A STEAM Journey: Te Puke ō Taramainuku Kāhui Ako

Student from Flatbush Primary School, project on the Apia Clock Tower.

Oka oka se manaia o lenei avanoa!  I recently had the opportunity to visit a Te Puke ō Taramainuku Kāhui Ako event that was a powerful demonstration of how Science and Technology can be used to bring history and culture to life for students. It was immediately clear that the teachers were incredibly passive about forging these connections, ensuring a smooth transition from traditional knowledge to hands-on, creative learning. The day was centered around integrating STEAM principles into the curriculum, but with a unique and deeply meaningful twist: linking scientific and technological processes directly to cultural and historical inquiry through a variety of project-based stands.

Throughout the day, keynotes were delivered that encouraged learners to use their knowledge and experiences in STEAM to explore possibilities in the future. One particularly inspiring speaker was a 3D artist who worked on the iconic creature design for the film Predator. The speaker shared their personal journey, explaining how their career began as a hobby and led to them creating intricate 3D objects and creature effects for movie sets. The talk powerfully illustrated the potential for blending passion with history, scientific knowledge and technical skills.

The event was a vibrant showcase of student ingenuity. In one corner, a project focused on the cultural significance of the kawakawa plant. Students had used their knowledge of science and technology to make kawakawa balm, proudly sharing the finished product and even gifting a small pot to visitors at the end of each session.

Another project explored wind power using technology and science, creating a clear link back to the use of sails and the historical navigation of the sea on double-hulled canoes. The students explained how their experiments with wind energy connected directly to the ingenuity and skill of their ancestors as master navigators.

Nearby, another stand featured intricate 3D cardboard models of historical landmarks in Samoa. The students' understanding was brought to life in a remarkable way, as they had used Scratch and code to program their models to tell stories and play audio recordings. When I interacted with one of the models, it triggered a student's voice explaining the landmark's historical significance, the scientific principles behind its construction, and its cultural importance.

In another area, bilingual classrooms presented a series of captivating stop-motion projects. These short films were not only creative, but they demonstrated the students' command of storytelling, their technical skills in animation, and their use of both their native language and English.  A hands on experience was provided by the students for students from the cluster who visited during the day.

I visited a stand focused on the production of coconut cream. Students explained how the project was prompted by solving a real-life problem, and they had applied their knowledge of science and technology to explore the process of extracting the cream. They had even built a machine to "valu popo" (scrape coconut flesh) to improve the process and create a higher yield.

Each of these projects moved beyond simple recall, asking learners to synthesise knowledge. They showed that by using technology and science to explore their heritage, students can create powerful, personal, and engaging learning experiences that also serve their community. 

Malo lava le tāpena faiaoga ma lo outou vasega!   Ia maua e outou le fanau se lumana'i  e lelei ma aoga mo tatou tagata. 

Celebrating Our First Pasifika@Manaiakalani Conference!

What an incredible day we had on July 1st at the Te Oro Music and Arts Centre in Glen Innes, as we gathered for our inaugural Pasifika@Manaiakalani Conference! It was truly inspiring to welcome a vibrant group of 80 eductors that included community workers, and even some cherished retired teachers. The calibre and passion in the room were truly inspiring.

The day kicked off with a powerful keynote address from Dr. Rae Siilata and Kyla Hansell, alongside their amazing team, Dr Martha Aseta, Grace Ormsby Abazu, and Avikaila Sopotulagi Tilialo. Their insights set a wonderful tone for the day, deeply resonating with everyone present. Dr. Rae Siilata opened with a powerful metaphor: "I walk backwards..." inviting us to reflect on the wisdom of our ancestors and the past to guide our steps forward. This resonated beautifully with the Samoan proverb, "E sui faiga, ae tumau fa'avae" (practices may change, but foundations remain), emphasizing that while our methods evolve, the core values and knowledge from our ancestors, highlighted from our Manaiakalani site, remain our unwavering foundation. Attendees particularly noted the profound knowledge and research shared, appreciating how deeply it aligned with Manaiakalani's kaupapa. Messages were well-supported by research around bilingualism, including the significant work of Jim Cummins. A key question stressed by Va'atele was: "Whose knowledge is being valued? What would our students and their families say we value as teachers and as a school?" This provocative inquiry encouraged deep reflection on our practices. The keynote provided a knowledge-rich experience, delivering important messages that extended beyond education to touch on humanity, leading to significant and valuable learning for all.

Following the keynote, attendees had the opportunity to dive into a rich selection of learning, with 12 diverse workshops offered across three rounds. There were four fantastic options in each round, ensuring something for everyone to explore and engage with.

A true highlight was our lunch experience at the Tātou Cafe, just across the road. We were so privileged to be hosted by the talented young people from Tāmaki College, who not only cooked but also served a delicious Pasifika-styled lunch to our entire group. It was a a beautiful example of learning and community in action, and a real treat for all!

We extend our heartfelt thanks to the Manaiakalani Education Trust and TRC  - Tāmaki Regeneration Company for their invaluable financial support. A special thank you also goes to PBTech and Mena International Ltd for their generous donations of items for spot prizes and draws, which added so much fun and joy for the teachers who attended! 

A huge fa'afetai to all our dedicated workshop presenters who delivered 12 insightful sessions, sharing their expertise and passion with our attendees. Finally, a massive fa'afetai tele lava to all who attended, especially for dedicating what should have been their holiday time to be with us and for adding so much by their very presence and contributions.

Fa'afetai tele lava to everyone who attended and contributed to making this first Pasifika@Manaiakalani Conference such a memorable and impactful event!  We look forward to hosting you again in 2026! 

A Day of Inspiration and Connection: Reflecting on Our Inaugural Conference

 

Tuesday July 1st, the Te Oro Music and Arts Centre buzzed with energy as we gathered for a special day of learning, connection, and shared vision. This was our inaugural conference, a day that showcased the strength of community and the richness of Pacific wisdom in education. The morning kicked off with a compelling keynote address from Dr. Rae Si'ilata and her auva'a (team) Marth, Kyla, Grace and Apikaila from Va'atele Consultants. Dr. Si'ilata's insights are always stirring, challenging us to consider what our children and whānau see us valuing. Her powerful message resonated, prompting us to reflect on our practices and ensure they demonstrate our commitment to valuing every learner's identity, language, and culture. It was an inspiring start that set a clear, authentic tone for the day. Following the keynote, attendees immersed themselves in a dynamic series of 12 diverse workshops. These sessions encouraged active collaboration, offering practical tools and fresh perspectives. The spirit of working together was evident, with ideas and experiences shared freely among participants. It was good to see how everyone naturally contributed, enriching the collective learning. One of the highlights of the day was our Pasifika-styled lunch at Tātou Cafe, just across the road. What made this even more special was that the cafe is student-run, a fantastic initiative by Wayfynders – a community project with Tāmaki College students learning and earning. It was a delicious and authentic experience that embodied the values of community, enterprise, and nurturing talent central to our conference. The students' manaakitanga was wonderful, and it was a proud moment to support their work. The entire day was a testament to the great lineup of presenters and the dedication of everyone who came together to learn, create, and share. We hope that the ideas and truths sparked during the conference will inspire and impact the terms ahead, bringing fresh energy and purpose to your tautua (service). A huge thank you to the Manaiakalani Education Trust and TRC for their financial support, which helped make this event possible. We also extend our gratitude to Mena International Ltd (the Pacific fashion brand) and PBTech for their generous donation of items towards our end-of-conference draw, which was loved by all. Thank you once again to our everyone who attended and contributed to such a memorable event. Your engagement and willingness to collaborate made it a success! Based on the great support and feedback we've received, we look forward to hosting again in 2026! Ia manuia lava toe kuata o le tausaga, fa'amanuia le Atua iā te outou uma! What was your favorite moment or key takeaway from our inaugural conference? Share in the comments below!

Matamatika - the new Maths curriculum

Taimi o le Matamatika!

What a fantastic PD day we had for the new Maths curriculum, led so brilliantly by Donna and Elena from the Manaiakalani team – a huge thank you to them both! I really appreciated being walked through the different parts of the curriculum. While we know as experienced teachers that many pages of any new curriculum might not get a full read by busy classroom teachers due to workload and being time-poor, it was incredibly reassuring to get a clear overview of all the parts, the layout, and the expectations for our classrooms. Indeed, today's PD gave a clear message about our role in knowing the curriculum in detail to influence how we teach. No one can hold all the information in mind, but the act of checking in regularly with the finer print – for example, during termly planning overviews – is incredibly important.

One highlight for me was being coached about the 'Science of Learning'. It was a great visual – left side for the Ministry's approach, right side for our blue Manaiakalani MPI. It really clicked!

I also picked up on the promotion of using lots of oral language in our maths teaching, which is absolutely key. And I love that the growth of good relationships – between teacher and learners, and learner to learner – is acknowledged. This was a big focus of DMIC (Developing Mathematical Inquiry Communities), and it's wonderful to see this important aspect of teaching in maths being highlighted.

Speaking of that, we even had a go at a rich task with three colleagues – the very ones I'd been in a breakout group with that day. Our task was about shading shapes to make fractions. Initially, I started to feel a bit nervous. But, given how comfortable and safe I felt with the group, I decided to declare my barriers or "entry points," which was at the lowest end. This put me at ease and really helped me to relax, listen, and even understand others! I found myself able to apply the imaging of shapes, flipping them, and so on, to make up fractions. I went from feeling comfortable only with halves and quarters to looking at sixteenths – woo hoo! Elena highlighted that the smiles and relaxed feel we had on screen are the exact time and tone we want to keep in maths lessons, as it contributes hugely to maths being understood and enjoyed.

And here's a big one for us as teachers: if you think you're "not good at maths," we need to challenge and change that mindset. Our own beliefs about maths impact our students hugely! This new curriculum has a strong focus on enabling access for all our learners to all levels of maths. It's about acceleration, not remediation. In the past, we often identified where students were, then focused solely on "gap filling." The result, most times, was little to no shift, and learners remained in low achievement cycles. This curriculum aims to break that cycle. Don't hold learners back if they don't know basic facts – they will pick this up in other strands as they progress! This emphasis on accelerative practices within the curriculum truly resonates with Manaiakalani's core goals for learner progress and equity.

A key aspect of this curriculum is its strong push for using materials to build understanding. Think place value disks – materials are strongly advised to help learners grasp concepts concretely. Also, make sure to check out the videos provided on Tāhūrangi! These have been re-recorded to incorporate the new phases and curriculum, and they show some great examples of how to effectively use materials with learners in class. Playing games is also highly encouraged! Learners love this, and there are games suggested to link to specific phases and learning sequences.

When it comes to assessment, the message was clear: we need to continually monitor our students' progress, and this should directly influence our next steps with the resources available. We need to ask ourselves: are the right design scaffolds present? Are there opportunities for learners to apply their learning, revisit concepts, reteach, and consolidate understanding?

Our planning should integrate the interests and current events/activities of our learners, school, and community. Imagine getting our kids to consider the maths in a special cultural event – the cost to run it, statistics around participation and audience, and so on. That's real-world maths!

Currently, we're faced with choices about new resources. The key message from Elena and Donna was clear: be led by the curriculum first, and then the resources. Resources have different strengths – some offer rich tasks, others focus on practice. We need to shift our thinking to: "How does this resource support what the curriculum directs us to do?" Providers are supplementary, not the drivers of what should be taught. The curriculum guides the teacher, and the teacher guides how and when the resources are used. And a big one: if you have resources that have worked well in your classroom, KEEP THEM, USE THEM! Don't throw the baby out with the bathwater, as the saying goes! Remember, 70% of NZ Maths resources are available on Tāhūrangi – definitely check them out!

We also explored the strands, noting some new substrands like Financial Mathematics. It was great to delve into one of these. The curriculum provides a clear progression in the language required in maths, which you can see from Year 0 to Year 8 for each strand and substrand. Planning examples are available on Tāhūrangi, and it was emphasized that these are examples to be adapted and changed to suit your school and classroom – they are not exemplary, just a starting point.  Integrating maths across curriculum areas is another supported practice in this curriculum refresh.

There's much more I'm still processing from today, so take this as a taster! Want to know more? Join our MPI, or contact us at Manaiakalani to assist!

Saane Faaofo Oldehaver - Tautai+RTLB Fono

My reflections: 

The Role of NZPPA

The New Zealand Pasifika Principals’ Association (NZPPA) began in 2008 with only two members and has grown to over 100 Pasifika principals across the country. NZPPA is driven by Pasifika values, advocating for Pasifika voices in education. It provides professional development (PD) opportunities for principals, such as Tautai o le Moana, and promotes cultural responsiveness through initiatives like rolling out Tapasā and organizing bilingual education conferences.

As a former President of NZPPA, Saane led for two years. Despite feeling ill-equipped at the start, she embraced the role with determination and learned through the experience. She described it as a privilege to bat for Pasifika and to strengthen spaces where principals could safely share and support one another.

Strategies for Engaging Pasifika Learners

In her role as a deputy principal (DP), Saane highlighted strategies for teachers and Resource Teachers: Learning and Behaviour (RTLB) to engage Pasifika learners:

Tapasā is an essential working document that captures the voices of Pasifika learners and families. Teachers should use it to guide their practices.

Language and identity matter: Pronouncing names correctly and knowing learners’ cultural backgrounds are simple yet impactful starts.

High expectations: Setting a high bar helps Pasifika learners achieve their potential.

Service: Understanding how Pasifika children experience service within their home, church, or school contexts can enrich teaching approaches.

Patience and relationship building: Teachers must avoid assumptions and take time to understand the unique context of each learner and their family.

RTLBs should focus on meaningful interactions, such as greeting learners in their heritage language, to show they value the students’ cultural identities. Building trust with teachers and using talanoa to discuss classroom dynamics before addressing specific learners was another key suggestion.

A breakout session following Saane's talk showcased some excellent practices RTLBs use to introduce themselves and their services. RTLBs and schools are encouraged to negotiate times for these introductions every year or two to ensure alignment and awareness.

Talanoa Ako

Saane spoke about Talanoa Ako, a Ministry of Education initiative that supports Pasifika families to engage with schools. However, the current government is reviewing whether it will continue.

Pacific Leadership Advisor Role

As a Pacific Leadership Advisor, Saane worked alongside Pasifika principals and schools with significant Pasifika populations. This role emerged from the Tomorrow Schools Review and involved principals seconded for a year or two to work directly with others in the field.

Reflecting on this role, Saane shared how she fought for Pasifika perspectives in education and helped connect principals to resources such as Tautai o le Moana. She noted the lack of a dedicated team within the Ministry of Education to consolidate and share the many incredible external resources available for supporting Pasifika learners.

With the term ending, Saane will return to Weymouth Primary, bringing insights gained from this role, such as providing staff with opportunities to reflect on their practices and fostering cross-school collaboration.

Celebrations and Challenges

Saane celebrated the positive, supportive space NZPPA creates for Pasifika principals and the deep resource network she has helped uncover. She emphasized the importance of taking time out to explore what is available for professional growth and learner support.

However, she acknowledged that the work is relentless, with the demands of leadership making it difficult to find a work-life balance. While she continues to seek answers in this area, her resilience and adaptability remain central to her approach.

Advice for Aspiring Leaders

Saane encouraged educators considering leadership roles to take the leap. "You all have something to share," she said. While challenges may arise, much of the learning happens along the way.

Improving RTLB Services

At a recent conference focused on neurodiverse learners, Saane observed that RTLB services are on the right track and should continue their current efforts. For RTLBs working with Pasifika teachers, she stressed the importance of building relationships and having talanoa to understand classroom contexts before addressing specific learner needs.

Final Reflections

Despite initially feeling unprepared for certain leadership roles, Saane’s courage to step up has led to meaningful contributions to Pasifika education, the development and support of teachers and principals. Her journey exemplifies the power of reflection, connection, and a commitment to community-driven leadership. As she transitions back to her school, she brings a renewed focus on relationships, cultural fidelity, and collaboration, ensuring that every initiative fits authentically within the school community.

I used chatGPT to help organise my notes from this valuable session. 

Tautai+ RTLB Fono

E le tu toatasi se tagata - No one stands alone is the theme for today's fono.

Flatbush Primary School: A Vision of Love, Community, and Excellence

At the RTLB Fono hosted by Tautai RTLB, principal Banapa Avatea of Flatbush Primary School shared an inspiring narrative of how his school is leading with love, embracing its diverse community, and fostering success for all learners. Through purposeful initiatives and community partnerships, Flatbush has become a thriving hub of cultural celebration, academic excellence, and holistic support for ākonga, whānau, and staff alike. Here are some of the key highlights from his presentation.

A Vision Rooted in Community and Culture

Flatbush Primary School begins its journey with a deep acknowledgment of diversity and inclusivity. This is exemplified in its celebrations of Language Weeks, which provide authentic opportunities for whānau to be involved. These celebrations link directly to the success of initiatives like Talanoa Ako, a parent program adapted to be delivered in Samoan and Tongan, enabling families to fully engage in their heritage languages. This growing parent involvement has fueled support for the school’s bilingual classrooms, beginning with a Samoan bilingual unit for Years 1–6, with aspirations to expand into Tongan and Māori bilingual units.

A large number of the teaching staff are Māori and Pasifika, reflecting the community the school serves and supporting the goals of cultural inclusivity. Tapasā, the Afa framework, and Tātaiako guide their practices, ensuring the needs of Māori and Pasifika learners are central to the school’s approach.

Honoring Te Tiriti and Strengthening Connections

Flatbush works to honor Te Tiriti o Waitangi in both daily classroom practice and annual celebrations. Te Reo Māori is taught across the school as part of the CRT (classroom release time) program, and connections with local iwi such as Ngāti Tamaoho and Ngāti Te Tamaki help deepen understanding of the whenua and history of the community. This extends beyond the Treaty, enriching relationships with the land and its people.

The school also embraces its ESOL learners, who make up a significant portion of the roll. With dedicated ESOL teachers and learning support, learners receive the tailored help they need to thrive, building pathways for success in both English and their home languages.

Holistic Support and Pastoral Care

A full-time social worker, counselor, and SENCO are part of Flatbush’s pastoral care team, ensuring that learners and their whānau are supported in every way possible. Whether addressing emotional needs, learning challenges, or providing a listening ear, this team is instrumental in the school’s mission to serve the whole learner.

Flatbush’s approach to parent-teacher interaction is also unique. Instead of traditional parent-teacher meetings, they host celebration meetings four times a year, focusing on sharing and celebrating learners' successes. This deliberate move away from deficit thinking fosters positivity and empowerment for learners, teachers, and families.

Professional Development and Collaborative Growth

Flatbush’s journey of growth began in 2019 with a courageous review of classroom practices, using data to identify gaps between teaching delivery and learner understanding. This process sparked targeted interventions and ongoing professional development, aligning with the professional growth cycle.

The school has also implemented a Growth Coaching Model, which encourages staff to draw on each other’s strengths. A talent wall highlights individual skills within the team, creating a powerful internal network of support. Collaborations with Rongomai Primary and others have further enriched their work, particularly around curriculum development and the science of learning.

The Whole Learner: Ākonga Talents and Opportunities

Flatbush celebrates its learners’ talents in academics, sports, and the arts. From participating in regional and national speech competitions (where a Year 5 student won first place in the Year 6 category!) to thriving in after-school music programs, students are nurtured to grow their strengths. A music room with tutors and an annual concert showcase learners’ achievements in music, while sports participation helps develop resilience and teamwork.

Alofa, Aroha, Love

Above all, love underpins everything at Flatbush Primary School. Love for whānau, community, learners, and staff creates a culture where everyone feels valued and supported. Despite life’s challenges, alofa and aroha are the guiding principles that drive the school’s success.

Principal Banapa Avatea warmly invites anyone to visit Flatbush Primary to experience firsthand the vibrant community, cultural richness, and innovative practices that define this exceptional school. This is a place where love, collaboration, and excellence shine in everything they do.

Meitaki maata Banapa for your sharing today about the huge journey you and your community have travelled. Your korero today has highlighted today's theme of 

E le tu toatasi se tagata - No one stands alone

E moni lava!  Malo le faasoa, malo le tautua! 

Breakout Group Takeaways

Our group was deeply inspired by how Principal Banapa Avatea’s strategic approach to community engagement directly connects to student outcomes. The way everything is intentionally linked—from community involvement to classroom learning and teacher development—was a major highlight for us.

1. Community Engagement as a Foundation for Learning:
   Initiatives like Language Weeks don’t just celebrate cultural diversity; they actively involve families and the wider community. These celebrations are thoughtfully linked to long-term classroom plans, such as the bilingual units, ensuring that the rich cultural contributions of the community are reflected in the learners’ everyday education. Diversity Week, which includes smaller ethnic groups, highlights the school’s commitment to inclusivity, providing us with ideas for improvement in our own kura.

2. Professional Development Driving Classroom Practice:
   The PLD for teachers is designed to ensure the best classroom practices align with the school’s broader goals. This ensures that the teaching supports and reflects the strategic engagement with families, creating a consistent and holistic learning experience for the students. The deliberate connection between data-informed PD, teacher coaching, and student learning outcomes stood out as a model for success.

3. Coaching and Collaborative Leadership:
   The coaching model Banapa uses with staff links directly back to the school’s inclusive and community-focused approach. By tapping into staff strengths and creating a culture of mutual support, the school ensures that everyone—teachers, learners, and families—feels valued and involved. This distributed leadership also lightens the leadership load while maintaining a unified vision across the school.

Overall, we were impressed by how everything connects at Flatbush Primary: community engagement informs classroom practice, professional development builds teacher capacity, and collaborative leadership ensures sustainable progress. It’s a powerful example of how strategic planning can create lasting impacts for learners, staff, and the wider community.

I used chatGPT to help organise my notes from this session.   

Manaiakalani Cook Island Summit

 The Cook Islands Teacher Summit, organized by the Manaiakalani Education Trust in Rarotonga on October 7-8, 2024, offered a rich platform for educators from New Zealand and the Cook Islands to exchange ideas on using technology in classrooms, refining teaching practices, and enhancing cultural awareness. Sessions focused on practical tech applications, such as Google Apps and through to creating in various platforms and cultural contexts.  Culturally oriented workshops emphasised understanding students' Pacific heritage, a theme central to fostering cross-cultural competence in education.   

Watch our video here produced by a workshop group of teachers at the summit.  

I lead two workshops, one based on the daily news network at Pt England School and the other on using stories of each individual to make cultural connections to bring more understanding.   

Meitaki maata to our Manaiakalani Education Trust, the Manaiakalani staff, and everyone who gathered for the October 2024 Cook Islands Teacher Summit. The energy, dedication, and shared knowledge from each participant and organizer made it a truly special event for us as educators.