Newsletter - Issue 12 - August 31

Tumuaki Talk

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

What a great week it has been. I have had the privilege of attending two days (only two unfortunately) of the AIM's Games in Tauranga, a massive sporting event that attracts more participants than the Olympic Games - true story! We have 50 plus attendees at the games themselves which creates an opportunity for those avid sports stars to pit themselves against some of the best in their fields across Aotearoa New Zealand and the globe. Yes, also a true story - the AIM's Games attracts participants from around the globe. 

There is a lot to like about this tournament and sports in general. What we learn about ourselves, and each other, in the sporting arena is phenomenal. A win can be brilliant but a loss, while devastating, can also be a great learning tool. How we pick ourselves up, how we rethink or reformat, how we respond to that loss is often the mark of who will ultimately be successful and who won't be. 

The world is littered with 'sports stars' that had all of the potential yet never reached the lofty heights expected. More often than not this can be attributed to many factors however the two that stand out the most include not wanting to do the mahi to continue to improve. Malcolm Gladwell in his book, Outliers, researched this and discovered that the difference between raw talent and actual success lay in the hours spent on improving. He states that it takes 10, 000 hours to be the world beater you want to be! And those ten thousand hours don't necessarily include half-hearted trainings either. The same applies to all that we do...and that includes learning. Not just sports...everything we are passionate about!

What also stands out? The contribution that we as whanau play. Many of us would love to have a child prodigy I am sure, but all of us want to have kids that are happy and well balanced too. There lies the conundrum. So, at AIM's it is also the parents that stand out. Those that wear their hearts on their sleeves yet are wise enough to know that undue pressure is not the answer. These are the parents that cheer for everyone, who appreciate skill sets from all players and who also appreciate the officials - whether they agree with them or not. And then there are those parents who see their child as the next 'super star' in their sport and who drive that child relentlessly. Sometimes those unrealistic expectations have the opposite effect - a child who is less driven than their parent is the one that loses the love of what they do. Let's be realistic and remember that our kids are 12 and 13 year olds! What I also thankfully notice is that our parents are well grounded and get this. 

So, from me to all of the Te Kura Takawaenga o Otatara Taradale Intermediate coaches and managers this week, and every week, a massive thank you. To all of the whanau that are supporting, have supported and continued to support their kids? I thank you too!

Developing Independence

One of our biggest drivers in our learning day is the need to develop, nurture and increase each akonga's independence. There are many reasons for wanting to do this and even more barriers to this occurring. Strangely enough, while we all want our own kids to be independent we, as whanau, can often be the barriers. We all know the value of taking positive risks, extending horizons and stretching their capabilities and keeping our kids safe and restricting those risks is counter-productive.
Yes, it is easier to solve their problems, make their lunches and sort out friendship issues but again, not that helpful in the long term. What can you do to develop that independence in ways that ease your own mind as well?

Create cut-down versions...in sports the coaches often create modified versions to help teach the skills and to keep the players in the game. As parents we should do the same so that our kids can learn to deal with 'stuff' in ways that will be successful, help them gain confidence and keep parents sane!

When kids ask, assess their independence...as parents we all know where our own kids are at, so when they ask to do something that might be a real  reach for them, then we need to manage that - a cut-down version perhaps?

Anxious and low-risk taking kids...these akonga often require even more scaffolding and truly need to face their fears rather than avoiding them. If they avoid them then they will never, ever learn to cope.  They will always struggle. Again, a focus on providing smaller steps can be ever so beneficial.

As parents and, as kaiako, we have always been able to find those ways to help make skill acquisition and self-efficiency easier for our kids to master but when it involves what seems like, or feels like, risk then we get a little edgy. Intermediates are the very place that we need to promote that risk taking so let's all keep working together to nurture that risk!

Ngā mihi nui,

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

Whanaukura Award

Our latest Kaweka Taonga recipient is Maddie. Since starting at TIS, Maddie has shown huge growth. The kind that comes from real determination and choosing to work hard, even when things feel tough. Her backstory is one of steady effort. She never relies on her talent alone; instead, she leans into challenge, accepts failure as part of learning, and puts genuine mahi into achieving her goals.

Maddie has learned to be comfortable making mistakes, seeing them not as something to avoid but as chances to grow. She steps out of her comfort zone with quiet courage, trying again, making small changes, and pushing herself a little further each time. Maddie is caring, kind, and wonderfully empathetic. She adds that “something special” to our class that makes it a great place to learn.

She accepts difference with ease and leads by example simply through the way she treats people. Maddie is the real deal; genuine in the way she checks in, asks how your day has been, or wishes you a great night or weekend. Her heart, honesty, and hard earned growth make her a truly deserving recipient of our Kaweka Taonga. "Mā te huruhuru, ka rere te manu" - Adorn the bird with feathers so it may fly.

It is a real pleasure to celebrate Quinn today. Each morning, Quinn enters the classroom and brightens the room with her wonderful positive energy. She is always ready with a smile and a friendly hello, helping to create such a warm and welcoming environment for everyone around her.

Quinn is a dedicated and enthusiastic learner who applies herself to everything she does. She works collaboratively, shows persistence when things get challenging, takes risks in her learning, and confidently applies new knowledge.

She also makes the most of the many opportunities school has to offer. Quinn has been involved in kapa haka, choir, netball, robotics and the PNINS cultural exchange, showing just how willing she is to get involved, try new things and contribute to our school community.

It has been fantastic to see Quinn’s leadership skills developing across different areas of the classroom. She is a positive role model for others, and her kindness, enthusiasm and willingness to participate make her a wonderful member of our class.

Quinn, we are incredibly proud of the person you are becoming. Keep bringing your positivity, courage and beautiful smile wherever you go!

I am excited to recognise Ayvah for the Takitimu Whānaukura Award. Ayvah, you are a wonderful role model who displays the key competencies 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.)

Joel is a hardworking student who always gives his best in everything he does. He works diligently, manages his time well, and you can always count on him to complete his learning to a really high standard. He is intelligent and never shies away from a challenge, working away until he has mastered a new or unfamiliar skill or task.
Joel is calm, kind and humble. He is one of those students who doesn’t need to be the centre of attention. Instead, he quietly gets on with what needs to be done and can always be relied upon to do the right thing. I also love that Joel has a great sense of humour and is more than happy to laugh at himself. He doesn’t take himself too seriously and can find the funny side of things, which is a really lovely quality.

But the thing I love most about Joel is his competitive nature! He has a real drive to excel, especially when it comes to basketball. Joel and I first bonded over our shared love of the game, and I have loved watching his passion and determination grow. I have no doubt that Joel is destined for great things. I cannot wait to see where you are in 10 years’ time – hopefully playing in the NBA! But for now, I’m going to lie and tell everyone that you absolutely didn’t beat me in those 2 vs 2 basketball games at TIS.

Joel, you are a very deserving recipient of the Mohaka Award. Keep working hard, keep challenging yourself, and most importantly, keep that competitive fire burning!

Kāore te kūmara e kōrero mō tōna ake reka.

The kūmara does not say how sweet he is.

Whanaukura Award - Week 8

Dom is a highly deserving recipient of the Kaweka Tāonga Award. As a Year 7 student, he has impressed me throughout the year with his dedication to learning, positive attitude, and commitment to always doing his best. Dom approaches challenges with determination and is a learner who consistently strives to improve and make the most of every opportunity.

One of Dom’s greatest strengths is his ability to connect with others. He is kind, friendly, and inclusive, making those around him feel valued and welcome. His natural ability to make friends and get along with a wide range of people reflects the respect and empathy he shows every day.

Dom also demonstrates leadership beyond his years, both in the classroom and during sports. He leads by example, represents himself with pride, and willingly supports others when they need help. Through his actions, Dom upholds his mana and embodies the values we cherish at Kaweka.

"Ehara taku toa i te toa takitahi, engari he toa takitini."

My strength is not that of an individual, but that of the collective.

This whakataukī reflects Dom's ability to build strong relationships, support others, and lead through teamwork.

Abby is incredibly diligent. She sets high expectations for herself, takes pride in what she produces, and makes the most of every opportunity that comes her way. She is motivated, organised and genuinely invested in doing her best.

Although Abby has been away representing our school at AIMS this week, she has still been checking in via email, making sure she isn’t missing opportunities and sending through work that is due. Abby always takes responsibility for her learning, shows initiative and genuinely cares about the quality of what she produces.

But it’s not just Abby’s approach to learning that makes her stand out. One small gesture that speaks volumes about her character happens at the end of each day. While everyone else is heading out the door, Abby always makes the effort to say goodbye and thank me for the day we’ve had. It might seem like a little thing, but it never goes unnoticed. It reflects the kindness, gratitude and respect she brings to our classroom every day.

Abby, you make the most of opportunities, give your best to everything you take on, and quietly make our classroom a better place through the way you conduct yourself. You should be incredibly proud of the learner, and more importantly, the person you are.

Felix is a role model for everyone in Room 18. He is a very kind, caring, and easy-going student who often likes to fly under the radar. While he naturally blends into the Room 18 chaos, his continuous, quiet contributions deserve to be celebrated in the spotlight. Felix has great friendships across our classroom and has established positive connections with the Year 7s.

One of the most admirable things about Felix is his outstanding work ethic. He consistently sets high standards for himself and works hard to keep up to date with all of his learning. Felix is also a talented sportsman who always shows positive sportsmanship. Felix also shines in innovation, always stepping up to give his best efforts. It has been amazing watching Felix step out of his shell this year and share more of his funny personality with us. Felix, I am so lucky to be your teacher, and I look forward to watching you grow further and hear about your adventures in high school next year.

"Mā te huruhuru ka rere te manu" — ‘Adorn the bird with feathers so it may fly’

Ruby brings such a beautiful, genuine character to our akomanga and whānaukura, truly living and breathing our 3Rs (Respect self, others, and the environment). She is the kind of classmate who makes everyone around her feel valued, showing a strength in leading with understanding and empathy, thinking interdependently when collaborating, and confidently sharing her wonderful ideas with her peers. Ruby brings a lovely positivity to our space and is always quick to bring a smile to others; her ability to find humour lights up our akomanga and brings warmth to those around her.

Alongside her gentle, kind nature, Ruby is a dedicated learner who pours her absolute heart and soul into her mahi. When faced with challenging tasks, she approaches them with quiet determination, persisting through obstacles and consistently striving for accuracy in everything she produces.

Congratulations, Ruby, on this incredibly well-deserved achievement. We are lucky to have such a taonga in our whānaukura.

Kāore te kumara e kōrero mō tōna ake reka—the kumara does not say how sweet she is.

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.

Celebrating Success

School Calendar

Notices

Community Notices