Renu Sikka, a primary school teacher and member of NZEI Te Riu Roa, reflects on what the lockdown can mean for her colleagues around the country and how mindfulness can play a role in getting through.
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NZEI Te Riu Roa is committed to ensuring every one of our members is heard and supported during the Covid-19 pandemic, using all the expertise, resources and channels we have available.
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Every year I read my class the same book – Tales of a Fourth Grade Nothing by Judy Blume. Why? One of my favourite memories from primary school was hearing it read by my Year 3 teacher.
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Ah, compulsory te reo Māori in mainstream schools. It’s a grazing table for politician-elects and a fear-inducing topic for overworked teachers. It’s been on the cards since 1972, when 33,000 people signed a petition approaching Government on the topic, but so far, it’s been a fruit too high to harvest.
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O a ia Taumafa? O Taumafa Manogi, ua fa‘atusaina lea i le fa‘aaogaina o le Gagana e fafaga ai tama a Samoa e Faatonu, Fa‘asino, Faapoto ma Fesoota‘i ai. E leitioa fo‘i le Fa‘autaga ma le ‘au fai Tofā a fa‘apea mai: “O fānau a tagata e fafaga i ‘upu ma tala ‘ae ‘o tama a manu o fuga o lā‘au.”
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When asked to share some reflections on my three years as NZEI Te Riu Roa President, I was prompted to think back to the very beginning of this journey.
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It is great to have the opportunity to contribute to Ako. I am really pleased that this issue is focussed on language, as it is top of mind for me.
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Child of the mist, Tame Iti, says that “history has woven us together. We are the basket, the kete, that holds the future!”
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This winter 2019 issue of Ako focusses on community and the different ways it is evidenced within education.
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Children do not exist in isolation; their lives are embedded in families, communities and societies. Nested within these communities are the schools and early childhood education (ECE) services children attend.
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When my mother and I first arrived in New Zealand, she was 22 and I was four. We didn’t know anyone or anything. We had to learn how to use public transport, ATMs, how to buy groceries and clothes, pay bills – all while learning a whole new language. This was very overwhelming and isolating.
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Australia is home to more than 250 distinct Aboriginal and Torres Strait Islander Nations – diverse geo-cultural communities, each with their own traditional languages, customs and connections to Country/place.
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It is widely acknowledged that engaging whānau and community in educational activities that support the learning of their children is mutually beneficial. It is also acknowledged that this is not always straightforward.
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When researching a good kura for our older son, we sought a school with genuine commitment to biculturalism and the environment, a diverse roll with ngā ākonga from a variety of backgrounds, and modern systems for encouraging positive behaviour.
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The trouble with “inclusive education” is that it can become a slogan, a mantra, a label for government policy, that imposes extra burdens on teaching professionals.
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When we think about diversity, and who we mean when we talk about diverse people, depends a lot on who and what we think of as normal.
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This edition of Ako begins our year with a focus on inclusion and what this really means for our tamariki and the adults who work alongside them.
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We focus on the curricula in this first issue of our new professional journal.
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One of the most significant casualties of nine years of focusing on literacy and numeracy at the expense of everything else schools do, has been the arts.
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Before the changeover to Tomorrow’s Schools, the Department of Education had a curriculum development unit (CDU) that represented all areas of the curriculum.
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