Around $3 million will be invested to build six new classrooms at Te Kura Kaupapa o Ngā Uri a Māui in Gisborne, Education Minister Nikki Kaye and Associate Education Minister Tim Macindoe announced today.
Minister Kaye visited the kura this morning with East Coast MP Anne Tolley to share the good news.
“Te Kura Kaupapa o Ngā Uri a Māui was originally established in 1999 as a kura for years one to eight, and was Gisborne’s first Te Reo total immersion school,” says Ms Kaye.
“In 2013, it was redeveloped as a Year one to 13 wharekura, supporting a local pathway for total immersion delivery of the curriculum.
“The kura has been experiencing significant roll growth, which shows the popularity of kura kaupapa education in the Gisborne region.
“I know the new classrooms announced today will be a welcome addition, and will provide the extra capacity the kura needs as it goes from strength to strength.”
Mr Macindoe says the new classrooms will take the total number of teaching spaces at the kura from 13 to 19.
“Today’s announcement is part of a second phase of investments in roll growth classrooms as part of Budget 2017,” says Mr Macindoe.
“We’re committed to building new classrooms in areas where there’s ongoing growth and where schools have a long-term need for extra capacity.
“Budget 2017 provides a total of $456.5 million for school property, which will deliver six new schools, two school expansions, 11 new special education satellite units and around 305 new classrooms nationwide.
“This is part of a record $5 billion investment by this Government since 2008, aimed at modernising and expanding our schools.”
Education Minister Nikki Kaye says a ceremony today has marked the official opening of Rototuna Senior High School in Hamilton.
The Prime Minister, the Right Hon Bill English, attended the opening ceremony this morning, along with Ms Kaye, Minister Paul Goldsmith, and Ministers David Bennett and Tim Macindoe (as local MPs).
“This fantastic new school, which represents an investment of around $40 million, features a range of flexible learning spaces, performing arts studios, a learning resource centre and special education satellite unit,” says Ms Kaye.
“Rototuna Senior High School is initially catering for Year 11 students, but will grow to a full Year 11 to 13 senior high school in 2019.
“It shares a site and some facilities, including technology areas, visual arts studios, music suites and recording studios, with Rototuna Junior High School, which opened in 2016.
“I’d like to thank the senior school’s founding principal, Natasha Hemara, and the Establishment Board of Trustees led by Megan Campbell, for all their hard work helping to create this state-of-the-art new school.
“With its excellent facilities and vision of ‘Connect, Inspire and Soar’, Rototuna Senior High School will deliver a fantastic learning environment for local students.
“The school is located in the greenfield development area of Rototuna, which is a fast-growing area. To reflect this, master planning for both the junior and senior high schools allows for expansion to accommodate future growth.
“Also on-site and part of the official opening today is the $9.2 million Rototuna Community Recreation Centre, a four-court complex funded jointly by the Ministry of Education and Hamilton City Council.
“This is about recognising the important place schools have in the community, and identifying ways to work together to maximise the benefit of facilities for the whole community.
“I’d like to acknowledge Mayor Andrew King and the Hamilton City Council for their collaborative approach, as well as the financial contribution the Council has made to the Recreation Centre, which will cater to a range of indoor sports such as volleyball, basketball, netball, futsal and badminton.
“Since the investment in Rototuna Senior High School was approved under Budget 2015, the Government has continued to invest in school infrastructure in the Waikato region.
“Over the last two years, we’ve invested over $38 million for various projects, including building new classrooms to meet roll growth, extending Endeavour Primary School and establishing the new Sylvester Primary School.
“This is part of this Government’s record investment of over $5 billion towards upgrading and expanding our schools nationwide.”
National will roll out a suite of technology, maths and language initiatives in schools to ensure our young people have the skills to succeed in a more digital and internationally connected world.
“We want to help our children develop skills that will help them succeed over their lifetimes, both in New Zealand and around the world,” Education spokesperson Nikki Kaye says.
“National will establish Digital Internships and Digital Academies, to give year 12 and 13 students practical, work-based learning opportunities that are a springboard into the IT sector.
“Digital academies will be similar to Trades Academies, and offer specialised, IT-focused learning which also allows 1000 students a year to gain relevant NCEA credits.
“Digital internships will see work placements, mentoring and tailored learning provided by industry partners for 500 year 12 and 13 students a year, building a pathway between skills gained in the classroom and jobs in the IT industry.”
The digital learning package is expected to cost $48 million over four years.
National will invest a further $126 million over four years to improve student achievement in maths at primary school, which has been highlighted by National Standards as an area where New Zealand needs to improve.
“We’ve set an ambitious target of having 80 per cent of 13 year olds at or above National Standards in maths by 2021, and we’ll give our children and their teachers the tools they need to succeed,” Ms Kaye says.
“We know some teachers lack confidence in maths, which affects their ability to pass these skills on to our children, so we will invest in them, by providing 1200 fully funded places a year for teachers wanting to undertake university-level papers targeted at teaching maths to primary students.
“We will also provide intensive support in the classroom to students who need it, in 1000 schools per year that have identified maths as a particular issue. And we will roll out more classroom resources such as apps to all schools to help raise achievement in primary schools.
Finally, National will ensure all children have the opportunity to learn a second language at primary school, if they choose to.
“National will invest $160 million over four years to provide schools and Communities of Learning with more expert language teachers, language specialists and online resources.
“At least 10 priority languages for the programme will be set following consultation with communities, with Mandarin, French, Spanish, Japanese, and Korean likely to be included, along with Te Reo and New Zealand Sign Language.
“It will be up to school boards to decide which languages will be taught in each school, but they will be required to offer at least one second language to their students.
“National’s education policy is about supporting students to develop skills that will help them succeed both on our shores and beyond,” Ms Kaye says.
A National Government will invest $45 million to revamp National Standards so children, parents and teachers can track their progress throughout the year in key learning areas.
“National Standards has been hugely successful in keeping parents informed about how their kids are doing at school, but we can do more to ensure they are better able to participate in their child’s learning,” Education spokesperson Nikki Kaye says.
“It currently gives a snapshot of how a child is performing, with children given a broad ‘below’, ‘meets’ or ‘above’ rating.
“The new National Standards Plus will provide more information throughout the year about how our kids are progressing at a much more granular level – information that can be accessed immediately online by children and their parents. It will build on tools already used in hundreds of schools.
“National Standards Plus will allow parents to track their child’s progress as it happens, in much more detail. So although a child may stay within a particular rating across a number of years, parents will be able to see whether their child is catching up or falling behind.
“Families will benefit from more regular updates on how their child is progressing against a longer and more detailed list of key learning areas beyond just the core competencies.
“By moving reporting online, National Standards Plus will help teachers by streamlining paperwork and reducing workloads.
“The new system will also help teachers to further tailor learning by delivering faster, more detailed information about where a child is succeeding and where they might have room for improvement.”
National Standards Plus will initially be rolled out to reading, writing, and maths in 2019, but will be extended to digital technology and wellbeing measures over time.
“We will work with the education sector to develop and build tools to enable National Standards Plus,” Ms Kaye says.
“It will help families to be more active in their child’s learning, while also enabling teachers to tailor their teaching to individual students.”
The new funding is made up of a $25 million one-off investment in systems to deliver National Standards Plus, plus $20 million of ongoing funding over four years.
The Government has made a decision to shift towards a system that measures student progress, alongside National Standards / Ngā Whanaketanga Rumaki Māori, to help ensure every student gets the support they need to achieve, Education Minister Nikki Kaye says.
“Monitoring student progress gives teachers more data on which to tailor learning plans for their students – and we want to roll this out to all primary schools and kura,” Ms Kaye says.
“Measuring progression means teachers will be able to see how far children have come in the specific learning areas that make up National Standards.
“The changes agreed by Cabinet will see teachers able to track progress during the school year as students continue to learn and master new skills.
“Measuring progression will help build on the gains already being made in student achievement.
“We have a good record on lifting achievement overall. We have done this by funding for more children to participate in early learning, introducing national standards, implementing Communities of Learning and investing more to support young people at risk of not achieving. Progression is another step in our plan.
“The change also reflects the education sector’s observation that we don’t adequately show a student’s progress over time, particularly for students who may be below the standard, and this will help address that.”
To support teachers the Ministry of Education has developed progress tools, such as Learning Progression Frameworks, the Progress and Consistency Tool and Whakatupuranga, that help show how children are doing and how they can progress. These have been developed in a number of areas including reading, writing, maths and digital technologies.
The Government wants to roll out tools like these to all primary schools and kura as evidence shows they deliver real benefits for teachers and kaiako, by streamlining paperwork and reducing their reporting workload.
“Practical details of this change will be worked through with the sector before it is fully implemented, but we intend for it to be rolled out within three years,” says Ms Kaye.
“We will be holding an education summit later this year to work with academics, the education sector and international specialists to ensure the design of the new system is evidence based.”
A new partnership to help young people showcase their skills and competencies to prospective employers and others was announced today by Youth Minister Nikki Kaye.
“Many of our young people have participated in leadership, mentoring and volunteering activities and we want them to be able to demonstrate this, and other achievements, through an online social record,” says Ms Kaye.
The new social record platform is the result of a partnership between the Ministry of Youth Development (MYD) and YouthHub, an existing digital platform that enables young people to curate their journey through formal and informal learning experiences towards employment.
“As well as prospective employers, the social record site will enable young people to interact and share achievements, information and ideas with a wide audience, including peers, volunteer organisations, schools, education providers and youth workers, who can all have a presence on the site,” says Ms Kaye.
“This is about bringing together, in one place, individuals and organisations that can play key roles in furthering youth development, and enabling young people to make connections to chart potential new paths to success.
“The site enables young people to build an online profile and CV which they can enhance at any time with information, photos and videos. They can also record their activities and skills, seek references, learn about new opportunities and apply for training or jobs.
“We want to help grow skilled, informed and engaged young people, and provide a level playing field that offers equal opportunities to succeed to all.”
Work is also underway on the development of an app to access the social record.
“When MYD’s new direction was decided in late 2015, I signalled the importance of recognising youth participation in leadership, mentoring and volunteering opportunities through a social record. The partnership between MYD and YouthHub is about delivering on this vision,” says Ms Kaye.
“Significant testing has been carried out on the YouthHub platform by both the organisation itself and the Government, and we’re confident it offers a safe and secure way for young people, youth organisations and businesses to engage.
“A benefit of using the YouthHub platform is that we get to leverage an existing site, which already has significant connections and an integrated approach, focused on reducing silos and avoiding duplication.”
So far, 2,600 young people, 50 schools, 150 businesses, 120 teachers, 100 youth service organisations and 60 tertiary institutions already use the YouthHub platform.
“I encourage all young people and others interested in supporting their development to join the site,” says Ms Kaye.
“This has the potential to be the number one way in which young people promote themselves and their capabilities, and acquire the information and forge the connections to help them grow and succeed.”
View the social record platform here
Four recipients of the 2017 Minister for Youth’s International Leadership Award were announced today by Youth Minister Nikki Kaye.
“This award supports outstanding young New Zealanders to access an international opportunity to develop their own leadership skills, and in turn support the development of other young people,” says Ms Kaye.
The 2017 award recipients are:April McLennan (Christchurch) Ashutosh Sharma (Auckland) Stephanie Benseman (Wellington) Rees Vinsen (Auckland).
“These are young people who’ve been recognised for their leadership, entrepreneurism and innovative thinking. They are talented young New Zealanders who have great vision, fortitude and a real sense of social responsibility,” says Ms Kaye.
“As part of the award, the recipients will travel to China from 16 to 23 September, where they will take part in the Follow the Footsteps of Rewi Alley Programme in Shenzhen.
“This programme will enable participants to take part in discussions on topics such as innovation, cultural creativity and social enterprise, and meet with leading Chinese technology companies to learn more about the latest innovations, trends and technology developments in China.
“In addition to the Rewi Alley programme, the award recipients will visit Shanghai to network and develop connections with Chinese and New Zealand entrepreneurs.
“China is one of our largest and most important trading partners, and this will contribute to growing the level of engagement and understanding between our two countries.
“Following their return to New Zealand, the award recipients will attend the New Zealand-China Youth Forum in Auckland on 5 November, where they will share their international experience with other attendees.
“A big focus of the International Leadership Award is the sharing of insights gained overseas with local young people. The award recipients will use their international experience to inspire, mentor and foster ongoing leadership opportunities for other young New Zealanders in their communities.
“Recipients of the inaugural International Leadership Award visited China as part of a Ministerial delegation last year, and returned with a deeper understanding of innovation, technology and entrepreneurship in a country with a burgeoning start-up scene.
“I congratulate the four new recipients this year, and encourage them to immerse themselves in the experiences that lie ahead of them. I’m sure they will grow personally and come home brimming with ideas for new business and social initiatives.”
Biographies of 2017 Award recipients
April McLennan, Founder, Limitless
April founded Limitless, an organisation that aims to help young New Zealanders pursue and excel in work that they’re passionate about, and which connects with their strengths and values, in 2016.
Limitless offers an online portal that connects young people to opportunities, as well as an interactive conference that focuses on developing awareness and confidence. April works full-time on Limitless’ growth and development.
Ashutosh Sharma, CEO, ARCOM NZ
Ashutosh built a maths Q&A app called Extreme Math before starting up ARCOM NZ, which makes new technology accessible to people, develops holographic software for business and has also been developing a social good app for people who are deaf and mute. Ashutosh also recently relaunched his first website, Sell My Good, an online classified ads platform which has since experienced rapid growth.
Stephanie Benseman, Communications and Marketing Manager, Young Enterprise
Stephanie works as Communications and Marketing Manager at Young Enterprise, a charity that develops business-oriented programmes and educates students on becoming financially capable.
Currently in her final year at Victoria University completing a Bachelor of Commerce in Information Systems, Commercial Law and Management, Stephanie was also the co-founding director of graduate recruiting platform Filtr and is a partner in youth-led investment fund First Cut Ventures.
Rees Vinsen, Founder, Adduco Media Group
Rees is a tech entrepreneur who navigates the intersection where social media and business meet.
He founded Adduco Media Group, a millennial-led social media agency that grew to a team of 12 within 24 months, and which has worked with more than 120 brands in Australasia and Asia.
Rees also devotes time to other directorship roles and investment pursuits, as well as youth mentoring and speaking engagements.
Video of 2016 Award recipients outlining their experiences and learnings
Reflections of 2016 Award recipients on opportunities for young New Zealand entrepreneurs in China
Auckland University of Technology (AUT) has been granted exemption from the Initial Teacher Education moratorium that’s currently in place, so it can offer teacher training in South Auckland from the start of 2018, Education Minister Nikki Kaye announced today.
“I announced in May that the moratorium on new teacher education programmes will be lifted in January 2018,” says Ms Kaye.
“Exempting AUT from the moratorium now will enable them to open enrolments for their Bachelor of Education (Early Childhood and Primary Teaching) qualification, so that students can attend the South Campus in Manukau from the start of next year.
“Currently, trainee teachers living in South Auckland who are enrolled in AUT programmes must travel to the North Shore campus, and that has an obvious impact in terms of travel time and costs.
“This is about making it easier for people living in South Auckland to pursue teaching careers.
“It’s important to me that we encourage diversity in our teaching profession, and we help local principals overcome challenges they face finding quality applicants to fill vacancies.
“Today I’ve announced a further $3 million of funding to help increase teacher numbers, with a focus on addressing supply pressures being experienced in Auckland.
“This funding will expand the popular Auckland Beginner Teacher Project, and provide relocation grants for returning New Zealand trained teachers or overseas trained teachers.
“Making it easier for people to train as teachers in South Auckland means we should also increase the pool of teachers available to step into local jobs once they’ve completed their training.”
NotesThe current moratorium on new teacher education programmes has been in place since 2000. The aim of the moratorium was to gain control over the quantity and quality of initial teacher education programmes. Significant quality assurance has now been put in place, enabling the moratorium to be lifted next year and applications opened to good quality, innovative providers.
Education Minister Nikki Kaye today announced a $3 million package to help increase teacher numbers, with a focus on Auckland.
“I’ve looked closely at teacher supply and listened to what principals and teachers have told me about growing pressure, particularly in Auckland,” says Ms Kaye.
“We will invest an additional $1 million to double the capacity of the popular Auckland Beginner Teacher Project, and $2 million over two years to assist with relocation costs for 200 returning New Zealand trained teachers or overseas-trained teachers.”
The Auckland Beginner Teacher Project (BTP) currently supports up to 40 beginning or provisionally registered teachers to secure roles in Auckland primary schools, so they can have certainty of employment and a guaranteed path toward full certification.
“Previous estimates of vacancies in Auckland schools were around the two per cent mark. However, the teacher supply landscape is changing rapidly. The initiatives already underway have helped relieve pressure in Auckland and elsewhere, but I want to ensure we’re taking all possible steps,” says Ms Kaye.
“Auckland principals asked for the BTP to be expanded, so I’m delighted to be able to support another 40 teachers to start in 2018. The Ministry of Education will work with the Principals’ Association to ensure beginner teachers are targeted toward high-need areas.
“Teachers eligible for relocation grants will be able to access tax-free grants of up to $7,000, depending on the duration of the position and whether they are New Zealand or overseas-trained. Schools employing a teacher through this scheme may also receive a finder’s fee of a maximum of $3000.
“The grants, payable in 2018 and 2019, will be targeted toward filling long-term positions in hard-to-staff areas, subjects or schools.
“A previous International Relocation Grant, in place between 2000 and 2015, was discontinued due to an oversupply of teachers. However, given the current supply pressures, it’s appropriate to reinstate the grant and increase its maximum value, to reflect rising costs.
“These initiatives build on our investment of $9 million in a teacher supply support package announced last year, a further $5.2 million for the Teach First NZ programme through Budget 2017, and $2 million for a new mentoring programme to encourage more teachers to become fully certified.
“I can confirm today that I will also ask the Ministry to review the Voluntary Bonding Scheme, which provides lump sum payments to beginning teachers after three years of continuous employment in eligible schools. I want the Ministry to consider how the scheme might better respond to current teacher supply pressures, so that schools with hard-to-fill vacancies are better able to attract the teachers they need.
“We know the workforce is changing in Auckland and across the country, so it’s important we have a range of options in place to respond to demand.”
- Today’s announcement takes the total amount of Government funding committed to improving teacher supply to almost $20 million over two years.
- The Auckland Beginner Teacher Project (BTP) is a joint initiative between the Ministry of Education and the Auckland Primary Principals’ Association.
- Schools taking part in the BTP commit to providing induction and mentoring over a two year period, and to employing the teacher in a permanent or fixed term position of at least two years to enable them to meet the criteria for full certification.
- The Ministry pays participating schools $24,000.
- 37 teachers from the first cohort of the BTP are currently employed in schools in Auckland.
- The Ministry of Education is working with an additional specialist education recruitment-provider to enhance support for primary and secondary schools in Auckland schools, with a focus on those facing recruitment challenges in shortage subjects.
- Work is also underway to develop a Workforce Strategy that provides more real time information so we can better meet the future needs of schools - the Ministry is establishing a Workload Advisory Group, in consultation with the PPTA and NZEI unions, to contribute to this strategy.
Education Minister Nikki Kaye says two thirds of children and young people are benefiting from their schools and early childhood education providers working together as Communities of Learning.
“I’m pleased to announce today that another 13 Communities of Learning have formed, taking the total number of Communities across the country to 210,” says Ms Kaye.
“More than 580,000 children and young people are now in a Community of Learning. Communities bring together early learning services, primary and secondary schools as well as tertiary providers to work together to raise achievement for all their children and young people.
“We’re starting to see some really innovative ways of working at all levels in Communities to better support children and young people as they move through the education system.
“It’s particularly pleasing to see the growing momentum in early learning with nearly 100 more providers joining Communities in just four months. We now have 279 early learning services working more closely with schools to better support children, particularly with their move to primary school.”
The number of tertiary providers has also increased to eight, and across the country there is now a total of 1734 primary and secondary schools involved.
The 13 new Communities of Learning announced today are in Tai Tokerau, Auckland, Waikato, Hawke’s Bay, Wellington, Canterbury and Otago.
“Given the first Communities only started forming in late 2014 it is phenomenal that so many education providers have embraced this collaborative way of working,” says Ms Kaye.
“New Zealand has come a long way since the competitive model of Tomorrow’s Schools was established in 1989. We now have an education system that is much more focused on the achievement of every child and young person at both a system level and in every school and early learning service.
“We have around1400 teachers and leaders in the new leadership roles sharing best practice both within their own school or early learning provider and across all members of the Community.
“100 communities are now working with expert partners to analyse their student data to set achievement challenges and action plans to ensure the success of more and more of their children and young people.
“Seeing talented, experienced principals and teachers working with expert partners in this way is what the initiative is all about,” says Ms Kaye.
Examples of what Communities of Learning are doing include:The Lynfield (Auckland) community is using new higher quality student data to set clear achievement challenges for students. Using this data, along with changes to classroom practice, increased student engagement, and more effective teacher parent partnerships, Lynfield has set targets to raise achievement in writing and mathematics, for Māori, Pasifika, boys, and English as Second Language (ESOL) students in particular. Lynfield has aligned all its primary student data by using one student management system. This enables easier transfer of student information as children move between schools and allows the community to develop a joint understanding of student progress. Blenheim’s Piritahi Community of Learning is giving their kids the best start to primary school. Twenty one schools are collaborating with the Marlborough Kindergarten Association to make sure students are academically and emotionally ready to move to school, and to help prepare new entrants to meet the community’s achievement challenges in areas like maths and writing. Southern Area Schools (Otago Southland) is using digital technologies to bridge the large distances between the schools in this Community. It has a Google community for all the teachers to use to develop strategies and share good practice around raising writing performance. Cohort teacher groups are being set up across the community, based on the age of the students being taught. Each will be coordinated by an educator in one of the new in-school teaching positions. The groups will organise professional learning and development opportunities for staff and collaborate to raise progress and achievement for students using Google community and Google hangouts. Palmerston North East is using the new across and within school teaching roles to develop more consistent assessments of student ability, and to help teachers become more confident to teach subjects in which they have previously lacked training or experience. It has an across (secondary) school teacher working with 11 primary and intermediate teachers to develop a consistent understanding of students’ maths progress and achievement across the schools. Another across school teacher is helping improve science teaching for primary teachers, with help from the Ministry of Education and the Royal Society Te Apārangi. The Ministry recently funded 800 hours of science training over two years for teachers in the community. Alongside targets in areas like writing and maths Te Waka o Māramatanga (Flaxmere) is setting innovative targets to meet the wider needs of its students and their local community. It has targets for improving hauora (heath and wellbeing) as part of its action plan. These include improving student fitness and encouraging healthy eating habits for all its students. These plans are being incorporated into teaching and learning in all its schools, as the foundation for improving progress and achievement across the community. Northern Porirua (Wellington) This Community shows how the Ministry of Education funded Expert Partners are helping communities accelerate their development and define priority areas for lifting their children and young people’s progress and achievement. With the help of their Expert Partner, the nine schools in this community have developed achievement challenges focused on STEAM (science, technology, engineering, arts and mathematics). Using their student data, the Expert Partner also worked with these schools to define clear achievement targets for their Pasifika and Māori students.
“These examples demonstrate how education practices are changing in New Zealand,” says Ms Kaye.
“We’re seeing increasing interest from other countries about what we’re doing here and the differences that we hope Communities of Learning will make to not only the quality of education that our children and young people receive but also the opportunities they have to achieve.”