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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: 03:02

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.

Key content

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Key content

Negative social interactions between students directly interfere with learning. National achievement outcomes data shows high levels of bullying and verbal intimidation in New Zealand schools by international comparison. A cultural practice of community-building in schools, where leadership opportunities and rewards are available to Pasifika students of all ages and stages, can help them to enjoy success and be secure in their Pasifika identity, distinctiveness and potential. This means that Pasifika learners have a voice in working with others to determine successful educational pathways. They see themselves as capable learners, enjoy the respect of others and have the confidence and motivation to participate in and contribute to communities within and beyond New Zealand.

“Leadership opportunities go right through the school, right down to the lower levels. So for instance, in year 9, I take some students out to be ambassadors for the school when I visit feeder schools.”
(Anne Miles, Principal, McAuley High School)

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 contributions.

Things to think about

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Things to think about

  • Do you know what your Pasifika students want to get out of their experience at school? Have you asked them? How do you help to prepare them for the future?
  • What do past students tell you about what they needed to experience and learn at school?
  • Is there a ‘culture of mocking’ in your school that has a negative impact on the achievement of your Pasifika students? How do you know? Do you need to transform the culture into one that impacts on them more positively? If so, how would you go about this transformation?
  • What does your school do that helps build the self-esteem of your Pasifika learners? What do you contribute? Could you do more?
  • Do you believe that the Pasifika students in your school are secure in their identity as Pasifika? How do you know? If you don’t know, how would you find out?
  • What is the level of Pasifika student involvement in students’ leadership positions and reward systems in your school? Has this involvement increased over time? Could it be improved?

Transcript

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Transcript

Glen Ryan – Principal
I want to take this school and put it anywhere in New Zealand and have just as strong leadership, just as high expectations, any school, anywhere and just as much rights for our parents and our children. So when we do leadership we look at fantastic leadership for our kids. We felt at this school that some of our students had a culture of bringing people down, not to put yourselves out there as someone who is successful and we wanted to change that. So we’re promoting leading and make it seen as the right thing to do. And the kids have caught on. The mocking has gone from the school and that use to be something humorous, but it wasn’t. So we’ve promoted leadership. You would have seen school leaders, house leaders, our assemblies are run by the children, our student lead conferences are run by the students, powhiris, - students, so we put the students up there and we help support them to be confident and to talk articulately.

Maragaret - student
My role here at Mary MacKillop school is a school leader.

Lisa – student
I’m Year 8 in Room 33 and I’m a house captain for 2010.

Malia - student
I’m a house captain here at Mary MacKillop school.

Syrai - student
I’m in Year 8 and I’m a school leader for 2010.

Glen Ryan - Principal
Often in school there’s separate silos, the Years 3 and 4s don’t talk to the 7/8s, so we set up it up so there’s a leader in each of those areas. One of my roles, or key role, is to develop those leaders, so they talk to each other, they share information so the information is flowing through the school, it doesn’t just stop in one area and then the child moves on, so developing strong leaders within the school has been top priority for us.

Anne Miles – Principal
We hope that every single Year 13 student sees herself as a leader, but leadership opportunities go right through the school, right down to the lower levels. So for instance in Year 9, I take some students out to be ambassadors for the school and I visit feeder schools. We have our class captains, we have members of the student council, everywhere where the students have a voice to be able to talk about what they’re doing. But it’s also an opportunity for them to develop leadership skills and to feel valued and proud of themselves and it carries right through Year 10, 11, Year 12s are constantly being fed that information – you are next year’s leaders, you need to take that role within the school, and so they have the different uniform in Year 12 and 13, acknowledging the level of leadership that is expected from them. Each student is encouraged to take ownership of their own development and that’s what our goal is, managing self so leadership of yourself, leadership of your peer group, leadership as example of the school.

Mele - student
As Year 13s we offer our knowledge to the younger ones and we kind of build that kind of relationship so our teachers teach us and we teach the rest of the girls.


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