Education Gazette 99.8

1 June 2020 | Vol. 99 No. 8

Back to school:

reconnecting after lockdown

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This issue:

Spotlight on returning to school Editor’s note The Education Gazette was fortunate to have the opportunity to capture some wonderful moments at two Porirua schools as they, like schools, kura and early learning services all over the country, opened their doors to all students on 18 May. In spite of the extra hand sanitising requirements and the emphasis on hand-washing and keeping a safe distance, most teachers and students were delighted to return to school under Level 2 guidelines. And thank you to the many schools who got in touch to share the thoughts and feelings of their staff and students about being back.

In this issue we continue to reflect on how lockdown has shaped the way we live and learn.

We share the story of a kura that went above and beyond to ensure its community felt connected and looked after. We look at how school sports have been affected and how student athletes and coaches maintained momentum during lockdown.

And we look forward; we share some authentic local curriculum initiatives and we talk to an Iwi about the work it is doing to support pathways into training and employment for its young people.

On the cover

1 June 2020 | Vol. 99 No. 8

P2: Druvel is pleased to reconnect with his friends over a game of Connect4 at Russell School after lockdown.

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Back to school: Learning at Alert Level 2

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Whanaungatanga at the heart of lockdown life

18 Good sports: How school sport survived lockdown

First day back

Games tournament promotes pride, confidence and tikanga

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Girl Bosses to Mana Wāhine

Home Learning | Papa Kāinga TV engages learners of all ages

Back to school:

reconnecting after lockdown

Regulars 34

Notices

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Vacancies

26 Pathways for the future

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Back to nature – and an authentic local curriculum

Kāwhia School’s learning journey

Key contacts

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ISSN 0111 1582

The deadline for vacancies and notices to be printed in the 15 June 2020 edition of Education Gazette is 4pm on Friday 5 June 2020.

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TUKUTUKU KŌRERO 1 June 2020

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BACK TO SCHOOL

Back to school: Learning at Alert Level 2

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Education Gazette 1 June 2020

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BACK TO SCHOOL

Check out the full array of images on the Gazette website or on the Gazette YouTube channel.

Education Gazette photographer Adrian Heke captured some special moments at Russell School and Porirua College on Monday 18 May as many children and young people returned to school for the first time after spending over seven weeks in lockdown.

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BACK TO SCHOOL

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BACK TO SCHOOL

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First day back On Monday 18 May, many children and young people returned to their schools and early learning centres for the first time after lockdown. Education Gazette captures the mood.

Makai was happy to be back with his friends and teachers at Kind Hands: he turned two during the lockdown.

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BACK TO SCHOOL

Teachers at Karāpiro School were thrilled to welcome students back on 18 May.

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We’ve had a wonderful first day back at school. Everything ran smoothly at drop-off time before school started and there are happy, active children across our school site this lunch hour,” reported Susan Jennison, principal of Westburn School in Christchurch.

strict social distancing rules – some of us took the situation too seriously and literally ran away from those who broke their onemetre bubble, and some acted like the pandemic didn’t even exist.

“I think today’s been different from what I was expecting. Coming into it I was nervous to see what’s going to be changing. But now I know what’s our plan for the year at school, I’m feeling a lot more confident,” said Alexander.

“We’ve been fortunate to have received some encouraging and very positive messages from our families, which has made the tough times easier for us.

Seth said he missed the community around St John’s College.

“Given all of the effort that we put into ensuring our online learning was up and running from day one and was provided daily, those messages are what I will remember most,” she says.

Children at Westburn School said while they were a bit nervous, they were happy to be back working and reconnecting with their friends.

“The separation from everyday life has been difficult but the staff have been very supportive. The first day back was different and challenging but the community at St John’s College has been extraordinary,” he said.

Cold start in deep south

“It’s great to have lots of people around you instead of just your family. It’s good to see everyone else and to be around people,” said Emily and Jessica, Year 7.

It was a cold start to the first day back at Fiordland College in Te Anau, with doors open to increase ventilation, said deputy head boy Isaac.

Surreal but wonderful in Hastings

“I will miss sleeping in, but it’s been great to see my friends again.

I missed getting instant feedback and help from teachers – but mostly missed Tradie Tuesday cheap pies from Four Square,” he says.

Students at St John’s College in Hastings were happy to get back to work and their friends, although there was a bit of anxiety around what the first day back would be like.

Dylan described the first day back as being ‘surreal’.

“It was pretty much like an apocalyptic movie. We had to adhere to

Teacher Vaughn Filmer, who featured in the special Covid-19 issue of Education Gazette, was happy to be back at school, although he said that Level 2 rules were rather challenging to adjust to.

“It’s good to be back at school – it’s motivating to be in an environment with other students and teachers; it’s a structure that supports me to work.”

Alyah gazette.education.govt.nz

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Nevaeh gave Flossie the school chicken some food and a cuddle.

“Things we take for granted in school, such as social interaction, grabbing a cuppa from the staffroom, and group work in class have been put on hold. We are social distancing in meetings, and in class, which is really odd.

“It was hard to know what students would be ready for, workwise, and how much they just wanted to discuss the past few weeks.

However, we actually got a bit of work completed and the students adjusted really quickly.”

Learning nest at Karāpiro At Karāpiro School, staff decked the fence with love hearts and a ‘Welcome back – we missed you’ sign. Principal Tina-Maree Thatcher said the staff couldn’t keep the smiles off their faces on Monday morning as school resumed under Alert Level 2 conditions.

Students of the small rural school on the outskirts of Cambridge soon got busy on the first day back. Nevaeh had a special cuddle ready for school chicken Flossie, who had also missed the children (and their lunch scraps) during the lockdown.

Senior students Jessie-Lee, Savjah and Reney made an outdoor ‘learning nest’ out of autumn leaves for junior students, as part of a ‘human rights in education’ focus, where the older children considered the needs and wants of others – in this case younger children.

“It’s really cool to see the juniors using the learning nest. We made it for them because we wanted them to be happy when they came back to school after the lockdown,” said Reney.

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Savjah, Reney and Jessie-Lee welcomed juniors back to school with an outdoor learning nest.

Overwhelming but good

Missed hugs in Whangarei

Nelson College for Girls student Alyah said she missed the atmosphere of being at school surrounded by people, and the faceto-face help and support from teachers. The Year 13 student said there was a sense of excitement at seeing everybody, which was almost overwhelming after seven weeks.

“It’s been draining – tiring holding so many conversations. Now there’s a sense of anxiety about not doing enough work during lockdown. It’s good to be back at school – it’s motivating to be in an environment with other students and teachers; it’s a structure that supports me to work,” she said.

Kind Hands is a special type of ECE in Whangarei that caters for medically fragile and disabled children. The centre featured in Issue 4 of Education Gazette.

Assistant principal Tamzin Darragh said she most missed face-to-face contact with students and the first day back was ‘really lovely’. With responsibility for Health and Safety at the school, she was worried in case anything had been overlooked in the school’s preparations for the return of the students.

“I was just concerned that we may have missed something in terms of keeping ourselves safe – students and staff. Were my worries founded? Not so far. Staff have been amazing and adaptable; students have been responsive and calm. There has been a lot of kindness and student positivity.

“It’s good to be back at school – I wouldn’t do the job unless I loved it. It has been so good to connect with ‘live’ people,” says Tamzin.

Teacher Sharne Schuster missed the relationships with the children and their whānau, working alongside a team of likeminded people – and cuddles with the children.

She was anxious about parents’ emotions as they dropped their children off after such a long time but needn’t have worried.

“Today has been amazing just to reconnect our relationships and see that all the foundations we have built prior to lockdown and with our Facebook page all come back together. I have loved seeing all the effort that has gone into our whānau Facebook page over lockdown from both whānau and staff; this has kept us all connected and has enhanced our relationships between home and centre,” she said.

Kind Hands parent Megan Kareko said her son Makai is at an age where a lot is changing for him, and she had missed the socialising aspect for Makai and the family.

“I was excited for us all, a little bit anxious, but I fully trust Kind Hands with Makai. Today is like a breath of fresh air, Makai is dynamite and needs lots of stimulation, there is only so much we can do for him at home. But I don’t like not being able to come into the centre and give everyone a hug,” she says. gazette.education.govt.nz

Tinneka-Jay, Alyah and Esther had lots to catch up on at Nelson College for Girls.

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SUPPORTING WHĀNAU

Whanaungatanga at the heart of lockdown life

The Taitoko-Vella whānau in Opunake enjoy taking part in daily karakia.

Kia Uruuru Mai a Haumaia i te wā o te Urutā Korona

Whanaungatanga and kaitiakitanga have remained strong priorities for Te Kura ō Ngaruahinerangi as kaiako supported the learning and wellbeing of their tamariki and whānau throughout the lockdown.

Tangia te ihu, maringiringi ngā roimata i tēnei wā taumahatanga ki runga i a tātou katoa i te wehenga atu o ngā tini mate i taka i te pō huri rauna i te motu haere atu ra koutou ki rātou mā kua wheturangitia haere atu rā koutou i te rangimarie whakangaro atu rā moe mai rā koutou i ōu koutou moengaroa okioki ai, kia koutou rā e noho pania nei ka urū mai a hauora, a haukaha, a haumaia, ki runga, ki raro, ki roto, ki waho rire rire hau pai marire.

s the country headed into lockdown, Te Kura ō Ngaruahinerangi was already looking ahead at what kura might look like if they had to close. A week prior to lockdown the tumuaki of all the Kura Kaupapa Māori, Te Aho Matua ki Taranaki came together to discuss and share ideas of how they could help and support each other, their tamariki and their whānau whānui.

Tahuri atu ki tātou te hunga ora nei tēnei te mihi kau atu ki a tātou katoa.

Ka pai au e noho ki runga i taku waka kia te manawanui Making a commitment to maintaining our resilience Nā Tohu Kakahi rāua ko Te Whiti o Rongomai

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“Educational attainment was not at the top of our list,” says Ngapera Moeahu, tumuaki of Te Kura ō Ngaruahinerangi.

“Within our whānau, we realised the pressure and stress that school closure and isolation would create within our homes.

We committed ourselves to delivering a creative, whānau-inclusive programme to promote and nurture whānau wellbeing and learning.”

The challenge of operating from a distance posed some major questions for the Kahui Kaiako. How to maintain the essence of tikanga me te reo? Under the guidance of Te Aho Matua, how to maintain the mana of their tikanga, without compromise?

How to maintain some normality?

Karakia important part of kura life “As a whānau we decided that karakia was the most important component. It would get whānau up in the morning, give purpose and provide spiritual upliftment every day, and maintain connections with our tamariki and whānau on a day-to-day basis,” says Ngapera.

“In order to connect with whānau, we needed to ensure the availability of devices such as laptops, Chromebooks and iPads to support their kaupapa. However, connectivity within homes posed the biggest challenge due to the remoteness of some whānau and the lack of consistent internet supply within homes.

“We surveyed all our whānau to gauge what their needs were. While the kura was not in a position to supply every child with a device, we were able to ensure that each of our whānau had at least one working device in the home and, in some cases, we supplied two devices where there were three or more children,” says Ngapera.

The first karakia of lockdown was livestreamed from Parihaka on Thursday 26 March. This proved such a great success that whānau requested to open gazette.education.govt.nz

SUPPORTING WHĀNAU

it up to extended whānau, hapū and Iwi of Ngaruahinerangi. Since then the karakia has been livestreamed at 9am and 7pm every day of the week and extended to whānau members in other parts of the country.

“Opening it up to whānau across the country has meant that kaiako get to breathe a little,” says Ngapera.

“The engagement from around the country has been overwhelming. We have kaumātua, aunties, uncles, cousins, brothers and sisters of our wider whānau from as far south as Invercargill to the Far North engaging in karakia.”

It’s something that has become a fixture in many households.

“Our house looks forward to karakia,” says Bea Weston Jacobson, a matua of the kura.

“It gets us up in the morning, it breaks the isolation bubble. It’s not as good as kanohi ki te kanohi but I like how all the whānau are having input. Whānau participation has been great. I absolutely love it.”

“It’s good for the wairua,” agrees Morna MatangiBush, another matua.

“It’s hard being away from mum and dad so getting in on the karakia is really good. My son likes the karakia at night because of the kids. He gets excited when he sees the other tamariki. It’s uplifting and the words of the karakia and waiata helps us to get through the day. It is good for my son at night because he knows he has to go to bed after that. I am so grateful for everything that the kaiako are doing. They are awesome; going way above our expectations.”

Rhonda Vanstone agrees the karakia helps give the day some structure. “If we know that karakia starts at nine, it is nice to be up and dressed. It’s nice to see a whole lot of people watching and people joining in.”

Tikanga wānanga The karakia has been supported with tikanga wānanga provided by Te Reo o Ngaruahine/ Huirangi Online delivered by kura tikanga advisors Phil and Puhi Nuku.

Kaiako have utilised a number of different online platforms including Google Classroom, Seesaw, Matifica Kahoot and Zoom, allowing the kura to maintain connectivity with tamariki.

“With the amount of te reo Māori resources coming online, we are able to utilise these within our daily programme. It has really opened up our world online. Ngā mihi nui ki te ao hangarau Māori mō ēnei taonga rāuemi,” says Ngapera.

Kaiako also began preparing workbook activities for every tamaiti with fun-filled activities that could keep them busy every day. The activities were whānau-focused to enable matua to assist and engage with their children’s learning.

Chelsea Rennie, a kaiako of the kura and a parent of three young children who attend the kura, says it has been a challenge balancing the needs of their own tamariki with those of the tamariki of the kura.

“At first we were so focused on what we could provide for parents to help with their tamariki at home, forgetting about our own. We decided to draw up a household wātaka [timetable] with activities for the kids to do within our bubble, as well as kura mahi.”

Wellness packs Their efforts also extended to organising wellness packs for their kura whānau.

Packs were ordered the day before lockdown and packed at the local supermarket. With delivery by kaiako out of the question, arrangements were made for an essential worker to deliver the

The Wright whānau located in Rotorua enjoyed the opportunity to take karakia live via the kura Facebook page. gazette.education.govt.nz

packages to whānau. The packs were based on the needs of whānau as well as ingredients for those who had indicated they would like to take an online cooking lesson with the kura. All whānau received a pack unless they chose to opt out.

Ngapera says matua have been extremely grateful for the efforts of the kura.

“It’s keeping the tamariki engaged and busy but not pushing them too much,” says one parent.

“They are excited about the Zoom sessions because they are able to see their classmates.

Our kura is at the top of the ball game as we are delivering kai and looking after the whānau.

Our kaiako go over and above their professional duties. I want to say ‘thank you’ to our kura for our parcels that arrived this morning. We really needed it. We were so thankful.”

Ngapera says they are totally committed to ensuring the wellbeing of the kura whānau.

“Manaakitanga is what we as Māori do well.

This was our main priority before anything else.

If it is anything we know, we know our whānau well.”

Renee Wright, board chair for the kura, says the lockdown has stretched their thinking.

“Nine o’clock to three o’clock, five days a week is a thing of the past. Connectivity, whanaungatanga, kaitiakitanga, spirituality remains our priority. This is our ‘Te Aho Matua’ way.”

Kia piki tātou ki runga i tēnei kaupapa o te manawanui E kore tātou e mate, ka mate ko te mate, ka ora tonu ai tātou Pai Marire

Rhonda Vanstone preparing weekly food packs to go out to whānau.

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MĀORI GAMES

Games tournament promotes pride, confidence and tikanga

Shea Coxson (Māoribank School), Apa Heemi (Sport Wellington), Cath Brattle (Plateau School), Jarod Summers (Birchville School) at the games in Upper Hutt in March.

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MĀORI GAMES

Before Covid-19 saw schools closed and many sporting events postponed or cancelled around the country, tamariki from 12 primary schools and two intermediates joined together to participate in Upper Hutt’s second traditional Māori games.

Jarod worked alongside Shea and his Year 5 and 6 class at Māoribank School on a pilot programme, Hauora, based on Te Whare Tapa Whā, and he and Shea are keen to see other schools and communities run traditional Māori Games tournaments.

Let the games begin The second tournament, held in March, was attended by Year 5 and 6 students who identify as Māori. Tamariki from Upper Hutt’s 12 schools were divided into 12 cross-school teams. Students from the two local intermediate schools acted as tuakana-teina (buddy-mentors) to each team.

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t was a blustery cold day at Trentham Memorial Park north of Wellington and about 160 tamariki intoned a karakia (prayer) in te reo before the games got underway.

The unique tournament came about when colleagues Shea Coxson, Jarod Summers, Nadine Mareku, Cath Brattle and Mark Searle attended the Physical Education New Zealand (PENZ) conference in Dunedin in 2018.

“We noted the Highland Games there and thought it would be a good idea to have a similar cultural sports tournament for our Māori students. Upper Hutt’s first tournament was held in November last year and was a great success,” says Jarod.

Now the assistant principal at Birchville School, Jarod was working as a PE mentor with Sport New Zealand on Play.sport at the time.

The Play.sport initiative was trialled in 45 schools in Waitakere and in Upper Hutt and was based on the holistic Māori model of health and wellbeing called Te Whare Tapa Whā developed by academic and psychiatrist Sir Mason Durie.

Each game saw two teams competing against each other, with some games requiring speed and coordination; others, like Pakiaka, saw children carefully backstep through a grid of sticks with their teammates directing them.

Jarod ran the game I te timitanga, where children face each other and learn to count from one to 10 in te reo, with actions.

“This game is about whanaungatanga (building relationships), while having fun in a non-threatening environment,” explains Jarod.

Traditional games for all Kiwis Traditionally, Māori sport and games were about developing fitness, agility, skills and whanaungatanga.

“They are currently played by Māori kids in pockets around Aotearoa, but I am of the strong view they should be adopted by all New Zealanders.

Student-led activity This Play.sport initiative was the precursor to Healthy Active Living, a joint initiative from the Ministry of Health, Ministry of Education and Sport New Zealand, which will provide all schools and early learning settings with new resources ranging from new guidelines to health promotion staff and physical activity advisors.

Pembroke Chambers, regional manager for Sport Wellington, says a strength-based approach is taken, where a framework such as Te Ao Māori (Māori worldview) may be used. His team prefers to take a student-led approach, where children sometimes create their own games.

“We say to schools: ‘Here’s a physical activity and the learning around that can be shaped around your needs’. It’s about motivating kids who may not experience success in mainstream sport.

These activities give them another kind of success,” says Pembroke.

Tuhi (Upper Hutt Primary School) and Kymburlie (Māoribank School) play i te Timatanga, with Ryder (Plateau School) in the background.

“The games are more than a competitive outlet – they are actually a way of making sense of the world around them from a Māori perspective.”

Shea Coxson TUKUTUKU KŌRERO 1 June 2020

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“Whether they be Māori or non-Māori, it’s important they feel that Māori culture is relevant to them and helps to identify them as someone from Aotearoa. I think a lot of Pākehā kids can feel a sense of – not ownership – but belonging as well,” says Shea.

“It’s a game and you are trying to achieve a common goal as a team, but that’s not the most important aspect. First and foremost, these games are designed to enable Māori to achieve and experience success as Māori. It’s also about making connections. As teachers, we work really closely across our cluster and we want to provide opportunities for our tamariki to do the same,” he says.

Year 7 and 8 students from the two intermediate schools (Maidstone and Fergusson) were the kaitiaki/guardians for the groups and throughout the day identified students to receive a hauora award which embodies social, mental/emotional, spiritual and physical aspects of being.

Mana, pride and success Shea says traditional Māori games give Māori children a sense of mana and belonging, especially in a suburb like Upper Hutt, where the majority of the Māori population affiliates with other parts of Aotearoa.

“It’s giving those students a feeling of pride in their identity and culture,” he says.

“They can say, ‘I am going to this because I’m Māori, and I’m valued because of it’. They feel like tohunga – experts – and have cultural capital invested in what we are doing throughout the day. The games are more than a competitive outlet – they enable the participants to make sense of the world around them from a Māori perspective. That’s really important.”

Te Whare Tapa Whā is a Māori model that compares health to the four walls of a house, which are necessary to ensure strength and symmetry. The walls are: Taha Wairua – Spiritual Wellbeing, Taha Whānau – Social Wellbeing, Taha Tinana – Physical Wellbeing, and Taha Hinengaro – Mental/Emotional Wellbeing.

Whānau kōrero Missey Edwards was on the sidelines at the March tournament, from where she was proudly spotting her daughter Riccah and various cousins. She’s a teacher aide and helps run the kapa haka group at Birchville School.

“This is for our Māori! It’s a good opportunity for them to feel part of something and it builds confidence. I wish I had this opportunity myself when I was young. It’s good for these children to interact with other Māori – hopefully they are uplifting and supporting each other, and seeing each other succeed,” she says.

Rebecca Thomson was another proud mum taking photographs to send to daughter Mekayla’s grandfather in Hawke’s Bay. Born in Upper Hutt, Rebecca affiliates with the Whangara Marae in Gisborne (home of the Whale Rider story). Growing up, she was deeply immersed in Māori culture, with many visits to her home marae, and Mekayla also has a deep love of her whakapapa.

“Last year she was in Pango (Black) team. We had just got our black hoodies from Whangara Marae and she was doubly proud to wear it at the tournament. It’s nice to see the kids proud to be Māori. Mekayla was shy, but in the last couple of years, she’s come out of her shell – maybe it’s because she’s feeling stronger in her Māori identity,” says Rebecca.

Mekayla (Year 6) says it was nerve-wracking when she attended the games last year because she didn’t know anybody, but adds, “This year

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I know everybody in my team! It makes me feel good and happy to be doing cultural things with other Māori kids. It’s fun because at school someone might look Māori, but not be Māori inside. At the games everybody is into the stories and the culture,” she says.

Katelyn Coxson was there to support husband Shea and daughter Bella (10).

She says that before entering the games, tamariki were asked to find out about their pepeha (introduction that establishes identity and heritage) and in some cases phoned grandparents to find out about their whakapapa.

“I think it’s great they are playing some games that come from their culture and meeting kids from other schools. They get the opportunity to mix with their peers that they will eventually go to Intermediate with. It’s important they meet other Māori kids. They are at the age where they don’t want to be in the minority, but with events like this, they feel they are part of a community,” she says.

Ladainian is in Year 8, took part in the games last year and volunteered to be a kaitiaki this year.

“I think it’s really cool seeing the kids meeting each other and playing with kids they don’t know. It’s nice to meet other Māori kids – if they say they are from the same tribe, you could possibly be related. You feel connected,” he says.

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Left: Full concentration is required to stay in the squares for the game of Pakiaka. Aryana (Māoribank School) shows how it's done, while Madison (St Brendan’s) looks on.

How to start a tournament in your rohe » Build relationships with whānau, community and local marae, so they have ownership and investment in this event.

Upper Hutt schools consulted with the local Orongomai Marae. » Take a chance. Do something different from what has normally been done. Jarod says the event is ‘totally different’ from the typical sport calendar, but they took a chance and local schools jumped on board. » Focus on ‘having a go’. Usually sport is about choosing the best and most competitive teams – break down the barriers and run an event which focuses on ‘having a go’, building relationships and having fun.

» Make connections. A tournament like this is about making connections, not competition – focus on making sport accessible to all students who may not have the finances, or can’t attend sports commitments every week. » Mix it up. Don’t group schools in teams – mix the teams up so there are representatives from each school in each team. » Seek and share knowledge. Kokiri Marae in Petone (Lower Hutt) advised the Upper Hutt schools – see their website www.kokiri.org.nz

Quick reactions are needed for the game of Matau/ Maui being played by Teral (Totara Park School).

“I love the learning, and I loved the freedom that it gave me in my classroom” – Jacqui van der Beek from Omanu School, Graduate of The Mind Lab’s Master of Contemporary Education

Master of Contemporary Education Supporting teachers to lead confidently in a rapidly changing environment.

Learn more at themindlab.com

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SPORT

Good sports How school sport survived lockdown Sport is a major part of life for many young New Zealanders, so the disruption to training and competition schedules due to Covid-19 has had a far-reaching effect. Education Gazette asked some of New Zealand’s basketball and netball coaches how they’ve worked differently during lockdown in order to continue preparing student athletes for success.

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hortly after St Peter’s College in Cambridge had selected its premier netball squad, the country went into lockdown; Te Aroha Keenan, head coach and director of sport, and assistant coach Ange Russek had to come up quickly with a plan for the players.

“We sent the girls video clips of what to practise, and touched base weekly online. We gave them tasks; for example, to watch games and comment on them, to pick their three top drills, film themselves and send it back.

“We kept the standard really high and told players to compare themselves with last season; ‘what are you doing better?’”

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“It’s okay to rate yourself on your skill and tactical knowledge, and ask yourself, ‘how am I going to improve? What’s that going to look like?’

We asked players to film themselves shooting or doing a turn and send it back to us and we comment and compare. Our role is to give knowledge to student athletes to advance themselves, to help them put it all together.”

Maintaining skills Te Aroha says it was important for her student athletes to understand the level they needed to maintain during lockdown. She and Ange worked with players one-on-one, developing their individual performance plans. gazette.education.govt.nz

SPORT

“For us, lockdown’s been a chance to really see who has that discipline and selfmotivation to use their time wisely, not only physically but mentally too.”

Te Aroha Keenan

Student athletes on missing sport “It’s been hard, you can’t go hang out with your friends and train, there were no games. (Normally) I do sport like pretty much every day; I just had to train in the back yard and do exercises.”

Griffyn, Year 11, Palmerston North Boys’ High School, basketball.

St Peter’s College in Cambridge netball coaching team and players can’t wait to get back on the court.

From left to right: Manager Jenny O’Leary, assistant coach Ange Russek and head coach Te Aroha Keenan.

“Online’s working really well for us. The thing [with online] is you’ve got to keep players interested. They’ve been working really hard on new programmes and we’ve given them new targets they’ve got to achieve.

When they’re bored, they’ll just go outside and shoot or work out so we’re probably doing even more now than we were before,” says Te Aroha.

Te Aroha says a key task she asked her student athletes to do was research and write their own definition of what authentic leadership looks like, giving examples of how they’d applied that in everything they’d done.

“You know, when these students leave school, you want them to go with a more open mind; it’s not all about ‘I’ve got to run this fast or jump this high’; it’s like ‘what have I got out of this sport?’ It’s not all about the win, it’s about the quality of the win, and thinking through things, not just being one-dimensional.”

For student athletes looking to transition into playing professionally, Te Aroha doesn’t see remote learning as a barrier.

“For us, lockdown’s been a chance to really see who has that discipline and self-motivation to use their time wisely, not only physically but gazette.education.govt.nz

“Lockdown’s been boring because we usually have games and tournaments. It’s hard not seeing my whole team. Sports is good for me personally as well – I’ve been playing my whole life. I’ve been doing netball every week and (in lockdown) it just suddenly stopped. We had an app, and the coaches sent us videos to help with our workouts. It helped my shooting and healthy eating, it’s just in that some outdoor places where I went [to train], everything was locked up. There’s been a few technical issues too like wi-fi problems, sometimes it cuts off.

The only thing that’s been good [about no sport in lockdown] is I’m not really a morning person, so I can sleep in and don’t have to catch the school bus.”

Grace, Year 9, Avondale High School, netball.

“Well, sport is my life so it really sucks not being able to play basketball and football against other teams. I still stayed active [during lockdown] doing running and workouts, but it’s not the same.”

Jerome, Year 12, Dilworth School, basketball and football.

“It was pretty sad, our whole team had just had their first couple of games [before lockdown]. I mainly kept active by going for walks with my family and playing games like tennis out on the street during lockdown.”

Gwen, Year 8, Longburn Adventist College, volleyball.

“For me, I was kind of happy I was stuck at home because I broke my wrist at basketball training [right before lockdown] and the cast wasn’t going to get taken off until four weeks later.

So I didn’t really miss out on any sports thanks to Covid. I was supposed to be playing in the volleyball nationals as well but that got postponed so that was good for me.”

Dane, Year 11, Palmerston North Boys’ High School, basketball and volleyball.

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SPORT

Coaches and players kept in touch remotely during lockdown.

Q&A with Dame mentally too. As a coach, there’s certain things we want to see in the way you play: how you play with others, how you train in your own time.

“But the most important thing is to keep that communication going,” says Te Aroha.

Communication is key Crossing codes to basketball, St Peter’s College teacher and coach of the school’s premier girls’ basketball team, Leanne Walker, agrees communication is key.

Leanne says the girls have missed each other and a group chat was a great way for players and coaches to stay connected.

Zoom meetings allowed players to see each other during team stretch and meditation sessions, as well as team meetings, when players came together for some great kōrero about how their set weekly challenges and tasks were tracking.

Leanne set up a number of online learning platforms for her players, posting video clips and articles on Google Classroom, and including weekly fitness programmes and different apps for students to try out. She encouraged players to use the apps, to practise their skills, and get their shooting stats up.

Developing game IQ Leanne says Covid’s been a great opportunity for developing one of the most critical aspects of basketball: game IQ. Watching the game and analysing people’s reactions are things coaches can always develop further with their players.

“It’s interesting because what I’m seeing [when looking at footage] as a coach, is not necessarily what they’re seeing, and they’ll point stuff out and I’m like, ‘wow! I never even thought of that’.”

New Zealand Basketball Academy director Kenny McFadden agrees game IQ is an essential work-on for players, especially while they’re waiting for stadiums to reopen and games to resume.

He singles out ball handling and shooting as two major areas that, with the help of backyard practice and online drills, can be improved tremendously.

“Whether you’re coaching in schools and clubs, or you’re a player, it’s important to find different ways to watch and study the game and look at how it’s evolved.”

This is advice he’s given to student athletes who, due to Covid-19, have missed out on an opportunity to measure their skills in Las Vegas, competing against some of the best age group players in the United States.

Kenny says cancelling the Vegas trip was a huge blow for the students.

However, despite their disappointment, many are keeping positive – among them, Isabella Tait-Jones.

“It’s pretty sad, ’cos it’s like the only thing we looked forward to, to go over there and play against the best… it’s the main thing we train for. But a positive is, with Vegas being cancelled, it’s kind of motivated me more. I’ve been focusing more on fitness, like runs, sprints, strengthening and conditioning, and ball handling. The stadium’s not open, so you just have to do your own stuff!”

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Coaching using online platforms has been challenging for many coaches during lockdown. The Education Gazette asked Silver Ferns netball coach Dame Noeline Taurua about her experience of remote coaching and her advice for sports coaches and teachers.

Q: Where were you when you heard we were going into Level 4 lockdown and what went through your mind?

A: I was at my home in the Bay of Plenty and I thought what an opportunity to be working from home with my whānau – usually I travel so much. I was in a big bubble of 11.

Q: What was the biggest obstacle you had to overcome to adjust to working without being able to coach kanohi ki te kanohi and hands-on?

A: The biggest obstacle has probably been how to stop working. Working from home and having back-to-back Zoom or Skype meetings has meant I am over listening to my own voice.

Q: What’s something you learned from coaching the Silver Ferns semi-remotely across the Tasman, in a parttime role, building up to the World Cup, that you were able to apply during the Covid-19 crisis?

A: Have a clear strategy, make sure everyone knows their role in the strategy – then you can move forward with success.

Q: How have you been continuing with your coaching strategy during lockdown with our elite athletes, ngā wāhine toa, the Silver Ferns?

A: We have had weekly calls with the squad; each of the Silver Ferns have their individualised programmes. I have kept in contact with their ANZ Premiership coaches, so they are aware of our Silver Ferns programme. Our Silver Ferns management team have had input into the ANZ Premiership competition, around what it will look like going forward, so that it works well for athletes and fans alike.

gazette.education.govt.nz

Noeline Taurua Q: What has worked well for you in your coaching/ teaching role that you might like to share with school coaches and teachers?

A: For me coaching is all about people, understanding how each individual works and what they bring to the collective group. It’s about setting clear standards and communicating those to the team, so each member understands their role, and what they are required to contribute to the team.

Q: What’s your advice for our up-andcoming student athletes who want to play for you? What are some tips to help them stay motivated with their personal training?

A: I look for athletes who show strong commitment to the team, to their fitness goals, and to the programme.

Q: What are three ways you can share with us about how you took care of your own wellbeing as a coach, and wāhine toa, particularly during lockdown?

A: I think the key is not to stay in front of your computer 24/7 – go out for a walk, get fresh air and take some time to enjoy the moments of being home with your whānau.

Fun, STEAM activities + experiments for class or home

• Designed by teachers • Simple instructions and explanations • New activities and experiments added regularly www.schoolgen.co.nz/kids

gazette.education.govt.nz

EDUCATION PATHWAYS

Girl Bosses to Mana Wāhine More than ever, Aotearoa is going to need confident, energised and resilient leadership and the founder of GirlBoss New Zealand, Alexia Hilbertidou, is making sure that New Zealand’s young women are well equipped to meet the challenges of the future.

Alexia Hilbertidou with Year 12 students Ruby and Isabella at a GirlBoss workshop in the Cook Islands. Photo credit: Araura College, Aitutaki.

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gazette.education.govt.nz

EDUCATION PATHWAYS

The 2019 award winners of the GirlBoss Awards, for young women creating change in their communities.

A

lexia Hilbertidou founded GirlBoss New Zealand in 2015 when she was 16 – its mission is to close the gender gap in leadership, entrepreneurship and STEM (science, technology, engineering, maths). Her latest initiative GirlBoss Edge was launched just prior to the nationwide Covid-19 lockdown and saw 230 young women from throughout New Zealand being inspired and empowered by mentors and through a range of online platforms.

GirlBoss Edge: Healthcare Edition, a 10-day online career accelerator programme for young women aged 15–18, was held in May with high-profile mentors such as Dr Hinemoa Elder from Brain Research New Zealand and tech entrepreneur Dr Angela Lim. “A big part of this programme is around young women being future industry leaders, pioneers and problem solvers – and in the midst of Covid-19, there’s no shortage of problems. Now is a very scary time for young people; many of them will be stepping into the workforce for the very first time in a recession,” says Alexia.

“I think now more than ever, the purpose of this programme is to really keep the hopes of these young women up, keep them inspired, motivated and give them a connection to employers. When they go on the programme, they can build their professional networks without even leaving home,” she says. gazette.education.govt.nz

One-to-one digital networking Alexia is passionate about using digital technology in innovative ways to reach and support as many young women as possible.

“For example, in this current programme we’re using Facebook Live and integrating with a streaming software that allows all the participants to put in their questions for a mentor. The questions are polled, and the most popular question is picked to pop up on the screen with their face and it’s really cool – they get really excited and it’s all real time.

“We’re using online networking software that facilitates one-to-one networking completely online. The young women sign up to software – they get matched with another girl on the programme and discuss the question on a card that pops up. Five minutes later another girl pops up onto the screen and they discuss that card and it’s really fun and interactive – it’s a bit like speed dating,” she says.

“A big part of this programme is really around equity of access and democratising role models.

We’ve always been really passionate about supporting regional and rural New Zealanders. Half of the young women on this programme are Māori or Pacific; all of them are being mentored live and online by inspirational role models,” says Alexia.

The power of community At high school, Alexia found herself the only girl in senior technology and physics classes. Disparaging remarks from boys in her class when she won a Year 12 coding competition lit the fire that inspired GirlBoss.

“No girl needs a permission slip from the boys in her class to follow their dreams,” she told attendees at the One Young World Summit in London in 2019, where speakers included Richard Branson, J.K. Rowling and Meghan Markle, Duchess of Sussex.

Equity of access

For the past five years throughout New Zealand, smart and ambitious girls have been finding their soulmates through GirlBoss’s workshops, courses and initiatives.

About two-thirds of the GirlBoss Edge: Healthcare Edition participants have received support from the Ministry of Education and schools have funded some of their students as well. The Ministry is keen to understand how digital engagement programmes like this can provide access to advice and mentoring to all at any time and in any place.

“Our biggest feedback from young girls,” says Alexa, “is that it’s a relief to find other girls like them – particularly our young women from regional and rural New Zealand. They say, ‘I didn’t know there were girls out there who were like me.

To actually meet other young women who share my passions is so inspiring and motivating, and I no longer feel like I’m alone’.

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Tamahine kōrero

EDUCATION PATHWAYS

Some participants in the May programme share how GirlBoss Edge has impacted them. » From being a shy person in front of crowds, this course has allowed me to overcome and grow out of this shyness and be a more confident young woman in today’s society.

This programme has reassured me that I can reach my goals and to not give up on myself even in hard times. Jessica, 16, Auckland.

Dream job: paediatric doctor. » This programme has introduced me to a community of empowering young women and has strengthened my drive to achieve my career goal. The modules and the guest speakers have helped me develop skills that I will be able to apply not only to my medical journey but also to life.

Cushla, 17, Auckland. Dream job: A Pasifika representative in the department of neurology, or a general practitioner.

A GirlBoss workshop in the Cook Islands. Photo credit: Araura College, Aitutaki.

“Half of the young women on this programme are Māori or Pacific; all of them are being mentored live and online by inspirational role models.”

Alexia Hilbertidou “From this latest course, we’re already organising meet-ups because a lot of students are going to university for the first time, and for them to already have friends and a community that they can rely on is going to be really powerful at addressing the inequality that we so often see in higher education.

Where to next?

“Often girls in STEM don’t have that community and are already at high risk of dropping out because they don’t feel like they belong when they arrive. I hope it can address inequalities now – and going forward in their career journeys.”

“Currently only 20 percent of board members in our NZX are women. Only two percent of our NZX CEOs are women, and numbers for Māori and Pacific women barely register,” says Alexia.

For Alexia, the greatest satisfaction is when she hears from young women: ‘I’ve just got into med school’, or ‘I’ve got my first internship in my second year of engineering degree. If I didn’t have that GirlBoss community, I could never have imagined I would be working in a tech company as an intern’.

“A real highlight for me was when we ran GirlBoss programmes in the Cook Islands and later I saw a photo of four of those young women at the Auckland University Cook Islands Association all enrolled in engineering together.”

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GirlBoss Edge plans to do intakes for a variety of career interests. The next cohort will be for young women with a passion for Law, Policy, and Governance.

“As we rebuild our nation, now, more than ever, we will need effective leadership and equitable outcomes.

The first online course has been so effective that Alexia says she is now thinking about how they can make more elements of the business become more efficient and future focused.

“An interesting perspective on Covid-19 is that we had to quickly throw everything into Edge and I think it’s our most innovative and exciting programme yet.

I have been amazed at how we’ve been able to build such a strong community completely online,” she says.

Schools, teachers, parents and students can register their interest in a future cohort at girlbossedge.com.

» On the first day of the course we all instantly became best friends. We made group chats and talked for hours. I have met so many amazing girls that also share a passion for midwifery and healthcare. I am incredibly grateful for all the friends I’ve made and the amazing people who we’ve had the chance to talk to. Especially Alexia: none of this would have been possible without her. Elizabeth, 16, Opunake. Dream job: midwifery. » The GirlBoss Edge: Healthcare programme has been incredible. I feel so much more confident in myself and my abilities thanks to the modules and inspiring talks from wonderful wāhine such as Dr Hinemoa Elder and Shalini Guleria. I’ve also had the chance to bond with other young women passionate about making a difference in healthcare. Most importantly I’ve learnt, as Dr Hinemoa put it, ‘to not compromise on being mana wāhine’ and how to be a GirlBoss. Bridie, 17, Riccarton. Dream job: biomedical engineering to create prosthetic limbs. » The GirlBoss Edge: Healthcare Edition programme is like a dream come true: my confidence in communication has increased by 100x in my own home! While being in a community with over 200 like-minded young wahine, I am no longer fearful of the future. Siying, Auckland. Dream job: biomedical engineer, while also getting more young women into STEM fields! » Without this opportunity I would never have grown the skills I have and made lifelong connections that will help my transition to university next year. I feel more empowered to embrace who I am and be fearless in my pursuit of success, knowing that every failure is a step closer to achieving my dreams. Amber, 17, Otumoetai. Dream job: biomedical research or neuroscience. gazette.education.govt.nz

HOME LEARNING TV

Isaiah and Caylee enjoyed participating in the Home Learning | Papa Kāinga TV lessons during lockdown.

Terry created this artwork.

Home Learning | Papa Kāinga TV engages learners of all ages Learners and whānau across Aotearoa New Zealand have been tuning in to Home Learning | Papa Kāinga TV each school day since it launched in April, with many of those learners keen to share their learning with teachers.

T

he images here are just a very small sample of the photos and videos sent in by learners to share with their television teachers.

Nathan’s creations were inspired by his Home Learning | Papa Kāinga TV lessons. gazette.education.govt.nz

Rebecca wanted to share this with her TV teachers.

Virat is proud of the rocket he made.

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IWI ASPIRATIONS

Pathways for the future

A North Island Iwi aims to win the hearts and minds of its young people and is focusing on building confidence and providing education, skills and job opportunities.

B

ased in the Waikato, Ngāti Hauā is a small Iwi with 6,000 members. Although part of Tainui, Ngāti Hauā have their own identity and in 2016, the Iwi received $18.3 million in cash and assets as part of their Treaty Settlement. The Iwi has a range of investments including a nursery, health centre and land assets as well as a blueberry orchard and an organic dairy farm.

Nearly 50 per cent of Iwi members live in the Waikato, with strong leadership and five marae all working together. With 60 per cent of members under 29, Iwi leaders believe the way to improve the future of its people is through education and training.

Pathways for the future After the Treaty Settlement, a hikoi travelled from the top to the bottom of Aotearoa and held 10 hui for tribal members. When asked what their aspirations for the Iwi were, they replied, “Let’s return to those better days when we had our mana and all those things that made us unique,” says Lisa Gardiner, Ngāti Hauā Iwi Trust general manager.

“They talked about jobs, pathways and training – not so much about kura and schools,” “In Ngāti Hauā we already have three kura

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Education Gazette 1 June 2020

Māori and good established relationships with our mainstream schools. So it’s not so much of a concern around the schooling, it’s more about what happens after the schooling, getting training and a well-paid job. There was a lot of kōrero around those kinds of afterschool opportunities,” explains Lisa.

Lisa and Trust Chair Mokoro Gillett say tribal members were listened to and have co-designed a strategy that reflects a desire to develop resources for the future and present.

Restoring mana Before the Waikato Land Wars intervened, the Ngāti Hauā rohe was once a part of the ‘breadbasket’ of the Waikato. Tūpuna established the township of Peria, near present-day Matamata, where opportunities, innovation, education, health, culture, faith and prosperity comprised their shared purpose and values.

Ngāti Hauā wants to restore that prosperity and mana for its people. Each year, a kura reo for all ages is held over several days with events aimed at building language, identity and culture to give tribal members a sense of who they are and foster a belief in themselves about what they can do.

“We are trying to sustain the buy-in by engaging with Iwi members,” says Mokoro.

“We want to win the hearts of our young people and make them believe in what the Iwi is doing. But they are young and often school is school. They see what’s outside and they’re not patient, they want to jump and experience the wider world.

“Our strategy is to say, ‘no, that can wait, stay with us, let us educate you through our system, the mainstream system, the kura kaupapa system, then get to that’,” he says .

Ngāti Hauā leaders have clear goals. Currently 63 per cent of Ngāti Hauā rangatahi are achieving NCEA Level 2 and nine per cent are getting university qualifications. By 2021, Iwi leaders want to see 67.1 per cent of rangatahi achieving NCEA Level 2, and 10 per cent gaining university qualifications. Thirty-eight per cent of the Iwi is fluent in te reo now – by 2040 it is hoped that 70 per cent of Iwi members will be fluent speakers.

Building relationships, knowledge From early childhood education to tertiary training, the Iwi is working strategically in its local community to build relationships, knowledge and self-esteem. gazette.education.govt.nz

Ngāti Hauā wants to build better futures for its young people. Left to right: Mike Ross, Kingi Kiriona, Robyn Roa, Raukura Roa, Nanna Abby Brown, Haki Tuaupiki, Mokoro Gillett, Ngairo Eruera.

IWI ASPIRATIONS

“We want to win the hearts of our young people and make them believe in what the Iwi is doing.”

Visit the Gazette online to link to the Ngāti Hauā Reo Strategy.

Mokoro Gillett Hoera Kereama leading the evening waiata session at last year's Te Kura Reo ā Iwi ō Ngāti Hauā.

Last year, they hosted the Matamata and Morrinsville Kāhui Ako and talked about Ngāti Hauā’s history and aspirations.

The wānanga have created demand from all parts of the school sector in the rohe, but especially from early learning services.

“They came away feeling really invigorated,” says Mokoro.

“One of the teachers said she had a renewed enthusiasm to try and incorporate Ngāti Hauā tikanga into their early learning centre. They have been asking for support around things to do with mara kai [food garden], karakia, waiata, naming rooms in their whare.”

ANNOUNCING FREE ZOOM WORKSHOPS FOR OUR ONLINE TEACHER SUPPORT

The Iwi hopes to employ someone to work directly with these centres The Iwi hopes to employ a person to work directly with early childhood centres in the area.

Upskilling young Iwi members With a goal of creating well-paying jobs for Iwi – the median income is currently $21,000 – the Trust aims to upskill its young people. Ngāti Hauā has refurbished Mangateparu School (part of their settlement) into an agritech innovation hub.

A partnership has been established with Wintec and horticultural programmes are currently being delivered to 11 Ngāti Hauā NEET (Not in Education, Employment, or Training) tribal members.

“We offer mentoring and support through that transitional phase. Our kaumātua provide mentoring sessions that cover identity, mātauranga Māori, support and advocacy. That’s part of winning their hearts, getting them to understand that they might have tripped up, but ‘here’s a second chance’,” says Mokoro.

The objective is to create a pipeline of workers for tribal ventures within Ngāti Hauā enterprises, Matamata Piako or the wider Waikato region.

“Our blueberry orchard employs eight tribal members who were long-term unemployed. We plan to scale up to create more jobs and better use of the whenua. We don’t want our people to just be the pickers and packers, we want them at the science end, involved in research and development, sales and marketing, management exporting to China and beyond,” says Lisa. gazette.education.govt.nz

We can now do workshops to assist you with using our Online Teacher Support via ZOOM. To book a workshop, please contact Joel for an appointment:

joel@caxed.co.nz

joel@caxed.co.nz www.caxed.co.nz

TUKUTUKU KŌRERO 1 June 2020

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LOCAL CURRICULUM

Benjamin, William, Katelyn, Grace enjoy monitoring the Waihopai River.

Rylee checks out insect life with Harper in the background.

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Education Gazette 1 June 2020

“Was it a mustelid?” ask Katelyn and Michael as they

gazette.education.govt.nz

LOCAL CURRICULUM

Back to nature – and an authentic local curriculum

An award-winning outdoor learning area – home to native trees and flaxes, insect hotels, a lizard vivarium and pollinating leaf-cutter bees – is a favourite sixth classroom for a small Southland school and is the focus of a rich local curriculum.

W

hen Southland’s Waihopai River experienced severe flooding last year, there was little flood damage to an area of native riparian trees and plants which has been developed by Woodlands Full Primary School since 2012.

“All the water drained away within a day – and that was due to the riparian planting,” says Aloma Williams, principal of the school, which is north of Invercargill.

Visit the Education Gazette online to see Michael and his sister Melissa talk about the Woodlands outdoor learning area.

y check out the A24 humane pest trap.

gazette.education.govt.nz

The school won Environment Southland’s Environmental Action in Education award, and the Waihopai River won the Supreme Award in 2019 for the most improved river in the New River Awards. Woodlands School’s riparian plantings were noted as playing a role in the improvement of the river.

The school’s outdoor learning area has become a rich focus for the development of local

curriculum and pedagogical shifts to ensure the curriculum is authentic, engaging and inquiry-based. The learning opportunities have been endless, says Aloma.

Authentic learning “Underpinning everything, is that we are trying to get the children to really connect with their world. In our context, that’s rural Southland and this is a really authentic way of connecting to their world,” explains Aloma.

The first riparian planting of more than 300 plants – mingimingi, toetoe, flaxes, tussocks and pittosporums – was in 2012, when Michael Crean began school. He’s now in Year 8; his passions are farming and the outdoors and he’s an enthusiastic kaitiaki/ guardian of the area, along with the rest of his schoolmates.

The ‘outdoor classroom’ is very popular. Teacher, Heidi Wilcox is pictured with a group.

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LOCAL CURRICULUM

Michael, Aloma, Katelyn are big advocates of the school’s outdoor learning area and alternative curriculum.

“The riparian plantings have good shelter, use lots of water and help clean the river,” he explains.

There was a schoolwide focus on sustainability in 2019 and two classes explored and investigated pest control with the support of Environment Southland and local experts.

“The first thing we did was find out what was down there,” says Michael.

“We used a tracking tunnel and found there were lots of mice and a mustelid – they are stoats, ferrets or weasels – we still don’t know what it was. We now have two A24s (humane rat and stoat traps) and rat and mice traps and are trying to make it a pest-free zone.”

Inquiry-based learning for all Aloma, who has previously taught at high school, says she is ‘blown away’ by how quickly very young children can learn and articulate concepts and develop technical vocabulary when working outdoors.

“Last year, the New Entrant class was looking at the sustainability of water and one of the problems was that, apart from the stream, there was no water in the outdoor area to wash your hands, or water plants when it’s dry.

“They looked at where to get the water from and decided they could catch rainwater off the shed roof, so they designed how to do it and worked with local builders to make a water storage tank.

“I had five-year-olds who knew exactly what was happening with condensation and evaporation and that they needed a lid on the tank to stop evaporation,” says Aloma.

Exploring passions The outdoor area allows children to follow their different passions. In term 4 last year, the school worked with Environment Southland to monitor the stream. They found kōura/ freshwater crayfish, eels, tadpoles, whitebait and water boatmen.

Michael enjoyed standing knee-deep in the stream ‘about four times’: “It was fun – I caught a crawlie-kōura!” he says.

Katelyn Shaw is in Year 5 and has created activities for younger children such as scavenger hunts and keys to help identify plants. She loves the trees, plants and pestcontrol.

“We made a lizard mountain [vivarium] for two lizards a teacher rescued from a cat. We built insect hotels and put pinecones and mulch in there for them,” she says.

Engaging boys in education The project was initially motivated and driven by teacher Heidi Wilcox, who was looking for a way to engage outdoorsy rural boys in schoolwork – particularly writing, says Aloma.

“The outdoor learning area has 100 per cent been a great way of improving their reading,

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LOCAL CURRICULUM

“It’s so rich and so real. When we talk about a modern learning environment, I think ‘this is it!’”

Aloma Williams writing and learning skills. Last year I took a group of boys for writing and it became easy.

We hopped down there; in the distance, there’s an old flax mill, so we wrote ghost stories.

“We’re talking about active, energetic kids who can’t sit still in the classroom and we sat down there and relaxed and wrote fiction,” explains Aloma.

Pedagogical shift The outdoor classroom has become a driver for Woodlands School’s local curriculum and has changed the teaching pedagogy towards inquiry-based learning.

“The biggest shift is for teachers to understand they don’t have to know everything. They

are learning alongside the students, teaching children how to be risk takers in their learning and facilitating opportunities for them to learn to ask the right questions and then go and find out the information.

Environment Southland award was used to buy 125 canopy trees – miro, rata and rimu. There was one tree for each of the school’s teachers, 100 students and tamariki from the local kindergarten to plant.

“We have lots of questions on the walls of our classrooms – and five-year-olds ask a million questions a day. The teacher might say: ‘I don’t know either, so how can we find out?’”

“It’s so rich and so real. When we talk about a modern learning environment, I think ‘this is it!’ It’s the children’s favourite classroom – we never hear complaints. When they are told they are going there, they are full of questions straight away – and wanting to check things.

Kaitiaki for the future The outdoor area – about half an acre provided for the school’s use by the Waihopai Pastoral Trust – has evolved over the years and is a rich resource for inquiry and problem solving.

The $1,000 prize money from last year’s

“Ultimately we want them to learn to be kaitiaki of the environment and understand their responsibilities within that role. I think we are doing that,” says Aloma.

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TUKUTUKU KŌRERO 1 June 2020

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MARAU Ā-KURA

Kāwhia School’s learning journey The development of Kāwhia School’s local curriculum (marau ā-kura) was a collaborative process involving input from the wider school community and reflects shared goals for learners and whānau.

T

he Kāwhia School whakataukī ‘Kaua e mutu kere noa iho – Never cease learning opportunities placed before us’ captures the commitment of the local community and staff to co-design, co-develop and implement a marau ā-kura (local curriculum) that reflects shared goals and aspirations for ākonga and whānau.

Principal Leanne Lim-Apiti says it has been a learning journey. She was enthusiastic about delivering a curriculum that reflects student needs and strengthening relationships with whānau and the wider school community.

The development of Kāwhia School student graduate profiles set the scene and gained interest from whānau and community to be involved. Their contributions highlighted the fact that the existing curriculum didn’t reflect what they wanted for their tamariki.

Leanne, the board and staff knew things had to change and were fortunate to work with facilitator, Robyn Hata-Gage from Kia Ata Mai Educational Trust. It was important for Leanne that an experienced facilitator led this process, to build trust and confidence with the community.

As Leanne commented, “I took a back seat and was learning as a participant and a partner rather than a leader.”

From 2016, a series of hui led by Robyn enabled honest, open and increasingly deep discussions about how the curriculum should reflect the diverse needs of all ākonga.

In 2019, the school incorporated Digital Technologies & Hangarau Matihiko into their marau ā-kura, initially as a trial. In the final year, Whaea Robyn worked with Leanne and kaiako to develop curriculum content aligned to the school’s whakataukī and themes that had been developed by the larger group.

The marau is being implemented as a living document, meaning that there are always adjustments and additions in response to education changes and to new information from the whānau and the wider community.

The Kāwhia School marau ā-kura draws on the strength of the identity, language and culture of their place and community. The local community, whānau and staff worked together to develop the marau ā-kura by creating visuals and leading discussions according to their interest and experience.

The school uses the image of a waka, with the school’s whakataukī on the sail to reinforce their vision that learning is a lifelong journey and it is the role of the school community to instil a passion for learning that endures beyond their primary schooling years.

The hoe (paddles) represent the local iwi; Ngāti Hikairo, Ngāti Mahuta, Ngāti Maniapoto, Ngāti Te Wehi and Iwi Kē (other members of the local community).

The illustration of the waka of Kāwhia School depicts each child reaching their hoe (paddle) into the waters of Kāwhia Moana, Kāwhia Kai, Kāwhia Tangata, Aotea Whenua. The four themes are a part of the marau ā-kura: » Kāwhia moana – the water that is a life force, that cleans and signifies new beginnings, and everything that is local to Kāwhia. » Kāwhia kai – sustenance, knowledge, nurturing. » Kāwhia tangata – the people, whakapapa gives us history, connections to each other, to kīngitanga. » Aotea whenua – beyond Kāwhia, everyone is a global citizen, standing firm in who they are.

The Kāwhia whānau developed this visual representation of their marau ā-kura. The hoe (paddles) show the Kāwhia Iwi; Ngāti Hikairo, Ngāti Mahuta, Ngāti Maniapoto, Ngati Te Wehi and Iwi Kē (everyone else). The sail includes the words of the kura whakatauki and waka is moving through the waves depicting the four marau ā-kura themes.

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Education Gazette 1 June 2020

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MARAU Ā-KURA

Watch:

At the same time as the work was happening with the community to develop the marau ā-kura, the school staff were involved in Positive Behaviour for Learning development.

Leanne and kaiako were determined that the work that emerged from this would be incorporated into the marau ā-kura.

This was achieved by the inclusion of the Manaakitia (values) Framework:

Visit the Education Gazette online to watch the Local Curriculum Webinar, NZC online. Principal Leanne LimApiti shares her insights about the importance of creating their own marau ā-kura for their student success with whānau, iwi and local community.

» Manaakitia Tōu Ao. » Manaakitia Ngētehi Atu. » Manaakitia Te Taiao.

Kāwhia is an important area for Tainui iwi. Te Takanga o te Wā – Māori History Guidelines – provided a framework and a resource guide about Kāwhia Harbour. The discussions with whānau brought out a lot of valued history and these discussions are continuing. Some gems include: » the final landing place of Tainui waka at Kāwhia – where this happened is well known by the locals. » the well-known legend ‘Rona and the Moon’ originates from Kāwhia and is identified by Te Puna o Rona – Rona’s spring. » the taro planted in Kāwhia by the wife of Hoturoa (Kaihautū-captain of Tainui waka) still grows in the area.

What does this look like in action?

Kāwhia School is a dual-medium school with Māori and English medium classes. Both mediums use the same marau ā-kura but reference different curricula in the implementation. They all plan together and the Māori medium kaiako are able to support reo and tikanga inclusion into planning for English medium classes.

What made it all work?

Taking time was important, with the journey being as important as the outcome. Leanne and her staff were equal learners with the whānau and this was achieved by having a skilled facilitator to plant seeds for the whānau community to grasp and respond to.

This approach means that the marau reflects the kura and is much richer for the whānau input. The strong mana whenua input has meant that the school is enabling ahi kaa – ‘keeping the fire going’ – as more tamariki are learning about the history of their whenua.

gazette.education.govt.nz

Te Kaari o Kāwhia: Wanariri Waata-Parnell and Mana Ryan were among the tamariki to learn growing and harvesting skills of their tupuna.

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