Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

Select a video

A Pasifika teacher outlines the process of how he uses the cultural identifiers for giftedness and applies these identifiers to students that he teaches. The Pasifika teacher also shared his presentation of the process and an explanation of gifted and talented Pasifika students.
Duration: 03:40
A Pasifika student who is able to articulate how his cultural identifiers for giftedness contribute to his world as a learner and how his gifts can be used to help others who rely on him as a role model.
Duration: 02:56
The Gifted and Talented Coordinator shares her story about how her involvement with the Pasifika Achievement Coordinator in the Digi Advisor project. The Digi Advisor project helped affirm what Pasifika initiatives the school already had in place to support their Pasifika learners.
Duration: 02:18
An Auckland Girls Grammar School Samoan language teacher and a non-Pasifika music teacher collaborated on a consensus approach to see which cultural identifiers applied to Pasifika students they taught mutually. The Samoan language teacher acknowledges the value of having a process to identify gifted and talented Pasifika students, providing another avenue or lens to view how Pasifika learners can translate their particular strengths into classroom learning and achievement.
Duration: 02:33
An Epsom Girls Grammar School student discusses two specific cultural identifiers: lineage and birthright that pertain to her upbringing from her family. Notions of cultural identifiers for giftedness are found in the home, and this Tongan student articulates how family and cultural values are used as a foundation to accelerate her learning and achievement at school.
Duration: 03:29
An Auckland Girls Grammar School Samoan language teacher explains how she combines e-Learning tools in her assessments to allow her students to achieve to their potential through the use of YouTube channels to film oral language assessments. This means that students are able to film their assessments without the time pressure or time constraints of timetabled classes as an example of ubiquitous learning.
Duration: 04:22
A Pasifika teacher shares his story about the benefits of being involved in the Digi Advisor project and being involved in online communities of practice on the Virtual Learning Network.
Duration: 03:03
A Pasifika teacher shares his opinion and interpretation of the PEP, how teachers can use the policy document as a way to provide a strategic focus on Pasifika learners, parents, families and communities.
Duration: 01:30
Luamanuvao Winnie Laban, Assistant Vice Chancellor (Pasifika) Victoria University, discusses why it is important to New Zealand as a nation that Pasifika students are successful in education.
Duration: 03:27
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
Bilingual people are able to use their different languages in different places, with different people and for different purposes.
Duration: 01:34
Parents are pleased with new approaches to bilingual learning. They see the advantages that children get from using both their languages.
Duration: 02:43
Academic language, and particularly academic vocabulary, is a high priority for bilingual students, across all curriculum areas.
Duration: 04:03
Research shows that there are clear educational advantages in bilingual learning, but using a Pasifika language has sometimes been considered a liability.
Duration: 01:27
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
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
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
Pasifika students discuss the importance and relevance that the ASB Polyfest has played in their classroom learning, which in effect improved their academic achievement. Key points in this story also include the senior students mentoring younger students - tuakana/teina model, the opportunity to celebrate their culture by engaging with their traditional performing arts and being able to connect their cultural identifiers to Pasifika giftedness.
Duration: 05:33
Senior Pasifika students provide advice for teachers of Pasifika students, highlighting the need for teachers to focus on the level of language that they use in classrooms to communicate with Pasifika learners.
Duration: 02:24
Glen Tuala - Pasifika Advisory Officer, Correspondence School. explains the flexibility that the Correspondence School can offer in developing a more personalised learning programme for Pasifika students.
Duration: 05:17
Jim Halafihi, ICT teacher Papatoetoe High School, explains how establishing a positive rapport with your Pasifika students can provide a good starting point to knowing your students. When a teacher knows their students they are in a better position to respond more appropriately to their needs.
Duration: 06:01
Maggie Flavell, explains the the perspective of a non Pasifika person working with Pasifika students. She talks about the importance of learning about the Pasifika culture to enable her to better engage with Pasifika students and their families. She also talks about the value of having a good support network to support her own professional development.
Duration: 06:31
Imeleta Faumuina, HoD English Tangaroa College, discusses the importance of providing authentic learning contexts to support meaningful student engagement.
Duration: 10:27
Melaine Sagala - TIC Samoan Language, Avondale College, discusses the benefits of strong student connections for their learning. She also discusses a model for connection that has worked for her in the past.
Duration: 06:39
David Faavae explains that with in the changing Tongan culture that Tongan boys can be very different, each requiring a different approach when working with them as teachers.
Duration: 04:05
Pennie Otto, Lecturer at MIT Tertiary Secondary School, discusses how she has developed a programme based on the Niue language and culture that has lifted Pasifika student achievement at her school.
Duration: 04:23
Teokotai Tarai, HOD Languages, Teacher of Cook Island Maori Language, explains how Pasifika students come to the classroom with a wealth of knowledge and experiences. This can provide a platform for better student engagement and success.
Duration: 06:14
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
This clip, from the Connections and Conversations DVD, considers the diversity within our groups of Pasifika students and their communities in terms of their identities, languages, experiences, and aspirations.
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.

Duration: 9:44
This clip, from the Connections and Conversations DVD, 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.
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.
Duration: 5:43
This clip, from the Connections and Conversations DVD, considers the potentially differing expectations of teachers and parents towards Pasifika students and their learning. 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.

Duration: 4:14
This clip, from the Connections and Conversations DVD, 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.
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.
Duration: 11:26
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
Professor Emeritus Tagaloatele Peggy Fairbairn-Dunlop comments on the current state of education. She shares her thoughts about reducing and bridging the gap, understanding and engaging in systems, negotiating time, and the benefits of learning the basics.
Duration: 13:18
Reverend Tevita Finau calls for an education system that recognises a range of student gifts and provides opportunities for learners to discover, explore, and build off their strengths. He touches on the importance of family, identity, culture, and keeping the language alive.
Duration: 11:00
Rachel Karalus has a number of concerns for Pacific learners, including racism within the education system, the system's lack of cultural responsiveness, and the need to focus on enabling Pacific parents' engagement. She sees success as Pacific learners as "being who they are 100% of the time" and calls for Pacific learners to have the same educational opportunities as those with "sounder financial backgrounds".
Duration: 9:38
Reverend Professor Dr Uili Fele Nokise explores spirituality – a value that binds together all other values – and its significance to Samoans. He explains the importance of relationships, with both people and the environment. He calls for efforts to bring a common understanding of things, such as how the home and school environments can complement each other and how we express care for each other.
Duration: 10:25
Way before the creation of an electric drill, Tokelauans invented the vilivili – a hand-operated pump drilling device. Pacific ancestors have always been construction innovators.
Duration: 00:46
Pacific ancestors who were scientific innovators knew about the benefits of coconut oil long before it was trendy and profitable.
Duration: 00:55
Pacific ancestors have been navigational innovators since long ago. They created, studied, and memorised navigation charts made of sticks.
Duration: 00:47
Traditional tatau (tattooing) has been handed down from generation to generation. Pacific ancestors have been cultural artistic innovators from way back.
Duration: 00:59
Pacific ancestors have long been financial innovators. They used tafuliae, shell money made up of different coloured shells that represented different monetary worth.
Duration: 00:50

You are here:

Sustained higher achievement is possible when teachers use pedagogical approaches and share strategies that enable Pasifika students to take charge of their own learning.

Key content


Key content

Where Pasifika students are part of the conversation about their learning and achievements, they gain deeper understanding of their own specific learning needs and challenges. Approaches such as ‘learning conversations’ foster Pasifika students' abilities to define their own learning goals, ask questions, anticipate the structure of curriculum experiences, use meta-cognitive strategies when engaging with curriculum and self-monitor. When Pasifika parents are included in the conversation, they gain knowledge about their child’s learning in language that they can understand.

Pasifika parents who extend their range of strategies to help their children learn and do well in school are also empowered to support their preschool children as well. Those parents, family and community members who volunteer to help at school also increase their ability to influence their children's educational outcomes.

“Students learn as they engage in shared activities and conversations with other people, including family members and people in the wider community. Teachers encourage this process by cultivating the class as a learning community. In such a community, everyone, including the teacher, is a learner; learning conversations and learning partnerships are encouraged; and challenge, support and feedback are always available. As they engage in reflective discourse with others, students build the language that they need to take their learning further.”
  The New Zealand Curriculum, page 34.


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


Things to think about

  • What is your understanding of good teaching for Pasifika students? How is that different from your understanding of good teaching for other students? On what do you base these understandings? And how do you share these?
  • How do you go about establishing common ways to think about the nature of high-quality teaching for Pasifika students?
  • To what extent do teachers in your school have a deliberate and collective focus on reviewing their teaching approaches in relation to Pasifika student achievement patterns? Could this focus be strengthened? In what ways? What would happen as a result?
  • Do the conversations you have with other teachers about the achievement of Pasifika students in your school provide you with a professional learning opportunity? If not, how could they be improved?
  • Is there any particular teaching style or technique you use that works particularly well for Pasifika students in the classroom? Who do you share this information with? If you do not share these things, why not?




Judy Hanna
What I believe is that involving the parents with their children is the way to get the parents involved in the children’s learning, by making their children part of the conversation. And today was a good example. We invited the parents to come and have lunch with their children at school, and we had a wonderful turnout.

Jan Bills
It's about making friends, it's about feeling comfortable with each other, it's about making cross-connections, it's about knowing what each person is capable of doing before asking them if they can help you in some way. And it's about building the relationship. The luncheon was fun, and I think it involved the kids and the parents, and everybody had a great time. And they’re keen to do it again, so it's about building on that. I think the fun thing is really important actually. It’s important for the kids and for the parents to enjoy themselves. It can get serious sometimes, and it's not supposed to be serious.

Merita Amani-Heisifa
We do student-led conferences where the students report back their learning of the term, so that's another way we get our parents involved in their learning. Like next week, year 5 to 8 will be celebrating their topic with the parents. So we invite them to come in, have a look at what their children have been learning. We have some wonderful Pasifika parents who are very supportive of their children, but we would like more.

Melanie – student
We come in and the teacher tells our parents what we've been doing. And sometimes the kids talk about it, and tell our parents like how we’re doing in our learning. And sometimes our parents ask questions about what we need to work on, and how they can help us achieve our goals.

Ana Manu
Sometimes teachers don't realise when they are talking to a parent that the language that they use is everyday teacher language. But most parents don't know what that means, and especially Pasifika, they’re really shy to ask "what does that mean?" without having to look really silly. So sometimes just saying simple things makes a lot of sense to the parents.

Jan Bills
I think what the parent interview does is it helps Pasifika parents to understand the kind of learning that their children does at school. It also gives them the power to understand the sort of language that schools use. And so when they’re having a conversation with the children, it helps them to know what to ask their children.

It helps for all three people to be speaking that same language. I think too, in the parent interview when the child is there, it focuses the interview on the child. Not on the parent's needs, not on the teacher's needs – because sometimes they can have their own particular needs – but actually on the needs of the child. And the child keeps it as a focus, it's the centre.

Marcel  student

The parents get to know your teacher, and see if your child’s doing alright, and see what they need to improve on, see what they’re good at at the school.

Glen Ryan
What we‘ve done this term is we've invited the new children to come into the school, the parents to come in. And the child has invited them, so it makes it easier for the parent to come – because you can't turn your five year old down,  you've got to come. Together with the DP, the five-year old will present their learning and what they're up to. At the same time, we are also finding out the siblings, and getting the relationship with them, making them feel at ease and then offering them what we can help them with. Having little workshops that they can come to with other parents around reading, writing, whatever they'd like to know about. We’re hoping that will go back into the family and support the 2 year old, the 3-year-old who’s coming through. So we're going to work through our new children to help out the ones that are coming through. We'll see how it goes.

Malia  student
We give invitations to them and the students' families to come and support their children, so they won’t feel left out. And they get involved in the students' learning as well.

Jacqueline Yates
I think one of the successes in my class is the parents and the communication I have with them. Because I know when those kids go home, if the parents are on the same track as me, we’re going to get those kids moving. And they do. I know the kids that are working at home, they come back and I see movement. I see movement over the holidays, I see movement from the weekend. And then I can grab that and I can move them at school. And they’ve got every chance of success. And the parents, I tell them they’re welcome to come into my class anytime – and they do.

Then I’ve got the parents that come in and help. I sit them at a table with a little group of kids, and what I like about that is that they’re learning as well. I’ll be doing an activity with the kids and they’ll say, "Oh that’s a good idea, I’m going to do that at home". And then they go and play the game at home that they’ve just seen. So I’m very lucky to have that parent support. And alternatively, they teach me things – they teach me the language, they teach me what goes on at home. Which is very important for me to understand where my kids have come from.