Newsletter - Issue 10 - August 31

Tumuaki Talk

Tēnā koutou katoa nga mihi ki te whānau o Te Kura Takawaenga o Ōtātara

Now, I am not much of a Weetbix eater and, in fact, would rather eat cardboard however this brand is rather iconic in Aotearoa New Zealand. They have long been synonymous with trading cards and most of these in the last few years have been centred around the All Blacks. Great stuff but also a wee bit limited! So, how exciting it was to see that Dame Valerie Adams has persuaded Sanitarium to widen the scope so that there will now be a vast range of sporting stars to celebrate and collect.

It would be even cooler again if we could persuade such companies to celebrate an even wider variety of 'stars' as we all know how much talent is in Aotearoa in the fields of the Arts, sciences, the world of business and commerce, technology and so on. They, too, need to be celebrated. Now don't get me wrong because I love sport and see so much value in that however I have now been in education for a heck of a long time and have had the pleasure of seeing so many successes outside of sport too. So many! So, when we can we should celebrate these stars too.

Last week we hosted Palmerston North Intermediate Normal as part of an annual exchange with an absolute emphasis on the Arts. A massive day for all involved and weeks of work for those who organise the whole package - my thanks to them for opening up those new avenues. Participation is really high on this day and the talents shared across the two schools are unbelievable to see. Whether that be dance, drama, debating, Kapahaka, Pasifika and Theatre sports, the confidence gained by those who are 'having a go' is wonderful to see. Opportunities such as this are so needed by our rangatahi as we endeavour to create well-rounded citizens.

Recently we attended Pukemokimoki marae and, again, the learnings from this were immense. The cultural aspect of each of these days, embedded firmly in te Ao Maori, will be remembered by all forever. Whether this was the first experience of a marae or whether one of many visits, the sense of awe was very obvious. Those that had been before provided massive amounts of support for those that were new to this aspect of our culture. That sense of tuakana-teina is such an important part of our own kura / school DNA and what better a place to showcase that? We all know the amazing role that our marae play in times of need so having our tamariki familiar with and confident in a marae will stand them in good stead for the future - whether that be culturally speaking or otherwise. 

Again, my thanks to the staff for their organisation around this part of our calendar. the number of hours spent ensuring that this was a success is immense. 

This week is Book-week, so we will be celebrating all things in print! More on that later on.

Ngā mihi nui,

Marty Hantz
Tumuaki / Principal 
Te Kura Takawaenga o Ōtātara Taradale Intermediate

Whanaukura Award

After a conversation with Mrs Shakeshaft this morning, we reflected on the meaning of our Kaweka Taonga and what it represents — change, growth and self-awareness. As we talked about these things, one person immediately came to mind. You can often hear her before you can see her. Talia. Over the last 135 school days, I have had the privilege of watching Talia grow, change and become more self-aware. She has worked incredibly hard on herself, both in and out of school, and the growth we have seen hasn’t happened by accident. It has taken mahi, determination and a willingness to keep trying. Talia shines in her comfort zone — but this year, she has also shown us that she is willing to step outside of it.

She is our waiata leader. 
She is our noise. 
She is our laughter. 
She is unapologetically Talia. 

But she is also someone we are incredibly proud of. Talia, the change in your mindset this year — from “I can’t” to “Hey, I can do that!” — has been such a breath of fresh air for me as your teacher. To see you settled, trying, participating and genuinely happy within our classroom space is something you have worked really hard to achieve. You have shown that growth doesn’t mean changing who you are. It means learning more about yourself, recognising what you are capable of, and having the courage to keep moving forward. And then there was our time at the marae. Talia, it was so wholesome to watch you feel completely at home. You were comfortable. You were safe. You were confident. You were shining in a place where you felt that sense of belonging. And for me, that was a really special moment. 
It showed just how far you have come over these last 189 days. 
Talia, I am beyond proud of you. Proud of how much you have grown. Proud of how you have adapted. Proud of how you have stepped outside your comfort zone. And proud to see you becoming more and more confident in your abilities. To see you smile, to hear you laugh, to watch you give things a go — it is an absolute pleasure as your teacher. You have worked hard for this growth, Talia. 
Ka mua, ka muri 
Look at where you were. Look at how far you've come. And now look at where you're going. 

This award recognises a young person whose character, kindness and actions consistently make a positive difference to those around him.

Tishane is someone who leads by example. He is friendly, supportive and respectful to everyone he encounters, and he carries himself with a level of maturity that earns the respect of his peers and those around him. When Tishane walks into a room, people look up to him. His character speaks for itself.

He consistently demonstrates the 3 R’s in everything he does. Tishane can be relied upon to do the right thing, even when no one is watching, and when asked to help, he doesn’t simply do what is expected, he often goes above and beyond to support others.

What truly sets Tishane apart is the way he treats people. He notices when someone needs help, offers his support without hesitation, and shows genuine care and respect for others. He consistently exceeds expectations and demonstrates the qualities of a positive role model.

Tishane, this award celebrates not just what you achieve, but the person you are. Your kindness, integrity, respect and willingness to help others make you someone people can look up to. You should be incredibly proud of the character you show every day.

“Kāore te kūmara e kōrero mō tōna ake reka.”
The kūmara does not say how sweet it is.

Ayvah, you are a wonderful role model who displays the key capabilities of relating to others, self-management, and communication along with the school 'respect' expectations.  

With Ayvah's strong connection to her Māori culture, she confidently and regularly leads karakia and waiata, demonstrating excellent communication skills and leadership. During our recent marae visit, she also proudly led the karakia kai. 

Ayvah consistently takes responsibility for her learning and ensures she stays on top of her work, even when commitments such as Tū Rangatahi require her time. Her self-management and self-regulation are evident here. 

Ayvah is also a talented sportsperson who shows dedication and commitment to her netball. She relates well to others and works positively within her team. I often see her out on the court at Monday lunchtime trainings, whizzing around the court.   

Ayvah, you are a valued member of our class and as part of Takitimu. 

"Whaia te pae tawhiti kia tata, whaia te pae tata, whakamaua kia tina" 

Seek out the distant horizons, cherish those you attain.

Munroe is the recipient of the whānaukura award this week. She consistently demonstrates independence by taking responsibility for her learning and confidently working through tasks. Munroe is willing to have a go, persevere when things become challenging, and take ownership of her learning.

Munroe also demonstrates striving for accuracy in the way she approaches her work. She takes pride in producing work to a high standard and makes a genuine effort to check, refine and improve what she does. She understands that quality comes from taking the time to get things right and is developing strong habits that will benefit her well beyond her time at Taradale Intermediate.

As a Year 8 student in her second year at TIS, Munroe has grown into a confident and capable young person. Her independence, attention to detail and commitment to producing quality work are qualities that make her a deserving recipient of this award.

Room 9 and Mohaka are lucky to have Munroe as part of our class and whānaukura.

Whāia te iti kahurangi, ki te tuohu koe, me he maunga teitei

Seek the treasure that you value most dearly. If you bow your head, let it be to a lofty mountain.

Learnership

Learnership: Asking for Feedback That Helps

Helping our learners move from “Is this good?” to “What will help me improve?”

This term at Taradale Intermediate School, we are continuing to focus on feedback as part of our Learnership work. In our last newsletter, we shared that feedback is not simply something a teacher gives. Feedback is information learners can seek, understand, and use to improve.

The next step is helping students become more active in that process.

One of the ways students do this is by learning how to ask better questions. A learner who waits for someone else to tell them what to fix is still dependent on the adult to drive improvement. A learner who can ask a clear, purposeful feedback question is beginning to take more ownership of their growth.

This is where the Habits of Mind connect strongly with feedback. Seeking useful feedback requires students to pause, think carefully, and identify what kind of information would help them move forward. It draws on questioning and posing problems, thinking about thinking, striving for accuracy, thinking flexibly, and remaining open to continuous learning.

Many students naturally ask questions like:

“Is this good?”
“Am I finished?”
“Is this right?”
“What do I do now?”

These questions are understandable, but they often keep the learner in a passive position. They can lead to feedback that is too general, or they can encourage students to look for approval rather than improvement.

We are encouraging students to ask questions that create clearer next steps.

Instead of: “Is this good?”
Try: “Which part is strongest, and which part needs more work?”

Instead of: “Am I finished?”
Try: “What should I check, refine, or improve before I call this complete?”

Instead of: “Is this right?”
Try: “Where does my thinking or explanation need to be more accurate?”

Instead of: “What do I do now?”
Try: “What is one strategy I could use to improve this next attempt?”

These questions help students understand that feedback is not about being judged. It is about gaining information that helps them strengthen their learning. When students ask more precise questions, they are more likely to receive feedback they can act on.

At home, whānau can support this shift by helping children think about the kind of feedback they need.

Instead of: “Did your teacher give you feedback?”
Try: “What question did you ask to help you improve?”

Instead of: “What did the teacher say?”
Try: “What will you do differently because of that feedback?”

Instead of: “Ask if it’s right.”
Try: “Which part do you want feedback on: the idea, the strategy, the accuracy, or the presentation?”

Instead of: “Just fix what the teacher told you.”
Try: “How will you use that feedback to make your next version stronger?”

A helpful home conversation might be:

What are you trying to improve?
What part are you unsure about?
What feedback question could you ask?
What will you do once you receive the feedback?

Our goal is not simply for students to receive more feedback. It is for them to become better at seeking and using feedback. We want learners who can identify where they need help, ask purposeful questions, listen carefully, and turn information into action.

Feedback becomes more powerful when students know how to ask for it. The better the question, the more useful the feedback. The more useful the feedback, the clearer the next step.

How learning gets done around here:
We seek feedback to help us grow.
We ask questions that create clearer next steps.
We listen to understand, not just to respond.
We use feedback to improve our next attempt.
We build learners who take an active role in their growth.

Library Corner

Celebrating Success

School Calendar

Notices

Community Notices