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.
Two student leaders of kapa haka at Kapanui School, Waikanae explain why they like it.
A new teacher gives some advice to others starting work in a new community.
Child of the mist, Tame Iti, says that “history has woven us together. We are the basket, the kete, that holds the future!”
From her tiny school on the appropriately named Forgotten Highway, Anna Fourie teaches students across the country, using the internet.
For nearly a decade, Kapapapanui School in Waikanae has been using kapa haka as a way of building community in and around the school – and the benefits have been extraordinary for both Māori and non-Māori students.
For nearly a decade, Kapanui School in Waikanae has been using kapa haka as a way of building community in and around the school – and the benefits have been extraordinary for both Māori and non-Māori students.
More than a quarter of New Zealand schools have fewer than 100 students. How can their students gain meaningful connections with the wider world and overcome their isolation?
Reviews of eight Aotearoa New Zealand picture books for children of all ages.
A review of Girls and Autism: Educational, Family and Personal Perspectives.
A review of Pūrākau: Māori Myths Retold by Māori Writers.
Jobs, Robots and Us: Getting a Grip on the Future of Work in New Zealand
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.
School principals from around the country explain how strong communities of staff bring crucial benefits for children and whānau, from South Auckland to Southland.
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.
This winter 2019 issue of Ako focusses on community and the different ways it is evidenced within education.
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.
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.
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.
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.
Download Issue PDF