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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: 2:48

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.

Key content

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Key content

Pasifika children who move between educational settings require special care. For example, their transition to schools from early childhood centres may require them to adapt to using English as the language of instruction. Other Pasifika children may not have experienced planned early childhood learning environments.
 
When they have an explicit focus on Pasifika student learning, school leaders play a key role in ensuring that Pasifika students experience continuity as they move from one educational setting to another.
“Leaders can create educationally powerful connections by:

  • establishing continuities betweens student identities and school practices
  • developing continuities and coherence across teaching programmes
  • ensuring effective transitions from one educational setting to another”

School Leadership and Student Outcomes: Identifying What Works and Why: Best Evidence Synthesis Iteration, page 43.
The Year 8–9 transition also represents a time of significant, deeper-level change and can be unsettling for Pasifika students.

 “The biggest danger period’ for students in terms of an increased tendency to be more negative about school, their relationships with teachers, and teaching and learning in general was in the second half of Year 9, and not in the first few weeks following the transition."
A Study of Students’ Transition from Primary to Secondary Schooling, Research Division [Ministry of Education] 2008.

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

  • “What is known to be effective, however, is not always what is practised” (Summary, Best Evidence Synthesis, Teacher Professional Learning and Development). Is this true of your school in relation to managing transitions for your Pasifika learners? How do you know?

"The coherence between teachers appears to be especially significant so that there is consistency in pedagogical approaches as well as in focus and goals.”
Ua Aoina le Manogi o le Lolo: Pasifika Schooling Improvement Research– Final Report executive summary.
 
Would you say that you had this kind of coherence in your school? How do you know?

  • What practices does your school put in place to ensure effective transitions? How well do these work for your Pasifika students and their ongoing learning?
  • When you receive Pasifika students who are achieving at levels below the national norm, how do you go about accelerating their learning? How successful are your programmes?

Transcript

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Transcript

Glen Ryan
When our children come in at 5 years old, generally it all is our data saying that they are probably 2 years behind where we think they should be at 5. All those curriculum areas struggle to begin with. And I guess we find that we bring them up but they’re still coming in lower.

Glen Ryan
Transition from year 8 to year 9 it’s been a learning curve for us and probably last year we learnt the most. When we did a review of the school, instead of just reviewing the parents and the pupils that are here, and the board and the teachers, we had former pupils come in and I thought that was really brilliant. It worked really well at the end; we had the former pupils talk about their experience here, and their new experience at their high school and how they related. What things we did well, what things we need to change to help prepare them. So by talking to the former pupils we got the information that we needed. Science was a big one, so there's a big transition between intermediate science and high school science. We now need to go back and review what we’re doing there.

Patrick Drumm
Our greatest need here is literacy. It’s a base need for our students they are coming into our school at the bottom end of literacy statistics with PAT tests and asTTle. And that's a huge need and we’re attempting to accelerate them through that process and greater alignment with our feeder schools is critical in this, and we do spend time working with our feeder schools to make sure that we can share data about the benchmarks for students when they come in.

Lynne van Etten
For our students coming into our school we test the students at the end of year 8, we actually mark the asTTle assessments for the school and enter the data. And that’s been reaffirming for the intermediates as well, because we can then go back to them and say fantastic this year, your literacy results have been markedly improved since the year before.

Nola Dougall
There'll be quite a number of students that come in at level 2 of the curriculum for literacy and numeracy. And we need to take that and build on that to level 6 by the time they get to year 11. The part of our focus in the junior school is focus on literacy and on numeracy. So that the junior students have more, they have language support, English language support. And that continues to year 11, whereas we'll have a class of what we call double English so they’ll have two blocks of their timetable in English. Because if they can't communicate, if they’re not literate, then they can't handle other areas of the curriculum.


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