Guests
Our Featured
Sharing their knowledge and expertise in 2023
Featured speakers & workshops include:
(please note that this programme may be subject to change)
Greta Bull-Crossan
Musical Play in ECE
Our youngest learners are innately musical in their vocalisations and everyday exploration of the world around them. Much research advocates for the ways musical play can support the development of cognition, literacy skills, fine/gross motor skills, empower a sense of belonging, be a fun source of mindfulness and collaborative social learning. Yet, musical experiences can often be limited to teacher-led mat-time waiata and songs that may not allow opportunities for children to explore their own ideas or the sound world more broadly.
Early Childhood Kaiako, Music Educator, and musician, Greta Bull-Crossan, will share ways musical play can be supported and empowered in ECE settings. This workshop will support kaiako to identify teacher-led and child-led musical play opportunities and consider how both can be promoted within their ECE setting. Kaiako will experience fun and approachable practice-based sound and music ideas to support recognising and extending children’s musical behaviours and exploration.
Lyndell Turner
Ever thought about being a leader?
Quality Teaching and Leadership that makes a difference for learners and their whānau is a key objective of the NELP. Are you thinking of becoming a Kaiako Matua in the future? This workshop will suit someone aspiring to become a leader within Kidsfirst. Through conversation we will have an opportunity to discuss notions of leadership and how your day- to -day practice can develop your leadership capability and confidence.
Juanita Hepi and Manu Syme-Hepi
Kapahaka me te akomaka / Kapahaka and the classroom
Join mama / tama duo Juanita and Manu in this practical kapahaka workshop, no matter what your experience is, you'll have fun singing and learning waiata, learning about some of the stories and history of kapahaka and it's relevance to us here in Te Waipounamu. Finally, we'll leave you with some helpful resources and tips to take into your classrooms with you, so get your voices and bodies ready - the waiata are waiting for you!
Juanita Hepi and Manu Syme-Hepi
Te hanga poi
Poi-making
Join māmā / tama (mother & son) duo Juanita and Manu in this practical workshop where you will work with a partner to create your own poi. We'll talk about some of the history of poi, how poi can be used as a learning resource, and we'll learn a little waiata (song) to help us practice our poi skills.
Juanita Hepi (Kāi Tahu) is a storyteller, exploring the intersections of race, class and gender through Indigenous storytelling. She holds a Masters of Māori and Indigenous Leadership, a Graduate Diploma of teaching and Learning and a Bachelor of Arts from Toi Whakaari, the NZ Drama School. Juanita is currently writing and directing Hine Hōia for Chamber Music NZ, she presents and speak
Manu Syme-Hepi (Kāi Tahu) is a Year 13 student and Deputy Head Boy at Haeata Community Campus. Manu is passionate about kapahaka and the performing arts, he has performed at Te Papa Hou YMCA, The Arts Centre, The Town Hall, The Isaac Theatre Royal, and in the Ron Ball Studio at the CSO.
Nicola Daly
Using Picturebooks to support Pacific whānau and tamariki
In 2022, my colleagues (Janette Kelly-Ware and Angela Fuimaono) and I began some research exploring the use of picturebooks featuring Pacific communities in Pacific ECE settings. To date we have worked in two settings, with three more planned, learning from the kaiako who integrate the picturebooks into their mahi. In this workshop we explore a selection of picturebooks, and, using vignettes from our research, we consider how these books support the language and identity of tamariki and their whānau..
Nicola Daly - is an Associate Professor in the Division of Education at the University of Waikato, Hamilton, New Zealand where she teaches courses in children’s literature and language learning and pedagogy. She is the Co-director of the Waikato Picturebook Research Unit. She has been a recipient of several fellowships related to her research in children’s literature including a Fulbright New Zealand Scholarship (2019-2020); the Internationale Jugendbibliothek Fellowship (2017); the Marantz Picturebook Collection Fellowship (2016); the Dorothy Neal White Collection Fellowship (2014). She has also coedited several books including most recently Daly, N., Limbrick, L. & Dix, P. (Eds.) (2018). Understanding ourselves and others in a multiliterate world. Trentham Press. Together with her colleague Dr. Dianne Forbes, she is the lead educator in the FutureLearn MOOC, The Power of Picturebooks.
Kiri Lord, Michelle Dawe and Livvy Pride
Te Kōrerorero-Intergrating Talking Together into centres and practice.
Talking together, Te kōrerorero is a resource that promotes effective teaching practices so that kaiako and teaching teams can strengthen how they support the oral language across children's language pathways.
Talking together, Te kōrerorero is underpinned by the principles, strands, and learning outcomes of Te Whāriki. The vision is for all children to become increasingly competent and confident communicators, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.
This workshop will give kaiako an introduction to this resource and will be an opportunity to explore how these might be used practically in centres and within teaching assessment, planning and practice.
Kiri Lord, Michelle Dawe and Livvy Pride
(MOE-Kaiwhakatikatika reo Kōrero / Speech Language Therapist and Communication team)
Hannah Winter
Creating a sensory friendly learning environment for all
Are you struggling to understand why some children are having ‘meltdowns’? Do you teach children who are sensitive to noise, touch or the busyness of the classroom? Are you noticing children seeking out sensory experiences throughout the day or are always ‘on the go’? With a strong focus on inclusion, the NELP requires us to reduce barriers to education for all and ensure places of learning are safe and inclusive. We know that the environment has a significant impact on children’s learning, engagement and ability to self- regulate. In this interactive workshop kaiako will be introduced to sensory processing and how it impacts on children’s learning and development. Through exploring their own sensory profile, kaiako will be supported to develop practical strategies to ensure their classroom meets the sensory needs of all children who attend.
Keryn Barlow
Planning for Learning - The Key Components of a robust process.
Planning for learning processes can take varying forms and finding something that is manageable and sustainable for your team takes time. There are many different processes for planning that you may have seen, used or tried and it sometimes becomes all very confusing as to what we should be using and what it should include.
Rather than teach you a process, this workshop will explore the key components that should be covered within your planning for learning process so that you can ensure that what you are using is robust. Examples of processes that encompass these key components will be shared as part of the workshop to support your understanding of where these fit and why.
Developing your leadership capability – regardless of your role.
The Rauhuia | Leadership Space enables every teacher, regardless of their role or setting, to have the opportunity to develop their own leadership capability. This workshop looks at how Rauhuia, Te Rautaki Kaihautū mō te Umanga Whakaakoranga o Aotearoa | The Leadership Strategy for the teaching profession of Aotearoa New Zealand, and the Educational Leadership Capability Framework, can provide a leadership lens to shape and critically reflect in your Professional Growth Cycle, in your context. We will introduce Unteach Racism as one resource that may be used as a self-reflective tool for leaders of change. This is an opportunity to engage in discussion for growing leadership and what your priorities would be to support your professional growth.
Teaching Council -
Rose-Anne London started her early childhood education experience as a part time holiday job in Te Papaioea. This led to a love of teaching and a career including professional leader roles across early childhood services throughout Kāpiti and Te Whanganui-a-Tara. Currently residing in Te Whanganui-a-Tara, Rose-Anne’s current role is te Mātua Tohutohu o Te Ohu Paerewa o Ngā Kaiako mō te Matatū Aotearoa | Senior Advisor of the Teacher Capability and Collaboration Team at the Teaching Council.
He uri tēnei nō Ngāti Awa, Tuhoe, Ngāti Pahauwera, Ngāti Kahungunu. Ko au te Kaiwhakahaere mō te Ohu Paerewa o Ngā Kaiako mō Te Matatū Aotearoa.
Kei Wainuiomata ahau e noho ana.
Olivia is primary trained, and has over 20 years’ teaching experience in immersion, bilingual and mainstream settings. During this time, she has worked with many ECE providers on their transitions to kura and enacting the principles of Te Whāriki when working with Māori and Pasifika whānau.
Simon Cottle started his early childhood education journey as a Playcentre dad in Newtown, Whanganui-a-Tara. The Playcentre philosophy of adult education, led to a career in teaching, with professional leader roles across services in Manawatū, Taranaki and Hawke’s Bay. Currently residing in Papaioea, he is is te Mātua Tohutohu o Te Ohu Paerewa o Ngā Kaiako mō te Matatū Aotearoa | Senior Advisor of the Teacher Capability and Collaboration Team at the Teaching Council.
Nicola Daly
Using Picturebooks to support whānau and tamariki learning Te Reo Māori
In 2021 my colleague Jacqui Brouwer and I ran a Puna Pukapuka Pikitia (picturebook club) for whānau of tamariki in a New Zealand kindergarten setting using a range of reo rua pukapuka pikitia (bilingual picturebooks) featuring Te Reo Rangatira (Te Reo Māori) and English. In this workshop I describe how we developed the Puna, and we explore strategies for using reo rua pukapuka pikitia to support use of Te Reo Rangatira in the kāinga and the kindergarten setting.
Diana Duncan
Weaving
(maximum of 10 participants)
You will learn how to weave a small basket from foraged fibres using a weaving technique called the stake and strand technique. This course is a variation of our original basket made from tī kōuka and is a great chance for those who have learnt this weaving technique to experiment with other materials, play with shaping, and learn new border styles.
You will begin your basket using tī kōuka/cabbage tree leaves; an abundant, multi-purpose resource found all around us. You will then be able to experiment with some seasonally available materials to create your own unique basket. These materials may include corn husks, ivy, willow, pine needles, dogwood etc. You are welcome to bring any materials from home to weave into your basket.
Diana Duncan- joined Rekindle as a tutor in 2019. She is a weaver and string maker who focuses on using locally abundant foraged materials, such as tī kōuka, willow, ivy and blackberry. Inspired by the wealth of materials that grow all around us, Diana enjoys exploring the natural world, creating useful items with what is provided so generously by nature. Through doing so, she'd aims to develop a deeper connection to this place and to others.
Dr Susannah Stevens
Movement and Learning - Using research to inform our practice.
We all know that tamariki need to move to be well, to learn, and to thrive. As Kaiako, we hold the power to cultivate positive early movement experiences regardless of the abilities, or capabilities that tamariki hold. There is extensive research that spans the physiological and sociological domains of movement that can be really helpful to educators when planning physical activity experiences. In light of this research, this workshop will look at how we can best support tamariki to find a joy for movement, and how to shape the learning environment to facilitate rich learning experiences.
Dr Susannah Stevens
(Susie) holds a PhD, MEd, BEd PE, and a GradDPTchLn in the areas of Physical Education, Learning and Curriculum, Joy of Movement, Olympic Studies, Sport and Child Well-being. Susie has over 20 years’ experience researching and teaching in these fields. She currently works at the University of Canterbury in Te Kaupeka Ako | Faculty of Education, and she holds a strategic academic role in Te Kāhui Pā Harakeke | Child Well-being Research Institute. Susie is the Board Chair of Physical Education New Zealand, the subject association tasked with supporting kaiako to plan, deliver and assess quality Physical Education, using the New Zealand Curriculum. Over the years, Susie has advised the Ministry of Health, Education, and Sport New Zealand on Physical Education, Physical Activity, curriculum and policy. Internationally, she has been contracted to review Physical Education qualifications, and provide advice on Commonwealth and global policy on Sport and Physical Education. She is currently involved in several multi-million dollar research projects that span health and education topics such as child well-being, HPE and literacy, equity in heart health, and physical education practices. Most importantly, she is a mum of two boys, enjoys a laugh and loves a good gin.
Dr Sarah Probine
Becoming an artist/teacher
Our individual and teacher identities are intrinsically intertwined. Past experiences of the visual arts, or conversely, a lack of opportunities to create art in our own lives can shape how we feel about planning and supporting the visual arts with young children. In this workshop, you will begin by reflecting on a story from your own life history that involved the visual arts. We will then unpack and debunk myths about creativity and artistic talent before engaging in some simple and fun drawing experiences to build confidence and visual arts content knowledge. This workshop will conclude by introducing a range of practical ideas for integrating the visual arts into all aspects of children’s learning and collaborative inquiries.
Dr. Sarah Probine is a senior lecturer and the curriculum lead of the Bachelor of Education (Early childhood teaching) at Manukau Institute of Technology/Te Pūkenga, in Auckland. She has worked in initial teacher education for over ten years. Both her master’s and doctoral research (Probine, 2015; 2020) examined early childhood teachers' practices and young children’s learning through the visual arts. Her current research is exploring how inquiry-based project learning has been interpreted by early childhood teachers and communities in the context of Aotearoa, New Zealand.
Lynn Rupe
I am a seed born of greatness
How do we know tamariki come as seeds born of greatness? It is through the stories that have been told from generation to generation. It is these stories that hold the aspirations of the whānau. It is inside these carefully crafted stories that we find ourselves, our identity, our connection. Te Whāriki says, “It is important that kaiako develop meaningful relationships with whānau and that they respect their aspirations for their children.” It is in these conversations that kaiako get insight into language, culture and identity of each of the mokopuna
Lynn Rupe
Over the past 20 years, Lynn has worked inside community organisations, and childcare settings and as a Professional Learning Facilitator with ELP, promoting quality improvement in teaching and learning.
Lynn has a strong personal and professional commitment to see tamariki build resilience through acceptance, acknowledgement and celebration of their culture, language and identity.
There are many curriculum areas that Lynn has focused on since starting with ELP in 2012. Through individual centre support and wider cluster-based professional learning Lynn has provide thoughtful provocation for teachers to stretch their knowledge and practice in areas of infants and toddlers, leadership, literacy, mathematics, bicultural practice and deeply understanding the principles of Te Whāriki.
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Lynn Rupe
Glass half full
An attitude of gratitude sounds so cliche. Is it just a matter of more warm fuzzies, or does having a grateful disposition support you to be a better kaiako, akonga and friend?
Science tells us it is not just warm fuzzies, but that a grateful disposition can change the world. Fostering a positive attitude helps us to lift our gaze to the richness of being a Te Whāriki-grounded centre. The language we use, the habits we build and the motivation of our hearts depend on our view of the world. Is your view of lack, or abundance? Are you a rock or a water thinker?
Mokopunatanga – that the mokopuna of my mokopuna will flourish is not a lofty mountain but something that is attainable if we START WITH US.
Susan Dodd
Virtual Reality Experience
Christchurch City Libraries in partnership with Blake NZ-VR through virtual reality (VR) technology invite you to experience the rich biodiversity that exists below the surface of the New Zealand ocean, as well as the damage that has been done to the ecosystems.
Wearing a VR headset, experience our underwater seascapes through 360˚ videos that compare and contrast different marine environments.
See how technology is being used to enhance engagement, learning and the kaitiakitanga of our seas.
Dr Barbara Watson
Observation and feedback/friends not foes
Many teachers are anxious or uncomfortable about being observed in action and can find receiving feedback confronting and challenging. Yet, the professional expectations of the Standards for the Teaching Profession and professional growth cycles require us to be observed and to receive feedback.
This workshop provides practical approaches to conducting observations of and feedback on practice in ways that are empowering for Kaiako and position them as agential, improvement-focused learners. To realise the full (and substantial) potential for observation and feedback, both within PGCs and more generally, to improve teacher effectiveness and learner outcomes, kaiako and leaders need to view these activities as opportunities to explore practice together. The approaches I share will promote collaborative, co-constructed improvements rather than teachers feeling that observation and feedback are necessary evils.
Dr. Barbara Watson
Barbara is an experienced ECE teacher, leader and professional learning facilitator. Her company, inspirED ECE, provides PLD opportunities to ECE professionals nationally and internationally, both in face to face and online formats. She has a passion for helping teachers to be the very best that they can be.
During her PhD studies Barbara investigated how the induction and mentoring of beginning teachers was understood and enacted in education and care services. She has used this research to inform her work in supporting professional growth cycles and mentoring to be key drivers for improving teacher effectiveness and learner outcomes.
Dr. Anne Meade and Meg Kwan
Exploring Local Curriculum
Local curriculum teaching and learning makes a difference to tamariki becoming competent citizens in their own community and to parents’ appreciation of their child’s competence when they put learning into action. Join Dr Anne Meade, pedagogical leader, and Meg Kwan, head teacher, at Daisies in Wellington, as they share their experience with designing an engaging, localized curriculum and quality documentation that has strengthened the engagement of whānau with their child’s learning. They will talk about how Daisies kaiako shape local curriculum experiences and the impacts these experiences have had on children’s learning outcomes and inform future planning and subsequent actions. Learn about Daisies’ practice of ringing in changes each year as kaiako and leaders listen to each cohort of whānau, tamariki, and kaiako and what is important to them. These workshops will give participants time to consider possibilities and different ways that local curriculum can be designed by kaiako, in a range of settings
Mark White
Documents in
Action
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The number and range of documents that Early Childhood kaiako are required to have knowledge of, understand and use in practice can be daunting.
As each new document is released from Education Review Office, Ministry of Education or Teaching Council it can feel like another layer of compliance has been added to our mahi.
However, by recognising and understanding what action each of these documents leads, and how they influence our priorities and practices, it becomes clear how all these documents work together to support our teaching and learning.
Catherine
Gerslov-Wright
The Science Lab
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“What is Science in Early Childhood?”, “I am not a scientist, I don’t know what to do!” “What words do I use to describe science concepts?”, “How do I encourage children to develop their working theories about science?” “How can I find out more?” “What if I get it wrong and children aren’t getting the right information?”.
Many kaiako are unsure about science in ECE – after all, we trained as kaiako, not as scientists, right? Let’s flip that narrative to the knowledge that we are all scientists every day. Let's look at what science encompasses and how we can share an interest in science with tamariki. Come prepared to get investigating, to try some experiments and learn more about what science can be within Early Childhood.
Sara De Heer from Ko Taku Reo
Using Stories and Songs to Develop Language and Literacy
Fostering a rich language foundation for deaf and hard of hearing (DHH), and indeed all Akonga is key to ongoing success with executive function, social, literacy, and numeracy skills. Teachers supporting and engaging learners with visual opportunities to develop and enhance language are crucial. Join this workshop to delve into practical strategies for book sharing and songs.
Jeanne Williams
The forgotten creative spaces
There is something really special about making something- it engages hands, minds and hearts. The smell and feel of wood, using real tools, working with natural materials, the sound of busy active creatives, hands and minds working together to express their imagination and to solve problems, all go together to captivate tamariki interest.
Quality teaching and leadership make the difference for learners and their whānau as we identify the gaps in our teaching capabilities and invest in opportunities to strengthen our practices. Let’s do this together as we re-imagine the forgotten space of the woodwork/ carpentry experiences, bringing this learning and teaching back into focus and part of our repertoire of experiences on offer to our learners.
Hargest Team and Rhiannon Roberts (MOE)
Supporting language acquisition using visual communication strategies.
In collaboration with Rhiannon Roberts, MoE Speech and Language Therapist, the team at Hargest will share our journey of incorporating visual communication strategies, into our kindergarten day. We will share some of the challenges and highlights we discovered along the way.
Alexandra team
‘Our bicultural Journey’
Do you want to connect with other like-minded teachers in seeing an inspiring environment centred around bicultural practices? Then this workshop is for you!You will walk away armed with tools and strategies to put into immediate action with your tamariki and kaiako. This workshop is around our complex IE review research:
How effectively do we implement a bicultural; curriculum programme, practices and pedagogy in our environment? You should come to this workshop if…
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You want to learn about the process around linking complex IE to PGC – less work, more effective practices.
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Finding ways to collaborate as team
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Making a complex IE review fun.
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If you are interested in exploring: Understanding Māori culture/values though ‘the arts’, leadership in Te Ao Māori, supporting children’s cultural identity, whanaungatanga (connecting whanau and community) and providing a cultural responsive teaching practice.
What you will take away with you…
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ideas to implement into your practice
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great connections and whanaungatanga (connections) with people who are as passionate about a bicultural environment as you.
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Ways to incorporate a te ao Mäori perspective into the environment
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Inspiration from passionate teachers
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Ways to nurture whanaungatanga
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Practical tools and resources to confidently incorporate bicultural practices into your daily routines.
We know you will get so much out of this fun, inspiring presentation by teachers and hands on experience by looking around the environment and asking questions. We can’t wait to see you there!
Kahu Collective - Lisa Harding (weaving)
Kōmore/Harakeke Bracelet Workshop
(maximum of 10 participants)
Nau mai, Haere mai. Weaving kōmore/bracelets is a great way to start your weaving journey.
The skills learned whilst completing your kōmore can easily be applied to weaving many other items. In this workshop we also cover the tikanga embedded into this beautiful traditional artform.
Kay-Lee Jones
Whakamanahia ngā tamariki: Empowering our tamariki through language, culture and identity
University of Canterbury Senior Lecturer Kay-Lee Jones (Te Aitanga a Māhaki, Ngāti Porou, Te Whānau a Kai) will lead a kōrero on the importance of empowering cultural identity/identities and ancestral language/s of our tamariki/mokopuna in our Aotearoa teaching and learning settings.
The whakataukī, Poipoia te kākano, kia puāwai | Nurture the seed and it will blossom, is the foundation for her kōrero, as she tells her own pūrākau and interweaves a new Ngākau Approach to embed culturally empowering practices into teaching and learning environments.
Kay-Lee Jones currently works in Teacher education at Te Whare Wānanga o Waitaha | The University of Canterbury. She is a proud māmā of three beautiful Māori, Samoan tamariki and has a teaching background in Māori medium settings. Her doctoral study focussed on the pūrākau (stories) of early childhood and primary teachers from Puna Reo 51% + te reo Māori immersion programmes.
Kay-Lee is a teacher of teachers, committed to “helping grow a heart for te Ao Māori”. The Board Chair of Te Pā o Rākaihautū describes her as “a great role model not only for her whānau but all who meet her.” In addition to winning a UC Teaching award in 2020, Kay-Lee has also been recognised on the national level by the prestigious Ako Aotearoa Sustained Excellence in Tertiary Teaching award – Kaupapa Māori category – only the second teacher at UC to achieve this.
Dr Ali Glasgow, Dr Fuapepe Rimoni, & Associate Professor Robin Averill
Feliuliuagkiga o te au mo he lumanaki taua o fanau
Recognising the moving currents for the sustainable future of our children ( Tokelauan traditional proverb)
Malo e lelei, Kia orana, Talofa lava, Malo ni, Bula vinaka, Fakalofa lahi atu, Warm Pacific Greetings
Understanding Pacific values and integrating these into early childhood learning environments is critically important for Pacific learners’ learning and wellbeing. Those working in early childhood settings require in-depth understandings of Pacific perspectives and values to enable Pacific learners to thrive. Engaging the metaphor of the traditional compass helps us to consider the broader cultural context when we navigate ways to work with Pacific learners and their families. Within the book Pacific Educators Speak: Valuing our Values we explore Pacific values and stories shared by Pacific educators. Furthermore, we recognise how vital the values are to Pacific people, and how attending to all of the values holistically can assist educators to think, act and foster the learning and wellbeing of Pacific children, in collaboration with Pacific families, within early childhood settings.
In this presentation we will discuss, in interactive groups, Pacific educators’ stories around the nine Pacific values from Tapasā and unpack components of chapters designed to expand our knowledge and understanding of culturally sustaining teaching. Ultimately it is intended that early childhood teachers in this session will consider and discuss ways that they can engage and implement strategies in their teaching in light of the Pacific values to promote and build Pacific cultural competencies.
Kerry Purdue
Working in partnership to promote equity outcomes for disabled learners
Current equity legislation, policy, strategies and plans along with research and literature highlighting the benefits of quality, equitable, rights-based education for children’s learning and development indicate that Aotearoa New Zealand’s early childhood education sector is making progress in addressing inequities for some disabled learners. However, a recent Education Review Office report (ERO, 2022) notes considerable variation in quality provision for such learners around the motu. The report emphasises that some early learning services need to do more to strengthen quality provision within their programmes. If we are to continue improving inclusion and equity in early childhood education (ECE) for disabled learners, we need to further strengthen initial teacher education and early learning service partnerships to ensure kaiako can respond appropriately to the rights and needs of these learners. This partner approach provides opportunities for services, kaiako, student teachers and lecturers to come together to share knowledge, skills, information, resources and practices directed towards improving the quality of early childhood provision. Such partnerships also help us to question and think about what is working well, what isn’t, and why from multiple perspectives. It is important that the sector continues to kōrero not only about the opportunities and challenges associated with implementing inclusion and equity research and policy in practice but also the partnership actions needed to ensure Aotearoa New Zealand’s ECE workforce can appropriately meet their obligations to disabled learners, both now and in the future. I look forward to discussing this topic with you at the hui.
Dr Sarah Probine
Children and
teachers as powerful visual learners and artists
The visual arts are one of the most significant domains through which young which tamariki can explore, theorise, communicate and reflect on their experiences of the world. It is in early childhood that tamariki begin to develop their identities as learners, creators and art-makers. Because of this, early childhood education plays a crucial role in initiating tamariki to the domain of the visual arts and in ensuring they develop a positive image of themselves as visual artists and creative thinkers.
For many kaiako, developing a rich, authentic visual arts curriculum can be highly challenging. Our individual and teacher identities are intrinsically intertwined. When kaiako have had negative experiences of the visual arts within their own educational experiences or simply may not have had the opportunity to learn about a wide range of visual arts practices, they can experience a lack of confidence or uncertainty when conceptualising visual arts experiences for tamariki. Adding to the complexity surrounding the visual arts are the confusing messages about what is appropriate engagement for kaiako. Whilst in other areas of the curriculum kaiako are comfortable to ask questions, challenge, make suggestions, and become co-players and co-participants, deeply entrenched ideas about tamariki being born as ‘artists’ can leave kaiako feeling uncertain about their roles.
Spending time unpacking personal histories with the visual arts and broadening understanding of what visual art is through different cultural and historical lenses are two powerful ways to reconceptualise or strengthen the role of the kaiako when supporting visual arts learning. This is crucial as kaiako play powerful roles in creating a rich, culturally inclusive visual arts curriculum for our youngest citizens.
Lineti Punivai, Aiga Latu, Latu Filiai, Amie Fasi, Makaleta Mohi, Sigauta Siose, Amelia Solofuti
Embedding Pasifika Practices in our daily programme
Tautua nei mo sou manuia taeao.
Serve now for a better tomorrow.
This workshop will be very interactive and practical with hands-on activities. Our Pasifika kindergarten’s faiaoga/faiako will be sharing their teaching and learning experiences, ways of being and doing through art, crafts and storytelling/legends.
Hiva, pese/songs, words and phrases from different Pasifika languages will also be part of this talanoa to add to your kato ako/learning kete as you engage with our Pasifika tamaiti, their aiga/famili and their community.
O le tele o sulu e maua ai figota, e mama se avega pe a ta amo fa’atasi.
My strength does not come from me alone but from many.
