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A Pasifika teacher outlines the process of how he uses the cultural identifiers for giftedness and applies these identifiers to students that he teaches. The Pasifika teacher also shared his presentation of the process and an explanation of gifted and talented Pasifika students.
Duration: 03:40
A Pasifika student who is able to articulate how his cultural identifiers for giftedness contribute to his world as a learner and how his gifts can be used to help others who rely on him as a role model.
Duration: 02:56
The Gifted and Talented Coordinator shares her story about how her involvement with the Pasifika Achievement Coordinator in the Digi Advisor project. The Digi Advisor project helped affirm what Pasifika initiatives the school already had in place to support their Pasifika learners.
Duration: 02:18
An Auckland Girls Grammer School Samoan language teacher and a non-Pasifika music teacher collaborated on a consensus approach to see which cultural identifiers applied to Pasifika students they taught mutually. The Samoan language teacher acknowledges the value of having a process to identify gifted and talented Pasifika students, providing another avenue or lens to view how Pasifika learners can translate their particular strengths into classroom learning and achievement.
Duration: 02:33
An Epsom Girls Grammar School student discusses two specific cultural identifiers: lineage and birthright that pertain to her upbringing from her family. Notions of cultural identifiers for giftedness are found in the home, and this Tongan student articulates how family and cultural values are used as a foundation to accelerate her learning and achievement at school.
Duration: 03:29
An Auckland Girls Grammar School Samoan language teacher explains how she combines e-Learning tools in her assessments to allow her students to achieve to their potential through the use of YouTube channels to film oral language assessments. This means that students are able to film their assessments without the time pressure or time constraints of timetabled classes as an example of ubiquitous learning.
Duration: 04:22
A Pasifika teacher shares his story about the benefits of being involved in the Digi Advisor project and being involved in online communities of practice on the Virtual Learning Network.
Duration: 03:03
A Pasifika teacher shares his opinion and interpretation of the PEP, how teachers can use the policy document as a way to provide a strategic focus on Pasifika learners, parents, families and communities.
Duration: 01:30
Luamanuvao Winnie Laban, Assistant Vice Chancellor (Pasifika) Victoria University, discusses why it is important to New Zealand as a nation that Pasifika students are successful in education.
Duration: 03:27
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
Bilingual people are able to use their different languages in different places, with different people and for different purposes.
Duration: 01:34
Parents are pleased with new approaches to bilingual learning. They see the advantages that children get from using both their languages.
Duration: 00:00
Academic language, and particularly academic vocabulary, is a high priority for bilingual students, across all curriculum areas.
Duration: 04:03
Research shows that there are clear educational advantages in bilingual learning, but using a Pasifika language has sometimes been considered a liability.
Duration: 01:27
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
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
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
Pasifika students discuss the importance and relevance that the ASB Polyfest has played in their classroom learning, which in effect improved their academic achievement. Key points in this story also include the senior students mentoring younger students - tuakana/teina model, the opportunity to celebrate their culture by engaging with their traditional performing arts and being able to connect their cultural identifiers to Pasifika giftedness.
Duration: 05:33
Senior Pasifika students provide advice for teachers of Pasifika students, highlighting the need for teachers to focus on the level of language that they use in classrooms to communicate with Pasifika learners.
Duration: 02:24
Glen Tuala - Pasifika Advisory Officer, Correspondence School. explains the flexibility that the Correspondence School can offer in developing a more personalised learning programme for Pasifika students.
Duration: 05:17
Jim Halafihi, ICT teacher Papatoetoe High School, explains how establishing a positive rapport with your Pasifika students can provide a good starting point to knowing your students. When a teacher knows their students they are in a better position to respond more appropriately to their needs.
Duration: 06:01
Maggie Flavell, explains the the perspective of a non Pasifika person working with Pasifika students. She talks about the importance of learning about the Pasifika culture to enable her to better engage with Pasifika students and their families. She also talks about the value of having a good support network to support her own professional development.
Duration: 06:31
Imeleta Faumuina, HoD English Tangaroa College, discusses the importance of providing authentic learning contexts to support meaningful student engagement.
Duration: 10:27
Melaine Sagala - TIC Samoan Language, Avondale College, discusses the benefits of strong student connections for their learning. She also discusses a model for connection that has worked for her in the past.
Duration: 06:39
David Faavae explains that with in the changing Tongan culture that Tongan boys can be very different, each requiring a different approach when working with them as teachers.
Duration: 04:05
Pennie Otto, Lecturer at MIT Tertiary Secondary School, discusses how she has developed a programme based on the Niue language and culture that has lifted Pasifika student achievement at her school.
Duration: 04:23
Teokotai Tarai, HOD Languages, Teacher of Cook Island Maori Language, explains how Pasifika students come to the classroom with a wealth of knowledge and experiences. This can provide a platform for better student engagement and success.
Duration: 06:14
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
This clip, from the Connections and Conversations DVD, considers the diversity within our groups of Pasifika students and their communities in terms of their identities, languages, experiences, and aspirations.
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.

Duration: 9:44
This clip, from the Connections and Conversations DVD, 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.
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.
Duration: 5:43
This clip, from the Connections and Conversations DVD, considers the potentially differing expectations of teachers and parents towards Pasifika students and their learning. 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.

Duration: 4:14
This clip, from the Connections and Conversations DVD, 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.
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.
Duration: 11:26
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

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Imeleta Faumuina, HoD English Tangaroa College, discusses the importance of providing authentic learning contexts to support meaningful student engagement.

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My name is Imeleta Faumuina and I am head of English at Tangaroa College, which is in South Auckland. My role as head of English, it’s my responsibility to make sure that you know we impact the curriculum, for, not just for the students but for my teachers as well. I have about eight to nine teachers in my department and we have some teachers that are very experienced, and we also have new teachers. So my job is to make sure that I now you know what the ministry expects and also what the curriculum expects of our department and in terms of our Pasifika students, the majority of our students are Pasifika. I’d say probably about 80% or even higher would be Pasifika and for our students we try our best to cater for their needs. And for a lot of us I am very thankful that we have a lot of teachers in our department that are from Otara. Myself I was born in Samoa but we came here when I was two, and we shifted to Otara in 1974. So I’m from, that’s my community, I know how the needs our students have and what our parents expect so we do work with a lot of agencies and with a lot of English curriculum specialists to try to make sure we provide a curriculum that’s interesting and engaging for our students and at the same time try to expose them to you know, traditional literature. So we don’t try to shy away from like Shakespeare, and challenging texts that people might think that our students can’t cope with, but our Pasifika students can. We have got examples of students who have arrived at our school with a 2p writing for Astle, and vocabulary of 2000 and less. And fortunately these students have got supportive parents and they follow what we tell them, you know like “Read, read every night for twenty minutes, do your homework, come to school every day.” Those are the key ingredients of these students who came with a 2p and they get to year 13 and they get excellence for Level 3 external for English. Which, I’ve seen where there are some students they might be very capable, but they go to a higher decile school but they are put down into like a lower level or band, stream, and they’re not given the chance to sit externals, whereas our students if they were at those schools they wouldn’t be given that opportunity so we try and expose them to the richness of the English language and the literature and just because they are Pasifika doesn’t mean they can’t engage with those tests, because you know the themes, the themes are universal, so we’ve had a lot of success with those because of that.

Ah yea, I usually don’t go into Pasifika text, but what I do spend time on is giving them a bit of the history of the English language, making them not afraid, like telling them that Shakespearean English is not old English it’s modern English and they are really surprised by that and YouTube is really is a great resource, because I am able to show them examples of old English and middle English and they’re like fascinated, and they think like wow, if it’s modern English you know why should I be afraid. If Shakespeare is speaking the language that I speak, it’s just some words have become obsolete. So it’s like dispelling those fears makes a huge difference. So last year it was the first time I did a Polynesian, a Samoan writer’s novel instead of a Shakespeare text, and I was really surprised, a lot of my students they didn’t like it. They said, we don’t ever want to study this text anymore. They found that the main character was not Polynesian, they felt that he was not thinking and relating to others in the way that they would. So they did not do that great with this text, when I compare it to the results I got off my Shakespeare with Othello, huge difference! So I’m going to put that away and I’m going to go back to what I love. But I enjoyed teaching that text and I loved talking about you know, where we came from, the struggles we’ve had with colonialism, how we’ve changed as a people. Because there’s a lot of people who are teachers who don’t really know about Pasifika kids, they have these misconceptions about Pasifika people, and it really hurts me. I’ve cried my eyes out when I talk to people who say we shouldn’t teach literature to these kids, we should just teach them grammar, how to write a sentence. And it just breaks my heart because it’s telling me that we’re not capable, but we’re very capable. And when people say to me, oh your language it’s not complex, and oh, and Polynesian people are not used to education, because we haven’t had it in our history, and I say to them, no you’re wrong, you know, we our language is quite complicated. When my dad speaks in his matai language, I can’t quite understand it. Even with my, you know, I have a degree in English but I cannot understand what my dad speaks, because there is a whole lot of history behind a lot of the proverbs that they use in their matai language, and it’s actually a very rich culture, a very rich language. Even though it’s not written down, you know the fact that it’s stored in our brains, clearly shows that we have the cognitive capacity to absorb anything, if we have the confidence. And if you don’t give the kids the confidence, to attack any kind of literature you give them and you don’t give them the tools cause you don’t prepare, you think oh I’m wasting my time, they know it. They respond and they won’t come to the party.

For me the Plan it’s all about getting success. That Pasifika children will experience the same successes as Asian and Pakeha students. So you know, I’ve read the Plan and we’ve had some workshops at school. So people are very aware, and I think teaching at Tangaroa college, we’ve always been aware of the strategies that work. And I think one of the key things is making those connections with the parents and we’re thinking a lot more about how we can get the parents involved. So last year we had, well not just parents but also people in the community, we have a rich resource, and last year we had what we call a Pasifika Profile Day and we had about eight guest speakers that came in and spoke to our year 10 students. They talked about their life experiences, what helped them to be successful.  So people like Sandra Kailahi, one of our ex-students is a doing quite well on television at the moment, Beulah Koale and we’ve also got a student who’s about to graduate from university, from law school. And a student who’s also with the Warriors, as well as the curator for our little art gallery in Otara. So they went around and spoke to the students, the year 10’s and the purpose of it was for the students to be able to record what they listened to, ask questions, and then they write a profile piece, based on what they heard. They chose a personality, and they wrote an article style piece, so we try to make it authentic. And instead of saying I’ll research it, they do get a chances to research, but you know, they’ve got real life people there, like a journalist, recording down information and turning it into an article, which then in year 12, they actually have to write  profile on a person of their choice. So this will transfer to like English level to which is like one of our hardest areas, like one of our bugbears getting our kids to reading and writing level two credits. So the Pasifika education plan, so we’re very aware of it, you know, I think the last time I think they had the launch the plan, I think 2008, we didn’t even know about it. So this time around there’s a lot more awareness and a lot more talking with people and also the online community that’s been set up has been really useful.


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