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! 

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.

Pacific Kids Learning @NZEI Pasfika Fono 2024

During the NZEI National Pasifika Fono 2024, discussions were led by an esteemed lineup of speakers who delved into innovative pedagogies and strategies aimed at honoring cultural diversity while nurturing academic excellence. One standout example was Theresa Tupuola-Sorenson from the Pacific Kids Learning team, whose keynote shed light on a remarkable approach to education rooted in community partnership and cultural revitalization. 

 Tupuola-Sorenson's keynote emphasized the concept of "it takes a village," emphasizing that we all have a role to play in nurturing the growth and development of our youth. Drawing from traditional Pacific values of collaboration and collective responsibility, she highlighted the importance of partnerships within the community. Central to the Pacific Kids Learning team's work is the production of digital animations in Pacific languages and contexts. 

In an era where cultural identities and languages are increasingly endangered, these animations serve as a powerful tool for revitalizing and strengthening cultural knowledge among young people. The team's approach is grounded in respectful collaboration with community leaders and elders. Before embarking on any project, they engage in direct communication with these stakeholders to ensure that the design process is culturally authentic and sensitive. This involves seeking feedback and guidance from elders at every stage of animation production, sometimes requiring multiple iterations to ensure accuracy and authenticity. 

 By centering community voices and cultural expertise, the Pacific Kids Learning team exemplifies a model of education that is not only culturally responsive but also deeply rooted in the values and traditions of the Pacific. Their commitment to preserving and celebrating cultural heritage through digital media serves as an inspiring example of how innovation can be harnessed to honor the past while embracing the future.

National Pasifika Fono: NZEI 2024

In April, the first week of the school holidays, educators from across Aotearoa converged at the Waipuna Hotel for the NZEI National Pasifika Fono 2024. This being a pivotal event spanning two days from April 18th to 19th. This annual gathering, celebrated for its dedication to nurturing Pasifika education, served as a nexus of inspiration, collaboration, and advocacy. At the core of this year's Fono was the theme: envisioning the evolving needs of our Pasifika learners while safeguarding the timeless essence of our heritage in the next 5-10 years. 

The discussions, led by an esteemed lineup of speakers, explored innovative pedagogies and strategies designed to honour cultural diversity and important role of educators. However, amidst the spirit of progress, a pressing concern was shared: proposed cuts to Pasifika staff and programs within the Ministry of Education and the wider public service. With the unified voices of over 300 Pasifika early childhood and primary educators, the message to the government was clear: the future of Pasifika education must not be compromised. 

 As educators engaged in dialogue and shared experiences, the Fono also served as a platform for collaboration. It was an opportunity to forge partnerships, exchange best practices, and strengthen networks across communities. The sense of solidarity that throughout the event reinforced the collective commitment to empowering Pasifika learners, teacher of Pasifika learners and communities. 

 Looking ahead, the insights gleaned from the NZEI National Pasifika Fono 2024 resonate with programs like Manaiakalani. By bridging the gap between education and technology, initiatives like Manaiakalani can empower Pasifika learners to thrive in a rapidly evolving digital landscape. Through equitable access to digital tools and innovative teaching practices, these programs embody the spirit of inclusion and empowerment. 

 As we chart the course for education in Aotearoa we must remain steadfast in our dedication to equity, inclusion, and cultural preservation. I look forward to attending the next Pasfika Fono and hope to be delivering a workshop on Manaiakalani's role within schools with Pasfika learners, teachers of Pasfika learners AND teachers of Pasifika hertage. 

 Viia le Atua m . o nei avanoa tāua tatou te faasoa ai ma so'otau'au ai, auā le lumana'i o tatou fanau Pasifika. Ia manuia lava le tatou galuega fai fa'atasi.

Alo i ou faiva!

Pasifika Youth Keynote no.1 @NZEI Pasifika Fono 2024

 

At the NZEI National Pasifika Fono 2024, the stage was set not by a traditional keynote speaker, but by a captivating ensemble of cultural performers hailing from our very own schools in Auckland. These remarkable students, exuding confidence and pride in their Pasifika heritage, left a lasting impression on all in attendance.

Their performances were not merely displays of talent; they were powerful reminders of the profound role that dance and song play in preserving our cultural heritage and language. As I watched them take the stage with grace and poise, I couldn't help but reflect on the significance of ensuring that these traditions continue to thrive in our schools.

Indeed, the presence of these talented performers prompted a moment of reflection for me. What would happen if we neglected to prioritize the teaching and celebration of our cultural heritage in our educational institutions? The answer is clear: we risk losing an invaluable connection to our roots - the rich tapestry of our Pasifika identity.

As educators and community members we need to remain intentional in our efforts to provide time and space for cultural expression in our schools. Whether through dance, song, or other forms of artistic expression, we must create environments where students feel empowered to embrace and celebrate their heritage. If you are already celebrating language weeks, how might this be grown further? How can you grow the knowledge and experiences of your staff and leadership? Who on staff could lead a staff meeting about the celebrated culture? How are we developing leadership in these areas of culture and identity?

But our responsibility doesn't end at the school gates. We must also call upon churches, community groups, and other stakeholders to join us in this mission. By working together, we can ensure that Pasifika culture continues to thrive, in our classrooms and throughout our communities.

I hope that this space often labelled as 'Polyfest' or 'Fiafia' will become more and more part of the priority learning areas for tamariki across Aotearoa.

Te Tai Tokerau Teacher's Summit

 Te Tai Tokerau Teacher Summit News

Kia Ora. I had the privilege of leading a 40 minute workshop at our Manaiakalani Teacher Summit held in Te Tai Tokerau - Bay of Islands. I led our team through a small presentation that resulted in teachers from across NZ producing this together. Here's my intro I gave to advertise my workshoip. Maybe you can join us next year? You could lead a workshop even! Go here to find out about other presentations on offer as you dream about 2024 and your own or staff PD opportunities. 21 years of teaching at Point England School, 1 year as the Pasifika lead for Manaiakalani, 3 terms as an In Class Facilitator. I am of Croatian and Samoan heritage. Bilingual speaker of Samoan and English. For 6 of 21 years I was the e-Learning teacher. Part of this role was to lead a team of children and whole staff in the daily production of the ‘Pt England News Network - PENN’. Celebration of the small and big steps are important in village life of raising children. I am very excited to be able to share how we’ve celebrated our students and whanau in our community.

KOLOA Pacific Language Fono 2023

As the Pasifika lead in Manaiakalani, I had the privilege of attending the inspiring KOLOA language fono. This significant conference centered on the long-term prosperity of Pacific languages, and it brought together 300 leaders representing various Pacific communities. Throughout the event, we engaged in talanoa (dialogue) and immersed ourselves in a wealth of knowledge and learning.

During the conference, Te Taura Whiri i te Reo Māori Chief Executive, Ngahiwi Apanui, delivered powerful statements that resonated deeply with me.   He highlighted three strands that he has worked within in his work to strengthen Te Reo in Aotearoa.   The first he shared of what 'Manaakitanga' the caring for learners AND potential learners.  The importance of ensuring that it is safe for individuals to try using the language without embarrassment.   I have witnessed this in my life, where those attempting to speak the gagana Samoa have not had a safe environment to practice the language without criticism.  I on the other hand had access to grandparents grew my use and understanding of the gagana Samoa by way of conversation where they modelled the correct pronunciation and use of phrases etc in the way they responded.  NOT a growling but a conversation, a safe and encouraging place for me to try, make errors and go again.

Dr. Anae Neru Leavasa MP, emphasized the fundamental role that our Pacific languages play in upholding cultural values. His poignant statement, "It takes one generation to lose a language, and three to gain it back," prompts an urgency to preserve and revitalize our languages for the benefit of future generations.   

The fono also provided a platform for celebration, with performances from the Ura Tabu group. The thought-provoking keynotes from distinguished figures in Pacific media, such as Sefita Hao’uli and Tagaloatele Professor Peggy Fairbairn-Dunlop I connected with deeply.  As they told their stories of life, communities and academic achievements I could relate to much of the detail.  In particular,  the strong foundation they stood upon, in their identity, cultural heritage and language that opened and unlocked doors to understanding and better support for their communities.

 The diverse panels and discussions covered essential topics, including the impact of technology on language learning, especially through social media.

Randy Liuvaie's experience of creating Niuean language teaching resources with his daughter through online channels.  This showing  innovative ways to engage our students and empower them to embrace their mother tongues.  This matches the practice of Manaiakalani, how digital affordances can not only hook children into learning but accelerate and embed.

Throughout the fono, there was a collective understanding of the significance of our languages, transcending economic arguments. However, Treasury Chief advisor Su'a Kevin Thomsen's insights on the financial benefits of language maintenance further reinforced the importance of gathering data and evidence to advocate for greater support and resources for Pacific language programs.

The presenting of key findings in the documents of the Leo Moana Report and the Pacific Language Strategy was a highlight for me.   Real data to inform and guide our next steps with Pasifika learners, their aiga (families)  and communities.    Another connection with Manaiakalani in that we gather data twice a year in every school (up to 120 schools) to capture what progress we've made, the successes and the work on areas of the education for our learners in decile 1A schools.   

As a Pasifika lead in Manaiakalani, I am committed to fostering an inclusive environment that encourages students, parents, and educators from Pasifika backgrounds to embrace and celebrate our languages and cultural heritage.   

The KOLOA Pacific language fono was a transformative experience for me, strengthening my determination as a Pasifika lead in Manaiakalani to actively support our languages and cultural identity within the educational community. I am inspired by the work of fellow educators, students, and families to ensure that our Pacific languages continue to thrive and serve as bridges connecting us to our rich heritage and to each other.

Farewell my beloved

 

 

 I am deeply grateful for the 21 incredible years I’ve spent at Pt England School. Malo lava Russell, tele naua ou fa'ata'ita'iga matagofie mo a'u!  Ae maise fo'i le au faigaluega o le aoga, aiga ma fanau, measina o le tatou nu'u o GI.

This community has been more than a workplace—it has been a family where I’ve grown as a teacher and a person. Fair to say all my milestones as an individual and Tele'a family have been connected to this place!   

The shared journey with colleagues, students, and families has been a privilege and an honor. I will always cherish the relationships, memories, and the countless lessons we’ve learned together. Thank you for the love, trust, and unwavering support throughout this amazing chapter of my life. Thank you my dear friend Sandy Lagitupu for this film, you're such a star!

PES - I LOVE YOU!

Pasefika, Pasifika or Pacifica? O le mea e tasi.

Malo lava le soifua maua ma le lagi e mamå. I'm excited to share with you my journey in my new role as Pasefika Lead for the Manaiakalanai Network. In this role I have met with principals across schools in our network who have high percentages of Pasefika students. Our talanoa has focused on how the Manaiakalani Programme impacts our Pasefika children along with their teachers AND teacher of Pasefika heritage.

One of the first things I worked hard to find out was which spelling was in fact best  to use for my role. As a Samoan child, I have heard - used and been acknowledged as a person of the Pasefika (spelling from the Samaon and Tokelauan culture). In looking across different organisations who work within our Pacific communities, speaking with Pasefika leaders and educators it confirmed my understanding that Pasifika and Pasefika are both commonly used to refer to Pacific people, culture, and languages. The spelling difference is due to pronunciation across different Pacific Island languages. In New Zealand, 'Pasifika' is the more widely used term.

 The choice of which term to use may depend on context and personal preference. Some great advice from an mentor Aunt (Human Rights Advisor- Pasifika at the Human Rights Commission) it is important to be aware of both spellings and to use them respectfully when working with Pacific people and communities.   My mother's answer, "O le mea a e tasi, Pasefika - Pasifika - Pacific".  It is the one, it is the same. 

Ia manuia lava tatou taumafaiga aua se lumana'i manuia o tatou fanau Pasefika!

Guided Reading (and Comprehension) - Malamalama? Malamalama fa'afetai!

 Today was focused on the components that make up planning and organisation as teachers in reading.  Above is an example from teacher Robert Wiseman of Pt England School.    To produce this learning experience Rob in his planning stages needed to consider the following:

1. Who is the learner?

2. What did their previous reading experience show?

3. What learning intention is needed to further their understanding through reading?

4. What resources would be best to use for this?

5. What ways can the learning share their evidence of learning?

6. What create activity would show their level of understanding against the set WALT?

Guided reading practice is in support of these.   

Some reminders and learning for me:

a. Having the WALT in view every slide, on board, on wall where children can keep referring to is very important.    

b. When curious questions arise in reading session: before, during or after you can collect these and address later.

c. With tools shared today, use them at a pace that suits and check they are useful to what you are trying to find out and work towards with learners.

Filifili se tusi - pick a book!

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  What did I learn that increased my understanding of the kaupapa and pedagogy of the Manaiakalani Reading Programme ?

Looking again at our provisions for learners around the apps in Chrome. Do these follow through to being able to gauge any progress for our learners? Can our students understand what these show? In google docs etc there are features to support students to engage more with reading, take some time to see how they are working already in classrooms and how you might adapt to suit your learners and reading goals.

• What did I learn that could improve my capability and confidence in teaching reading?

Take time to work through the different elements of a text set. Which is the base text? What different perspectives do I want the text set to cover? Text sets are great when they are multimodal! Think again around grouping of your learners. Move away from always having reading ages put together, what about their interests? In our provision for reading we can communicate clearly that we acknowledge them as individuals by way of text selection and grouping.

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• What did I learn that could be shared within my wider community, with either colleagues, or whānau/aiga?  This is for ME not a directive from sessions...but where sessions have landed my thinking re selecting text.

Take more notice of our learners attitude, what has influenced this? What mess
age have they received from years of schooling? Community? Homes? Social media? Stop and capture what our learners feel about reading, their interests, their influencers. Use this to start from to select texts that engage, excite my learners.

 

Mana Ako Club Coordinator

2022 opened with plans to take on full time study and a discipleship course.  I had committed to being a coordinator for the Mana Ako Club.  A club that supported our senior learners with two afternoons of homework completion as well as learning across the curriculum.

By late January plans had changed, one to being put on pause and the other being a declined application!   What?!!   The same week things changed I returned to my workspace in support of my senior management.  I carried out the role of Acting AP for a term and a half.

My constant so far this year has been my connection to the Point England Students by way of the MAC - Mana Ako Club!

As a school teacher it's close to your ideal set up - a class of 15 at the most! Tending to learning needs as they arise out of the weekly homework set.   Adding in learning of life skills that are guided by the team at journal surf.  Life skills mostly come out of key competencies and social/emotional learning outcomes as promoted by the NZ curriculum.

The range of learners attending MAC have varying needs to support, one thing in common is that they are all very comfortable.  Comfortable in learning where they are in learning levels and where they want to be.  That the varying levels reflects simply where they're at, not their lack bur rather a work on, an area to grow.

This year we've continually re-visited the practice of having a 'growth mindset' v's 'fixed'.    It has proven to be very powerful.

I am blessed to have had this opportunity to work in MAC, to see children work in an environment without the pressure of huge class numbers.   Time devoted to social and emotional growth that lends to having learners who are comfortable to make mistakes, ask for help and try again.

One lockdown, year 8 prize giving down and a new year to look to!

Hoorays and Halleluah's on the highest! What a way to end 2021. A few weeks with local schools being closed for a bit due to covid, uncertainty grew! We are so thankful that we have made it this far, got through a prize giving - 'Awards Assembly', Year 8 Graduation 'Year 8 Farewell Assembly'. Our thanks can be heard in this himene that we learned this year during our leadership camp earlier in the year. When one of our students fell ill, it was what we sang daily along with our student led karakia. Thanks to ALL who have supported the Team 5 whanau this year. We sing this with you all in mind. Fa'afetai Iesu, Fa'afetai!

Lockdown in the life of Team 5 2021

 

A lockdown in the life of Team 5! Nau mai haere mai! Here's a quick capture of our fantastic team of learners and teachers. Lockdown saw our teachers and students travel through different themes and language weeks to enhance our learning online. A big big KIA ORA to Team 5 for showing 'Karawhiua' everyday! Turning up and DOING the mahi - Karawhiua! We know that this lockdown has brought us many fun days of learning together online. We look forward to the days ahead where we will be able to sit together, reflect and share of all the good!

Reading Inquiry - Strip it back

 

10 years plus into the online world of sharing our student and teacher learning online.  Where are we now?  Time for a stocktake I say!

Sitting with my mentor I had the opportunity to look through my teaching team and our provisions on line from planning through to the learner and whanau.   It became very clear that the baseline of these provisions were somewhat murky...hard to see.    An example: WALTS were stated, it took travelling to slides 3-4 before arriving at a task that focused on WALT.   

While likely the students knew where to find the basics of:

1. WALT: what we are learning today

2. TEXT SET: what we are reading/watching/listening to this week

3. FEEDBACK & FEED FORWARD: for/from student, teacher and whanau

It was not clear enough with my lense of 'Team Leader', 'Mum' hat on.   Time to reset.

At a recent PD for PES staff and also a cluster PD with Rebecca this was a list that my team came up as definite work-ons, must haves for our weekly delivery in reading.  We decided to make a real effort of providing for the following in a limited number of slides.  Explicit teaching also about why we are having more than one text - explaining T shaped literacy.  Trying for 5-6 slides at the most with the following:

*1. Summary (story web, back plan - give a word count)

2. Word work (focus on vocabulary)

3. Comprehension (literal/inferential)

*4. WALT - the problem area (reorganisation/evaluation type questions)

5. Create - mindful of gear and length of time to complete 

6. Showing of additional texts found by reader 

As a team we are sharing fortnightly on a single WALT, text set and follow up activities.  This has been really helpful for the team. Not only are we sharing but picking up ideas from one another that are successful so far this term.  We are trying the same with our maths.   Goal: to get back to a baseline that covers the basics of good quality learning and teaching for our students, teachers and whanau.

Jenny Salesa@PES

 

In today's assembly we had the joy of having MP Jenny Salesa join us.  She shared briefly about her journey to parliament.   She was very encouraging about working hard to achieve roles and careers that would support and help our people.

Malo aupito for today.

This is report was created by Faith-Rose of Room 3, May 28th 2021.