This newsletter and the Secondary Student Achievement Professional Learning and Development initiative is funded by the Ministry of Education. The providers are The University of Auckland and Te Tapuae o Rehua consortium.

National Newsletter: The ArtsInformation and resources for middle leaders in secondary schools | Term 3 2013

Secondary Student Achievement Professional Learning and Development - National Newsletter

Greetings to you all. Kia ora, Talofa lava, Taloha ni, Malo e lelei, Bula vanaka, Kia orana, Faka’alofa lahi atu.Welcome to term 3. In this newsletter we will focus on teaching and learning for Māori and Pasifika students within the Arts.

National Arts workshops, dates and contacts. A brief introduction to some national strategies and initiatives

for building a fully inclusive education system, accompanied by the relevant documents and links.

Unpacking the Pasifika Education Plan with ‘Polycultural’ capital and educational achievement among NZ-born Pacific people supported by Karlo Mila-Schaaf and Elizabeth Robinson.

Variation by ethnicity in our 2012 Level 1 ‘Arts’ standards.

National workshops: RAPs in term 2We completed our Raps 3 (Regional Arts Partnerships) workshops for middle leaders on cross curricular integration, specific discipline alignment, collaboration, planning etc. last term with overall feedback being positive.

The smaller rural regions targeted for RAPs 3, Kerikeri, Thames, Otorohunga, Kawerau, Gisborne, Havelock North, Whanganui, Greytown, Blenheim, Hokitika, Geraldine and Alexandra, saw a wealth of enthusiastic and inspiring Arts practice taking place. It also highlighted some unique issues. We would like to thank all the Arts middle leaders and teachers who attended and we are grateful to those of you who shared your stories. The key ideas underpinning your practices can easily be transferable across curricula. Stu Green from Hauraki Plains College had his amazing integrated learning story published in the 4 June 2013 Education Gazette. Congratulations Stu! We will continue to circulate these stories and resources from ‘The Arts room’.

RAPs 4 workshops this termRAPs 4 workshops for middle leaders will run in term 3 in Auckland, Hamilton, Taupo, Wellington, Christchurch and Dunedin. The focus will be:

Creative Leadership in and through the Arts. Dimensions of effective leadership. Open to Learning Conversations. Leading professional learning in your department, faculty or

school.

See the side bar opposite for details of the RAPs 4 workshop in a region near you.

RAPs - Regional Arts PartnershipsRAPs are Arts workshops offered nationally for secondary HOFs/HODs of the Arts and TICs of Dance, Drama, Music and Visual Arts.

There is no charge for these workshops which will run from 9am-3pm. Morning tea is supplied but bring your own lunch. The workshops are funded through the Ministry of Education’s support of the Secondary Student Achievement professional development.

RAPs 4Taupo 27 August NHamilton 28 August NAuckland 29 August NDunedin 3 September SChristchurch 4 September SWellington 5 September S

To register: email the respective email addresses:

N= sw.rowe@auckland.ac.nz

S = essadmin@otago.ac.nz

NZQA’s Moderation Best Practice workshops To register for one of the NZQA Best Practice Workshops complete the details using the online registration at the NZQA site:  http://www.nzqa.govt.nz/about-us/events/best-practice-workshops

These workshops are facilitated by NZQA and run from 9.30am to 3.30pm with up to an hour for lunch.  Morning tea is supplied but

National documentation to support culturally responsive practiceSuccess for All – Every School, Every Child, is the Government’s vision and work programme to achieve a fully inclusive education system. It builds on the views of more than 2,000 people from across New Zealand who made submissions to the Review of Special Education in 2010. The Government has set a target of 100% of schools demonstrating inclusive

Secondary Student Achievement Professional Learning and Development - National Newsletter

NZQA’s Moderation Best Practice workshops To register for one of the NZQA Best Practice Workshops complete the details using the online registration at the NZQA site:  http://www.nzqa.govt.nz/about-us/events/best-practice-workshops

These workshops are facilitated by NZQA and run from 9.30am to 3.30pm with up to an hour for lunch.  Morning tea is supplied but

National documentation to support culturally responsive practiceSuccess for All – Every School, Every Child, is the Government’s vision and work programme to achieve a fully inclusive education system. It builds on the views of more than 2,000 people from across New Zealand who made submissions to the Review of Special Education in 2010. The Government has set a target of 100% of schools demonstrating inclusive

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Secondary Student Achievement Professional Learning and Development - National Newsletter

Useful links and resources: Pasifika focusNational Library Resources to support Pasifika Literacyhttp://schools.natlib.govt.nz/culture-identity-heritage/supporting-pasifika-students/providing-resources-support-pasifika-literacy

LEAP - Language Enhancing the Achievement of Pasifikahttp://leap.tki.org.nz/

A professional learning resource developed for teachers working in mainstream New Zealand classrooms with bilingual Pasifika students.

Pasifika Education Community on TKI http://pasifika.tki.org.nz/

The ‘Effective teaching for Pasifika’ section provides a media gallery as well as links to many useful resources.

Pasifika learners: Secondary literacy linkshttp://englishonline.tki.org.nz/English-Online/Teacher-needs/Professional-readings/Diversity/Supporting-Pasifika-learners

Links to the Pasifika Literacy project summary and other related resources.

Pasifika Education: Ministry of Education website http://www.minedu.govt.nz/NZEducation/EducationPolicies/PasifikaEducation.aspx

Improving Education outcomes for Pasifika Learners reportERO Report 2012 Improving Education Outcomes for Pasifika Learners

Pasifika Education Plan 2013-2017 (PEP) – This is the recently updated version of a document that puts Pasifika learners, their parents, families and communities at the centre.

“Pasifika success will be characterized by demanding, vibrant, dynamic, successful Pasifika learners, secure and confident in their identities, languages and cultures, navigating through all curriculum areas.”

Targets from the Pasifika Education Plan include:

The number of all Pasifika school leavers leaving with NCEA Level 1 literacy and numeracy qualifications to increase from 80% in 2010 to 95% in 2017.

85% of Pasifika 18 year olds to achieve NCEA Level 2 or equivalent in 2017.

‘Polycultural’ capital and educational achievement among NZ-born Pacific peoplesIn the article ‘Polycultural’ capital and educational achievement among NZ-born Pacific peoples, Karlo Mila-Schaaf and Elizabeth Robinson, argue that having Pacific cultural capital may advantage students in terms of educational achievement. The research followed a strengths-based approach, focused on learning from the strengths and positive outcomes already achieved within the Pacific population.

Their study of NZ-born Pasifika secondary school students identified cultural variables that were associated with better educational outcomes. Maintenance of Pacific values, cultural pride, Pacific language fluency and acceptance from Pacific peoples and others were all significantly associated with positive educational outcomes: trying hard at school, doing well at school and making plans for the future.

‘Polycultural’ capital is associated with cross-cultural resources, knowledge, skills and agency – students being able to draw purposefully and strategically from more than one cultural way of knowing and interpreting the world.

Some questions to ponder:

What are the implications of this study for your school?

What are the strengths of your Pasifika students? How is the cultural capital of your students

acknowledged and fostered within your learning contexts?

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Secondary Student Achievement Professional Learning and Development - National Newsletter

http://www.ero.govt.nz/

The ERO website contains national evaluation reports, information about reviews, and reports on Māori and Pasifika success.

Research articlePasifika students: teachers and parents voice their perceptions of what providessupports and barriers to Pasifika students’ achievement in literacy and learning. By Jo Fletcher, Faye Parkhill, Amosa Fa’afoi, Leali’ie’e Tufulasi Taleni, Bridget O’Regan. Facilitator contact details for the ArtsDi Smallfield National Co-ordinator and FacilitatorFaculty of Education The University of Auckland T: 09 623 8899 ext. 48392 M: 027 5423 801 E:d.smallfield@auckland.ac.nz

Stephen Rowe National Co-ordinator and Facilitator Faculty of Education The University of Auckland T: 09 623 8899 ext. 46394 M: 027 588 0449 E: sw.rowe@auckland.ac.nz

Polly Thin-RabbCurriculum and Learning FacilitatorTe Tapua o RehuaEducation Support ServicesUniversity of OtagoM: 021 417253E: polly.thin-rabb@otago.ac.nz

Variation by ethnicity: 2012 Level 1 Our last newsletter showed how well Arts students achieve in some standards compared to other learning areas, especially when comparing by ethnicity. The Arts engage many of our priority students by differentiating the learning, being culturally responsive and enabling them to achieve success. But the tables below show that, even within the disciplines, there can be large variations in success between ethnicities.

The two sample Drama standards show that, at its best, 90006, there is an 8.2% variation between the 11.6% NA rate of NZ European and the 19.8% of Maori. This contrasts with 91000, where 18.3% is the variation. There, Pasifika students are on par with NZ European students.

These two Dance standards show that in 90002 there is a 6.4% variation between the 5% NA rate for Pasifika and the 11.4% for Maori. In contrast, in 90005 there is an 18.3% variation between ethnicities. Interesting here is how well Pasifika students do in 90002, yet in 90005, like Maori, they are 3 times more likely to not achieve than NZ European, and 3 times less likely to have an opportunity to sit the external.

In the “best” VA standard 90916 there is an 11.1% variation between the 6.1% not achieved rate of NZ European and the 17.1% of NZ Maori. This is in contrast to 90913 where 15.1% is the variation between ethnicities.

The variation between the two Music standards, 91091 (6.3%) and 91094 (38.8%) is extreme. One has to ask why are these students so under-prepared and why are so many students entered into this standard to not achieve!The literacy demands in our learning area need specific strategies and scaffolding if we are to improve the achievement for all our students.

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