Paekākāriki School

Get Stuck In programme for disengaged boys

Paekākāriki School is a small village school with 150 children, years 1-8, on the Kāpiti Coast, supporting a diverse socio-economic population.

Get Stuck In takes disengaged boys years 4 - 8 and gives them time outside the classroom, guidance and resources to learn a new craft ( e.g. building, kite making, whakairo (wood carving), to increase their engagement with school in general by boosting their confidence and competencies. They work with a dedicated male teacher aide, with support from classroom teachers.

Alongside the boys’ learning, their teacher aide and teachers will have professional development aimed at informing their own inquiries into teaching priority male students. Working together, they will reflect on the process, and then share their learning of working with this important target student group with the wider teaching community to other schools.
Contact: Julie Bevan

Royal Melbourne Institute of Technology

Dr Jayne White -    Nature and impacts of different kinds of transitions on young children as they move through early learning to school

Dr White has moved to RMIT, and hosting of this project is now at that institution.  The beneficiaries of the CET-funded component remain NZ children.The project is part of the Pedagogies of Educational Transitions (POET) project investigating children’s early learning transitions across the world: in Brazil, Finland, Scotland, Samoa, Australia and New Zealand.  The project includes conducting a video-informed study that takes account of the emotional and social experiences of very young children in their earliest encounters in formal educational settings outside of their home.  The project involves early childhood education services in a range of settings in Tauranga and Hamilton.
Contact: Dr Jayne White

Whanganui Learning Centre

Improving oral language skills

The Whanganui Learning Centre Trust has its roots in the Adult Reading and Learning Assistance (ARLA) movement that grew from a community need 40 years ago. WLCT has a history of successfully delivering Adult and Community Education, literacy, numeracy and technology programmes throughout the Whanganui community. It is a research-based organisation that is working collaboratively with a range of local and national providers to enhance the foundational skills and well-being of adults and their whanau—especially Māori  and Pasifika with low-or-no skills.

The CET grant is to improve oral language skills through better communication between hard-to-engage parents, their teachers and children. Activities include whanau groups joining with the Whanganui Regional Museum to run an interactive journey on “waka journeys and stories”. 

Contact: Jen McDonald Manager

COMET Auckland Talking Matters Koreotia Mai

CET has made a 5 year contribution to this project:

  Talking Matters has been piloted in 3 small-scale pilot projects (Māngere-Ōtāhuhu, Tāmaki and Puketāpapa), identifying what models work and inspire families to talk and can be brought to scale. The project will: that is a key part of the Talking Matters process, as well as internal systems, tracking LENA[1] data on words and interactive turns at home, reading minutes and TV use

Use ‘what works’ evidence to underpin capacity building and resource development

Track the medium-term impact of early oral language on a sample of children in TM action communities. The tracking study research will need to run for at least 4 years (to allow children who are now coming up three to have their language assessed in their first year of school). We have identified some possible measures and approaches (e.g. using MacArthur Bates Communicative Development Inventories) but the study will need further scoping in 2019.

COMET thought that the tracking study would be of particular interest to Cognition Education Trust.

Three phases to 2023

1.  Go deeper and learn (2018-2019): Deepen involvement in our action communities; develop and test model; create strategies for Maori and Pasifka-led initiatives; and future matched funding, scope and start the tracking study; establish strategic partnerships with organisations that can take up TM messages.

2. Expand reach (2020-2021): expand and/or replicate in First action communities; test models of action with at least one organisation/programme of national significance and iwi; support activation in other communities; identify key policy pivot points for early language (e.g. ECE initial teacher education and PLD, child wellbeing framework, foster parenting, access to bilingual reading material, universal public health messages about early language); track impact on children’s language development and whānau; hold Summit 2020. 

3. Share and influence (2022-2023): Replicate programmes; establish partnership and business models that can sustain the work; complete tracking study and publish findings; hold TM Summit 2022; build a advocacy platform for service practice and policy reform; collaborate on technology solutions and broad distribution of public health messages about early language.

[1] Language Environment Analysis tool

TeachFirst NZ Teacher mentor support

This programme aims to establish a world-class programme for all mentors working with TFNZ participants, with the potential to make available for other programmes, and leave a legacy of supporting new teachers in the schools that TFNZ partner with. 

Deliverables in 2019 academic year:

  • Review and redesign current mentor programme and handbook with updated resources, increased guidance on effective mentoring, and benchmark it with other great models
  • Design an evaluation, with support from CET, to investigate the effectiveness of  current work with mentors, and learn from the experience of the mentors in 2019 about how TFNZ can improve the programme, hopefully in partnership with some of TFNZ schools
  • Develop an online sharing platform for mentors to access information about their participants and additional resources
  • Dedicate a member of the Teach First NZ staff to working with the mentors and the programme
  • Run more in-person, cluster and online meetings with mentors through the year

Initially the learnings from this project will be used by Teach First NZ to inform own programme development, and with tertiary partner to influence the development of flagship qualification. 

Project report which we will make publicly available and shareable via our website. 

In 2020 academic year re-launching the programme with mentors for the year. 

Stewart Germann Grant 2019-Whangaehu School

This year the Stewart Germann grant was awarded to Whangaehu School a rural full primary school  near Whanganui with 37 students from age 5 to 13.

Project Outdoor education to build capacities through whole school camp with Ka Hikitia approach, specifically an outdoor education his camp with focus on building capabilities of tamariki, raising engagement in their learning and expectations of themselves.

  The camp will allow Maori to learn as Maori and also several ADHD students will benefit from learning through movement. The camp would build teacher capacity as teachers learn new skills to bring back to the classroom; along with new relationships, better trust and greater knowledge of the child and family so that curriculum/lessons can fully reflect the needs, dreams and aspirations of our students... 

Manurewa Kahui Ako- AREA Initiative

AREA-Attendance, retention, engagement and achievement

CET is funding the delivery of a programme, over four years, that addresses the two transitions that occur from Year 6-9 with the aim to see a positive shift in attendance, retention, engagement and achievement in a cohort of students  from about 25 whanau identified at risk of disengaging from school. A coordinator works intensively with students and whanau. 

Lessons to date, covering the Covid lockdown period are:

  • Overall, the AREA students overcame the obstacles caused by the Lockdown
  • Some struggled to cope with the unstructured nature of home learning
  • Being able to communicate with friends and family online using Zoom, Google Meetings, face time etc. was best for students: parents/caregivers preferred daily phone calls
  • Daily online catch ups with friends and classmates was key in maintaining the emotional well being of students.
  • Coordinator provided PD on practical ways to emotionally engage students after Lockdown
  • Full impact yet to be seen. These are students already with attendance and engagement issues and last year had very supportive and structured conditions
  • From the original cohort of fourteen students there are still eleven attending school-two left the area and one student left school to start attending alternative education.

Contact :Iain Taylor Principal MIS>