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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: 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 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.

Key content

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Key content

Many students from the Pacific transition between different worlds. For some, handling the roles and responsibilities of home and the expectations of society, school, church, sports or social groups is a daily challenge.
 
Many students learn to navigate confidently between the expectations of these worlds, yet at times these varied expectations can place additional pressure on students and they may find some transitions very difficult. For some students, realistic goals and priorities may need to be developed, so that students can manage the demands of both everyday life and the schooling system.

To order the Connections & Conversations booklet and DVD, item number 11061,
email orders@thechair.minedu.govt.nz or phone 0800 226 440.

Things to think about

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Things to think about

Do you know what kinds of activities and commitments your Pasifika students are involved in at home and in their communities, across their different worlds?
 
What do you think are the skills and strengths that your Pasifika students may develop as a result of iving in these worlds and managing the transitions that they must make? How does this compare with other students in your classroom?
 
Where and at what points can the curriculum you teach be linked to the life experiences, prior knowledge and worldviews of your students? How can the learning be made more relevant?
 
How will you start (or continue) to do this? How could this be reflected in your planning?

Transcript

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Transcript

Different Worlds Different Experiences
 
Many students from the Pacific transition between different worlds. For some handling the roles and responsibilities of homes and the expectations of society, school, church, sports, or social groups are a daily challenge.
 
Favalu Peni – Nurse
In the Island where I grew up and went to school there, the teacher is in charge. When we go to school, the teachers are in charge, so therefore they keep us in line. If we go to church the minister and the priest and whoever is there is in charge, they keep us in line. When we come home our parents in charge. So that is no longer working here. You see in the Island the whole village sort of look after you. You know if you get out of line in there, one of anybody in the village will come and tell you off or growl you. Over here I don't see that happening.
 
Many students learn to navigate confidently between the expectations of these worlds, yet at times these varied expectations can place additional pressure on students, and they may find some transitions very difficult. For some students realistic goals and priorities may need to be developed so that students can manage the demands of everyday life and the schooling system.
 
Tapu Misa – BOT Member

At home you have quite a different experience of the world, you are supposed to behave in a different way, you are not supposed to challenge too much. You become this...this whole other person at church. And at school you are expected to be someone else again. You are expected to open your mouth and talk and give your opinions, which is completely opposite to the world that you have at church, and at home. It's a double whammy for Pacific Island kids, and I think quite a lot of them are carrying quite a burden.
 
Brenda Siaosi – Law Student
Well from my experience it’s harder to be a Pacific Island girl than it is being a Pacific Island boy going through the schooling system. Cause we are also expected in general to do all the things at home as well as here, as well as church. I used to be in a Sunday school doing the plays, and the church culture group, playing in the church sports teams in the summer. And often the choir practices and things like that would be in the evening you know during the week days, and you've got your homework. So these days I've cut a bit of that, you know actually I've cut a lot of it back.
 
Lauraybe Goundar – Assistant Principal: Human Resources
Sometimes these worlds clash and we have got.... their worlds have different expectations and for them to move in and out of these worlds sometimes is very confusing.
 
Phillipa Mulqueen – Dean Year 11
At school the adults are less likely to be bumping into your parents, and so it’s a safer place to let go a bit and not hold it all together.
 
Pravda Webb – Teacher New Entrants
I think the challenges are related to making their way here in this world, as well as retaining the things that are of value, and of importance to them from their own culture. And sometimes that can be a challenge.
 
For many but not all in the Pasifika community, church plays an important role. The church creates a place of community. This may offer support not only for spiritual beliefs but also for sustaining moral and cultural values, traditional practices, first language use, and a sense of Pacific identity. The experience of church is one that many Pasifika students share. At the same time students will attend a variety of churches, both traditional or contemporary, or in fact may not attend at all. Where the church plays a less significant role a sense of community may be gained through participation in cultural or community groups.
 
Their world at home and their world at church is more demanding compared to other teenagers in their age group.
 
Haize Year 6

When I stay with my nana I go to church in Sundays, but when I'm with my dad, sometimes we go, sometimes we don't.
 
Jocelyn Year 6
Every Sundays we have Sunday School at nine o'clock and then we have church which finishes at one o'clock.
 
Keni Lesatelu – Youth Worker
Well I think for me personally to ask a child which church they go to, it normally puts a picture in my mind of what sort of background this young person comes from. Once you find out where he comes from, it sort of gives you an idea of the bigger picture of where that young person is.
 
Rev Nove Vaila'au – Minister
As Pacific Island people coming to New Zealand you really can't form villages. So what you form are their own churches. I think it is very very important that education can be part of that ministry as well. One of the realities that the church has to take into consideration is the fact that that their focus of ministry are for the people. And the people in their totality. Not just the spirituality of the people.
 
Josephine Tiro – Senior Policy Analyst
I think there is a mistaken assumption or mistaken belief that all Pacific children go to church. We have to be careful that we don't stereotype all Pacific kids. They all come with quite different richness and different understandings.
Teachers can build programmes round student experiences that will maintain their interests and engagement, and give them an opportunity to demonstrate their knowledge and skills. From that basis academic success can follow.


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