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Learning Auckland, established 2012 Issue 2, June 2015

Publisher Education Today Limited PO Box 22321, Wellington 6441 New Zealand www.educationtoday.co.nz ISSN 1175 9240 Advertising For rate card, media specs and general enquiries phone 04 499 9180 email production@educationtoday.co.nz

02  tertiary tips from an old new hand 03  worlds apart 04  dirty deal 05  what's for lunch 06  new science site goes live 07-15  fresh: the junior edition 08 - 09  artist profiles 16  youtube star makes machine madness 18-19  imigining urban living 20  kid explorer q&a 21  book review: Love our ocean

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Cover Our cover art is the winning entry from the Paterson Burn Art Competition, painted by Emma Savage (13) from Hillcrest High School in Hamilton. Emma was inspired by impressionist artist Guastave Caillebotte who liked to paint everyday life including people working. She painted her sister doing the dishes concentrating on the way light effects water and glass. Learning Auckland is produced by Education Today to tie in with the Learning Auckland Accord, Whakakotahitanga te Ara Mātauranga, as part of a wide range of collaborators working together for a shared goal. Education Today and Learning Auckland are independently owned and promote creative, stimulating thoughts and ideas for the benefit of students and educators. Contributions to Education Today and Learning Auckland are welcome, and contribution guidelines can be obtained from production@educationtoday. co.nz. Photographs are also welcome, and where applicable must include appropriate permission signoff from parents, students, and school principals. Photos need to be sent as minimum 1MB jpeg attachments. Sign-off form and format information is available on the website or by email. The Education Today and Learning Auckland website homepage also publishes student artwork which does not require sign-off. Artwork copyright remains the property of the student and it is accepted that artwork is submitted to be shown on the Education Today website with the permission of the students. To submit artwork, see the website or email production@educationtoday.co.nz Learning Auckland and Education Today content is copyright, but may be published elsewhere after gaining consent from the publishers. All care but no responsibility taken for loss or damage. Opinions expressed in this magazine are those of the writers.

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GUEST editorial - JUNE 2015

Speaking success KHAYLITSA LOLOHEA of St Pauls College gives praise and thanks where it is due. Being a Pacific Islander, I know, statistically, do it. But the one thing I had was my family’s Pacific Islanders are achieving below average support. and I know we can do better. My family would praise me for every little thing. I also know the difference starts at home. I remember playing my first rugby game. I was Growing up, I was always told I was smart terrible, but I made one tackle, just one, and and I was going to achieve a lot later on in my dad was proud. Sort of. life. I am not that special, of course, but Every failure was quickly dismissed by family I certainly felt like I could do good things. so I could try again. When I was younger, I I was not in a wealthy household; barely remember watching my cousin ride his bike. paying the bills and having just enough food When I tried, I kept falling off but my aunty every week. I was never in a very good neigh- kept telling me I could do it and after days of bourhood; surrounded by children playing failure, I could ride. I think my cousin was six barefooted on the dirty streets and adults play- years old. I was 10. ing loud music and drinking beer. I was never To a younger me these things seemed trivial in a naturally motivated state of mind, think- but I had no idea they would have a positive ing I wasn’t good enough or that I just can’t impact on my life.

Challenges ahead of me are obstacles I believe I can overcome because of the words my family said. Awards I’ve earned fill my room now, some given to me by my family just to reassure me I can do it. Tough times are not a burden for me because my family is willing to carry it too. I want to thank my family for their continuous support, for the love they’ve given. I would not be as I am today if it weren’t for my family. ‘Oku ou ‘ofa atu kiate kimoutolu, famili, he ko kimoutolu moe ‘Otua na’a mou ngaohi au koe tangata ko au he ‘ahoni. Family is a value important to many Pacific Islanders and it pains me to see us fall when a family’s support is the key to success.

APPEAL: Help a school Nga Kakano Kura at West Auckland is asking for support to help complete a new Year 4 – 6 classroom. The little school achieves excellent results in a challenging environment, and donations can be made directly via online banking to Nga Kakano Kura: 03-0155-0433679-00 The school is a charitable trust and can provide a receipt with a charities number if required.

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STUDENT VOICE.

WRITING * ART * PHOTOS * IDEAS

We publish student writing, art, photographs and ideas. Send material to: production@educationtoday.co.nz or call 0277344756 for more details. Education Today can provide a permission form where photos and interviews of students require principal and caregiver signoff. www.educationtoday.co.nz


STUDENT VOICE.

Tertiary tips from a new old hand

Now at the University of Otago, MATHEW DITCHBURN sheds some light on the steps towards university, passes on tips and tricks picked up along the way to help with the move into tertiary education.

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ertiary education is a daunting thought.

For many year 11s, 12s and even year 13s you will still not know what you want to do as a career, yet you are being forced to make a life-changing decision on what to do after school. Should I attend university? Should I do an apprenticeship? Should I go straight into work?

Before I start trying to give advice, here is a little background. I studied NCEA at Massey High School, and got Excellence Endorsed in levels 1, 2 and 3. I attended the University of Auckland last year under the young scholars program, and did a Politics and the Media paper. This year, I have flown down to Dunedin to study a double degree in Law and Commerce majoring in Economics at the University of Otago. My favourite subjects in school were English, Statistics and Media Studies, and my least favourites were Biology, Chemistry and the Social Sciences. Admittedly, I spent very little time studying, which was prioritised under friends, sports, computer games and even cleaning my room. I made the decision to attend university around year 10. However, I changed my mind about 600 times on what I wanted to study, and am still changing my mind even though I am now here. The decision I prompt you to make early is the choice on whether or not to attend university. It is expensive, difficult and stressful; but it is also fun, social and useful to many career paths. You don’t have to be an excellence student at school; you just have to be passionate about a subject or a career. The first thing to ask yourself is “am I interested, and why?” Being able to answer this in more than six lines is a good sign you are on the right track. If you don’t know what papers to pick, talk to a careers advisor for a university that takes your fancy. If you’re still at school, see your careers advisor or a teacher in the subject that interests you, as often they will provide the most valuable advice you can get.

Matthew Ditchburn is on his way. The halls of Otago University stand proud behind him.

The one thing a tertiary student can’t have is enough financial assistance. Scholarship applications also love extra-curricular activities, as it shows well-roundedness and participation. There is only one rule of scholarship applications; if you think you could be eligible, apply. The only guaranteed way not to win is by not being in the draw.

“You don’t have to be an excellence student at school; you just have to be passionate about a subject or a career. The first thing to ask yourself is am I interested, and why?”

The third thing I would take into account is that every university caters to different people, different subjects and different styles of learning. Do your research on your subject and find out which universities offer the best education for If I could do one thing differently at school, it would be to have tried harder in year 12 exter- you. nal examinations. What I found was that I had I chose the University of Otago because I done well in year 12, but had not performed to liked their system of teaching the Law degree, anywhere near my best capabilities. and really liked the compact-ness of the city This is my first piece of advice to Year 11 and that revolved primarily around student life. 12 students. If you are doing NCEA, aim for 80 Finances are a struggle, but I wanted the best Excellence credits, if you are doing Cambridge, possible university experience. You are only aim for A and A* marks. I know it sounds like a young once, so make the most of it and go lot, but when you complete scholarship appli- where you want to go, not where others think cations in Year 13, it will be your greatest asset. you should go. Also, look at which university

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employers are taking graduates from your study area, and why this is. My final piece of advice is to take up every opportunity you can to prepare yourself for the outside world. Whether it is that boring summer job that reduces your social life, that Curriculum Vitae (CV) seminar that your school offers at the worst possible time or any other useful tool you are presented that could add to your knowledge base. A summer job is great for your CV, and gets you a much important slush fund for when you leave school. Attending the young scholar’s programme adds to your knowledge base and gives you a taste of next year. CVs are the most important thing to get you considered for a job. A full CV means that you actively participate, a quality that employers love to see. Get into sport, music, performance and/or volunteering, all of which looks great on a CV and is fun. Another thing to do – especially Year 12s and 13s – is to create a LinkedIn with your achievements. Put your A*s, your Excellence endorsements, your scholarships and your non-academic achievements up there and build yourself a profile for employers to admire. The step you must take when looking at tertiary education is more of a giant leap into the darkness, but is one that I highly recommend. Make that extra effort in year 12 exams for your CV and your scholarships. Do the research on which University is right for you and prepare for the real world however you can.


STUDENT VOICE.

An isolated musterer's hut near Frances Morrison's central Otago home; below, Frances, centre, and some of her city friends.

Worlds apart FRANCES MORRISON describes her contrasting social life in central Otago and Auckland.

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efore I go back to Auckland, I’m a big So when I’m by myself or if I’m bored I go Christian, then I enter Auckland and eve- on Facebook and Instagram and I check my rything changes... Snapchat and I reconnect with all my Auckland My social life is a strange one on the farm with friends. I have a personal Instagram for all my all my Christian friends. I become really good, close friends so I can express my feelings withbut when I’m in Auckland I turn back to the out people judging me. It helps me to get my person I wish I never had become. Now before feelings out. judging, let me explain. But if it’s too personal I talk to my best friend When I return to En Hakkore, Central Otago, Lexi Chapman Ashby, her family is my second from Auckland my aunty always makes sure family so it’s easy to tell her stuff and she she reads the Bible to me. So I turn back to the knows what to say. person I always wanted to be. Facebook is good because when I’m feeling My social life in En Hakkore is great; we don’t homesick I can ring my mum for free, I can ring leave anyone out if we play games. On Fridays my friends for free as well. we have youth group where all the children in the community come together and play games, As I step from the plane in Auckland, I see my then we have Bible study and study about God. dad there waiting for me and its one of the best

Also we help each other out in the community things ever. jobs like wood, potatoes, mowing the lawns, But as I start adjusting back to Auckland my doing the farm work etc. views about God change. My mum Jenny Every Sunday we go to church and praise God. Singh, my big brother Kent Morrison and my And we have a shared lunch where we can talk little brother Lloyd Morrison don’t believe in to each other. God at all, none of I enjoy hanging with everyone here, its lots of my friends believe fun. But I don’t find it as much fun, because in God as well. So I we live far away from the city and my aunty is almost forget about really picky with my friends in Ranfurly, as she God and enjoy myself in Auckland. But I tell and my dad want me to have good friends. On Saturdays I stay in bed till like 3pm because my dad about God so there nothing really to do. But I guess it’s he will go to heaven good sometimes so I can have a break from it’s a struggle because he takes it as a joke everyone. sometimes. Christian life gets too much for me as I’m still sorting my life with Jesus. I’m into boys and My social life in stuff and my friends here are not really so it’s Auckland is good to hard to ask them for advice. They have good me at the time but advice but they don’t get it, because they have my family can see I’m been taught something that I go against. But doing bad things. But I that’s when Facebook comes in and it’s helpful. don’t listen, I just have EducationToday.co.nz 

fun. And I don’t want to change because I won’t fit in with my friends and I won’t have as much fun. Me and my friend Skyla Smith have an inside joke about $5 McDonalds meals - whenever we go into Auckland city we get the $5 meal. I also have a boyfriend so its good to see him again and we hang out which is nice. In Auckland I go see my friend Lexi, her family is less strict, it is so much fun. I don’t stay in bed till 3pm in Auckland because I have so many things to do, since I only come back for two weeks. My dad and mum only like some of my friends, but I wouldn’t change them for the world because they have been through so much with me. In Auckland I can act myself which I like the best, I can be myself around my friends and family. I don’t go to parties yet, my friends do. So I still have boundaries when I’m in Auckland which keeps me in line.


STUDENT VOICE.

Dirty deal

Flanshaw Road Primary School’s CAITLIN RUSHTON gives her opinion on pollution and offers solutions.

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ave you seen the amount of rubbish - spoiled drinks, half eaten KFC and empty packets lying around in the streets, in houses, and in school?

I have and it’s disappointing. There are lots of different ways of polluting and also different types of pollution. One that really bothers me is when soap and rubbish go down the drains and into lakes, rivers, streams, and even the ocean. All the fish in the water get sick and die from all the rubbish going into their home. Come on people, have some respect for the oceans and the fish.

Another thing bothering me is when people grab all their rubbish and burn it, which causes the air to become polluted. Air pollution affects people, animals and plant life across the globe. Every time we inhale, we carry dangerous air pollutants into our bodies. These pollutants can cause short-term effects such as eye and throat irritation. More alarming, however, are the long-term effects such as cancer and damage to the body’s immune, neurological, reproductive and respiratory systems. We may forget about our rubbish once it’s in the bin but once it’s made the journey on the rubbish truck to the dump it’s still a problem. It stays there. It leaches in and poisons Mother Earth.

water contamination followed by regulated improvement. Cars may be fun, useful, and profitable, but except for shiny exteriors and new smelling interiors, they are not clean. Cars have long put millions of tons of dirt and bad chemicals into the air and water. This trend has been led by consumer

“Everyone needs to realise what is happening to poor planet Earth”

exercise and fresh air in the process.

Riding the bus, train, or subway is another great demand followed by profiting manufacturers, way to avoid using your personal vehicle and reduce carbon emissions. If you have access oil companies, and government inaction. to good public transport, take advantage of it. Stopping pollution is important for the survival Since you won’t have to worry about keeping of our planet. We love Earth and we depend on it. Signage is an excellent way to stop people your eyes on the road, you can take advantage from polluting. For example, at the beach I of the time to read, catch up on news, or just often see signs warning about pollution and relax. telling people to use the bins. It’s important to Making lots of little car trips over the course of pay attention to signage. a few days contributes more pollution to the One possible way to ease car pollution may environment. Instead of running your errands be to stop using your car for short trips. If the over a few days, try to consolidate them into weather is nice and you don’t have too far too one round trip.

Another form of pollution really difficult to stop is car pollution. There have been many car pollution facts recorded in the last 100 years. The go, consider walking or riding your bike. You will Everyone needs to realise what is happening history of car pollution has been one of air and help reduce air pollution and you will get some to poor planet Earth.

Owning your school KEA CHURCHILL (top right) and KAYLA McSHANE from Flanshaw Road Primary School show how to make good schools even better.

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f you think your school is perfect and you couldn’t do anything to improve it, you’re wrong and we’re going to give you some ideas on how and why you should improve your school.

you could play by yourself.

If you have no money to pay for a pool you could do a bit of fundraising - you could organise something like sausage sizzle day or a mufti day because that is fun way Wouldn’t you love a pool at your school? It’s a perfect to get money. way to cool down after a long run or a sunny walk. We You could also fundraise by washing people’s cars or by have a pool at our school and it is great fun, we do heaps selling chocolate or doing just a little thing that people of fun stuff in it like swimming races and free time to just will enjoy and pay for. play and cool off. It’s also nice to fund raise for someone else, or a cause. Every year our school gets swimming teachers in to Every year the student council at Flanshaw Road Primary teach us how to swim or get better at swimming. You thinks of a cause to fundraise for like people suffering may be thinking why we don’t just go down to the local blindness or deafness. We each bring a gold coin to pool, but you will have to pay and also have to put up school to wear mufti. This year we will be fundraising for with everyone else that comes. If your school had a pool allergies or child cancer.

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STUDENT VOICE.

What’s for lunch?

CHANTAL FITISEMANU from Flanshaw Road Primary School joined the student editorial group recently and filed this message on learning and nutrition.

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child stands alone.

He shivers from the cold breeze whooshing past that he can feel through the rips of his faded uniform shirt. His body is weak as he walks with his feet against the cold concrete. This is the reality of our kiwi kids who go to school every day with an empty stomach.

Sometimes kids don’t get food because parents aren’t managing their money because they might be smoking or on drugs. I think the government should provide free night classes for managing money or how to get off drugs and smoking.

I also think some parents should have a financial adviser to help with decisions. So if you’re Over 260,000 kids go to school without the on drugs or smoking, please stop and think basics and it is time we made a change, and about what you should spend your money on you always have the chance to be a hero by your kids or something that is bad for you. donating food. Twenty-four per cent of New Donations are a must for our kiwi kids who Zealand children are living in poverty. Without have no lunch. You can help by donating at food our kiwi kids won’t get enough nutrients, www.kidscan.org.nz. Much food is wasted weekly and that food can actually help a kiwi which can affect their learning. I know for myself that having a good lunch can kid instead of it going to waste. Think about make me participate in most physical events how you could donate food to help kiwi kids. Is but if I don’t get enough nutrients I could keep it your time to be a hero today? From a bag of bread to a can of food you could save a kid’s collapsing and not participate in events.

life. Is it your time to put a smile on the face of a child? Too many kids go hungry and its time we made a change. If you can’t feed a hundred people, then feed just one - Mother Teresa

2015 Online Courses in Modern Learning, Google, Te Reo and Pasifika

emphasis on embedding change in practice. Courses in 2015: • Modern Learning Technology • Modern Learning Practice • Collaborative Google World • Te Reo Manahua Māori • Raising engagement and achievement for Pasifika learners

Register online for Term 3, visit

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“if you’re on drugs or smoking, please stop and think about what you should spend your money on - your kids or something that is bad for you?”


Benjamin Himme and Emma Newby; below, Olivia Gordon, left, and Caitlin Blewden.

innovation New science site goes live C

lever chemistry between Carmel College science teacher Benjamin Himme and programmer Samuel Crookes has produced a website generating science teacher collaboration across the country – and across the globe.

“The project started as a partnership with Samuel Crookes. He’s a programmer who wanted to give back something to the community,” Benjamin said. “The project has grown over the years and we now have several teachers involved and growing interest. The website is a platform to encourage collaboration. It’s a place where teachers can share resources and those who are interested can even edit, restructure and develop the site content.” All the content on the free-to-use site is organised into a branching tree of knowledge. Each scientific idea is represented by a leaf within this tree. Each of the leaves can be tagged as relevant to different curricula.

“Pathwayz makes me excited to study. It’s so handy to have all of my science notes in one place. I love having everything I need to know for science in a mind map”

“This means we can restructure or generate a tree to suit different curricula. Teachers can also create custom learning pathways by specifying a unique sequence of ideas for their -one that suits their curriculum or course,” your learning and can be used for many things,” classes to follow,” Benjamin said. Carmel College student Olivia Gordon said. Benjamin said. The site currently includes complete cover“Pathwayz makes me excited to study. It’s so “We have some really exciting stuff planned for age of the NCEA level 1 Science externals and handy to have all of my science notes in one the future, but to develop it further we need Level 2 and 3 Biology externals. place. I love having everything I need to know more people involved.” “Material for senior physics is in development for science in a mind map,” student Emma “The site is for students too. We sent stickers and we hope to cater for elements of the Newby said. to most schools in the country with a wee Cambridge curriculum soon.   slogan “study like ninja”. I guess this is a more “Pathwayz is a great, easy to use and informa“I’ve always felt that different curricula and modern version of the maxim “work smarter tive website that I would highly recommend. It courses can act as a barrier to collaboration. As has great and reliable information presented in not harder”. teachers, we tend to organise content accorda fun and interesting way. To help students get ing to our own courses. We use text books and “There are plenty of other sites out there with even more out of the experience there are also resources structured to a specific curriculum. notes and videos, but it’s difficult for student to videos attached with more information. This narrow it down to what’s relevant. is a great website I have loved using, and I’m “Ultimately, this means we often operate in the relative isolation of our own classrooms, “The tree structure is also supposed to help sure many others will too,” Caitlin Blewden schools and curriculum. We wanted to break students learn ideas in a logical pathway. If said. they are struggling with a concept they’ll be down some of these barriers. Links able to see what prior knowledge is required,” “Any content added to Pathwayz goes into a • www.pathwayz.co.nz • To contribute to the site: Benjamin Himme, single underlying ‘tree of knowledge’, but each Benjamin said. teacher sees it from a different perspective “I think the website is a great way to add to

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022 635 2284 / bhimme@carmel.school.nz


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comics in education

Comic capers Alfriston College continues to provide useful insight in to the part the disciplines around comic art and storytelling can play in student achievement. Deputy principal STEVE SAVILLE describes their approach.

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he development of meaningful collabora- that idea by a set deadline. tion and fluid groupings of learners quickly The real challenge with this group was that became a feature of the class … in the past I was working with learners who The way learners learn and the delivery of already had the passion for comics and most learning at Year 9 has undergone a huge reim- had a good knowledge regarding how comics aging at Alfriston College in 2015. worked. Many were also accomplished artists Single core subjects have been replaced by an and also highly imaginative. integrated approach called authentic learning This time the class were all Year 9 learners; where skill mastery is prioritised over the mere they were new to secondary school and had delivery of pure content. a wide range of abilities. A couple were obviOut went the concept of one class, one room, ously talented but most, to put it bluntly, were one teacher and one subject and in came a not far beyond drawing stick figures. more flexible and personalised approach, cater- Anticipating this meant that I had prepared an ing more for learner need. extensive course outline available as a google Part of this ‘brave new world’ has seen the tra- doc to the class. They had full access to ipads ditional concept of options at Year 9 replaced to use the course outline and the related tutoriby ICI classes. ICI stands for ‘imagine create als and links. They could also trawl the web to innovate’, where options could reinvent them- find tutorials best fitting their own needs. I was selves into a more modular, product based confident I had provided enough in the way of entity and also where the opportunity was resources without swamping them. provided for more creative and imaginative I probably spent too long on these tutorials, options to be offered. and on reflection the outline would have been An ICI class lasts for one school term. One of better used as a resource they could refer to the key concepts here was the desire to take when and if they needed specific assistance learners on a journey from play to passion and guidance on a particular aspect of comic through to purpose. This was the natural place creation. Trying to get the whole class to go for me to further investigate the validity and through an introductory stage at the same role comic creation can play in a modern edu- pace was not fuelling their creative juices. cational environment. Once they provided me with evidence of their For several years now I have been encouraging students to create comics as a valid outlet for their creativity. Most of these situations have existed as a type of school club alongside their traditional subjects, or as a ‘virtual’ class. This was my first real opportunity to see how comic creation would operate as a ‘class’ in the traditional concept of what a class is.

scripts, character profiles and other necessary preplanning documents, and once they had gone through enough of the course outline to gain a basic understanding of layout, character design etc they were cut loose to work on their own comics, and I slowly transitioned from a teacher to an advisor to an editor.

What worked well was that some of their comics were artistically sound and some had a good narrative structure, and on rare occasions some had both. Some learners struggled with all of this and were reluctant to commit to final copies as they were aware of the shortcomings evident in their work. They didn’t lack ideas but some were frustrated at their artistic limitations. Most were able to move on and produce comics with an interesting narrative making up for some of the rudimentary art.

“This was my first real opportunity to see how comic creation would operate as a ‘class’ in the traditional concept of what a class is” What I was pleased to observe was that the development of meaningful collaboration and fluid groupings of learners quickly became a feature of the class as learners would group with different classmates depending on what they were currently working on. In the same way I was lucky the classroom space was big enough for learners to work by themselves when they wanted to and in groups at other times, allowing for choice when it came to how individuals wanted to work during that particular lesson.

I found as the more adept creators progressed they tended to remove themselves from the The hope was they would play with their crea- group environments, and from me, as they The purpose was the same as it had been in the tions and through play find a passion which were comfortable with what needed to be past where learners take an idea and produce would lead to a purpose [a finished comic] they Continues over page... a publishable two-three page comic based on pursued with enthusiasm.

Life is a ‘toon Comic creator Linda Yang has been drawing for at least eight years and working in the comic creation class at Alfriston College gave her the opportunity to complete a comic for the first time. Linda found working through a comic project to publication stage extremely rewarding. In particular, inking of her original pencil work was a challenge but especially satisfying when she saw her finished product. Linda draws her inspiration from her wide reading of a variety of genres and her love of manga comics. She is also influenced by her keen observation of life and is often inspired by what she sees and hears around her as she goes through her everyday life. This helps her develop an awareness of dialogue, apparent in her comic work. Her wide reading means she is well aware of how to structure a story it is developed and has the appropriate pace to keep a comic reading audience interested. Still a Year 9 learner, Linda is another one to watch for the future. - ET

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Alfriston College comic artist Melissa McDonald-Swears, right; below, Mareko Tupaea-Petero, centre, workshops his cartoon idea.

done and wanted to get on with it. In these cases my role was to offer advice on possible improvements and adjustments they could make to their work. Most of the class found the task challenging and the expectation they were to produce good finished copy was also a challenge to some of the group, while others thrived in this product based environment. It was a personal challenge working with a group without a prior grounding in comic art and appreciation, but the production of a finished anthology was only part of the ICI objective. As important as the finished product was the development of what are referred to as ‘twenty first century skills’, skills that are sought-after in the modern workplace. In particular the class gave learners the opportunity to develop ‘learning skills’ such as creativity and innovation, problem solving and communication and collaboration, and ‘life and career skills’ such as flexibility and adaptability, initiative, self-direction, social and cross cultural skills, productivity and accountability and responsibility. Not bad for a one term Year 9 class that drew comics. • EducationToday.co.nz 


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Events Jiwi Joseph Herscher brings cartoonist Rube Goldberg's wacky inventions to life.

YouTube star makes machine madness T

his winter, MOTAT will host Jiwi’s can also be experienced first-hand in MOTAT’s Machines, a comedy web-series created popular Welcome to the Machine exhibition. Jiwi’s Machines also introduces concepts like by YouTube star Joseph Herscher. Herscher plays Jiwi, a brilliant and hilarious friction, gravity, speed, distance, oppositional character in the grand tradition of physical forces, chemical reactions, and much more.

comedians like Buster Keaton and Mr Bean. “There is great synergy between Jiwi’s Funded by NZ On Air, Jiwi’s Machines pack- Machine’s emphasis on local science and ages Rube Goldberg machines, slapstick culture and MOTAT’s strategy to inspire the comedy and cool interactive videos into an innovators of tomorrow by showcasing Kiwi immersive online science experience for Kiwi ingenuity and technology in an interactive way” says MOTAT boss Michael Frawley. kids aged 6-11. Filmed in MOTAT’s exhibition halls, the set of Jiwi’s Machines will be visible to the Museum’s visitors where they can watch Joseph and his team build and test their machines and see the director and cast rehearse. This is not only a chance to see how Rube Goldberg machines are made, but also to experience how a series is prepared. Videos of Joseph’s other Rube Goldberg machines will also be on display.

“We are incredibly excited to have the crew onsite as they use everyday items to solve problems and demonstrate physics in action.”

During his time at MOTAT, Joseph will be running limited edition workshops - The Ultimate Machine - for school groups. Students will be challenged to think creatively as they design, construct and test their own Rube Goldberg machine from everyday materials using a Rube Goldberg machines (also known as combination of levers, pulleys, gears, inclined Heath Robinson devices) are overly compli- planes, screws wheels and axles. cated contraptions that ultimately perform very These workshops give students the opporsimple tasks. Each episode of Jiwi’s Machines tunity to meet Joseph, one of the world’s features at least one big machine, built from best-known Rube Goldberg machine creators, everyday items you’d find around a New and spend time exercising their ‘design and build’ skills while getting hands-on with the six Zealand house. simple machine types. Jiwi is a curious and loveable genius, prone to creating complicated Rube Goldberg machines Joseph enjoys filming at MOTAT, having visto make his life easier, much to the annoyance ited the Museum regularly since he was a of his sister, June, who never knows what new young lad (Joseph grew up just three blocks away). contraption is going to take over her life. Featured in each of Jiwi’s contraptions is one “It feels absolutely right to be building my (or more) of the six basic machines that form machines at MOTAT,” Joseph said. the building blocks of all mechanisms: the “And because we are doing it in one of the lever, wheel and axle, pulley, inclined plane, public galleries, we’ll actually be a live exhibiwedge and screw. These simple machines tion, which is cool.”

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Where can you see Jiwi’s Machines in the real world? During Jiwi’s Machines’ production period (mid-June to August 2015), the film set will be visible to MOTAT visitors. Due to filming conditions, members of the public will not be able to walk around the set, but they will have a great viewing platform from above. The actual filming of the episodes will take place after hours, but there will still be some on-set activity in the afternoons. Online Jiwi’s Machines will be launched in late 2015 online. Go to Joseph Herscher’s YouTube channel for updates. Jiwi’s school workshops ‘The Ultimate Machine’ at MOTAT • Monday August 31 • Wednesday September 2 • Friday September 4 • Monday September 7 • Wednesday September 9 • Friday September 11 • Time: 10:00 am – 2:00 pm • Learning Areas: • STEM – (Science, Technology, Engineering and Mathematics) with a design thinking focus • Years & Levels: Most suitable for (but not limited to) Years 7-10 • Bookings: Numbers are limited to 60 students per session and bookings are essential. Email bookings@motat. org.nz or call (09) 815 5808


Your museum is open 365 days a year…

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Imagining urban living

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the historic water community of Makoko, located on the lagoon heart of Nigeria’s largest city, Lagos. The project takes an innovative approach to addressing the community’s social and physical needs in view of the impact of cliThe top 32 projects from around the mate change and a rapidly urbanising African world will be on display and the 2015 context. International Award for Public Art (IAPA) Gap Filler - The Pallet Pavilion (South East Asia winner will be announced on July 1. and Oceania region): a temporary commuProjects as diverse as a floating school in nity events venue built from 3000 pallets by Nigeria, a restaurant serving cuisine from volunteers in post-disaster Christchurch. The countries the USA is in conflict with, an experi- visually engaging and dynamic space acted mental sexual politics initiative in India, and as a showcase for the possibilities of innovaa post-earthquake pavilion for the people of tive transitional architecture in a city ready to Christchurch, represent a selection of the rich, embrace new ideas. challenging, and divergent practice of public art. Jasmeen Patheja – Talk to Me, Middle East and The International Award for Public Art is a Central Asia region (pictured above middle): biennial search for the most outstanding the project emerged in Bangalore as an artisrecent socially-engaged art projects. The inau- tic and political response to the widespread gural award (2013) was won by Venezuelan harassment, molestation and rape of women. artist and architect Alejandro Haiek Coll, co- Talk to Me identified a stretch of road where director of design collective LabProFab, for women felt threatened and encouraged them the Tiuna el Fuerte Cultural Park project, an to set up tables and chairs, inviting the public to inventive and community focused redevelop- engage in conversation.  The project reframes memt of an abandoned parking lot in Caracas. perceptions of vulnerability, reclaims space for The 2015 conference, titled Cities in a Climate those who feel most threatened, and brokers of Change encourages dialogue about public encounters across social and gender divisions. art and the place-making practices contributing to the formation of ‘liveable cities’ with the Wallace Chang - Kai Tak River Green Corridor, creators of six of the finalist projects present- East Asia region: a project bringing environmental awareness and action to what used to ing their work. be one of the most polluted stretches of water The 2015 International Award for Public Art in Hong Kong, the so-called ‘Kai Tak Nullah.’ By finalists speaking at the conference are: staging participatory art projects along the river Kunlé Adeyemi - Makoko Floating School, during the 2011 Green Arts Festival, the proAfrica region (pictured previous page at top ject brought new life to the area, building ties left):  a prototype floating structure, built for between residents and the environment. global search to find the planet’s most outstanding public art will culminate at an awards exhibition and conference at Auckland Art Gallery and the University of Auckland on July 1 - 4.

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Josep Pujiula - The Labyrinth and Cabins of Argelaguer Eurasia region (pictured above right): for more than 20 years outsider artist Pujiula has created a series of towers, bridges, tunnels, walkways and cabins using trees and other natural materials near the river Fluvià in Catalonia, Spain. Undaunted by local authorities and the development of a new motorway, the project has became a monument to perseverence and much loved by the local community. Jon Rubin and Dawn Weleski - Conflict Kitchen, North America region: Located in a kiosk within the park surrounding the Carnegie Museums of Pittsburgh, Conflict Kitchen is both a restaurant and a socially engaged public art project. Serving cuisine from countries the USA is in conflict with, the project expands public engagement and creates awareness of the culture, politics, and issues at stake. Alongside the Cities in a Climate of Change conference, Tokyo-based artist Jun Kitazawa will create a socially based public art project in central Auckland during the 2015 IAPA. Kitazawa is an Elam International Artist in Residence who has established a practice working in collaboration with local government, educational institutions, business and local communities to develop projects which relate to everyday life. Links & info The 2015 International Award for Public Art Exhibition and Conference, 1-4 July 2015 • http://iapa2015.nz • Conference: The University of Auckland • Exhibition: Auckland Art Gallery Toi o Tāmaki.


Riley Hathaway (14) and her dad Steve filming an episode for their tv show 'Young Ocean Explorers'.

STUDENT VOICE.

Kid explorer Q&A ET interviewed RILEY HATHAWAY (14), a Year 10 Mahurangi College learner, who filmed the Young Ocean Explorers TV series with her dad for What Now and then turned it in to a book. We asked her how she juggles a busy school life with her passion projects. What do you hope to achieve with your the ocean is. If I wasn’t to do this I would love water, or scared of anything for that TV series & the new book (see review to become a house designer. Also I’ve always matter? on opposite page)? wanted to help orphans in third world countries. Yep I am still scared of things in and out of I really hope we can inspire kids to love our Do you know how you will achieve the water, but you’ve just got to think that the ocean and to protect the amazing creatures in that? Which Uni to go to for example? actual posibility of something bad happening to it. Well to become a designer I would have to go you is very small….. for example you are more That is cool that you are sending a to uni, but I don’t know which one yet. But if I likely to be killed by a household appliance than free copy of the book & a dvd of the am still able to do Young Ocean Explorers, or a shark. Try to enjoy looking at the beautiful things you can see, instead of thinking about show to every school in NZ & the Cook other stories about the ocean I would definitely the scary things in your mind. Islands too…how are you able to do do that. I love going on adventures in the ocean In terms of our ocean & ocean that? and sharing them with others. life, do you have a message for our We ran a Kickstarter project and had help from With all the excitement that went on Government? the Bobby Stafford-Bush Foundation to help us during the filming of the show, how did pay for it. you keep up with your school work? We should treat everything that lives underneath the surface of our ocean just as Did you have to overcome any fears to Any tips for managing such a busy importantly as anything on our land. Scientists teenage life? make the series & how did you overestimate that around 70% of our native wildlife come them? I am actually not that organised...haha, somelives under there. So we really need to take Yep…. Haha I hate crabs because I was once times it can be a last minute rush, but I am extra care to look after our ocean. nipped by one. So for our kelp episode dad keeping up with it all and I don’t miss too much If you could shed some light on somemade me sit in the ocean with kelp draped all school, well I try not to at least. one doing something positive right over me, YUCK! I overcame my fear by focus- What are your favourite subjects at now, who & what would that be? ing on the beautiful fish around me. And I am school? getting way more confident in the water now I love art, it’s so much fun designing things and Samara Nicholas - EMR - as she is getting kids in NZ into the ocean to experience our amazing which is a really good thing. drawing and painting. I enjoy Social Studies marine world for themselves (often for the first What do you want to be when you and learning about history. We’re also currently time!). She is amazing! Also, Madison Stewart grow up (that is, if you aren’t already learning about how to be entrepenuers, which (Shark Girl) - facebook.com/Shark-Girl - for her doing what you want to do!)? is fun. work in raising positive awareness of sharks I really love what I am doing now, I enjoy tell- Do you have any words of wisdom for and getting people to appreciate how amazing ing people (especially kids) about how beautiful a young person who is scared of the these creatures are.

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book review

Adventures underwater Title: Love Our Ocean Author: Steve & Riley Hathaway Design: Morley Design Group Illustration: Jamie McDell Photography: Richard Robinson Publisher: Underwater Promotions Ltd ISBN: 978-0-473-30922-0 Price: $29.95 RRP and one free copy + dvd to every school in New Zealand & Cook Islands Publication date: February 2015

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oceanographer who has been filming underwater for two decades, and he has a pretty big smile himself. Across ten episodes they highlighted their favourite animals and ecosystems, and got experts in those fields to appear on each show. The book has a chapter dedicated to each episode made featuring a Q&A with the expert who contributed to that show. Just like the series it showcases aquatic life through the use of Riley’s youthful yet articulate language. The pages are covered with incredible photos taken during the filming of the show, and layered with beautifully fun design elements, and illustrations by singer/songwriter Jamie McDell – who introduces the book.

ove our Ocean is the book version of the TV series Young Ocean Explorers that aired on What Now in 2014. Kids all over the country got to learn more about our underwater world from the eyes of 12 year old Riley Hathaway. Teachers across the country latched on to the Quite often adults are interpreting and show, and used it as a tool in the classroom creating learning tools for students that to educate their students about the ocean and just don’t quite appeal in the way they ocean life. hope. This book, coupled with the dvd experiStudents of all ages, and even pre-schoolers, ence, has been lovingly inspired and heavily were hooked on the show because the host influenced by a 12 year old kiwi girl from Snells was a kid, and she used teenage language and Beach, and it is being picked up and used by her jokes and her smiley, energetic nature to convey peers right across the country to inform, eduher love for the life beneath the waves. And cate and excite. Steve, Riley, and the team that she was doing things that most kids dream of brought the project to reality will be distributing doing – swimming with sharks and dolphins and both the book and the dvd free to every school whales. She’s the Bindi Urwin of NZ. It certainly in New Zealand, as well as the Cook Islands later helped the show that Riley’s dad Steve is an on this year.

Students in global survey

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New from NZCER Press

he days of spoon-feeding children facts are long gone. Now we expect our children to inquire, question and form their own views on a wide range of topics.

For the past five years, ChildFund has asked New Zealand children aged 10 to 12 years for their views as part of the world’s largest global poll of children’s opinions. More than 30 schools in New Zealand from Kerikeri to Invercargill take part in ChildFund’s Small Voices, Big Dreams survey each year.

The latest books at the leading edge of educational thinking The New Zealand

Dyslexia Handbook A guide to understanding dyslexia in children and youth, with strategies for assessing and teaching reading and spelling

Tom Nicholson and Susan Dymock

The New Zealand Dyslexia Handbook A guide to understanding dyslexia in children and youth, with strategies for assessing and teaching reading and spelling

Last year more than 6,000 children in 44 countries from Afghanistan to Nicaragua to Zambia gave their views on child rights to mark the 25th anniversary of the UN Convention on the Rights of the Child.

Tom Nicholson and Susan Dymock

Every year, the results of the Small Voices, Big Dreams survey provide insights into childhoods around the world – both the differences and the many similarities.

Working with Ma¯ori children with special education needs

This year the questions focus on children’s views on safety and protection for children. As the world decides on a new set of global goals to eradicate poverty, ChildFund wants to make sure the United Nation’s Sustainable Development Goals  include targets to stop child violence and exploitation.

$59.95

He mahi whakahirhira Working with Māori children with special education needs He mahi whakahirahira Jill Bevan-Brown, Mere Berryman, Huhana Hickey, Sonja Macfarlane, Kirsten Smiler and Tai Walker

Jill Bevan-Brown, Mere Berryman, Huhana Hickey, Sonja Macfarlane, Kirsten Smiler and Tai Walker $44.95

The Sustainable Development Goals will set the global agenda for the next generation, and governments, including New Zealand, will commit to making them a reality.

Mathematics and statistics in the middle years:

By using this global survey to provide a platform for children’s views on the issue of child protection, ChildFund aims to give a voice to some of the world’s most vulnerable and overlooked children.

Edited by Robin Averill

Any child in New Zealand aged from 10 to 12 years old is eligible to give their views on six questions. The survey takes only a few minutes to complete online at the link below. Printed copies of the survey with a self-addressed, stamped envelope can be requested from Kiri Carter at kiri@childfund.org.nz or phone 0800 223 111.

Evidence and practice $59.95

Call 04 802 1450 or visit nzcer.org.nz/books to order or browse the full collection of titles

The survey deadline is Friday 3 July. Links: www.childfund.org.nz EducationToday.co.nz 

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LA2, 2015  

Learning Auckland, Issue 2, 2015. Learning Auckland offers a forum for students across the country to talk about their education and issues...

LA2, 2015  

Learning Auckland, Issue 2, 2015. Learning Auckland offers a forum for students across the country to talk about their education and issues...

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