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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: 2:06

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.

Key content

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Key content

“When teachers deliberately build on what their students know and have experienced, they maximise the use of learning time, anticipate students’ learning needs, and avoid unnecessary duplication of content. Teachers can help students make connections across learning areas as well as to home practices and the wider world."
The New Zealand Curriculum,page 34.
 
Specific dimensions of cultural responsiveness are part of more effective teaching, in particular the twin dimensions of positive relations and incorporating students’ resources. For example, effective use of teacher-student discussion in whole class contexts enables diversity of student experience to be valued and to be a resource to support student achievement gains.
Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis, page 27.

The Schooling Improvement research Ua Aoina le Manogi o le Lolo: Pasifika Schooling Improvement Research– Final Report, Pages 3- 4, executive summary results are encouraging.
Pasifika pedagogies that are being developed in these schools, in the sense of being adapted to Pasifika learners, deliberately draw on background knowledge including topics, event knowledge, language patterns and activities.
 
The teacher has considerable agency in mediating links between the different contexts in which students are socialised, through inclusive pedagogy. This aspect of quality teaching is particularly significant and likely to be a key system influence on reducing disparities that persist across students from different ethnic and social class groups.
Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis, page 34.

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

  • “Some students learn better off students than teachers so I think that’s the good thing in our school...most students in our school are willing to help...” Year 12 female student, Aorere College, Auckland. Would this statement be true for your school. Why? Why not?
  • Have you ever asked your students what kinds of teachers they like – and why? If not, would you find it useful to know their thoughts – and reasons? How would you go about finding out?
  • Is there any particular teaching style or technique you use that works particularly well for Pasifika students in the classroom?
  • Do you have an induction process for newly arrived Pasifika students to help them to develop the knowledge and skills they require for schooling in New Zealand? If so, how effective is it? Do you do the same for your newly arrived Pasifika teachers? If so, is your process effective? And how do you know?

“The twin dimensions of positive relations and incorporating students’ resources were identified to varying degrees in classrooms. Importantly, these themes were echoed by the students”.
Ua Aoina le Manogi o le Lolo: Pasifika Schooling Improvement Research Summary Report.
 
Are these two dimensions a strong feature of your pedagogy? Would this be the case for all teachers in your school? How would you know?

Transcript

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Transcript

Judy Hanna
Each child as they come to school are celebrated for what they bring with them. All of them bring life experiences with them. They may have been looking after younger children. They are certainly bright capable bouncy wee five year olds.

Rosina Prasad
I’ll always talk to the kids and ask them in their own language can you help me out with this, or am I saying this right, or try and bring their culture into the class, like just counting games, or just having greetings. Even though they’re little things, but sometimes it’s really important to just share with the kid, wow you taught me that, and I didn't know that, can you tell me this word for this, and then I will often find that it just continues and grows because the children suddenly are not afraid to share their language and culture with you.

Tom Brown
There will always be a new generation of students coming in but we find that our students will learn from the older students and we actually actively encourage that. We like students learning from each other in just the same way that we like students learning from us and that we learn from the students. If we can encourage that, if we can show that all the students are not afraid of accessing help, recognising when they need help, then the new ones will quickly pick up on that.

Mele - student
So we offer our knowledge to the younger ones and we kind of build that relationship that our teachers teach us and we teach the rest of the girls.
Anne Miles
I think that our girls are just amazing, and they are loud, they laugh a lot, one of the girls the other day said to me Miss, you know I read that the Guiness Book of Records says that the average person laughs 4 times a day, it’s not true at McAuley. We laugh all day. And if you go out and you hear them at interval or lunchtime, they are laughing or they’re calling. It's a very noisy place all day, but they’re happy, and the school is a safe haven for them. They don't want to leave, we keep our girls here right through to year 13.


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