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The Education Today and Comet editorial team thank BNZ for hosting meetings at Highbrook Partners Centre, East Tamaki.
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01 Body politics of the swimming pool - Ella Shepherd editorial 01 Opportunity in Covid’s unjust transition - geoff vause 02 hero in the mirror - Talha khan 03 Escape conspiracy earth comic - gus mitchell 05 The benefits of a musical mind - ruby murphy 06 policy pilots - ANNABEL AITKEN, NATALIA NOONE-JONES 08 polynesian expectaions - Saints tuitama 09 inside the inside out - Steve mathais 11 open schools to wider learning - talha khan 11 rough to smooth changing school - ardyn mccarthy 13 paying for privilege - madeleine christiansen 13 covid19 lockdown aftermath - madeleine christiansen 14 blight behind the wheel - taylor quedley 14 quality resources for quality results - talha khan 15 thinking for the future - emily paramore 16 school attenance falling - himeto kishimoto 16 covid19 after the tidal wave - violet tucker 18 Turn on the tech - talha khan 19 timewasting online - ishwari baynosa 19 tarred with the same brush - taylor quedley 19 Fortnight friday - Ardyn mccarthy 20 flu almost snuffs olympic torch - himeto kishimoto 21 I am polynesian, my people are proud - cornelius aupito 21 take a deep breath - mackenzie jackson 22 life after lockdown - natalia noone-jones 22 diy with a difference - FINN LLOYD 24 owning a new voice - natalia noone-jones 25-28 Aspirations in a complex world - politicians on education 25-28 growing leaders for tomorrow - ruby murphy
GUS MITCHELL Writer and comic artist Kia ora, I’m based in Wellington, New Zealand. Escape planet Earth was originally published in Salient, 2015 Volume 78. My writing work has been primarily for the Victoria University student magazine Salient. I was a feature writer in 2015, and I wrote the science column Super Science Trends in 2017 and 2018, commenting on the innovation of artificial wombs, the ethics of self-driving cars, and incorporating indigenous knowledge into scientific practise. Link to my cartoons and other work: gusmitchelldotnet.wordpress.com
. Education Today, established 1989 Bumper edition 2020 Publisher Education Today Limited ISSN 1175 9240 Education Today is independently owned and promotes creative, stimulating thoughts and ideas for the benefit of students and educators. Contributions are welcome, and contribution guidelines can be obtained from the editorial consultants 0277344756 These magazines are a vehicle for student perspectives on their education and matters they wish to write about. We accept student submissions in any language. Editorial consultants are available to meet with student writing groups. Artwork copyright remains property of student with Education Today using as and when. To submit artwork, see the website or email geoff.vause@gmail.com Education Today content is copyright, but may be published elsewhere with publisher's consent. All care but no responsibility taken for loss or damage. Opinions expressed are those of the writers. Education Today and COMET Auckland thank designers Leila Bailey-Moore and Emma Vause for their invaluable contribution. We also wish to acknowledge the contribution of Susan Warren and COMET Auckland.
EDUCATIONTODAY Editorial SEPTEMBER 2020
Body politics of the swimming pool T
he sound of young girls playing makes me sad. ready. It seems they are only allowed to enjoy themselves after completing the ritual humiliation of apologising for My former summer holiday job was as a lifeguard at their physical existence. a swimming pool hosting pool parties. Every weekend I would hear young girls shrieking with delight, and Once they are in the water the stay down the shallow every weekend I mourned because I knew joy would end and watch the shenanigans. They remain still, so as soon be stolen from them. not to take up space and flaunt their physical existence. While they still laugh and have fun, the distinction is The young girls pushed out their stomachs to walk apparent. Girls are able to have fun because of their around the pool. They wereloud (perhaps too loud for bodies, women are able to have fun despite their bodies. what is essentially an echoing shed) and take up space. They clamber over each other to get onto the floating It’s hard to attribute such a stark difference to merely mats. They use their bodies to jump, push, and climb. growing up and ageing, particularly when you look at Student Voice Editorial Ultimately, they use their bodies to aid their enjoyment these young girls’ brothers and fathers. The fathers don’t by ELLA SHEPHERD of the water. slowly dip a toe in the water, trying to get in without The transition into womanhood, and the theft of this joy, tends to making so much as a ripple. The fathers are still striding around begin at age nine. Bikinis and one-pieces start to turn into rash shirts poolside in their speedos, jumping in and laughing with the kids. The and board shorts. That’s when instead of strutting towards the steps, only difference between the men and the boys is instead of being they begin to slump and skulk, trying to reduce their physical space. thrown into the pool, the fathers are the ones doing the throwing. That’s when, instead of jumping onto the inflatables and shrieking That’s why it’s hard to just appreciate the joy of the young girls with laughter, they tend to opt for quietly fetching sinkers at the deep without feeling sad. It’s like you’re witnessing a robbery happening in slow motion; one which you’re completely helpless in preventing. end. In front of my eyes I can see generations slowly retreating, burying The joy of these young girls is even more noticeable when you look to the older women. Their mothers shuffle towards the steps, more that joy under apologies and burying their bodies under far too many often than not draped in towels they will discard at the last possible towels. But maybe that’s too cynical. Maybe we should just appreciate minute to avoid having their body on display for moments longer than the joy of those young girls before it’s stolen. Maybe 7 years of being care-free is all we should dare to hope for. is strictly necessary. Before they get in they apologise for not shaving their legs, or for Maybe it is just laughter. having not been to the gym, or for not having their ‘summer body’
Opportunity in Covid’s unjust transition I
n June 2017 Jacinda Ardern told Education Today the thing she feared the most was ‘being seen as a show pony . . . to be seen as lacking substance’. Events overtook everyone, Jacinda especially, and her ‘show pony’ skills went stratospheric. We approach this 2020 election with the most popular prime minister in our history. If ‘kindness’ and Covid-free are at the core of her vision for the country, it’s popular with a lot of people. Now the rubber hits the road. Melting the silos of central government is fundamental to economic recovery and wellbeing. Right now, each main ministry – health, education, social welfare, justice, defence, operates largely in its own silo, trapped in part by public service legislation obliging each ministry CEO and minister to account for their jam jar of cash, isolated from the ministry down the hall. The battle for Treasury purse strings has Labour and Co forced into a peculiar environment delivering more Government, while National et al want less Government and more private sector empowerment. Let’s look at a Wairarapa high school student, Dave, in a future built from a mix of both – public-private partnership. Dave’s job has begun before he leaves school through a deal with employers and his school. Dave learns scripting and design in the classroom and the workplace and aims to join the digital community employed by a gigantic Wairarapa horticulture business started with Government cash.
Dave leaves school and is assisted through public-private partnership into his own home, one of 5000 eco-sound homes built around the towns of Wairarapa, the residents paying off their homes, raising families and working in the Government initiated horticulture, manufacturing, education and service ventures. The new settlements, pilot schemes for elsewhere, would not use the 20th century infrastructure which has our local government saddled with debt. There are much better ways to build, with export potential also being realised in this sustainable housing innovation. Subsequent property values would easily underpin the Government investment. Government cash sets up the businesses. The private sector, iwi and regional communities own them, run them and live from them. New export markets are found by identifying and anticipating offshore demand and producing for that demand. It may or may not involve current major trading partners. Existing light engineering, manufacturing and agricultural skills and knowledge
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expand and create new layers of jobs, from the dignity of plain labouring to high-tech scripting and design. Schools of learning grow and connect industry to primary, high school and tertiary education in real, actual job terms. There are two people in the world – those who make things happen, and those who have things happen to them. Dave is at school right now looking at a bleak future in an unprecedented pandemic. Building tunnels and roads is back to the future thinking. Nobody is going back to a pre-Covid economy, which was shaky at the best of times. For Dave to make his future happen Government ministries need to be meshed into a solid vision for a remade economy designed to feed the towns and cities, and provide education, new thinking, produce and products to the export marketplace. Covid has rudely delivered its own Just Transition, leaving New Zealand’s team of five million geographically, socially and politically placed to lead the world like never before. - Geoff Vause
Superman NYPL 1974
TALHA KAHN says life builds our ability to grow the person within.
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hat is it to be a hero? Look In the mirror and you’ll know. Look into your own eyes and tell me you aren’t heroic. You have not endured. Or suffered. Or lost the things you care about most. yet here you are, a survivor who goes to school five days a week. One of the places you spend some of your most cherish able moments. You’re not a coward for staying at home and not getting out of bed. You rise, so you must be a hero. We all are. Some more than others but none of us alone. Some blow their minds off trying to learn calculus all night long. Others walk by friends enjoying the moment with a smile. Sometimes we cry, sometimes we are cruel. Sometimes we disregard others. But this is life. Regular student or smartest in math. Tall or short. From the country or outside of the country. You live here. You chose to enter that building of brick and knowledge. A hero isn’t always someone who lives above us keeping us safe. A hero isn’t a God or an ideal. A hero lives here, on the street, among us, with us, always here but rarely recognized. Look in the mirror and see yourself for what you truly are. You’re a student who never stays down. You’re a hero. This is your life. It’s your choice. This is a message from a student to fellow students. I’ve written articles to encourage advanced learning in school. Now I want to reach out to the students. Maybe this will be a regular article. Or maybe it’ll be something else. We are everyday people who go to school in hopes of grasping knowledge and achievement and it’s our choice to become something great. Some call us children, we call ourselves badass. We study hard, succeed in our exams and sometimes we go through so much we
get stuck. But being a student doesn’t just make you a regular person. You are who you choose to be. It’s those decisions moving you through your days. A college kid graduates and becomes a scientist but he didn’t have to. He could’ve let the opportunity slide and eat burgers off a desk job for the next 20 years. Instead he became great and lived his life eating burgers off a polished table. We all dream to be great. We want money, love, fame, the feeling of success without any heavy strains in our head. We want. We make choices. Sometimes we feel we have no choice but to go to school or to choose between working or sleeping in class. There is always a choice. You didn’t have the only option to study. It was your choice because deep within you, you knew you wanted to become something. Something good. For your family, for yourself. For your dreams. Our dreams are what keep us going. We don’t have to rely on better equipment and yet we don’t have to ignore it either. Sometimes all we need to do is ask. If you’re scared to ask the teacher for a pencil or help, don’t. You made a scary move, but you faced it. If you’re afraid to show your work to a teacher because you’ll get the answers wrong, show the teacher and and face your fears. If you are going to ask a girl to prom then face it . . . What? It can’t hurt to ask. In the end being scared only gives us a chance to be brave. It might seem a simple task but, in my eyes, and maybe even in your eyes, you’ll see yourself a hero. You made the hard choice. This doesn’t mean every choice we make will help us succeed, some might make us fail and now you might think well why should I face my small fears then. You won’t know the outcome to a situation without trying. You must be smart, talented, awesome.
We always have a choice. To hide or to be brave. In the end, whatever comes our way, through studies, on the school field, at home we all have a choice. To stay down or stand up. If you’re wondering do I do the same as I speak. Yup. I auditioned for a TV show role and I was terrified to go to the audition. But they liked it and now I’m in the top selection. I tried. I’m just like you. I go to school. I get wet in the rain and I also get mini migraines from studying for exams. That’s okay. I chose what I wanted to and we all can. It’s not who we are already, it’s what we do defining us. We not that we’re always prepared, we’re not. It’s not that we have the best grades, we don’t always. It’s not even that we were born winners or complete badasses. I think we are though. But one thing we always are that we carry with us through school and into the whole wide world is the symbol of choice. The choice to not be a failure. To fall and when we do get back up. To leave a mark on the world. We get beat but, when we do, we can choose to regroup and find another way. Sometimes we didn’t prepare enough, but we still choose to sit the test and face our fears. It’s okay if we fail or get low grades. always another way. Another choice. We are only human after all. But don’t let that fool you either. We can choose to study to the best of our capabilities. Our elders came to school, became great. They made their choices. Let’s make ours. Let’s not always win, but never ever quit. Let’s be something to ourselves or to others. A hero.
‘Our dreams are what keep us going’ Superman 1974
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ESCAPE FROM CONSPIRACY EARTH - GUS MITCHELL STARTS HERE
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The benefits of a musical mind RUBY MURPHY strikes a chord for the importance of music in student development.
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love music. It has been a part of my life forever, and since I was six I have been learning the piano. Now I am also learning guitar. We do some music at school, but I’m wondering why it’s not a regular thing every child learns. You’ve got the regular reading, writing and maths, but when it comes to learning about music, there seems to be a gap in the bridge. Kids need music. The New Zealand curriculum talks about the importance of music to encourage teachers to bring music into classrooms. There are many reasons kids need music. Research shows music helps improve success in many areas of school life. It improves attitudes, increases motivation and attendance in school, and improves academic performance. Music helps the brain to thrive in areas such as maths, reading, and even being able to control your emotions. Music improves memory, increases creative thinking and helps with social skills like teamwork, leadership skills and relating to others. It also builds confidence, problem solving and self-discipline. The New Zealand School Curriculum talks about music as an important part of young children’s lives. It says, ‘By making, sharing, and responding to music, students contribute to the cultural life of their schools, whanau, peer groups, and communities. As they engage with and develop knowledge and deeper understandings of music, they draw on cultural practices and on histories, theories, structures, technologies, and personal experiences.’ It is challenging and connects to children’s everyday lives and experiences, such as birthdays, festivals and sports events. There are some programmes and resources the Ministry of Education provides, like the Out of Hours Music and Arts Scheme. It is a programme for years 1 to 8. There are music classes and others, like sewing and cooking. At Freyberg school they have this programme and their education co-ordinator Linda says ‘. . . our music classes are very popular and they build confidence in the children and they enjoy them very much.’
The Ministry of Education also provides music resources to help teachers learn about, and teach music to their students. They can download the books and adjust to meet the needs of children in their classrooms. Knowing that the Government provides these things, why could there still be a lack of music education in primary schools? There is one problem that occurs with the Out of Hours Music and Arts Scheme, and that is that the school staff members cannot be teachers of the groups. The school has to find outside teachers to teach the kids. This could be challenging for some schools. A study into 1000 teachers in five countries revealed challenges with teaching music in primary schools. It described the lack of teachers’ musical experiences, that there was no time to teach music, and the need for more experience in music education. I interviewed my guitar teacher, Nick. He said ‘the government does not provide enough funding to primary schools for any music education above the most basic level. Because of this, any music education that happens, has to come out of the school’s budget.’ Nick thinks there is not enough music education being taught overall. He also said Flanshaw Road School did exceptionally well in music education. Sadly, this is not the same in every primary school. I have talked about why music is great for kid’s brains, and builds confidence, and that the Ministry of Education provides programs and resources, but there are still challenges for teachers who don’t have any musical experience, and there is not enough funding from the government. As Nick says, everyone is responsible for something. Teachers, students and the Government all have a role to play to make sure everyone gets a good music education. As the famous Greek philosopher Plato said ‘Music gives a soul to the universe, wings to the mind, flight to the imagination, and life to everything.’
‘Music gives a soul to the universe, wings to the mind, flight to the imagination, and life to everything.’
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Policy pilots need to grow new solutions ANNABEL AITKEN (top) and NATALIA NOONE-JONES: We need to think about what children want, we need to think about other people and what they want changed.
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ith the elections coming up later in the year, it’s important politicians, parties and the public have a summary of the most important issues we are seeing in education today. Every party has their own policies and promises about what will happen if they are elected. We hope these five major issues for education could be considered as part of them. With a shortage of teachers, low pay and low funding for some schools, there is lots to think about. The following problems are the most important changes that need to be made. Who will take action on them? Who will ensure us a solution? How will they change? We need to think about what children want, we need to think about other people and what they want changed. Funding Schools have recently been offered to be opted into a scheme allowing more funding depending on the number of students they have, but it still isn’t enough for many schools, especially small ones. Some schools still lack the right amount of funding and are in need of more. We still need more equipment; sports, playground, other upgrades and extras that are also very important.
“Schools have recently been offered to be opted into a scheme, allowing more funding depending on the number of students they have, but it still isn’t enough . . .”
Students need to feel they are receiving the same opportunities and equipment that other schools are, and the right amount of funding for what the school requires. Decile Some students are finding it difficult to be in a low decile school. Private schools and public schools are great examples of high and low decile schools and the difference between different types of schools and the funding and resources they receive. Every school needs a safe environment for children to feel secure and not be mocked by others about their school’s decile or what they are getting compared to other schools. Decile schools are practically fighting over wealthy families and poor families.
'We want . . . schools linked to future jobs'
Curriculum We are not being taught the importance of what we learn, and need more extra-curricular opportunities within schools linked to the future jobs we may have or desire. Children need to know about all the sorts of unlimited jobs out there, so they know what they Exams/NCEA want to do for the rest of their lives and have the Exams may not exactly have the best system. chance to pick something rare and unique. Some students are stressing about the amount If we are not informed about and educated with of time they have to complete tasks/exams the necessary skills for the jobs we may choose, and study too much. This can be a waste when without realising it, having never tried it, we students are up late and take too much in at once, may miss out on something that could’ve been resulting in them forgetting everything the next huge in our lives. day and therefore losing the progress they made. It’s completely up to the child to choose what to Maybe independent times in different places study at universities, but the unlimited options are a good idea so that pupils aren’t cheating or are pulling them back. What are we meant to feeling as though they are falling behind in time choose? management. Stress is never good for students Everything would feel much more comfortable and can be caused by the pressure they put on knowing exactly how you’re going to live your themselves for their outcome in the test as well life without stress or pressure. as the stress of studying for NCEA. More curriculum activities are an amazing way for kids to express and truly know what they Safe learning environments love. Buildings need to be safe. Some students are Overall, our five main problems are funding, working in classrooms of which are poorly built decile, exams, safer learning environments and and not fit for the purpose of learning in. more life curriculums. Many schools are dealing with old, unsafe We hope politicians will consider them because classrooms and need funding to repair, rebuild it may affect children and their learning or upgrade them. capabilities. Students need to feel safe at school so they can Students also need power over their own feel safe learning, if we don’t have substantial, learning so it is suited to them and they can stout, immovable buildings, then children would strive for a great educational future with their feel vulnerable and defenceless. voices heard and more options from schools. It’s not a good look - children fearing over how classrooms are built.
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Living up to Polynesian expectations SAINTS TUITAMA wants Polynesian communities to look harder at the pressure they put on their kids.
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just need a rest’. of us Polynesian youth. From a young age, I was so tempted to purposely injure we are encouraged to play the ‘typical island myself during the game just so I didn’t sports’ such as rugby, or rugby league, but have to play. I was exhausted from all the not only that, we are expected to be the best school work, studying for church exams, at these as well. plus extra training for other teams from the When I was six years old I was pretty much previous nights. forced to play rugby and my parents would yell from the sideline every Saturday, ‘come I felt so drained to the point I wanted to cry. My instinct told me to give up, but I had on Saints, why are you so slow’ or ‘You to put a mask on and act like nothing was better score at least one try’, not even wrong to impress those around me wishing acknowledging I was only a little boy and we they would at least show the slightest gesture had only just been taught how to catch and pass a ball. of pride in me. This is the harsh reality of many of us I personally feel like our family gives us so Polynesian youth, those with power over much pressure when it comes to us playing our lives are listening to the stereotypes sports because firstly, us islanders are provided from others, and making this our naturally talented and have become overly successful in sporting. new unfortunate reality. In our Polynesian community there is a never- For example, over the past 10 years there has ending cycle of others deciding our dreams for us. As a Polynesian, growing up it was such a struggle having to live up to the expectation’s others set me. I know for a fact that there are so many other Polynesian teenagers that can relate to this struggle. been a total of 83 All Blacks with Pacifica Unfairly high expectations are affecting descent. But also, because the stereotype numerous Polynesian kids such as myself. ‘islanders are only good at sports but are not The suicide rate of Polynesian kids is evident academically gifted’ has become a vivid according to statistics. Just over the past year belief in so many of our parents’ minds, they there have been over 20 suicides committed believe the only way their children can be by Polynesians within the ages of 14-18 in successful in life is by playing sports and Auckland alone. hopefully making a career out of it. This should be a prime wake up call to all This is why the pressure from the sideline our Polynesian community. They expect and all the growlings after games start from us to be the very best at every single thing such a young age. such as education, sports, and church events, without considering how it makes us feel and This leaves a small variety of options for not even knowing the consequences there are us kids, as we have so much talent in other towards us children building up this much areas not involving sport. But because of this stereotype others believe we would not pressure. be able to compete with the ‘high class’ kids There are many reasons for these expectations, such as Europeans or Chinese. but the main reason is many of our families are first- and second-generation immigrants. This leads us Polynesian children to Moving to New Zealand is basically the depression, suicide etc. We cannot cope with American Dream for all of the Pacific islands, the pressure about ‘always being the best at with its wealth and many opportunities that sports every game, every weekend’ but we you wouldn’t otherwise see back in our wish they would realise us Polynesian youth have a lot of potential academically as well homelands. and if they gave us the support we needed we Polynesian leaders and parents want us to would be able to succeed just as well as any succeed in every aspect of life in order for us other teenagers in other ethnic groups. to not have to experience the way of living This representation of Polynesian is they did back in the islands. negatively influencing many Kiwis, as Family plays a major role in the sporting life
people are heavily influenced by what they see and hear. Exposure to an idea, concept or opinion normalises it and ends up being accepted by everyone else for example: Polynesians not being academically talented and only gifted in sporting. The social and racial divide between Polynesian and other cultures has grown over the years putting thoughts into the minds of our families who then start to believe it. Which is why us kids experience so much pressure and have to live up to expectations, because we get compared to other ethnicities based on the stereotypes heard from society, leading many of us to be depressed and commit suicide. The suicide stats among the attached links should be a significant motivator to all our Polynesian families. They should no longer pay attention to any of these deceptive stereotypes made from society forcing them into thinking their children aren’t good enough, but rather take in to consideration the potential each and every one of us Polynesian teenagers have and instead of allowing so much pressure upon us Polynesian kids, show some appreciation and pride in us with whatever we do. This would definitely decrease the numbers of such terrible tragedies happening among our generally joyful Polynesian cultures.
“They should . . . ignore these deceptive stereotypes.”
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Links https://www.allblacks.com/teams/all-blacks/ http://www..org.nz/ https://www.stuff.co.nz/national/ health/91938328/study-pacific-youth-moreat-risk-of-suicide-than-any-other-group
Inside the inside out STEVE MATHAIS reveals his Aotearoa experience in deconstructing racism.
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s we in our little nation begin to return to a semblance of leaving the victim with shame and the perpetrator with amnesia. normalcy, the world beyond our shores is experiencing Last year, we experienced the greatest tragedy our country has seismic rumblings of civil discontent. ever seen in the horrific murders of those who were in their house This isn’t altogether unexpected, but seeing a man plead for his of worship. Promptly, I saw almost everyone used a Facebook life and be murdered by those sworn to protect his liberties in profile filter saying: ‘This is not us. No, indeed, we are not like broad daylight seems to be the straw to finally break the camel’s that monster, but we are still living with the undertones of racism. back. Not one migrant friend I spoke to, could corroborate the sentiment People all over the country stand in solidarity for the plight of ‘this is not us’ because quite frankly we have all experienced African Americans because the it. Though I have personally ongoing systemic racism they face, experienced overt racism, it’s simply to breathe is highlighted in not always so pronounced. no uncertain terms, George Floyd ‘where are you from, no I mean died betcause he was black. where are you really from?’, had I not been born overseas and You may ask yourself, how is all this relevant in New Zealand? provided an acceptable answer, I don’t know how long I could This is how. We often think of racism as an overt and clear act keep up the charade of smiling and continuing conversations. such as the murder of George Floyd, however, racism in its most This is just one example, I could list many more. sinister form is much more insidious. Racism is most effective This is piece is not to stoke white guilt because racism exists when it is applied sparsely as butter is, over too much toast. across all races. With all that is going on in the world, we should Sprinkled in conversation, veiled as jokes and banter. take a moment of introspection to examine all our lives. In our own country, how are we managing our biases? How long can I came to New Zealand when I was five years old. When I arrived, I spoke no English, I had no idea what circumstances I would we marginalise and antagonise those in lower socio-economic face. I was just a cheerful young child who wanted nothing more situations and still claim we are all good? How can we be more equitable to our Tangata Whenua? than to learn about everything in his new environment. The first lesson came swiftly in the classroom, in the form of These are the questions coming to my mind. Perhaps we just contemptuous laughter, all because I was different. We often fear need to acknowledge we aren’t all together perfect, we do in what we don’t know. Out of pure necessity, I had to throw away fact have problems but we can begin to challenge a pre-existing cultural consciousness and reform it to be better. almost every vestige of my identity to fit in, to avoid racism. You couldn’t, however, stop the feeling no matter how hard you Racism is not an easy topic to confront, but it is necessary. In an worked or achieved there were people who thought they were ideal world, our fear and ignorance would be replaced with the superior to you simply because they had a different complexion thought we are all human, indivisible, inalienable, interdependent and interrelated. than you, especially because you were the minority. Here is how we can begin: Love people, accept there will be You have to roll with the punches, laugh along with the jokes imitating the accents of your people speaking English. People differences, practice empathy and extend compassion because who were multilingual and highly educated individuals. But we all need it. none of that matters when you are an ‘other’. Racism is insidious, Let’s take the opportunity to make a better world.
‘This is not us . . . actually, it is.’
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Open schools to wider learning TALHA KHAN wants more school time given to increasing student exposure to wider learning and life-skill subjects.
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chools in New Zealand have a variety of types of benefits. In this election year we common subjects such as math, science, could lobby our politicians and political English, even subjects such as health and parties to support and encourage this kind of physical education. knowledge-gaining experience in all schools When it comes to advancing learning in our and on a regular basis. schools, this coming election could provide Students often wonder exactly what they the push schools need to advance learning want to do with their lives. Many have and allow students to learn more skills to a natural talent to become lawyers, or help in their future. firefighters – one vocation or another. This may mainly involve high schools but If students were to be provided with a more could include intermediate and primary enhanced curriculum, let’s say it included schools. Advanced learning can mean more robotics, it could encourage them to focus opportunities and learning areas which might on a possibly over-looked career option in not actually be subjects. robotic engineering. We already have extracurricular activities Subjects like these could also help students such as debating, culture clubs and student be more prepared and ensure they are on newspapers. We could have more. These a successful path. There is a quote saying could include my own choices like robotics, ‘Be somebody nobody thought you could archery, and camping skills. There are many be’. This could be an impressive motto to cool and interesting activities which could be encourage students to find something they seen as subjects. are good at and enjoy, and follow the path Extra-curricular subjects can bring through. opportunities for students who would like to Another area for an advanced learning have some knowledge of coding or planting. environment could be philosophy, which There could be ways students could take can help students think about ethics. Another a class of planting or coding twice a week could be financial literacy which could help for an hour in school time as a curriculum students better understand and apply proper subject. finance management skills. There are schools already providing these Another could be in lateral thinking, where
students are able to use their perceptive mind to solve problems with creativity. So many more topics could be brought to schools and help encourage students to follow a successful path, no matter where they come from or what school, ethnicity or cultures they have. Diversity itself could be a subject. The idea is to provide more subjects not already considered in schools, yet which could be eye-openers and give students a path to success. I can confidently say every school wants their pupils to succeed, and be on a brilliant journey, and this kind of advanced learning can benefit them massively. In future, when push comes to shove, students can be remarkably prepared to solve issues as they arise, and be prepared for an issue before it actually happens.
‘Lateral thinking helps solve problems creatively.’
Rough to smooth changing school ARDYN MCCARTHY goes from senior to junior overnight. Change can be something hard to cope with and my change was a big change, moving schools. It was hard saying goodbye to my friends, and starting new was difficult. There were people I had never seen in my life before and now had to know for seven years, with new teachers for seven years. One of the hardest things that I found is your friendships you have built from primary school won’t be the same, you both might grow up to like different things, you won’t see them as much and they will have different friends as well. Petrified When it was my first day I was petrified, I could barely utter a word and stared around at the kids who were double my size. I was lost. But then some people called me over that were in my year and I started hanging out with them and now have some really good friends who share the same interests. School was a different experience on the first day. I didn’t know where to go and where which class was which. I was used to just staying in one class and learning most of my subjects from one teacher but this year I had teachers for different subjects and had to move all around the school.
I also had new subjects I had never learned it before, I was a bit confused. Hero to zero I went from the leader of the school, the alpha, to the little kid. Another thing was blending in. I went from a tiny school where everyone knew my name and who I was to a big school where not many people even know who I am. I aim to not be useless for the school and show my talents. Changing schools didn’t only mean new stuff it meant harder stuff. The work took on was a bit difficult because I had never known about it and it was hard for me. On top of the work, we have got the expectations. College pressures you to work harder. In my primary school, there wasn’t a big expectation, they just wanted you to be at average or above and aim high. But at my college, you’re encouraged to work to your full potential at every subject which was hard for the first couple weeks, but now I’m kind of getting used to it. Overall, changing to a new school is difficult but once you get the hang of it it’s like a smooth ride.
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Paying for privilege How private schools get the money they need to fund better facilities – MADELEINE CHRISTIANSEN. What makes people want to send their children to private schools? The notion is private schools are often better than public schools in term of facilities available to the students. It is the case. The reasons for this can be seen in two cycles. One of donations and one of school fees. The first, which relates to donations, goes something like this: The fact school fees are expensive means the background of students is often rich, to be able to pay for education. This means donations are large, so the school can afford better facilities, so more rich people want their children to learn there, so donations are large etc. Round and round it goes so private schools are always improving. The second, a more long-term cycle, relating to school fees, goes a little like this: The exact number is unknown, but the school fees are very expensive. This allows the school to build better facilities for the students, giving them more opportunities to learn. This means they can achieve more, and get better jobs, allowing them to have to funds to send their own children to a private school, and so the cycle continues. With these two cycles in place, it is easy to see why private schools can afford such good facilities. Take the example of Diocesan School for Girls, my school. The school has a Olympic-level hockey turf, a state-of-the-art sports centre, a 25m long pool with a moving floor at one end, and is currently building an Arts Centre with soundproof practice rooms and a 975 seat auditorium. And where did the money to pay for all this come from? Mainly donations and school fees. The school was very good at providing incentive to donate.
Donations for the Arts Centre of more than $10,000 were awarded with an engraved name on the outside of the building. Extremely large donations of huge sums of money were awarded with a room named after them. And donations of $1000 were awarded with a plaque on an auditorium seat. Since most families liked to be recognised, the money poured in, allowing the school to pay for the project. The funds didn’t all come from donations and school fees. The school also ran fundraisers, such as the Secret Art Exhibition. This was a fundraising event where students, teachers and even famous artists created a piece of work. The buyer didn’t know who’s artwork he or she was buying until they had already bought it. Each artwork was $100 and the Exhibition was held two years running. Since most, if not all, the paintings were bought, the school gained a multitude of money. But without the donations, the project would’ve been impossible. So, all in all, privates schools have better facilities, helped by excessive donations, staggeringly large school fees and a few fundraisers on the side.
‘With these two cycles in place it’s easy to see why private schools can afford such good facilities.’
COVID- 19 Lockdown aftermath MADELEINE CHRISTIANSEN canvasses COVID19 restrictions affecting students and staff at Diocesan School for Girls. We’d come out of lockdown, and I was excited to go back to school. Until I saw the email about the rules in place for Level 2. Seating Plans, Social Distancing, using Hygiene Stations . . . the list was endless. Looking through it, I could understand the need to have seating plans for contact tracing, to maintain physical distancing, and to minimise congestion so there was less chance of COVID19 spreading, but the school had a few extra precautions I didn’t expect. Students must’ve used a hygiene station on their way in and out of school. This I didn’t understand. Why didn’t the teachers at Diocesan just tell the students to wash their hands often, including before and after school? Every student applying hand sanitiser twice every day was not only a huge waste of the lotion, but was also bad for their skin. Hand sanitiser is a once-a-day
thing. Plus, wasn’t hand sanitiser supposed The rule of social distancing was also to protect your hands for 24 hours? However, sidestepped, with girls meeting and being no one ever died from being too careful. close to one another again, and making up excuses as to why they were allowed to. School didn’t feel like school with all the rules. “We tried our best, it’s just hard to manage Even teachers were affected. The Year 8 it,” Mr Cheetham said. The school had only Dean and German teacher Mr Cheetham so many teachers, and not everyone could be said, “the most frustrating thing was having monitored all the time. everyone sitting in rows.” He also said The news didn’t help. After a few days with, he had to do two assemblies, which was ‘there are no new cases of COVID-19,’ people annoying but also “quite good because you began to think it was fine to go against the had time to practice it and the second time is social distancing requirements and be close usually better.” He felt it “made us feel as a to other people again. school we were following the governments Now the rules are virtually gone, Mr regulations.” And “they worked well.” Cheetham says “I think it feels just a little Which is all good, unless people don’t follow more back to normal, and the school can the rules. feel more together.” He says its “all about Closer to when the rules were relaxed, people keeping that balance.” had begun meeting in the whanau spaces At least now, I can be with my friends. But again. The teachers didn’t want to send them only thanks to those rules put in place to get away, especially if the weather was bad. us through Alert Level 2.
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TAYLOR QUEDLEY targets the need for drivers to concentrate on what they are doing.
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e have all heard when crashes have happened. We may have heard on the radio or some may have seen one or been in one, but why did these crashes happen? They happen because of drunk drivers, people on their phones, or perhaps because of speeding. These are some ways crashes are caused. These are also the things we can stop doing to prevent crashes from happening. Nearly 1.25 million people across the world die each year because of car crashes. This equates to 26 percent of the New Zealand population and 75 percent of the Auckland population in 2017. I think there should be more advertising on TV, billboards and devices to stop car crashes from happening. The advertising could be online as well because people fast forward ads so they often don’t see TV ads, and they are also using their phones during ads which means they don’t see them. This could help because if people who do drunk drive, or go on their phones and get distracted, if they see the reminders it may stop them from doing these things. Discussion points: • Changes to young driver training to include more about road safety based on your ideas. Look at the use of virtual reality to show different situations, and the result of road crashes.
• Discuss the increase in cyclists and the need for them to be more aware of motorists and take more care, and the need for motorists to drive much more slowly and carefully around bikes. But it’s a two-way street (pun intended) as both parties need to watch out, especially in rain, at night, around dusk. Discuss the need for cyclists to wear the right gear. • Look at road design around you. Does it work for pedestrian, cyclists and motorists. • Discuss the increasing use of escooters on footpaths. This is also road safety. • What do you think about recent government and NZTA suggestions cyclists will be allowed on footpaths? What speed limit is being suggested? Is it too fast? • Discuss the possibility of more truck transport being pushed toward rail so the highways have less trucks which would mean less road damage and safer roads. • Speed limits and safety around school zones – motorists and people dropping off kids. Talk about these, and more, with motorists, cyclists and pedestrians you know. Report what they say if it is relevant.
Quality resources for quality results TALHA KAHN says ambition is the first step to success and the second is taking action.
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chool is a place for learning. It’s a place where children learn to socialise, communicate and study the skills needed to become something great. Encouraging and ensuring students care about their learning loses relevance if the students find it hard to learn and slowly lose hope. This becomes a struggle and leads to unfortunate failure. There are ways in which a student who is struggling can find ambition and start feeling a lot better in their studies. Political parties and their education policies and priorities have the potential to allow this to happen. At the time of general elections we see promises made and ideals spoken by the familiar parties. Including ideals such as encouraging students to study and strive high can be a great and effective promise and deliver a lot of benefit for the multiple schools around New Zealand. Politicians could do this by providing tutors with efficient resources and the latest technology. I see this as a game-changer for schools with budget issues and are ranked low in decile. There are at least a handful of schools lacking capable funding with low quality desks and equipment which could help students better educate with
better quality equipment, resources and money. With quality resources students may find studying more interesting, knowing they have brand new computers or polished desks. When we are provided with something glamorous or of high quality, we use it more and continue to use it. This encourages students to learn more and spend time wisely during class. I asked a student about something he would like to have in his school other than what is already provided. He would like a workshop where in addition to his five period subjects he can work on building in his own free time. He could do this out of school but it would probably benefit him more inside school since he won’t have to go looking for everything when basic materials and resources are provided. If schools had better things, students may be attracted towards learning. If a student can become ambitious about at least one subject whether it be swimming, building or calculating numbers, that skill can help them advance and be encouraged to aim for greatness in their career goals. To quote Aristotle: ‘We are what we repeatedly do . . . excellence is then not an act but a habit’.
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Wellington street art 'Doubtful Dolphin'
Thinking for the future EMILY PARAMORE wants more advanced learning in schools to better prepare students for challenges they will face in life.
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uture generations should be able to make our world one we want to learn and grow in. Education has evolved over the years from memorising key subjects to encouraging critical and independent thinking so we can learn for ourselves. This now puts the focus on problem solving while challenging ideas and concepts to help students work through the task without teachers telling them what to do. This shows schools are changing with the times. We are being prepared for what may come in the future and not what is happening now. Schools can do more than demonstrate how to complete questions. They should concentrate on building resilience and developing our creative problem solving abilities. This will be the most important thing we get out of our schooling experience. If you can work through problems without needing someone to do it for you, then you will be better prepared for anything life throws your way. New ideas are born from creative thinking and it is essential schools
encourage students to develop these skills. This is where the new and crazy ideas driving innovation come from. Schools should aim to stimulate creativity to demonstrate there are lots of ways to address challenges we might face in our future lives. Learning how to plan should also be a big part of our education, because it gives us possible methods to work toward the goals we want to achieve. Having a process and structure can help us get the most out of the effort we put in. It helps us identify the choices available to us and choose the one best suited to our situation. Problem solving, creative thinking and planning skills will be essential for our futures. By encouraging our development in these areas we will be better prepared to thrive in tomorrow’s world. Schools must understand the importance of their role because without their efforts to develop advanced learning we will struggle to adapt and thrive in a rapidly changing world.
'Problem solving, creative thinking and planning skills
will be essential for our futures.'
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School attendance falling HIMETO KISHIMOTO says there is a growing tendency for students to find reasons to dodge school.
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ave you ever refused to go to school? Or thought you would stay at home because you don’t want to go? It’s a serious problem in New Zealand and has been long before the Covid virus disruption leaving kids at home in lockdown. Recent media reports claim the government is saying parents need to take their child’s school attendance more seriously. According to NZ Herald, children do not like attending school, especially on Mondays and Fridays, and 22 percent of students didn’t turn up on the last day of term 2, 2019. When I realised the problem, I felt disappointed because I like school and at the same time, I thought it was very serious. Other newspapers said going to school every day is hugely important. Children need to continue learning and improving their basic skills they need through regular attendance. I agree. I have never thought of NOT going
to school because even though the subjects might be a little boring, being with friends and communicating with others is a great opportunity to know all the different things and a great way to have fun. But school is not only for hanging out with friends, it is for learning. And maybe you can find a subject you like a lot. If you are the one who doesn’t want to go, I have tips: Let’s start eating healthy, stay fit first. Because if you do, then you have the energy, the power to go to school, have lots and lots of fun, make new experiences.
Don’t force doing homework and preparation the next morning You will rush yourself if you do it the next morning. Don’t push it, do it the night before. As for homework, it might lead to homework deadline.
Let’s think happy thoughts about school If you think negative, you might not want to go to school. Keep a smile on your face, think positive so you can kick a good start. I don’t expect all the students to be persuaded and brainwashed with this. But I will ask you once more, why do you refuse going to school? Try to think of a reason to this question. If you find the answer, then the next step would be finding your own tips. And of course, you can use my tips. It’s all up to you. Let’s have fun, just do and try what you can. Maybe school might be more fascinating than you think it would be. I hope the percentage of attendance rises up and everyone is having a fabulous day at school.
COVID-19 after the tidal wave VIOLET TUCKER counts the cost, and the benefits of 2020’s pandemic lockdown. Mum and dad drank champagne to welcome 2020. Little did anyone know. I can only begin to comprehend the disruption New Zealand is facing due to Corona Virus. It’s slightly like watching a movie but the plot unfolds more abruptly. It’s outside my window and I can watch it as I reflect on who is observing the regulations as they walk past my house. Who are those people walking together? This is a year starting a new decade. It was supposed to be, at least. A symbolic year compressed with an array of personal and international triumphs. It was deemed to be. I had finally found my feet in the endlessly challenging surrounding that was school. I was reaching out to assess and possibly grab remarkable opportunities. If anyone was to tell me in 2019 that a worldwide pandemic was to hit, transporting all of New Zealand into a five-week complete lockdown, I wouldn’t have believed them. That’s not my reality. That’s not me. It’s not my life. But I guess it is my life because one day I’ll probably be explaining to people younger than me what happened in 2020. I’ll be telling them about what life was like, with extensive self-isolation. Why did life change? Holidays arrived prematurely. Watching the clock rearranging its hands, wondering what I could do with all the time I
suddenly had. Now I look back and wonder what I had been doing during the quarantine. But the quiet of isolation hasn’t been a disaster. Quarantine allowed me time to think. I’d obviously have been more social, interactive with all my friends on various escapades. How different would I be now, if I wasn’t selfisolating? So much has been missed. I don’t think students my age necessarily realise how disastrously this virus has Impacted New Zealand. I think many people don’t comprehend that as soon as we ‘get back to normal’ it doesn’t mean New Zealand will officially go back to an old regime. I don’t think we even know what normal looks like. So many companies will shut down. Being close to each other on the bus. The supermarket being like it was. A few days ago, I was talking to one of my old friends. Before all this, they didn’t have a clue who our current Prime Minister was. Turns out they had only found out once the lockdown announcements flooded in. The Government’s slogan, ‘unite against Covid- 19’ has made people look after one another. The recovery stage in New Zealand requires us to stay curious. Ask questions. Hold people to account. 2020 should finish up as a challenge that was met instead of a disaster that swamped us.
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Turn on the tech TALHA KHAN wants all schools and students to have better access to common and advanced technology and expects a more ‘engaged environment’ as a result.
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'Technology creates a more engaged environment'
echnology is our future. Wherever I look, technology being used for entertainment, studying and communicating When I think about how much technology is used in our schools, I versus screen. wonder if there is a better method to add Granting permission to use phones in the use of technology to our studying class, as long as students are using their lives. devices appropriately, the so-called Technology is largely beneficial. Our ‘distraction’ becomes a solution. There political leaders need to help every are tons and tons of data to back the gain more with their tech and I’m not choice a smart phone can be an assist to just talking computers or cell phones, I students. mean robots, better laptops, advanced My research shows technology creates a monitors. more engaged environment. Technology Our schools already use a lot of Is presumed to be a distraction, but it can technology. In my school we have become a tool in education. monitors, laptops, and sometimes we’re I’ve seen technology used in the allowed to use our mobile phones but I classroom to encourages active wish the computer would load faster, or participation between pupils. When I could be permitted to use my phone in a teacher gives a book or a textbook class while I’m gathering research. the immediate reaction I have Most students love tech, it’s enchanting, heard or analyzed is eyes scrolling it’s easy to use and we need to regularly through paragraphs, sighs and grunts, upgrade our schools to help our teachers interjections because the information is and our students. eight pages long. The use of technology is limited at Of course, reading an eight-page long present. We aren’t really allowed to pull essay can be helpful but then I notice this our phone out as we write sentences in physical reading tactic doesn’t work all our book. Whether it be for research or the time. This is because when a teacher not, there’s always going to be a small gives out laptops, for writing essays risk of losing your phone. online, getting ready for a Kahoot Quiz I think the reason schools limit phone use or using the internet to surf research, the is because they see these small devices immediate reaction is pupils lining up to as a distraction. I understand students use the laptops. sometimes aren’t so dependable and They want to be connected with the they don’t stick to the rules. internet; use resources they can search Regardless, we can’t deny using google up in their own way. That way, I think or Bing or an application can be helpful. the research is not served on a platter If a student took out his/her phone in but also actively learned through the order to research a question’s answer student’s research. beyond the use of a textbook, the answer Each student inside a classroom is will come faster and the person can unique. Different mindsets, different move on to the next question, while backgrounds, different in many ways. having their devices as an assist. This can be an obstacle because being Not only would they push through the different can present a challenge to ten or twenty questions they get but adjusting how a student learns or in slower students will have the ability to moving from their comfort zone of finish on time. The use of technology learning. can be efficient. It doesn’t matter where Suppose students who are fond of you get your answer - calculator, phone, drawing can learn through pictures and laptop, textbook - to gain knowledge diagrams, people who love to watch you need to know what you are studying TV or learn through videos can locate about and use repetition. Same questions, answers from documentaries or clips on similar questions over and over gets the YouTube. information into our minds, not paper
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Being permitted to use these advanced sources helps elevate the places knowledge comes from. Technology is so much more fascinating to young minds, and teenagers flock around these pieces of technology. Perhaps we can push this to become a stronger method of learning. Tech can also improve collaboration in our classes. Teachers can observe if there is an increased frequency of activeness and development when students are using their technology. Many technology-based tasks involve other aspects, and this leads to situations where students need to seek help from their peers or the teacher. Additionally, when students are assigned to small groups, the students who are more technologically advanced can assist their inexperienced peers. Working with technology helps students prepare for the future. According to a CompTIA study, nine out of 10 students indicated using technology in the classroom would help prepare them for the digital future. Teaching pupils how to use PowerPoint, excel and such software and by introducing instructional technology in the classroom at a young age can help preparation for future digital needs. Teachers can help students by using to technology to annotate, check and assist in helping a student study. Technology will always evolve and it’s important to have comprehensive access in classrooms. Not only better functioning computers, robots also can be given for robotics and science classes. Phones can help with research and connecting with the world wide web. Some schools do have strong technology use and some don’t and it’s sad because due to the lack of interesting technology and the permission to use technology some students aren’t able to achieve capacity in their education. It is favoured at some schools and not at others. It would be a big help for a lot of students and teachers to deepen the involvement of technology. Technology is our future and we can do more with this to advance, upgrade and make our schools better for everyone.
Timewasting online ISHWARI BAYNOSA, right, looks at the part technology plays in learning, and the lure of its many sidetracks. It can be worthwhile considering what technology helps you with in your studies, and how it also works against you. Most students at a certain point start using technology in class. Tools like iPads, computers and smart boards feel like a fun thing to be able to use. You probably have been on the internet and websites like google for research and help with your work, because most of the schools in New Zealand use technology to help with subjects such as typing, maths and English, and more topics that we sometimes require for technology. It now seems it would almost be impossible to live without the internet, but sometimes you might not need to use the internet for your work, you could look in a dictionary instead of looking it up on the computer. Sometimes you could click on a website that isn’t for your age, so you should keep
an adult around if you need help. At school you can think; ‘Do I need a teacher with me on this website or am I ok?’ Sometimes it can be good to have a teacher around and sometimes not. When we go on technology we research, play games and chat to friends. But this technology is different, this technology is called a Bee Bot and we program it. We use Bee Bots to learn to code and we learn more about how to use our technology in smart ways. But most schools don’t get enough education on technology, so we need to let more kids increase their learning on technology. Kids love their games. I love playing games more than doing homework, but sometimes I can get carried away. Sometimes I play games for hours instead of working on my homework, and then quickly force myself to get it done last minute. I regret
not using the time I had on the computer to my advantage. It didn’t feel nice and I will from now on I resolve to work on homework before I play games. Let’s see if I can stick with that resolve. Most of the time technology is fun but wasting time with the distractions it offers means a lot of work builds up to be done. It’s a good idea to have a plan and make sure the real work comes first, not the games and distractions.
Tarred with the same brush TAYLOR QUEDLEY sees a world full of racism. Racism is an interesting word. But what does it actually mean? In my thinking racism means being bullied, hurt or shamed for the colour of your skin or who you are. For example, on May 25 African American George Floyd was killed when police caught him allegedly turning in fake money, as they attempted to arrest him police placed their knee on his neck to hold him down. What the police didn’t realise is that they had been strangling him as George Floyd continued to shout ‘I can’t breathe, you are strangling, me I want my mum’. George Floyd’s last words were ‘don’t kill me’. Many people were shocked and scared, especially black people. After this event people started using the phrase and hashtag black lives matter or BLM to show their support. Although this happened in America this happens all around the
world as well as New Zealand. The Christchurch shooting last year in New Zealand where someone attacked mosques unfortunately killing 51 people showed what can happen here. People like to say New Zealanders were not racist but in 2018 Hollywood director Taika Waititi called out New Zealand for being racist. Waititi said ‘people may think one joke, one comment, one assumption, one stereotype doesn’t matter, that they are trivial. But they do matter - and the cumulative effect on people experiencing these is huge’. There are many effects of racism, like people may feel that they are useless, they don’t matter. Both the George Floyd and Christchurch shooting events also count as outcomes of racism. Unfortunately, racism happens a lot all around the world all day, every day. I want to help stop this from happening and i want you to help.
Fortnite Friday ARDYN McCARTHY has been on the winners’ podium. Everyone had something that touched their heart from their childhood. There is a game that made my childhood fun. We called it Fortnite. Fortnite came out in 2017 and really blew off in early 2018. To me and my group of friends, it wasn’t just a game, it meant a lot more to us. I remember every Friday after school my friends and I would head straight home grab some snacks and get on Fortnite to play together. Sometimes it would be hard obviously because sometimes we had somewhere to be or we had to persuade our parents why it’s good for us to play Fortnite.
Fortnite Friday was our day. Sometimes we would stay up all night just talking to each other while playing our favourite game. While time passed, we progressively got better at the game and we got invited to a competition. When we got the news we were thrilled. We started training really hard. Then it was the day and our first match was on. We ended that game coming 3rd and from there on we were doing better and got silver overall. After that weekend my friends played more and more. To this day we still play together and it’s still fun.
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Hélène de Pourtalès of Switzerland was the first woman to compete at the Olympic Games winning gold and silver medals in sailing events in Paris, 1900. Women now compete in most sports.
Flu almost snuffs Olympic torch HIMETO KISHIMOTO feels for her home nation’s Olympic opportunity.
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he global pandemic almost closed the world’s oldest sporting event. Tokyo Olympic organizers said before the COVID-19 flu outbreak, Tokyo was getting ready to host the world’s greatest sport event, and ‘the plans focused on providing the highest levels of Japanese hospitality, and excitement through innovation’. The COVID-19 outbreak changed the whole situation, so they announced ‘Tokyo 2020 will be a simplified Olympics’. This was to prevent infections and additional expense. And to succeed, they needed all team members to work together. The Olympic Games were held over 2,700 years ago, in Olympia, in south west Greece. There were no gold, silver and bronze medals. Winners were given a wreath of leaves and a hero’s welcome. At that time, the main event at the Olympics not a sporting event, but a sacrifice. The games at Olympia were an offering made to Zeus, the king of the gods. Only men and unmarried girls were allowed to attend the Olympic Games. Married women were barred. If they were caught sneaking in, they could be thrown off the side of a mountain as punishment. Eventually women were allowed to take part in in the Olympics. The first Olympic games to promote female athletes was in the 1900’s. Women debuted for sailing, golf and tennis in 1900. Women competed in croquet too on the same year. And as times moved on, women debuted in more sports, leaving some sports still only for men. So now the number of participation of women in the Olympics has been rising since the first participation in 1900.
I have no idea why they were so strict those days, but I’m glad they changed the rules and everyone is enjoying the Olympics. This year, 2020 was second time Japan- and specifically Tokyo- hosted the summer Olympics, first being in 1964. But the 2020 summer Olympics is the first event to have been postponed, rather that cancelled. Their motto is, ‘United by emotion’. I think that is really fancy and heroic. I felt really disappointed because I was looking forward to it and it is taking place at Tokyo, where that is my home country. It opens on July 23, 2021 and closes on August 8 2021. Some people say it will be too long until the Olympics next year. But it doesn’t even take a year. I wouldn’t say it’s too long. And also, now that it has been postponed, the athletes can use this precious time to train and practice whatever sport they have. The people and companies involved with the project of Olympic have built a lot of stadiums, arenas, centers, courses, parks and venues. They have also been making medals from recycled metals. The gold will be taken out from used electrical objects and so in order to make medals, eight tons of metal are needed. The number of staff, volunteer, audience is about 20 million, and viewers around the world are 4.8 billion. I think many people are looking forward to it, too. The joining country count for Olympics is about 200 and 160 countries for Paralympics. Fifteen thousand athletes were and are expected to compete. Even though the Olympic schedule has changed, they haven’t given up yet. They are keeping positive.
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There are a lot of companies supporting the Olympics. Among them is Toyota. We all know that company. Toyota has organized and is still organizing an electrified automobile. Toyota will supply around 3,700 mobility products and automobiles for the games. Most of it or 90 per cent of the authorized vehicle fleet will be electrified. By making these, they are supporting the athletes and other people involved in the Olympics. I think it is very interesting. I’m sure you think it will be so cool to drive without anyone driving. This will be the first year Olympics has done these things to encourage staff and other members. Six new sports were approved on August 3, 2016. They are baseball, softball, karate, sport climbing, surfing and skateboarding. That brings the total number of sports at the Olympics to 33. It gives me more interest to watch those new games, especially surfing and skateboarding, because I thought surfing and skateboarding was a sport to have fun, not to play seriously. I would want to see how they will compete against each other. I trust them that they can do their best and go over this however the future goes, because I am Japanese. I have been watching some Japanese news almost every day, so I know they have been putting their best effort in training. If they have succeeded over COVID-19 and take on environmental issues, economic crisis, and technological innovation, this Tokyo Olympics will be a special event like never before. We are all in this, let’s encourage each other and move along together.
I am Polynesian, my people are proud Doors were closed for CORNELIUS AUPITO when his mind was clouded with doubt.
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y people are successful, my people have finally put themselves out there in the world. My people have finally accepted who they are. They have embraced our cultures and they aren’t ashamed. We aren’t ashamed. For years I have looked down on myself for being the way I am. The way I look, as well as hearing the stereotypical comments made towards me and my culture. I’ve questioned myself as well as my worth. Can these stereotypes be broken? Now I’m 17 and being a Polynesian today is a blessing, everyone praises us for our rich history, people are beginning to understand and to be where I’m from and seeing many of my people become successful, for me completely rids any previous doubts I had before. Now I’m filled with hope, to know that many of my people have made it big in the world, it is truly refreshing and fulfilling to be inspired by them. It’s important for me because I’m young and can realise the opportunities and new career pathways opening up for me and the
many other kids my age and ethnicity. New doors of opportunities that have now opened which were until recently closed for me, when my mind was clouded with doubt. I can be whoever I want to be now, without any restrictions. My people are expanding the opportunities we have, opening up new career paths and opening up new doors for us, the younger generation, to follow. We’re becoming one with the rest of society, because truth be told we were a ‘minority’ and that was what I believed. Most stereotypical thoughts that cross non-Polynesian minds are that we are school dropouts, we are wannabe gangsters, we are loud and disrespectful, we are just a burden and we are meant to be low-lives. You see now those ‘stereotypes’ are slowly becoming just that, stereotypes.
Take a deep breath MACKENZIE JACKSON says its time to chill.
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e’re all going through tough times right now, and it can be hard to stay calm when things are stressful. Being stuck at home during the lock-down has been a stressful time for all of us. Sometimes it’s hard to stay calm in a busy household. Our Prime Minister Jacinda Adern told us to be calm and be kind, but how do we stay calm in such stressful times like now?
Mindfulness Mindfulness is a great way to de-stress. Sometimes when your mind starts to wander, you might start thinking some troubling thoughts that make you feel upset. Some of these thoughts can be worrying, like what if I fail my test tomorrow? Or what if people laugh at me for asking a question? All of these could happen but it’s nothing you’d want to think about anytime of the day. Mindfulness helps you become aware of your thoughts and feelings and accept them more rather than get upset by them. Instead of worrying about things, mindfulness helps you stay in the present moment by focusing on what you’re doing. A good way to practice mindfulness is to focus on what you are doing. If you’re washing the dishes, focus on the warm water and the soapy bubbles. Staying in the present moment rather than worrying can help you stay calm when you’re feeling stressed or anxious. Breathing Breathing is most important when you are stressed or anxious. Have you ever been in a situation where someone has upset you and you start to feel angry? You feel like you have to retaliate but you know that this won’t help the situation and will make things worse.
Anger and anxiety cause our breathing to become shallow. The brain lacks oxygen, making us more stressed. Instead of retaliating, try deep breathing by taking a long, slow deep breath in, and then exhale, this will help you relax. Deep breathing can help regulate the systems in your body which help you stay calm. This can have many benefits, especially by lowering your heart rate, regulating your blood pressure, helping your body relax, all of which help decrease the amount of cortisol (a stress hormone) released in your body. Afterwards instead of retaliating you can just walk away and ignore that person. Te Whare Tapa Wha This is a Maori model of general well-being that refers to the four walls or sides that can help maintain your health. Taha Tinana is your physical well-being that needs to be kept strong through exercise. If you don’t exercise, that wall will fall down. The same applies to all walls, if you have a fight with a family member, the wall Taha Whanau might fall down. To rebuild it, you could apologise to this family member. If you don’t have enough time to yourself, or your schedule is too busy, the Taha Hinengaro wall might fall down. To rebuild this wall, give yourself some time to relax. Looking after your spiritual wall is also important with things like getting in touch with your spiritual side through your religion or taking a walk in nature. Right now it’s so important to stay calm and stay kind. If you ever feel stressed or anxious, I hope these steps help.
'Anger and anxiety cause our breathing to become shallow.’ EducationToday.co.nz
Life after lockdown NATALIA NOONE-JONES on the positive changes she has seen in our habits and environment as a result of COVID19 pandemic lifestyle constraints. I would like to be able to say the lockdown was over as quickly as it came upon us, but it wasn’t.
'It may have been the great realisation’
We only had little notice about the lockdown before it began but it lasted over a month and felt like a decade for many of us. Our daily lives became disrupted, unable to leave the house if it was deemed unnecessary. Routines were scrapped, and some people created new ones to bring back a sense of normality in these uncertain times. Though our activities being restricted seemed negative, this gave people more to look forward to. The environment gained greatly from our time in lockdown and though it doesn’t seem like it, I believe we did too. While we couldn’t get out much, cars were left untouched in driveways. Petrol was bought less than usual and less toxic fumes found their way into our atmosphere. Other countries noticed massive differences in the air quality and are able to see farther without gasses fogging up their air. Scientists say it will be another 15-20 years before New Zealand air becomes as clean as it was during the lockdown. But while our car usage declined, what were we doing instead? Since the lockdown, walks, runs, bike rides and other forms of outdoor exercise seem to have become more popular as well as more frequent. New Zealanders’ desire for getting into the
outdoors has become stronger and more people are now enjoying the simple activities we’ve still been allowed to do during the lockdown. Kiwis have become more appreciative of what we have, though we can’t travel out of our country, we’ve learnt to enjoy what we have here. Travelling within NZ is being encouraged now more than ever.
Having laptops and chrome books has been helpful when handing around sheets of paper was out of the question.
Some businesses are now leaning more towards having employees work from home and for some students, attending online classes may become the new normal. Not all learning is digitalized, but it could be more common in classes now to be working online, with all the tools you need at the click of a button or at the tap of a key.
We are seeing more New Zealanders visiting our tourist attractions and getting out to enjoy what NZ has to offer. Kiwis are supporting local tourism and businesses now they are in a time of need.
This could certainly help with education and make learning more efficient, but, of course, it doesn’t suit everyone.
Students have found technology is being used more in schools than previously. This has been seen especially in the first few weeks of most schools coming back, when equipment use was limited, social distancing and hand sanitizing was still compulsory.
It may have been ‘the great realisation’, as some people call it, or just new habits we’ve gotten used to.
Now we are out of level 4, everyone seems keen to socialise and get together again I believe this event has grown Kiwis to be - but at a distance. We’ve all had a different kinder and more considerate of each other, experience and while some enjoyed it, others because even though we’ve all had different were itching to get back to their regular lives. circumstances, we’ve all gone through Though we are no longer in lockdown, I lockdown together. believe some of these things are being Lockdown has also changed the way we work, continued. Some people are still eager to teach and study. For some, the lockdown has learn online, work from home, get outdoors been the push they needed to change how and leave our cars behind just as we did during the lockdown. they do things.
Either way, I think this is good, a step towards a better future - a kinder, greener and more efficient future.
DIY with a difference FINN LLOYD – bright ideas can be built. To make something yourself can be the greatest of feelings. Whether it’s a chair, table, or pen- holder. But this modern-day world has changed this, to some extent. Now children can design on their devices, or play games all day. Creating something can have an incentive - make something useful. You may have the ability to create a robot, or a charger for a console. If you can make something, then do it yourself. Use that classic can-do attitude. Use your greatest tool- your mind. You can get outside, have some fun with mum and dad, or even older siblings can help. But if you have a bike, or even your own 3D printer, you can explore the many ways to do this online or with the bike ride down to the library as many have have 3D printers. You can play around with bricks to start, or even pen and paper. You can use the amazing online applications to create something your own. Unique to you. And you get to marvel at the things your vivid imagination has created. Don’t forget your main purpose - to do it yourself. In a different way, of course.
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Owning a new voice NATALIA NOONE-JONES wants better use made of younger thinkers and future leaders.
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ver the past years we have had many older politicians running and speaking for our country. I believe it is time for a change. It’s time we had younger people in parliament with a different mindset who can speak for the younger people in the country. Currently the 50-59-year-old MPs dominate parliament and the average age is 50. What we need now is new, fresh ideas and some new perspectives on issues. Having a variety of ages is important in parliament to have a variety of different views. Your background, age, gender, and experiences help you to understand what it’s like for others who have these things in common with you. At the moment, who is there in parliament who would understand the view of younger people? Why should children be taking time off from their education to protest so politicians realise how we feel? Don’t you think there should be politicians who understand how certain issues are important to younger people, and
can act on our behalf? Not only can younger politicians relate better to younger people, but they understand newer advances better. There are many elderly people I know who have difficulty with new technology because they’re not used to it. Sometimes New Zealanders need new concepts to help with certain problems we have: a group of people who have grown up with old concepts won’t be able to provide these. Younger politicians understand the most current issues and can bring in new ideas to parliament that others who have been at the job for a long time probably can’t. Everyone thinks differently, so I have interviewed other students about what they think about having more young members in parliament.
What is your opinion on the age groups in parliament at the moment?
Yeah, it’s a really good insight. She has a good perspective, I think it’s great to have a female prime minister. - Talha, Year 13
I think that it is interesting to have different age groups. I don’t think that having one age group in the most important parliament where the most important and powerful people are. Older ones generally have more experience and know what’s worked before but on the other hand young people have fresh ideas and relate better to younger people. Minka, year 9
Yes, I think it’s very good because it shows the gender equality movement has a good impact and Jacinda is able to speak for other women. - Emily, Year 12
I have no problem with them, I think it's fine so long as they’re doing a good job. Age is just a number, as long as someone is wise, age doesn’t matter. - Talha, Year 13 It’s not too bad, I’m quite liking the fact Jacinda Ardern is in parliament at the moment because she’s young and a good influence. - Emily, Year 12 They're all too old. Most of them are old white men, and youth is really important. Young people have a lot at stake with climate change and old politicians don’t have enough skin in the game. I think you people are one of the most under represented groups in parliament. There’s a big push to get more women and minorities into parliament, there’s not a lot if you think about it. - Ella, 3rd year at the University of Auckland. Do you agree we should have more young people in parliament? ‘Yes, it would be a nice change, but to get to senior roles they should have to work their way up, so senior people should be in senior roles because younger members need to prove they can do it at such a young age first.’ - Minka, year 9 Yeah, it's not a bad idea, the world is evolving. I think it’s good to have younger people in parliament from our community. - Talha, Year 13 Definitely, I think it would be really important to have young people in parliament because they can be a very valuable asset for politicians. And from what I’ve learnt from sending emails to politicians is they don’t always share the same views as young people, and after all, we are the future, so I feel we should be listened to.- Emily, Year 12 Yes, of course, there’s a lot they can offer. - Ella, 3rd year at The University of Auckland. Do you think it’s good to have a young female prime minister? Yes, definitely because for too long we have had old male leaders. I think Jacinda’s giving our country a new reputation and new ideas. Minka, year 9
Excellent, a really excellent thing. What’s really great is we’ve had more female prime ministers than some other countries. Jacinda is very different to other female prime ministers, it's important to have young women, they don’t need to be old and single to lead. - Ella, 3rd year at The University of Auckland Would you consider being a politician? Definitely, yes, I would love to because I love leadership and making an impact on people I care about and the environment. - Minka, year 9 I would do a decent job as a mayor, I think. I look out for people and I know quite a bit about politics. So yeah, I think I would. - Talha, Year 13 Probably not for me, although I would like to voice my opinions and views and help young women be heard more. I don’t think I could do the politician job because it seems quite stressful and not a job I would find easy. - Emily, Year 12 Yes, I think I would. - Ella, 3rd year at The University of Auckland As a young person, do you have any ideas to give to politicians? Not really anything specific except definitely changing the difference between male and female pay, I think it’s great that they are taking away guns, also we need more action on climate change, children shouldn’t have to be taking time out of school to protest for it.- Minka, Year 9 Think about the future, the world is changing, people are evolving. Think about the people because tomorrow is only a day away. Talha, Year 13 I think it is very important politicians listen to people of all ages and backgrounds because we are a diverse country and it would make NZ a better place to live in.- Emily, Year 12 I think when you talk to young people it needs to be more than just a token, it needs to be meaningful. You need to be able to adapt your viewpoints on what young people think, actually act on what we think. - Ella, 3rd year at The University of Auckland We still need those wise, experienced people but we need young people speaking for us who know how we feel with a new perspective, new ideas who think differently to the older members that are currently there.
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Aspirations in a complex world EMILY PARAMORE took the questions chosen by the STUDENT VOICE editorial team and asked each of the parties likely to be part of an incoming government to discuss their education policies in the context of those questions.
1. How will you ensure all students are treated appropriately while still allowing students with specific learning disabilities/ challenges and those with advanced learning skills to reach their full potential? The Green Party believes that we should nurture all learners’ personalities and skills to enable them to lead lives with hope, joy and satisfaction. The Green Party will ensure that New Zealand’s obligations under the United Nations Convention on the Rights of the Child are met. The Green Party would ensure that all students identified as having learning difficulties have access to free or low-cost professional assessment to determine their educational needs, and further ensure these students receive the support necessary to achieve at school. We would also fund new Learning Support Centres for special needs students within mainstream schools to meet demand. We would also support targeted funding for gifted and talented learners and the provision of additional gifted advisers and other professional development initiatives. We would encourage acceptance of accelerated learning in school if accelerated learning is determined to be in the best interests of the child. 2. How will you support and fund public and private schools from decile 1-10 to provide better sports equipment, resources and safe facilities? The Green Party believes that all state schools should be fully funded to a level where high quality educational delivery is not dependant on the collection of fees (both domestic and international), private donations, fundraising, nor private
1. How will you ensure all students are treated appropriately while still allowing students with specific learning disabilities/ challenges and those with advanced learning skills to reach their full potential? ACT and every parent around the country believes that fair access to education is absolutely essential to better outcomes in life. We understand that each student is different with their specific needs and parents need to be able to give their kids the best environment to perform, learn and develop in. Part of ACT’s 2020 election platform is to provide parents with greater choice in selecting a school based on needs, not geography
investment. We would ensure that schools have sufficient funding to enable all students to have the opportunity to participate in co-curricular, learning experiences outside the classroom and local extracurricular activities. 3. How will you encourage more advanced learning in schools to prepare students for the future? For example, more opportunities for students to discover what they want to do with their life and how to be better prepared. The Green Party recognises the value of and supports having quality careers advice in schools, this is achieved by ensuring careers advisors are provided with comprehensive training. The Green Party supports the teaching of practical and social skills in primary and secondary schools, civics education, learning about New Zealand’s place in the world and the use of workexperience programmes within secondary schools to aid students’ transition to the workplace. Enabling students to learn in communities can aid students in figuring out what they would like to do when they finish school. The Green Party would ensure that transitional programs and school guidance counselling services are adequately funded to ensure the best outcome for students leaving school. We would work to facilitate good relationships between schools, local businesses, and tertiary educators to ensure that students are aware of, and able to pursue, a wide range of post-school options. 4. What will you do to ensure students care about their learning and are taught at their level?
through a Student Education Account. This account will provide $250,000 for each child and parents will be able to use it to enrol their child at any registered educational institution that will accept their child’s enrolment, public or private. This provides parents the ability to enrol in the best school for their child’s needs. For students with learning disabilities, a portion of overall funding will be held back from Student Education Accounts and distributed to schools serving students with special needs. 2. How will you support and fund public and private schools from decile 1-10 to
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All children in Aotearoa New Zealand deserve the best possible start in life, and education plays a huge role in this. The Green Party believes in students having choices in education and access to a wide range of education programmes that meet the diverse needs and unique learning styles of individuals, as well as the needs of the whole community. The Green Party supports an education system that fosters lifelong learning for everyone and develops the skills needed to fully participate in society in ways that are sustainable, equitable and peaceful. 5. How will you ensure students have a strong educational future they have control over and make their own decisions about? The Green Party encourages and supports people to take responsibility for their own learning and for helping others learn effectively. We support students’ right to participate in decisions relating to their learning, including in relation to in school operations. The Green Party wants to establish a unit within the Ministry of Education designed to support schools, and the education system in general, to listen and respond to the voices of children. The Green Party supports a high quality education system that meets the aspirations and needs of students in a changing world. The Green Party believes education should be accessible to everyone. There should be more apprenticeships and that students should be provided with an education and set of experiences that will help them understand and deal with the complex world they are inheriting.
provide better sports equipment, resources and safe facilities? Schools must be given the flexibility to respond to a diversity of needs and all children – not just the well-off – should have a choice in education. ACT’s Partnership Schools were an example of this philosophy in action. We could get much better value for that money for all children, but especially disadvantaged children, if it was used to empower families to choose their school, public or private. Those who want to continue at their current school will be able to do so, however those who don’t will have greater choice. Schools will need to ensure
Aspirations in a complex world continued they have the proper equipment, resources and facilities if they want to keep parents sending students to their school. This is how we can ensure that regardless of decile, all schools can ensure students are properly resourced and catered for. 3. How will you encourage more advanced learning in schools to prepare students for the future? For example, more opportunities for students to discover what they want to do with their life and how to be better prepared. As part of Partnership Schools, schools focusing on catering to advanced or particularly gifted students can be established for those who need a more challenging form of study to prepare them for the fields they wish to pursue in their career. As far as students discovering what they want to do with their lives and being better prepared this
is a key part of delivering choice to parents and students so they can find a school that best suits their interests. Student Education Accounts will also follow a student after their school years so if they do change their career direction they will be able to continue to use their remaining funding. 4. What will you do to ensure students care about their learning and are taught at their level? One of ACT’s biggest achievements has been the establishment of Partnership Schools as part of the education system. These schools give parents to ability to choose the right school for their child’s needs. If they require a special academic environment the Partnership Schools model allows for these types of schools to cater to specific needs teaching students in an environment that makes their coursework applicable to
them. Parents choosing the right learning environment for the student will help get the best academic results possible. 5. How will you ensure students have a strong educational future they have control over and make their own decisions about? ACT’s plan for a world class education system through Student Education Accounts will give every learner the control over how, where and what they study. The tertiary component will allow school leavers who do not wish to study immediately to hold onto the funds in their account for lifelong learning. At retirement age, any funds still remaining will be converted to cash for their retirement. We encourage everyone to read our full education policy available here: https://www. act.org.nz/education-policy
1. How will you ensure all students are who are unable to access specialist attention opportunities for students to discover what treated appropriately while still allowing because we have been unable to entice these they want to do with their life and how to students with specific learning disabilities/ specialists to live in their town or area. By be better prepared. challenges and those with advanced bringing the specialists to the child say I am interested in what age you are thinking once a month, training a local teacher aide of when you ask this question. I will learning skills to reach their full potential? Your question holds several questions. to support the child during the other three assume that we are talking from 15 onward Firstly you ask “how will you ensure all weeks of the month we can provide some – although careers advice weaves its way students are treated appropriately?” = what of the support that these children need to be through the New Zealand curriculum from 5 does appropriately mean? If you mean their best. years to end of year 13. Over the last three how will we ensure that all students are Finally you ask about those with “advanced years I have worked with Minister Hipkins treated with respect and have their diversity learning skills” – I am going to assume here on enhancing careers advice, providing more acknowledged (be that ethnic background, that you mean gifted students. Over the last resourcing for Gateway opportunities and gender diversity or whatever) then that three years in my work as Assoc. Education the development of the school leavers tool would be the work that I have been doing we have returned funding and recognition kit. I would have to say this however – to as Associate Minister of Education around for gifted students. We would build on truly know what one ‘wants to do with their bullying and discrimination. We would those initiatives from the last three years to life” one needs to first know what one does expand the use of the “anti-discrimination” continue to enhance support for this specific NOT want to do. This means taking different tool that was developed by the Ministry learning need. jobs to find those that don’t suit you, that you of Education post the terrorist attack in don’t like – this could mean taking a gap year 2. How will you support and fund public Christchurch. We would alter the Education before Uni or post-secondary study to work and private schools from decile 1-10 to Act 1989 so that I could require all schools or intern before choosing any study topics provide better sports equipment, resources to have an anti-bullying programme that that under the current system will still gain and safe facilities? includes student voice – at the moment under you a debt. Many of our students go straight the Tomorrows Schools model I cannot Again you ask several questions in one. to Uni without really knowing why they are require them to do so. We would financially Firstly the taxpayer does not fund private taking those courses or where those courses support the expansion of the “Student schools for their facilities, resources or sports might take them. Armies” volunteering kit so that more classes equipment – these are private businesses and could participate in local volunteering these assets belong to the owners/ proprietors 4. What will you do to ensure students care thereby building stronger relationships both of that business – the taxpayer should not about their learning and are taught at their fund their private assets. They do received level? between students and community. funding per child for teaching and learning. I cannot force people to “care about their Then you ask about those with “specific With regard to public schools – all facilities learning” – and I do not know what you learning disabilities/challenges” - this and resources in public schools are already mean by being “taught at their level”? Are would be my work around the Learning afunded by the New Zealand taxpayer. you advocating “streaming”?? To answer Support Delivery Model. We would roll out With regard to sports equipment there is an the first part of the question I would say the next tranche of Learning Support Coallocation in the operations grant of every that students need to be able to connect their ordinators to the rest of the education sector school for the delivery of this part of the learning to opportunities – to possibilities in 2022 – this would have given enough time curriculum but the New Zealand taxpayer that excite them – life is not all fireworks and for the first tranche of 623 Learning Support also funds millions of dollars to Sports happy days – there will be times that hard Co-ordinators to have perfected the job NZ who provide equipment and tutors into work and doing the boring bits just has to description and the delivery model with the schools to support sports. be done but if the end goal is obvious and Ministry of Education. We would also look to implement “Specialists without Regions” 3. How will you encourage more advanced the path from the boring bit to the exciting for those rural and provincial schools whose learning in schools to prepare students bit is clearly laid out then the student should students have specific learning needs but for the future? For example, more be self-motivated enough to stay the course.
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With regard to “taught at their level” – all primary school classes are multi-level – there is good evidence to show that this benefits all students – a trained and qualified teacher will know how to support those students that need support and extend those students that need extension – ensuring we have high quality initial teacher training is the best way to address this question. 5. How will you ensure students have a
– if I was to suggest anything to strengthen their confidence in their decisions it would be to ensure that they were informed of Again I am unsure of your question. All the consequences, that they mapped their students have control over their educational journey but recognised that they can alter future? They have the choice to participate that pathway – life is a highway with off and take the opportunities offered or not. ramps and on ramps, pot holes and barriers They choose subjects, they choose to apply – students need the confidence and support to themselves, they choose to attend school know that they do have the power over their or much around. They have control. And own future. every choice they make has a consequence strong educational future they have control over and make their own decisions about?
1. How will you ensure all students are treated appropriately while still allowing students with specific learning disabilities/challenges and those with advanced learning skills to reach their full potential? National is committed to supporting children with additional needs to ensure they are able to engage fully and receive the education they deserve. We have also announced that we will be reducing class sizes at primary schools. We think that having fewer students per teacher will allow each child to get more teacher attention and will enable more learning to take place. It should also result in teachers having more time to work with individual students to ensure they are all making progress and achieving to their potential. 2. How will you support and fund public and private schools from decile 1-10 to provide better sports equipment, resources and safe facilities? National will ensure that all schools are funded sufficiently to provide a high quality education for our students. We plan to invest in school infrastructure, including new schools, additional classrooms and sport and recreational facilities so that every child is able to learn and play in a fit-for-purpose environment. We also believe in targeting more funding based on need. In Government we began the shift away from the decile system towards a risk index approach that would allocate greater funding to those schools with more students at risk of under-achieving or other negative social outcomes. We were pleased that, despite some delays, the current Government came to accept our approach was a good one and are now implementing it (albeit under a new name, the equity index). We will continue and refine this approach to ensure that no matter where you go to school, you are given the opportunity to succeed. 3. How will you encourage more advanced learning in schools to prepare students for the future? For example, more opportunities for students to discover what they want to do with their life and how to be better prepared. National is proud that during our last term in Government we were able to invest in ultrafast broadband and to deliver all schools in New
1. How will you ensure all students are treated appropriately while still allowing students with specific learning disabilities/challenges and those with advanced learning skills to reach their full potential? Labour is committed to providing opportunities for all students to thrive and succeed. We have worked hard since 2017 to boost education across the board, making it fairer and ensuring it meets the needs of all learners. That includes those with additional learning support needs, who are benefiting from significant funding increases to start to rebuild our learning support services, including learning support coordinators based in hundreds of schools across the country, and to finally
Zealand access to fast and uncapped internet connections. As we’ve seen recently, there is still a digital divide in this country, but it is our belief that students and schools should not be disadvantaged by geography or the cost of data. We will continue to build on this approach to digitally upgrading our education system, and we will work with teachers to ensure the curriculum is fit to prepare students for the future. We also want to ensure students have the career information they need to ensure they are thinking about their future career early on, so that they can make the best decisions about how to prepare for it. 4. What will you do to ensure students care about their learning and are taught at their level? We want to provide parents with options about the type of education their children receive. Like the rest of us, students are diverse and not every approach will be right for all. We believe that if students have at least some choice about the type of school they attend and the educational philosophy and approach that is taken, they are more likely to find a good match to their own learning style. A good match between student and school will lead to more engaged students and better educational outcomes. 5. How will you ensure students have a strong educational future they have control over and make their own decisions about? For students to be in a position to make decisions about their educational future, they need to have real options and opportunities to choose from. We know that for some, this already happens. For example, the student who finishes NCEA and is able to decide which University to go to or what degree to take. However, there are still far too many students who disengage with the education system at an early age, who don’t finish NCEA, and have few educational choices to make. National believes that investing more at an earlier age, including through smaller class sizes and more resources for those most at risk of disengaging, is the best way to ensure more students have real, meaningful choices to make as they move through secondary school and into tertiary education.
providing pay equity for teacher aides. 2. How will you support and fund public and private schools from decile 1-10 to provide better sports equipment, resources and safe facilities? Many of the school buildings across the country were old and needed upgrading when we came into office. In past years, schools had to defer those upgrades in favour of spending their property budget just to meet basic health and safety requirements. That’s why we funded a one-off cash injection of up to $400,000 to fast track school upgrades, for almost every state school in New Zealand, supporting our schools through the biggest capital injection
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Aspirations in a complex world continued for school maintenance funding in at least 25 years. We’re also reducing the cost of education, taking the pressure off parents and supporting schools by providing $150 per child to schools who don’t ask parents for donations and removing NCEA fees, benefiting more than 145,000 households. 3. How will you encourage more advanced learning in schools to prepare students for the future? For example, more opportunities for students to discover what they want to do with their life and how to be better prepared. We know it’s important for kids to prepare for life when they leave school, which is why we created the School Leaver’s Toolkit and will continue to roll it out. This toolkit will help kids get the core skills and knowledge they need to help launch their post-school lives. It’s important to prepare young people, so they have the skills they need and can avoid common pitfalls that can easily trip them up. That’s something which is too important to leave to chance. The toolkits include information on moving out of home, getting a job, money and tax, government and voting and more. It’s designed to support
students with practical information, and provide teacher with tools and resources needed to integrate the learnings into their local curriculum. We will also continue work to make our senior secondary qualification, NCEA, more robust, consistent, inclusive and accessible. 4. What will you do to ensure students care about their learning and are taught at their level? We responded to calls that our kids needed to know more about our history and identity, and have made a commitment that New Zealand History will be taught in all schools and kura by 2022. We’re making sure that future generations understand the many paths our ancestors walked to bring us to today. We have also listened to educators and scrapped National Standards as soon as we came into Government. Progress is still reported, but kids are no longer measured against arbitrary National Standards. We knew that schools and parents had lost confidence in National Standards – they were too narrow, neither national nor standard and did not do what the previous National Government told us they would do. Focussing on progress across the curriculum
means that learners have the support and opportunities needed for their own learning. 5. How will you ensure students have a strong educational future they have control over and make their own decisions about? We will make sure New Zealanders are taught the skills needed to make their way through and adapt to a changing labour market. The world of work is changing and it’s important that our education system keeps up, especially in our post-COVID world. We’ve strengthening our careers guidance system including a practical Job Hunters’ Handbook. We’re assisting the country to recover from COVID-19 by paying the costs of learners to undertake vocational education and training through to the end of 2022, in any apprenticeship and in other targeted areas of study and training that will give them better employment prospects. And we will provide temporary financial assistance for employers to retain and support their apprentices. We’re also making changes to vocational education to tackling its long-term challenges and create a strong, unified, sustainable system that will provide the opportunities to improve the skills or all New Zealanders.
Growing leaders for tomorrow RUBY MURPHY outlines leadership qualities helping to build the path to ensure women can take advantage of their skills and rise to the top in our communities.
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any years ago, people thought women were not capable of being leaders. Today, things are different. Women have shown the world they have the same rights and skills as men. The New Oxford dictionary of English defines leadership as the action of leading a group of people or an organisation. Leadership inspires people, empowers people, and leads change. In 1893, Kate Sheppard showed the world women should have the right to vote. She was a leader. It was Rosa Parks’ brave ‘No’ that began a change to segregation laws. She was a leader. It was Jacinda Ardern who showed the world she cared, after the Christchurch mosque shooting in 2019. She is a leader. These are just three of many female leaders who have made a difference. There are lots of different traits people need to be great leaders. Some of them are honesty, caring, respect, resilience, positivity, communication, and being a good decision maker. I believe Jacinda Ardern has good leadership traits. In 2017, Jacinda Ardern became the country’s youngest prime minister, at the age of 38. In
2019, Suzanne Moore wrote an article about When she said the country was going to Jacinda, and she described her as a lioness. move down a level, we almost always did. The title was: Jacinda Ardern showing the And when we didn’t, it would be for a good world what real leadership is: sympathy, love reason. and integrity. In fact, many of the countries doing well This was related to the Christchurch terrorist through Covid 19, have women leaders. This attack in 2019, when she showed empathy proves girls are rising to the top. and support for the Muslim community. Her Another important thing as a leader, is to photo was even on a skyscraper in Dubai. be positive and bright in any bad situation. Jacinda Ardern really cares about people. Being Being caring and compassionate towards motivational and being able to set the people is a great trait to have. Leaders also atmosphere every day creates a positive need to be good decision makers. They need environment around you. to know what the consequences of their decisions are likely to be before they make Whenever Jacinda spoke to the nation, it made me feel positive things were going to them. get better. Some people are naturally good During the coronavirus pandemic, Jacinda leaders, but that doesn’t mean you can’t Ardern had to make good decisions to decide develop leadership skills over time. when to move down or up a level. She had to listen to others, and hear their opinions, Anyone can become a leader, by giving things a go, and being confident to stand up before she made the final decision. for what you believe in. You could start by Accountability is necessary because even being a school librarian, class councillor, or a prime ministers need people to help them be patrol leader in girl guides. You never know, better leaders. It also means to take ownership one day you could be a prime minister. and responsibility for their mistakes. At Flanshaw road school, our motto is: I think Jacinda is trustworthy because she ‘Growing leaders of tomorrow’. I like this, follows up on her promises. because it helps me to remember to never For example, New Zealand needed her to give up, give things a go, and always stick to lead us through Covid 19, and we needed to what I believe in. trust her to make the right decisions.
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