CORE Education: Recent Episodes
CORE Education
This is the final part of the LEARNZ virtual field trip to Te Moana-a-Toitehuatahi | Bay of Plenty, one of the most geologically active areas in Aotearoa New Zealand. This region is shaped by fault lines, volcanoes, and the ever-shifting tectonic plates beneath our feet.Join experts Craig Miller from Earth Sciences NZ and Daniel Pearce from Tauranga District Council answer some very interesting questions from ākonga, including whether it was a good idea to do a back flip in an earthquake! (spoiler alert - no! you should drop, cover, hold!)Thanks to The Natural Hazards Commission – Toka Tū Ake for funding this LEARNZ virtual field trip. Visit learnz.org.nz/hazards254 for the full trip with educational materials including the field trip videos.
Te Wāhi Pounamu, meaning ‘the place of pounamu,’ refers to the South Island, the only place where this treasured stone is found. Pounamu is a taonga, holding deep cultural, spiritual, and historical significance for Māori.Join field trip experts from Ngāti Waewae in Hokitika on Te Tai Poutini the West Coast as they answer questions with kaiārahi Andrew.
This is the web conference held on August 21st 2025, part of the LEARNZ online field trip. Thanks to the schools that participated.You can visit the online field trip at https://www.learnz.org.nz/Sanctuary253 Sanctuary Mountain Maungatautari (SMM) is the largest predator-fenced eco-sanctuary in the world. It enables visitors to experience a predator-free environment where native fauna and flora flourishes, and provides an insight into a time long past.SMM is home to some of New Zealand's most endangered species, playing a pivotal role in their conservation. It is also home to a thriving kiwi population of about 3,000 birds and performs a major role in boosting other kiwi populations around the country.Each year Sanctuary Mountain Maungatautari undertakes the country's largest kiwi translocation project in partnership with mana whenua and Save the Kiwi.Through its education programme, SMM actively engages students nationwide, offering a tangible glimpse into Aotearoa New Zealand’s past and the future vision of a predator-free environment.
Interview to accompany the LEARNZ field trip visiting some key places in the history of Raukawa and hearing narratives from iwi relating to these important historical locations and the epic journeys of the iwi tūpuna.
Keeping our places and stories alive is integral to our whakapapa and national identity. It also provides a way to understand our history, different generations and our diverse cultures, traditions, and communities.On this virtual field trip we visited Ōtūmoetai Pā, Tauranga’s historic capital. It was the most significantly populated site in the Western Bay of Plenty between 1600–1865. The Pā was considered the ‘main stronghold’ of Tauranga Māori and was never taken by enemies. As it was situated on land confiscated by the government after the New Zealand Wars of 1864, the people who lived at Ōtūmoetai Pā were forced to leave their ancestral home.In the webconference, kaiārahi Andrew is joined by Te Haana and Rachel from Heritage New Zealand Pouhere Taonga along with ākonga from Mangēre Central and Bucklands Beach Primary schools. A big mihi to you all.
The final He Waka Houkura mindset, ‘Seeing the system’, is all about viewing the big picture.
The fifth He Waka Houkura mindset, being open minded, is a mindset grounded in diversity and inclusion. In this podcast, Angela Vermeulen and Tumama Tu’ulua discuss how open mindedness ultimately asks the question of “what type of business do you want to be?".
In this, the fourth of the six He Waka Houkura mindsets, Angela Vermeulen and Tumama Tu’ulua kōrero about thinking critically. Tumama discusses how thinking critically is a vital part of developing an equity lens, recognising barriers, and how the more informed you are the better.
The third He Waka Houkura mindset is all about building trust. Angela Vermeulen and Tumama Tu’ulua discuss what building trust means, what it looks like, and benefits brought about by fostering a safe environment where people can speak up about inequities.
The second instalment of the He Waka Houkura mindset podcasts, Tumama Tu’ulua and Angela Vermeulen kōrero about honoring Te Tiriti o Waitangi
In the first instalment of the He Waka Houkura mindset podcasts, Angela Vermeulen and Tumama Tu’ulua kōrero about identifying power, privilege and bias within both workplaces and the wider world
In this bite-sized podcast, Angela Vermeulen and Tumama Tu’ulua summarise He Waka Houkura | Equity and inclusion suite.
Volcano city virtual field tripTravel to Tāmaki Makaurau Auckland to discover more about the fiery past of Auckland’s Volcanic Field Ngā Tapuwae-o-Mataoho. There are over 50 volcanoes within the Auckland Volcanic Field (AVF).The AVF has been active for around 200,000 years. The most recent and largest volcano is Rangitoto, created around 600 years ago from at least two eruptions. As Māori became established in Aotearoa New Zealand, the maunga were valued as natural places for pā, with their rich volcanic soils and their unique form and height for easy defence.Evidence of a hot magma source deep beneath Tāmaki Makaurau Auckland suggests there could potentially be an eruption in the future. Before a new eruption starts, scientists will be using forecasting models to try to predict when and where a new volcano will appear.ObjectiveTo find out how large parts of the city would be affected by the likely next eruption, and how to be prepared for the impacts of volcanic activity.Key learningExplore science and mātauranga behind the Auckland Volcanic Field Ngā Tapuwae-o-Mataoho.Look at evidence of past volcanic eruptions.Hear stories about volcanoes from mana whenua.Visit Rangitoto, Tāmaki Makaurau Auckland’s youngest and largest volcano.Explore the inside of a lava cave.Investigate the impacts of a future eruption in Tāmaki Makaurau Auckland.Meet experts in hazard preparedness and learn about how you should plan to manage the impacts of a volcanic eruption.Student-led inquiryEmpower your ākonga to take charge of their learning journey. Encourage them to ask meaningful questions, explore resources, and embark on their own journey of volcanic hazard preparedness.Curriculum alignmentThis virtual field trip aligns with the refreshed New Zealand Curriculum. It covers a range of learning areas, predominantly science and social sciences. Access guidance that supports teaching and learning to align with curriculum goals.
Te Mako shares a kōrero with a past participant of Tātai Aho Rau te reo Māori programme, as a experience speaker, who had learnt te reo Māori on-and-off Riria chose to take a beginner course to kick start her te reo, giving her the confidence to then progress in to a full immersion programme.
Join Anahera McGregor and Jamie Taylor as they kōrero about what Matariki means to them, and what their plans are to observe the holiday.Jamie and Anahera both share that this Matariki they plan to reflect on the past year, to give thanks for what they have, and look forward with hope for the new year. They also share how connecting with whānau and waking up early to watch Matariki rise are two fulfilling Matariki activities they look forward to.Anahera and Jamie also explore how Matariki also offers a unique opportunity to relax, be still, and ground yourself and heal, so that you can continue to carry out important kaupapa in the next year.
In this Matariki podcast, Rochelle Savage and Stanley Sarkies, a Te Tiriti Facilitator at Groundwork, kōrero about how to honour Matariki from a pākeha and tauiwi perspective.This kōrero begins with discussing Stanley’s journey into learning about te reo Māori, Te Tiriti o Waitangi, and te ao Māori, where he acknowledges and explores the role of pākeha and non-Māori in Aotearoa as tiriti partners.Stanley and Rochelle then go on to discuss how to appropriately commemorate Matariki as pākeha, where Stanley offers the guidance that you can observe the holiday in a way that makes sense to you, and that aligns with the kaupapa of Matariki.
Replay the field trip web conference with Brad from Toitū Te Whenua Land Information New Zealand and Hayes from Discovery Marine Limited.
In this podcast, Angela Vermeulen is joined by Dr Hana O’Regan, ONZM, Tumu Whakarae | Chief Executive Officer of Tātai Aho Rau, and Leighton Evans, Chief Executive Officer of the Rātā Foundation, exploring the topic of equity and discussing their own personal experiences.Drawing on their personal experiences, Hana and Leighton discuss instances of racism, sexism, and other inequities they encountered growing up. They share their visions of a socially just and equitable world and suggest ways we can foster fairness for future generations.Hana and Leighton also clarify the confusion between equity and equality, highlighting initiatives their organisations undertake to promote equity. Tune in for an insightful kōrero with these inspiring leaders as they share their perspectives on creating a more equitable society.
Join Fiona Summerfield and Suzi Gould as they kōrero about their journey to becoming good allies as Pākehā in Aotearoa.Fiona and Suzi share their personal experiences of recognizing their pākehā privilege in Aotearoa New Zealand. They discuss moments of realisation, such as understanding how the education system favours pākehā and learning about the discrimination present in basic activities like finding a rental property. They also explore the challenges of recognizing systemic inequities, especially for those who benefit from the system.In their discussion, Suzi and Fiona highlight the importance of actions in being an authentic ally to Māori, Pacific peoples, and other marginalised groups. They acknowledge the difficult aspects of being an ally, such as calling out racism and using one's voice in spaces where these groups are excluded.
Tune in to our latest episode where Tātai Aho Rau kaimahi, product designer Tumama Tu’ulua and learning experience designer Karl Summerfield, explore the creation of the Equity review tool; He Waka Houkura. Inspired by Maya Angelou's words, "Do the best you can until you know better and when you do know better, do better," they explore what equity truly means and how it differs from equality.In this insightful discussion, Tumama shares his design approach for the equity self-review tool, while Karl reflects on its evolution from an educational focus to a broader audience. Discover what sets this tool apart, as they highlight its grounding in Aotearoa New Zealand's principles, notably Te Tiriti o Waitangi, making it essential for any organization operating in Aotearoa.
Kia ora! Celebrate connecting with our seas (Seaweek 2024) by embarking on an immersive journey into Tamatea Dusky Sound with us.On this virtual field trip we will uncover unique ecosystems above and below the water, cultural heritage and conservation efforts. This experience provides educators and ākonga with a wealth of engaging resources, including videos, images and GIS maps to enhance your learning adventure.ObjectiveOur goal is to inspire and educate ākonga across Aotearoa about the importance of preserving and restoring marine and land biodiversity in the unique Fiordland ecosystem. Through this virtual field trip, we aim to foster a deeper connection to te taiao, equipping ākonga to become active stewards of their local natural environment.Key learningUnderstand the complexity of marine and forest ecosystems and their vulnerability.Explore the interconnectedness of forest and marine ecosystems.Promote biosecurity awareness and action.Embrace the importance of kaitiakitaka o te taiao and kaitiaki – environmental guardianship and guardians.Student-led inquiryEmpower your ākonga to take charge of their learning journey. Encourage them to ask meaningful questions, explore resources, and embark on their own conservation projects.Curriculum alignmentThis virtual field trip aligns with the refreshed New Zealand Curriculum. It covers a range of learning areas, predominantly science and social sciences. Access guidance to support teaching and learning with a suggested framework, reflective questions, and activity ideas to complement the virtual field trip and align with curriculum goals.
Enjoy this engaging kōrero with Maria Lemalie, Tumuaki | Principal of Te Aratai College and Lena Tuiloma. Maria shares her personal experiences, shaped by her Samoan heritage and family's migration to Aotearoa New Zealand. Discover Maria's unique approach to leadership, influenced by Samoan cultural values, and gain invaluable advice for leaders, both Pacific and non-Pacific. From building growth and inspiring others to the power of allyship, this podcast offers an exploration of leadership, diversity, and collaboration in education.
About this tripKia ora! Join us on an immersive journey to locations around Ōtepoti Dunedin to find out about the population recovery of pakake New Zealand sea lion. Did you know, until 1993, no pups had been born on the mainland for 150 years? Find out about "Mum", the legendary mother sea lion who travelled 600km from the Auckland Islands to found a small but growing population on the mainland.Meet iwi who have stories about pakake that go back generations. Find out how local rūnaka are rediscovering lost mātauraka and contributing to the protection of this endemic species. Meet scientists and other conservationists and find out why they are excited about the latest developments around this special mammal. This interactive field trip provides educators and ākonga with a wealth of engaging resources, including videos, images and GIS maps, to enhance your learning adventure.ObjectiveOur goal is to inspire and educate ākonga across Aotearoa about the importance of saving our native marine species and the heritage stories that surround them. Through this virtual field trip, we aim to foster a deeper connection to te taiao, including marine environments. We hope young people will learn to value and respect our sea lions as they grow to understand their importance to the health of our oceans and to the unique culture of Aotearoa.Key learningGain insights into mātauraka Kai Tahu, highlighting a historical connection to pakake.Understand the complexity of marine ecosystems and their vulnerability.Explore the interconnectedness of pakake New Zealand sea lions in the marine food web.Understand the different points of view people have about marine life.Foster understanding and raise awareness of our precious taoka species.Student-led inquiryEmpower your ākonga to take charge of their learning journey. Encourage them to ask meaningful questions, explore resources, and embark on their own conservation projects.Curriculum alignmentThis virtual field trip aligns with the refreshed New Zealand Curriculum. It covers a range of learning areas, predominantly social sciences and science. Access guidance to support teaching and learning with a suggested framework, reflective questions, and activity ideas to complement the virtual field trip and align with curriculum goals.
Join Jamie Taylor in an insightful kōrero with Julia Wikeepa, CEO of Hā Habit and Hauora educator, as they delve into the essence of hauora | wellbeing, with a special focus on harnessing the power of hā | breath for mindfulness.Discover Julia's personal journey from struggles with low mood, anxiety, to finding solace and growth through mindfulness practices. Hear how her experiences, including her son's mental health challenges, inspired her to embark on a path of self-discovery and eventually lead her to establish Hā Habit, a platform dedicated to supporting others on their wellbeing journey. Julia also shares valuable insights on how whānau and educators can incorporate breathwork and mindfulness practices into their routines to nurture emotional resilience in children.Tune in for an enriching dialogue that offers actionable strategies and heartfelt wisdom for cultivating holistic wellbeing in everyday life.
Join Karl Summerfield and guest Lex Davis, Deputy Principal at Ormiston Senior College, as they explore the world of teaching in Aotearoa. Lex shares insights on the power of authenticity in the workplace, explaining how being your true self as a tumuaki or kaiako can lead to meaningful connections, even if it means embracing vulnerability. Discover how authenticity paves a way for success as a kaiako and gain valuable perspectives on the rewards of genuine self-expression.
In this episode, Maraea and Janelle discuss the impact of language, culture, and identity on Māori athletes' success from grassroots to international success. They unpack the power of connecting tamariki with their cultural heritage through reo Māori, leading to enhanced academic achievements. Janelle shouts the praises of the next generation, together shaping a future workforce that aligns with the principles of te ao Māori.
Enjoy this insightful podcast with Kathe Tawhiwhirangi and Derek Wenmoth, the visionary founder of FutureMakers and principal consultant at Tātai Aho Rau Core Education. In this podcast, Derek and Kathe unpack the shift towards prioritising learners in educational practices, celebrating the uniqueness of every ākonga. Discover Derek's perspective on education as a fundamental right for all and its relevance in today's dynamic educational landscape.
Join Dr. Hana O'Regan and Leah Te Whata in our podcast as they kōrero on how to live out the Treaty of Waitangi in your day-to-day life.Enjoy our te reo Māori kōrero.
Join Dr. Hana O'Regan and Leah Te Whata in our podcast as they give practical advice on live out the Treaty of Waitangi in your day-to-day life.Discover the significance of this practice and gain invaluable insights through their three-step approach:- Develop a mindset.- Design an equitable plan.- Take action.Tune in for practical and inspirational guidance on how to make Te Tiriti o Waitangi a part of your daily life.
The following questions are answered by archaeologist Andrew Blanshard in this LEARNZ web conference about archaeology and heritage conservation in Aotearoa New Zealand.1. How did archaeologists know where to start looking for the pieces of history in the first place?2. What kind of tools do archaeologist use? What is the purpose of the red and white ruler in the picture?3. When did the archaeologists find moa bones?4. How did they carve the obsidian rock & shells?5. What were the ‘oral traditions’ held by Ngāti Kuta?6. Where did the archaeologists find the pāua shell?7. Why did they make fishhooks and tools out of shells and obsidian rocks?8. What tools did they make? And why did they change?9. Was it hard for the early Polynesian people to adapt to New Zealand’s climate? What did they use to make clothing?10. What does it mean that ‘One-piece fishhooks as a tool become less prominent through time’?
The following questions from schools are answered by museum curator Kate Martin about first contact between Captain Cook and Māori in Te Pēwhairangi Bay of Islands:1. How long did the Endeavour stay in the Bay of Islands?2. Why did the Crew of the Endeavour shoot at the locals? How did they feel about that?3. Did Captain Cook gain trust of the locals? How did he do that?4. Were there things given from Māori and if so, what has happened to these?5. Were guns traded and what happened to those guns? How did the locals use these?6. How did the Europeans and Māori communicate and get what they needed?7. Did any of the people Cook meet come on board the Endeavour? If not, why?8. What did Captain Cook and Joseph Banks learn from the locals?9. How did the visit to the Bay of Islands help Cook in his map making?10. Was there more than one opportunity to meet? Did Captain Cook meet Bay of Islands locals again at another time?
Enjoy our latest kōrero with Dr. Jeanne Teisina and Tinā Ruta McKenzie as they explore the 'api lens in Tongan culture. Learn about how education can capture the essence of being Tongan, cultivating a sense of profound cultural identity in children. Dr. Jeanne advocates for curriculum alignment with Pacific heritage, empowering the younger generation to celebrate their roots and lead from a place of strength.
Join Kathe Tawhiwhirangi as she has a kōrero with Derek Wenmoth, the founder of FutureMakers and principal consultant at Tātai Aho Rau Core Education. Derek and Kathe explore many topics in this podcast, such as the important, positive and recent shift of putting learners at the centre of our educational practices, as well as a growing understanding of the uniqueness of each individual ākonga. Derek also speaks briefly about education as a fundamental right for all, and what it means in today's educational landscape.This podcast also explores some of the overarching concepts explored by the first three Kaihautū | Keynote speakers of uLearn23: David Letele, Pania Newton, and Cha’nel Kaa-Luke. Themes of identity, adversity, and education spark the question of why some learners excel when others don’t, and what educators can do to ensure that all ākonga succeed.
Join Tutuila Lio Va’auli, Pacific Strategic Lead at Tātai Aho Rau, and Penina Ifopo, director of Falelalaga Cultural and Education Centre, as they talanoa about the Falelalanga kaupapa of connecting spiritually, holistically, and educationally to Samoan culture through weaving.Tutuila and Penina explore a wide range of topics within this podcast, such as Penina’s richness of experiences from her upbringing in the village of Musumusu, Samoa, the journey of New Zealand born Samoans in blending their cultures and identities, and how Falelalanga creates a safe space for all to connect with their Samoan heritage.Penia also speaks about how we can deliver Falelalanga in Aotearoa and how educators can use the ideas of Falelalanga in the classroom, including educators being more responsive and understanding of the culture of their ākonga, and the exciting future of Falelalanga.
In this episode, Arohanui Allen and Rawiri Toia unpack the redesign of the national curriculum, introducing the four pou. Explore important questions such as: How do the levers support our mokopuna? How can kaiako become effective models of learning? How can kaiako embrace Mātauranga Māori and effectively teach Māori histories? Learn about the redesign process, the incorporation of the four pou, and the significant input from tamariki and kaiako in both Māori and English settings.
In this episode, Kath, Anne and Rochelle invite you into their world of practical wellbeing, where strategies such as creativity, personal reflections, and team bonding, support great personal and professional wellbeing practices. Discover Kath and Anne’s favourite strategies for feeling good and functioning well, both individually and within the workplace. From creating impactful change as a team to the therapeutic effects of nature walks and gardening, this episode provides a comprehensive guide to developing a positive and supportive work culture.
Join Gareth, Maraea, and Pania in a compelling dialogue as they explore sources of strength and resilience. In this insightful podcast, Pania Newton unpacks the profound impact of her experiences on shaping her identity and purpose. Emphasising the importance of embracing and learning from Aotearoa histories, Pania shares how this awareness has shaped her commitment to advocating for Māori rights and addressing injustices in Aotearoa.
Ella Sargison from Inside Out shares a kōrero with Rebbecca Sweeney, discussing schools embracing the rainbow community. Where do schools start? And how to continue to nurture and support wellbeing practices for the rainbow and Takatāpui communities. Acknowledging bullying does happen across Aotearoa, towards the rainbow communities and that we need to address it in our setting and where we can, so that we can create safe environments. They also mention the importance of being consistent among staff within the kura| school, that students can acknowledge and perceive differences.
In this podcast episode, Vui Suli reflects on his uLearn23 session with Lena Tuiloma. Together, they delve into the importance of serving as a positive role model, and the power of vulnerability when nurturing the well-being and growth of youth and whanau. Vui also discusses his involvement in Moana Vā and its transformative impact on communities providing support to Pacific families and youth. They explore advocacy within the pacific community for gender identity and LGBTQ+ communities, addressing the challenges faced by those striving to be bold while navigating the complex intersectionality of culture and sexuality.
Join Arohanui Allen and Dalia Malaeulu as they explore the pressing need for resources and support in culturally responsive education, shining a light on the impact of relying on assessments for the well-being of our Maori and Pacific students. Additionally, we unpack the world of Mila's Books, with Dalia the founder and creator of Mila’s books, creating books by Pasifika for Pasifika - discussing the importance of developing a nurturing space where Pacific tamaiti can celebrate their personal narratives and understand their cultural identity.
In this podcast, Te Mako Orzecki is joined by Julie McMahon and Owen Brasier of GROK Academy to kōrero about teaching cyber skills and cyber security to ākonga.Julie and Owen discuss the most effective strategies for communicating cyber security to ākonga, the activities GROK are doing to engage students in te reo Māori, and how to make cyber security fun.
In this episode, Dave Letele and Hana O'Regan share their experiences and highlight the pressing need for transformation in their communities.Our hosts delve deep into the harsh realities of the inequities in Aotearoa, and why there is such a need to be aware and find a way to support students. Letele poses the question, "When you lack money and support, what choices remain?".Join us to hear this kōrero that will encourage introspection, and inspire you to be a part of the change in Aotearoa.
Stacey Morrison and Dr. Hana O'Regan kōrero at uLearn23 about their language journey and how they nurture te reo Māori use in their home, whanau and community.
The following questions are answered:1. How do you stop it from smelling when you are working at the landfill?2. What is your plan or goal for powering electric vehicles using the energy from the landfill?3. Does the heat pumped into the greenhouses retain any toxic compounds, and if so, are these intercepted by the eggplants?4. Since the battery supply in electric vehicles are limited, do you know what they will do in the future to construct longer lasting batteries?5. How do you turn rubbish into energy?6. What do you do with the eggplants?7. If every day, rubbish is being is produced, what do you do with it all? Will there just keep being more landfills?8. Can only certain types of rubbish be turned into gas which is used as energy?9. Can the rubbish be used for other things as well as energy?10. How long does rubbish take to change into gas which is used as energy?11. How do you think the world can be improved in terms of using sustainable electricity?More at www.learnz.org.nz/redvale181/connect-with-experts
The following questions are answered about landfills and waste:1. Who came up with the idea of gas pipes in the ground? Has anyone else done this? 2. Who came up with the idea to collect all the gases and turn it into energy to charge the generators?3. How much energy can the landfill make?4. Why do you need to turn the gases into power?5. How much energy does methane produce?6. Do you use the energy created by landfill gas to power the landfill in any way?7. How else are scientists using landfills to create energy?8. How do scientist know that these gases are not still polluting our earth?9. Is it possible to become waste free?10. How much trash goes into the landfill each day?11. How long does it take to full up a landfill?More at www.learnz.org.nz/redvale181/connect-with-experts
The following questions are answered about landfills and waste:1. Has anything been invented to stop or ease leaching from waste?2. Can we reduce the amount of waste we produce?3. Can we pass more laws to stop producing plastic that is not biodegradable?4. Can you please explain the process of how the methane gas is formed?5. What types of machines do you use and what is the cost of running these machines?6. Can recycling be a negative thing?7. What happens if we don’t recycle?8. Why does plastic not break down?9. What is something that should get recycled but doesn’t?10. How can we make recycling easier?More at https://www.learnz.org.nz/redvale181/connect-with-experts
The following questions and others from schools are answered in web conference 3:1. Why do we need to practice Drop Cover Hold. Isn't it easy to just remember it?2. What is the difference between a go bag and an emergency kit?3. What should you cook on if there is no electricity? Is a gas BBQ OK? Or a portable camp cooker? Is gas best?4. What's the most practical food to have on hand in the days after an emergency?5. Is it hard to get people thinking about emergencies when there is a global pandemic?More at https://www.learnz.org.nz/whatstheplanstan204/connect-with-experts
The following questions and others from schools are answered in web conference 2:1. Are earthquakes the main hazard in Aotearoa?2. Is anywhere in Aotearoa safe from earthquakes?3. How important is the behaviour of citizens during an earthquake?4. How deep down are the tectonic plates?5. How much have the tectonic plates lifted since information has been recorded?6. How big are the tectonic plates?7. How do siesmographs work?8. How big can a tsunami get?More at https://www.learnz.org.nz/whatstheplanstan204/connect-with-experts
The following questions and others from schools are answered in web conference 1:1. Where in NZ are tsunami sirens?2. Where in NZ are tsunami most likley?3. How are tsunami created by meteorites?4. What evidence is there in NZ of tsunami in the past?5. What is the most recent tsunami to hit NZ?More at https://www.learnz.org.nz/whatstheplanstan204/connect-with-experts
In this web podcast, Lena, Pesetā, and Gareth engage in a fascinating discussion around their three languages: te reo Māori, Samoan, and Tuvalu. They explore the nuances of these languages by translating sample words and sentences and share the similarities and differences. During this conversation gain valuable insights into the interconnectedness between these languages, uncovering loan words and understanding how they adapt in various relationships and situations."
In this kōrero Anahera and Gareth journey to uncover the stories of the Waikato Wars, the significance of the Great South Road, and pivotal chapters within Aotearoa's history. Identifying the importance of Aotearoa NZ histories and the significance of our rich history around us.
The following questions from schools are answered:1. What will you do to the habitat: are you going to plant the trees that kōkako like?2. As we live close to Mt Pirongia what is it that we can do to help?3. How will you protect the kōkako and their eggs from predators?4. Will the kōkako be okay with the other birds that live on Mt.Pirongia?5. How much will it cost and where does the money come from? Which organisations will help?6. What native plants are best for the kōkako to live in?7. How will you track them once they are back in their habitat?8. Is it okay to feed banana to the kōkako even though it is not their natural diet?9. Are you sure that the South Island kokako can't be brought back?10. How can we protect the kōkako if we go to visit Mt Pirongia?More at https://www.learnz.org.nz/kokako182/connect-with-experts
The following questions form schools are answered:1. Why did the kōkako become extinct in the South Island, but not the North Island?2. If the South Island kōkako was rediscovered would there be a breeding programme for it?3. Why do Europeans call the kōkako the blue wattled or orange crow?4. How many kōkako are left in total in New Zealand?5. Will the kokako develop to be flightless?6. Are there more bird predators in the South Island compared to the North Island? 7. We live in Feilding which is the Manawatu- how can we get kōkako here?8. Why are kōkako more often heard than seen?9. What have been your biggest threats/problems with trying to help the kōkako survive?10. Would you like us to run a sausage sizzle to help raise money to save these birds, or do you get funding for this?More at https://www.learnz.org.nz/kokako182/connect-with-experts
The following questions from schools are answered in this podcast:1. When and where do the kōkako sleep?2. If you release kōkako chicks, do the adult birds try to hurt them or do they adopt them?3. How many and what sort of predators were there before they took the kōkako off and how many birds did they take away from Pirongia?4. How many kōkako are you hoping to find and how will you find them, what methods do you use to track?5. We saw different coloured bands on the kōkakos’ legs. What do the different colours mean and how do you monitor them?6. Have you used this method of translocation on any other species of bird, did it work?7. We saw an image of a kōkako on a hinau tree and read about them eating the big berries from the tawa tree. What other trees and parts of trees do they eat?8. When you are relocating birds from one area to another, how do you make sure that the bird you are taking in is healthy even if it looks healthy?9. What is the mist net made out of and how do you make sure the birds don’t get hurt when they are captured?10. How do you keep an eye on the kōkako to make sure they are okay?More at https://www.learnz.org.nz/kokako182/connect-with-experts
Kelsey Flynn shares her journey with education with Matalena Tuiloma. Kelsey noticed early on the lack of Aotearoa NZ histories focus, she shares the importance for teachers to create an authentic and passionate experience of the Aotearoa NZ histories, understanding our history and sharing it with students. She also shares her excitement in seeing the Aotearoa NZ histories curriculum included and celebrated in schools.
The following questions from schools about modern navigation at sea are answered by Chris, a nautical tutor.Questions from Mataura School1. How do people make the shipping lanes that ships travel along?2. Is a GPS better than a map, or do you need both of them?3. Why do people still use paper charts as well as electronic charts?4. Where do people go to learn how to use things like the azimuth circle, stadimeter or radar?5. How do you get a job on a big shipping container?Questions from Ilam School1. How do you see modern marine technology moving forward from where it is now?2. How accurate is echo-sounding and how do you actually calculate it? i.e. How much time passes between the sound and the echo for a depth of 100 metres for example?3. How do marine navigation techniques vary between night and day?4. If you were using radio technology I think storms and cloudy weather can create interference. Please explain if this is so or not.5. How do you actually create nautical charts from the information gathered using a multi beam?More questions from NZ schools1. Why is Matariki a Maori Myth?2. When captain cook arrived to New Zealand what did he first discover3. In your opinion is GPS better then the old way?4. If you used a sextant or another marine device which device would be more accurate?5. How do you become a captain of a navigation ship?6. How many navigation tools did Captain Cook use?7. What procedures are there if someone falls overboard?8. Does GPS show if there are big waves or storms nearby?9. How would a major earthquake affect the topography under the sea?10. Who would be the figurative father of modern navigation?11. How many years did it take to move from a single beam to a multi beam for surveying the seabed?More from LEARNZ "Matariki and Navigation: Kupe, Cook and Today" at https://www.learnz.org.nz/location192/connect-with-experts
The following questions from schools about Cook's voyages and navigation are answered by Brad, a hydrographic surveyor working on New Zealand's nautical charts.Questions from Knights Stream School1. How do you know where to find the Matariki stars?2. How do you know where to go when the Matariki stars only come out one month in the year?3. How did Matariki become a special time in New Zealand?4. What tools did Captain Cook use to draw the map of New Zealand?5. What happened if Polynesian navigators couldn't see the stars on the boat?Questions from Ngatimoti School1. What did Captain Cook and his crew eat?2. How did Captain Cook navigate to New Zealand and home again? Did they use the stars?3. How does a sextant work?4. Why was Nick's head the body part they named Young Nick’s Head after? Did any other parts of New Zealand get named after someone?5. What happened to the other people on Captain Cook’s ship when he died?More questions from schools1. Were goats and pigs really needed to be dropped off on islands for shipwrecked sailors?2. Are there nine or seven Matariki stars?3. Where did sailors like Captain Cook stop to get food/supplies for their trips?4. How would sailors repair ships while at sea?5. Do captains (today) still train to navigate using these older methods in case modern technology fails while they are out at sea?6. Can only New Zealand see matariki or can other countries?7. How did the sextant get it’s name?8. Where did Captain Cook go to the toilet on the ship?9. Who was the first to see Matariki? When was it first celebrated?10. Did Captain Cook hunt whales while on the Endeavour?11. Why is it important to know how Captain Cook navigated?More from LEARNZ "Matariki and Navigation: Kupe, Cook and Today" at https://www.learnz.org.nz/location192/connect-with-experts
The following questions from schools about traditional Māori navigation are answered by Matt from Te Warewaka o Pōneke.Questions from Arahoe School1. If the navigators had to navigate all the time, how could they survive with not sleeping at all?2. When people were sailing in the ocean, how could they locate land?3. When people were navigating what troubles did they have?4. How were the rising and setting points of the stars and planets used as signposts?5. How were the Sun and the waves used in navigation?Questions from Ponsonby School1. Will the Matariki stars go away?2. How far away is the closest Matariki star from Earth?3. Were the stars of Matariki used for navigation?4. Why do the Matariki stars only appear in mid-winter?More questions from schools1. What were the waka like that they explored on - what did they take with them when they voyaged for exploration?2. Did they use any trigonometry in their navigation?3. Why are there stories with 7 stars and some with 9 stars in Matariki?4. Why does the date we celebrate Matariki on change?5. Why is it so important to know how the maori navigated?6. What was the first star out of the nine to appear in the sky?More from LEARNZ "Matariki and Navigation: Kupe, Cook and Today" at https://www.learnz.org.nz/location192/connect-with-experts
Andrew Auimatagi and Matalena Tuiloma kōrero about the Aotearoa NZ histories curriculum refresh and education pathways for pacific learners. Within Andrew's kura |school including focusing on engaging with pacific learners and whānau, as well as developing extracurricular activities for pacific students, and bringing more awareness and understanding about pacific culture within their school community.
The following concepts are explored in this podcast about waterways in the Lake Taupo region:1. Whio, biodiversity, predator control, stoats, habitat, ecology2. Resource Management Act 1991 (RMA), minimum flows, resource consent, public consultation, stakeholders3. Environmental sustainability, Whio Forever, Genesis Energy4. Regional Council, Fish and Game, iwi, hapu, Department of Conservation, Federated Farmers5. Value of water, native species, recreation, irrigation, municipal water supplies6. Tuna (eels), migration, Tonga, whitebait, dams7. Tongariro Power Scheme, electricity, Wanganui River headwaters, environmental monitoring8. Algae, water temperature, stonefly, caddisfly, mayfly, midge, slime, floods9. Kayaking, rafting, Turangi10. Electricity from tidal flowsMore at https://www.learnz.org.nz/freshwaterecology184/connect-with-experts
The following questions from NZ schools are answered by freshwater ecologists:1. Do you think if the government was more environmentally focused the rivers wouldn’t be polluted? How do the polluted rivers affect the wildlife and creatures inhabiting them?2. What things can we do to protect rivers/streams?3. What is the most polluted river you have ever seen/visited?4. What is stopping laws being enforced on whitebaiting?5. What kind of groups or organizations are you with?6. Is there a good way to stop pollution of rivers altogether?7. How can we convince the people of Earth to stop polluting our seas?8. If you could suggest something to the government and they would probably do your suggestion, what would it be and why?9. When is it the best time to be sustainable? What do we get back if we are sustainable?10. What's the most effective way to be environmentally friendly?11. Why is the Manawatu River so polluted when its biggest city (Pamerston North 90,000) is so small compared to cities like Auckland (1.5 million)?More at https://www.learnz.org.nz/freshwaterecology184/connect-with-experts
The following questions from NZ schools are answered by freshwater ecologists:1. What is the most common freshwater fish in Lake Taupo? Have their numbers there been stable over the last 150 years?2. Is your (native/endemic) kowaro in Lake Taupo the same as the endangered Canterbury mudfish that shows up first on a web search?3. Where is the best place to find animals for studying?4. Why around taupo river you can only fly fish and not spin?5. Our main focus is to put a plan into action i.e what can we do to make sure our wai remains abundant and clean? e.g clean up our wai (water/river/lake)6. What would happen if we stopped being sustainable?7. Which of the five whitebait species are endangered and do you think fishing for whitebait is sustainable?8. Why do you need an extra fishing license for taupo area, if you already have a fishing license? 9. You are not allowed to buy and sell trout is that right? Perhaps should be the same, we were wondering the same about whitebaiting.10. What is the weirdest thing you have found in a river?11. What is fishing licence money used for? Is it different in your area compared to other parts of NZ.More at https://www.learnz.org.nz/freshwaterecology184/connect-with-experts
In our latest podcast Content Developer – Te Aho Māori | Waihanga / Kaihuawaere Ngaio Māori, Jamie Taylor explores how she learnt to celebrate Matariki - from the first time she witness Matariki rising, to how her and her whānau now choose to celebrate the occasion.
Matalena Tuilome and Alby Wilson discuss the Aotearoa Nz histories curriculum refresh, what schools are doing to support those changes, the resources that are available and the positivity that comes from looking into our backyard.
Tutuila Lio Va'auli Tātai Aho Rau Core Education Pacific Strategic Leadtalks to Adrian Hipa Senior Advisor Ministry For Pacific Peoples about ANZH cirriculum and learning relating to the niuean culture and heritage.Tutuila Lio Va’auli and Adrian Hipa discuss the importance of our Aotearoa New Zealand histories through a pacific lens, the sense of pride of Pacific peoples and specifically the Niuean people living in New Zealand - discussing how that sense of pride is passed down across generations and how young people hold on to that sense of pride that comes from their pacific heritage. The importance of celebrating and telling the stories of New Zealand Histories, pacific histories and connecting with your ancestry.
Sione Areli, a History teacher at Christchurch Adventist School talks to Matalena Tuiloma about his childhood and fānau, his experiences as a student and how he became a teacher. He explains that growing up he saw the contradictions in the history he was hearing about from his parents and what he was being taught at school - and now as a teacher he has an opportunity to share the histories that are relevant to our shores - helping students to gain a better understanding Māori and Pacific heritage. Sione also talks about the opportunities, and challenges, that Aotearoa New Zealand Histories brings for teachers, students and communities and also ideas for teaching it.
The following questions are answered by designers and engineers from the City Rail Link project:1. Who approves the project designs?2. Where did you get the machines and materials to build the tunnels?3. How are the workers recruited? For example, engineers with specific skills/qualifications.4. How can we follow the same/similar pathway as the field trip experts? How are the workers recruited?5. What is the most challenging part of the tunnel to build?6. How can you ensure safety on the train?More at https://www.learnz.org.nz/futurejourneys212/connect-with-experts
The following questions are answered by designers and engineers from the City Rail Link project:1. Why did you decide to make a tunnel for the trains and whose idea was it?2. How many people will use the train each year?3. Will the trains be self-driving?4. Can you work in any type of weather?5. How many people get injured on site?6. What are the various materials used in the construction of the stations?More at https://www.learnz.org.nz/futurejourneys212/connect-with-experts
In this episode of our Gagana Samoa language learning series, Ruta Mckenzie and Matalena Tuiloma introduce Samoan numbers and the counting song, including actions used alongside the song. Ruta also touches on the alphabet song and farewells as we conclude our journey with Gagana Samoa.
Learn formal or respectful language, greetings, and gratitude used to convey thankful ways of appreciation, with Ruta McKenzie and Matalena Tuiloma. Starting with a meaningful hymn, part four of our Gagana Samoa language learning podcast series.
Ruta McKenzie and Matalena Tuiloma explore the use of alagaupu | proverbs to use in any work environment. Alagaupu are verbal treasures used to to make a point or statement to align with the wisdom of ancestors, this helps to make sense of matters of importance within their current cultural context. Celebrate the Samoan Language with the team at Tātai Aho Rau Core Education.
Learn Gagana Samoa with Ruta Mckenzie and Matalena Tuiloma - practice welcomes, farewells, and words of encouragement. Use these small phrases in your classroom or every day to celebrate the Samoan language.
Honour and celebrate Gagana Samoa week | Samoan Language week with Tātai Aho Rau Core education facilitators Ruta Mckenzie, Matalena Tuiloma and Tutuila Lio Va’auli.
Have you considered the importance of learning te reo Maori and how you can use it more in your day to day life? In this podcast Tātai Aho Rau course facilitator Carmen Aldridge has a kōrero with Wendy McLachlan, a recent participant of one of Tātai Aho Rau's Māori language learning courses. Wendy is an ECE manager and understands that it is important for her use te reo Māori proficiently in her work environment.Participating in an online Tātai Aho Rau Māori language course, Te Reo Puawai Māori, helped Wendy to engage with the language and feel empowered to use it regularly in her work environment.
Teacher aides play a vital role towards providing an equitable learning environment for ākonga. Professional development lifts their skill level and mana. It also empowers them to face the daily challenges of their role. Amy-Lee Budd and Alice Frame kōrero about the significant role of teacher aides and how they support kaiako to provide ākonga with what they need to engage with, and succeed in, education.
Join author and publisher of A New Dawn, Emeli Sione and Dahlia Malaeulu, as they talanoa about the power of Pasifika storytelling and how it can help us to navigate inequities in the classroom and beyond.
Katrina Laurie, accredited facilitator and product manager of uLearn, discusses how uLearn is all about raising the flag around multiple issues of inequities in education and acts as a catalyst for educational change - and how uLearn 2023 is no different.What is unique about uLearn 2023 is the theme - Stand together, like kahikatea. This theme’ challenges us to collaborate as delegates and colleagues to address issues of inequity for learners, and also serves as a powerful metaphor of strength and unity of purpose.
Te Tiwha and Pam have developed their working relationship founded on what it means to be Tiriti partners in education. They have come to understand that, more often than not, this means “navigating between the spaces”. They share experiences which feature the challenges of collective responsibility for the benefit of learners and whānau in Whanganui. Their insights are a work in progress to harness collective purpose and action within the Whanganui education sector that has invited a rebalancing of relationships between early childhood, schooling and tertiary provision with mana whenua – whānau, hapū and iwi communities.There is no equity ‘routemap’ for all; each community has its own actors in education. What is shared here will be insights into one community that may help unlock barriers and assumptions for others taking a similar journey.
Dr Keri Milne-Ihimaera- Ngāi Tahu, has over 16 years’ experience in roles as a principal, General Manager, and Executive Director where she provides a Māori woman's perspective in the areas of education, leadership, people and strategy.
The following questions from schools are answered by a water expert:1. Could the storage ponds fill up with sediment from the Waimakariri River, especially after a flood? 2. When did irrigation start becoming popular?3. How reliable is the electronics that control irrigators. Are there many maintenance issues?4. Does Canterbury farming produce anything, that relies on irrigation, that is grown nowhere else in NZ and is important to world food supply?5. Do you use filters in irrigation?6. Has New Zealand used flood irrigation?7. Why is Canterbury more irrigated than anywhere else in NZ?8. Why do places like the Waikato not have much irrigation?9. Are there new careers in water that were not around 10 or 20 years ago?
The following questions from schools are answered by a water expert:1. What does water have to do with our Turangawaewae?2. How is water made?3. Why do some countries have more water than others?4. Why do we depend on water? Why do we need it?5. How does water become salty?6. How long can we live without water?7. How much water do farmers need to use?8. How can we locate groundwater?9. Can fossil water evaporate?10. How much of a problem is glyphosate in run-off water?
The following questions from schools are answered by water experts:1. What are the reasons for our waterways being polluted and how is this being fixed?2. How big of a problem are poisonous algae and is it possible to get rid of them altogether?3. Is there a way to turn sea water into fresh water and make it usable for farming?4. What happens to all our waste water, do we reuse it?5. How much do our actions impact the environment and how can we clean the water that has been impacted?6. How can we help keep our water clean?7. What happens when the groundwater runs out?8. Is plastic pollution a problem in our fresh waterways like it is in the ocean?9. Has there always been water on Earth? If not, where did it come from? 10. Can NZ's waterways/environment sustain the irrigation that's needed to support our farming industry?
Hollie Smith shares her Te reo Māori journey through her own experiences and performs some of her iconic waiata.
The opening keynote of uLearn 2022 by Valerie Hannon was a pertinent summary of the challenges for 21st century education and the changes it needs. Hannon embraced familiar ideas about the age of hyper change and disruption; change is occurring faster, and penetrating more aspects of society than ever before. There is no longer steady incremental progress, so we have to change our skills as educators. There is consensus on where we need to go, but also agreement that we are heading in the wrong direction.
The following questions are answered by volcano eperts:1. Shane, tell us a bit more about your work with regarding resilience to a possible Taranaki eruption.2. Nathan, Lena, Shane, what are some special moments in your jobs studying volcanoes that really stand out?3. What would be the impact on us in coastal Taranaki (Okato) of a Taranaki eruption?4. In an eruption, would all the bridges be destroyed by lahars and would we be cut off in Okato?5. Have our evacuation points been identified for Okato?6. The shape of our mountain is iconic. Would its shape be changed by an eruption?7. Were our famous, now destroyed, Pink and White Terraces travertine?8. How does Aotearoa compare to other countries regarding volcanoes and earthquakes?9. Okato school is into gardening. How has the volcano made the soil good for that?
The following questions from schools are answered by a scientist:1. What weather do you find most interesting to learn about and study?2. Where in NZ does the most severe weather occur?3. What do you do when you go to a civil defence centre - what are the next steps once you arrive?4. Can you tell us more about how hail is formed? How a tornado is formed?5. What are the ongoing effects of a landslide? And are there ways we can prevent them from happening? (We have a lot of houses on the hills here in Eastbourne). 6. Why is no-one cleaning up/able to clean up Tologa bay?7. Is there any severe weather that helps us?8. Are young people coming through to do your jobs in the future?9. What happens if you go inside a tornado?10. What is the general size for tornadoes in New Zealand?More at https://www.learnz.org.nz/weatherbombs212/connect-with-experts
The following questions from schools are answered by a scientist:1. Tornadoes are not common in New Zealand. Why is that?2. Does Antarctica influence weather events in New Zealand?3. We measure rain daily? How do you measure rain and hail?4. How dangerous is it for children to be out in rain and thunder? Max5. What mindset helps you cope best to survive in a disaster?6. Our recent floods were a one in 200 year event? Was that a weather bomb or an extreme weather event?7. What are the most concerning issues for New Zealand weather experts?More at https://www.learnz.org.nz/weatherbombs212/connect-with-experts
Listen to a recording of the live Q&A session from the LEARNZ online field trip "Hīkoi for hauora: making connections in the Haakarimata Ranges".The following questions are answered:1. What is the best walk each of you have ever been on and what made it so memorable?2. Why is it important to get out and connect with nature? Can it improve my hauora/wellbeing?3. Is it important to know about the stories of the places around me, like maunga, awa, why?4. How can I find out about the places to go walking in around me and the stories about these places?5. Why is important to look after these places? What can we do to look after the places around us?Related links: https://planmywalk.nz and https://www.herengaanuku.govt.nz/ and https://www.waikatodistrict.govt.nz/recreation/trails-and-walks and https://arataki.app/arataki-cultural-trails/ and https://www.learnz.org.nz/walking231
Listen to a recording of the second of two live Q&A sessions from the LEARNZ online field trip "Saving our southern species: Wildlife Hospital Dunedin".The following questions from schools are answered:1. Why did you start up the hospital and who did you start it up with?2. What is the strangest animal you have taken care of and why?3. What animal did you have to do the biggest operation/rehabilitation on?4. How old do you have to be to be a volunteer at the Hospital? Do they need to have qualifications, if so what?5. What is the most rewarding or memorable part of your job?6. What is the most difficult animal you have worked with?7. What is the most common or favourite creature you see in the hospital?More at https://www.learnz.org.nz/wildlifehospital231/connect-with-experts
Listen to a recording of the first of two live Q&A sessions from the LEARNZ online field trip "Saving our southern species: Wildlife Hospital Dunedin".The following questions from schools are answered:1. What is the most common sickness or problem that you see at the wildlife hospital?2. What is the most endangered species you have treated at the hospital?3. What made you start caring about the environment and New Zealand's native animals?4. What is the most skills you need to be a veterinarian?5. How many animal habitats do you have at the hospital?6. Do you treat every animal or are there some animals you cannot treat, for example if they are too big or too dangerous?7. We have been investigating bugs and insects. Some of us have created a bug hospital for our class and school. Have you ever tried helping and insect or bug at your hospital?8. How many animals do you treat in a week?9. How is your hospital funded?10. What is the oldest and youngest patients the hospital has treated?11. How many workers do you have at the wildlife hospital and how old do you have to be to volunteer there?12. Do the staff ever stay overnight?13. What do you enjoy most about your job?More at https://www.learnz.org.nz/wildlifehospital231/connect-with-experts
“With so many changes happening in so many places in the system at the same time, it’s easy to understand why many teachers are feeling a bit overwhelmed by the idea of tackling a curriculum refresh.” Amy-Lee Budd writes why you should invest your time and effort into another curriculum change from a perspective of providing equitable outcomes for all. This podcast is an audio-adapted version of Amy-Lee Budd's recent blog post. You can read the blog here http://bit.ly/3Y6K5B2
Adrian Hipa, Senior Advisor Ministry for Pacific Peoples, and Tutuila Lio Va'auli talanoa on the importance of Aotearoa New Zealand Histories and Pasifika History being taught in schools for Aotearoa New Zealand born students of Niuean descent.
"... it's really important to invite students to develop their Treaty-based framework. It opens up the space and I've never seen the students become so passionate about reclaiming who they are. As Pasifika here in Aotearoa, New Zealand." Dr Aulola Lino, Academic Program Manager for Social Practice at Unitec, shares a kōrero with Tutuila Lio Va'auli on the importance of Aotearoa New Zealand Histories in schools.
The following questions from schools are answered by river ecosystem experts:1. When we studied how healthy our waters are we found lots of water snails, but we didn’t find a large variety of other invertebrates - do you know why?2. What do you think is the most effective water test?3. Is it ok for us to take a river stone for a souvenir or is this not acceptable?4. When does a river become unhealthy?5. What type of plants can help awa and which don’t help?6. What do you think about tourism - does it make a difference to the awa?7. Do fish or other water-life affect the water quality?8. What would your iwi like to change about the way your local river is used?9. By swimming in awa, are we helping it or not?10. What are some of the best ways to clean our rivers and keep it clean?11. How do you tell if the rock is a good one for carving and how do you carry out these heavy rocks?12. How do we know if it is safe to swim in a river or not?13. What is the healthiest river you monitor and what makes it healthy?14. If the awa is blue, does this mean it is safe to drink?15. how we can help people make good decisions about how they get rid of their fishtanks water?16. If the river is crystal clear and quite cold, is that good for fish and invertebrates to live in. Is this also healthy for the river?17. Are rivers still healthy if our river only has tuna and cockabillies in them?More at https://www.learnz.org.nz/rivers211/connect-with-experts
Questions from NZ schools about rivers are answered by Lewis, a carver and environmental worker for his iwi, Ngati Kuia and by Anna, freshwater ecologist and environmental educator for Marlborough District CouncilNote: The first question is 7 minutes in.1. Are there any rivers in the North Island that were formed by glaciers? If so, where? (https://teara.govt.nz/en/glaciers-and-glaciation)2. Was there one earthquake that created the Waikato River? If so, where did this happen? (https://www.sciencelearn.org.nz/images/415-waikato-river and https://www.gns.cri.nz/data-and-resources/new-zealand-active-faults-map/)3. How do people do a thorough test to make sure the water is clean and safe to swim in? 4. Can you drink from the Waikato River? 5. On average, how many animals die each year from polluted water and which species are most commonly affected?6. What are some of the ways to treat polluted water?7. What are the introduced species of trout and why were they introduced?8. What part of the Waikato River is the most polluted, and why?9. What do dams do to the river?10. Lewis, how did you become a carver and why do you like working with pakohe (argillite)?More at https://www.learnz.org.nz/rivers211/connect-with-experts
In this podcast, Te Mako and Riria kōrero about Kia Āhuareka te Reo, a programme focused on beginner-level te reo. They discuss that although she wasn't a beginner, it helped kick-start her reo again.
In this podcast, Te Mako and Roimata kōrero about Kia Āhuareka te Reo, a programme focused on beginner-level te reo. They discuss how this course can help anyone wanting to increase their te reo Māori skills.
In this podcast, Te Mako and Francesca kōrero about Kia Āhuareka te Reo, a programme focused on beginner-level te reo. They discuss the importance of knowing your 'why', and the joy of speaking te reo Māori.
Te Mako and Marie discuss how Te Reo Puāwai Māori helped her improve her pronunciation and confidence. She now uses te reo regularly in emails, around the office, and even with a complete stranger!
“Ahakoa te rā kotahi, ko ngā āhuatanga i ahu mai i te Tiriti ka pā mai ki a tātou ia rā o te tau.”Nō reira, me aha tātou e noho ai te Tiriti ki te puna o te whakaaro i roto i ā tātou mahi katoa?I tā mātou pāhōrangi hōu, ka matapaki a Tākuta Hana O’Regan rāua ko Leah Te Whata i ētahi kōrero āwhina, whakahihiri anō hoki mā roto i ngā poutama e toru:Me whai whakaaroĀta whakaritea he rautakiWhakatinanahia
"Te Tiriti o Waitangi is not something that can be put on a shelf and taken off once a year".So how do you enact the Treaty every day? Why is this important?In our latest podcast, Dr Hana O'Regan and Leah Te Whata discuss practical and inspirational advice about enacting te Tiriti o Waitangi, in 3-steps: Develop a mindset. Design an equitable plan. Take action.
Ruta McKenzie describes how Talanoa can be used to support mentees in Coaching and Mentoring practice.
How do you find your purpose as a leader? These are the pātai Rebbecca Sweeney and Sean Bailey discuss and unpack in this podcast for those in a leadership role and those aspiring to be a leader.
Hear how being innovation-led inspired ākonga. Alicia Ngaropo-Tuia and Hoana Te Aika present this collection of experiences from ākonga, kaiako and judges.
Questions from schools answered by Sorcha and Aurelie from School Strike 4 Climate, Wellington1. Tell us about School Strike 4 Climate. How did the strikes go? What was the feeling amongst the people gathered there? Was it effective?2. What motivated you to become part of School Strike 4 Climate?3. What decisions have you made about how you live in response to climate change? Have you thought about how you get around or the food you choose to eat or the consumer items you buy? What advice do you have for others?4. What do you find the biggest challenges are when taking action for the wellbeing of the environment? How do you overcome these challenges?5. You are both dedicated to be part of the solution to climate change. How do your friends and schoolmates react to this?6. What recommendations/tips would you give young people who want to do something about climate change but are unsure about where to start?7. How are you going to take your passion for the environment further? What are your aspirations beyond school?8. Do you think older people are getting the Climate Change message as much as young people?
Questions from schools answered by Duane Wilkins from LINZ.1. What can satellites show us about the effect of corona virus on the World?2. What different views of the World can satellites show or measure - infra-red, temperature and what else?3. Can you measure the hole in the ozone layer and has it changed over New Zealand?4. What affects on the enviroment will the corona virus have?5. How does the coronavirus affect the enviroment?6. What can we do to help the ozone layer to completely cover earth?7. How do we know what greenhouse gas and temperatures levels were in the distant past?8. What would happen if we never burned fossil fuels?
Questions from schools answered by Dr James Renwick and Dr Dave Frame, both Victoria University Climate Scientists on the International Panel for Climate Change (IPCC).1. What year do you think most people "got" Climate Change?2. Who were the first groups? Who will be the last? When did scientists "get it"?3. Is there really an irreversible date for CC?4. Is coronavirus at all linked to climate change?5. Are viruses like COVID-19 more likely to appear because of a warming planet?6. What chance do you think there is of change when people always seem to want new cars, new houses, overseas travel, new clothes, new tech stuff?7. What would happen if sea creatures went extinct?8. Can the meting ice caps affect our coast lines?9. What can we do to help this problem? 10. Are there any animals affected by climate change?11. Are polar bears going to go extinct?12. How much does the sea rise every year?13. In NZ what is the largest contributor to CC?14. How much is planting trees part of the solution to getting global CO2 levels down?15. How bad is it to harvest trees for furniture and decking from rainforests such as the Amazon and closer to NZ such as Indonesia?16. If the ice caps melted completly how much of Queenstown would be under water?
With Jase Te PatuMindfulness for educators in Aotearoa We've all heard the expression ‘adjust your oxygen mask first’. But how do we actually do it? Explore the importance, benefits and how to make mindfulness a habit with Jase Te Patu, CEO of M3 Mindfulness.
How do you find the leader within? Amira Aman, CORE facilitator explores the process of understanding what’s already there, how to shape your own inner voice and thoughts to empower the leader within.
The following questions from schools are answered by NZ historians and archaeologists:1. How do you think all the history that has been explored about Ahuahu will be shared with others in the future?2. How long will it be until other native and protected animals come to live safely on Ahuahu?3. Can you tell us how you think archaeology will change or improve to help us learn more about NZ history?4. How else will you ensure that no more pests come onto the island? What if someone doesn't check their boat for stowaways?5. Can you describe how you think Ahuahu will look in 50 years, including the landscape, plants and animals?6. How will climate change affect Great Mercury Island?7. Are there any other goals or plans for Ahuahu, other than becoming pest free?8. Has pollution affected Ahuahu? Or do you think it will in the future?9. How do you personally view offshore islands and landscapes like Ahuahu, playing a role in our lives now and in the future?10. Is there any discussion about conserving the marine environment around Ahuahu as well?11. How did the island get its names?12. How do you know that you have only scrached they surface in archaeolgy?13. Whats the biggest sized pest you have found on the island?14. Have you found any strategies that Māori have used for gardening?15. What breeds of dogs do you use to sniff the boats looking for rats?More at https://www.learnz.org.nz/ahuahu193/connect-with-experts
The following questions from schools are answered by NZ historians and archaeologists:1. Out of all the plant life and animal life, how native is Great Mercury Island?2. With the 23 pā sites discovered, there must have been a lot of people living on the island, are there estimated numbers of the amount of early settlers?3. How have argentine ants affected Ahuahu?4. With archaeologists from the museum and Auckland University examining Tūhuru Ahuahu have they been able to answer questions for the local tangata whenua about their past? And vice versa? Tangata whenua being able to give insight to the researchers about what they know about their past.5. How can you trust that all visitors keep their boats clean and pest free?6. With the findings from the garden areas, were there any findings to suggest the early Māori settlers trialled having gardens at different places around the island or were the gardens all generally in the same areas i.e up high etc?7. What is the most interesting thing you have found out about early human habitation on Ahuahu?8. Was kūmara indigenous to New Zealand or did it come over from Polynesia?9. How are excavation sites on Ahuahu protected from being damaged?10. How do archaeologists know where to start looking for artefacts?11. Have you found any signs of musical instruments in your archaeological digs and, if so, what are they?12. How many stone tools have you found on Ahuahu?13. How do they train the dogs to detect different pest animals and plants? 14. Citizen Science is important to projects like iNaturalist, where people can record wildlife. How can citizens help archaeology if it is not appropriate or damaging to go looking for artefacts?More at https://www.learnz.org.nz/ahuahu193/connect-with-experts
The following questions from schools are answered by NZ historians and archaeologists:1. Why did people decide to do archaeology on Ahuahu in the first place?2. How will Ahuahu being pest-free affect people and the environment on the mainland?3. Are there any other threats of invasive insects affecting Great Mercury Island? If so, what are they?4. When an interesting artefact is found on Ahuahu, or anywhere, what process do archaeologists follow?5. Who ‘owns’ an artefact that is found?6. What inspired you to want to be archaeologists?7. Are there specific rules or regulations to follow on the island to help keep it pest-free?8. Has anyone ever accidentally brought a pest on to the island? And what did you do about it?9. For how long is it predicted that there will continue to be new discoveries on Ahuahu?10. Are there any plant pests on Ahuahu and if so, what is being done about these?11. How big is the Island (compared to other offshore islands in NZ)?12. What food do you think Captain Cook and his crew ate when they first were around Mercury Islands?13. How does the public have an effect on the island?14. Are there any new techniques for finding artefacts and identifying them?15. How did archaeologists first discover archaeological objects on the Island, how many artefacts have been found and what was the rarest or most important?16. How can the owners of Ahuahu trust people to be on the island e.g. if they want to bring their dogs, and why do they?More at https://www.learnz.org.nz/ahuahu193/connect-with-experts
The following questions from schools are answered by Ben from Sustainable Coastlines:1. How is it decided where a marine reserve goes?2. Who is responsible for ensuring marine reserves are kept safe?3. Can people fish and do recreational activities in the marine reserve?4. Are there any special rules people need to follow at the marine reserve?5. How do fish know where the marine reserve is?6. What defence mechanisms do fish in the reserve have?7. How deep is the reserve?8. How many endangered species of fish are there in the reserve?9. What is the most dangerous species in the reserve?10. What is the water temperature like around the island and does this influence what type of fish are found there?More at https://www.learnz.org.nz/marinereserves191/connect-with-experts
The following questions from schools are answered by Ben from Sustainable Coastlines:1. What is citizen science?2. If we see someone breaking the rules of a Marine Reserve, what should we do?3. Can we as kids make a real difference when commercial fishing has such an impact and also other countries aren’t as careful with plastic as we are in nz4. How long do whales usually live for? Are there any around Kāpiti?5. When did the Kāpiti marine reserve open?6. What is the rarest fish found so far at Kāpiti?7. Is the habitat of Kāpiti Marine Reserve typical of most of the rest of NZ?More at https://www.learnz.org.nz/marinereserves191/connect-with-experts
The following questions from schools are answered by Ben from Sustainable Coastlines:1. Is Kapiti Island like the mainland used to be, in terms of birds and animals?2. When and where was NZ's first Marine Reserve established?3. How many species of animals are there on the island ?4. How many species of endangered birds are there?5. Do they ship fish into the marine reserve or do you attract them in another way?6. Where is the safest place for birds to go?7. Why do you have more fish than at Tapu Te Range?8. Are there other species like sharks in a reserve or do you protect them?9. What is the view like from the hutt?10. How do animals eat a range of foods when they live on an island?11. How big are the great whites??12. Is it rare to see dolphins?13. Are there native snails on Kapiti Island?14. So Kapiti has operators who are doing eco-tourism sustainably?More at https://www.learnz.org.nz/marinereserves191/connect-with-experts
The following questions from schools are answered by volcanologists and an iwi-based researcher:1. We saw a GNS video on measuring sulfate and chloride ions in the crater lake. Do geologists measure these in Lake Taupō to track activity? 2. How can we tell if a supervolcano is in a building phase, “potentially culminating, at some undetermined point in the future, in a large-scale eruption again in New Zealand"?3. Yellowstone is a famous supervolcano, is it more likely to erupt again before Lake Taupō caldera?4. Are all supervolcanoes rhyolite calderas?5. Does new pumice get generated without an eruption? It always seems to be floating on the lake.6. Could we get a supervolcano in Auckland?7. There is a geothermal electricity station near Taupō. Why don't we have any at Tongariro or Rotorua?More at https://www.learnz.org.nz/naturalhazards193/connect-with-experts
The following questions from schools are answered by volcanologists and an iwi-based researcher:1. How many people would be involved in the monitoring (watching or studying) of the volcanoes in New Zealand?2. Does ash freeze if it is too high in the atmosphere?3. What technology do you think will be available in 50 year's time to monitor volcanoes to keep people and animals even safer?4. How did water fill up the caldera?5. Can you cook a meal in the hot pools at the top of the volcano?6. How hot is the magma in the chamber under Taupō?7. What would New Zealand’s most active or dangerous volcano be?8. Do other countries study our volcanoes. If so why?9. How do geologists measure when a supervolcano is going to erupt?More at https://www.learnz.org.nz/naturalhazards193/connect-with-experts
The following questions from schools are answered by volcanologists and an iwi-based researcher:1. How is a supervolcano formed?2. What causes a supervolcano to erupt and how much damage can that cause?3. What makes tectonic plates move?4. How does a pyroclastic flow stop?5. How can the Taupō supervolcano help us to understand volcanoes better?6. How do humans live with supervolcanoes?7. Could humans cause a supervolcano to erupt? Why/why not?More at https://www.learnz.org.nz/naturalhazards193/connect-with-experts
The following questions from schools were answered by Millie from Pouhere Taonga Heritage New Zealand:1. Is the person that built the Stone Store related to you? If they are, what do you know about them?2. What career pathway did you take to get this job?3. When was the land discovered and settled by Māori and Europeans?4. What was the population at the height of Māori and European settlement?5. When you talk about 'priceless artifacts', what do you mean?6. Is it the same people who built Stone Store the same as the ones who built the Kemp House?7. What is the most interesting and or unusual artifact that you have in the Stone Store museum?8. Did the people who built the Stone Store or Kemp House leave a historical mark e.g. a hidden signature or piece of memorabilia under or behind something, other than the stone slate?9. Why do the artifacts have to be behind glass? What do they do to preserve artifacts?10. How do they strengthen old buildings to be earthquake proof and to meet today's safety standards?More at https://www.learnz.org.nz/heritage223/connect-with-experts
The following questions from schools were answered by Bill from Pouhere Taonga Heritage New Zealand:1. What does the word "heritage" mean to you?2. How do you put a value on heritage items? 3. What is your favourite "item" of your heritage that is physical?4. What is your favourite "item" of your heritage that is intangible? 5. What do you think is our most important "item" of heritage, as a country? 5. If we want to find out more about our own heritage, where would you suggest we start? 6. What are the threats to heritage?7. What are the benefits of preserving our heritage? 8. Do you think we in Aotearoa New Zealand are doing a good job preserving our heritage?More at https://www.learnz.org.nz/heritage223/connect-with-experts
The following questions from schools are answered by Marine Ecologist Leigh Tait:1. Are there still problems and threats within our marine reserves?2. Have there been any noticeable effects from climate change in and around the harbour?3. How many fish, for example snapper, would be a sustainable recreational limit and should there also be a size limit for the big snapper, so fish bigger than 50cm also have to be let go?4. If there were an increasing number of sharks in the harbour, would that be good or bad?5. What new ideas do you have for how to protect marine areas, for example, should New Zealand have more marine reserves?6. Are there mangroves within the harbour? What do they do within the ecosystem?7. Our school is by the ocean on the Coromandel Peninsula and there are a lot of pine forests close by. What problems are caused in the ocean when the trees are cleared and then we have a lot of rain?8. When it is low tide, do the ika stay in the harbour or do they move about with the tide?9. The mussels are very important, so are the sea stars that eat them good or bad and why have the numbers of the eleven-armed sea star increased so much?10. Are there any examples near the Ōhiwa Harbour where an ecosystem has reached its tipping point and what were the consequences?11. Can you please explain how a crab breathes underwater? 12. What is the worst human impact we are having on the ocean? 13. Have you found any fossils in the ocean? 14. What impact would the megalodon have on the ocean ecosystem if it was still alive? 15. Would there be a difference if there was no algae in the ocean?More at https://www.learnz.org.nz/sustainableseas201/connect-with-experts
The following questions from schools are answered by Marine Researcher Dr Kura Paul-Burke:1. Is the Rena oil spill still affecting the wildlife in New Zealand?2. We are more aware that plastic is polluting our oceans, is what we are doing making a difference?3. Are there more whale standings happening and are we, as humans making that happen?4. Where is the place whale strandings are happening the most and why do you think this is?5. Which animal species do you notice the most is declining?6. What evidence do you have that pollution is affecting the animals in New Zealand oceans?7. How much of our oceans are still unexplored and how many species do you think there may be undiscovered?8. Can you tell us more about sea weed, what it's made of and how important it is to the food chain?9. How many species of fish are there around New Zealand?10. Are boats affecting New Zealand's wildlife and if so how?11. Do all the boats disturb the species in the harbour?12. What is the most endangered sea species in Aotearoa?13. How would the harbour cope if one vital species like mussels died out? 14. If you were able to change something that is happeing to our moana, what would it be? 15. Are marinas and moorings and anchors bad, do they harm our sea life?More at https://www.learnz.org.nz/sustainableseas201/connect-with-experts
The following questions from schools are answered by Marine Researcher Dr Kura Paul-Burke1. What are some species that live in Ōhiwa Harbour?2. Where does the fresh water that enters the harbour come from?3. How do animals live in estuaries if they consist of salt and fresh water?4. What are the non-living elements of the harbour ecosystem?5. What are the producers, consumers, decomposers, and inorganic matter in the harbour?6. How are humans harming the ecosystem?7. What effect is nearby farming having?8. What would happen if the mussels disappeared?9. How can we prevent sedimentation?10. What is the current health of Ōhiwa Harbour?11. What are fiords?12. How do we stop over-fishing? 13. Can you explain what sedimentation is? 14. What would happen without fish? 15. Is Ohiwa Harbour protected? 16. How many plastic bags are going into the ocean? 17. Do starfish help clean the ecosystem too? 18. If we recorded all of the connections for the marine ecosystems what would it look like? 19. How can we help to stop the pollution? 20. What are the areas the marine environment can be divided into? 21. What is an estuary? 22. Other than mussels, what other species of sea creature filter water?23. In the harbour behind you, do other species of sharks come in? 24. What is the local food chain?More at https://www.learnz.org.nz/sustainableseas201/connect-with-experts
Josh Hough and Karl Summerfield discuss examples of students solving real world problems using our programme, E Whiti! E Whiti!
The following questions from schools are answered:1. Once the landfill is covered with soil what happens?2. Do you think New Zealanders are making a conscious effort to manage household/industry waste etc or is it getting worse because of the amount of rubbish that we have?3. Why do you think so many restaurants and businesses still use and sell plastic products rather than reusing?4. Do you think the advertisements like Gen Less will have an impact on the future for how much waste we produce?5. What companies have been using environmentally friendly products and what impact does this have on the landfill?6. Do you think people know that organic waste produces the most gas, and if they did, would people be more vigilant about putting this waste in the correct bins?7. What are some other ideas that we can use to reduce the amount of waste and rubbish in New Zealand?8. Do you think Kate Valley could use the methane catchments worldwide? Or did this idea come from somewhere overseas?9. How does the amount of waste we have affect climate change?10. Are there any other landfills like Kate Valley in New Zealand? Is there or will there be a likelihood that the larger cities in like Auckland or Wellington will get a landfill like this? Is this up to the council/ratepayers for each region?11. Why do they put soil on top of the rubbish in the landfill? Can they use concrete? 12. Do you ever come across anything valuable that somebody has obviously thrown away by accident? 13. What is the most unusual thing you have ever seen in the rubbish at Kate Valley?More at https://www.learnz.org.nz/katevalley194/connect-with-experts
The following questions from schools are answered:1. What is the dirt like underneath the rubbish at the landfill? 2. What is the layer separating the rubbish from the ground made out of?3. How does the rubbish at the landfill affect the natural environment around the landfill? 4. What can be done if water near a landfill gets leachate in it?5. How do you bury the rubbish and how bad are the chemicals for the soil? 6. Why was plastic made? What will happen to all the plastic in 100 years?7. How do you stop the rubbish contaminating the water table below the landfill? 8. How is there enough money to pay for the technology at Kate Valley?9. How do you stop the rubbish blowing away from the landfill? 10. How much research has been conducted into landfills and their impact?11. To what extent do you think old landfills pose a greater risk to the environment than modern engineered landfills like Kate Valley? Can anything be done to improve old landfills that have been closed down? 12. How is leachate created? Does it come naturally or just from rubbish?13. Did you have the ability to make Kate Valley earlier or did the technology only become available recently?More at https://www.learnz.org.nz/katevalley194/connect-with-experts
The following questions from schools are answered:1. How was the Kate Valley Landfill created?2. What is the difference between the Kate Valley landfill and other New Zealand landfills?3. How much rubbish goes to the landfill a day? How much rubbish has gone into the Kate Valley landfill since it was first developed?4. What do you do at Kate Valley to make sure that recyclable waste is not transferred to the landfill?5. Where does all the waste go once it’s in the landfill - what does the waste do?6. What types of waste can’t decompose and why?7. Why does the rubbish give off toxic chemicals?8. Is all the waste at Kate Valley completely contained? Can any of it escape into the environment?9. Why can’t the rubbish be burnt in a massive oven and turn it into something else?10. How long is Kate Valley going to last? What will happen to Kate Valley Landfill once it is full?11. Why don’t we send out rubbish to countries like China to be incinerated? 12. How do you collect all the toxic gases and how do you know you’ve contained them all? 13. If you incinerate the rubbish does this let off toxic gases as well?14. Could you please explain what is leechate? 15. What would they do if there was a breach in the liner?16. What happens if the toxic gas does escape? 17. How many metres high and wide is the landfill now? 18. Can you give examples of toxic waste that you don't accept? 19. When the landfill is full will there be another landfill made in Canterbury? 20. What is the methane gas used for? 21. Where do you get all the soil from? 22. What kinds of machines are used at Kate Valley? 23. Is there a limit to how big a landfill can get?More at https://www.learnz.org.nz/katevalley194/connect-with-experts
The following questions are answered:1. Why are green apples sour?2. How can you tell the difference between an apple tree and another tree when there are no apples on it?3. How many varieties of apples are there in the world?4. Apart from red and green apples, do apples come in any other colour?5. How does the apple develop on the branch of a tree?6. Do apples ripen after they are picked and how do apples stay ripe and not go off when exported overseas? 7. Can you tell us a little more about the countries that our New Zealand apples get exported to (can they not grow their own) and do they only travel by ship? 8. How are the growers going to manage global warming in the future? 9. How do you control the sugar levels in apples when breeding new varieties? 10. We have heard about the red-fleshed apple but would it be possible to produce a different coloured apple? 11. As a world-leading apple growing country with a great reputation, what biosecurity measures do we take to protect our apple industry and our apples that are exported.12. How are the golden apples made?13. How do growers remove dying trees or trees that are not producing enough apples?14. Is there a certain apple that is only used for juicing - making apple juice? 15. Why do old people say " An apple a day keeps the doctor away"?16. Why are some apples floury? 17. Has any research been done into people's allergies to apples?18. How much a tonne do the growers get for export apples?More at https://www.learnz.org.nz/primaryindustries192/connect-with-experts
The following questions are answered:1. How do you think this project (and this field trip) will change society?2. How will this online trip help our learning?3. How do you check for pests?4. How successful are the pest control measures?5. What is the most common apple disease?6. How many trees are lost per year?7. Tell us more about the robot apple picker.8. How big do apples get?9. What inspired you to start this programme?10. We have heard that the robot picker detects red apples but cannot yet detect black spot. What happens if those apples get to the packhouse?11. Do you have pollinators or your own bees? 12. Do you use a microscope? if so what for? 13. How long does an apple last after you pick it?More at https://www.learnz.org.nz/primaryindustries192/connect-with-experts
The following questions are answered:1. How did your business start and what sustainable practices do you have?2. How do you choose your workers and how many do you have?3. What are the main roles that staff have and what qualifications do they need?4. How do you transport the apples so they don't get bru5. ised?5. How long does it take for a seed to grow into a tree and then produce apples?6. How do you stop possums and other pests from attacking or eating your trees?7. What kind of growing conditions do apples need to grow and what climate do they need?8. How do you set the sale price of your apples?9. Does the Government assist you with subsidies to get your business up and running?10. What varieties of apples do you have?More at https://www.learnz.org.nz/primaryindustries192/connect-with-experts
The following questions are answered: 1. What are the differences between a normal earthquake and an Alpine Fault earthquake?2. Will a tsunami happen if the Alpine Fault ruptures? If so, will it be different to other tsunamis? How and why?3. How do we prepare for a one in every 300 year event?4. Tsunamis, floods and the White Island eruption are all natural disasters. How is preparing for an Alpine Fault earthquake different to preparing for these disasters?5. Where would be a safe place during an Alpine Fault earthquake and how can we best be prepared for one?6. What is the anticipated radius of damage from an AF8 rupture?7. Would a rupture of the Alpine Fault affect the weather? Would it cause other earthquakes?8. What do you wish New Zealanders would do to be prepared?More at https://www.learnz.org.nz/naturalhazards203/connect-with-experts
The following questions are answered:1. We have watched animations of P waves and S waves and I was wondering what is the formula you use to measure the distance of an earthquake epicentre from a specific point?2. With Scientists, Geologists and Seismologists: how do their jobs differ and how do they work together on earthquakes in New Zealand?3. I have been to Franz Josef and I was wondering what would happen to the glacier when a large earthquake comes?4. What depth have the earthquakes on the Alpine fault been and how have they affected the landscape at Franz Josef in the past?5. Does the depth of the P and S waves and/or the depth of an earthquake affect the time it takes the shaking to reach a certain point? Please explain.6. When you drill into the fault line, how far down do you go; what type of rocks are you looking for and what information do they give you?7. As the tectonic plates rub together will they eventually break apart and wear down so that in the distant future we may not have earthquakes because all the stress has gone?8. Can the stress on the tectonic plates just wear off without them actually creating an earthquake? Do other earthquakes in the area reduce the stress on the Alpine fault?9. How do you calculate accurately what the uplift of the Southern Alps is each year?10. I have climbed up to Mueller Hut and up Mount Ollivia. How do the rocks around Franz Josef compare with the rocks I was climbing on?11. In the future could we get a Magnitude 9 earthquake? How do you know the magnitude of the Alpine Fault earthquakes before Europeans came to New Zealand?More at https://www.learnz.org.nz/naturalhazards203/connect-with-experts
The following questions are answered:1. When the Earth had Pangaea as one land mass, what was the rest of the Earth 'held together' with? (we're thinking about the fact that if all the plates started there, what was the rest of the Earth made up of? If it was plates too, did they merge or meld together?2. What makes a continent a continent?3. Have there been any eruptions along the Alpine Fault and do you believe there could be?4. How do you measure the highest point along the fault?5. Can tectonic plates meld / join together?6. What is the biggest magnitude earthquake caused by movement along the Alpine Fault?7. How is the age of the Earth measured?8. What is the educational pathway and skills required to become a geologist?9. Is there such a thing as an extinct volcano?10. What is the oldest active volcano in New Zealand?More at https://www.learnz.org.nz/naturalhazards203/connect-with-experts
Kia ora, talofa. Approaches to leadership, and the best way to develop as a leader, vary from person to person. CORE Education facilitators Ruta McKenzie and Justine Mason share their personal experiences working in the area of Early Years.
“Start in your heart.” Gemma Stewart and Rebbecca Sweeney talk about the importance of knowing your “why” when learning te reo Māori. They also note that positive experiences create positive attachments, so it’s helpful to approach learning te reo “with the mindset of having fun with it”.
Gemma Stewart and Hana O’Regan share a kōrero on the revitalisation of te reo Māori, how this has impacted culture, historically and today. They talk about the challenges of normalising te reo, noting if you “build stepping stones with words” you can “erode the fear factor”.
The following questions are answered: 1. What is the difference between GPS and GIS? 2. How can the weather affect the RCCNZ’s searches? 3. Do search and rescue use a GPS or some sort of tracking device just in case you get lost? 4. How do you train search and rescue dogs and what is the best breed for search and rescue? 5. How long does it take for a rescue dog to find someone? 6. What is your best search and rescue story? 7. How much time difference between a rescue mission and a recovery mission and do digital maps help reduce this? 8. Can you explain why maps are important in a search and rescue mission? 9. What was the free software that Karl mentioned earlier, that anyone can download and use to make their own maps? Spell it please. Notes: Google Maps is also free. Schools can also use ArcGIS for free. QGIS.
The following questions are answered by outdoor experts: 1. What is the success rate for rescues? 2. What technology do you use when there is a power cut, or no nearby electrical source? 3 Is your equipment waterproof, what else proof? 4. What equipment do you use? Vocab: Ortho-rectified aerial images 5. Do you ever save animals, do you need to use different technology for animal rescues? 6. How many rescues in a year do you make? 7. What are shifts like as a rescuer? 8. What was your worst incident and how did you know how to get there if it was a new and strange environment? 9. What technology could you use to save someone in mid-air? 10. What tech issues have you had and what did you do to overcome these? 11. What is your favourite rescue story? 12. What do you do when you end up getting in trouble? 13. Do you get a longer break after a rescue? 14. What happens when people don’t know who you are? 15. Whats your favourite type of rescue? 16. When was your last rescue? 17. What’s your most technical rescue completed? 18. When did you start rescuing? 19. What other countries do you work with? 20. How Many Questions Do you get on average per day? 21. When you rescue people on land, what has been their most common problem or mistake? Are they always lost? 21. What happens if you get in trouble during a mission? 22. How many people do you work with? 23. What training do you need to be a rescuer? 24. What was your last mission? 25. How many people usually come to a rescue? 26. What was your first ever rescue like? 27. How long do rescues normally take?
The following questions are answered: 1. When you create a map how do you know things are in the right place? Vocab: Ortho-rectified aerial image. 2. What are the different types of maps, and how would each one help? 3. How do you use a compass in the right way? Vocab: Bearing. Note: Map north is different from magnetic (compass) north. 4. How do you transfer your compass bearings onto a map? 5. What is the difference between a digital map and a paper map? Vocab: Cartographic representation. 6. What are some safety precautions to take with you if you are going on a trip out bush? Other: Hydration? Leaving intentions. 7. Apart from food, medicine and water, what would be the three most and crucial pieces of equipment to take into the outdoors? Appropriate footwear - tramping boots. 8. What do you think about GPS and how useful is it when performing a search and rescue mission? 9. Is an EPerb necessary? Vocab: PLB - Personal Locator Beacon. 10. What's the best best of advice you can give to a young adult who is keen on tramping and exploring the outdoors? 11. Has GPS made people forget about paper maps? If so, what can you do about that? Related websites: https://www.getoutdoorsweek.co.nz/ https://www.outdoortraining.nz/ https://www.mountainsafety.org.nz/videos/ https://www.topomap.co.nz/
The following questions about tsunami are asked and answered: 1. You have called the field trip lessons from the Chathams, so what is the number one lesson that you can share with us about tsunami in Aotearoa New Zealand? 2. What mātauranga Māori can you share about natural hazards like tsunami in Aotearoa? 3. What area of Aotearoa is at most risk of tsunami and why? 4. What has been the largest tsunami to have ever hit Aotearoa and how do you know? 5. What are the best preparations that we can all make for future tsunami events? 6. How can we find out more about the natural hazards that exist in our local area? 7. What would happen if a tsunami hit a dam or something like that? 8. What causes earthquakes? 9. Countries that are most at risk of tsunami, are they leading the world in research? 10. If you are out a sea and there was a tsunami, could you dive under the tsunami? 11. What height can tsunami get up to?
'The ultimate metaverse experience? To be able to create a space of who we are.' - Alicia Ngaropo-Tuia Listen to the podcast where facilitators Alicia Ngaropo-Tuia and Karl Summerfield discuss what the metaverse is (and isn't), its potential for education and consideration around equity and safety.
The following questions from schools were answered by Andy and Susan from KiwiRail:
- We think rail is a really safe way to get around so we are wondering why rail safety is such a big thing?
- Andy, tell us about digital shield and how and why it was developed and how it is used?
- Is rail safety harder to do in Aotearoa than other countries?
- Susan, how is VR used in your work? How successful is it?
- Andy, what other tech things are you developing for rail?
- Susan, what else tekkie is on the horizon for your work?
- If everything on the rail network is getting safer, what responsibility rests on individual people to keep themselves safe?
- What have been the biggest improvements in rail safety in the last 10 years? What do you think will happen in the next 10 years?
- We need to reduce carbon emissions to slow climate change and reduce its effects. Do you think rail has a role to play in reducing carbon emissions and in sustainability overall?
- Andy and Susan, we guess you are big fans of rail. What is your favourite rail journey?
Hugh from Wellington City Council answered the following questions from students about Walking and wheeling - choosing a more active mode of transport:
- How would you define an active mode of transport? (Are ebikes? We use our hands and feet when we drive - why is that not an active mode of transport?). Are there other similar terms we might come across that have similar meanings?
- What examples do you have of places where active modes of transport are used a lot. Why do you think this is?
- What about where active modes aren't used much? Why?
- Do you use active transport yourself? What sorts, when and why?
- What are the benefits of choosing more active modes of transport?
- What are some of the things we need to be aware of to make active transport modes successful/safe? 7.Are active modes of transport increasing? Why/why not?
- How have active modes of transport evolved over time? How do you see them changing in the future?
- What are some things we can do today that could increase our own use of/improve our enjoyment of active transport?
Aileen from Hutt City Council answered the following questions from students about Our changing streets - What our streets will look like in the future and how we might play a part in shaping how they look:
- Can you give an example of your favourite street? Why is it your favourite?
- And your least favourite street. Why is it?
- Can our streets be better places? How?
- If you were to make some changes to a street or public place, how is it decided what those changes would be?
- What might an ideal street or public space look like?
- How can people get involved in making decisions about street or public space redesign?
Hugh from Wellington City Council answered the following questions from students about Walking and wheeling - choosing a more active mode of transport:
- How would you define an active mode of transport? (Are ebikes? We use our hands and feet when we drive - why is that not an active mode of transport?). Are there other similar terms we might come across that have similar meanings?
- What examples do you have of places where active modes of transport are used a lot. Why do you think this is?
- What about where active modes aren't used much? Why?
- Do you use active transport yourself? What sorts, when and why?
- What are the benefits of choosing more active modes of transport?
- What are some of the things we need to be aware of to make active transport modes successful/safe?
- Are active modes of transport increasing? Why/why not?
- How have active modes of transport evolved over time? How do you see them changing in the future?
- What are some things we can do today that could increase our own use of/improve our enjoyment of active transport?
The following questions are posed and answered by a locomotive engineer (train driver) : 1. How do you build and test a New Zealand diesel train and what materials are involved? 2. How do you get trains onto a track after they are built and how do you get them off if they need a repair? 3. What is the speed of a train at a crossing and is there any way to tell it is coming other than the lights or barrier arms? 4. What is the weight of an average train and how strong does a bridge need to be to handle a train? 5. How does wild weather like earthquakes, lightning, and floods affect trains and tracks? 6. How does a train balance on a train track and how do they stay and move along on them? 7. Is there a gear system and how does it and the brakes work?
The following questions are posed and answered by a locomotive engineer (train driver) : 1. How did you learn to be a train driver? 2. What is the best thing about your job? 3. Who keeps the track safe? 4. Who checks the train is safe? 5. Does the snow affect the train? 6. Could you explain the difference between a viaduct and a bridge? 7. How many deaths were there while the Otira tunnel was under construction? The cause of most deaths? 8. What is the steepest gradient within the Otira tunnel and the highest point? 9. Using today's technology, how much quicker do you think the Otira tunnel might have been completed in? 10. Have any earthquakes damaged the internal structure of the Otira tunnel?
The following questions were answered about rail and rail safety in Aotearoa New Zealand: 1. In what ways do you use the railway? Do any of you catch a train to or from school? Who crosses the railway line on their way to and from school? 2. What are the main areas of safety you need to think about when catching a train or crossing the railway lines? 3. What do you think is a good part of the rail system that makes it easy to be safe? 4. Do you talk about rail safety at school? What sort of things do you discuss/learn about? 5. Why is it important to revisit rail safety ideas, even if you catch a train or cross railway tracks often? 6. If you catch a train to school, what do you enjoy about the journey? 7. When you are a passenger in a car near rail, how aware are you of rail safety? 8. Which of you are big fans of rail? Why? 9. What would you say to people who think rail safety has nothing to do with them?
The following questions were answered about rail and rail safety in Aotearoa New Zealand: 1. Compared to 100 years ago, are people at more risk from trains? 2. Apart from trains themselves, are there any other risks to people from the rail network (e.g. electrified wires)? 3. If I am just a citizen who has never been a passenger on a train, how does rail safety apply to me? 4. How is data informing what you do regarding rail safety? What are level crossings and are they the main focus? 5. What procedures do you have to help keep people safe around trains? 6. Are there bells and signs? Are there speed limits? Are drivers and staff trained and educated about safety? 7. Is there technology such as remote cameras at level crossings? Is it helping and if so, how do you know?What potential do you see for rail in our country?
The following questions about rail and rail safety in New Zealand are answered by John who organises Auckland trains: 1. Our country is long and thin with two main islands and lots of mountain ranges so is it difficult for us to have a safe rail system? 2. Is it safer to be a passenger on a train or to drive a car? 3. How are modern trains designed to help keep train passengers safe in the event of a collision or a derailment or a fire? 4. Like on planes, are there emergency procedures for trains? What are they? Are there signs to educate passengers? 5. Why do you think people don’t go on trains more? Do you think it is more about convenience than safety? 6. Who are the main players in rail safety and what are their roles e.g. passengers, train drivers, KiwiRail? 7. How is good rail infrastructure important from a safety point of view? Is technology helping? 8. How do you stop a train? Is there a brake? 9. How many people can a train carry? What is the weight a train can carry? 10. How fast can a train go and how far? 11. How many passengers can a train take every year? 12. What is the maximum amount of carriages a train can carry? 13. What is the biggest train you have sent to somewhere? 14. How many wheels does a train have? Does it have wheels? 15. How many years does a train last before it rusts and doesn’t work? 16. Is there a weight limit? 17. What would happen if a train tipped over? 18. Can we see a train today? 19. How many train drivers do you need? 20. How much weight does a carriage take up? 21. Do you think train drivers are at risk of being replaced by technology? 22. How are drivers trained?
The following questions were posed by schools and answered by an engineer and an environmental manager: 1. Yesterday we met a Lead engineer. You are a Graduate engineer. What is the difference? 2. Why and how did you become an engineer? Was there an event or a person who influenced you? 3. What do you think is the cleverest part or the best engineering part of the Central Interceptor project? 4. What is the best part of your job, working on Central Interceptor? 5. Please tell us about a day when you did a whole lot of different things, as part of your role on this project. 6. Central Interceptor will cost over a billion dollars. Why do you think this is good value? 7. When will your work on this project finish? What do you think you might do next? 8. Central Interceptor will help urban streams and other waterways to be better. Tell us more about that. 9. Are you on track to complete the CI on time? 10. What is the gradient of the tunnel? Is it quite steep? 11. What happens if you drill and make a mistake? 12. Do you find anything unexpected in the ground you tunnels through? Obstructions? 13. What is the most interesting thing you’ve found in the spoil? 14. Has the bore drilled through impenetrable layers? 15. What is the coolest fossil you’ve found? The oyster shell looks cool by the way.
The following questions are posed and answered by an engineer and an environmental manager: 1. Is Central Interceptor the biggest engineering project you have worked on? What makes it so big? 2. What is the smallest engineering project you have worked on? 3. What is the difference for your work between a small engineering project and a big project? 4. How did you get to be an environmental manager on Central Interceptor? 5. What environmental things do you have to manage? 6. Do you use maths every day in your work? What sorts of things have to be calculated for this project? 7. How is Central Interceptor going to benefit Auckland's environment? 8. How will people notice the benefits of Central Interceptor?
Mahuru, Norm and Ruud answered the following questions from students: 1. What species of fish are found in New Zealand wetlands? Can you tell us a bit about some of them? 2. How can we help biodiversity increase around our homes and school? 3. What might New Zealand's wetlands look like in future? What will impact that? 4. Can you tell us more about some plants in New Zealand that are poisonous? Edible? Medicinal? 5. What's the most interesting insect or bug you've ever heard of or seen? Please tell us about it. 6. Norm, why do you love kahikitea? Would they grow in Alexandra? What roles do kahikitea have in a forest ecosystem?
Mahuru and Ruud answered the following questions from students: 1. Bugman, when did you catch your first bug and what was it? 2. Are there any poisonous bugs native to NZ? 3. Mahuru, what do you like about studying wetlands? 4. Why do caterpillars turn into butterflies? 5. When do we have to start thinking about saving our biodiversity? 6. What insects help biodiversity in Mid Canterbury? 7. Where can you find the best example of sustainable biodiversity in New Zealand?
The following questions are answered by people from MetService (Te Ratonga Tirorangi)and Greater Wellington Regional Council (Te Pane Matua Taiao). 1. Why are floods our number one hazard (and not earthquakes?) 2. Is there a definition of a flood? 3. What factors cause a flood? 4. Can you design cities and farms so they won't flood? 5. Where in Aotearoa are the most flood-prone places? Where are there no floods? 6. Are there priority places that authorities do not want to flood. For example, is it a low priority if some recreational places flood, such as a walking track or a sports field? Educational videos about floods at https://www.learnz.org.nz/floods222/videos
The following questions are answered by people from MetService (Te Ratonga Tirorangi) and National Emergency Management Agency (NEMA). 1. What are the best ways of finding information when there is extreme rainfall and you wonder if you are at risk of flooding? 2. What should you save first if your home is getting flooded? 3. Where should you go if your home is getting flooded? 4. What should you take with you if you have to leave your home because of a flood? 5. Should you do anything different if you are away from home, say on holiday, and your new location floods? Educational videos about floods at https://www.learnz.org.nz/floods222/videos
A segment from Jamie Taylor's longer podcast - Is school ready for me? This focuses on Collective responsibility.
Jamie Taylor has a kōrero with Rochelle and discusses what the kura | school and the whānau can do to support her son starting school.
Erana Haerewa, the manager of Te Puna Reo o Puhi Kaiti and also the winner of the Prime Minister’s Awards for Excellence discusses Ngā mahi a rēhia - with Te Ao Māori views of giftedness.
Anahera McGregor discusses the importance of Mana Whānau for tamariki and their whāau in Early Years Education.
Amira Aman and Rochelle Savage discuss how people who have developed their coaching and mentoring skills go on to use and share them in their learning environment.
A resource for CORE Education's online programme: Mentoring and Coaching. Mentoring For Equity - Real life examples shared by Amira Aman and Jamie Taylor
Sarah Whiting describes The Art of Intentional Listening. Activate your listening skills: Intentional listening is the superpower of an effective coach and mentor. It builds trust, forms strong relationships and empowers teams to make meaningful changes.
"Support your Pacific candidates to shine!" CORE Education's facilitator Tutuila Lio Va’auli talks about using the Talanoa approach to recruitment
Kohunga kutai: A natural solution for a plastic problem. In this second podcast of two, experts answer questions from schools about the science and mātauranga Māori of kūtai (mussels) and the testing of more sustainable materials than plastic for growing mussel spat.
Kohunga kutai: A natural solution for a plastic problem. In this first podcast of two, experts answer questions from schools about the science and mātauranga Māori of kūtai (mussels) and the testing of more sustainable materials than plastic for growing mussel spat.
Ko ō tātou tinana he whakatinanatanga o ngā hēmanawa e mau ana tātou i ō tātou oranga.” Whakapiri mai ki a Jamie-Lee Tutbury rāua ko Hoana Te Aika i tā rāua matapaki i te hauora. Ka rongo hoki i ētahi paku kōwhiringa kōrero a Jason Te Patu.
“… e toru ngā kaupapa nui mō Matariki i whakaarohia ai e mātou …” Whakapiri mai ki a Jamie Taylor rātou ko Te Mako Orzecki ko Jamie-Lee Tutbury i a rātou e matapaki ana i a Matariki me te mātautanga Māori. Ka rongo hoki i ētahi paku kōwhiringa kōrero a Tākuta Rangi Matamua.
Leadership coach Sean Bailey considers the importance of mentors and shares the first challenge he faced as a new Tumuaki.
Join Ruta McKenzie and Tutuila Lio Va’auli in a talanoa that explores Matariki from a Pacific peoples perspective.
Facing the teaching year ahead probably feels like an enormous challenge for many educators. Hybrid learning models can support educators to prepare for disruption and develop a resilience plan. In this podcast, Derek Wenmoth explains the what, why and how of hybrid learning and how the "the essence of really good, effective hybrid learning is that we're making the act of teaching and learning really transparent."
“Te Whakamānawa provides stepping stones to start wherever you are and to then progress”. Join Alicia Ngaropo-Tuia and Rachel McNamara as they discuss Te Whakamānawa experiences, exploring how relationships with kaiako, ākonga, whānau and iwi/hapū can support engagement and achievement.
For Ruta McKenzie a huge part of Te Tiriti “is about Māori welcoming us with open arms”. Join Ruta and Tutuila Lio Va’auli as they consider Te Tiriti o Waitangi with a Pacific lens.
Amira Aman discusses how with all the changes this year and last it can sometimes feel like we're swimming with sharks. She discusses how Mentoring and Coaching techniques can support you and support others.
Kōwhiti Whakapae: Practice and progress tools to support competent and confident kaiako and mokopuna draws on the description of the whāriki image presented on the inside cover of Te Whāriki and the importance of weaving rich and responsive curriculum experiences for all children.
Janelle Riki-Waaka and Rahera Ormsby discuss highlights from Jase Te Patu's keynote and Dr Denise Quinlan & Dr Lucy Hone's uLearn21 presentations.
Janelle Riki-Waaka and Gemma Stewart discuss highlights from Dr Rangi Matamua's uLearn21 presentation.
'From my perspective, I see the whole aspect around teaching boys is around relationships'
Dr Michael Harvey, Senior Science teacher at Marlborough Boys, and Rochelle Savage (mother of teenage boys) discuss tips for teaching boys.
"It's great to see the five-year-olds who are directing the play."
"I think parents coming into this environment feel comfortable. It feels familiar to them."
Tracey McAllister discusses how Learning through play helps with transitioning to school with two new entrant teachers.
Sarah Te One and Nikki Grazier discuss an example of using Te Whāriki principles in assessment from an early learning centre.
'Because it's not about the tool you're using but the end product and the outcome' Everyone learns differently. For all ākonga to be successful, lifelong learners, learning spaces need to be designed to be flexible, barrier-free environments. Linda Ojala discusses how Universal Design for Learning (UDL) can enable equitable access and participation in learning.
'And it was my epiphany moment - wow, there is something out there that can help'
'So I kind of crashed into UDL on a very random web search one day'
'And I'd often think that what I was doing with the learner could be incorporated into the everyday way of all learners'
Sarah Whiting discusses real-life examples of Courageous Conversations and tips for success including that timing can be everything.
'Everyone should walk away (from a courageous conversation) feeling like they have been heard'
Marlborough secondary school kaiako, Duncan, took part in CORE’s games-based learning online programme. “It has changed my practice and others because we have used elements of games-based learning and have incorporated these into some of our new junior courses. For example in Ancients Alive, a year 9 and 10 social studies course, the students use the creative element to help build a structure in Minecraft that reflects a cultural narrative.”
Listen to those who wrote and participated in the blog - Games-based learning: the door to equity through agency.
'Something that actually stops you dead in your tracks and makes you think, we need to do something about what we've just heard.'
'The conversation revealed that she was really shocked that this is what people took from her words and she said: I'm not hearing myself.'
Pam O'Connell and Sarah Te One discuss critical conversations and real-life examples from their teaching experiences and how they dealt with them using their experiences of the frameworks.
"Connect with a problem that MATTERS to them. We've had all sorts. A group of boys designed a shoe that buzzed and vibrated if you stepped out of line for their hip hop group." Suzi Gould from CORE discusses how iNVENTIONATOR works - co-creating solutions, connecting and collaborating with other ākonga
"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 legacy she now shares with her tamariki and mokopuna.
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?
Ko Te Ako i Tawhiti kei runga; Ko Te Mate Urutā kei raro: he tirohanga nā tētehi mātua 2 ō 2
Kei tua i ngā āhua o te ako i tawhiti, i reira tonu ngā take o te mahi i te kainga me ngā rautaki me whai kia mauri tau tonu te noho o te whare. Ka kōrero a Karley Hemopo ki a Wawaro Te Whaiti mō aua āhuatanga me ngā wawata kei te pae tawhiti.
Ko Te Ako I Tawhiti kei runga; Ko Te Mate Urutā kei raro: he tirohanga nā tētehi mātua 1 ō 2
Ka kōrero a Karley Hemopo ki a Wawaro Te Whaiti mō te āhua o te ako i tawhiti me ōna pānga ki tōna whare i te wā e rāhui tonu ana te motu whānui.
In Part 2 of a two-part podcast series, Karley Hemopo continues her conversation with Tahu Paki, Deputy Principal of Te Kura Kaupapa Māori o Te Kura Whakapūmau i te Reo Tūturu ki Waitaha, about the impacts of COVID-19 and the strategies employed to make distance learning effective in a climate of uncertainty.
Kei te wāhanga tuarua o tēnei pāhorangi raupapa wāhanga e rua, ka kōrero tonu a Karley Hemopo ki a Tahu Paki, tumuaki paemuri o Te Kura Kuapapa Māori o Te Kura Whakapūmau i te Reo Tūturu ki Waitaha, mō ngā pānga o te rāhui i takea mai i te mate urutā. Ka tirohia anō hoki ngā rautaki o te ako i tawhiti i ēnei wā pōnānā.
This podcast is in Te Reo Māori.
Karley Hemopo speaks to Tahu Paki, Deputy Principal of Te Kura Kaupapa Māori o Te Kura Whakapūmau i te Reo Tūturu ki Waitaha, about the impacts of COVID-19 lock down and the strategies employed to make distance learning effective in a climate of uncertainty.
Ka kōrero a Karley Hemopo ki a Tahu Paki, tumuaki paemuri o Te Kura Kuapapa Māori o Te Kura Whakapūmau i te Reo Tūturu ki Waitaha, mō ngā pānga o te rāhui i takea mai i te mate urutā me ngā rautaki hoki o te ako i tawhiti i ēnei wā pōnānā.
Gemma Stewart and Te Mako Orzecki share their experiences of growing up learning more about European history than that of Aotearoa. How can we right the wrongs of the past using a bicultural lens and social justice approach?
'So last year was a big year in our community and I thought: how am I going to do this assignment. But the Adaptive Leadership Challenge guided the work I did through the year so, I think, it made me a more effective leader' Jacinta shares her experience on the Advanced Leadership Programme.
Gae Thawley shares a story of how she genuinely connect with tamariki with intentions, values and then action around spirituality and wairua. 'And she talked to me about her Grandmas - and she had made these prayer flags for them.'
What impact can leadership in action have? Kathryn O'Connell-Sutherland shares a story of how leadership in action helped encourage bi-cultural practice in an early learning setting and genuinely engaged parents and their tamariki.
Are the skills you need to mentor or coach different by distance? Amira Aman, a CORE facilitator who specialises in mentoring and coaching, discusses this as well as sharing a mentee's journey and how mentoring supported them; and the skills required.
'Nothing about us, without us.' Sarah Te One discusses one teacher's actions to support children with the wero to all in education: Don't just capture their voice. What are you going to do about it?
Derek Wenmoth shares a story of a New Zealand Principal who is implementing future focused ideas in his school and how this is assisting the school, the students, their whānau and the community
Viv Hall from CORE Education shares her experience and tips for teachers who are absolute beginners in Digital Technologies getting started with Gamefroot .
'So they learnt the (digital technologies) language in an authentic context'. Viv Hall from CORE Education discusses her experience and advice for schools who want their whole school to use Gamefroot.
Viv Hall from CORE Education shares her experience of engagement with Gamefroot by students who often struggle with other mahi.
Viv Hall from CORE Education describes how she helped a teacher embrace their coding fear and work with Gamefroot and their students.
Viv Hall discusses the different skills students learn with Gamefroot both to do with Digital Technologies and Design Thinking and also the social skills through working with and helping others.
Using Facebook as a communication tool
As part of a New Pedagogies for Deep Learning (NPDL) webinar focused on learning partnerships, Greg Carroll talks to Ian Poulter - Principal of Bluestone School in Timaru. Ian provides advice for using Facebook as a fast and effective communication channel between schools and whānau.
Viv Hall from CORE Education discusses how a school in Tāmaki Makaurau is retelling stories about their local maunga and iwi using Gamefroot.
'Everyone look at Simon who has got his hand up - Simon's your expert. And he looked really surprised. I said - I can see where you've got to and I think you're absolutely fantastic. I've been in, I've tested your code, I've played with your game, I've remixed it. It's magnificant.'
Gamefroot offers the benefits of peer to peer learning for students - James Hopkins shares examples.
'Watching how excited they became - and it's just a beautiful thing to watch - their eyes light up. They've made the character move. Not by pressing a button. They've coded it and they've made it work.'
James Hopkins shares advice for teachers and students starting out using Gamefroot and also feedback from those he's worked with.
'The fact that it uses the actual game design process that they use in the real world.' James Hopkins describes Gamefroot and why he and teachers and students he works with are passionate about it.
Game Based Learning - How Does It Help Students? Fiona Summerfield shares a story involving Game Based Learning and her year 8 and year 11 children and a eureka moment.
''... the people we can reach in 3 days far exceeds what you can do in a classroom..." LEARNZ virtual fieldtrip teacher Andrew Penny shares his experiences interacting with schools, people, projects and the environment.
Alex Hotere-Barnes shares his experiences as a Pākehā in upholding the mana of Te Tiriti o Waitangi
Anaru discusses Te Tiriti o Waitangi with Anahera McGregor including how to engage with Te Tiriti at workplaces and other areas.
“... it’s a really great tool for unpacking the issue and supporting the other person to work out what the solution might be...” In this podcast Anaru talks to Amira Aman about her coaching and mentoring experiences and a practical tool to use for seasoned mentors or those new to mentoring.
“... teachers, leaders and other educators whom I mentor love the opportunity to stop and reflect on their own practice...” Anaru talks to Amira Aman about the power of teaching to retain staff and to improve outcomes for learners.
In this series of podcasts, Amira Aman shares her passion for coaching and mentoring. In this podcast, Amira talks about the difference between the two and some practical approaches to implement in your setting.
"where people may not know each other prior but where they come to that space for fit for purpose so it might be for a passion, or an interest, a need..." Tessa talks to Anaru about experiences of engaging in online communities.
Something that will make your life - as a middle leader - easier' Jo and Martin discuss Middle Leadership joys and challenges (and their upcoming course) with current Middle Leaders.
Greg and Ānaru discuss recent real life examples of Principals deciding upon what PLD needs their school should focus on.
Anaru talks to Sunny West (Leamington School) about her experiences during CORE Education's Culturally Responsive Practice in School Communities online course.
"... this was inviting the parents to engage more in what their child is learning about..." Anaru and Katrina discuss how to enhance the home/school partnership through engaging in the learning process.
"...we are able then to look at our space, our services, our collections and really figure out are we doing the best for our customer or best for the librarians..." Paula shares with Ānaru how libraries can insure success using Library UX.
"21st Century libraries measure success in transformation, what difference does the physical space make? What difference does that physical or virtual collection and what service does that make to the library user?
In this podcast, Renee Raroa discusses her experiences of engaging whānau as a mother, educator and facilitator.
This podcast discusses Professional Development for Middle Leaders in schools. The most recent PPTA survey shows that this is still an issue in schools and Martin and Joanne discuss options for improving this ,and examples with Ānaru, as well as practical tips and advice for Middle Leaders in Schools.
Anji Webster discusses with Ānaru how Netsafe can help your school either in person or via their resources on their website
Ānaru White and Aiono Manu Fa'aea-Semeatu talk about their experiences when mentoring Māori and Pasifika students.
Tania shares her experiences around implementing Makerspace, Robotics and Coding into your programme.
Ānaru and Katrina discuss digital fluency across the curriculum and the importance of creating content as opposed to being a passive user.
Rochelle discusses The 'PRIDE Challenge' which is a new approach to traditional homework at the school her sons attend: http://www.amberley.school.nz/a/8OTmuCK
'There's that great quote - great leaders grow great leaders not great followers.' Angela talks to Ānaru about leadership in schools and consulting with the community around the school.
'Use some of the accessibility features that are built into the Chromebook.' Allanah shares practical ideas and suggestions to assist students and teachers with extending their learning through Chromebooks and the Google Environment.
'The best thing about google classroom is that it keeps your and the children's work organised.' Allanah shares practical advice of establishing and using Google Classroom. New Zealand teachers can also access free help from the CLA (Connected Learning Advisory) http://www.core-ed.org/events/connected-learning-advisory/about-the-cla/
'In my view this job we do in education is too big to do it on your own; and if I'm co-teaching learners will benefit from seeing their teachers collaborating.' Pauline discusses her stories and experiences on collaborative teaching in secondary schools with Ānaru.
'Don't be like magarine and spread yourself too thinly.' Allanah shares her experience and stories with Ānaru from working with teachers and students on using the M (Modification) and R (Redefinition)parts of the SAMR model to focus on the innovative learning that can happen only with an iPad.
'But my son got in the car that day and he said to me - Mum did you notice the whole school was there?!' Janelle shares a personal story of the difference her son's teachers made to him and others by their cultural responsiveness: being aware of what is important to him and acknowledging and acting on that.
'But I noticed that people were using twitter in an different way and I definitely had that prejudice about it, thinking people were sharing what they had for breakfast.' Phillipa shares shares her stories and experiences with growing connections with other teachers - including on twitter - and becoming a connected educator.
'And four weeks later when I came back to the school he came running up to me -'. Nicki shares a story of a new entrant boy for whom Chromebooks helped him learn to become excited about story writing.
'One teacher said to me - I can't believe that at 4pm I've done all my work; and it's not that they've done less work they've just done it more efficiently.' Sarah Whiting shares with Ānaru White her stories and experiences with teachers collaborating.
'We wouldn't send a child across the road without first teaching them how to cross and what to look for; why would we send them online without doing the same?' Kathe shares her stories with Ānaru of working with tamariki on digital citizenship and being a responsible citizen online.
How Bring Your Own Device can assist all students with their learning and school/kura experience. Lynne shares a story about a student's experience and how BYOD tailored to his needs is helping his learning and enjoyment of school.
Helpful examples and tips on Gagana Samoan greetings, vowels - including Pasifika; and how the word Rhododendron can assist you with pronouncing Pasifika. Listen and practice along with Aiono Manu and Anaru to improve your pronunciation.
Where do you start with iPads in your school or kura? Anaru and Anne discuss this with examples they have seen or experienced.
In schools - or kura - admin and support (teaching assistants) are often required to have a knowledge of digital tools to assist students, teachers and principals. Jacky and Ānaru discuss why this is and discuss examples.
Anne and Anaru discuss working with students on literacy in an ILE (innovative learning environment). Anne shares a story of the an idea teachers can implement which has made the most impact for students she has seen.
Anaru and Te Mako discuss the origins of Te Mako's name and also the importance of pronunciation and handy tips for improvement.
A podcast discussion on how to support boys to fulfill their potential at home and at school.
Everyday I ask my colleague Lachie ‘Kei te pēhea koe?’ and he usually answers ‘Kei te pai’ before we begin work together. Nothing unusual - apart from that he is in the North Island and I am in the South Island. We have a weekly meeting with our boss, nothing unusual apart from she is in Wellington and we are throughout New Zealand: Whakatane, Picton, Christchurch, Dunedin.
The team I work with - The Learning Experience team, who work with content experts to create online courses - are spread throughout New Zealand - Whakatāne, Picton, Wellington, Amberley and Christchurch. Lisa Richardson and I discuss our five top tips for working in a virtual team in a podcast.
How does learning change when the spaces change? Amaru and Angela discuss this and other questions about Design your learning spaces. Want to learn more? Sign up for the Design your learning spaces Christchurch workshop on Tuesday 1 November 2016.
Looking for tips on beginning to use Maker Space challenges in your school or classroom? Nicki Tempero and Anaru White discuss ways to get started.
Emails can be a huge cause of stress for many people - what to answer, what to delete, when to answer. How do you use manage your emails so that you have the time to do other things? Anaru White and Jackie Young discuss handy tips and tricks for using Google to assist with emails and other aspects of your Google account to create more time.
Looking for examples of how schools are using problem based learning and what to consider when implementing it? Anaru White and Pauline Moore continue their discussion from the previous podcast.
Secondary schools are talking about how to shift to a more student centred learning environment. Anaru White and Pauline Moore discuss this with a focus on implementing Problem Based Learning in Secondary Schools.
Anaru and Jess discuss practical examples and handy tips of how Jess uses Google sites and also examples from other teachers as well.
Anaru and Heather continue their discussion on videoconferencing use in schools; this time focusing on how to go about it: the cost, equipment, and software and also the etiquette involved.
Anaru and Heather discuss practical examples of how video conferencing can be used to assist connecting with your staff and also with the community to expand the opportunities for your students.
The changes in teaching and schools can take some adjusting for parents as it is a different from what they experienced at school. Anaru White discusses with Rochelle Savage her experience of taking her children to the parent teacher interviews last year after the school had invited everyone to do so.
Where to from here and how do we get everyone involved (boards, students, parents, teachers, the community)? School Principals, Jenny Washington and Brian Price complete their discussion with their Hereora cluster facilitator, Rebbecca Sweeney about what it takes to build a future focused network of schools and early childhood services.
School Principals, Jenny Washington and Brian Price continue their discussion with their Hereora cluster facilitator, Rebbecca Sweeney about what it takes to build a future focused network of schools and early childhood services.
'It was a magnificent example of what moving to collaboration looks like. You've got to sit together; you've got to have difficult conversations; you've got to share information that's real. We walked away as a group' - Brian Price. Rebbecca Sweeney talks to Principals Brian Price and Jenny Washington about how they started working together and with others in their cluster.
Te Mihinga Komene and Nichole Gully discuss the benefits of using macrons. In advocating the use of tohutō the podcast: considers the language background of both kaiako and tamariki and the associated educational benefits of macron use examines how macron use can change the meaning of words provides strategies of how to learn and use macrons.
Te Mihinga Komene and Nichole Gully discuss the varied use of macrons in Māori medium education and the reasons that guide kaiako (teachers) choice to use macrons or not. Te Mihinga provides explanation on: where the macron originated an iwi perspective educational publishing implications why consistency in use is key.
I tēnei pāhōrangi ka matapakihia e Te Mihinga Komene rāua ko Nichole Gully ngā hua ina whakamahia te tohutō. Hei kīnaki i ō rāua whakaaro: ka huritaua te huarahi ako reo o te kaiako, o ngā tamariki anō hoki ka whakatauirahia te panonitanga o te tikanga o te kupu i te tohutō ka whakamahukitia ētahi rautaki e whakaū ai ngā tohutō.
I tēnei pāhōrangi ka matapaki tahi a Te Mihinga Komene rāua ko Nichole i te whakamahinga konorau o te tohutō i ngā kura reo Māori me ngā tohe e ārahi ana i tōna whakamahinga rānei. Ka whakamahukitia e Te Mihinga: i ahu mai te tohutō i hea? he huatau ā-iwi ngā pānga tā i te ao mātauranga he aha te take me rite tonu te whakamahinga.
The CORE Pasifika team has recorded a selection of songs which have been made available to support early childhood teachers with the teaching and learning of languages and cultures of Pasifika peoples.
The CORE Pasifika team has recorded a selection of songs which have been made available to support early childhood teachers with the teaching and learning of languages and cultures of Pasifika peoples.
The CORE Pasifika team has recorded a selection of songs which have been made available to support early childhood teachers with the teaching and learning of languages and cultures of Pasifika peoples.
The CORE Pasifika team has recorded a selection of songs which have been made available to support early childhood teachers with the teaching and learning of languages and cultures of Pasifika peoples.
The CORE Pasifika team has recorded a selection of songs which have been made available to support early childhood teachers with the teaching and learning of languages and cultures of Pasifika peoples.
The CORE Pasifika team has recorded a selection of songs which have been made available to support early childhood teachers with the teaching and learning of languages and cultures of Pasifika peoples.
The CORE Pasifika team has recorded a selection of songs which have been made available to support early childhood teachers with the teaching and learning of languages and cultures of Pasifika peoples.
The CORE Pasifika team has recorded a selection of songs which have been made available to support early childhood teachers with the teaching and learning of languages and cultures of Pasifika peoples.
The CORE Pasifika team has recorded a selection of songs which have been made available to support early childhood teachers with the teaching and learning of languages and cultures of Pasifika peoples.
The CORE Pasifika team has recorded a selection of songs which have been made available to support early childhood teachers with the teaching and learning of languages and cultures of Pasifika peoples.
The CORE Pasifika team has recorded a selection of songs which have been made available to support early childhood teachers with the teaching and learning of languages and cultures of Pasifika peoples.
Engage Your Community In Modern Learning Practice: Every Voice Counts - The So What? (Part 3 of 3) by
Engage Your Community In Modern Learning Practice: Every Voice Counts - The How? (Part 2 of 3) by
Engage Your Community In Modern Learning Practice: Every Voice Counts - The Why? (Part 1 of 3) by
Gemma and Anaru discuss the feedback from participants after the first Empower Te Reo Puawai Module 1 course - which is aimed at absolute beginners.
The next Empower: Te Reo Puāwai Māori Module 1 course starts on May 22nd in Christchurch and May 25th in Wellington with a face to face hui.
Gemma and Anaru discuss the upcoming Empower Te Reo Puawai Module 1 course - which is aimed at absolute beginners: who it is aimed at and the benefits and outcomes from taking it.
The journey into collaborative practice never reaches an endpoint, it is a constant organic cycle of transformation based on the needs and passions of the learners in front of us. Listen to our key pieces of parting advice to keep the journey responsive and sustainable.
Open the door and join us on the next part of our reflective journey into a collaborative environment. Hear the story of two very different journeys in two very different schools around the key elements that support the journey into collaborative teaching.
Angela Vermeulen and Sarah Whiting, teachers and now facilitators at CORE Education talk about their personal journeys towards modern learning practice and give an honest account of the joys and the difficulties. Hear how your expectations, what you bring with you and what do you need to helps you open the door or peer through the keyhole towards collaborative teaching and learning.
Audio pronunciation of He Tangata Ngākau Māhaki topic 1.5 for the course Te Reo Puāwai Māori
Audio pronunciation of Ki Ōku Nei Whakaaro topic 1.3 for the course Te Reo Puāwai Māori
Karakia to close (karakia whakamutunga) Once again, this karakia is a simple, well known karakia that we will use for our entire module. It can be used to end the day or a hui (meeting). Your goal is to learn this karakia as best as possible. Listen to the sound file, practice each day and perhaps try to use this with your whānau and/or class, having others learning with you will help with your own retention
Karakia to open (karakia timatanga) This karakia is a simple, well known karakia that we will use for our entire module. It can be used to begin the day or a hui (meeting). Your goal is to learn this karakia as best as possible.Listen to the sound file, practice each day and perhaps try to use this with your whānau and/or class, having others learning with you will help with your own retention!
Do you have suggestions for how to entice or encourage parents of Pasifika children to participate in the early learning education provided by Pasifika services?
Ruta and Lima introduce themselves before they discuss (in future podcasts) the proverb - “Ia su’i tonu le mata o le niu” which means to pierce the right eye of the coconut. The proverb describes the notion of leadership – to go about an undertaking in the proper way- leading the right way.
Allanah and Anaru offered to answer questions submitted by listeners on GAFE (Google Apps for Education) after their first series of podcasts. This is question 4, submitted by a listener: How do you become a Google Certified Teacher?
Allanah and Anaru offered to answer questions submitted by listeners on GAFE (Google Apps for Education) after their first series of podcasts. This is question 3 submitted by a listener: What should you do if a student is moving schools - with regards to their google account and blogs? Allanah and Anaru share their suggestions for this situation.
Allanah and Anaru offered to answer questions submitted by listeners on GAFE (Google Apps for Education) after their first series of podcasts. This is question 2 submitted by a listener: Please discuss the differences between sites and blogger and how you use them.
Allanah and Anaru offered to answer questions submitted by listeners on GAFE (Google Apps for Education)after their first series of podcasts. This is question 1 submitted by a listener: What is the best way to organise your google drive?
Providing a parent’s perspective on the identities, languages, cultures of their children who are of Māori and Pasifika descent. Highlighting the challenges of navigating Māori and Pasifika learners on their educational journeys by focusing on who they are and how they articulate their values.
It’s not just the way we teach and learn. We can apply UDL principles to the way we interact in our teams too. Why should we not communicate our ideas in words and pictures and paper models as much in the interminable written word?
Using analogies of food and sport, Chrissie Butler - CORE Education's UDL [Universal Design for Learning] specialist - talks to Learning Designer Stephen Lowe about the three principles of UDL. UDL: 'Working out what people need (to learn) and the smartest way to make it'
Anaru and Allanah discuss Google Applications in the classroom and practical examples to empower your learners.
What Google services might work wonders for your classroom and you? Anaru and Allanah discuss briefly the different services you might consider using and how they work.
Manu discusses with Teanau his your work in the Marovo Lagoon in the Solomons and the use of open education resources.
Cultural Enrichment: Tell Us About Your Work in the Marovo Lagoon in the Solomons? (Part 1 of 4) by
CORE Education is all about pushing the boundaries of educational possibility. As a not-for-profit we have been providing world-class professional learning and development, research, and thought leadership for ten years.
“Forget KFC - let’s talk PFC” - Board of Trustees Pasifika parent engagement example by
If we were to paint a picture of a Modern Learning Environment - what would it look like?
Adapting a space to suit the different needs of the learners and what does good learning look like? And how can we facilitate spaces to enable that good learning?
A discussion exploring how modern trends in learning design and technology, combined with understandings about adult learning, are driving the development of new models for designing professional learning in schools