He toa taumata rau
Bravery has many resting places
Week 3
29 Ōketopa - 2 Noema
CGHS Sports Awards Evening - Tues 30
Acland Leavers Dinner - Thurs 1 Pink Day - Thurs 1 Art Exhibition - Thurs 1 Last Day Seniors - Fri 2 (See assembly below for details) Year 9 Paparoa DIT visit - Fri 2 |
Week 4
5 Noema - 9 Noema
Year 9 for 2019, Question and answer evening - 6.00pm in PAC - Tues 6
NZQA Examinations begin - Wed 7 Volleyball - Canterbury Junior Champs - Fri 9 - Sun 11 PUM Meeting, 1pm - Fri 9 |
Assembly - WED
Wednesday:
Year 10 - PAC - Camp briefing
Friday:
Period 1 - NZQA Assembly Year 11 - PAC
Period 2 NZQA Assembly Year 12 - PAC
Period 3 NZQA Assembly Year 13 - PAC
Period 4 Full School Assembly for Leavers - Gym
|
Assembly - WED
Junior Assembly |
Meeting
Learning Area |
Meeting
Student Support |
Information for Staff
1. NCEA review update
Recent information has been sent through regarding the NCEA review that we discussed as a staff. There is professional widely representative advisory group that has been established alongside the ministerial
advisory group.
The timeline below has been updated and established for next steps:
- 19 October public engagement closed
- Late November final NZ Speaks report released
- MoE will then work with the education profession to review what is viable
- February 2019 MoE is to advise changes to NCEA (broad ideas with options)
- Cabinet to agree any changes in April 2019 for sign off.
- Further consultation towards end of 2019 when a detailed change implementation plan is released.
This is to give time
for schools to prepare and ensure support for change is available there will be
no changes until 2020.
2. Upcoming Clickview training - Monday 12 November
As part of our school package, we are able to have training for Clickview once a year if needed. We have booked this training for after school on Monday 12 November.
If you like to know more, and use this platform further then please come along, room and more information to be advised closer to the time.
2. Upcoming Clickview training - Monday 12 November
As part of our school package, we are able to have training for Clickview once a year if needed. We have booked this training for after school on Monday 12 November.
If you like to know more, and use this platform further then please come along, room and more information to be advised closer to the time.
Did You Know?
- You and your students have access to almost 3,000 NZ curriculum-aligned clips in the ClickView Library along with resources supplied. You can click here to see what is new for the subjects you are teaching to find a curriculum-aligned clip to suit!
- You have access to over 4,000 clips in the ClickView Exchange (around 200 movies) – this grows every day!
- ALL of our clips can be shared with students via Google Classroom or any other LMS.
- You have access to every free-to-air television station under the TV Tab – this means you can share anything from TV with students in class or via Google Classroom or any other LMS – you can order the program as is, instantly, or you can order it with all commercials removed – ad-free TV recordings!
- You can share Interactive Videos with students. These are great for formative assessment: As students watch the clips, they will be asked questions that are embedded in the video, which they can answer digitally and their results will be sent to you. Please click here to find a summary of the interactive videos added to the NZ library in September.
- Your students can log into ClickView using their school address where they will access almost 3,000 curriculum-aligned clips that can be used for assessment tasks, revision, or homework. Watch this clip and please note we will be releasing a NZ version shortly for your students so they know they can log in.
- You can upload your own Flipped Learning lessons here and share them with students!
3. ULearn 18 Keynote - Dr Hana O'Regan
Summary notes and questions to think about below.
Tō reo ki te raki, tō mana ki te whenua
How many of our people have had control over their own personal and cultural narratives as
Māori and as Māori learners as they have traveled along their educational pathways?
How many of us have successfully been able to influence the views of those around us with
regards to the value of our language and culture and our ability to achieve educational
success as Māori? As educators and educational leaders, what tools have we had at our
disposal to grow the capability of our sector to support the development of positive
dispositions of the Māori learner? (Ulearn 18)
Māori and as Māori learners as they have traveled along their educational pathways?
How many of us have successfully been able to influence the views of those around us with
regards to the value of our language and culture and our ability to achieve educational
success as Māori? As educators and educational leaders, what tools have we had at our
disposal to grow the capability of our sector to support the development of positive
dispositions of the Māori learner? (Ulearn 18)
https://edtalks.org/#/video/hana-oregan-to-reo-ki-te-raki-to-mana-ki-te-whenua - Link to full recording of the speech at ULearn18.
The danger of the story untold …
Our children are often confronted with the effect of our history, but not enlightened as to the cause. The danger of this is that they are left to think, often unconsciously - that the educational challenges and negative stereotypes many of our whanau face today - are because they are Maori.
Hana pointed out that there is still an inequity for students in the study of te reo language
subjects vs other subjects in schools. That there is inequity of treatment that our Māori students
are still faced with every day, and that this is at the core or our education system, because of this
imbalance then we are continuing to limit the capability of our tamariki in our education system.
She offered up some thoughts of how we could change this. "We need to start with ourselves and the messages that we choose to share ... with the stories that we choose to tell. To do this we, as educationalists, must do the following:subjects vs other subjects in schools. That there is inequity of treatment that our Māori students
are still faced with every day, and that this is at the core or our education system, because of this
imbalance then we are continuing to limit the capability of our tamariki in our education system.
1. Acknowledge the existence of the negative messages that are portrayed around Maori.
2. Acknowledge the role those societal messages play in shaping self perception
3. Understand where these messages have come from
4. Work collectively to change them.
To see where you are at, ask yourself the following question - "What are the commonly known characteristics or emblems of the kiwi identity?
Think about what you have come up with....
Then ask yourself the second question "What are the commonly known characteristics or emblems
of Māori ? Are they as easy to list?
Think about what you have come up with, and what might be a stereotype based on what has been
portrayed.
of Māori ? Are they as easy to list?
Think about what you have come up with, and what might be a stereotype based on what has been
portrayed.
How are we actively challenging the stereotypes? - once you add in the negative stereotypes.
These are experiences that young Maori grow up with. There are many messages being
portrayed in our society. How do you think the child in your classroom feels about their identity knowing that
this is the view that society has of them?
These are experiences that young Maori grow up with. There are many messages being
portrayed in our society. How do you think the child in your classroom feels about their identity knowing that
this is the view that society has of them?
These negative perceptions are not OK and we need to be more proactive regarding making
cultural change or “Cultural Self Belief”
cultural change or “Cultural Self Belief”
So how do we get a system shift from content to capability and competencies? We need to
change the narratives that we share with our children.
change the narratives that we share with our children.
Hana gave some interesting historical background re the history of learning in New Zealand,
“by early 1900s Govt education policy saw academic subjects being dropped from the native
schools. Learners were increasingly exposed to racist stereotypes of Māori as less intelligent, backward,
predominantly ‘kinaesthetic learners’, as opposed to academic".
Where in the late 1800s/ early 1900s there were 47 Maori language newspapers in circulation,
showing a large literacy heritage.
“by early 1900s Govt education policy saw academic subjects being dropped from the native
schools. Learners were increasingly exposed to racist stereotypes of Māori as less intelligent, backward,
predominantly ‘kinaesthetic learners’, as opposed to academic".
Where in the late 1800s/ early 1900s there were 47 Maori language newspapers in circulation,
showing a large literacy heritage.
“I don’t believe we will achieve the necessary shift in self-belief required to build our capability
as a people - until we actively clear the clutter from our consciousness that clouds our vision
of ourselves and those around us” Hana O'Regan.
as a people - until we actively clear the clutter from our consciousness that clouds our vision
of ourselves and those around us” Hana O'Regan.
Are we brave enough to hear what we might not like to hear - as educationalists we need to
acknowledge the issue and address it in order move forward, or it will continue to be the anchor,
the weight, that holds our tamariki down.
acknowledge the issue and address it in order move forward, or it will continue to be the anchor,
the weight, that holds our tamariki down.
