Newsletter - Issue 04 - March 27

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

"You have brains in your head.
You have feet in your shoes.
You can steer yourself 
Any direction you choose."

- Dr Seuss

In this pānui / newsletter I want to cover off two aspects. The first of these is attendance. Attendance is important to all of us as we all know and recognise that success at school, any school, is pretty difficult if you're not there. This has been a real push for the current government but in reality this has always been the case at Te Kura Takawaenga o Ōtātara Taradale Intermediate. We tend to take a rather global view of this though as we will always endeavour to assist our learners back into school, especially in this day and age when there seems to be so many reasons not to attend, whether real or perceived. What is real to someone can often become their truth so it is important that we break those reasons down, provide the support needed and, as is often the case, provide the support needed for the whanau too. True story - many parents are so relieved when we approach them as they, too, have struggled with this. Like us, they just want their tamariki at school. The support they receive can often make the difference to everyone. If you have difficulties getting your tamariki to school, call us, tell us, seek advice before it becomes a problem too big to solve. 

The reasons for strong attendance are compelling. It's not just a matter of having to be at school, it's about what we gain from being at school. Where do I start? Let's start with the second aspect to address and surprise, surprise, the two go hand in hand. 

Engagement at school and the desire to grasp opportunities also has its place. I read an interesting article from a prominent secondary school principal in Wellington the other day who, along with his fellow leaders, discovered through analysis of their Year 12 and 13 learners results, that those that had achieved at the highest levels were also those that were involved in a raft of activities within the school. As the results lessened so did their involvement. Not exactly a scientific study but enough to make them sit up and take notice. We often hear of the Year 6 kaiako telling their future Year 7s to go out there and grab every possible opportunity when at Intermediate. Every year we hand out Leavers Certificates to the Year 8s and just like the Wellington Tumuaki / Principal I notice that those with a list as long as their arm are far more confident, often more mature and seem to have a better array of pro-social skills. Is there a link between those that heed the advice of their Year 6 kaiako and those that go on to excel in some field? Has to be surely. 

Busy people are often successful people! 

Ngā mihi nui,

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

Paige has settled in beautifully as a new Year 7 learner at our kura and has already made a wonderful impression. She is kind, respectful, and empathetic, and she truly values the uniqueness of every learner in our akomanga, appreciating the special qualities each person brings.

Paige shares her ideas clearly and confidently, communicating thoughtfully to support the learning of her peers. She approaches her own learning with enthusiasm, curiosity, and a positive attitude, demonstrating the Habits of Mind such as Persisting, Thinking Flexibly, and Striving for Accuracy. Paige is making the most of the opportunities our kura has to offer. Her vibrant, positive personality brightens our akomanga and inspires those around her. Paige is a star and deserves recognition for the joy, energy, and dedication she brings to Room 7 and our Mohaka whānaukura.

I cannot wait to see all the amazing things Paige will accomplish during her time at Taradale Intermediate.

Kāore te kumara e kōrero mō tōna ake reka. The kumara (sweet potato) does not say how sweet she is.

Max is a valued member of our classroom who consistently demonstrates strong thinking and relating to others. As one of our hauora kaitiaki, he has stepped confidently into a leadership role, showing initiative by offering help, checking in on what needs to be done, and contributing positively to our learning environment. Max is a curious thinker who asks many thoughtful questions and makes meaningful connections, while also showing care, humour, and respect in the way he interacts with others. He communicates his ideas with enthusiasm and confidence, and his positive energy, whether through his witty comments, endless curiosity, or love of tractors - makes him an important and uplifting part of our class.

Edwin, our Takitimu award recipient, has shown himself to be hardworking with a fantastic sense of humour. He has put in an awesome effort in maths and should be especially proud of confidently demonstrating his understanding of the box method for long multiplication.

Edwin consistently shows an excellent attitude to learning across all areas, always putting his best foot forward—whether in innovation, hospitality, or sharing his talents and passions. He has also stepped up to join the barista group, embracing the opportunity to learn new skills.

Tūmeke, Edwin!

“Whāia te iti kahurangi, ki te tūohu koe, me he maunga teitei.”
Seek the treasure you value most dearly; if you bow your head, let it be to a lofty mountain.

Room 13 and the Takitimu Team are very proud of you!

Emme has had an incredible start to Year 8. She has shown a real willingness to challenge herself in her learning and consistently steps into her learning zone whenever the opportunity arises. Emme demonstrates excellent self-management skills, remaining focused during learning time, using her time wisely, and ensuring that tasks are completed to a high standard. She consistently looks for ways to support others and often does so quietly, not for recognition, but because she genuinely wants to help. Although quiet by nature, Emme is a learner who shows great capability through her determination, always striving to demonstrate our 3R’s in all that she does. Emme also brings a wonderful sense of humour to the classroom, often putting a smile on the faces of those around her, including mine. It has been a pleasure to watch the growth Emme has made, and I am excited to see all that she will continue to achieve this year. 
Kāore te kumara e kōrero mō tōna ake reka.
The kumara (sweet potato) does not say how sweet he is.

How learning gets done around here

At our kura, learning is about more than getting work finished or getting the right answer quickly. We are building young people who know how to grow. That means students are expected to take on challenge, stay with difficulty, respond to feedback, and keep improving their approach over time.
We want our students to understand that growth does not come from ease. It comes from working in that space where learning feels stretching but still possible. In that space, effort matters—but not just any effort. What makes the difference is focused effort: thinking carefully, trying strategies, asking questions, correcting mistakes, and applying feedback to the next attempt.

This is why we do not treat mistakes as something to hide. When students notice an error, work out why it happened, and adjust what they do next, that mistake becomes useful. In the same way, feedback is not just something given by the teacher. It is something learners are expected to use. This helps students become more independent, more reflective, and more capable over time.

We also teach the habits that strong learners use when work gets hard: persistence, flexibility, accuracy, reflection, curiosity, and the confidence to try again with a better plan. These are not fixed traits that some children have and others do not. They are behaviours that can be strengthened through practice.

So, when your child talks about learning being challenging, that is not a sign that something is wrong. Often, it is a sign that real growth is happening. Around here, we are not just aiming for students to complete tasks successfully. We are helping them become learners who can keep growing, long after the task is finished.

How Learning Gets Done Around Here:

1. We stretch into challenge.
2. We notice and use our stretch mistakes.
3. We seek advice to change what we do next.
4. We practice the Habits of Mind, not just the task.
5. We invest our effort in growth.