AKO – The journal for education professionals

Feature 10 Aug 2019

Virtually connected

Winter 2019,

More than a quarter of New Zealand schools have fewer than 100 students. They are often rural and remote, with minimal infrastructure and fragile economies. For teachers in these places, the challenges are high. How can they provide a rich, varied curriculum with only one or two teachers? How can their students gain meaningful connections with the wider world and overcome their isolation? Ako spoke with teachers who are grappling with these questions and finding solutions through online communities.

Feature 26 Jul 2019

Strengthening, growing and reaching out

Winter 2019,

The interplay between a school and its community is complex and rich with potential – for personal connection, professional support and building capability. A range of schools throughout the country illustrate the myriad ways – and reasons why – school communities come together.

Feature 25 Jul 2019

People power

Winter 2019,

School principals from around the country explain how strong communities of staff bring crucial benefits for children and whānau, from South Auckland to Southland.

Feature 25 Jul 2019

Building bridges: from community to ECE to primary

Winter 2019,

The importance of whānau and community doesn’t lessen just because a child starts school, but it can be hard for educators to maintain these strong connections once a child leaves early childhood education. Jane Blaikie and Jane Arthur talk to educators across the country about the challenges they face when trying to build bridges between the child and their community.

Book Reviews

Winter 2019,

Empowering students to build community

In a school with dozens of cultures and languages, equipping and empowering students to coach, guide and befriend their ESOL peers has huge benefits for all involved. At Christchurch’s Ilam School, 12 children in Year 6 are appointed as Cultural Leaders.

Winter 2019,

Kapa haka student leaders

Two student leaders of kapa haka at Kapanui School, Waikanae explain why they like it.

Winter 2019,

Teaching in a community new to you

A new teacher gives some advice to others starting work in a new community.

Winter 2019,

Home has been my classroom

Ko Manawaru, Matiti, Maungahaumia, Ahititi, Hikurangi me Rangipoua ngā maunga. Ko Te Ārai, Maraetaha, Waipaoa, Waihirere, Waiapu me Hāparapara ngā awa. Ko Horouta, Tākitimu me Mātaatua ngā waka. Ko Manutuke, Muriwai, Mangatu, Parihimanihi, Whareponga, Tū Auau me Otuwhare ngā marae. Ko Ngāti Kaipoho, ko Rangi i Waho Matua, ko Ngāti Taua, ko Ngāti Kohuru, ko Te Aitanga-a-Mate, ko Ngāti Rangi, ko Te Whānau-a-Rutaia ngā hapu. Ko Rongowhakaata, ko Ngāi Tamanuhiri, ko Te Aitanga a Mahaki, ko Ngāti Porou, ko Te Whānau-a-Apanui ngā iwi. Ko Kiana Ria Renata-Kokiri toku ingoa. 17 oku tau. Ko Manutuke taku tūrangawaewae. Child of the mist, Tame Iti, says that “history has woven us together. We are the basket, the kete, that holds the future!” As a young Māori woman, I have experienced both mainstream and kura kaupapa education. School is often a difficult and confusing time for me. I often question its purpose. Referring to our country’s curriculum, Dr Muriel Newman states that “the vision statement affirms that young people will work to create an Aotearoa New Zealand, in which Māori and Pākeha recognise each other as full Treaty partners.” I don’t believe this statement has any truth. Even in the kura kaupapa setting in