Core Education

"It makes us unique - it makes us who we are and what we are and it informs how we move forward as a society. It's important for everyone, to help us shape a better future." Patariki Grace and Te Mako Orzecki discuss the importance of learning about Aotearoa New Zealand Histories for all New Zealanders, and how engaging place-based learning is for all tamariki.

Glenda Albon shares how a group of teachers used He Māpuna Te Tamaiti to improve their communication and become even more child-led.

"But it was pretty motivating for the kids because they had a real person to design for". Karl Summerfield shares a real-life digital technologies example from when he was teaching Year 12 students, and how he supported them to create a digital outcome in a local context.

Ara Simmons shares three tips for students and educators connecting online, to do so in a meaningful way. Ara and Rochelle Savage also discuss their children's experiences connecting online, what has been successful, and their suggestions for improvement.

"Learning through play unleashes a vast number of teachers - not just the one at the front of the room anymore". Suzi and Tracey share real life stories of the positive impact learning through play has had for tamariki, including buddy programmes and for new entrants who are transitioning to school.

Derek and Anne discuss tips for designing effective and engaging online learning, as well as examples from a large high school and a small rural school. They explore the lessons learned, and how it has changed their in-person teaching and engagement with students and whānau for the better.

'Oh wow, I picked up on something I didn't think I'd know, and his Mum hadn't realised either.' Janel, a teacher aide, shares her experience as a teacher aide and also a specific story of how her observations of a particular child helped the teacher and his whānau support him.

Have you ever felt imposter syndrome? What can help with it? 'If you're putting yourself in a new position, it can be uncomfortable - but exciting' 'Usually, this imposter syndrome is because we want to do a good job. Because we care.'

Ka haere tonu ngā kōrero ki a Tash Ropata i tēnei pāhorangi. Mai i tana urunga ki tōna wānanga reo rūmaki tuatahi tae atu ki ngā tikanga whakahaere o te kautā, tae atu ki tana tū hei kaiwaiata i tētahi pēne reo Māori. Ka hua mai ēnei mahinga katoa i ngā mātāpono e whā i raro i Te Whakatupuranga Ruamano - he mahere rautaki ā-iwi i whakatakotoria e Ngāti Toa, e Ngāti Raukawa, e Te Ātiawa ki Whakarongotai hoki, tērā i whai wāhi nui i a ia e tipu ana i Horowhenua. Ko ōna hua ka noho hei tuku ihotanga ki āna tamariki, me āna mokopuna. In the fourth of our series of podcasts, we continue our chat with Tash Ropata. From her first total immersion retreats to kitchen duties and joining a reo Māori band. All products that derived from the four founding principles of Te Whakatupuranga Ruamano - a 25 year iwi development plan brought to fruition by Ngāti Toa, Ngāti Raukawa and Te Ātiawa ki Whakarongotai (ART).

Ko te tuatoru tēnei o ngā pāhorangi, ā, e rua ōna wāhanga. Kei te pāhorangi tuarima te wāhanga tuarua o tēnei whakawhitiwhiti. Kei te whakahoki mahara a Tash Ropata ki tana ohinga ake i tētahi ao kōkiri i ngā kaupapa Māori me te pānga ki ōna whakaaro e pā ana ki te ‘tino rangatiratanga’ me te tipu hei Māori o te wā. Ko te kōkiritanga o te wā, arā, te mahere ā-iwi, Te Whakatipuranga Ruamano, i whakatakotoria e Ngāti Toa, e Ngāti Raukawa, e Te Ātiawa ki Whakarongotai hoki, tērā i whai wāhi nui i a ia e tipu ana i Horowhenua. Ko ōna hua ka noho hei tuku ihotanga ki āna tamariki, me āna mokopuna. In the third of a series of podcasts, Tash Ropata talks about growing up around kaupapa which would shape her early opinions of tino rangatiratanga and what it meant to be Māori. Growing up in Horowhenua, Te Whakatupuranga Ruamano, a 25 year iwi development plan initiated by Ngāti Toa, Ngāti Raukawa and Te Ātiawa ki Whakarongotai (ART), would naturally play a big role in her life, with it later becoming part of the lega

I tēnei, te tuarua o ngā pāhorangi, ka whakawhiti kōrero a Karley Hemopo rāua ko Charles Rolleston mō ngā āhuatanga o tā Charles whakairi i āna mahi hei kaiako ki te whai i ngā mahi ki ngā tari Kāwanatanga. In the second of a series of podcasts, Karley Hemopo discusses whether or not the grass is greener on the other side of the classroom with Charles Rolleston, who put away his lesson plans to explore a career in the public service.

I tēnei, te tuatahi o ngā pāhorangi e rima, ka rongo tātou i te nui o te kaingākau o Te Whainoa Te Wiata ki ngā āhuatanga o te reo me te pānga o tana whakatipuria ki tana mārama me tana whakaako i te reo Māori. Kia mau tonu mai me kore noa e whai nuka mōu i a koe e whai ana kia tīmata i tō takahi i te ara o te ako i te reo Māori. In the first of a series of five podcasts, we take an aural glimpse at Te Whainoa Te Wiata's passion for linguistics and how his upbringing has shaped his understanding of teaching te reo Māori. Stay tuned also for his tips on how to kick start your own reo journey whether in the workplace or at play.

'Starting with the learning outcomes lead to richer experiences for the children' Sarah Te One and Justine Mason discuss how a space that wasn't being used was reworked by starting with the Te Whāriki learning outcomes and how it transformed the space and made it one of the most creative, popular parts of the ECE.

Justine Mason and Ruta McKenzie discuss how Tapasā has supported New Zealand teachers to support and engage with Pasifika students, their culture and families. Ruta encourages New Zealand teachers to cast their net wide and embrace this support.

Innovation Is In Our DNA - Engaging Māori Students In Design Thinking. A discussion with Janelle Riki-Waaka

Rebbecca Sweeney talks to Judy Halbert of Networks of Inquiry and Indigenous Education (Canada), one of the minds behind Spiral Of Inquiry. In Part 2, Judy and Rebbecca discuss how Spiral of Inquiry can enable innovation.

Rebbecca Sweeney talks to Judy Halbert of Networks of Inquiry and Indigenous Education (Canada), one of the minds behind Spiral Of Inquiry. In Part 1, Judy discusses how relationships between learners, educators and whānau have been strengthened during distance learning.

"What are the most significant things that have changed (for your school, teachers, tamariki and whānau) since using the spirals of inquiry?" Rebbecca Sweeney discusses Sprial of Inquiry with Gareth Sinton from Douglas Park School "The pace of the inquiry and the depth of the inquiry: A real strengthening look at what works for classes, what works for kids." "Before it would be what can the children can and can't do. Now it's 'what is our practice enabling them to do?'"

Teanau Tuiono asks Rebbecca Sweeney about Spiral of Inquiry work with teachers and schools: What is it? How does it work? What are the benefits?

Courageous Conversations - A Real Life Example With Amira Aman by