their peers and teachers to make this product is incredible,” says Rob.

The Environcrete seat being installed at St Johns College, Hastings.

St John’s students with the prototype of their ‘Environcrete’ seat, which contains the equivalent of 4,000 plastic water bottles in the concrete. L-R: Ben Gardiner, Sam Lunny, Rhyva van Onselen, Kitt McEvoy, Jamie Nicolls, Brad Selwood (seated).

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Education Gazette 18 May 2020

Trying out the Environcrete seat for size.

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SOCIAL ENTERPRISE

Good works continue

Evaluating the magic formula for droughtresistant seeds. Kupa Pohe, Dr Stephen Trolove (Plant & Food Research) and Louis Gaffaney.

In 2019, Education Gazette wrote about St John’s social enterprise programme’s initiatives.

These include: 2018–ongoing: Students volunteered at a local mental health facility; developed GEORGE, a low-cost flooding and rain detection unit.

Research and development continues, with solar panels being attached so it can work in remote locations without cellphone coverage.

2019–ongoing: Students partnered with Recognised Seasonal Employer (RSE) to help overseas workers feel part of the community.

Development of Environ-Crete made from waste and recycled materials. A precast ‘Environcrete’ seat containing waste plastic has been installed at the college. Discussions are underway with local councils in Napier and Hastings about possible manufacture and placement of the seats around the region.

2019–ongoing: Āwhina Seeds has partnered with Plant & Food Research and PGG Wrightson Seeds to research and develop droughtresistant seeds for sustainable growth in arid climates. The school’s first te reo Māori-based social enterprise team Te Tuitui Mātauranga (The Binding of Knowledge) is fine-tuning the economic sustainability of mass-producing product, as well as developing competitive marketing initiatives.

Curriculum links » Living and lifelong learning: students who have worked on PEAR in the lockdown environment have shown thinking and self-management skills, as well as participating and contributing to the community and wider society. » The New Zealand Curriculum seeks a vision where students are ‘creative, energetic, and enterprising’; ‘who will seize the opportunities offered by new knowledge and technologies’. The PEAR students have provided a real-time expression to this vision in the most extraordinary of circumstances. » St John’s College’s Social Enterprise Model aligns closely with the curriculum: Students are encouraged to value: ‘excellence, by aiming high and by persevering in the face of difficulties, innovation, inquiry, and curiosity, by thinking critically, creatively, and reflectively, and community and participation for the common good’.

Louis Gaffaney and Kupa Pohe show some packaging for the Āwhina Seeds project. gazette.education.govt.nz

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ASSISTIVE TECHNOLOGY

Eli uses assistive technology to support his learning from home during lockdown, working alongside his brothers Isaac and Jesse.

Learning support during lockdown With the help of assistive technology and a supportive family and team, Year 5 student Eli has been able to successfully transition back to school and continue his learning during lockdown.

T

he Honeysett family’s dining table resembles dining tables all over New Zealand during lockdown. It is covered with schoolwork and devices as their three children – Eli, his twin brother Isaac (both Year 5), and younger brother Jesse (Year 2) – carry out their schoolwork from their home. All three attend Kahutara Primary School, a rural school in South Wairarapa with a roll of 120 students.

Eli requires more support than his brothers. Four years ago, he developed a rare and severe case of transverse myelitis, a neurological condition that interrupts the messages that the spinal cord nerves send throughout the body.

He became unwell in April 2016 and after spending 10 months in Starship Hospital, followed by 11 months in Wairarapa Hospital, he gradually returned to school, increasing his hours of attendance as he became stronger. He eventually returned on a full-time basis this year after the school had completed a new medical room, enabling Eli to have his health needs met onsite. Eli is on a ventilator; he can talk, move his facial muscles and can feel, but not move.

A number of key people have supported Eli’s transition back to school. Among them is Deb Dennes of Central Regional Health School, and Eli’s specialist teacher, Mel Handyside. Both worked with Eli while he was in Wairarapa Hospital and during his transition back to

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Education Gazette 18 May 2020

school. At school, teacher aides Sandie and Eve work alongside teacher Ben Milne, to support Eli in class.

“Kahutara is a very welcoming, inclusive community. It has been a special time for everyone sharing Eli’s return to school,” says Mel.

Role of assistive technology in Eli’s learning With the help of assistive technology – and much patience and perseverance – Eli and his team have been able to access the school curriculum. Eli uses a Surface Pro for his digital schoolwork. He can navigate his way around programmes with the integramouse. Once the integramouse is positioned in his mouth, he is able to work quickly and independently.

He uses Gmail, Google Docs, Seesaw and programmes such as Maths Buddy and Prototec, which are all used by the Kahutara students to access their learning programmes. Typing can get very tiring but Eli is able to use a software programme, WordQ5, to predictive type, reducing keystrokes.

“The future is exciting for Eli with the technology available. We are looking forward to experimenting with Dragon and Google Speak, using the many apps available to further develop Eli’s independence,” says Mel.

“The assistive technology, along with a team effort from everyone involved in Eli’s education journey so far has enabled Eli to access the school curriculum in a supportive inclusive environment at Kahutara School.”

Support during lockdown The technology has allowed Eli’s reintegration into school life to continue during lockdown.

He is able to join class meetings and reading groups via Zoom and submit work on Seesaw.

Class work is set on Hapara platform.

However, it hasn’t been easy for Eli’s parents, Matt and Tracey. The nature of lockdown has meant a lot less physical support with no teacher aide or specialist teacher attending Eli’s daily lessons. They also chose to have no carers or nurses for four weeks during the initial lockdown period.

“However, there was fantastic contact with the school and teachers, including Deb and Mel, to make sure Eli was coping with the school tasks given,” says Tracey.

“Support was offered to us as parents and to Eli using resources such as Facetime, email and phone calls. There were teething issues with using new websites, but all was resolved by communicating with Eli’s teacher Ben, and also Mel, around what was and wasn’t working. gazette.education.govt.nz

Eli uses assistive technology to support his learning from home during lockdown, working alongside his brothers Isaac and Jesse.

“Mel was fantastic, especially in the early days and the unknown of how lockdown and home schooling would look. She provided worksheets and workbooks that would be useful should the technology-based work not work out,” says Tracey.

Fun, STEAM activities + experiments for class or home

Of course, there’s another important determinant for Eli’s success in adapting to new technology and successfully transitioning back to school: Eli himself.

“He’s such a great kid and he’s doing so well. He’s got the right attitude,” says Mel. “Eli has an amazingly positive nature, he works hard, he is interested, inquisitive, he likes to share his ideas and be involved in everything.

Eli’s sense of humour and fun along with his determination has seen him achieve and meet learning expectations at school.”

“The future is exciting for Eli with the technology available. We are looking forward to experimenting with Dragon and Google Speak, using the many apps available to further develop Eli’s independence.”

• Designed by teachers • Simple instructions and explanations • New activities and experiments added regularly

Mel Handyside

www.schoolgen.co.nz/kids gazette.education.govt.nz

HOME LEARNING | PAPA KĀINGA TV

Teacher Te Mete Loman says it is an “absolute privilege” to teach te reo Māori lessons on Home Learning | Papa Kāinga TV.

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HOME LEARNING | PAPA KĀINGA TV

Home Learning TV supports learning at home and school Home Learning | Papa Kāinga TV is continuing to bring high-quality educational content to learners, whether they’re at home or at school.

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lessons at home, and great messaging to parents about coping with learning from home.”

All the teacher-led lessons on Home Learning | Papa Kāinga TV are aligned to The New Zealand Curriculum and include lessons for five- to 15-year-olds. There’s also Karen’s House for younger learners and advice for parents.

Alongside household names like Suzy Cato and Jason Gunn, a team of teachers have taken up the challenge to teach in front of a camera – something that has been a new experience for all of them.

“I want to acknowledge the huge effort of the teachers who have taken up the challenge to teach on television, so the nation’s children and young people can stay engaged in learning at home.

round 95,000 households have been tuning in to Home Learning | Papa Kāinga TV each school day, and the response from viewers – learners, parents and teachers – has been overwhelmingly positive.

Every school day, learners and parents are encouraged to send their feedback about the lessons so that it can be shared with the teachers to inform their planning. They’re also sending photos or videos to show the teachers and viewers what they have been learning.

Adele, a seven-year-old student in Dunedin, wrote: “Hi Bec, I have made some cool art from your fun art classes you did. I learnt how to draw 3D, your art classes are GR-8 .” While Ashlee said, “I love this channel, it is a great way to learn.”

Using Home Learning | Papa Kāinga TV in the classroom Innes Jephson, a teacher at Kapiti School, has been back at school since the move to Alert Level 3. He usually teaches Year 3 and 4 students but has been supervising a group ranging from Year 0 to 7.

“We have a small bubble with only six students attending. Each child has a device so they can access their distance learning. They also have boxes with other learning activities, reading books that they are interested in.

“We have also had Home Learning | Papa Kāinga TV on the projector playing all day. The children attending have access throughout the day and as items that interest them come on, they watch and join in. We have had children jumping up and down in their own bubble, listening to what is happening and learning along with the presenters.

“The lessons add variety to the children’s day, inspiration for our teachers who are creating gazette.education.govt.nz

Pauline Cleaver, Ministry of Education Associate Deputy Secretary Curriculum Pathways and Progress, says teaching to a TV camera rather than to students is not easy.

“We know there is a lot of interest among teachers in using the Home Learning | Papa Kāinga TV lessons with their students – whether their students are in front of them or learning from home.

countries looking to host the lessons on their own television networks.

The lessons developed and presented by teachers for Home Learning | Papa Kāinga TV will become part of a bank of resources that teachers, parents and learners will continue to have access to for some time to come.

Home Learning | Papa Kāinga TV is available on Freeview channel 7, Sky channel 502 and Vodafone TV channel 502 between 9am and 3pm. The channel is available to live stream on TVNZ OnDemand and all of the lessons are available to re-watch on TVNZ OnDemand too.

“To make it easier for teachers to incorporate the lesson into their teaching, we’ve begun publishing a weekly schedule of lessons on our Learning From Home website so teachers can scan what’s coming up next week, and build specific lessons into their teaching programme.

“We’re also providing some of the lesson plans so that teachers can use and reuse these again to support teaching and learning.”

New content and presenters are continually being added to the schedule. Recent additions include a session for teens with Jason Gunn and senior science with Michelle Dickinson, plus waiata with Anika Moa. Digital technology and projects for junior and senior learners by the education team at Te Papa are coming soon.

Pauline says the Covid-19 situation and our response to it has really highlighted that learning can take place anytime, anywhere – not just in the classroom, but at home, online, outside and in any blend of these contexts.

Home Learning | Papa Kāinga TV lessons are being used by schools for the Deaf through their TuriTV television site, with a sign language overlay and are available throughout the Pacific, with some

Anika Moa is a familiar face on Home Learning | Papa Kāinga TV. TUKUTUKU KŌRERO 18 May 2020

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HOME LEARNING | PAPA KĀINGA TV

Q&A with Te Mete Loman

Te Mete Loman, a teacher at Middle School West Auckland, teaches senior te reo Māori lessons on Home Learning | Papa Kāinga TV. Q: How does it feel to be part of an initiative to take education into the homes of children and young people across Aotearoa in such extraordinary circumstances?

A: It has been an absolute privilege to take part in this kaupapa, and humbling to think that my personal investment in myself as a professional and as a practitioner, not to mention those who have actively contributed to who I am as an educator, is now touching more learners than ever.

Being part of this kaupapa also contributes to my deep-seated desire to generate change in our education system, particularly for those learners who are the most vulnerable, and sadly my people (Māori) are still heavily occupying that space.

I have felt that this is an opportunity to share my passion for te reo Māori and make it accessible to so many who would usually not have access to it, or at least in a quality format, and it seems as though it is being received very positively. So much so that it seems the te reo Māori segments have attracted many more viewers than just those who were the target audience.

This is a heart-warming aspect in itself that we are able to excite and entice all-aged learners into wanting to engage with our language and culture.

Q: What’s the most challenging aspect of teaching on television? How different is it from teaching in a classroom?

A: There are a couple of difficulties that I faced, the first being the fact that the only energy in the room is mine. I realised how crucial the energy of the learners in the space is to creating a learning environment that is alive. Instead I had to develop what could possibly be classified as an imaginary classroom in my head with imaginary learners in front of me that were responding.

The second challenge was the amount of planning that needed to go into the lessons. This of course is all of the things that nobody sees, but for a single 25-minute episode, there is in excess of five hours’ planning. So, trying to juggle that commitment with being in lockdown with my own children and continuing with my online teaching commitments, it was definitely a challenge.

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Education Gazette 18 May 2020

In terms of the difference to a normal classroom – well, it would never take (or shouldn’t, at least) five hours to plan a 25-minute lesson. There is much more flexibility with regards to timing, e.g. if you go over or under a little in class it is easy to balance it out with other activities or to carry over the learning to the next period or day. Whereas for TV the window of time is only plus or minus a couple of minutes.

Q: What’s the most fun or rewarding aspect?

A: Being able to excite and entice people who may not usually want to engage in te reo Māori or maybe haven’t had the quality opportunities, to then engage and get excited about the indigenous language of this country.

The other rewarding aspect has been a personal one, whereby I have really had to challenge myself to apply my knowledge and understanding of best practice language acquisition pedagogy without the luxury of having the learners right there in front of me, and not being able feed off of their engagement which has a huge contribution to the direction and approach of a good language teacher.

I have had to be innovative and creative with very limited resources and access to technology and technological platforms to then bring to life an engaging product on a TV screen. So, yes that has been a great personal challenge to develop myself.

Q: What do your students think about you teaching on TV? A: A few of my students have commented on my presence on TV, however, I must say that we have worked extremely hard to ensure many of our learners have access to technology and that as a school we have set up a very robust online learning programme that supports both teachers and students to still engage in authentic and meaningful ways.

I have felt like we have had a good level of success in this space despite all of the challenges the lockdown has presented. We are lucky to have a group of really supportive and proactive staff members who have absolutely gone above and beyond during this time to ensure our whānau have what they need and that we can still support our students in their learning journey.

With that in mind, many of my students are too busy or preoccupied with online classes or projects that have been set for them to watch the TV show.

gazette.education.govt.nz

DISTANCE LEARNING

Lights, camera, action:

creating video content for learning Jazeel and Teaching Angel Sha, back into the classroom bubble and doing one of the activities from the Teaching Angel online learning videos.

After a crash course in making videos, Merrin School’s teacher aides – better known as ‘Teaching Angels’ – are producing great digital content for their students.

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wo half-hour Zoom sessions on how to create videos for their students was all it took for the 18 Teaching Angels (TAs) at Merrin School in Christchurch to embrace the concept.

Despite being a bit nervous initially, they are now producing and delivering at least two videos every week for learners who need support, as well as for wider use within the school.

Kirsten, one of the TAs, says it has pushed her out of her comfort zone.

“Although it was tricky in the beginning, it has truly been a fantastic experience. I have improved my ICT skills in a hurry and it also means through distance learning that we can be in touch with the learners we usually work with in the school setting.”

Even those who were less confident with digital technology quickly got the hang of it, says deputy principal Kate Morgan.

“Anyone who really got the hang of it became a tuakana for others.”

Ranging from simple videos on reading stories to more technical creations, the video topics are all inspired by what is going to appeal to the students. gazette.education.govt.nz

“The TAs know the kids pretty well, so they’ve gone with the students’ interests,” says Kate.

“For our priority students and anyone on a collaborative action plan, the teachers have asked the TAs to do whatever is on the plan, so it fits in with those goals.”

The videos have been made accessible for students across a range of cultures, with some translated into te reo Māori, Mandarin and Filipino.

Merrin School movies Check out a few of the videos created by the staff at Merrin School:

The school has received great feedback from parents, who have been pleased to see their children take up the activities offered on the videos.

» Te reo rainbow activity by Nicky

“The feedback I’ve had from parents is that the kids think the teachers and TAs are talking only to them,” she says.

» Making uncooked playdough by

And Kate says the process has been more than just an exercise in professional development.

» Asking “how are you?” and replying

“It’s given the TAs more of a presence across the school.”

» Using emojis in your writing by

Kirsten agrees. “We feel so valued being asked to do something so special.”

» Making your own daily planner by Joel

Jacyntha

in various ways in Māori by Lucy

Shannon » Reading a story by Sha

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DIGITAL EQUITY

Culturally sustaining online learning environments

Dr Ann Milne is passionate about challenging and changing educational inequity in Aotearoa.

More than 2,000 teachers tuned into a webinar held by Dr Ann Milne in April about how schools will develop critical, culturally sustaining content online.

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n a post-Covid world, how will schools develop critical, culturally sustaining content online – and how will this reach the children who need it the most? It’s a question Dr Ann Milne asked in a recent blog Colouring in your virtual white spaces.

Ann describes ‘white spaces’ as being like a colouring book where the background is white and the lines are already on the page and dictate where the colours are allowed to go.

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Education Gazette 18 May 2020

“We don’t think about that background – it’s just universally white and that’s the default that we’re talking about and so we never have to think about the way we normalise whiteness,” she explains.

More than 2,000 teachers tuned into the Colouring in your virtual white spaces webinar that she held in mid-April.

“In my online courses that I’m delivering for teachers and PLD providers all over the country, I refined an activity that I often do with groups and gazette.education.govt.nz

DIGITAL EQUITY

“At the beginning of the Covid crisis, my first thought was ‘who cares about white spaces now?!’ But .... there are real issues of access which are sharply classified by postcode across the country.”

Dr Ann Milne schools where I ask them to look at their school environment and find what you see and hear that is visible and welcoming and is a space for Māori. I call it Seven Steps to audit your school’s white spaces.

“Then Covid-19 hit and I thought ‘now I need a Step 8, because everything that’s wrong with our physical spaces is going to be intensified in the online environment’. I did a Step 8 for virtual spaces and made both available for free download and it just went crazy,” says Ann. By early May there had been 850 downloads of Steps 1–8 from all parts of the education sector in Aotearoa, and from overseas.

Online learning amplifies inequity Ann says the present status quo is not a safe space for many Māori and Pacific learners and change needs to be intentional and build on the strengths of students and their cultures to make it easier for them to access all learning and knowledge.

“At the beginning of the Covid crisis, my first thought was ‘who cares about white spaces now?!’ But then I started to think that safe spaces and family spaces are still the first priority; there are real issues of access which are sharply classified by postcode across the country.”

Ann realised anything problematic relating to curriculum and pedagogy in face-to-face teaching and learning would be amplified in an online environment.

Personal relationships key Māori and Pacific students value personal interactions and relationships such as kanohi ki te kanohi (face to face), authentic leadership and tuakana teina (learning from older, more experienced family relationships), says Ann. “Those things are still important in a virtual environment and you can’t just do that with whole class Zoom sessions. How do you know who will be able to supervise learning in the household? If there are 10 of you, three generations living in a three-bedroom house, where’s your quiet space?”

When auditing online spaces, Ann says many educators should become more aware of the impact of their personal perspective on environments that are different to them, but rich in other types of learning such as generational learning and knowledge – kaumātua/kuia knowledge and interactions between the extended family.

“Now teachers are in children’s homes and should consider: Do you know how to act? How do families hear you pronouncing children’s names? What languages does the family speak? What assumptions are you making about whether the kids might be available or not, or what responsibilities older kids might have in that environment?” she asks.

Long-term planning needed Ann is committed to challenging and changing educational inequity. She works with educators and PLD providers and has a particular focus on creating culturally sustaining learning environments. Online learning had to be put in place quickly in response to Covid-19 school closures, but Ann argues that long-term planning should include online environments which are determined and designed by Māori – or people who Māori trust can operate from a Māori perspective.

Online cultural sustainability possible Relationships, mentoring, authentic leadership and role models are important values for Māori and Ann believes they can be incorporated into online learning environments. gazette.education.govt.nz

“Those kind of multi-level, multi-ages interactions – allowing seniors to buddy up with younger students – those are the things that work for Māori students. This can be done in an online environment. I’m not for one second taking away from the size of the task and how rapidly it’s had to be implemented. But I’m hoping that people will take the opportunity to have a complete re-think about what we could do in that space.

“Whose knowledge counts? Who’s decided on this knowledge? Who’s said this is what they need? Our national curriculum is a good document.

It’s the way we interpret it that’s the problem. It’s got a lot of flexibility – it could be adapted massively and made to work so it’s relevant and culturally sustaining.”

Ann’s checklist for auditing online spaces » How is your virtual space connected – not just to the internet, but with learners’ lives and realities, across subject areas, with the community, and with students’ identities? » Is it reproducing white colonial methodologies and practices and considering them to be ‘norms’ or standards? In other words, is your online learning basically replicating your face-to-face practice which hasn’t worked for Māori learners in the first place? » Are you recreating a ‘pedagogy of poverty’ or poor teaching for poor kids (worksheets, drill and practice computer exercises, activities without purpose, low-level activities, low expectations, ‘busy’ work)? » How is it critical? Do your projects, inquiries, contexts for study, critique and analyse societal conditions and attitudes through a Māori lens? » How does it give learners choices and control over their learning? » Does it understand whanaungatanga i.e. how does it reflect the crucial importance of relationships that are built on trust, advocacy and respect in a virtual environment? » Are you basing your assumptions about students’ learning environments, the capacity of that environment, the access to technology and support for learning virtually, on the realities of your students, or on your own experience? » How do you know your student isn’t trying to write their NCEA assignment on their mum’s phone, which is also being used by other whānau members all trying to do their schoolwork? » Neutrality is a position. Technology and e-learning are not culturally neutral. How is your virtual planning actively mitigating this truth? If you are using digital content and curriculum you found online, or is provided by others – who wrote it, whose perspective is paramount and legitimised, and whose agenda does it fit?

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STUDENT VOICE

Reimagining learning: a student’s perspective

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STUDENT VOICE

Edgecumbe College student Emily McClure believes there is much we can learn from distance learning to inform the way we learn in the future.

“I wonder whether we should treat this as almost a trial phase of how we would ‘do school’ from now on, or in the near future.”

Emily McClure

I

will admit, it was a bit daunting receiving the message a few weeks ago that New Zealand was practically shutting down, and so was our school. A lot of us were in panic, as no one was sure of our fate and how we were going to maintain our learning momentum during the period of lockdown, and whether or not this would affect whether we would be able to achieve our qualifications for the year.

Sure, it was frightening, but I imagine a lot of students saw this as an extension to the annual two-week holidays, and that meant they would be able to lounge in bed all day – myself included. For the first week, in all honesty, I worked sporadically on schoolwork and focused most of my time and energy on frequent napping interspersed with episodes of The Tiger King.

It was the first Sunday of lockdown where I received a notification from the Edgecumbe College Facebook page stating that I had classes the next day. Utterly shocked, I woke up the next morning at an uncomfortable 8.30am.

By 9am I was with my PE class attending our virtual lesson and asking our teacher various questions about our assignments.

Our schedule looked a little something like this: three classes a day for one hour, and inside of those classes, teachers could more or less do what they chose. The schedule meant that I had classes for two days a week.

I found that teachers got extremely creative with the way that they taught. Some went as far as creating screencasts and hosting Zoom calls and posting them to our Google Classrooms. For a lot of us, we were stuck in a very awkward position of how to hand work in, but teachers were extremely proactive and assured us that we would be unaffected by the current predicament.

If anything, many argued, we would do even better as we would have more time and freedom to complete work on our own terms, according to our own daily schedules and rhythms.

As for class turnout, the weeks leading up to the eventual shutdown meant that many had stopped attending school for fear of being infected. I attended school for those weeks,

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and my classes had an average of eight students, with 15 being the usual average maximum.

Within these new virtual classes, however, nearly every student in the class was present during Zoom calls, and teachers found that an influx of assessments were being handed in – more than what would usually be submitted at this time of the year.

Personally, I’ve found that I am progressing much faster in school because of the phenomenal virtual learning system designed as a placeholder for us students.

I thoroughly admire my teachers and the staff at Edgecumbe College for ensuring our education is still accessible for us. Even the over-and-above steps they have taken to help us during this crisis (such as creating special presentations or constantly being active to answer questions, feedback as well as deliver advice and guidance) have really helped us to adapt to this situation for the time being.

The future of education?

I think that not only is it necessary to keep students on track at this time, but everyone should be taking time to focus on their own work and also have a well-deserved break from the hustle and bustle of life.

Maybe this is the future for education?

A factor that my peers and I have realised from this experience is that we all feel a lot less stressed, yet more productive. Some teachers are even feeling like this is less back-breaking for them.

I wonder whether we should treat this as almost a trial phase of how we would ‘do school’ from now on, or in the near future. We need to start thinking about how the lessons we are learning from this difficult situation can inform and improve teaching and learning and whether this learning style (or one like it) will be our way of educating our future generations sooner rather than later.

This article was originally published in The Beacon and is republished here with their permission.

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TECHNOLOGY

The Electric Garden :

creating sustainable outcomes with digital technologies

A resource that combines gardening and digital technology is lowering the barriers for teachers as they begin to implement the new Digital Technologies and Hangarau Matihiko (DT&HM) curriculum content.

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he Electric Garden programme is a hands-on, IoT (Internet of Things) solution to support schools delivering the new curriculum, which became compulsory at the beginning of the year.

The programme mixes the art of growing food with computer programming and digital technologies. Students install their Electric Garden soil sensor in the school vegetable garden and can view and monitor real-time data showing soil temperature, soil moisture, air humidity, air temperature and the amount of light. The resource uses Spark’s LoRaWAN™ or Cat M1 IoT networks for connectivity.

Cross-curricula resource Founded by Digital Future Aotearoa, a charitable trust, the Electric Garden aims to embed the use of technology to create digital citizens and lead to more sustainable outcomes. The Trust partnered with Spark Foundation in 2018 to trial the programme in 75 schools in Canterbury and Otago. Digital Future Aotearoa general manager Michael Trengrove says he was pleasantly surprised by feedback from teachers.

“They responded, ‘yes it’s digital, but it’s truly crosscurricula’ and that was quite a surprise to us because we’re a digital Trust which aims to deliver high quality and accessible digital technology education. gazette.education.govt.nz

TECHNOLOGY

Mariam and Malachi from Room 17 at Owairaka Primary School check out the school vegie patch with the Electric Garden in the plot.

“They were using it at all different times of the day... in science, maths and the environment. One example was testing the capacity of different soil types to absorb water,” he says.

opportunity for teachers to pick something up that they are already comfortable with – gardening – and to begin unlocking the doors into the new curriculum content for their kids.

Unlocking curriculum content

“Teachers like the authenticity and that it’s hands on. A lot of technology can feature quite abstract ideas and concepts and we’re trying to find a way to make those concepts come alive through realworld applications as they would be in industry,” says Michael.

Michael says that while the aim is for the Electric Garden to be meaningful and authentic for children, they won’t be able to access the opportunities and learning if their teachers don’t have the confidence or capability with digital technology.

Coding and data

“We have found that gardening really lowers the barriers, lowers the fear factor and it’s a great

Initially the Electric Garden aimed to teach how to code using concepts from the garden and

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environment, but as the tools progressed and improved, data has become a more central focus, explains Michael.

“We strongly believe that data literacy is becoming increasingly important and that’s not just for data scientists but for everyone who is leaving school and beginning their careers.

“At times the kids will be coding graphs using data from their own garden. So it has that real-world application – they know their soil, they planted and weeded it, put the soil sensors in there.

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TECHNOLOGY

“Through the programme they begin to understand how the sensors read data from the soil and they understand the flow of that data – where does it go? Where’s it stored? Who owns it? How do I access it? Can anyone else access it? Is it secure?

“With that sense of ownership and that bigger picture of the data flow, the penny really drops for the students,” says Michael.

Holistic approach The Electric Garden has taken a holistic approach. Students log in to the online Electric Garden, where there are a series of interactive exercises.

Each exercise has classroom components and an outdoor component.

“To start with we’re just looking at the environment – where’s the garden?

What’s around it? How can they identify other things in the environment they can care for? We have worked with partners to bring in a Te Ao Māori worldview with the connection with the land. Then we get to the gardening and installing the sensors but at the same time we’re also learning about health and wellbeing – the difference between processed and whole foods.

“As they get into it, they might be pulling data from the NIWA website for their local area and then pull their own data from the Electric Garden and then using Python code, they will run an analysis comparing the two sets of data and look at the differences because they are coding graphs and then they can have a discussion about why it’s different,“ he says.

Curriculum resources Just before the Covid-19 lockdown, the Trust got some funding from the Ministry of Education to build a small team to focus on extending the online lessons. Michael says a key goal was to create engaging lessons and useful teacher resources designed to enhance the new DT&HM curriculum content, while students also tended to their school vegetable patch.

“The Electric Garden isn’t just a hardware kit, but it gives teachers everything they need to organise themselves through an online learning platform. It’s got authentic inquiry-based online student projects, which then allow students to monitor, capture and journal the progress of their gardens and the events that happen which have some quite measurable outcomes,” he says.

At the grassroots Knights Stream School, Halswell, Christchurch opened its doors at the beginning of 2019, and during the year, with a local Community Board grant, parents and teachers built a tunnel house for a school garden. The Electric Garden fitted with the school’s vision of providing students with authentic contexts for learning about digital technology and sustainability, explains Year 5–6 teacher Catherine MacKenzie.

“...it’s a great opportunity for teachers to pick something up that they are already comfortable with – gardening – and to begin unlocking the doors into the new curriculum content.”

Michael Trengrove Kora, Natasha and Olivia from Knights Stream School proudly show off a monster head of broccoli grown in the school's new tunnel house.

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TECHNOLOGY

“We’ve got two Electric Garden units, which is useful because we can have one in our tunnel house and one outside as a control so we can make comparisons about the data. The unit measures temperature, light and soil moisture and students can make connections between these and the growth rate of our plants,” she says.

The students plan to create prototype models of the Electric Garden and watering systems using the school’s robotics resources. Catherine says the Enviro group has also begun to create a school garden website.

Sustainability and health

“We’d like to share the data we are collecting with our community because one of our goals is to make it more of a community-based garden. Online data will provide a link to the real-time data and that’s one way our community will be able to see what’s happening if they are involved in helping out in the garden,” says Catherine.

As well as its focus on digital technologies, the Electric Garden resource teaches students about sustainability, health and wellbeing.

“The children can monitor and see what’s happening in the garden.

Electric Garden teaches about the use of water. We can use the

Look what we grew! Philippa, Platon, Malachi and Mariam are delighted with their gardening efforts.

optimal amount for plant growth, and we can produce the best yields from our garden by providing the best conditions for growing, and I think that’s really tangible when the children can see that in action.

“Plants have been donated by families and teachers and we have grown a range of things like cherry tomatoes, broccoli, beans – the cherry tomatoes don’t last long. It gives the opportunity for students to try new foods they haven’t tried before. We also hope to provide more opportunities for our students to cook with the food we produce. That will fit well with promoting health and healthy eating,” says Catherine.

User-friendly resources Catherine says that the Electric Garden resources are so well thought out and user-friendly that last year a small group of students from the school’s enthusiastic Enviro group helped teach her class the introductory lessons about the Electric Garden.

“That empowered them and gave them ownership over the project.

The resources are really easy to follow – you don’t need to be a computer science expert, but it does teach you a lot about the computer science in the background and that’s really what we’ve been focusing on.

Real-world outcomes “Electric Garden is helping us implement the digital technology curriculum because it provides that authentic context and handson opportunity to learn about the progress outcomes in the curriculum. At Year 5–6 level, students start to look at inputs and outputs and software and hardware, creating digital outcomes and it just gives them a real hands-on opportunity to do those things,” says Catherine.

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Electric gardening is fun for Ismail and Aoibheann.

Tamariki kōrero Q: What have you learned through the Electric Garden?

A: I learnt that the Electric Garden sensor probe goes into the ground in your garden and measures the temperature and moisture in the soil.

It helps us to know what plants will grow well in drier or wetter soil. We want the plants to grow well and they’ll taste better too.

Q: What do you like the most about working with the Electric Garden?

Why? A: I like that the Electric Garden can tell us what’s happening in the soil and how it works. It’s great for gardeners!

Leo, Year 6 Q: What have you learned through the Electric Garden?

A: I have learnt that the Electric Garden measures the moisture and heat in the soil.

Q: What do you like the most about working with the Electric Garden?

Why? A: My favourite part about the Electric Garden and growing food with it is that it helps our food grow even better by measuring the soil moisture and temperature and letting us know if we need to water it more or less and it’s good for the environment so we don’t waste water by overwatering the plants.

Natasha Year 6

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STEAM

Full STEAM ahead

Embracing hands-on learning Lunchtime at Taupaki School: students of all ages descend on the school’s dedicated STEAM classroom and well-resourced technology block to explore wherever the worlds of technology and their imaginations may take them.

Lily shows her mum, Jane Setchell, her STEAM creation.

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STEAM

T

echnology is a big deal at the Year 1–8 school, which has created its own Taupaki Technology Learning Model that references design thinking principles and provides a structure to working through challenges together. Staff from across the school work together to enable the sessions, says principal Pete Hall.

“Our STEAM Club promotes self-belief for students as they face their own challenges and realise they have the skills and resources to be great problem solvers.”

Pete Hall

“Our people are amazing! They have come to technology from different places and walks of life and are passionate about, and committed to, providing this type of learning. All of our teachers are provided with professional development and have opportunities to learn and share,” he says.

Opportunities to create and explore As well as in-school technology classes, lunchtime STEAM (science, technology, engineering, arts, maths) sessions give students the opportunity to explore projects ranging from wearable art with an ecology focus, to Makey Makey musical instruments, kitchen science, tracking tunnels, and giant robots made out of junk from home.

“It is an opportunity to deepen the skills and knowledge from STEAM lessons which all classes attend. We’ve celebrated STEAM learning through a whole-school event before, but now our learning model creates a shared map that allows design thinking and the STEAM work of our technology team to weave right throughout the school,” says Pete.

Students can follow particular passions or join in skills learning, which works with their natural creativity, at STEAM Club held at lunchtime.

Taupaki Team Leader Emma Davis and Reagan play ‘Whack-a-Mole’.

“It provides students with the opportunity to explore concepts they may be passionate about that may not fit into that term’s learning or curriculum. Having sessions at lunchtime makes it equitable for any student to attend and students work with peers across year levels, which promotes tuakana teina (mentoring).

“It’s another way to ‘be’ for kids who haven’t found their groove through other learning opportunities, and it complements our classroom learning and the whole-school learning model too,” says Pete.

Hands-on experiences important Technology has traditionally been taught to Year 7 and 8 students, with a large number of skills to learn in a short amount of time, says Pete. Providing STEAM-based ‘maker experiences’ at school means children can take risks in a safe, well-supported environment where they can learn the scope of their capabilities, extend their creativity, and experience real ownership of learning when time and effort have been put into creating a great outcome. gazette.education.govt.nz

Parent, Paula makes a Play-Doh controller for her son Chris’s game.

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STEAM

“Students are able to think in a ‘futureoriented’ ‘what-if’ mindset to innovate and problem solve – something which is inherent to every task,” he says.

Many benefits “The key benefits of the STEAM sessions are that students learn from each other and create outcomes together. Older students are able to teach the skills they have learnt in technology to younger students. They can see how their peers tackle challenges and apply those strategies to their own project outcomes,” says Pete.

Benefits of allowing students to make, create and follow their passions include:

» developing skills and ideas that apply to high school projects and beyond » learning can be made relevant for the needs of the school and community » real-life contexts are woven through learning to show students the true value of STEAM skills and knowledge in the real world » promoting self-belief for students as they face their own challenges and realise they have the skills to be independent.

Taupaki School has dedicated space, time and funding to ensure an inclusive approach, and taken the time to make a sustainable learning model that connects the whole school.

Some keys to success have been: » anyone can come and join. It’s a social binder for all ages and interests. » know when the students are the experts and can lead their own and others’ learning. » seek support. Know that teaching in an open STEAM space is not about leading learning. » open the door – experts are everywhere, and a wealth of skills and perspectives can come from unexpected corners.

Pete says Taupaki School welcomes visitors and is happy to support schools on their STEAM journey. If you’d like to get in touch with Pete you can contact him here.

Research on Makerspaces Learning to code, programming Lego robots and using 3D printers are some hands-on activities that could change the way children learn. A collaborative research project between the University of Waikato and Hamilton City Libraries is looking at the learning impact of makerspaces.

Dr Elaine Khoo is the project lead and says that STEM (science, technology engineering, maths) literacy across the population is fundamental to sustaining social, economic and environmental growth and wellbeing, as well as our capacity to solve the interdisciplinary challenges facing 21st century society.

In 2018 the university team ran a pilot evaluation of Hamilton City Libraries’ free mobile makerspace programme called the LAB. Parents and caregivers reported the LAB programme encouraged their child’s learning of STEM/STEAM skills, along with digital skills.

The Design-Tech sewing machines are just as important as the 3D printers.

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STEAM

Teacher and student kōrero Teacher Courtney Edwards is Taupaki School’s design technology lead.

Q: What do you love most about STEAM Club?

A: Student creativity and engagement. The way everyone works together solving problems for one another and contributing to each other’s outcomes. The pride students have in their outcomes – even the ones that ‘go wrong’ are still viewed as successful because of the experience gained.

Q: Can you give me an example of a project where kids really got inspired about the potential of STEAM through their project?

A: A group of students who are passionate about the sea created lit-up sea creature soft toys as talking points to promote ocean conservation. The more they researched and understood about the ecology of waterways and innovations to help, the more detail they wanted for their own outcomes. who participate in after-school makerspace programmes can develop STEM interests and skills through experiential, exploratory and collaborative learning experiences,” says Elaine.

She says that makerspaces are based on fundamental ideas of good learning through discovery, exploration, play, tinkering, making, following one’s intuition, troubleshooting and trial and error.

Q: What are the key things that a teacher needs to do to facilitate STEAM exploration and learning?

A: Allow for student interest and knowledge to shape learning and have a process or framework in place to support it. Have fun making alongside students and demonstrate trying, failing, improving. Connect with others for support and ideas – other teachers, school leaders, community and outside experts.

Tamariki love STEAM Club Q: What’s the best thing you have done or made at STEAM Club?

“These are life skills that go across many disciplines and provide a useful basis for supporting and pursuing STEM interests.

Also, the notion of using recycled materials to promote more sustainable environments as part of the maker movement is another valuable idea for children to be introduced to from young,” she says.

Luke: I can’t choose because everything is awesome like making my wood shelf, my stuffed toy, and designing games.

Supporting ‘Maker educators’

Q: How did you design or make it?

Support for maker educators or those facilitating makerspaces, especially outof-school makerspaces, can be built into a specialised curriculum to help them develop the pedagogies associated with learning through making, says Elaine.

Luke: I used Scratch to design and make a game to teach others about extinction.

“Some of these valued maker pedagogies for interacting with children include modelling, asking questions, collaborative play and scaffolding explanations of how things work.

Lucia: I designed the toy myself and made it with fabric and lots of cutting with stubborn scissors. I made a 3D model of it with the 3D printer first.

“Very few empirically-based resources or research exist to support maker educator learning in New Zealand. The few that do refer back to overseas web-based resources,” she says.

“Given the potentially important role makerspaces play in supporting in-school and out-of-school STEM learning, it is important for us to look into ways for supporting and extending maker educator learning and practice if children are to gain wider benefits from the STEM-based learning activities.” gazette.education.govt.nz

Carson: The coolest thing that I have made was my glow-in-the-dark fishing lures.

Lucia: My favourite thing I’ve made was a narwhal toy and its 3D model prototype.

Emma: I have loved everything I have made, but my most favourite thing was the wooden shelf I made for my dad.

Carson: I planned my lure out on paper first then went onto Tinkercad and printed it. Once I roughly had the lure design, I then needed to find the size it needed to be. I found some cool looking lure skirts. Once I had the size perfect, I printed the head and got the skirts. I just need to finish the process by putting it all together.

Emma: I drew my design. 1cm = 1M. I decided to have three spaces to put things on. I made it by sawing wood with a handsaw and putting it together with glue and nails.

Q: What did you learn from making it?

Luke: The basics of all the things I need to do to make a successful game and design something to appeal to others.

Carson: I learnt with trial and error that the skirts and head needed to fit perfectly.

Lucia: I learnt how to make my first toy and what it takes. I was very fascinated by how the 3D printer added layer upon layer to make the object in the centre.

Emma: I learned you have to make sure your cuts are perfect and that the pieces have to be lined up perfectly too.

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STEAM

Unaiki, Emily, Liberty and Sophia show their work to Kathleen Waldock from Kāinga OraHomes and Communities.

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STEAM

Students have their say Students from Northcote Intermediate have had their say about the redevelopment of their suburb as part of the school’s STEAM project-based learning programme.

J

ust over the Auckland Harbour Bridge, Northcote is a prime location for urban intensification, with about 1,500 new homes planned as well as redevelopment of some of the suburb’s infrastructure. The Northcote Development began in 2018 and is projected to be completed in 2025.

“From there they were able to get a picture of what their basic canvas was going to look like and what value they could add to those areas.

They could either use the digital item or print it and move things around on paper first before displaying it digitally,” Andrew explains.

In term 4, 2019, Northcote Intermediate’s students were invited to consider how they would shape their changing neighbourhood.

They worked with project partners from Panuku Development (council-controlled urban regeneration organisation), Auckland Libraries, Kāinga Ora – Homes and Communities, as well as designers and developers.

Students looked at three key problems: transport, re-imaging the library and incorporating more student voice in the redevelopment.

Teacher-in-charge Andrew Kingston says the students had an opportunity to get involved in reallife situations that could lead to outcomes in their own community.

The projects were an integration of a range of different learning areas, with 120 students working across the equivalent of four classes as they identified a problem they thought they could solve, or lessen.

Click here for more about the students’ project.

“Opportunities like this build confidence and enhance problemsolving capabilities which can be applied to many other parts of their lives. It’s also great for the students to see how these professionals work together – it might inspire them to explore these occupations further,” he says.

Digital design While considerable research was done online during the eight-week project, the outside experts supplied the students with up-todate digital floor or landscape plans along with digital illustrations. gazette.education.govt.nz

Meeting community needs

The school was fortunate to have a group of people working on the redevelopment who visited the school every week or so, listened to student projects and provided feedback.

“We told the students they should use that feedback and redevelop their ideas so that when they’re presenting it again, they went through that design and redesign process,” says Andrew.

“They surprised me – a lot of students took that feedback really well. They valued it, made those adjustments and ended up seeing why it was important, or saw the holes that may have existed within their project. The outside experts were very accommodating and constructive.”

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STEAM

The school’s Mana group was also involved in this project.

“The group looked at embedding Māori and Pasifika cultures into the development of the Cadness Loop Reserve and the Awataha Greenway project. This included cultural identity and thinking in terms of the design of the spaces and what is valued in those communities,” explains Andrew.

Youth voice for local reserve One group of students worked with park designers to develop a plan that incorporated their ideas and interests for the Cadness Loop Reserve. The aim was to design a safe interactive park that met the needs of pre-adolescents and is connected with the urban area and greenway project.

“The architect said working with so many students definitely gave him food for thought about talking to more young people and considering what they are putting in place in these parks.

He learned one of the big things for this age group is the fear of intimidation in parks. So it’s important to ensure there’s a space where pre-adolescents are not going to feel as though the bigger kids are going to dominate,” explains Andrew.

Andrew Kingston and students discussing their project.

Congestion solutions Northcote has a concentration of schools and early learning services within a small radius. There can be considerable congestion at peak hours and additional homes will have a big impact. Some students looked at promoting e-scooters, bikes and skateboards, designing charging stations and storage at school and changing the roading systems to lessen congestion and danger for local school children.

Students contacted Flamingo and Lime scooters and looked at some of their policies to see what is possible. They also contacted Kmart to see if they could establish a small fleet of sponsored scooters to establish what the uptake would be.

“They came to dead ends, but it didn’t stop them because they still thought they could promote an alternative form of transport.

“The biggest benefit of something like this is looking at how the students responded to each other, how they worked well together and how they needed to change themselves in order to operate as a group. With time, you can see that developing and quite quickly. Students’ management of time changes when they have that passion, investment and choice of what they are learning,” says Andrew.

Women in Urbanism Aotearoa An exciting outcome from the transport project is that some of the girls involved in this project were invited to become youth ambassadors for Women in Urbanism Aotearoa.

“The girls running the transport project were looking at how people move. Even if people are living close, why are they still driving? Is it just habit or what? How do you shift that mindset?

“The expert they presented to was impressed with what the girls had taken on board, changed and their insight as to what could happen with transport in the area. This has given those girls an opportunity to put forward a youth and female voice beyond Northcote.”

School-industry partnerships Students pitched their final ideas to the experts they had been working with and were provided with feedback on their final presentations and prototypes.

“The experts were hugely generous with their time. The project wouldn’t have been what it was had they not been so involved because there wouldn’t have been that sense of accountability or seeking more, because the teachers on our team didn’t have the answers.”

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Education Gazette 18 May 2020

Lily and Kimberley presenting to the class.

Curriculum references This story clearly shows how students working together on an issue important to their community can reflect some key elements of The New Zealand Curriculum (NZC): » Students develop creativity and enterprise. » Students learn to make the most of opportunities to secure a sustainable social and environmental future for Aotearoa. » Local curriculum is meaningful to students and engages the support of whānau and communities. » Many learning areas can be brought to bear on an authentic problem like the Northcote redevelopment: English, arts, science, social science, mathematics, health and physical education. » Students used intellectual and practical resources to create outcomes which expand human possibilities by addressing needs and realising opportunities, making technology in the NZC particularly relevant. » Students reflect the range of communities in Northcote and bring their ideas to the park redevelopment that meets diverse needs and interests.

gazette.education.govt.nz

STEAM

Student kōrero Shiori, Lily, Kimberley and Joey focused on transport and traffic congestion.

Q: What problem did you explore?

A: With the population growing, we thought about how we could reduce traffic issues as well as being environmentally friendly and that was how we had the idea of using e-scooters. We designed a place to lock up and charge electric scooters.

Q: What feedback did you/your group get from the experts? How did this change your design/project?

A: The feedback we got was to think about the minor details, like how much power we would need to charge the scooters and power the lights and how many solar panels were needed to charge an e-scooter.

Researching about how much power was needed to charge an e-scooter made it easier to present, as it was more specific to our expert.

Q: What would you like to see happen to your idea/design?

Q: What was your group’s best idea?

A: We would like other schools and companies/organisations to take and develop our idea for their workspace so they can e-scoot as well. We hope our design can go out to the whole of New Zealand so people can be more aware about how to be more environmentally friendly.

A: Our best idea was using an app called Tinkercad to create an exterior design of how we wanted our building to look. We tried designing our structure on paper but realised we wanted to 3D-model it, so we came up with the idea to use Tinkercad, a 3D-modelling program our whole group had had prior experience with.

A: We learned how beneficial a lot of people riding electric could be for the environment, as it would reduce traffic and the use of fossil fuels like petrol.

We learnt that it takes 0.4–0.7 watt-hours to fully charge an e-scooter.

Q: What was one key thing you learned from this project?

Check out this video featuring students from Northcote Intermediate and their mahi.

Lilla presents her skateboard design as a sustainable transport option. gazette.education.govt.nz

CREATIVES IN SCHOOLS

Ezra, Nikau and Eli and their schoolmates visited Ariki Creative in Christchurch to learn about graphic design.

Creative scheme enriches Banks Peninsula community The Ministry of Education’s Creatives in Schools programme will result in a series of brochures for visitors to a remote but significant museum in Banks Peninsula.

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Education Gazette 18 May 2020

gazette.education.govt.nz

CREATIVES IN SCHOOLS

I

n term 1, Okains Bay School was one of 34 schools selected for the Creatives in Schools programme, which saw students engage with local artisans and artists to explore the rich Māori and colonial history of their area.

Okains Bay, tucked into the top of Banks Peninsula, is the home of the Okains Bay Māori and Colonial Museum, which holds more than 3,000 Māori items, including waka and a whakaata (meeting house). The museum has a Whare Taonga and a Colonial Hall that includes a smithy, 10 historic printing presses (six are in working order) and an original colonial cottage.

For almost 40 years, the museum and its grounds have hosted the South Island’s largest annual Waitangi Day commemoration,

gazette.education.govt.nz

which has attracted thousands annually.

Busloads of tourists from cruise ships which berth at Akaroa 15 kilometres away also used to visit prior to Covid-19.

Suite of brochures Banks Peninsula local Holly Cunningham is managing this Creatives in Schools project. She has a background in museums and developed lesson plans with the help of her husband Manaia, a former school teacher.

The end goal of the project is that four whānau groups from the 10-student school will each produce a brochure highlighting their favourite taonga. Just prior to the nationwide closure of schools, Holly and the students met with Ariki Creative to discuss the layout of a suite of brochures that will offer tourists different perspectives of a selection of museum taonga.

“There will be four different museum brochures, which visitors can use as tour guides. One might be named ‘Maikara and Nikau’s guide to the Okains Bay Māori and Colonial Museum’ and throughout that, there will be images of their creative responses that we have done in each lesson. There will be four or five of those items in each brochure and on the back of the brochure, a map of where those things are.

“I envisage people will come to the museum, pick up one of these brochures, go around, and hopefully get a sense of the community. And then they might pick up a brochure done by another group of students to find out about their favourite taonga,” says Holly.

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CREATIVES IN SCHOOLS

Ezra (left) and Jake (right) had a go at raranga (weaving) as part of the creative project.

“There were not many lessons to go before Covid-19 closed schools, but I am working on a couple of scenarios to finish the programme with an option for online lessons and activities if necessary. Once all the students are back at school, we can complete our mapping lesson, the day in the printery, and end of project celebration planning. The graphic designer has formatted a draft brochure for each of the whānau groups and is standing by for the remaining information,” she adds.

Kete of local talent A rich pool of talent was available to teach tamariki new skills. They created paintings, collage and mono prints with local artist Sandra Duncan and raranga (weaving) with Sharon Henderson, the custodian from Okains Bay Museum. They made their own hei-tiki with local artist Dianne Wilson after learning about them with Ian Day, the museum’s manager.

A highlight was a day spent with Manaia Cunningham from the nearby Koukourarata Marae learning about Māori technology.

“In the whare taonga we learnt about the early trapping methods of birds and the eel traps – hinaki; mahinga kai – that food that sustains and nourishes us, and we looked at adzes. At the end of that day the kids chose their favourite Māori technology and drew that,” says Holly.

The children discovered people with other talents right under their noses. When a photographer couldn’t come for the planned photography workshop, Lydia Woods, school office manager and teacher aide got in touch with Holly.

“For the museum brochure, they would choose and take an image of one of the buildings at the museum. Lydia emailed me and said she was trained as a photographer – I didn’t know that – and her lesson plan was amazing. They learnt about taking photos – light, angles, making a photo interesting – and then in pairs they photographed each other. Then we went and did the photographs at the museum as well,” says Holly.

Printing with hot metal It was planned to use the museum’s printing presses to produce images and text; however, this last project is on hold until after the Covid-19 lockdown.

“Print enthusiast Howard Pettigrew was planning to do a printing day. The plan was for the kids to have a go at using four different types of hot metal printing presses, learning to lay out letter by letter. Activities include printing a map of Banks Peninsula with some text on a Farley press, a Ngāi Tahu proverb on a small Adana press and a graphic block print of St John’s Church in Okains Bay on the large Adana press.”

Skills and community building The project aims to to improve students’ skills in communication, collaboration and creative thinking and raise their awareness of creative careers.

It has also enhanced the wellbeing of ākonga (learners) to be able to connect with local whānau and discover more about the history in the bay. The project has helped students’ wellbeing because they are discovering whakapapa and are able to form links between how their whānau lived in a different time from theirs, says Colin Hammond, Okains Bay School principal.

“The local museum has a superb collection of artefacts from local Māori and early colonial history. Using iPads and other devices, ākonga identified taonga they wished to study. They have then taken a range of photos of their item or place and embarked on building their knowledge of their chosen taonga and compiling it into a brochure that can be shared with whānau and visitors.

“This process has also strengthened community links as locals have been able to share their knowledge and skills with the children of the bay. It is amazing the types of personalities small communities have,” says Colin.

Significant collections The Okains Bay Māori and Colonial Museum has a significant collection of Māori and colonial artefacts, gifted to the public by the late Murray Thacker, who established the museum.

“Many of the items were regularly lent to the Museum of New Zealand Te Papa Tongarewa in Wellington,” says Holly.

Tamariki kōrero Q: What did you enjoy the most about the project with the Okains Bay Museum – and why?

Q: What did you enjoy the most about the project with the Okains Bay

A: I enjoyed exploring the slab cottage because it is very old fashioned.

A: I liked how I learnt about all the Māori culture and all the old things

Q: What was the favourite thing you made or did – and why did you enjoy it?

A: I enjoyed making the rose out of flax because it was something I had not done before.

Grace, Year 6

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Education Gazette 18 May 2020

Museum – and why? that happened back in the day because I liked how it performed.

Q: What was the favourite thing you made or did?

A: My favourite part was weaving flax to make a rose.

Jake, Year 5

gazette.education.govt.nz

CREATIVES IN SCHOOLS

Creatives in Schools The Creatives in Schools programme partners schools and kura with creatives. Applications for Creatives in Schools Round 2 will open in June 2020 and close in August 2020, with exact dates of applications to be updated soon. Check here for more information.

“I envisage people will come to the museum, pick up one of these brochures, go around, and hopefully get a sense of the community.”

Holly Cunningham Tamariki from Okains Bay School spent a day with Manaia Cunningham at the museum learning about Māori technology. gazette.education.govt.nz

TUKUTUKU KŌRERO 18 May 2020

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NOTICES

Contents

Classroom resources 32 Conference / AGM 32 Jubilees and reunions 32 Student competitions and scholarships 32 Professional development (PD) 33 Notices

Notices from any agency outside the Ministry of Education are published at the Ministry’s discretion. The Ministry does not accept responsibility for the information contained in such notices.

Reminder

Education Gazette Tukutuku Korero is the official medium for the Ministry’s notices, so staff are expected to read the ‘Official notices’ section.

Word limit

For general notices the description is limited to 100 words. Word limits don’t apply to notices from official sources such as the Ministry of Education and the Education Council.

Deadlines for notices

Copy for 1 June closes 4pm, Friday 22 May 2020.

Copy for 15 June closes 4pm, Friday 5 June 2020.

Submit your notice online at: gazette.education.govt.nz Listings sent by email will not be accepted.

The views expressed in Education Gazette and Gazette Online are not necessarily those of the Ministry of Education. The Ministry and Education Gazette in no way endorse, approve or accept responsibility for any product or service advertised in this publication or for any website referred to.

Organisations wishing to advertise, display website URLs, or have website links in Education Gazette or Gazette Online must assume responsibility for ensuring their material is appropriate. However, Education Gazette staff will check all websites mentioned in the online and print versions of the publication to one level past their introductory homepage to avoid links to inappropriate or offensive content.

Staff are reminded that Education Gazette is the official medium for the Ministry’s notices and they are expected to read the Official Notices.

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Education Gazette 18 May 2020

Classroom resources BestMaths Digital Resources BestMaths Ltd The BestMaths Foundation is dedicated to producing digital resources to assist and enhance the teaching and learning of mathematics at upper primary and secondary school levels.

Resources include eBooks, Apps, games and an extensive content website including interactive features and concept videos. The home site of The BestMaths Foundation is www.bestmaths.net. The content on the website covers all topics needed for the NZ Curriculum from Y8 to Y13 with extensive notes, exercises and tests, making it an ideal resource for distance learning and teaching.

All BestMaths resources are free.

Ref#: 1HA6m_

Calm Classrooms with Koro’s Story of Taketakerau Taketakerau: The Millennium Tree It may take time to settle into a new timetable following lockdown.

Soothe frayed nerves and revive tired students with Koro’s calm and gentle voice telling the story of New Zealand, set along the timeline of a tree.

20 minutes long, this FREE audio is suitable for relaxing all ages – students AND teachers – while absorbing NZ’s history.

Some schools already have this book, but a copy is not necessary to enjoy this audio www.themillenniumtree.com/audio/track-1-koro.

Taketakerau: The Millennium Tree, by Marnie Anstis Ref#: 1HA7PD

Darwin and Newts – Watch, Play, Learn WhitebaitMedia Darwin and Newts is an innovative and immersive New Zealand animated adventure series for kids who love to figure out how stuff works.

Through the curious siblings’ fantastic escapades, early learning science and engineering principles are woven into the stories as the characters use their trike, zipline and waka to navigate their world and explore the flora, fauna and natural wonders of their incredible home in Aotearoa.

We have created resources for every episode, including a science experiment and a craft activity through the form of short videos.

Find out more online at www.darwinandnewts.com.

Ref#: 1HA6xi

Free Te Reo Singalong Learning Videos for Children, Teachers and Parents Te Reo Singalong As we went into lockdown, I decided to create free video resource which makes Te Reo Singalong books accessible to children, teachers and parents. This will still be available throughout Level 2. Each book in our series of 24 books is featured, with three videos per book. The first video shows the author, Sharon Holt, introducing the book. The second shows Sharon doing the book with the song. The third video is an activity idea related to the book.

Get the resource here: https://tereosingalong.my.intuto. com/course/showpubliccourse/75924.

Ref#: 1HA7Po

Kiki Kiwi and Friends – Online Resource Keep New Zealand Beautiful Kiki Kiwi and Friends is a litter-centric educational resource based on the adventures of Kiki the Kiwi and his endeavour to stop litterers! It has been developed to help 5–11-year-olds understand and respond to litter and littering issues. The resource is aligned with the New Zealand Curriculum and is flexible enough to be taught as a complete unit of work or individual

themes can be taught separately.

The programme can be accessed and downloaded digitally at www.litterless.knzb.org.nz.

There are also online interactive activities for students to participate in.

Ref#: 1HA6u4

WWF’s Wild at Home: A Collection of Nature-focused Learning Resources and Activities WWF-New Zealand Wild at Home is a collection of activities and resources WWF-New Zealand has put together to support environment-focused teaching and learning: wwf.org. nz/wild_at_home.

The webpage will be updated regularly, and includes a range of activities from quizzes, crafts and writing activities to wildlife videos and Zoom background images.

All of the activities can be done from home, making this the ultimate collection of lockdown resources for environmental education.

Ref#: 1HA71T

Conference / AGM 2-Day National Writing Conference Write that Essay Accelerate your students’ writing results Come and hear Dr Hunter at the only NZ Writing Conference that caters to every teacher.

It’s time to fix the writing gap – give our teachers tools that work – and see our students succeed at writing once again.

Why don’t you come along and join the writing revolution?

For further information: www.writethatessay.org/ events/new-zealand-events.

Ref#: 1HA6KC

Jubilees and reunions Makuri School and Districts 125th Jubilee Makuri School and Districts Jubilee Committee Makuri School and Districts invites all current and former students, staff and community members to join us in celebrating our 125th Jubilee over the weekend of 17-18 October 2020.

Registration details and programme of events will be posted on our Makuri and Districts 125 Years Facebook page. www.facebook.com/Makuri-School-and-Districts125-Years-106440440748552.

Spread the word to all former students, staff and community members. This is an excellent opportunity to catch up with old friends and colleagues and take a trip down memory lane in the gorgeous Makuri Valley.

Ref#: 1HA72v

Student competitions and scholarships Colouring-in Competition: Paint the Dawn Aerospace Mk-II Spaceplane Dawn Aerospace Colour in the Dawn Aerospace Mk-II Spaceplane: the first plane to ever fly to space and back twice in one day! Send your picture back and have it hung up next to the real Mk-II Spaceplane.

Five lucky drawers who name their plane and tell us a great story about it will win the LEGO City Space Mars Research Shuttle too!

Email: schools@dawnaerospace.com.

Post to: Box 8984, Riccarton, Christchurch 8440.

Ref#: 1HA76y gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES SMART ALEX Creative Writing Competition for 2020 Friends of the Turnbull Library Get creative! The SMART ALEX creative writing competition celebrates the CENTENARY of the Alexander Turnbull Library.

Win cash prizes and book tokens totalling $3,100.

Closing date: Sunday 19 July.

Find full details and entry form at www.turnbullfriends.org.nz and send enquiries to fotl2019@gmail.com.

Two categories for prizes: Y9–10 (guideline: 1 or 2 pages including pictures, probably about 250 words) and Y11–13 (guideline: up to 5 pages including pictures, probably about 500 words).

Organised by Services to Schools, National Library of New Zealand and by the Friends of Turnbull Library (sponsors).

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The 2020 Think Kind Student Competition Is Open Now! NZ Vegetarian Society The NZ Vegetarian Society has launched its 2020 Think Kind Student Competition. The annual competition is open to all primary, intermediate, and secondary-aged students. The competition aims to promote kindness toward animals.

Every student who enters will receive a certificate, and every project will get a prize. The overall winner will be announced on 1 October, World Vegetarian Day. The entry that wins the People’s Choice Award will receive $1,000 for their school.

Go to www.vegetarian.org.nz for guidelines, inspiration, and free activities. Students must submit their entries online by 10 August.

If you have any questions, please contact us at info@vegetarian.org.nz.

Ref#: 1HA6kh

UNANZ Speech Awards – Online Competition!

United Nations Association of New Zealand UNANZ Speech Award – revised information and instructions.

Given the dramatic global changes in response to COVID-19 our annual speech award that has been running for over 30 years has had some changes.

It will now be conducted nationally through video entries!

Find all the information at https://bit.ly/ UNASpeechAwardOnline2020.

Ref#: 1HA7PX

Early learning PD New Zealand (nationwide) 4Es Consulting » Building Positive Teams in ECE Ref#: 1HA7MU

Childspace Early Childhood Institute » Wellbeing / Mana Atua Conference 2021 – Rotorua Ref#: 1HA7J3

CORE Education » Learner Agency: Children’s Rights to be Seen and Heard Ref#: 1HA7Jp » Making Sense of Tapasā Ref#: 1HA717 » NZ History Slam Ref#: 1HA71K

» NZ NPDL Deep Learning Lab 2020 Ref#: 1HA7AT

Kohia Centre, University of Auckland » Online: The Professional Role: Communication Skills for School Secretaries and Office Managers Ref#: 1HA7BJ

Senior Teacher » Bicultural Approaches Ref#: 1HA6s9 » Encouraging Resilience in Children Ref#: 1HA6s0 » Implementing Tātaiako Ref#: 1HA6sJ

Auckland Childspace Early Childhood Institute » Yeah Baby! Early Childhood Conference Ref#: 1HA7J9

CORE Education » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA70f

Future Learning Solutions, Centre for Educational Leadership » Growing Great Leaders™ Level 1 Ref#: 1HA7AZ » Growing Great Leaders™ Level 2 Ref#: 1HA7Ab » Open-to-learning™ Leadership Ref#: 1HA7Ae

Learning Network NZ » Working with Students with Challenging Behaviours, Dr Bill Rogers Ref#: 1HA6Rs

Wellington Childspace Early Childhood Institute » Zentangle Retreat Ref#: 1HA7JJ

CORE Education » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA70p

» Learner Agency: Children’s Rights to be Seen and Heard Ref#: 1HA7Jp » Making Sense of Tapasā Ref#: 1HA717 » NZ History Slam Ref#: 1HA71K » NZ NPDL Deep Learning Lab 2020 Ref#: 1HA7AT

Kia Takatū ā-Matihiko » Kauhaurangi Tuihono / Webinar Programme for Digital Technologies and Hangarau Matihiko Ref#: 1HA7P_

Kohia Centre, University of Auckland » Online: Science for Primary and Intermediate Classrooms, with Nick Bithell Ref#: 1HA7BF » Online: The Professional Role: Communication Skills for School Secretaries and Office Managers Ref#: 1HA7BJ

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato » Online: Exploring Mathematics Through Play in Y0–2 Ref#: 1HA79e » Online: Mathematical Content Knowledge – Geometry Ref#: 1HA79T » Online: Mathematical Content Knowledge – Fractions (Y2-4) Ref#: 1HA79W » Online: Mathematical Content Knowledge – Fractions (Y5–8) Ref#: 1HA79Z » Online: Mathematical Content Knowledge – Measurement Ref#: 1HA79b » Online: The Key Competencies in a Digital World (Y0–3) Ref#: 1HA6ar » Online: The Key Competencies in a Digital World (Y4–8) Ref#: 1HA7PT

University of Otago, Education Support Services

Canterbury CORE Education

» Overseas Trained Teachers with Provisional Certification – OTT Workshops, 2020 Ref#: 1HA78m

» Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70i

Northland Cognition Education

Primary / intermediate PD

» Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA6ob » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA6kT » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA6ke » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA6kZ

New Zealand (nationwide) CORE Education

Auckland Acumen

» Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA71N

» Coding Unplugged – Learn How to Code Without Devices or Internet Ref#: 1HA6Q_

Otago CORE Education » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70i

For full professional learning and development (PLD) listings see www.gazette.education.govt.nz/notices gazette.education.govt.nz

TUKUTUKU KŌRERO 18 May 2020

33

PROFESSIONAL DEVELOPMENT NOTICES » iPad Animation – Visual Storytelling and Digital Technology Using the iPad Ref#: 1HA6Qc

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Auckland – North Shore) Ref#: 1HA6kx

CORE Education » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA70f

Future Learning Solutions, Centre for Educational Leadership » Growing Great Leaders™ Level 1 Ref#: 1HA7AZ » Growing Great Leaders™ Level 2 Ref#: 1HA7Ab » Open-to-learning™ Leadership Ref#: 1HA7Ae

Learning Network NZ » Building Cultural Capability for Teaching and Learning – Cultural Competencies for Classroom Teachers Ref#: 1HA6QD » Oral Language and Encouraging Early Writers in a New Entrant Setting Ref#: 1HA6QA » Formative Assessment Practices – Assessment for Learning Ref#: 1HA6QG » Middle Leaders: Crucial Conversations for Tricky Situations Ref#: 1HA6Q7 » The Rise of Anxiety: What Neuroscience Can Teach Us Ref#: 1HA6Q1 » Working with Students with Challenging Behaviours, Dr Bill Rogers Ref#: 1HA6Rs

Motutapu Outdoor Education Camp

» Outdoor Education Networking Workshop Ref#: 1HA78c

Waikato Acumen » Coding Unplugged – Learn How to Code Without Devices or Internet Ref#: 1HA6Q_ » iPad Animation – Visual Storytelling and Digital Technology Using the iPad Ref#: 1HA6Qc

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North to Horowhenua) Ref#: 1HA6kQ » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA6kr

Wellington Childspace Early Childhood Institute » Zentangle Retreat Ref#: 1HA7JJ

Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA6kJ

» Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA6kM » Mathematics Leadership Communities Meetings | MLCs (Wellington Central / South) Ref#: 1HA6m0 » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands to Kapiti) Ref#: 1HA6kW

CORE Education » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA70p

Canterbury Acumen » Coding Unplugged – Learn How to Code Without Devices or Internet Ref#: 1HA6Q_ » iPad Animation – Visual Storytelling and Digital Technology Using the iPad Ref#: 1HA6Qc

CORE Education » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70i

GCSN » Creating with Google - Whole Day Workshop Ref#: 1HA6VM

Otago CORE Education » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70i

Southland Acumen » Coding Unplugged – Learn How to Code Without Devices or Internet Ref#: 1HA6Q_ » iPad Animation – Visual Storytelling and Digital Technology Using the iPad Ref#: 1HA6Qc

InterLEAD » Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA6Xu

Area / composite PD New Zealand (nationwide) CORE Education » Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA71N » Learner Agency: Children’s Rights to be Seen and Heard Ref#: 1HA7Jp » Making Sense of Tapasā Ref#: 1HA717 » NZ History Slam Ref#: 1HA71K » NZ NPDL Deep Learning Lab 2020 Ref#: 1HA7AT

Kia Takatū ā-Matihiko » Kauhaurangi Tuihono / Webinar Programme for

Digital Technologies and Hangarau Matihiko Ref#: 1HA7P_

Kohia Centre, University of Auckland » Online: Science for Primary and Intermediate Classrooms, with Nick Bithell Ref#: 1HA7BF » Online: The Professional Role: Communication Skills for School Secretaries and Office Managers Ref#: 1HA7BJ

Te Whai Toi Tangata: Institute of Professional Learning, University of Waikato » Online: Exploring Mathematics Through Play in (Y0–2) Ref#: 1HA79e » Online: Mathematical Content Knowledge Geometry Ref#: 1HA79T » Online: Mathematical Content Knowledge – Fractions (Y5–8) Ref#: 1HA79Z » Online: Mathematical Content Knowledge – Measurement Ref#: 1HA79b » Online: The Key Competencies in a Digital World (Y0–3) Ref#: 1HA6ar » Online: The Key Competencies in a Digital World (Y4–8) Ref#: 1HA7PT

University of Otago, Education Support Services » Overseas Trained Teachers with Provisional Certification – OTT Workshops, 2020 Ref#: 1HA78m

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA6ob » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA6kT » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA6ke » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA6kZ

Auckland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Auckland – North Shore) Ref#: 1HA6kx

CORE Education » Embracing the Value of Drawing in Reflective Practice Ref#: 1HA70f

Future Learning Solutions, Centre for Educational Leadership » Growing Great Leaders™ Level 1 Ref#: 1HA7AZ » Growing Great Leaders™ Level 2 Ref#: 1HA7Ab » Open-to-learning™ Leadership Ref#: 1HA7Ae

For full professional learning and development (PLD) listings see www.gazette.education.govt.nz/notices 34

Education Gazette 18 May 2020

gazette.education.govt.nz

PROFESSIONAL DEVELOPMENT NOTICES Learning Network NZ » Building Cultural Capability for Teaching and Learning – Cultural Competencies for Classroom Teachers Ref#: 1HA6QD » Formative Assessment Practices – Assessment for Learning Ref#: 1HA6QG » Middle Leaders: Crucial Conversations for Tricky Situations Ref#: 1HA6Q7 » The Rise of Anxiety: What Neuroscience Can Teach Us Ref#: 1HA6Q1 » Working with Students with Challenging Behaviours, Dr Bill Rogers Ref#: 1HA6Rs

Manawatu/Whanganui Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Palmerston North to Horowhenua) Ref#: 1HA6kQ » Mathematics Leadership Communities Meetings | MLCs (Whanganui) Ref#: 1HA6kr

Wellington Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley) Ref#: 1HA6kJ » Mathematics Leadership Communities Meetings | MLCs (Wairarapa) Ref#: 1HA6kM » Mathematics Leadership Communities Meetings | MLCs (Wellington Central / South) Ref#: 1HA6m0 » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands to Kapiti) Ref#: 1HA6kW

CORE Education » Ten Trends: Drivers of Change Shaping our Future Ref#: 1HA70p

Canterbury CORE Education » Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70i

GCSN

Secondary PD New Zealand (nationwide) CORE Education

Learning Network NZ » Building Cultural Capability for Teaching and Learning – Cultural Competencies for Classroom Teachers

Ref#: 1HA6QD

» Future-focused Schools: Aligning Strategies to Realise Positive Change Ref#: 1HA71N

» Formative Assessment Practices – Assessment for Learning

» Learner Agency: Children’s Rights to be Seen and Heard Ref#: 1HA7Jp

» Middle Leaders: Crucial Conversations for Tricky Situations

» Making Sense of Tapasā Ref#: 1HA717

» The Rise of Anxiety: What Neuroscience Can Teach Us

» NZ History Slam Ref#: 1HA71K » NZ NPDL Deep Learning Lab 2020 Ref#: 1HA7AT

Kia Takatū ā-Matihiko

Ref#: 1HA6QG

Ref#: 1HA6Q7 Ref#: 1HA6Q1 » Working with Students with Challenging Behaviours, Dr Bill Rogers

Ref#: 1HA6Rs

Manawatu/Whanganui Cognition Education

» Kauhaurangi Tuihono / Webinar Programme for Digital Technologies and Hangarau Matihiko Ref#: 1HA7P_

» Mathematics Leadership Communities Meetings | MLCs (Palmerston North to Horowhenua)

Kohia Centre, University of Auckland

» Mathematics Leadership Communities Meetings | MLCs (Whanganui)

» Online: The Professional Role: Communication Skills for School Secretaries and Office Managers Ref#: 1HA7BJ

University of Otago, Education Support Services » Overseas Trained Teachers with Provisional Certification – OTT Workshops, 2020 Ref#: 1HA78m

Northland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Dargaville) Ref#: 1HA6ob » Mathematics Leadership Communities Meetings | MLCs (Far North) Ref#: 1HA6kT » Mathematics Leadership Communities Meetings | MLCs (Mid North – Paihia) Ref#: 1HA6ke » Mathematics Leadership Communities Meetings | MLCs (Whangarei) Ref#: 1HA6kZ

Auckland Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Auckland – North Shore) Ref#: 1HA6kx

Ref#: 1HA6kQ

Ref#: 1HA6kr

Wellington Cognition Education » Mathematics Leadership Communities Meetings | MLCs (Hutt Valley)

Ref#: 1HA6kJ » Mathematics Leadership Communities Meetings | MLCs (Wairarapa)

Ref#: 1HA6kM » Mathematics Leadership Communities Meetings | MLCs (Wellington Central / South)

Ref#: 1HA6m0 » Mathematics Leadership Communities Meetings | MLCs (Wellington North – Newlands to Kapiti)

Ref#: 1HA6kW

CORE Education » Ten Trends: Drivers of Change Shaping our Future

Ref#: 1HA70p

Canterbury CORE Education » Innovation is in our DNA: Engaging Māori Students in Design Thinking

Ref#: 1HA70i

GCSN » Creating with Google - Whole Day Workshop

» Creating with Google - Whole Day Workshop Ref#: 1HA6VM

CORE Education

Ref#: 1HA6VM

Otago CORE Education

» Embracing the Value of Drawing in Reflective Practice Ref#: 1HA70f

Otago CORE Education

» Innovation is in our DNA: Engaging Māori Students in Design Thinking Ref#: 1HA70i

Future Learning Solutions, Centre for Educational Leadership

Southland InterLEAD » Developing Outstanding Middle Managers (2 x One-day Workshops) Ref#: 1HA6Xu

» Growing Great Leaders™ Level 1 Ref#: 1HA7AZ » Growing Great Leaders™ Level 2 Ref#: 1HA7Ab » Open-to-learning™ Leadership Ref#: 1HA7Ae

» Innovation is in our DNA: Engaging Māori Students in Design Thinking

Ref#: 1HA70i

Southland InterLEAD » Developing Outstanding Middle Managers (2 x One-day Workshops)

Ref#: 1HA6Xu

For full professional learning and development (PLD) listings see www.gazette.education.govt.nz/notices gazette.education.govt.nz

TUKUTUKU KŌRERO 18 May 2020

35

VACANCIES

Contents

Government 36 General 36 Early learning 36 Primary and intermediate (Years 1-8)

» Mātauranga Māori 37 » Teachers 37 » Senior leadership 38

Area / composite (Years 1-15)

» Teachers 39 » Middle leadership 39 » Senior leadership 39

Secondary (Years 7-15)

» Mātauranga Māori 39 » Teachers 39 » Middle leadership 39 » Senior leadership 39

Equal Employment Opportunities (EEO) The State Sector Act 1988 and the Human Rights Act 1993 ensure that equal employment opportunities apply to recruitment. EEO principles should be applied to every part of the recruitment process ie the development of the job description, the person specification, the advertisement and the appointment process. These principles enable people to apply for jobs without their chances being reduced by factors irrelevant to the requirements under consideration. Refer to the appropriate collective agreement for the conditions of service applicable to the position advertised. Employers also have to meet safety checking requirements under the Vulnerable Children Act 2014 when recruiting.

Deadlines for vacancies

Copy for 1 June 2020 closes 4pm, Friday 22 May 2020.

Copy for 15 June closes 4pm, Friday 5 June 2020.

Submit your vacancy online at: gazette.education.govt.nz See full listings online for closing dates.

Listings are removed from the website after the closing date.

Listings sent by email will not be accepted.

Government

New Zealand (nationwide) New Zealand Qualifications Authority

Supported learning services moderator Part-time, contract Ref#: 1HA789 NCEA and NZ Scholarship examiners and materials developers for 2021 Part-time, contract Ref#: 1HA7M9

General

Auckland Across Cultures

EAL specialist Part-time, contract Ref#: 1HA7PN

Early learning Auckland 8’s Enuff

Qualified early learning educator Part-time, permanent Ref#: 1HA79o

Learning Tree, Silverdale Qualified and registered ECE teachers Full-time, permanent Ref#: 1HA6PU

LIFE Childcare Centre Qualified teacher Full-time, permanent Ref#: 1HA7Mo Team leader / head teacher Full-time, permanent Ref#: 1HA7Mr

Little Wings Early Childhood Education and Care Centre Early childhood educator Full-time, permanent Ref#: 1HA6gk

Living and Learning Family Centre, Henderson

Bear Park Centre of Learning Qualified preschool or toddlers teacher Full-time, permanent Ref#: 1HA6aF

Living and Learning Family Centre, Mangere

Bear Park Early Childhood Centre

Early childhood teachers Full-time, permanent Ref#: 1HA6ie

Preschool teacher Full-time, permanent Ref#: 1HA6PN

Bear Park Herne Bay Early Childhood Education Centre Preschool teacher Full-time, permanent Ref#: 1HA6PG

Bear Park, Kohimarama Toddlers teacher Full-time, permanent Ref#: 1HA6PR

Birkenhead Point Montessori Preschool

Mairangi Bay Preschool Qualified, registered kaiako Full-time, permanent Ref#: 1HA6nD Qualified registered teacher Full-time, permanent Ref#: 1HA70e

Papatoetoe Footsteps Community Preschool Early learning educator Full-time, permanent Ref#: 1HA6iJ

Pasifika at Home 2

ECE teacher Full-time, LTR Ref#: 1HA79J

Visiting teacher Part-time, permanent Ref#: 1HA7Mb

Castor Bay Infant Care Centre

Peacocks Early Learning, Stonefields

Certified teacher Full-time, permanent Ref#: 1HA7Hr

Qualified and registered ECE teacher Full-time, permanent Ref#: 1HA6iF

Hand and Hand Childcare Centre Centre manager Full-time, permanent Ref#: 1HA7M4

KC Birkenhead Trust ECE qualified/certified teacher O2 Full-time, permanent Ref#: 1HA73Z Education Gazette 18 May 2020

Registered Montessori early childhood teacher Full-time, permanent Ref#: 1HA7Af

Babies / preschool teacher Full-time, permanent Ref#: 1HA6Pk

Equippers Kids Early Learning Centre

36

Koru Montessori

Qualified teacher Full-time, permanent Ref#: 1HA6M7

Peekaboo Childcare Centre Preschool teacher Full-time, permanent Ref#: 1HA6SU

St Andrews Chilton Kindergarten Registered or provisionally registered ECE teacher Part-time, fixed-term Ref#: 1HA6fk

Star Educare ECE centre manager Full-time, permanent Ref#: 1HA6d3 gazette.education.govt.nz

Primary and intermediate Y1-8 Teachers Torbay Kindergarten

Berhampore Kindergarten

Certificated kindergarten teacher Full-time, permanent Ref#: 1HA7JC

Teacher 0.6 – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA7Pv

Waikato Central Kids Kindergartens, Laughton

Brian Webb Kindergarten

Kindergarten head teacher, Taupō Full-time, permanent Ref#: 1HA7N4

Grasshoppers Early Learning Centre Team leader for toddlers room Full-time, permanent Ref#: 1HA7Hm

House of Wonder, Chartwell Registered early childhood teacher Full-time, fixed-term Ref#: 1HA6Vh

Jemma’s Homebased Childcare Coordinator / visiting teacher Part-time, permanent Ref#: 1HA7NT

Tic Tac Toe Educare Tots n Toddlers Early learning educator Full-time, permanent Ref#: 1HA7J4

Bay of Plenty Waiapu Kids, St George’s NZ registered ECE teacher Full-time, permanent Ref#: 1HA6wR

Hawke’s Bay Heretaunga Kindergarten Association Advisor – education delivery Full-time, permanent Ref#: 1HA7L3

Manawatu/Whanganui Campbell Street Early Learning

Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA7Q4

Discovery Kindergarten

Karori Kindergarten

Teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA7QA

Manaia Kindergarten Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA7Q7

Petone Kindergarten Teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA7Ps

Tasman/Nelson Happy Feet Childcare, Richmond Third year teacher-in-training Full-time, fixed-term Ref#: 1HA6br

Healthkids Kindergarten Early childhood teacher – Nelson Tasman Kindergartens Full-time, fixed-term Ref#: 1HA7Eh

Dot Kids Early Learning Centre, Pahiatua

Wellington Adventure Kindergarten Teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA7Py

Sweet Pea Early Learning Centre Head teacher – nursery room Full-time, permanent Ref#: 1HA6qG

The Willows Qualified nursery teacher Full-time, permanent Ref#: 1HA6a6

Woodend Preschool and Nursery Registered early childhood teacher Full-time, permanent Ref#: 1HA6bQ

Awatea Kindergarten

Otago City Impact Church Childcare Balclutha

Teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA7Q1

Qualified early childhood education teacher Full-time, fixed-term Ref#: 1HA7F6

gazette.education.govt.nz

Mātauranga Māori

Kaiako Full-time, permanent, MITA Ref#: 1HA7Ei

Team leader – transition to school Full-time, permanent Ref#: 1HA6mh

Teacher – Whānau Manaaki Kindergartens Part-time, permanent Ref#: 1HA7QD

Primary / intermediate Y1–8

Kakapo Kids ECC

Canterbury Kindercare Learning Centres, Sawyers Arms

Gonville Kindergarten

ECE teacher U2s Full-time, permanent Ref#: 1HA6T4

Auckland Kowhai Intermediate

Qualified teacher O2s Full-time, permanent Ref#: 1HA7Df

Registered early childhood teacher Full-time, permanent Ref#: 1HA7KN Registered early childhood teacher Full-time, permanent Ref#: 1HA6kG

Mini Thinkers

Head teacher – Whānau Manaaki Kindergartens Full-time, permanent Ref#: 1HA7Pp Infants and toddlers teacher Full-time, fixed-term Ref#: 1HA6Th

VACANCIES

Teachers Northland Mangonui School Scale A teacher Full-time, fixed-term Ref#: 1HA7BT

Auckland Birkdale North School French bilingual Y2–4 teacher Full-time, fixed-term Ref#: 1HA7Lo

Buckland School Learning support coordinator Full-time, permanent Ref#: 1HA7KF

Edmund Hillary School Scale A teacher Full-time, permanent, PTSA Ref#: 1HA78T

Greenmeadows Intermediate Specialist music teacher Full-time, permanent, PTSA Ref#: 1HA7E0

Henderson Intermediate Scale A teachers (3 positions) Full-time, permanent Ref#: 1HA7MF

Henderson Valley School New entrant, Scale A teacher Full-time, fixed-term Ref#: 1HA6h6

Jireh Christian School New entrant teacher Full-time, fixed-term Ref#: 1HA7NF Primary teacher Full-time, LTR Ref#: 1HA7N7

Kauri Flats School Scale A teacher Full-time, permanent Ref#: 1HA7CT

Kelvin Road School Y5–6 teacher Full-time, fixed-term Ref#: 1HA6ex

TUKUTUKU KŌRERO 18 May 2020

37

VACANCIES

Primary and intermediate Y1-8 Senior leadership

KingsWay School

Hilltop School

Kiwitea School

Primary school – new entrant teacher Full-time, fixed-term Ref#: 1HA7M1

Y3–4 teacher Full-time, fixed-term Ref#: 1HA7K1

Junior teacher Y0–2 Full-time, permanent Ref#: 1HA7MN

Onehunga Primary School

Kihikihi School

Scale A teacher Full-time, fixed-term Ref#: 1HA7Hv

Kaiako rūmaki reo. He tūranga whakapūmau. Tau 0-2 Full-time, fixed-term, MITA Ref#: 1HA75x

Wellington South Wellington Intermediate

Papatoetoe South School

Peachgrove Intermediate

Special needs teacher – Le Va Inclusive Centre Full-time, permanent, SDA + PTSA + FTU Ref#: 1HA7BZ

Learning support teacher Full-time, fixed-term Ref#: 1HA7PR

Royal Oak Intermediate School

Te Wharekura o Manaia

Classroom teacher Y7–8 composite class Full-time, fixed-term Ref#: 1HA7GA

Royal Oak School New entrant Scale A teacher Full-time, fixed-term Ref#: 1HA763

Sir Edmund Hillary Collegiate Middle School

Maths teacher Y9–10 Part-time, fixed-term Ref#: 1HA7Cp

Waitakaruru School Y7–8 class teacher Part-time, permanent Ref#: 1HA7PM

Bay of Plenty Malfroy School

Y7 Scale A teacher Full-time, permanent Ref#: 1HA7PQ

Teacher Y5–6 Full-time, fixed-term Ref#: 1HA7Jr

St Pius X Catholic School, Glen Innes

Hawke’s Bay St Joseph’s School, Waipukurau

Teacher. Tagged Full-time, permanent, PTSA Ref#: 1HA7Ff

Sunnybrae Normal School

Scale A teacher. Non-tagged Full-time, fixed-term Ref#: 1HA7JN

Y1 class teacher Full-time, fixed-term Ref#: 1HA7Pf Y1–NE teacher Full-time, fixed-term Ref#: 1HA7Pi

St Patrick’s School, Napier

Tamaoho School (Proposed opening date: 2021-02-01)

Scale A teacher Full-time, permanent Ref#: 1HA7Kb

Scale A teachers (several positions) Full-time, permanent Ref#: 1HA73v

Te Atatu Intermediate Classroom teacher release Part-time, LTR Ref#: 1HA6qN

Te Papapa School Y4–7 classroom teacher for Samoan enrichment class Full-time, fixed-term Ref#: 1HA76x

Waatea School Maths teacher Part-time, fixed-term, MITA + HTSA + possible MU Ref#: 1HA6_F Y2 and 3 classroom teacher Full-time, permanent, MITA + HTSA Ref#: 1HA6WZ

Waikato Cambridge East School Scale A teacher Y3–4 Full-time, fixed-term Ref#: 1HA7Cu

38

Education Gazette 18 May 2020

Classroom teacher Y7–8 Full-time, permanent Ref#: 1HA7Mi

Taranaki Hawera Primary School

Kakaramea School Scale A teacher Full-time, fixed-term Ref#: 1HA7FU

Matapu School Y3–4 classroom teacher Full-time, fixed-term Ref#: 1HA7Ee

New Plymouth SDA School Teacher. Tagged Full-time, permanent Ref#: 1HA7GZ

Manawatu/Whanganui Foxton Beach School

Teacher Y7–8 Full-time, permanent Ref#: 1HA7Fc

St Michael’s School, Taita Scale A, classroom teacher. Tagged Full-time, permanent Ref#: 1HA7F3

Canterbury Amuri Area School Primary teacher Full-time, permanent Ref#: 1HA73X

Highfield School Scale A teacher Full-time, fixed-term Ref#: 1HA7DN

Hornby High School Y7–8 teacher Full-time, permanent Ref#: 1HA7NJ

Knights Stream School – Mingimingi Hautoa Scale A teachers (2 positions) Full-time, fixed-term Ref#: 1HA74D

Lemonwood Grove School Scale A teacher Full-time, permanent Ref#: 1HA7N0

Southbrook School Collaborative teacher Y0–1 Part-time, fixed-term Ref#: 1HA7MW

Waimate Centennial School Learning support coordinator Full-time, permanent Ref#: 1HA6rD

Senior leadership Auckland Red Beach School RTLB cluster manager – Twin Coast RTLB Cluster 3 Full-time, permanent, MU + SDA + 7LU Ref#: 1HA7Lu

Sherwood School

Learning support coordinator Full-time, permanent Ref#: 1HA7Em

Principal U5 Full-time, permanent Ref#: 1HA6su

James Cook School

Stanley Bay School

Y5–6 teacher Full-time, fixed-term Ref#: 1HA7Fr

Deputy principal Full-time, permanent Ref#: 1HA7Eu gazette.education.govt.nz

Secondary Y7-15 Senior leadership Bay of Plenty Te Okuroa Drive School (Proposed opening date: 2021-01-01) Foundation principal Full-time, permanent Ref#: 1HA6v7

Canterbury St Joseph’s School, Papanui Director of religious studies / teacher Full-time, permanent, 2MMU Ref#: 1HA78D

Otago Balclutha School Deputy principal Full-time, permanent Ref#: 1HA7J0

Area / composite Y1–15 Teachers Waikato Te Wharekura o Manaia Teacher Y1–8 Full-time, permanent, MITA Ref#: 1HA7BD

Hawke’s Bay TKKM o Ruamata Kaiwhakaako – Scale A teacher Full-time, permanent, MITA Ref#: 1HA75D

Middle leadership Auckland Auckland International College Head of IB Diploma biology and junior maths Full-time, permanent Ref#: 1HA77p

Senior leadership Auckland TKKM o Te Raki Paewhenua Tumuaki Full-time, permanent Ref#: 1HA7Av

Canterbury Akaroa Area School Tumuaki / Principal Full-time, permanent

Ref#: 1HA7NR

Secondary Y7–15 Mātauranga Māori Waikato Tai Wananga Te reo Māori / Mātauranga Māori teacher Full-time, permanent Ref#: 1HA6u9 gazette.education.govt.nz

Teachers New Zealand (nationwide) Crimson Global Academy (Proposed opening date: 2020-04-28) Biology teacher Y11–13 Part-time, permanent Ref#: 1HA7FJ

Auckland Glendowie College

Hornby High School Y7–8 teacher Full-time, permanent Ref#: 1HA7NM

Mairehau High School ESOL teacher Full-time, fixed-term Ref#: 1HA7KK

Villa Maria College

Learning support coordinator Full-time, LTR Ref#: 1HA6t6

Teacher of physical education Full-time, fixed-term Ref#: 1HA7PJ

Macleans College

Otago Wakatipu High School

Chemistry teacher Full-time, permanent Ref#: 1HA6xh

Rosmini College Religious education teacher Full-time, fixed-term Ref#: 1HA7Fm

Waikato Nga Taiatea Wharekura Kaiako ahu pūngao/mātai matū. Teacher – physics and/or chemistry Full-time, permanent Ref#: 1HA7H7

Tai Wananga English teacher Full-time, permanent Ref#: 1HA6u6 Te reo Māori / Mātauranga Māori teacher Full-time, permanent Ref#: 1HA7Me

Te Aroha College Teacher of hard materials technology Full-time, LTR Ref#: 1HA7PA

Bay of Plenty Te Puke High School Science teacher Part-time, fixed-term Ref#: 1HA7MX Support class teacher Full-time, fixed-term Ref#: 1HA7Mf

Wellington Sacred Heart College, Lower Hutt Religious studies teacher Part-time, fixed-term Ref#: 1HA7KU

St Oran’s College

VACANCIES

Teacher of junior mathematics Part-time, fixed-term Ref#: 1HA7My

Southland Southland Girls’ High School Technology Full-time, permanent Ref#: 1HA78A

Middle leadership Auckland Avondale College HOD physics Full-time, permanent, 2MU + 1MMA Ref#: 1HA71F

Waikato Hamilton Boys’ High School Head of business studies Full-time, permanent, 1MU Ref#: 1HA7Lm

Nga Taiatea Wharekura Upoko ā-Tari – te reo Māori Full-time, permanent, 2MU + MITA Ref#: 1HA7H4

Canterbury Craighead Diocesan School Head of English Full-time, LTR, 2MU + 1MMA Ref#: 1HA7Jf

Senior leadership Auckland McAuley High School

Deputy principal Full-time, permanent, 6MU + 1SMA Ref#: 1HA7Dy

Hawke’s Bay St John’s College, Hastings

Biology / science teacher Full-time, fixed-term Ref#: 1HA7DA Te reo Māori teacher Part-time, fixed-term Ref#: 1HA7DG

Deputy pincipal – curriculum Full-time, permanent, 6MU + 1SMA Ref#: 1HA7Cf Deputy principal – pastoral Full-time, permanent, 6MU + 1SMA Ref#: 1HA7C_

Canterbury Craighead Diocesan School

Taranaki Stratford High School

Teacher of English Full-time, LTR Ref#: 1HA7Ji

Deputy principal – curriculum Full-time, permanent, 6MU + 1SMA Ref#: 1HA7Jc TUKUTUKU KŌRERO 18 May 2020

39

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