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Bilingual people are able to use their different languages in different places, with different people and for different purposes.
Duration: 01:33
Parents are pleased with new approaches to bilingual learning. They see the advantages that children get from using both their languages.
Duration: 02:43
Research shows that there are clear educational advantages in bilingual learning, but using a Pasifika language has sometimes been considered a liability.
Duration: 01:26
Research shows that the teacher's interest, respect and care for the student is an important factor in student achievement in school.
Duration: 01:44
Academic language, and particularly academic vocabulary, is a high priority for bilingual students, across all curriculum areas.
Duration: 04:02
It’s about creating environments with students at the centre, where Pasifika students have the focus and learning support they need to lift their academic achievement patterns.
Duration: 4:21
Mutually respectful, caring and open relationships, which motivate and engage Pasifika students, form the heart of effective teaching.
Duration: 5:11
School leaders have a role in establishing practices that support the continuity of their Pasifika students’ learning as they move from and into different learning environments.
Duration: 2:48
By integrating culture, caring, challenge and support into their pedagogies, teachers strengthen relationships and build communities of learners who succeed socially and academically.
Duration: 6:21
Inclusive pedagogies, where teachers deliberately and positively draw on their Pasifika students’ resources, value the diversity of student experience and help to lift Pasifika student achievement.
Duration: 2:06
High expectations, together with the vision of Pasifika students as successful learners, improve relationships, pedagogy and academic outcomes.
Duration: 6:17
Safe and supportive environments, with coherent, clear and consistently enforced codes of behaviour and restorative discipline practices, contribute to learning gains for Pasifika students.
Duration: 4:30
Collecting relevant and sufficient data on Pasifika students’ achievement helps schools to track the progress of their Pasifika learners, make informed changes to their pedagogy, programmes and practices and be affirmed when their data reveals learning gains.
Duration: 05:50
Pasifika students find it motivating when teachers keep them informed about their levels of achievement, share the learning intentions with them and adjust their teaching to scaffold their learning pathways so that they know exactly what to do next.
Duration: 04:38
Teachers use many different strategies to engage their Pasifika learners and help them to achieve. Their strategies work best when they are grounded in responsive and caring relationships with their Pasifika students and the focus on their learning is clear.
Duration: 05:03
When teachers and Pasifika students negotiate the learning intentions, and share clear expectations and knowledge of the outcomes to be achieved, Pasifika students engage more confidently and more purposefully in their learning.
Duration: 04:16
Pasifika students benefit from working in collaborative ways with their peers in the classroom.
Duration: 02:31
Knowing a Pasifika language is not a barrier to being successful in English-medium schooling. Teachers who value and share the languages that Pasifika students bring with them into the classroom and deliberately build their English language skills help their Pasifika students to succeed.
Duration: 02:43
Collaboration, inquiry learning and knowledge-sharing underpin the professional development and learning focus of the teachers at Māngere Bridge school. The learning and actions that result impact positively on their Pasifika students’ achievement and well-being.
Duration: 04:14
McAuley High School has an unrelenting focus on raising the achievement of their Pasifika students. School-based teacher professional learning and development enables teachers to collectively inquire into and identify what works well for their Pasifika students.
Duration: 03:39
School leaders who initiate and sustain an intensive focus on the teaching-learning relationship and promote collective responsibility and accountability for Pasifika students’ achievement and well-being can make a difference to the outcomes their Pasifika students achieve.
Duration: 01:01
Negative stereotyping and a culture of mocking can be positively transformed by providing opportunities for Pasifika students to learn and grow their leadership potential, take ownership of their own development and be celebrated as achievers.
Duration: 03:02
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.


This part highlights a variety of viewpoints on the range of different contexts and worlds that Pasifika students inhabit.These different contexts can provide challenges for some students. At the same time, they also can provide a basis for learning.
Duration: 5:43
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part considers the potentially differing expectations of teachers and parents towards Pasifika students and their learning.
Duration: 4:14
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part explores a variety of viewpoints from students, teachers and parents on the involvement and engagement of Pasifika parents and communities in the processes of schooling.
Duration: 11:26
This clip is from the Connections and Conversations DVD. The DVD and accompanying booklet can be ordered via email from orders@thechair.minedu.govt.nz or phone 0800 226 440. Quote Item number 11061.

This part considers the diversity within our groups of Pasifika students and their communities in terms of their identities, languages, experiences and aspirations.
Duration: 9:44
Many schools already involve Pasifika parents in supporting cultural events and activities. However, it should not stop there. Home-school partnerships that have a clear focus on Pasifika students’ learning with everyone able to make a positive and active contribution directly benefit Pasifika learners.
Duration: 04:16
Partnerships that share and align school and home practices and enable parents to actively support their children's in-school learning have shown some of the strongest impacts on student outcomes.
Duration: 03:29
Coming to school for special events is rewarding for Pasifika parents if the school makes them feel welcome and the focus is on their children’s achievement and strategies to extend their learning.
Duration: 01:46
Sustained higher achievement is possible when teachers use pedagogical approaches and share strategies that enable Pasifika students to take charge of their own learning.
Duration: 05:56
Sylvia Park school has set up a centre to be ‘the parents’ place’ within the school. The centre’s leader has a proactive focus on involving Pasifika parents through mutual learning conversations based on their child’s assessment data and their next-steps learning needs.
Duration: 03:56
Many schools already involve Pasifika parents in supporting cultural events and activities. However, it should not stop there. Home-school partnerships that have a clear focus on Pasifika students’ learning with everyone able to make a positive and active contribution directly benefit Pasifika learners.
Duration: 04:16

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Duration: 04:38

Pasifika students find it motivating when teachers keep them informed about their levels of achievement, share the learning intentions with them and adjust their teaching to scaffold their learning pathways so that they know exactly what to do next.

Key content

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Key content

Sharing achievement data with their Pasifika students helps teachers to make their learning explicit and meaningful for them. Pasifika learners find it motivating to have ready and ongoing access to their own achievement data. Their use of the data and the learning conversations they have with others about their progress and next-steps learning improves their achievement patterns. These also develop their self-analysis and self-management competencies and build their confidence as learners as well.
“Effective teachers actively involve students in their own learning and assessment, make learning outcomes transparent to students, offer specific, constructive and regular feedback, and ensure that assessment practices impact positively on students' motivation. Assessment can improve teaching and learning when teachers adjust their teaching to take account of the results of assessment.” Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis, page 89
Acknowledgment:
Thanks to the principals, staff and students of Aorere College, McAuley High School, Mangere Bridge School, Sylvia Park School, Mary MacKillop School and Wymondley Road Primary School for their contribution.

Things to think about

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Things to think about

  • Do you feel confident using data on the achievement of your Pasifika students? If so, how do you use it? If not, why not? How could you improve your confidence and use?
  • How do you share data on the achievement of your Pasifika learners in your school? Can you give an example of knowing you’re on the right track as a result of the data you have collected?
  • How do you feel about sharing data on the achievements of your Pasifika students with colleagues at your school? Is it important to share your data? Why? Why not?
  • Do you share data on the achievement of your Pasifika students with the students themselves? How do you do this? What happens as a result? Do you also share the data with their parents? If you do, what are the benefits? If not, would you consider doing so?
  • How do you involve your Pasifika students in their own learning and assessment? Has this made a difference to their achievement patterns? Do you believe you need to improve their involvement? If so, how would you do this?

Transcript

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Transcript

Judy Hanna
For many years we have shared the data with the children so that they can understand what the learning is about and I would say over the last five years as a school we’ve got better at doing that. So that the teachers understand that the learning belongs to the children and the data belongs to the children. I may very well collect it all together to look at a school picture, but for me that’s not the important thing. The important thing is an individual child knowing where they’re at and knowing where they need to be next, and knowing the reasons why and knowing how they can get there. And knowing they’re not going to have to do it on their own, that the teacher is there to support them in that.

Faaifo - student
It is important to know your stages cause when you know them you know that you have to get a higher stage than what you were before.

Victoria - student
I think it’s important for me to know my levels because if I know that I’m at a low level, I’ll try to push myself to get to the highest level and try and reach it.

Don Biltcliffe
Firstly I need to present back the information, the assessments that I’ve gathered on them and make sure that they understand what the assessment data is giving. Our next step from that is to really just discuss so that they’re clear about what the next step is.

ACTUALITY

Gus - student
It helps us to achieve cause we know what we are on, so we know what we want to get to.

Marcel - student
I think it's good because then you know what to do, then you know what you have to achieve on. So then you have to like really work hard cause you've got what you want to learn. Now you have to try and do it.

Liz Crisp
We sit down together and we set goals. Even with these young children we have a look at the information that I have gathered about them. We look at their writing or running records or whatever material I have, we say ‘well this is what you can do and this is what you need to do next’. So I take photos of them, use speech bubbles on the wall so its very visual. And when they achieve the goal we go and get a pink highlighter and off we go, and highlight that. I can do that now so I've achieved that learning. And I think again it’s making it very explicit for them, which works well.

Pouna - student
Our teacher she puts up paper on the wall and it will have the groups of maths, and they tell us what stage we are at, right next to it.

Ikenasio - student
The teacher will like, you go down to her during lunch, and she will tell you you're advanced for your group if you want to be in your own group or just want to stay with them. But if you're like not you know keeping up, she will just same thing, call you down and say you need to just keep going and stuff like to motivate you.

Tom Brown
Once students start NCA levels then we share their credit gathering with them. So the students should be constantly aware of how many credits they have, what those credits are in and what they’ve got to do to achieve the next level. It’s really vital that students are engaged in that. If the students don't know what stages they’re at then they can't really be expected to know what they have got to do to get to the next stage.

Inna - student
We have this system called KMAR. Every student has their own personal profile and the teachers can log on to it. They can show you your academic results. So for level one there’s a pie graph and teachers upload your results onto the system and then from that they make a pie graph out of it. So for each level of achievement, so if you got not achieved it will be red, achieved will be blue.

Mercy - student
As sisters we tend to help and just by looking at our results it does help us. We know in our graph there’s gold for excellence and then there’s red which is not achieved and basically we don’t want any reds on our graphs. It’s really depressing having red so our main goal is to have no red but get more gold in our graph.


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