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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

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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.




My name is Uili Feleterika Nokise. I am the minister of the Newtown Pacific Island Presbyterian Church here in Wellington. Wellington for me is hometown. I left Samoa, November 1960, and I have been living in Wellington all my life, except some years that I spent overseas in education and working in Fiji for the last 20 years at The Pacific Theological College in Suva.  

One of the most important values to Samoan people, is their spirituality. It's a kind of a value that binds all the other values together. You can have, a Samoan can have all the things they want or need in the world, but if their spirits are not in peace and not at peace, there is a lot of trauma. There is no peace being felt within the life of a person or within a family. And the reason why one spirit needs to be in harmony and/or in balance with things is to do with the fact that Samoans place great importance on relationships. It's not just relationships with people. We have been brought up in our traditional religious beliefs of relating to everything in life. The importance of relating to the environment, for instance. Our whole spirituality binds this idea together. For example, if we want to use the forest, use trees from the forest, for instance, we don't just go in and cut trees down. There are rituals that our ancestors have given to us to perform for two reasons. First, to ask permission from the forest for the use of trees to build canoes, build houses, or whatever we want to use trees for. And secondly, to apologise for this, and this is a recognition, that the forest, the trees have spirits. They don't just you know, exist. Same thing when we go fishing, there are rituals we do to the sea to ask the sea permission, to take some of the bounty of fish from the water and all this, you know. So when we have this relationship in accordance with people, it becomes very clear to us that there are a lot of other values attached to this. Like respect, we are brought up to respect our elders. Not necessarily because our elders are better than other people, but the fact that we have this belief that they came first to the world before us younger ones. And so they always seem to know more about the world and whatever the world is. Now, this relationship amongst things and people with things is the essential part of this spirit, spirituality that our people believe in.  

I find that this is something that seems to be eroding rapidly in the context of living away from our own island home environment. It's not, I'm not blaming the Western world or different society, or what, it's just the way things are. But if we lose this and let me put this in the context of New Zealand, if our young people lose this sense of being related to everything in life, for whatever reasons, then there's real problems with identity comes up. Real issue of identity begins to come up because you see it's through this that we express things about life and in life. It's through this awareness that there is a spiritual dimension of our lives that is equally, if not more important, than all the other things we have in life. Of course, we need to have knowledge. We go to school, we appreciate having to get, you know, graduate from high school, colleges, university, the importance of knowledge, no one disputes that, but for us, what ties us to our history, ties us to our land, ties us to who we are or part of who we are. It's this spiritual dimension of life. Perhaps it's not, perhaps it's possible to make a generalisation. And I think for many of our Pacific Island students, the home environment is an entirely different environment at school. And often the school environment can be seen as an escape because of the very strict boundaries at home. And then you go to school, you have boundary at school, but it's like a bit more relaxed. So to me, there needs to be a conversation by those who are involved in this to look at how the two can complement each other.  

There are general things about Pacific Island families that we can use. For instance, I take a concept like freedom, for instance, how much freedom do the, do our children in our Pacific Island home have? And it will be a very interesting survey to do that. And then you say, apply exactly the same thing, how much of this do you actually sense available at school? And you find the behaviour of the children tends to not only change but tends to become amplified when they go to school in a positive way. They can do what they want. They can, they can what and what and what.  

Now to me, if we take what I said right at the beginning about the importance of honesty, or it's just an example of a value, how is that understood at home, and what, how does, do our family understand? You know, sometime our, our children are being very honest at home, but mum and dad don't want to believe them. They don't hear them, even though the child is saying, "Dad, that's true, it's true what I'm saying." And then they go to school, how is this honesty portrayed from the teacher to them? Is it part of the setup or not? Is it important or not? Or does it exist? And so to me, if the environment should be encouraged to support, to support the child, and that can only happen if they have a good look at what's at stake, what are the principles? What are the values at stake? You see, it seems to me that there should be efforts to try and bring a common understanding of things. Now, I'm not sure if schools have developed that with our Pacific community or the school just sort of come down with their own understanding of this and this and this. And then you see the kids get that. Cause I grew up in that environment. I mean, all of us have in some ways, and then we'd go home and it's, it's like an opposite thing comes from home. And then we are left to ourselves to try and figure out how are we going to survive in this sort of two worlds that we're in. All the best to everybody try and survive.  

And I think the time has come that, I think the time has come for some kind of effort to create a common understanding of things. For example, how do we express care for each other? How do we express that? And what are the things that are involved with, and we will find that what we're doing is without saying to the student, what we are actually entering a very spiritual part of our life. We don't have to say, okay, we are in a spiritual class, everybody now, you know. No, but once we go into these kind of moral things in a very simple, but very important, we're into that kind of world, because that's the kind of world that, that gives us peace. And if it's not looked at, nothing in this world will, will bring that, nothing.