Core Education

Leadership coach Sean Bailey considers the importance of mentors and shares the first challenge he faced as a new Tumuaki.

Join Ruta McKenzie and Tutuila Lio Va’auli in a talanoa that explores Matariki from a Pacific peoples perspective.

Facing the teaching year ahead probably feels like an enormous challenge for many educators. Hybrid learning models can support educators to prepare for disruption and develop a resilience plan. In this podcast, Derek Wenmoth explains the what, why and how of hybrid learning and how the "the essence of really good, effective hybrid learning is that we're making the act of teaching and learning really transparent."

“Te Whakamānawa provides stepping stones to start wherever you are and to then progress”. Join Alicia Ngaropo-Tuia and Rachel McNamara as they discuss Te Whakamānawa experiences, exploring how relationships with kaiako, ākonga, whānau and iwi/hapū can support engagement and achievement.

For Ruta McKenzie a huge part of Te Tiriti “is about Māori welcoming us with open arms”. Join Ruta and Tutuila Lio Va’auli as they consider Te Tiriti o Waitangi with a Pacific lens.

Amira Aman discusses how with all the changes this year and last it can sometimes feel like we're swimming with sharks. She discusses how Mentoring and Coaching techniques can support you and support others.

Kōwhiti Whakapae: Practice and progress tools to support competent and confident kaiako and mokopuna draws on the description of the whāriki image presented on the inside cover of Te Whāriki and the importance of weaving rich and responsive curriculum experiences for all children.

Janelle Riki-Waaka and Rahera Ormsby discuss highlights from Jase Te Patu's keynote and Dr Denise Quinlan & Dr Lucy Hone's uLearn21 presentations.

Janelle Riki-Waaka and Gemma Stewart discuss highlights from Dr Rangi Matamua's uLearn21 presentation.

'From my perspective, I see the whole aspect around teaching boys is around relationships' Dr Michael Harvey, Senior Science teacher at Marlborough Boys, and Rochelle Savage (mother of teenage boys) discuss tips for teaching boys.

'It's great to see the five-year-olds who are directing the play' 'I think parents coming into this environment feel comfortable. It feels familiar to them' Tracey McAllister discusses how Learning through play helps with transitioning to school with two New Entrant teachers.

Sarah Te One and Nikki Grazier discuss an example of using Te Whāriki principles in assessment from an early learning centre.

'Because it's not about the tool you're using but the end product and the outcome' Everyone learns differently. For all ākonga to be successful, lifelong learners, learning spaces need to be designed to be flexible, barrier-free environments. Linda Ojala discusses how Universal Design for Learning (UDL) can enable equitable access and participation in learning. 'And it was my epiphany moment - wow, there is something out there that can help' 'So I kind of crashed into UDL on a very random web search one day' 'And I'd often think that what I was doing with the learner could be incorporated into the everyday way of all learners'

Sarah Whiting discusses real-life examples of Courageous Conversations and tips for success including that timing can be everything. 'Everyone should walk away (from a courageous conversation) feeling like they have been heard'

Marlborough secondary school kaiako, Duncan, took part in CORE’s games-based learning online programme. “It has changed my practice and others because we have used elements of games-based learning and have incorporated these into some of our new junior courses. For example in Ancients Alive, a year 9 and 10 social studies course, the students use the creative element to help build a structure in Minecraft that reflects a cultural narrative.” Listen to those who wrote and participated in the blog - Games-based learning: the door to equity through agency.

'Something that actually stops you dead in your tracks and makes you think, we need to do something about what we've just heard.' 'The conversation revealed that she was really shocked that this is what people took from her words and she said: I'm not hearing myself.' Pam O'Connell and Sarah Te One discuss critical conversations and real-life examples from their teaching experiences and how they dealt with them using their experiences of the frameworks.

"Connect with a problem that MATTERS to them. We've had all sorts. A group of boys designed a shoe that buzzed and vibrated if you stepped out of line for their hip hop group." Suzi Gould from CORE discusses how iNVENTIONATOR works - co-creating solutions, connecting and collaborating with other ākonga

"It makes us unique - it makes us who we are and what we are and it informs how we move forward as a society. It's important for everyone, to help us shape a better future." Patariki Grace and Te Mako Orzecki discuss the importance of learning about Aotearoa New Zealand Histories for all New Zealanders, and how engaging place-based learning is for all tamariki.

Glenda Albon shares how a group of teachers used He Māpuna Te Tamaiti to improve their communication and become even more child-led.

"But it was pretty motivating for the kids because they had a real person to design for". Karl Summerfield shares a real-life digital technologies example from when he was teaching Year 12 students, and how he supported them to create a digital outcome in a local context.