#38 Weekly Update

Thursday 5 December 2019

Rāmere, 5 o Hakihea 2019

Reflections for 2019

1. Rōpū Pāngarau – Maths

The maths group met at the start of 2019 and decided on these focus points:

  • Examining the LPF matrix, both the summarised version and the website as a primary source. We used the aspects to evaluate our individual maths programmes. As a result of this work, we were able to share ideas and resources.
  • Examine the Digital Curriculum for 2020. To do this we started with a discussion about the digital skills within each school and the strengths and weaknesses. We surveyed teachers to see how confident and comfortable they were about the DC across the kura. The two main areas of need appeared to be:
  • explicit teaching of digital skills, and
  • unplugged activities. We attended MoE- CORE professional development and will advertise these useful sessions in 2020.
  • Although the tuakana-teina programme wasn’t a focus at the start of the year, it has developed and gained some impetus over the latter part of this term. We have had two successful visits to Orewa North School and Silverdale Primary School. We intend to develop these more fully, with a focus on ako or reciprocal learning. He iti te mokoroa nāna te kahikatea i kakati — Even the small can make a big impact on the big.

2. Te Reo Me Tikanga Māori

We achieved our short term goals to:

  • Have a unified set of karakia, waiata, mihimihi and karanga ✔️
  • Have all of our kura performing at the Tū Māia festival 2019✔️
  • Enable all kura to be able to hold pōhiri for new staff and students in 2020✔️
  • To create a Māori strategy for the Orewa Kāhui Ako with our marae, Te Herenga Waka o Orewa ✔️

We also developed long term goals which are underway and will continue into 2020:

  • Strengthen connections with our local marae, Te Herenga Waka o Orewa.
  • Progress the normalisation of te reo me tikanga Māori in all of our kura.
  • Continue to use the Māori strategy to measure success and set next steps.
  • Be ready for the compulsory teaching of NZ history from a local/Māori perspective.
  • Establish progressions for te ao Māori in our kura.

3. Tuhituhi/ Writing

  • Embedding a robust moderation programme

We have made positive progress in our alignment with assessment across our kura against the Learning Progression Framework. Our results are showing greater consistency across our curriculum in NZC levels 1 to 5 and we will continue our regular termly moderation meetings next year to further embed this practice. Within school leaders are refining our Orewa Kahui Ako matrix to include latest updates. It has been encouraging to see some of our kura take up the moderation format available and utilise this for staff professional development at their own kura.

  • Models of effective practice for all learners.

Anchor Charts are being developed to support students and build on teacher capacity. Student voice has been gathered in the development of these charts utilising tuakana-teina/ mentoring with some of our college and primary school students. We hope to have our first writing chart for kura to use early in term 1, 2020. we have also shared information on Digital Literacy and Fluency aligned to the key competencies, supporting our teachers for the 2020 implementation of the digital curriculum.

4. Rōpū Taunaki Ako/ Learning Support 

Focus of Learning Support is:

  • to create better provision of learner support through collaborative action.

A Learner Support team was created with our SENCOs, RTLB, MoE Manager, Across School Leader-Learner Support and two In-School Leaders. Midway through the year, monthly Panel meetings were established consisting of one SENCO (rotating termly,) MoE Manager, RTLB Liaison, and the Across School Leader. A connection has been made with seven local ECE They will have their own permission letter and registers early in 2020. Information will be used in transition from ECE to our Primary Schools.

  • To identify and share resources and programmes that can support teachers to work effectively with students with wide ranging needs.

The Learner Support Team began the year examining the Ministry’s 6- point Learner Support Model in detail and visited Otumoetai Kahui Ako to see their pilot system. Twice-termly learner support hui have helped to set up our protocol ,systems, letters, and registers carefully incorporating privacy and permissions. The Numerical register of needs was created. Diagnosed and observed data has allowed us to create a summary of needs. Our top four identified needs are: Autism Spectrum Disorder, ADD/ADHD, Anxiety/Wellbeing and Dys (dyslexia, dyscalculia, dyspraxia etc). Digital resources for ASD and Anxiety have been created. Our register permission letter to whanau was refined, distributed and collated. SENCO input data into their kura register regarding their learners with needs. We continue to refine the register as needed. Register data was used for the first time, creating a smooth, easy data transition process into Years 7 and 9, saving time, energy, increasing accuracy and speed. Transition improvements continue to be a goal. The Panel will become a central part of the referral process with fortnightly hui in 2020. Its purpose is to develop more effective referral systems and responses for meeting student needs i Leanne presented the LS Model at the recent NSADP conference. Feedback noted they were impressed by the high level of collaboration to create our clear processes and that their kura could begin a similar journey. Combined wellbeing data was collated from the Learner Support registers and has been used to complete an applications for Ministry funding on behalf of the Kahui Ako.

Nō te rōpū Kāhui, Meri Kirihimete ki a koutou katoa. Kia ora, kia pai tō hararei ki ō koutou whānau

On behalf of the Orewa Kāhui Ako team Merry Christmas to you all. Be safe and have a good holiday with your whanau

To all our kaiako

“ Great inventors and leaders are not born. They are motivated and inspired to do great things by great teachers like you. “

Ngā Mihi


#37 Weekly Update

Friday 29 November 2019

Rāmere, 29 o Whiringa-ā-rangi 2019

In this week’s update:

  1. Rōpū Pāngarau/ Maths: Digital curriculum self review tool
  2. Te Reo Me Tikanga Māori: Lessons and Resources for 2020
  3. Tuhituhi/ Writing: Writing focus group progress
  4. Rōpū Taunaki Ako/ Learning Support: Inclusive reflection
  5. Pānui ngaio/ Professional Reading: Vintage Innovation
  6. Video: Insight into iGen

1. Rōpū Pāngarau/ Maths Group

Are you and your colleagues ready for 2020?

You can use the new ministry self reflection tool to get an overview of how ready your school, kura or group is to roll out the new curricula content for Digital Technologies and Hangarau Matihiko. The group function collates individual’s results from Te Tokorima-a-Mahuika / Self Review Tool, so leaders can get an overall picture of readiness for their school, kura or group. This will support leaders to make decisions about how to best support each other in this journey into 2020 and beyond. Find the link for the self review tool here.


2. Te Reo Me Tikanga Māori

Kai ora e te whānau kāhui,

Our team has been busy collaboratively planning for teaching te ao Māori in 2020. We are in the midst of creating a set of lessons and resources that can be used in the classroom by teachers of any ability. The idea is to remove as many barriers as we can so that every classroom teacher to be able to deliver the Māori curriculum. Whakawhanaungatanga Māori Lesson 1-3 Term 1

To support teachers, we are creating a set of teacher notes for each series in the form of a PDF. The lessons generally consist of karakia, waiata/songs, kemu/games, new words/kupu hou and an element of te reo Māori.

Teacher Notes: Whakawhanaungatanga

We are also trying to create our own resources where we can so teachers can print resources without having to worry about copyright. An example of this is a body parts poster created by Linda Rubens from Orewa College.

Māori body parts 2.JPG

We will be working hard to make these lessons and resources available for term 1 2020 along with an overview. Any feedback/feedforward is welcome.

3. Tuhituhi/ Writing 

Last Wednesday the 20th November, our in-school leaders met to work on their two focus areas at Orewa College.

Orewa Kahui Ako L.P.F.matrix – review and refine matrix. Our team of teachers have been putting in lots of time to work through our original matrix in all seven aspects of writing. They have looked at current changes to the L.P.F. to keep this document up to date and relevant, unpacked the detail of each step and added or amended when necessary. Not an easy or quick task! Alongside this they are also developing a glossary of terms for teachers to use with the L.P.F. They have made great progress and we hope to get this out to our schools early in the new year.

Anchor Charts – develop charts across genre from curriculum levels 1-5

Following on from the Maths group idea of developing tuakana-teina/ mentoring with college and primary school students, we have collected student voice in the development of our anchor charts. Students worked together looking at what essential steps they need when writing persuasive and information text. Our older students led these discussions and supported the students to record their ideas for our teacher focus group to look at. We were all amazed at how articulate the younger students were and the clarity they saw in the steps students could use.

Our writing group were then able to develop a chart for persuasive writing based on the student voice collected. The chart is simple in design with the idea that the headings or steps be used as teaching points based on the level of your students. We have shared this ‘draft chart’ to all schools so we can gather teacher voice on our chart design as well. Visuals for each heading will also be designed and chosen by a selection of students across our community. On completion of this chart we will then be able to apply our design concept to other genre anchor charts. We hope to have our first ‘pro-type anchor chart’ out to our kura early in 2020.

Email sblackburn@wainui.school.nz if you have any feedback.

4. Rōpū Taunaki Ako/ Learning Support Group

As learners, we all need to reflect in order to make progress moving forward. This is not always an easy process for any student, let alone those with learning and/or behavioural difficulties. Reflecting on relationships with other students, group function, learning achieved, processes used help us to make good future decisions. Here are three activities which can help students learn to be confident in their reflections of each other and their learning.

5. Pānui ngaio/ Professional Reading

It’s true that our world is changing. The prevalence of social media means our students will grow up with a worldview shaped by algorithms as much as families or neighborhoods. Meanwhile, robotics and automation continue to replace manufacturing jobs. Rapid prototyping is now easier than ever and we’re just beginning to see what can happen with automation and machine learning. Virtual reality is still in its infancy and we can’t predict what it will mean for the way we perceive our world. Moreover, our students will enter a world where artificial intelligence will replace a significant number of analytical jobs. We can’t predict what the future will hold with advanced robotics and nanotechnology.

In the face of these rapid changes, it’s easy to think, “Let’s prepare them for the future. Let’s transform our schools into places that are cutting edge and new.” Maybe add some high-tech makerspaces. Let’s teach students how to use the 3D printer. Let’s teach them how to use Augmented Reality and Virtual Reality. Let’s teach every child to master coding.

But here’s the counterintuitive truth: if we want to prepare our students for this future, we shouldn’t focus solely on the future. As a teacher, I’ve seen the promise of interactive whiteboards, personalized learning programs, and one-to-one netbooks to revolutionize education. Years later, many of these gadgets are now obsolete.

But certain strategies will never be obsolete. Deep conversations. Meaningful collaboration. Epic projects. Creative thinking. Curiosity. These are the strategies that will help students become adaptable, nimble, and able to iterate. If they can think divergently and make connections between unrelated ideas, they’ll actually anticipate change more quickly. This idea is at the heart of vintage innovation.

6. Ataata/ Video

A slightly old TedX talk that still contains some powerful viewpoints. For example:

“Technology is only new if you remember the way it was before.”

To keep up to date, follow us on our Kāhui Ako website: https://orewakahuiako.com/


#36 Weekly Update

Friday 22 November 2019

Rāmere, 22 o Whiringa-ā-rangi 2019

In this week’s update:

  1. Rōpū Pāngarau/ Maths: Digital readiness and tuakana-teina
  2. Te Reo Me Tikanga Māori: Collaboration across our kāhui
  3. Tuhituhi/ Writing: Digital literacy and key competencies
  4. Rōpū Taunaki Ako/ Learning Support: Classroom messages
  5. Pānui ngaio/ Professional Reading: How do we crush self-doubt in creativity?
  6. Video: Your elusive creative genius

1. Rōpū Pāngarau/ Maths Group

A number of us attended professional development held at Wainui School on Thursday. It was geared to give us greater understanding of the digital curriculum for 2020. The goal was to discover more fun and exciting ways to unpack and integrate the new content using authentic contexts into our local curriculum. We experienced a range of activities to take away and use across learning areas and levels. We learnt how we can save time and grow our skills with confidence as we integrate digital skills into all curriculum areas.

Dig Curr

Annie Davis and Linda Rubens visited Silverdale School with 16 year 9 Orewa College students. We were warmly welcomed into Laura Webster’s class. This was another example of tuakana-teina and it is amazing to see how well students work with other students. The goal is for the college and primary school students to co-construct anchor charts for writing. We observed as they got themselves into smaller working groups and started the activities, with just about full engagement. At this early stage we can see potential for this reciprocal style of learning.

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2. Te Reo Me Tikanga Māori

Over the past week there have been a number of collaborations across the Orewa Kāhui Ako in the area of te ao Māori.

Cultural Exchange:

Last week, a group of Silverdale School tamariki travelled to Hukerenui School a rural kura located 30mins north of Whangārei for an overnight cultural exchange. The trip was only made possible through the use of Orewa College’s minibuses as a result of relationships established by way of the Orewa Kāhui Ako. Hukerenui School welcomed Silverdale with a pōhiri and a hangi. Kai was shared, relationships fostered and waiata sung into the night. We hope that this will open up similar opportunities for other kura to explore.

Hui at Orewa College:

Māori leaders from across our kura met at Orewa College this week to plan collaboratively for 2020. Together an overview was created and a set of lessons established for kura and kaiako who wish to use them. The idea is to remove the barriers that may stand in the way of kaiako feeling able to deliver the Māori curriculum. We are working on a set of scaffolded lessons presented on slideshows that kaiako can easily use regardless of confidence or ability.

3. Tuhituhi/ Writing – Digital fluency vs Digital literacy

Digital fluency vs Digital literacy

Digital literacy and digital fluency describe students’ capability in using digital technologies to achieve desired learning outcomes.

Digital literacy – A digitally literate person knows how to use digital technologies and what to do with them.

Digital fluency – A digitally fluent person can decide when to use specific digital technologies to achieve their desired outcome. They can articulate why the tools they are using will provide their desired outcome.

A digitally fluent student:

  • knows where and how to find and access information quickly and accurately
  • can critique the relevance and accuracy of information being accessed
  • is an adept producer of digital content
  • can recognise and use the most effective methods of reaching their intended audience
  • understands and demonstrates how to use digital technologies responsibly including digital security (self-protection), copyright.

NZC Values and Digital Literacy – National Library

The active teaching of digital literacy and citizenship across a school’s curriculum assists these values to be visible in students’ learning, behaviours and interactions. In particular:

Digital literacy

  • enhances students’ abilities to be curious and conduct inquiry in digital environments. Innovation in using and creating digital content in meaningful ways is also strengthened.
  • The internet enables limitless access to information about diverse peoples, cultures, and heritages. Digital literacy and citizenship underpin the ability to explore, make sense of, and be sensitive to this.
  • Equity of access to digital devices and the internet is now imperative for many learning opportunities. Schools, and in particular school libraries, can be essential agents in ensuring all students have this.
  • The internet enables students to connect with local, national, and global communities. Digital literacy skills can empower students to participate in considered and meaningful ways.
  • Integrity is about “being honest, responsible, and accountable and acting ethically.” Integrity and respect for ‘’themselves, others, and human rights” are foundations of digital citizenship.

The essential elements of digital literacies: Doug Belshaw at TEDxWarwick

4. Rōpū Taunaki Ako/ Learning Support Group

We all like to start the year off with positivity, energy, enthusiasm and a feeling of belonging. Our classroom walls can be a place to make our environment inclusive and positive. Our well-being is an important area of our lives which we often forget to look after as teachers and students. Use some of the following mini posters on your walls to enhance your classroom environment, or find others which are appealing.


5. Pānui ngaio/ Professional Reading:

“On some level, I realise that self-doubt is a natural stage in any work. I was doubtful as a writer and eventually, I found my voice and got past the doubt. I was doubtful as a teacher and, over time, I grew into self-confidence. Self-doubt is a part of doing something really difficult that you care about deeply.

And yet . . .

Self-doubt can crush confidence. I spent years hiding my art because I was way too doubtful of myself. I’ve given up on projects that seemed challenging because I wasn’t confident in my ability to master a skill. I see the same trend with my students. Teaching is an inherently creative act but some of my students really struggle with self-doubt. They have a vision of what student-centered teaching might look like but they are reluctant to take the leap” : Full article here

6. Video: Your elusive creative genius

In this 2009 Ted Talk, Elizabeth Gilbert looks at the fears and the “suffering” inherent in creativity. And she questions why we assume that the creative process should be this angst-driven activity.

To keep up to date, follow us on our Kāhui Ako website: https://orewakahuiako.com/


#35 Weekly Update

Friday 15 November 2019

Rāmere, 15 o Whiringa-ā-rangi 2019

In this week’s update:

  1. Rōpū Pāngarau/ Maths Group: Using Numicon and the Digital Curriculum Survey
  2. Te Reo Me Tikanga Māori: Kupu o te Rā – Learn a new word each day/week
  3. Tuhituhi/ Writing: Digital Literacy and Key Competencies
  4. Rōpū Taunaki Ako/ Learning Support: Transitions at college
  5. Pānui ngaio/ Professional Reading: Pākehā, Its Origin and Meaning
  6. Video: 10 Ways to Teach Me

1. Rōpū Pāngarau/ Maths Group

Do you have students who have not reached their potential this year in Maths? Numicon is a wonderful tool to help re-engage students in years 1 – 9. There is one more course for 2019 in preparation for 2020. And then there are courses open for booking in 2020. The course is designed to support teachers and TA’s, RTLBs and SENCOs, and tutors who are working with students who are not meeting expected levels of understanding. Register your interest through this link.

Interested in registering for professional development to gear up for the digital curriculum? A session will be held at Wainui School on Thursday 21 November from 10.00am to 3.00pm – Register here. “Discover more fun and exciting ways to unpack and integrate the new content using authentic contexts into your local curriculum. Experience a range of activities to take away and use across learning areas and levels. Save time and grow your skills and confidence as you meet like minded people and gain fresh ideas.”

Have you completed our Digital Curriculum survey? If yes, Thank you! If no, please find the link here.

2. Te Reo Me Tikanga Māori

Top Tip For Normalising Te Reo Māori: Sign up to “Kupu o te Rā”

There is a great website that emails you a new word to learn each day. We have all signed up to it and taken up the challenge. For those of us who might be overwhelmed by the thought of a word a day, perhaps just pick out a kupu/ word to learn each week.

You can register to participate at https://kupu.maori.nz  An email will come through each morning with a new kupu. The kupu will also be written in a sentence for those of us who wish to be extended further.

3. Tuhituhi/ Writing Group

What is Digital Literacy ?

Over the following weekly updates we will be sharing thekey connections that exist between digital literacy and the vision, principles, key competencies and values of both the New Zealand Curriculum and Te Marautanga o Aotearoa.’

Key competencies and digital literacy – National Library

As ‘capabilities for living and lifelong learning’ the key competencies of the New Zealand Curriculum are:

  • thinking
  • using language, symbols, and texts
  • managing self
  • relating to others
  • participating and contributing.

The development of each and all of these key competencies has a relationship to the development of digital literacy because:

  • Digital literacy is about the ability to find, evaluate, use and create digital content in meaningful ways that require critical and creative thinking skills
  • The ability to understand and use language and symbols across a range of texts is vital in the information-rich digital environment
  • As students learn and interact in digital contexts it’s important that they have the abilities to manage themselves
  • Students need digital literacy and citizenship skills and values to relate to others effectively and safely, and to develop as citizens within the digital environment
  • Local, national or global communities are all easily accessible to students. Knowing how to appropriately and productively work with digital tools is a core part of digital literacy

Links to sites to develop Digital Literacy strategies here

4. Rōpū Taunaki Ako/ Learning Support Group

Transition is not complete just because a student starts their first day at college. It is important to continue the transition process. The more facilitation in the areas of orientation, confidence building and getting to know each other activities the sooner each student will become settled in. Being proactive saves us a lot of time being reactive later on.

5. Pānui ngaio/ Professional Reading 

This reading by Jodie Ranford explores the true meaning of the term Pākehā. This is a good article to help break a few myths surrounding the kupu. Link here.

6. Video: 10 Ways to Teach Me

Brigham Riwai-Couch shares his perspective of the top 10 things that make a difference for him as a learner. This video focuses on Māori achieving educational success as Māori, drawing on student voice.

To keep up to date, follow us on our Kāhui Ako website: https://orewakahuiako.com/


#34 Weekly Update

Friday 8 November 2019

Rāmere, 8 o Whiringa-ā-rangi 2019

In this week’s update:

  1. Rōpū Pāngarau/ Maths Group: Tuakana- teina programme
  2. Te Reo Me Tikanga Māori: Student-created Kahoots
  3. Tuhituhi/ Writing: Digital Resource Links for Literacy
  4. Rōpū Taunaki Ako/ Learning Support: More Transition Activities
  5. Pānui ngaio/ Professional Reading: 5 Powerful Ways to Save Time 
  6. Ted Talk: What Makes a Good Life?

1. Rōpū Pāngarau/ Maths Group

The maths group are in the process of designing a pilot tuakana-teina/ mentoring programme, run along the same lines as the AFL coaching that is currently offered in the primary schools. Two major differences are that it will be run by the Orewa College year 10 students, and will be based along academic lines. As a starting point, the students were asked to volunteer their services. Next they were asked to come up with lesson ideas. We asked Orewa North if we could pay them a visit and trial our student-run lesson with their classes. It is a pilot programme in its infancy, and we know we will make a number of adjustments along the way. We will record our progress to share with our community. But we were pleased to get a double thumbs up from the primary school students at the end of lesson one.

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Have you completed our Digital Curriculum survey? If yes, Thank you! If no, please find the link here.

Thanks to Jackie Boyd from Silverdale for sharing this link which has the digital curriculum progressions in kids speak.

2. Te Reo Me Tikanga Māori

Top tip for teaching/normalising te reo Māori

Student-created Kahoots as a fun way to consolidate language

We all know the power of engagement in being able to increase positive learning outcomes. Kahoots have always been a great tool for teachers trying to draw students in. How about getting akonga/students to create Kahoots when learning te reo Māori?

For example, a lesson on the structure, “He aha tēnei? What is this?” could easily be consolidated with students creating their own quiz. This is a fun, repetitive activity that consolidates the language structure and explores new language/ kupu. This is also a fantastic opportunity for students to use another online platform that can be useful across all curriculum areas. Students can work in pairs or small groups and take turns testing the class. This ongoing exposure is a surefire way to lock in language that is so often forgotten.

Students and teachers can log in easily with their google accounts at https://kahoot.com/

3. Tuhituhi/ Writing – Digital Resource links for literacy

Take a look at this fabulous website to really engage and hook our young writers.

Storyathon is an exciting free online event for Y4 -9 New Zealand and Australian students. Students are challenged to write a story that is EXACTLY 100 words. STORYATHON has been inspired by the work of the highly acclaimed high school English teacher and university lecturer, Paul Grover.


Storyjumper – for those familiar with this site, or new to this website, follow the link here. You can now design your own characters in your StoryJumper books! Dress up your characters and change their outfits and expressions as your story unfolds. For each character, you can pick:

  • Skin tone
  • Hair style and colour
  • Facial features
  • Clothing style and colours

Our writing focus group are continuing to work on their two areas of development of LPF matrix review and design of anchor charts from curriculum levels 1 to 5. We have worked through the genre of information report and developed a simple outline for teachers to use across levels. A graphic to support this will also be designed. Our next genre of focus will be persuasive writing. If you would like to join our discussion you are most welcome to attend our after school meetings at Orewa College, dates below.

Encouraging a growth mindset – give it a go!

4. Rōpū Taunaki Ako/ Learning Support Group:

To make the idea of transition to college or high school an exciting adventure, rather than a nerve wracking experience, try some of these activities with your students.

  1. Make a poster, iPad sketch, graphic, video or other visual to show all the things to look forward to, or the things they like doing at school.

2. Cut out puzzle pieces for your students to write something they are looking forward to, are excited about, or liked during their visit to college. Stick all the puzzle pieces together on the wall. All students can see the many positive things to look forward to.

3. A simple chart for students to express their feelings about moving up to college.

4. You could adapt this idea using more Kiwi school relevant words. Students can also suggest words. E.g. form teacher, house system, English, Maths, subjects, lunchtime, assembly, Deans.

5. Pānui ngaio/ Professional Reading:

Lack of time is a huge problem for teachers everywhere. There’s just never enough time for teachers to do their work well AND have a healthy, balanced life outside the classroom. For as long as I have been working to serve teachers and help you do your work better, time was always the one problem I couldn’t solve. I could share powerful teaching strategies, classroom management tips, game-changing tech tools, but when it came to really nailing the time shortage, I came up empty-handed.

Until now.”

Link to full blog post here

6. Ted Talk: What makes a good life?

What keeps us happy and healthy as we go through life? If you think it’s fame and money, you’re not alone – but, according to psychiatrist Robert Waldinger, you’re mistaken. As the director of a 75-year-old study on adult development, Waldinger has unprecedented access to data on true happiness and satisfaction. In this talk, he shares three important lessons learned from the study as well as some practical, old-as-the-hills wisdom on how to build a fulfilling, long life.

To keep up to date, follow us on our Kāhui Ako website: https://orewakahuiako.com/


#33 Weekly Update

Friday 1 November 2019

Rāmere, 1 o Whiringa-ā-rangi 2019

In this week’s update:

  1. Rōpū Pāngarau/ Maths Group: Digital Technologies in NZC: Top 10 Tips
  2. Te Reo Me Tikanga Māori: Learning Kapa o Pango – All Blacks Haka
  3. Tuhituhi/ Writing: Digital Resource links for literacy
  4. Rōpū Taunaki Ako/ Learning Support: Help Me With Transition Please
  5. Pānui ngaio/ Professional Reading: Appreciative Inquiry
  6. Ted Talk: Looks aren’t Everything

1. Rōpū Pāngarau/ Maths Group

Are you a teacher of students in years 1 to 10? Then you will no doubt be well aware by now of the need to deliver the two new Digital Technologies areas of the curriculum to your students by 2020. These are Computational Thinking for Digital Technologies and Designing and Developing Digital Outcomes. You may be well prepared and already delivering the necessary skills and competencies across the curriculum, or have no idea where to start, or be at any point in-between. Regardless of your current situation, here are ten tips that you may find helpful. Link to full article here

Have you completed our Digital Curriculum survey? If yes, Thank you! If no, please find the link here.

2. Te Reo Me Tikanga Māori

After wiping our tears after last weekend’s loss to England it became apparent that our men in black may need our support as they rebuild.

To help encourage them as a Kāhui, why not learn the All Blacks haka, “Kapa o Pango”, film it, and send it to our heroes. If a group of Japanese school kids can do it, then so can our kiwi kids.

The challenge: Learn it with your class; film it; send it to Mark Ralston so we can stitch together a video that includes our whole Kāhui.


3. Tuhituhi/ Writing – Digital Resource links for literacy

Do you use visual prompts to motivate your writers?

Once Upon A Picture is a site full of illustrations, digital art and animation to support writing and use as writing prompts. All of the work shared here is done so with the permission of the artist. Using pictures in the classroom can help stimulate the imagination and promote creativity in our students. The images and questions can be used to stimulate discussion and develop vocabulary, as a prompt for creative writing, a reading comprehension activity (with a mix of literal, inference, deduction and prediction questions), or as a starting point for a wider curriculum lesson. Some teachers have set an image and questions for homework, while others have organised whole-school writing competitions based on a picture.

www.shaunsgameacademy.co.uk is an awesome free resource developed by Aardman Animations, makers of the ‘Shaun the Sheep’ animated movie. The Game Academy teaches children how to code games using Scratch software. Use this as a base for developing creative story writing with your students.

National Geo for Kids is big on education, and the site is full of information about the world around us, like an online magazine for kids, full of articles, and competitions, and educational videos.

www.youngoceanexplorers.com is an amazing website made by a Father and Daughter team from New Zealand. If your kids are into the deep blue sea, rather than the skies above, this is your new go-to website.


How Stuff Works for older kids, probably 12 and up, but perfect for kids working on school projects / inquiries, explaining how things work, or looking for ‘stuff’ to do during the holidays.

4. Rōpū Taunaki Ako/ Learning Support Group:

5. Pānui ngaio/ Professional Reading:

Appreciative inquiry is a transformative force that supports individuals, teams and organisations to always be positively future focused. It is underpinned by five principles:

  • Our words create our worlds. Our conversations create the reality we desire.
  • Questions create change. The questions we ask direct the way we move forward.
  • What we choose to study/ learn is the world we are creating.
  • Our image of the future drives us towards that destiny.
  • Positive questions create positive change.

Interested in reading more? Find the full blog link here.

6. Ted Talk: Looks aren’t everything

If you teach teenagers, or have teenagers in your whanau, this Ted Talk might be of interest.

To keep up to date, follow us on our Kāhui Ako website: https://orewakahuiako.com/


#32 Weekly Update

Friday 25 October 2019

Rāmere, te 25 o Whiringa-ā-nuku 2019

In this week’s update:

  1. uLearn19 Rōpū – Auahatanga/ Innovation
  2. Rōpū Pāngarau/ Maths Group: Digital Curriculum 2020 update
  3. Te Reo Me Tikanga Māori: FUSH – Anton Matthews
  4. Tuhituhi/ Writing: Resources / UDL article
  5. Rōpū Taunaki Ako/ Learning Support: Famous people with Dyslexia
  6. Pānui ngaio/ Professional Reading: Top Tech Tips
  7. Podcast: Classroom Communities

1. uLearn19 Rōpū – Auahatanga/ Innovation

Our final keynote speaker for uLearn19 was Sally-Ann Williams, CEO of Cicada Innovations in Australia, who spoke on the Auahatanga / Innovation theme.

Linking creativity to authentic world problems Sally-Ann stated that ‘good ideas come from anywhere.’ Tales of fail were just as important as success and that we don’t wait for perfection – just get started! Sally-Ann concluded by offering three suggestions for how we, as educators, could do this in our schools, kura and centres to work with our learners:

  • Find a problem to solve – this is what causes people to become passionate about learning, when the things they are addressing are authentic and meaningful to them. Reference to the SDGs (refer to illustration) for those looking for inspiration.
  • Co-create an investigation – draw on the minds and talents of many, including those in other classes and in the community. Crowd – source the ideas and generate enthusiasm as problem solvers.
  • Create space to give something a go – acknowledge that real innovation takes time, it requires risk taking and will involve failure.

Closing the conference with such an inspirational view of what’s possible provided the best possible way of sending delegates off to ‘make a difference’ in their own context. As teachers we need to ask ourselves: how are we shaping our future?





We can make a difference – link here to Young Person’s Guide Changing the World.


2. Rōpū Pāngarau/ Maths Group

We would like to develop a snapshot across our kāhui schools of where teachers feel they are at with regards to the implementation of the digital curriculum. The goal would be to be able to offer targeted PD and next steps. The purpose of the digital curriculum is about teaching pupils to be creative with technology, rather than simply consuming technology. This should prepare them for the modern workforce. How ready are we to implement this?

Here is a link to a short survey to help us to provide targeted professional development.

3. Te Reo Me Tikanga Māori

Top tips for normalising te reo Māori: FUSH – Anton Matthews

Anton Matthews co-owns ‘Fush’, a bi-lingual restaurant in Ōtautahi/Christchurch. He has also created a channel on YouTube where he teaches everyday te reo in simple bites. You can take most of this reo and apply it in the classroom or at home.

(Beware, the first three are toilet humour, so watch them first.)

FUSH Youtube channel

If you want to read more about his mahi, there’s a great article on stuff.co.nz

4. Tuhituhi/ Writing – Resource links

For our teachers of younger students here is a link to a writing task that will really ignite our creative writers.

Universal Design in Learning – Enables equity in Education and able to be applied in all learners, areas of the curriculum and classroom practices.

Follow the link here to CORE BLOG He kōrerorero, he whakaaro on UDL

“Providing high quality education is a matter of social justice” (Ministry of Education, 2019). As teachers and leaders our bottom line is that no-one will be left out or discriminated against. As everyone learns differently, finding ways to create flexible, barrier-free learning environments is of critical importance if all students are to thrive.

UDL can help us in this work. It gives us a framework to design learning environments that are “flexible, and where barriers to learning can be identified and removed at the outset (Ministry of Education, 2019). It can help us towards equitable access and participation in education. Follow the link here to guides from TKI to universal learning.

Supporting visual literacy – using images in our classroom

Students’ classwork is becoming increasingly digital. Whether creating a slideshow, blog post, presentation, or document, images are always needed. Teachers also regularly need images for class blog posts, assignments, presentations, course work, videos etc. But where do we find these images free of copyright? Kathleena Morris http://www.kathleenamorris.com has put together a resource for free images, copyright, and creative commons that you can subscribe to on this website.

This slideshow requires JavaScript.

5. Rōpū Taunaki Ako/ Learning Support Group

Famous People with Dyslexia – raising confidence

There are many famous people throughout history with dyslexia, who have made a great difference to the world. It is important to recognise these people and celebrate them. This could really lift the confidence of our students. Let’s inspire the minds of our students with dyslexia to be confident, forward thinking, innovative and original. Print this picture and hang it in your classroom. Challenge your students to find more.

6. Pānui ngaio/ Professional Reading: Top Tech Tips


7. Podcast: The Classroom Community

This week, we’re looking at our theme of community through our third lens, that of classroom practice. As in what would the classroom look like if the community itself was the curriculum?

That’s a question that this week’s guest Dave Cormier has been grappling with for over a decade. His work around “rhizomatic learning” has generated a ton of new thinking about what classrooms might be in the modern world. In this model, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process.

That idea fits pretty neatly into the self-determined learning world of the Internet where we can choose our teachers, our information sources, and our experiences in profound new ways. But it’s not as neat of a fit into traditional classroom systems, structures and, of course, curriculum.

Link to podcast here

To keep up to date, follow us on our Kāhui Ako website: https://orewakahuiako.com/