Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


Select a video

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

You are here:

Download the video clip (29.48 MB)

Duration: 05:50

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.

Key content

Print

Key content

Schools are effective in collecting and using data on Pasifika student achievement when they:

  • collect data that extends beyond one academic year – they track achievement patterns over time
  • monitor the shifts in the distributions of their achievement levels – they compare these with national expectations
  • monitor the rates of gains – they find out whether their Pasifika learners are achieving at more than just a normal rate of progress
  • examine the progress of higher-achieving Pasifika students – all students need to be academically challenged
  • keep checking and refining the data they collect – they use the data to inform their practice in order to keep their Pasifika students ‘on the achieving path’.

“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

Print

Things to think about

  • As your school implements The New Zealand Curriculum, is there a specific focus on raising the achievement of your Pasifika learners. If so, how do you know it’s working? If not, why not?
  • What does your school’s data tell you about the achievement of your Pasifika students? What doesn’t the data tell you? What will you do about this?
  • How does your school use data to help track the performance of its Pasifika students? How do you use the data? Is your use of the data effective in increasing their achievement patterns? Do you have a long-term focus?
  • Do you use data on Pasifika student achievement to track your performance and improve your teaching? If so, how? If not, why not?
  • What are the benefits of collecting data? Give an example of changing your practice in response to data you have collected on the achievement of your Pasifika students.
  • How would you describe the level of achievement among Pasifika students at your school? Has this always been the case? What kinds of initiatives have been undertaken? Have these worked? How do you know?

Transcript

Print

Transcript

Tone Kolose
I think going through that process of understanding, looking at your data, pulling it to bits um looking at cohorts and looking at students who are doing well, those students who are not doing well, but trying to find strategies in terms of what can we do to push those students that we say that the data informs our next lot of practice.

Lynne Van Etten
I think that we’re always looking at data in the PSCPL project that we’re involved in we had the data which we collected at the beginning for a group of students, and now we can analyse that as they’ve moved through the school and that's been really positive.

Tom Brown
We use data an awful lot, we use the asTTle test in the beginning, we use a PAT on reading. We use that information to inform us of the students’ general ability. It's not specific and it shouldn't be taken as being specific but it gives a general indicator.

Lynne Van Etten
It's great for the teachers to see actually the shifts that they make with the students learning from one year to the next. So it's really reaffirming for the staff to see the changes that they can make.
Actuality – Staff meeting

Don Biltcliffe
Last year and this year we're moving towards using E-asTTle, which is an assessment that can be done in any of the core subjects. The purpose of the reading test is that it gives me four areas that the children are achieving or not achieving in. The advantage to E-asTTle is that its marked for me so teacher error in marking is eliminated, and I get the results almost immediately to report back to the children with.
Actuality

Glen Ryan
We’re always checking, so we’re always with our five and six year olds we have a wedge graph and we’re always plotting along where are they from the standard, how close, how do we get them there. So always checking always refining and always talking with each other.

Lisa - student
The teaching here is different. When I was little at my old school they wouldn't show us any data, so they’ll only teach us what we went wrong. Sometimes we wouldn't understand what they were talking about. But here they tell us our data, where we went wrong, and they explain before they teach us.

Matilda- student
They should make sure that the student knows where they need to go, and the steps they need to take to get there, and to show them the data for their learning so that they could improve on their work and not just at the same place.

Merita Amani-Heisifa
Most of the staff here know how to analyse data, know how to read data and know their next steps. So each teacher presents their data for reading, writing and maths. Now we do that across the school. Now teachers ask questions, probing questions, we also offer examples of the where to next.

Anne Miles
Analysis of data is incredibly important but it's got to be used for the correct purpose. So at the end of each year every HOD totally analyses all the achievements of their department. And they will look at why did this standard achieve so well, and this standard have a lower pass rate. And we look at all their analysis and we look at what changes they have made to their programmes as a result of this analysis. They’ve had feedback from students as to how they have enjoyed the unit that they’ve actually taught. And they’re constantly looking at what else could be added or what should be taken away from a particular unit.

Nola Dougall
I think one of the key turning points for students is a feeling of success. Success in their curriculum area. That when we put students into courses that they can achieve in, we are not putting them in places where they are out of their depth. And looking at.... we do a lot of tracking on student data, very good student management system that I can look up easily, I can flick on a switch or two and look at the year 13 cohort and tell immediately who has yet to get level 2 NCEA, who has already for the requirements for University Entrance. We feed that back to the students through level assemblies.

Bernadette - student
She shows us graphs on how we’re doing in our NCEA achievements and that makes us really drive towards our goal and makes us aim high and to see how we’re doing through the year. So it’s really good to see that kind of data.

Atina - student
In the classroom when we just finish an assessment they tell us personally or come up to the desk or do you want the whole class to know the results. And so then they just go oh, you got achieved or merit and I think that sort of helps you when you know what the other students, because for me personally its not only competition it drives me and that’s how I think I get good results.

Nola Dougall
I will show them where they’re at now in credit groupings. I’ll compare that to where they were the month before. And I will also compare it with the cohort that was there last year and the students can see the movement, and they can see that they’re on this achieving path. We also communicate that via the newsletters to the parents as well.


Footer: