Newsletter - Issue 04 - March 27

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

You may have noticed what can best be described as a 'sea-change' in some of the language that you see on signs across the school, on letterheads, cards and newsletters. For a very long time we have had a Mission Statement 'Discover Something New' and it has served us incredibly well. This was a statement used to celebrate the many opportunities that an intermediate can provide. We are fortunate that our akonga / learners receive such fabulous opportunities within our local contributing kura however the benefit of having 500 plus akonga, all at a similar age level, means that we can be more and more specialised and responsive in all that we do. And one of the many pleasures of teaching this age group is their ability to have fabulous conversations. They are at that stage of their lives where most are not yet 'too cool for school' and get pretty excited about telling us what they like and what they would like to do. Rich conversations leading to more learning options. 

The word Discover has a connotation that learning will be put in front of you and is passive, which, of course, as teachers we still do however the word Create takes the term discover a tad further as it suggests that what they have been given will then be taken to a new level...looked at with a new insight, possibilities considered and acted on. For a growing number of learners this is very exciting as it gives them a whole lot more input into their learning. 

It is really important to note that this is not a 'free for all' approach where learners get to do any old thing they want - like a lot of great learning experiences these are highly planned and offer many avenues. One of the great things about this approach is that it not only allows for creative thinking and creative responses, it promotes engagement and this is what our akonga need. Engagement is derived from curiosity and that, in itself, is the one thing that we need to continuously nurture. 

Our kura, like all others, is full of talented individuals - and not all of these talents lie in the fields of literacy and numeracy. In Aotearoa we celebrate so many of our heroes and most of us could name many sports stars, our exceptional singers and politicians but yet can we name our talented artists, writers, choreographers, fashion designers and linguists to that same high level? Be interesting to find out. We have many of the above and I wonder if they were celebrated at their schools? Were they encouraged? Given the space and time to be creative? Are schools all about academia or do they have a role in growing great people - great people doing great things? 

I am going to leave you with a quote from an educational expert who recently passed away. Sir Ken Robinson has a fantastic Ted Talk - Do Schools Kill Creativity? If you have a chance take a look and a listen as it offers a wonderful perspective on what education is but should be like. Well worth the 19 minutes it takes to be enlightened. 

"Creativity now is as important in education as literacy, and we should treat it with the same status"

Sir Ken Robinson.

Ngā mihi nui,

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

Holly has had an outstanding start to Intermediate. She is an incredibly hard-working and dedicated student who consistently demonstrates a wide range of our Habits of Mind. Holly shows perseverance and flexible thinking when faced with challenges, approaching her learning with quiet determination and a genuine desire to improve. She has embraced a variety of opportunities including robotics, Yeah Girls cricket, kapa haka, orchestra, guitar and Lit quiz demonstrating her enthusiasm to get involved and try new opportunities.

Holly is a kind and uplifting member of our class, always encouraging others and supporting those around her to do their best. Despite her success in the classroom, she remains incredibly humble and ensures that everyone feels valued and included. She brings a lovely sense of humour and a calm, positive presence that makes our classroom a better place.

I feel very fortunate to have Holly in my class and am really looking forward to seeing all that she continues to achieve this year.

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

Olive is a learner who consistently demonstrates our 3Rs, showing respect for herself, for others, and for the environment in everything she does. She approaches her learning with a quiet confidence, always giving her best and setting a positive example for those around her.

Another strength of Olive’s is the way she applies important Habits of Mind in the classroom. One of Olive’s greatest strengths is her ability to listen with understanding and empathy. She takes the time to truly hear others, making people feel valued and respected. She is also open to continuous learning, always willing to try new things, ask questions, and grow from her experiences. What stands out most is her willingness to take responsible risks, stepping outside her comfort zone to challenge herself and improve.

Olive, you are a thoughtful, courageous, and a respectful learner, and we are proud of you.
Kia kaha, kia māia, kia manawanui.

I am so pleased to be able to present Charlie with our Takitimu Whānaukura Award. Charlie is a quiet and conscientious learner who consistently completes her work to a high standard. She shows initiative by finishing her tasks and seeking out further learning, asking thoughtful questions to deepen her understanding. Charlie is an active listener who engages respectfully in all learning situations.

Charlie contributes positively to class discussions by putting her hand up and offering thoughtful feedback on her learning. She demonstrates a strong work ethic, whether working collaboratively or independently, and approaches all tasks with focus and determination.

Charlie is also a kind and helpful member of Room 15 and the wider Takitimu whānau. She is a fantastic role model for other learners and a great friend, always showing care, respect, and encouragement to those around her.

“Whaia te iti kahurangi, ki te tuohu koe, me he maunga teitei” – Pursue excellence, and if you stumble, let it be to a lofty mountain.

Violet, you are a learner who embodies the quiet strength and humility that so often goes unnoticed. You have an incredible ability to notice what is needed and simply step in to do it - not for praise, not for recognition, but because you care about those around you and the success of our akomanga. Whether it is choosing to sit away from distractions so that you can give your learning your full attention, quietly preparing yourself for what comes next in our daily routines, or checking in when you notice someone else may not be okay, your maturity is outstanding. You show courage in the way you take risks and step outside of your comfort zone. When our class needed you to step onto the softball field to ensure the team could compete, you did exactly that - showing courage, selflessness, and commitment to your peers. Violet, yours is a leadership that does not seek the spotlight, but it is felt in the steady, thoughtful, and dependable way you show up every single day. It is this rare combination of humility, awareness, and quiet service that makes you so deserving of this Whānaukura Award.

“Kāore te kūmara e kōrero mō tōna ake reka.”
(The kūmara does not speak of its own sweetness.)

Stretch into Challege

Today, we are diving into the first of these: We stretch into challenge.

When we say, “We stretch into challenge,” we do not mean making learning so difficult that students feel overwhelmed. We mean helping each child work in the space just beyond what they can already do independently. This is the Learning Zone: the place where the work is not too easy, not out of reach, but challenging enough to require thinking, strategy, feedback, and persistence.

For children, this stretch can feel uncomfortable. They might say, “This is hard,” “I’m stuck,” or “I don’t know what to do.” Our role is not to remove the challenge too quickly, but to help them work through it productively. A helpful parent response might be: “What part is challenging?” “What strategy have you tried?” “What advice could help you move forward?” or “What will you change in your next attempt?” These questions help children see challenge as something they can learn to navigate.
Over time, students who learn to stretch into challenge begin to build more than knowledge. They build confidence and capability in how to grow. They learn that difficulty is not a signal to stop; it is often the point where learning begins. At our kura, we want students to become familiar enough with productive challenge that they do not avoid it, and skillful enough as learners that they know what to do when the work stretches them.

One way we help students stretch into challenge is by teaching them to ask, “Which Learning Zone am I in today?” This gives children language to describe their learning experience and make better choices about what they need next: a strategy, a question, feedback, more practice, or a short step back into something more manageable. Challenge then becomes something students can understand, talk about, and learn to manage—not something to avoid.