Week 3 - term 4 - 2025

 Ka whāngaia, ka tupu, ka puāwai 

That which is nurtured, grow then blossom 

This whakatauakī reminds us that is we take the time to nurture and support then growth will occur. 

Week 3 20 Ōketopa -24 Ōketopa Senior Clearance begins - Mon 20 Year 13 Music Night - Mon 20 Māori and Pasifika Celebration evening - Tues 21 Year 11 - 13 Prizewinners to be entered in Kamar - Tues 21 Combined School Orchestra - Wed 22 Level 2 Visual Art marking - Thurs 23 Level 3 DVC Exhibition - Thurs 23 - Fri 24 Acland High Tea - Thurs 23 Junior Writing Competition - Fri 24 Pink Day - Fri 24 YES Regional Finals - Fri 24	Week 4 27 Ōketopa - 31 Ōketopa Labour Day - Mon 27 Level 3 DVC Exhibition - Tues 28 Level 1 and 2 Art Exhibition - Tues 28 LEF's due - Wed 29 Senior Prizeiving - Wed 29 Zonta Sports Awards - Thurs 30 Year 9 Volleyball to Blenheim - Fri 31 - Sun 2 Year 13 Levers Dinner - Fri 31 NZQA briefing p5 for Year 12 - Fri 31 Last Day Year 12 - Fri 31 Year 9/10 Cricket to Greymouth - Sat 1 and Sun 2 Rugby South Island Sevens - Sat 1
Assembly -  Mon - Year 10 (Gym) Year 11 (PAC) Wed - Sports Awards	Assembly -  Mon - None Wed - Final Assembly - Year 13
Meeting  Mon: Te Whare Hauora Tues: Learning Area Thurs: Nil	Meeting  Mon: None Tues: Learning Area Thurs: PCT

Information for Staff

1. Thank you for being so accommodating this week where the Culture of Learning team have been in and out of classes collecting observational data to enable us to have a snapshot of pedagogy across our classrooms.

As we look to explore next steps for us as a kura, you may be interested in reading the articles below: 

Aotearoa / NZ researcher, famous for work on Te Kotahitanga Effective Teaching Profile and more recently ‘Teaching to the North-East’ books and prioritising the warm and demanding mantra for culturally sustaining pedagogy. This recent paper (you may just want to read the introduction and findings) analyses the warm and demanding pedagogy and reviews its origins (from working with indigenous communities in Alaska). Its findings show that positive relationships and the insistence on high academic and behavioral standards, even if it means being less "warm" in specific interactions, have positive outcomes for learning without negative consequences for the student-teacher bond. This interview with Russell by Nina Hood gives more insights into Russell Bishop’s key ideas. Russel’s strategies and examples are useful but would benefit with a greater range of  ‘checking for understanding / formative strategies.