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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: 01:46

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.

Key content

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Key content

Most Pasifika parents want their children to succeed educationally and are prepared to help in any way they can. Many want their children to have a better chance than they themselves had.

When their children reach secondary school level, many Pasifika parents need additional guidance on how best to help their child at home and how to access information or services to support them in that task.

Limited facility in English should not be an obstacle. In school-family-community collaboration, the use of liaison people of the same ethnicity to assist seems especially important as it allows the partnerships to be built on shared cultural understandings. The time together is well spent if the school takes steps to make Pasifika parents and families feel welcome and supported and the focus is on their children’s achievement with practical suggestions for how they can also contribute.

“There is clear evidence that programmes... depend for their success on families being treated with dignity and respect, on the programmes adding to family practices (not undermining them), on structured, specific suggestions rather than general advice, and on supportive group opportunities as well as opportunities for one-to-one contact…”
The Complexity of Community and Family Influences on Children’s Achievement in New Zealand: Best Evidence Synthesis, page vi

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 strategies does your school use to make the school a welcoming environment for the parents and families of your Pasifika students? How effective are they? What could you improve and why?
  • What advice does your school give to Pasifika parents? How effective is it? How do you know?
  • Do you provide your Pasifika parents with additional educational resources so that they can help their children with their learning at home? If so, what are they, and how effectively are they being used? How do you know?
  • What practices have you used in your teaching as a result of discussions you have had with parents and families of your Pasifika students, and what have you learned from them? How effective have they been?

Transcript

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Transcript

Margaret - student
What makes my parents feel welcomed at this school, the teachers invite them at every event that we have. They’re welcomed to every student lead conference that we have every year, so that’s made them feel welcomed to the school and not left out.

Glen Ryan
We found our older parents have a negative connotation of schools; you’re the teacher you teach. We pick him up at three, you do your job we do ours at home. That was it. So we're trying to break the barrier down and get them into the school to make them feel welcome here. Especially if they’ve had a negative impact on their own schooling. This is a nice place, it's a safe place, they can come and talk to us. So we’re doing lots of inviting in for events, celebrations, showing the culture too, so having cultural dance festivals, having food. Having a place where their children can play while they want to talk to us, so all those things. Having someone at the office who can speak the language.

Ariana Williams
What we’re doing, working with parents with times that suit them, where it suits them, it’s easier for parents, so they’re more willing to come. And they do care, and we are talking to other teachers and things, and they’re talking about, you know I'm not sure this parent really wants to come, and yet with what I'm doing I've had like 100% attendance by parents, which just shows that they care.

Barbara Alaalatoa
Our parents are really busy and you know they are working, they've got families, they've got all sorts of other commitments. So when we want to talk to them we've got to talk to them about the grunty stuff, the stuff that makes a difference. And we know that the stuff that makes a difference is their children's data, the real information. We know it's rich information, that's often been the domain of the school and now it's time to share it in all its glory.


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