Learning Auckland Issue 3, 2013

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STUDENT VOICE.

n conts te 1 Publisher’s note 2 Don’t roll the dice 3 Head in the clouds 4 A beating heart 5 Media magic in the making 6 What makes a real man? 8 We are one 10 Building tomorrow today 12 Power to the tutorial 14 Putting children and young people first 16 Bands bring home the bacon 20 Kia Ora New York 22 May commonsense prevail 24 National Standards 26 Discovering Aotearoa

Learning Auckland, established 2012 Issue 3, September 2013

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 Subscriptions Email admin@educationtoday.co.nz use subject line SUBSCRIBER or subscribe online at www.educationtoday.co.nz Annual subscriptions to Learning Auckland are $25 inc GST in New Zealand, three editions per year. Overseas rates are available on request.

Cover Our cover art is by former Bowerman School of Design student Kate Spencer.

Kate is a practising artist living in Melbourne, Australia. She is originally from New Plymouth.

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LEARNING AUCKLAND

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.

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publisher’s note

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Student forum

or many senior students, the traditional classroom is vanishing as teaching adapts more closely to their needs.

Student writers in this edition are describing the transforming effect of academies established in their schools specifically to meet their learning styles, and to help fill demand in various sectors throughout the community.

The academies are not entirely a new idea, but this time around the uptake is making them a hit, with the practical approach giving learning extra depth and relevance to the students .

The professional and trades community is closely involved, and students can gain a better idea of the various jobs in particular sectors, such as the health profession in the case of the Health Science Academies at several Auckland schools (Ana Tuita’s story, page 4).

As ever, success is in the hands of the students themselves, and this is underlined by Santi Soumphonphakdy (Don’t roll the dice, page 2), Helen Latu (Building tomorrow, page 10) and Vasi Lemoto (Power to the tutorial, page 12).

These students emphasise the crucial part the

App for chemistry students A

simple mobile app for chemistry featuring software used by scientists is available to students.

ChemDraw and ChemDraw3D are the recognized standard drawing tools not only for chemists in education and R&D, but also for those publishing structures in scientific articles, journals and patents.

The new mobile ChemDraw and Chem3D apps also feature ‘flick-to-share’ technology, bringing molecular education to a new level, allowing scientists to share critical information and spark innovation in real-time both in and out of the laboratory, giving the global chemical drawing community the freedom

dedication and commitment of their teachers plays in their success. They know what works, and they know who is making it work for them.

We will also run these student stories in the October edition of the national-circulating Education Today, because this student voice merits the widest audience possible, and they lend depth to the Youth Guarantee stories we will be running from material gathered by student interviews with Ministry of Education officials managing that programme.

- Emma Chajecka molecules and how their shapes influence their properties.

The Chem3D app can display 3D models as to draw and share chemical structures evball-and-stick, wireframe, space-filling and erywhere and every time inspiration strikes. cartoon and can apply these modes to a wide Everyone, from relative newcomers to the variety of structures including proteins, DNA, most experienced chemists, can quickly RNA, crystals, assemblies and small organics. sketch and save ideas and then easily share The Flick-to-Share technology gives users them. The Chem3D app is a 3D molecular the ability to easily and rapidly share molecviewer allowing users to download 3D strucular structures across mobile devices. The tures of many types and display them with technology allows users to eliminate the unique versatility. need for multi-step emails or cloud storage Users can explore the 3D structures by us- services. ing simple touch gestures to rotate, expand and contract the models for a richer view of Links: ChemDraw costs $US9.99 and their spatial properties. The flexibility of the Chem3D is available free of charge from the display helps researchers and students gain App Store or at www.itunes.com/appstore. a better understanding of the 3D nature of

We welcome 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 LEARNINGAUCKLAND.com

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STUDENT VOICE.

Don’t roll a dice; pick your own cards

Students are about to embark on a life of making choices. SANTIPHAP SOUMPHONPHAKDY says developing the ability to make decisions can be as important as the decisions themselves.

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ife is full of decision making and choices. This can be exacerbated with stress and pressures toward the end of teenage, especially for a student leaving high school.

A student who is about to enter the real world after 18 years of preparation usually has a lot of choices to make, and the most important may be what do I do now?

This question is faced by almost every high school student at least once in their life, and is repeated by their parents, friends and teachers. These people either help to make the decision easy, or create extra pressure.

This may be the moment that will create the student’s path in life. The choices can vary from further study, university or polytechnics, to take a break and have a gap year before studying, to begin working and find a job, to travel and see other places, or to laze around at home. There are many options students have to consider and there is a lot of pressure on this choice.

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High school students place pressure on themselves as well. They have to find out what they want to do, what they like to do, and what they can and will do. High school students have the pressure of finding out what they think is best for them, and whether they want to do what they think they should do.

Many students consider university as the main option, so they have to think about what courses they want to study, what area they want to learn about and if they can make a career out of it.

This is a great deal of pressure because many teenagers don’t know at the time what they want to be when they are older, what career path that they want, and what they need to learn to get there.

Having a break can be a big decision also. Will they be missing out and be behind everyone else or will it be fine as it can give them a break to relax or to begin finding work? The decision is ultimately up to the person but there is a lot of influence and pressure from

others who all have an opinion on this, especially parents.

Parents have a big role in their child’s decision, and a lot of pressure comes from them. A parent may want their child to follow a certain pathway they think is best for them. Many parents have ideal jobs their children should be going into, and usually prefer their children get the most out of study and attend university.

But what parents want and what the child wants could be totally different things, and this puts a lot of pressure on everyone. Not following what a parent wants can cause the child to feel they are letting their parents down; or maybe they are constantly fighting to get on a level of agreement. Parents would often better help their child by being more accepting of their choices and help them along the way - help their children to reach their goals instead of pressuring them to go in a certain direction.

Friends play an important role in a student’s

Photo: Natasha Laree Photography

STUDENT VOICE.

Head in the clouds MOI LOGO LASO’O has her head in the clouds flying this Cessna 162 on her way to becoming a pilot.

There’s a stereotype around pilots that makes everyone think they’re all tall, male and Caucasian. Well this is me, Fa’amomoi Logo Laso’o.

A full Samoan, Year 13 female, fully in control with the life of a flying instructor in my hands.

At Otahuhu College I have enjoyed being part of our school’s Gateway Programme, which has provided me with the opportunity to attend an aviation course at Ardmore Flying School. Before this course, I was unsure about my career and did not know what I wanted to study when my high school years ended. situation at these times. Someone may be clueless about their choices after school and pressure from their friends can start to build.

A student may be surrounded with friends who already have made choices and started a pathway, and this can affect the student because they may feel they must also make a fast decision. This can easily lead them to make wrong choices.

Friends can also have an influence and convince the student to join them in whatever path they have, or join them on no path at all. Friends are a big part in choices and their influence can change students’ own perspective on what to do next.

Parent at school Teacher influence at these times is like having a parent at school. Their influence and words can make or break a student and their choices.

If a teacher constantly pressures a student in their subject it may lead the child to not want to pursue that subject later as a career path.

Another influence a teacher may have is if that teacher constantly puts down that child then maybe the student may think that further education isn’t the right thing, losing potential that the teacher may not have noticed.

A teacher should be there to help students to make their decisions and help lead them into the right decision. Places like the careers offices in schools are where this is generally seen and is helpful. Career advisors tend to be independent, objective, and can help ensure students are making good decisions on what to do after schools. Students without a clue on what to do would be wise to see them.

Otahuhu College’s Gateway program helped solidify my future. It gave me hands-on experience that I probably would not otherwise have gotten and I have felt the adrenaline that a real pilot feels. It has taught me that anything is possible – with hard work and passion, nothing can hold you back from chasing after your dreams.

I am now focusing mainly on the subjects of physics and calculus, and am working towards successfully completing NCEA Level 3 so I can attend Massey University, where I will work even harder towards completing a Bachelor of Aviation.

Show me the money Money, and the problems and influences it has, can be another factor pressuring a student. Some people decide to not go to any further study because they believe that they cannot afford it, and it is just a waste of money for them and their parents. They don’t want to have the burden of letting the parents pay or having to have a debt in the future. Some families may struggle with making money, and parents can pressure a child to help be a provider.

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Teacher influence at these times is like having a parent at school. Their influence and words can make or break a student and their choices.”

Some parents now see their children as young adults who can look after themselves and the family, so the pressure of being a support to the family can change the decision.

Students who find jobs while they are still in high school may find work second nature to them, and think they need to be making money straight away, and so work is the only thing on their mind.

Some students are blinded by money and believe that they do not need to study more because they earn enough money and they just want to make more of it. This can be good or bad but the idea of making money can cloud other options.

Gap year break The possibility of having a gap year for students - to stop study altogether to work or to travel - is usually a decision surrounded by a lot of pressure. Many people frown upon a decision like this, especially parents.

People often see this decision as a waste of time that they could be used more wisely. But adults need to understand that a break can be important as the transition from high school into the ‘real world’ can be a huge change and a slower transition may be good.

Some people may find that this decision could be the best, rather than wasting time and more money on education that they do not want or cannot do.

Identity expectations The people around you are not the only ones that help to build pressure, it may also come from your place in society and who you are.

People from different socio-economic groups will have different views and options when it comes to their choices, as people often fall into the pressure of their stereotype or ‘class’.

A person in ‘lower class’ may think that the only place they belong is in the work force or that can’t do anything, and they may feel higher education is not their right. As for someone who is classed ‘higher’ they may feel that they are pressured to pursue only what their supposed class allows, looking down at certain options even though it may be something they want to do.

Gender pressure Aside from the socio-economic pressure, gender too can be an important pressure.

Male and females often are shown certain LEARNINGAUCKLAND.com

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paths, even though society has drastically changed from the past, where only certain genders should be doing certain things, and this affects their choice.

A choice that is stereotyped for one gender may be wanted by someone from the opposite, such as the defence force, fashion designing; even with tertiary study some people classify options for one gender only and many people may miss out on what they actually want to do because it’s not right for their sex.

With gender there is always the different when it comes to having a family, usually for

females, and this can have a huge impact on a choice. A girl may have her choices limited because she falls pregnant. Starting a family may be a choice for some people whether you are a male or a female but woman are the ones who use at least nine months of their life to start it.

Starting a family at a young age often makes choices hard, as now it’s not only themselves they are looking after, but they’ll have other lives under their care.

People often make the choice that society thinks is right for them, not letting them make their own choices or what they think is right.

Choice should be based on our own wants, not from social and other pressures.

People pressuring the student can also help take pressure off if they want to. Parents, teachers and friends need to let the decision be made by the person concerned, not by butting in and making it for them.

They need to be there whatever the student’s choice is and help them along the way, even though it may be not what they think is right.

They need to trust and let students run their own lives.

STUDENT VOICE.

A beating heart Otahuhu College student ANA TUITA covers the introduction of the Health Science Academy to Auckland schools and calls on her peers to get involved.

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lack of Māori and Pacific Island students making their way into the medical profession led to the establishment of a health science academy at Otahuhu College in 2011.

Many resources are provided to the students. The Pacifica Medical Academy association (PMA) supports the students involved in the entire academy to not only look at the general medical professions such as doctor or nurse, but also to look at the many other areas within health including dentistry, midwifery etc.

Stationery, laptops, holiday courses and uniforms are provided at no cost to the students, so parents of the students don’t have to worry about those expenses.

The workshops held in the holidays are mainly to do with learning new and improved ways of studying for NCEA. These workshops involve and combine with two other schools that also have a health science academy - Tangaroa College and James Cook High.

Students not only learn the best tips on studying for NCEA but also experience a day with professional medical workers in various fields and see how they work.

The students also have tutorials involving an extra 90 minutes of study in the main science subjects of chemistry, biology and physics, and this extra study is also provided at no cost to the students.

The student work efforts at the academy are strengthening each year. The students are keen on their education, due in part to teacher encouragement and the students’ positive thoughts for their future.

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They know in order to make their dreams of working in the medical fields a reality, a lot more work has to be done at university.

All the students have been asked what sort of work in the medical area they’d like to do, and the health science teachers record this and give them more information on what is expected of them in year 12 and 13 to achieve that goal.

Extra homework is provided to the health science students and if the students do not at least attempt the homework given parents are informed, so it doesn’t involve only the student and teacher but becomes a three-way conference including parents.

The many opportunities given to the students show how much parents and teachers care about our learning, and show that many people care about the same thing - our future - and want to make a difference and to motivate Pacific Islanders and Māori in the medical field.

Many patients are Polynesian, and the health science academy was established to gather and combine young students because they understand the patients in this sector and what they need to help them.

The health science academy helps and improves many students, and gives students confidence as many didn’t know they had a chance of even gaining the grades.

As the months and years pass, a major development is growing through the work of the academy of health science.

The many opportunities given to the students show how much parents and teachers care about our learning, and show that many people care about the same thing - our future - and want to make a difference and to motivate Pacific Islanders and Maori in the medical field.”

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STUDENT VOICE.

A live recording at the Tagata Pasifika set, and below, Santi visits the set during school work experience.

Media magic in the making Otahuhu student MELE FAINGA’A filled in for a friend at work experience, and may have discovered her vocation.

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ho would have thought that a simple text message would have led me to experience something that will remain etched in my mind for years to come.

The casual text from a friend led to me filling his spot for work experience at TVNZ’s Tagata Pasifika. Tagata Pasifika is a show that airs on Channel 1 at 11 pm every Thursday night, covering Pacific stories. It’s a show I stay up for, regardless if it is a school night. Little did I know that I would be sitting right in the studio, while the show was being filmed.

Call it cliché, but the experience was an eyeopener for me. To be able to watch a story being formed and going through all the filters like editing, and having the show put together before my eyes, was an experience that cannot be substituted.

This being my last year in high school, wondering if I should pursue a career in law or journalism had been a dilemma since the start of the year. I was afraid of finishing school and still not knowing where I was headed, or what I was going to do. After going to Tagata

Pasifika and getting a feel of what really went on, not just behind the scenes of the show, but also in the life of a reporter, the path I am taking next year is clearer.

Sitting in the studio watching Marama and Tom present the show as it was being filmed for later on that Thursday night, and seeing the clips of stories I had seen in the making, a career in law didn’t seem as appealing as a career in media as a journalist.

The first day I attended with fellow student Santipap Soumphonphakdy. Walking through the TVNZ building and then making our way to the Maori and Pacific area, and seeing faces I’d only seen on TV, I was awe-struck.

I first met Stephen, the producer, who was really friendly, and then John Pulu, a reporter I used to buzz out seeing on TV simply because he was Tongan and spoke English with perfection. I then met another reporter, Karima Faiai, who Santi and I tagged along with to editing, and I was impressed watching the editor apply changes which were simple, yet effective, with the click of a button. Karima showed the editor where he got his inspiration for the piece from, and the editor replicated

certain parts of the video Karima showed him.

Another reporter, Sandra Kailahi, did a voiceover on her story and that held my interest.

I felt like a little kid who had just been shown a magic trick, watching the guy do the sound and cut out bits and pieces so they would fit on the video.

Over the three days I attended, I got to see most of what went on behind the scenes. I never realised, sitting at home watching the show, all the hard work that went on in producing the stories I had watched. I have a lot more respect for reporters and others in the media now. What appealed to me the most was seeing the journalists find a story and produce it in a way they want it to be told. It was like the story was a painting the reporters had found and wanted to repaint it, in their own way.

This was an experience I didn’t want to end, and has left me with a new found passion and drive to work hard the rest of the year to pursue a career in journalism.

I hope that one day, I will inspire others just as the team at Tagata Pasifika has inspired me.

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STUDENT VOICE.

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real man

What makes a

PAULA PUTARA of Otahuhu College says there is a new breed of man emerging. These are her views on this fascinating topic.

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riedrich Nietzche said: “The world is beautiful, but has a disease called men”.

There is some truth to this, especially when defining what makes a real man. There are many definitions to what a real man is, such as a macho man, the one who wears a tough mask to prove his manhood. But are they really what they seem?

A metrosexual man is in touch with his feminine side. Does that make him less of a man?

And what makes a real man today, in the 21st century?

Many years back a man’s role was mapped out for him: be the main bread winner and leave the wife at home to look after the children along with the home. Biceps, deep voice, abs, these are what women look for in a man.

In some parts of society a man is one who is respected and who will go to whatever lengths, including violence, to prove his manhood. Others measure manhood by how much alcohol he can drink, or how many sex-

Photo: Natasha Laree Photography

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ual encounters he has had. Are these things real measures of true manhood?

What makes a real man then? I’ve asked myself and I disagree with the traditional description of manhood. It seems to me that men only cared for themselves and less about the people around them such as their wife and children. They would assert that they were right and they were best and their world was more important.

That is not what I consider a real man. First of all, no one is suggesting that women go back to liking macho males. What we need are grown-up men who can appreciate others without feeling less of a man.

Now, in the 21st century, in some parts of Australasia the man may now be the one who is at home looking after the children while the wife goes out to work. Times really have changed since my parents’ and grandparents’ generations. Are macho men as tough as they act? The answer is no.

Dr John Hobson, editor of the scientific journal Occupational Medicine, says we have scientific proof in examples of man flu of what women have long suspected: “When it comes to flu, men are wimps”. Men are much more likely to succumb to a cold than a female. Men do really like too moan to everyone about their terrible flu, obsess about it and exaggerate the situation. These men think they are Hercules but once the flu hits them, they become wimps. The world stops and the whining begins. They expect women to bring them food, take care of them, and generally treat them like babies.

Women seem to take care of themselves.

They get their own medicine, get their own food and deal with it. Our men are not supposed to be wimps. When it comes to illness this should be when our men show they are tough at going through hard times. A real man is able to have wisdom and strength to know what is right or wrong behaviour even in the most difficult situation, such as the man flu.

The shocking truth is that man flu is a crippling disorder striking down our men. Man flu has men saying things that women thought they would never hear: “I have a headache that I can feel in my feet” – to quote That Guy from NZ Herald 28/02/2011. This is ridiculous.

We have enough women being women during the flu; we don’t need our men acting like women during man flu as well. Apparently a man’s brain temperature could be the explanation for men complaining much more than women. Hmm. Okay.

Maybe metrosexual men are the new breed of guy: A straight guy who is in touch with his feminine side and is not afraid to be a little different to the more traditional and conventional male character. He chooses to live and work in the city, possesses a strong sense of style and concern for his appearance, spends a certain amount of time and money on his lifestyle and has a passion for experiencing the good things in life.

Metro-sexuality has spread like a virus through men who probably never dreamt that one day they would almost evolve into girls.

They may even be chefs such as Gordon Ramsey. Traditionally that was not a man’s job; men did not cook or clean in the old male generation. It was not manly. But it is shown that men are capable of doing those things and it does not make them less of a man, it makes them more of a man.

This new breed of men is more likely to take as long getting ready as a woman, including cleansing, toning and moisturising, shaving, styling hair and choosing clothes. Women have their beauty regime down to a fine art and get hair, clothes and make-up done in just seventy-nine minutes.

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Metrosexual men are now in competition with the tough guys; they are clean, smell nice, and understand hair straighteners and love shopping and are straight.”

Barbara Ellen, in The Observer, says: “Facials, manicures, emotional outbursts...is metrosexual man more of women than you? Thirty four per cent of men say they don’t see why they should not take as long as women getting ready”. Does that make a metrosexual less of a man? Well a metrosexual lifestyle is sometimes stereotypically known as a ‘gay’ lifestyle. But I do not see them as gay men at all. I choose to believe that they show their manliness in a new and different way which makes them feel free to be themselves.

Metrosexual men are now in competition with the tough guys; they are clean, smell nice, and understand hair straighteners and

love shopping and are straight. These are dream qualities in a guy. For example there are celebrities such as David Beckham, Cristiano Ronaldo and Zach Efron, who are well known and well-loved for being unafraid to experiment with products and always look like they have spent hours getting ready to go out.

There is nothing wrong with caring about your appearance, I find it professional and suggest all men consider being more concerned about their appearance.

What makes a real man today? I would have to say to women that finding a real man depends entirely on what you are looking for.

There are a whole lot to choose from rather than just one type; do you want strong and tough or sensitive and passionate?

What I would call a real man, today, is one who keeps himself well-groomed and physically fit. He keeps his hair neat and nails trimmed. He works hard to support himself and his family. He is a man who knows that keeping a promise is stronger than physical strength. He keeps his word in all matters, business and personal. He can as easily cry as laugh and is not afraid to show his emotions.

He helps with housework and is not afraid to do laundry or dishes, change a nappy or run a vacuum cleaner.

My real man is a mix of macho and metrosexual, which will make him macho-metro-sexual or, to coin the word, machometrosexual.

student research

Engaging the brain

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group of 18 Year 10 Maori and Pacific students from Tamaki College, Aorere College and Southern Cross Campus discovered how the brain reacts to colour, music and shapes when they completed their first scientific research project with respected academic researchers at the Centre for Brain Research at The University of Auckland earlier this year.

The programme aims to spark a deeper interest in science at the early college age, and introduce students to their first experience of how to structure their thinking about researching a scientific topic. They were mentored by respected scientists in a specially designed classroom and remotely, and at the end of the programme presented their findings to more than 100 impressed family, whanau and university staff attendees at the LENScience BrainWaves Seminar in late April.

The students discovered that music doesn’t affect your ability to concentrate; that musicians are less affected by background noise; that any reading (fiction and non-fiction) im-

The Brain Waves seminar group, which featured research lead by year 10 students as part of the LENScience programme aimed at sparking an interest in science, scientific literacy and an introduction to basic structuring of thoughts in science. proves your vocabulary; and that visual aids (rather than verbal prompts) are more helpful in triggering verbal skills.

The students were part of the new ‘students as researchers’ programme delivered by the Liggins Institute LENScience programme and funded by national science health body Gravida.

Gravida hopes to continue to fund the new programme after the success of the students

this year. It complements other programmes LENScience offers on a regular basis.

LINKS • www.gravida.org.nz/news-and-events/ news/lenscience-students-as-researchers-programme/ • www.lenscience.auckland.ac.nz/uoa/

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Pictured from top to bottom: Flanshaw Road School Senior Kapa Haka Students; Samoan Sasa; the Tuvaluan Group; and students doing a Samoan Dance. The main photo is Vinisia – in traditional Tuvaluan costume.

STUDENT VOICE.

We are one ANNA NEUMANN and TILAK PATEL, pictured, report on Mayor Len Brown bringing the ‘Auckland Waiata’ to Flanshaw Road School recently.

Kia ora, Kia orana, Malo e lelei, Fakaalofa atu, Bula, Taloha, Ia orana, Talofa, Namaste, Ni hao, Wei, Konichi wa, Sawatdi, Annyeong ha shimnikka,Mingala ba, Magandang araw, Privyet, Hola, Buna, Ciao, Salaam, Bonjour, Guten morgan - and hello from Flanshaw Road School.

Coming from multi-cultural families, we have experienced first-hand how much our teachers and students support the diversity of cultures within our school. Surprisingly, our school has nearly the exact same demographic of cultures as that of the residents of Auckland City. We have 34 per cent New Zealand European, 24 per cent Maori, 24 per cent Pacific Island, 13 per cent Asian and five per cent of every other culture.

In 2012, one of our students and the Student Council organized a Cultural Day. We had a variety of performances from our different cultural groups, such as Tuvaluan, Samoan, Maori and Indian. On this day we also had a class shared lunch where pupils brought food from different cultures and we also encouraged parents to come to the school and show or teach a class about something from their culture. Towards the end of the day, the whole school gathered and we had a parade of children wearing their cultural costumes. We have a Cultural Day Committee again this year and our aim is for the children to become aware of other cultures and for students to show off their skills.

Our Kapa Haka group is special because they lead our whole-school powhiris. Whenever visitors come to our school or new students start, we welcome them with a powhiri. Another way we do this is through Bi-lingual clubs. Anna came up with the idea and she wrote about this in her last article (LA, issue 2, 2013). Students from the Senior School take a language they know and they go to the middle school classes and teach them.

This week we had a special powhiri for His Worship, The Mayor Len Brown.

He came to teach our school the ‘Auckland Waiata’. This is a waiata that he hopes every student, in every school in Auckland will learn. It is about Aucklanders being proud of their city, working together and caring for each other. The Mayor Len Brown was really fun and his mayoral chains were very flash. He is a good singer too. You can check out the video of our school singing the waiata with the Mayor on You-tube. The point of learning the waiata is to unite Auckland. It is definitely possible to be both united and culturally different.

At our school we work together, we play together and we learn together each day. We are from lots of different cultures, but that is one of the best things about our school – and our city.

Ko Tamaki matau Ko Tamaki matau Ko Tamaki matau Ko Tamaki matau Ka ora e Homai to ringa Homai to ringa Homai to ringa Ka ora e Ma te aroha Ma te aroha Ma te aroha Ka ora e

We are of Auckland We are of Auckland We are the spirit of Auckland We are proud Aucklanders Ah, tis life Give me your hand Take my hand Let’s travel hand in hand Achieve our city’s goals for all With love With committed love Love that takes away fear Ah, tis life (We live) (Translation for meaning only. Maori version only to be sung.)

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STUDENT VOICE.

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am a Pacific Island student. We have the lowest percentage in University Entrance; our statistics in NCEA level success are relatively low compared to European and Asian statistics.

We have the highest statistics in teenage pregnancy and total figures of students dropping out of school. We need to address the high numbers dropping out of school and focus on students staying at school.

This is not an insult, but an urgent request for Pacific Island students to pay more attention to grades and achievement in the education environment. We have the potential and the intelligence to accomplish NCEA levels and gain more qualifications; the problem is we’re too used to giving up and using “excuses” such as “family problems” and other commitments.

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If we get irritated by people and media looking down on us then we need to show what we are really made of and prove them wrong by showcasing ourselves.”

... but the majority of Pacific Islanders are smart.”

Another student said: “We are surrounded by an environment where we can seek help … Otahuhu College has amazing teachers who are always willing to help … and they always urge us to ask for help, that’s why there are many people who leave our school with UE or a qualification. We have the best teachers.”

What she said made me realise that teachers do really care about us, they are willing to give up their time to be with us if we need to complete a given assignment.

We have so many clever students, we just need to pick our game and think about the future; we also need to set an example to the younger students who are looking up to us so they will also follow the right pathways towards success.

Ronji was an amazing example of a Pacific Islander who was so close to giving up, but he was able to turn his life around by building a strong relationship with God, and he said this increased his opportunities.

He graduated from university with four degrees, which was life-changing for him de-

Building tomorrow today

Having the excuse saying “I’m too busy” or “I have family stuff” is pathetic – this is seen by others as either being too lazy or we just can’t be bothered. I feel we are giving up too easily.

If we really do get irritated by people and media lookThe high incidence of teenage pregnancy ing down on us then we should also be looked at and strategies found need to show what we are to switch the focus to achievement in educa- really made of and prove tion to help ensure a brighter future. them wrong by showcasWhile I was doing some research I came ing ourselves. For example, across a source that said “Pasifika students showing up to class on time, gaining more are still most at risk of not achieving in New university entrances, graduating and getting Zealand schools, according to the Education qualifications, persisting and aiming high.

Review Office.”

Everything is possible. Nothing is impossible This is no doubt true, because where we unless we give up. stand in the NCEA scale is nowhere near the I went on a DREAM camp recently for Pacific standards of the Asians and Europeans. Every Islanders organised by the University of AuckPacific Island parent wants a better education land. This camp influenced us to work harder for their children and for them to be keen to toward what we want to do when finishing learn, but this is possible only if the students school, and it doesn’t matter if we attend uniare willing to strive for the best. versity or a different tertiary. The main mesI interviewed a student at school and she said: sage was to encourage more of us to become “We all are intelligent, we just like to get car- successful. There were two guest speakers ried away and follow the crowds sometimes

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who were the highlight of my experience at the camp – they were Ronji and Manu, both familiar with the island lifestyle and they both managed to cope throughout college and university.

HELEN LATU wants her peers, and her community, to do more to lift their achievement levels. spite his childhood, being involved in drugs, and being what is often seen as a typical islander who never put his education first. He was left in New Zealand by his family and he struggled to pay the mortgage. He became a lawyer and owned four businesses. The message I picked up from him was “Be the Catalyst” or in other words, make a change.

Ronji was a strong influence at the camp. Although he got kicked out of high school he managed to get back in and make a change to his life as a strong Christian. Many islanders who drop out of school can make a change

but decide not to because it’s too late.

“It’s an embarrassment to see that it’s always the Pacific Islanders who are the majority of dropping out of school,” my mum said. She pushes me to go school to chase my dream

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We need more of us in professional areas such as law, business, medicine and science; and I believe we can do this.”

and prove that I can do well in school.

I think many people look down on us because of the results in NCEA, but what they don’t know or notice is that we do have the potential to succeed. I came across this while doing some research: “The government targets Maori and Pasifika students trailing in achievement…” This was a wakeup call for me and I started to believe the negative messages about us in the media, so I am basically urging and encouraging islanders to stay in school and make use of the time.

Pasifika parents are really supportive no matter what their children go through, and we should be able to make them proud by doing well in school. It is all about success and achievement.

We need more of us in professional areas such as law, business, medicine and science; and I believe we can do this. All we need is to believe in ourselves, believe that we can achieve, and think a brighter future for ourselves. “Rectify the situation,” guest speaker Manu said at the DREAM camp. This will inspire us when we feel like giving up. We just need to learn to pick ourselves up and be persistent despite the problems we face during life.

Let’s avoid all the negativity we face and put our education first so we can showcase the intelligence we have. Avoid following the wrong footsteps and switch to the right pathway. Let’s ignore all the negative comments from other people and prove them wrong. We can do this. I want nothing but the best for the Pacific Islanders.

LEARNINGAUCKLAND.com

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STUDENT VOICE.

Otahuhu College’s VASI LEMOTO says tutorials are helping lift student achievement across South Auckland schools, but it is up to students themselves to reap the benefits.

More power to the tutorial

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tutorial is a useful method in which knowledge is transferred and is sometimes used as a part of a learning process.

Tutorials are more interactive and more specific than text books and taught by examples with the knowledge provided to complete a certain task or subject.

In South Auckland this is one of the most successful ways to educate students. It comes at no cost to the student. Teachers are usually in charge of these tutorials, or a professional tutor is brought in from the outside.

Students are able to get help and ask questions on areas they don’t understand, with teachers providing the service without any increase in pay. South Auckland has a large number of Maori and Pacific Islanders, with the majority of the latter migrating to Aotearoa in search of a better future.

Unfortunately, statistics show that a high percentage of the Maori and Pacific population living in South Auckland have benefits provided by the government, but these fall short of many extra educational needs of their children. This is where tutorials come in handy; the fact that it is free helps not only students but their parents as well.

Tutorials set by teachers in South Auckland schools are successful in retaining students in education, and results show that students attending tutorials and doing the work set by teachers have a higher pass rate than the students who don’t attend, aside from the odd fluke here and there.

South Auckland students are often stereotyped and denigrated, often as a result of an image attached to the wider Polynesian community. We are stereotyped as outsiders and associated with deprivation, crime and violence. We want to break these stereotypes, and education is the main key.

Teachers carry the knowledge that is passed

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to their students, and they want their students to reach their full potential and pass exams. These teachers were once students, they have been through the same stresses, the same worries and same issues. They believe that learning is relational rather than just a process and want to inspire students to achieve in all areas in life.

Teachers run tutorials not to be paid extra but to see their students achieve their goals and become successful. They put in a lot of effort and time to run these tutorials; they take time out of their personal time to tutor students.

We see parents elsewhere paying up to $100 an hour for their children to be tutored, while ‘unfortunate’ students in South Auckland have the privilege of being tutored for free. Surely we need more of these kind hearted teachers? An increase in teachers taking the time to tutor students would help keep students interested in school, help increase the pass rate of the South Auckland students and help change the stereotypes of Maori and Pacific Islanders of South Auckland - help turn around the image that they drop out by the age of sixteen and end up on the streets up to no good, or cleaning toilets in the hospitals where other nationalities are the medical professionals.

Tutorials could be a key trigger for young Maori and Pacific Islanders becoming successful in the future. Most of the praise for the success of tutorials and students involved should go to the teachers - it starts with them.

Tutorials are not successful if students don’t take them seriously, and we often we see students taking advantage of a teacher’s kindness.

But we as students have to step up and realise the only person we would have to live with every day for the rest of our lives is ourself, and if want we to become a lawyer, doctor or police officer we have to acknowledge the effort and work our teachers are setting for

us and follow their example. They do know better than us, and have been through similar things to us, so allowing them to take the lead is a vital step.

Attending tutorials teachers set is also crucial and not just for the fun of it. No one can force a student to do anything, but it is sad to see teachers wanting their students to succeed more than the student themselves.

At the end of the day everything is down to the students if they want to take another route rather than following the same one that other stereotyped South Auckland drop-out students have taken.

We often hear that education goes three ways - the teacher, the student and their parents. In order for the student to succeed we know the teacher plays their part in providing information, passing their knowledge on and setting up tutorials; the student plays their part in actually attending tutorials and school and completing all tasks set by teachers; and the final part is played by our parents.

We need our parents to be supportive with everything we do, and we want their praises every once in a while so we feel loved and know our parents are going to be there 100 per cent of the way.

Parents can encourage us to attend tutorials, ask questions about what we have been learning, and also what they need to improve on being a supportive parent.

Growing up in South Auckland we know most families have more than three children and it is quite hard to keep up with them, but we as students know our parents want us to become successful and love us whatever we choose to do.

Tutorials are an outstanding way of educating students in South Auckland and they succeed with the help of teachers, parents and students all contributing, so students like me achieve and succeed in the future.

tertiary

Made to measure for an exciting industry

Above: designer Ghissy Gascoine shows knee-length shorts, sand coloured button down dress shirt, mid-thigh trench coat with hood, worn by a professional male model. At right, designer: MJ Greig shows fitted high-waisted pants with frilled embellishment on the hip, long sleeved cropped jacket with a multi coloured georgette shirt, worn by student model Frances Paki.

MĀORI LANGUAGE EDUCATION & SOCIAL SERVICES CERTIFICATE IN COMPUTING HEALTH & FITNESS MĀORI & INDIGENOUS ARTS CERTIFICATE IN SPORTS LEADERSHIP CERTIFICATE IN SMALL BUSINESS MANAGEMENT RAK_EDU05/01

Applied fashion design and technology programmes delivered by NZ Fashion Tech in Auckland and Wellington took centre-stage at the New Zealand Association of Private Education Providers (NZAPEP) annual awards in Wellington early in September.

NZ Fashion Tech was awarded the Southern Cross Travel Insurance Leadership Award, after winning the Cengage Provider of the Year Award in 2011. The award was accepted by directors Val Marshall-Smith and Kevin Smith.

It is rare in the NZAPEP Awards for a provider to win two top awards inside three years.

NZ Fashion Tech’s business model is believed to be unique within the sector. While other providers deliver fashion programmes within other degrees, NZ Fashion Tech offers fashion programmes exclusively, with emphasis on preparing graduates for a design-led fashion industry.

Vili Tonu and Kurt Payne are in their second year with NZ Fashion Tech and are enrolled in the NZIFT Diploma in Fashion Technology (level 5) programme.

Vili recommends the institution. “I came knowing nothing and my tutors helped me all the way. It’s a great learning environment. The tutors have different backgrounds in the industry so are all coming from different perspectives,” he said.

Kurt said tutors and staff all work to get the best out of each student. “It’s not a ‘cookie cutter’ course in that the students all come out the same. The course is tailor-made for each student, and tutors go out of their way to ensure the students are placed in work experience that matches their end game.”

In its TEC Educational Performance Indicators, NZ Fashion Tech reports that 86 per cent of graduates successfully find employment in the industry or go onto further study and then into employment.

The tertiary award list is at www.nzapep.co.nz

working with community

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Putting children

Auckland Council strategy analyst Catherine Fitzsimons met with the Learning Auckland student editorial group recently, and mapped out the next stages in the council’s plans for ‘putting children and young people first’.

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uckland Mayor Len Brown has underlined the first strategic priority for his council is to put children and young people first.

The children and young people are taking him seriously. As reported in the first edition of Learning Auckland last year, more than three times as many young people responded to the Auckland Plan consultation than adults.

This came about largely through the efforts of the council’s Community and Cultural Strategy Unit and its postcard and face-to-face campaign to engage with children and young people.

The Children and Young People’s Strategic Action Plan (The Action Plan) is being shaped by this consultation, and is the key for achieving the Auckland Plan’s Priority to ‘put children and young people first’.

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free policy and local alcohol plans • Council child and family friendly working environment for council staff Council’s commitment to developing • action in all departments and our focus on working with the Local Boards to develop local level action The relationship with the Youth • Advisory Panel and their role in the development of this plan

A focus on Action The document has been designed to show how we have listened to the voices, concerns and issues raised by under 25s and other key stakeholders. Each goal in the plan has specific and realistic actions attached to it that

The action plan covers: • The connection with the Auckland plan, strategic directives, goal and targets • How we plan to deliver action at an Auckland-wide (Auckland Council) and Local level (through the local boards) • How council will communicate and engage with children and young people in the future and new ways of engagement • How this action plan connects with other documents, policies and plans, that children and young people highlighted as important to them such as the smoke

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e also need to make a clear commitment to following through with what we say, when we work with under 25’s and being clear about why we want their voice and what we are going to do with it.

Auckland Council’s principal strategy analyst Catherine Fitzsimons, left, and Dana Avarm, below, met with the Learning Auckland student editorial group recently.

The Action Plan covers all children and young people (0 – 25 years), with particular actions developed for specific communities of young people such as, Maori, Pacific, particular ethnicities, young persons with a disability, gay, lesbian, bisexual, transgender young people and young people at risk.

The Action Plan is based on the feedback of children and young people from across Auckland and from discussion with stakeholders, key partners and those who have a strong interest and expertise in children and young people. It is a living document which will continue to expand as more partners and more actions are identified.

The Action Plan has the following seven goals, based on what thousands of children and young people/ rangatahi, and tamariki told the council during the development of the Auckland Plan: 1. I have a voice, am valued and contribute 2. I am important, belong, am cared about and feel safe 3. I am happy, healthy and thriving 4. I am given equal opportunities to succeed and be given a fair go 5. I can get around and get connected 6. Auckland is my playground 7. Kia ora rawa atu e nga rangatahi katoa (all young people will thrive)

Development of a one stop shop website for children, young people and organisations.

Creating positive media stories so that we share with all of Auckland the great achievements of children and young people Being consistent about how we communicate and providing feedback to children and young people in a friendly and positive manner.

reflect those voices. In this stage, the focus is on the council action at the Auckland-wide level.

Our consultation on the DRAFT plan In July we asked communities and children and young people what sort of actions they are taking and for ideas on what we could do better. One key area of improvement shone above the others.

What was said Young people told us that there needs to be a commitment from council to carefully consider how engagement is facilitated with under 25s and when engagement is conducted that there are clear guidelines that are followed.

How we have listened The action plan details commitments from Council that ensure that we are respectful of the type of engagement we do with young people. It shows councils commitment to how we will action what under-25s and our key stakeholders have asked for and will help us to be more appropriate with our communications.

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young people first

‘Treating me with respect and seeing me as an equal human being who has thoughts, feelings and suggestions just as relevant as adults’

‘Be more youth friendly - and this means adults right from the man at the reception to the main speaker at a particular event.

Have had two negative run-ins with adults on two separate occasions which were crucial in my decision making about governance, local government and national government!......... Be more friendly to youth and we’ll turn up ...then we’ll speak up’

‘Having a voice is important, but being able to value that voice depends on how informed the person is.

Especially for youth, it is important as future peoples of Auckland, to know about the issues Auckland is facing in the long term to be able to make a valuable/useful contribution’

These statements were made by young Aucklanders during a consultation process rolled out by the council’s Community and Cultural Strategy Unit. These valuable opinions, and the thousands more shared by you, have been crucial in the way the ‘Children and Young People’s Strategic Action Plan’ is being shaped.

LEARNINGAUCKLAND.com

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STUDENT VOICE.

Bands bring home the bacon

BRITTNEY FLAVELL was at the Dream Centre at Manukau recently supporting Alfriston College bands ahead of the Smokefree Rockquest finals being held this month.

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welve bands brought their best to Manukau Dream Centre in June to try for the Smokefree Rockquest Manukau regional title and a place in the finals.

shop. Alfriston College swept the stage, and the prizes, when third place and $250 of musical equipment from the Rockshop went to Bradas.

The prizes our bands won will go towards better musical equipment in our departments and will help the students at Alfriston to continue following their dreams.

Persona Non Grata was one of the bands that performed on the night and, although they were up against eleven other amazing bands, they worked hard and managed to take out first place and $500 in musical gear from Rockshop.

The top two, Persona Non Grata and MarchIntoApril, made the September 28 finals which had not been run at the time I wrote this, but the three bands brought the school over a thousand dollars’ worth of musical equipment.

Persona Non Grata, MarchIntoApril and Bradas have showed us all that if we try, we will succeed.

Alfriston bands had a big night. Second place went to MarchIntoApril, along with $400 worth of musical equipment from the Rock-

Bands come together from regional events like ours at Manukau for the final, and the whole event including regionals has $100,000 in prizes.

I would also like to congratulate all twelve bands who performed on the night. Each band was fantastic and the atmosphere raised the roof.

Catch the finals results at www.smokefreerockquest.co.nz/

Alfriston College band, winners of the 2013 Manukau Regional Finals, Persona Non Grata

Manukau prizewinners Band 1st place: Persona Non Grata from Alfriston College Band 2nd place: MarchIntoApril from Alfriston College Band 3rd place: Bradas from Alfriston College APRA Lyric Award: Harry Jones of Shikharkum from Papatoetoe High School Lowdown Best Song: MarchIntoApril from Alfriston College The Mainz Musicianship Award with the opportunity to be selected for the $4500 Music and Audio Institute of New Zealand Scholarship, announced at the national final: Johann Ward, electric guitarist of MarchIntoApril from Alfriston College Smokefree Award For Women’s Musicianship: Michaela Clark, bassist from Chronicles Of Mesa from Manurewa High School Skinny Mobile People’s Choice voted by text: Chronicles Of Mesa from Manurewa Links For all results, photos and links to bands, go to: www.smokefreerockquest.co.nz/

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MarchIntoApril placed second (band category) at the Manukau Regional Finals.

Everyone’s a star The Smokefree Rockquest 2013 showcased quality performers in a variety of genres across the country. The event brings young musicians together year after year giving them a stage to display their craft in a professional setting. This year’s finalists were: The Moots, Auckland Central - a funk-rock three piece from St Kentigern College, Western Springs College, and Westlake Boys’ High School, pictured this page top left.

SundayBest, Waikato - the second time in the national final for this quirky indie band from Peter’s School Cambridge, pictured opposite page top right.

All of a Kind, Waikato - a five piece alt-pop band from Putaruru College, pictured this page bottom right.

ABN, Taupo - it’s the third time in the national final for this indie-rock outfit from Taupo-nui-a-Tia College and Rotorua Boys’ High School, pictured opposite page bottom left.

Aftershock, Rotorua - a four piece metal band from Western Heights High School and John Paul College have been playing together for six years, pictured this page top right.

AashaWillandCullen, Christchurch - an alt-folk band from Shirley Boys’ High School, pictured this page bottom left.

Harry Parsons, Waikato - a soloist from Cambridge High School, pictured opposite page top left.

Khona Va’aga-Gray, Manukau - a McAuley High School soul/R&B singer, pictured large at left.

student show Kenneth Merrick’s work shines across 34 digital billboards in Times Square.

Kia ora New York Digital artworks by Auckland students lit up Times Square in New York City, in a unique hi-tech exhibition during rush hour. We are proud to showcase their work here.

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he artwork of ten Auckland tertiary students displayed across electronic billboards in Times Square late last year has been featuring in an advertisement running in theatres before screening of The Hobbit.

The New York exhibition was part of the students’ prize for winning a digital art competition held by broadband provider Chorus to demonstrate the power of a digitally connected world.

Students were asked to submit artwork that reflected how they saw New Zealand, and that would capture the essence of New Zealand for people overseas.

The artwork of ten finalists and three winners, Hayley Heartbreak, Elspeth Hoskin and John- • son Whitehira, was ’exhibited’ on 34 digital billboards in Times Square, New York late last year.

It was shown during rush hour to achieve maximum exposure, and involved the largest co-ordinated display of video bill• boards in the history of Times Square.

A Chorus commercial was filmed during this exhibition, and this is showing in theatres before The Hobbit. The exhibition was also webcast live, and streamed to design school events in Auckland and Wellington.

The event demonstrated how technology is helping create art, and broadband technology is now helping New Zealand artists gain international exposure for that art.

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• The Auckland based winners were: • Elspeth Hoskin (Bachelor of Design - Graphic Design at Massey University, Wellington); Image 7 (opposite page) “Hongi” - 12 images were created with each colour relating to a swatch from the Dulux colours of New Zealand. The computer generated images were •

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Design at AUT University); Image 5 “The Riff from How Bizarre by OMC, Accompanied by its NZSL” - A video piece based on How Bizarre

by OMC - the only New Zealandproduced song to reach number 1 on the American charts. The song is reduced to its riff, and then synced to a graphical representation of its chords in NZSL. The song itself, and NZSL are both expressions of the Kiwi voice, as well as being homemade innovations.

• Matt Clouston (Diploma in Computer Graphic Design at Natcoll Design Technology/ Yoobie Design School); Image 1 “Tui Bird” - The then translated to life size billboards using Tui is unforgettable, majestic, strong and around 1750 paint swatches. has a sway of its own. It demonstrates Hayley Heartbreak (Diploma of Graphic Dethat wherever you may go you will always sign at the Media Design School); Image have a Kiwi connection (demonstrated 8 “For The Young At Heart” - This is a very through the ribbons colored red and blue).

Kiwi take on a Disney classic, a Pania-esque The background demonstrates New Zeaheroine bonds with native and iconic aniland melting pot of culture. mals in a style that is instantly recognisable • Igor Petrenko (Graphic Design at Whiteworldwide. cliffe); Image 3 “Kia Ora” - Maori edition Tatiana Tavares (Master of Art & Design at pop art referencing Roy Lichtenstein.

AUT); Image 4 “Carnival Land” - An illustrated allegory based on my experiences • Kenneth Merrick (Bachelor of Design & Visual Arts at Unitec; ”Aroha Nui Much Love” as an immigrant to New Zealand. EmployThe idea that an old world momento could ing photo montage and creative writing, it be received via new world technology, lent tells a story of transformation and a young itself well to depicting the tender, heartfelt, woman’s quest for a place to belong. and welcoming sentiment as experienced Samara Pepperell (Graphic Design at Whitein the act of the Hongi. Made by mixing cliffe College of Art and Design). “Aroha” hand generated processes, archival materiUnity between maori and pakeha inspired als, and digital manipulation. Image shown

by Kewpie dolls - an old NZ favorite. Image above in full and on-screen in Times Square. not shown.

• Cordelle Feau (Bachelor Fine Arts at Elam Rhianna Mccormick-Burns (Graphic Design School of Fine Arts); Image 6 “Our 10 cents at AUT); Image 2 “Away with the birds” in NY” - This image represents Aotearoa Auckland is a fast paced, rapidly changing putting its 10 cents-worth into the massivecity, along with the rest of New Zealand. ness of New York. The Black White and This painting shows how we are flying off Red is symbolic of our Maori Culture in NZ as a nation into the future. and the iconic pop art style is influenced by Mike Atkins (Master’s Degree In Art & Andy Warhol.

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Online to student work Samara Pepperwell is finishing a Bachelor of Fine Art Majoring in Graphics (fourth and final year) and has created her own brand, Pepper Anne, to do graphic design, poster illustration and shirt design. She plays Roller Derby for Auckland’s top league Pirate City Rollers. This is her work: http://vimeo.com/55393947. Rhianna Mccormick-Burns grew up in the Waitakeres, plays netball and surfs. She completed her graphic design degree last year and is now looking for graphic design work. This is her work: http://vimeo.com/55394059.

Matt Clouston, who is studying at the YOOBEE school of design, grew up in Muriwai Beach. This is his work: http://vimeo.com/55397842. Igor Petrenko, who was born in Donetsk in eastern Ukraine, is completing a 3rd year in a Bachlor of Arts. He has sold paintings and created logos for organisations. He likes fishing, plays soccer, and is a part time model. This is his work in Times Square: http://vimeo.com/55397845.

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For more information about the competition see: www.chorus.co.nz/kia-ora-for-that-new-york

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STUDENT VOICE.

May common sense prevail

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ne of the biggest challenges for the Ministry of Education recently, National Standards is such a large topic that virtually every education stakeholder has their own opinion about it.

Each opinion, however, is adding to the list of things no one cares about. We need to stop petty squabbling and sort the system out.

So what are National Standards?

National Standards are the way we assess our children. Their overall goal is to get as many New Zealanders to leave school with NCEA level 2. For each year level there is a National Standard for each of the three big things children need to survive - reading, writing and maths. The standards show where your achievement should be by that stage of your education.

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What we should have been doing was trying to improve the system”

Teachers assess your progress against the National Standard and identify whether you are ‘above’, ‘at’, ‘below’ or ‘well below’. Your position in one of these four places gives you, your family, the teacher and the Ministry an idea about how you are going, and where you could use more assistance. You could be wondering, “Well that seems simple. What’s all of the fuss about?”

In truth, there are two major ways to assess children. There is the National Standards way, which is much more fair for the kids but more difficult for schools, or there is the ‘old-school’ method - grouping everyone up for one big test - which is much easier for the schools but worse for the kids.

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ack when I was in primary and intermediate, I had first-hand experience about how blatantly awful the testing systems were.

When I was 12, I got told I had a reading age of 16. How on earth does this information help me to understand what my reading is like? What have I got to personally compare my reading age to? If National Standards were in place when I was younger, I’d have a

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As a student, MATHEW DITCHBURN of Massey High School is a primary stakeholder in the National Standards debate. He gives his perspective of this controversial issue. benchmark not only to compare myself with, but to help me to excel in school.

People were against the change to National Standards, but the education system in New Zealand was so bad for kids trying to excel with old assessment methods. National Standards also help to identify the schools that need the funding the most - finding the lowest achieving schools and coaching them so they become better. So National Standards do benefit the students, and the schools that need more funding.

I feel the alternatives to National Standards would be horrendous.

There are two options here, the first being that the schools could make up their own exams and compare their students with each other. Schools comparing their students to each other with a school-based test is a bad idea, as schools won’t be able to see how their children are going overall in society. They can pick out the top students and the bottom students in each year group in their school, but they will not have the benchmark that National Standards provide, to see how their students are going in reading, writing and maths.

For example, one school might have 50 per cent of their students unable to read at the standard they should be, but they won’t know, as they do not have a benchmark to compare their students with.

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National Standards were introduced and integrated into schools very poorly”

The second option could be that the Ministry sends out one big exam for every student in years 1-8 to take. This is the worst idea that has come up. Firstly, it’s proven that kids do not do well if there are other negative factors influencing them.

Secondly, if a child flunks/flukes the exam, noone has any idea that this student is under/ over achieving, and cannot act accordingly.

Lastly, it may negatively impact the child’s view on how capable they are at school - children that fail may give up more easily.

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he New Zealand curriculum is rare in the way that it recognises teachers as professionals, and allows them to teach what they feel is right for the children.

Having one big exam at the end of the year will not allow teachers to make judgments about what to teach. If there was a uniform exam at the end of the year, it would provoke teachers to ‘teach to the exam’, rather than teaching content that is relevant to the student.

All children are individuals. They learn differently, they require different treatment, they need a course tailored to them. National standards allows for this, as teachers now have a benchmark on where a child is at and where they should be.

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National Standards are clearly here to stay

The only measure of where the standard should be was prior research”

for a while; they survived the terrible press they have had for four years, and they are assisting children all across NZ. As far as I can see, everyone that doesn’t agree to National Standards has been whining ever since they were introduced. What we should’ve been doing was trying to improve the system. The system has a few flaws, which can be fixed with co-operation from schools, parents and politicians.

The flaw that I see being one of the bigger reasons no one likes National Standards is that it was introduced and integrated into schools very poorly. It was rushed into schools so quickly that teachers had no time for professional development or anything like that, which derailed the teaching system from day one.

This meant teachers disliked it because it was messing with their normal routine, and parents got very upset about the whole idea.

“My child should be learning, not being part of the government’s guinea pig regime” was the natural thought process a parent had; and fair enough. But the time for that passed in

early 2011, so parents need to start co-operating with the whole idea. It was introduced without trial in where the standards should be set - the only measure of where the standard should be was prior research. This gave almost no certainty as to whether the National Standards were set correctly or not, but again, this has passed and has been resolved.

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he only flaw I see in National Standards at the moment is how far primary/intermediate schools are prepared to go to ensure the new system is working to its fullest potential.

Children that are ‘at’ or ‘above’ are not generally the concern, as they are equipped with sufficient knowledge to move on. Teachers can extend them easily.

The children that are ‘below’ or ‘well below’ are the main cause for concern. A child that is ‘below’ or ‘well below’ the National Standard for his/her year level is a major cause for concern. Teachers are now faced with getting the underachieving students up to standard before they have to move on to the next benchmark.

The problem is that teachers are not successfully communicating with parents or children about how each child is doing, and where they need to improve. Parents aren’t having the 2Ps or the 3As on their child’s report card explained, this is causing an illusionary sense of peace of mind. Underachieving children need to be identified by their teachers and parents, not just one or the other. Teachers should be communicating to the parents methods to improve a child’s basic knowledge in reading, writing and mathematics - such as reading

“

The system has a few flaws, which can be fixed with co-operation from schools, parents and politicians”

each day or practicing times tables. Schools need to set up a new system to notify parents about how well their child is doing in school.

I believe there is a very simple solution, but whether schools would consider this or not would be interesting. I believe there is only one way to notify parents that their child is not doing well, and that is a parent-teacher interview without the student. This would allow the teachers to be honest and not hurt a child, yet give knowledge to the parent so the child’s future can be improved.

Schools have tried other options like streaming, but this doesn’t work as all of the students put into the lower classes know they aren’t in a top class, and this affects their state of mind when it comes to learning. “Oh, school doesn’t think I’m smart enough, I can’t be smart enough. Why bother?” would be the typical response. Children don’t see that a bit of hard work can get them to the top; they just see “I’m not near the best so I’ll have fun instead of trying”. A parent-teacher interview would benefit the children, as it will enable teachers and parents to meet and discuss how to improve their child’s future.

There are of course many ways to improve the system. The first way the system can be improved is more professional development for primary/intermediate school teachers.

The second way the system can be improved is for us to find a method that successfully allows parents and teachers to discuss a child’s learning and where they need to improve, without harming the child’s attitude to education. The third way the system can be improved is by putting children first - improve a child’s life outside school and they will be more dedicated and willing to learn in school. The putmefirst campaign has done an excellent job in consulting students and asking what will help them be the best they can be, and I think we can use this data to really help children across New Zealand to be the best. A good example of putting children first being implemented is the “Food in schools” programme, which delivers free breakfast to primary and intermediate schools of decile 4 and below. I believe that if we improve the living conditions of many children across New Zealand, these children will be much more likely to meet National Standards.

To conclude, National Standards are here to stay, so we need to stop bickering over the little details and make the system the best we can. To start, we need to start getting schools and parents to collaborate, and we need to support things like putmefirst that will benefit children across New Zealand. If we spent our energy improving the system rather than picking holes in it, we could greatly improve the future for this generation of children.*

Government House

open to visit The home of New Zealand’s Governors-General since 1910 is opening its doors for visits by schools. Book a curriculum-aligned educational programme and learn about the history and role of the Governor-General and Government House: explore the Visitor Centre with its fascinating displays and an audio-visual presentation as well as a tour of the House, the residence of the Queen's Representative in New Zealand. Our Education Team is happy to provide further information on our programmes and tailor for your needs.

The programme is free of charge and takes approximately 2.5 hours.

For further information and to book a tour, visit www.gg.govt.nz/tours

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MYTH BUSTING:

National Standards

A lot has been said in the media about National Standards. Here the Ministry of Education takes the opportunity to debunk some of the more common myths.

MYTH: The New Zealand Curriculum (NZC) has been sidelined by National Standards.

The National Standards were developed to enhance and support the NZC, not replace it.

The NZC broadly sets the direction for learning in our schools. The National Standards were designed to support learning across the breadth of the curriculum. Knowledge, skills and understanding in reading, writing and mathematics are important in their own right, but also provide a foundation for students to access the richness of the whole curriculum.

MYTH: National Standards seek to standardise learning and learners by labelling students and ignoring differing rates and patterns of progress between learners.

National Standards provide us with a common means by which to consider and discuss student achievement in reading, writing and mathematics. However, the focus remains on responding appropriately to the needs of individual students and establishing realistic and challenging learning goals.

This can best be done by drawing on the expertise of our teachers and their knowledge of individual students. A deliberate choice was made to rely on the professional judgment

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of teachers rather than implement a national test. This approach recognises that teachers have a much more comprehensive knowledge base of their students than any one test can provide.

The standards, and the assessment information that informs overall teacher judgments, should be used positively and sensitively to help students understand, and engage with, their own learning. Understanding progress in relation to the standards is as important as showing achievement.

schools, has been recognised as an important component of strong professional practice in top performing education systems. Strong partnerships between ‘inside-school’ and ‘outside-school’ influences on student learning are also important for student success.

The publication of student achievement information supports a collective understanding of student progress and achievement at a school, local, regional and national level.

MYTH: National Standards reflect an agenda to compare schools and generate competition between them.

National Standards information is provided by schools. Although we acknowledge it will take time to build consistency across teacher judgements, the information we are already receiving is consistent with what we know from other national and international sources, such as TIMSS and PIRLS. The Ministry has consistently said that while this information is useful for parents and whānau, schools, communities, the Ministry and the Government, it should never be viewed in isolation. Rather, it should be considered alongside other relevant information such as schools’ annual reports, ERO reports, NCEA data and other relevant national and international reports.*

Public Achievement Information (PAI) provides valuable insight into the strengths, weaknesses, challenges and opportunities of our education system; information we all – parents, teachers, schools, communities, the Ministry of Education and the Government – need to support every learner to reach their potential.

The publication of PAI, including reported achievement against the National Standards, aims to incrementally improve the range, quality and use of information about our education system.

Collaboration, both within and between

MYTH: National Standards data is unreliable and therefore not of any use.

Regional information supports local education engagement Last month, Education Minister Hekia Parata released information showing how children were faring from ECE to NCEA, nationally and for the 16 regional councils and unitary authorities across New Zealand.

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with local authorities and communities about he Public Achievement Information (PAI) Pipeline and 16 Regional Educa- what the information tells us and what we do next to help raise student achievement. tion Profiles show the progress being made against key measures, such “Regional and local councils can play a key part in the educational achievement of students in as participation in early childhood education their communities. The data supports coun(ECE), achievement in National Standards cils to develop their own responses to the and Ngā Whanaketanga Rumaki Māori, and needs of their communities,” Ms Phair said. achievement in NCEA. Education Minister Hekia Parata said the in- “Good quality information provides a foundation for communities, families, parents formation released provides valuable insight and whānau to engage and collaborate with into how our education system is performing in different regions throughout the country. schools and kura, and with other local stakeholders, to support the achievement of their “Education success requires everyone in a young person’s life to be actively involved. students.”

That’s why we have broken this information down so parents, communities, schools, councils and local businesses can see how the education system is performing in their region and think about ways they can help lift achievement,” Ms Parata said.

The Ministry of Education’s Deputy Secretary Student Achievement, Rowena Phair, says the release is the beginning of a conversation

Analysing regional or local data can allow communities to:

• initiate education discussions • support the achievement of students in their area • formulate partnerships with other locally based stakeholders to address barriers to achievement • develop local solutions to local problems

• identify which investments and supports are effective in raising student achievement and which are not.

BusinessNZ Chief Executive Phil O’Reilly welcomed the release of the information and said it needed to be used to increase the achievement of all students. “Making this information available today is a good first step – but it is important to have continuous improvement strategies in schools and in the wider education system in order to increase students’ achievement,” Mr O’Reilly said.

The Ministry of Education will meet with various interested local authorities and community groups to discuss the information further in coming weeks.*

LINKS • The PAI Pipeline and Regional Education Profiles can be found at: www.educationcounts.govt.nz/topics/ pai-pipeline

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competition winners

Discovering Aotearoa

Fullers GreatSights Bay of Islands and Waitangi Treaty Grounds recently invited schools through Education Today to enter an essay, photo essay or artwork on New Zealand culture in 2013 and what makes it unique. Room Two at Silverdale Primary School were the winners.

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he creative kids from Room Two at Silverdale Primary School experienced an all-expenses-

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paid two-day field trip to the beautiful Bay of Islands recently after winning a competition organised by Fullers GreatSights

Bay of Islands and the Waitangi Treaty Grounds.

now displayed at the Waitangi Treaty Grounds visitor centre.

Charles Parker, General Manager Students from Auckland, Rodney and Northland schools were en- from Fullers GreatSights Bay of Islands, said the Bay of Islands couraged to put forward a written is the ideal place for kids to learn essay, photo essay or an artwork on their perception of New Zea- more about our history and our culture. land today and it was an entry from Silverdale Primary School’s “It was great to hear what kids are that impressed the judges. saying about contemporary New Teacher Sune Boswell said her Zealand and to see their interest in our beautiful region,” Mr class had an amazing trip, with Parker said. the prize including transport to and from the Bay of Islands on a Greg McManus, CEO at Waitangi GreatSights coach, a guided tour National Trust, said the competiand cultural performance at the tion reminded students and famiWaitangi Treaty Grounds, a Full- lies alike of what makes this area ers GreatSights Dolphin Cruise to so special. “I’m amazed by the the spectacular Hole in the Rock, creations that came out of this accommodation at Russell Top competition and Silverdale Prima10 Holiday Park and meals for all ry’s entry is certainly deserving of 25 students and twelve adults. a place amongst the taonga here Silverdale Primary’s winning en- at the Waitangi Treaty Grounds,” try, Strip of New Zealand Art, is says Mr McManus said.*

Picture page 10: Silverdale Primary School Room Two students on Dolphin Seeker, Fullers GreatSights’ purposebuilt dolphin and whale watching catamaran. The students are looking out to Roberton Island on their way to the famous Hole in the Rock where they’ll also cruise past the Cape Brett Lighthouse.

Above: children from all over the country portrayed New Zealand as they see it in the Fullers GreatSights Bay of Islands and Waitangi Treaty Grounds competition. The winning entry from Room Two at Silverdale Primary, Strip of New Zealand Art, is now displayed at the Waitangi Treaty Grounds visitor centre. Waitangi National Trust chief executive, Greg McManus says the entry deserves a place among the taonga at the grounds.

Right: the trip included a guided tour of Waitangi Treaty Grounds which takes visitors on a journey through time, discovering the stories and events that helped shape our nation. The students, pictured here, are standing by the Naval flagstaff which marks the place where the Treaty of Waitangi was first signed.

Collins Big Cat gives reading new life Reading for pleasure is at the heart of every book published under the Collins Big Cat series. Aimed at 3-11 year olds, there are over 400 books in the series. They’re ideal for independent and group reading in class, but also a great resource for sending home for reading practice.

Collins Big Cat contacts: Auckland Central, East ,South Carol GillinG Ph: 64 9 533 5336 Mob: 027 442 5407 Email: carolJG@xtra.co.nz

Manawatu, Gisborne, Hawkes Bay, SuE dawSon Ph: 06 3288809 Mob: 027 2461947 Email: dawSon.at.adSwon@xtra.co.nz

Auckland West, North Shore, Northland JEnny VErGottini Ph: 64 9 479 9519 Mob: 021 856 617 Email: javergottini@xtra.co.nz

Wellington, Hutt, Kapiti, Horowhenua, Wairarapa: MarCEl JaCoBS Ph: 64 4 586 4506 Mob: 027 301 1141 Email: carolyn.marcel@xtra.co.nz

Coromandel, Bay of Plenty to Opotiki, south to Turangi ShEryl CadE Ph: 64 7 579 4885 Mob: 027 447 5409 Email: baycades@clear.net.nz

Kaikoura, Marlborough, Nelson, West Coast niCki GrEEn Ph: 64 3 545 7590 Mob: 027 452 2476 Email: n_green@clear.net.nz

Waikato,south to Taumaranui Ginny aShMorE Ph: 64 7 871 3197 Mob: 021 612 700 Email: ginnyashmore@xtra.co.nz

Christchurch, Canterbury ChriStinE kanE Ph: 03 342 3307 Mob: 027 825 8001 Email: chris.kane@hotmail.com

Taranaki, Wanganui ChriStinE Burton Ph: 64 6 759 7421 Mob: 027 460 3370 Email: christineburton@xtra.co.nz

Southland, Otago Joy Brown Ph: 64 3 214 4476 Mob: 027 498 0646 Email: jbrown@southnet.co.nz

To find out more about the Collins Big Cat series, including information on the Phonics and Progress ranges, plus links to download free apps, visit www.collinsbigcat.com

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book reviews Inside government

page of the book, listing important historical and political events in New Zealand’s history.

Title: Running the Country: a Look Inside New Zealand’s Government Author: Maria Gill Illustrated by: Malcolm Evans Publisher: New Holland Publishers (NZ) Ltd ISBN: 9781869663964 RRP: $24.99

Contents include: New Zealand’s system of government; what kind of electoral system we have; how our government works; the Constitution, Select Committees, how laws are made, local government, citizenship and human rights.

Most pages have a web link to some major political events and issues, such as how to find out more about the Waitangi Tribunal Hearings, or how the Reserve Bank explains inflation.

N

ew Zealand politics and government are comprehensively laid out in this accessible book.

The text is broken up well, with colour photographs, of the inside of Parliament for example.

Black and white illustrations of politicians accompany their brief profiles. The book is highly visual, with white chapter headings contrasting well with beige and light green pages.

A timeline from 1250-2018 runs through each

Science kept simple Title: Help your Kids With Science: a Unique Step-by-Step Visual Guide Author: Carol Vorderman Publisher: Dorling Kindersley Ltd. ISBN: 9781409383468 RRP: $37.00

D

orling Kindersley publications are always very visual and clearly laid out and this title is no exception.

As always, the generous use of colour illustrations, photographs and diagrams complement the text. Primarily aimed at parents and their children, it is also a good title for teachers and other educators to have.

Starting off with explanations of what science is, the scientific method and the different fields of science, the book is then divided into three parts: Biology, Chemistry and Physics.

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Always a favourite with concerning non-fiction titles, this book has a glossary, a bibliography, a list of useful websites and a good index.

This book would be ideal for intermediate and junior high school level students, who want facts and figures about New Zealand’s government, without wading through pages of dreary text.

The references to each of these parts at the end of the book are useful. The biology reference has a plant and animal kingdom diagram.

The chemistry reference has a table of the elements, with their atomic numbers, names/ symbols, as well as melting and boiling points.

The physics reference has SI base units, derived SI units, formulae, planets and moons, and some statistics about Earth.

This is written in an easy-to-read style and is the kind of book you could dip in and out of, either for general curiosity or when requiring facts and comprehensive explanations about an aspect of science.

You may have wondered how a lava lamp works …

The book is complete with a glossary and index.

Carol Vorderman is also the author of the other two books in the series: Help Your Kids With English and Help Your Kids With Maths.

By Email - production@educationtoday.co.nz using the subject line SUBSCRIBE. Please include the following information: • Name/Title (contact person) • School/Institution/Company • Address • Area Code • Phone/Fax/Email

Subscription fee - $25 for three editions per year (New Zealand subscribers). Make payments to: Education Today 03 0713 0407775 00 showing school or company name across the reference fields.

By Phone - call Education Today - 04 499 9180 Post cheque to PO Box 22321, Wellington.

By Web - www.educationtoday.co.nz

supporting schools www.thewilkieway.co.nz

Classroom Resources for Primary Mathematics Shop at the online store Mathematics Professional Learning

Contact now for 2014/15 (07) 349 0336

Behavioural Optometrist

Donald G Klaassen

DipOptom(SA),MPhil(Optom),FBDO(UK),OCANZ

Specialist optometry services and advice for all children including those with vision related reading and learning difficulties.

• Comprehensive paediatric eye examinations • Large range of children’s frames • Visagraph technology for computerised eye tracking • Irlen colour screening • Active therapy for “lazy eye”

• Tailored eye exercise programs and advice on dyslexia • Over 10 years experience with autism spectrum disorders • Over 20 years international experience • Registered with Enable NZ Spectacle Subsidy

Available by appointment at three locations in Auckland Botany Ph 262-0086 • Manukau Ph 262-0086 Sandringham Ph 846-7007

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www.tuckermedia.co.nz

Provide your children with books that stimulate their formative minds

Learning to read is basic!

Any book in this series $12.00 plus GST. Order 7 for $84.00 including GST Testimonials “Thanks for the two books, ‘Storm’ and ‘Where Does Honey Come From?’ that you sent to the Tapawera Area School and Community Library. They are wonderful and a great addition to the Library.”

Tapawera School Library “An easy read for all ages and excellent photos that really set the scene.

Educational, visually appealing and good humour.”

Fitzroy School “The books arrived yesterday. What lovely books.”

Linda Lewis, Principal, Blackmount School, Otautau

JUST ED RELEAS

“Great photography and informative text. Children relate readily.”

Uruti School

$ Order FOrm

To Tucker Media, P.O.Box 3373, New Plymouth 4341, Fax 06 758 8586

Title

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School

1. Mac, a high country working dog 2. Storm, a high country mustering horse

Address

3. Where does milk come from?

4. Where does milk come from? (Maori translation) 5. Where does honey come from?

6. Where does wool come from?

Contact

7. Where does bread come from?

Please supply all titles for $84.00 Total

Direct credit payments to Tucker Media, Account 15 3942 0885010 10 Money refunded if not completely satisfied