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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: 04:16

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.

Key content

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Key content

Effective teachers let their Pasifika students ‘into the secret of what they’re teaching’. The explicit sharing of goals and learning intentions provides a clear focus and enables more purposeful learning. They negotiate the learning intentions with their Pasifika students and express these in language that the students understand, so that they know what they are supposed to be doing and why. The mistakes they make are neither a barrier to their achievement nor indicators of their lack of achievement. Mistakes are viewed as part of Pasifika students’ ongoing learning and knowledge-building measured against specific success criteria.

“As a result of the learning process, intentions may well have to be renegotiated or transformed according to the achievements of students. Having flexible learning intentions allows for learning spontaneity and 'unplanned' learning.”

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.

Lunch for Greedy Cat reproduced by permission of the publishers Learning Media Ltd and copyright holders, Robyn Belton and Joy Cowley. Copyright © 2000, All rights reserved.

Things to think about

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Things to think about

  • Do you think that your Pasifika students understand what you want them to achieve in each lesson? Are there ways that you could help them to understand the learning intentions more clearly? How?
  • What do you do to make the learning intentions explicit for your Pasifika students? Do you do this for all your students? Does this process work as you want it to? If not, why not? What could you do better?
  • Do your Pasifika students have access to the success criteria as well as the learning intentions? If so, what difference does this make to their motivation, engagement and achievement patterns? If not, do you think that they would benefit from access to these?
  • Have you ever visited another teacher’s classroom where that teacher has evidence that they have improved the achievement in their Pasifika learners? Would such a visit help you to critically reflect on your own practice with your Pasifika students? What would you look for in particular?

Transcript

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Transcript

Liz Crisp
I believe in letting Pasifika kids into the secret of what they’re learning so that it isn't a secret any more. We are going to learn how to write a sentence. To do that we're going to need to put a capital letter at the beginning and a full stop at the end. We are going to write words. If you tell them what they’re going to learn it makes it much easier for them, and I think that's particularly effective.

ACTUALITY – Liz with students

Shyamala Papa
Even at that young age, even a 5 year old, we try to make the learning as explicit as we can, so we share learning intentions in the classroom. We use lots of different examples. So I will say ‘oh you have to know 7 and 3 make 10 so that later on when you're joining groups you have to use that knowledge’. They’re quite capable of taking in learning intentions.

ACUALITY – Syamala with students

Victoria - student
If we are stuck on something we can just go straight to the learning intention and just use the main idea for us to know what we’re doing.

Jan Bills
For the children, I think they’re much more purposeful in their learning. When they can discuss their learning and the reason why they’re doing it they feel far more, it’s meaningful for them. I think for a long time things were done to children not with them. And I think now that they feel that their teacher is there to help them and support them and work with them.

Don Biltcliffe
Every time we sit down with a learning intention we always refer back to where did these learning intentions come from. And sometimes it almost feels like you’re cheating. It almost feels like you’re just giving them this information. But saying it once is not enough to embed it in a child’s mind. Repeating it again and again they start to believe it, they start to see the connections, they start to understand how things fit together in their learning.

ACTUALITY – reading Greedy cat

Jan Bills
I think they know when they make mistakes, they can acknowledge their mistakes, they can learn from their mistakes. That’s an interesting one for some children to get a hold of. But generally speaking once they understand that they see that it all adds up to being a successful learner really.

Lisa - student
At our school mistakes you can learn from it. Like mistakes can be bad, mistakes can be good, but teachers are here to help you learn from your mistakes and just to keep carrying on. Don’t fall for those mistakes.


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