Newsletter - Issue 08 - June 12

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

Bonjour, Guten Tag, Talofa, Bula bula, Malo e lelei, Hola, Kia ora, Hello, Lá maith, Thngai La, Zàihuì, Goededag,

We, as a nation, are generally regarded as a nation of travellers - a group of people who love to visit other countries, with the 'Big OE' seen by many as a rite of passage. Living overseas for a year or two in another country has long been held as just something that many of us do. A way of being,  the stuff we do and as we age the stories sure do get bigger and better!

One of the neat things about an overseas trip is that you can immerse yourself into other cultures, learning so much about the ways that others live and why they live that way. So educational and so fascinating too. The one thing I notice too is that having the ability to speak a little of the language, or a lot, carries an immense amount of currency and tends to open more doors than close them while on that trip. Having the courage to try to converse, no matter how badly we do that, shows a respect towards that culture as well. 

We are currently in the middle of an Electives round where our ākonga have been given an opportunity to be exposed to one or two different languages in each of the Whanaukura. What I am noticing is that this year there seems to be a lot less fear in attempting something new and perhaps, because of that, there seems to be a lot more absorption of those languages. That "I can do it..." attitude has massive implications on self-confidence and on success. If that is the case then we should be really delighted as this would suggest that many of our akonga are leaning into that learning space where they are taking risks with their learning. This also indicates to us that there is an environment where it is 'safe' to take those risks - less fear that others will judge or mock if we make a mistake. 

There are many known reasons why it is important that we expose our akonga to these new experiences not the least of which is that we pride ourselves on providing opportunities for new experiences. Try a few of these compelling reasons as wee tasters for you!

Better brain development...helps with multi-tasking skill development, problem solving, strengthens memory growth and improves focus. That cognitive flexibility is useful in all that we do, regardless of which career options we may have in the future. 

Easier future learning...the brain learns how to learn. This fits in so well with all of the mahi we do with our learners regarding learnership!

Enhanced cultural empathy...this goes hand in hand with learning about traditions, building tolerances towards other cultures and developing broader world views.

Future career edge...we now live in a world that has greater connected global economies and for a tiny country far, far away from the rest of the world we need to be connected in so many ways (not least of which is that economic need). Being bi-lingual, or at least open to trying to speak particular languages, gives greater access to broader career options. 

Stronger native literacy...the learning of another language enables us to understand better the complexities of our own language. Until you start learning another language the impact of this is hidden...those that have leaned into this space are always quite surprised about how much they learnt about English!

In a nutshell? Learning something, anything, outside of that 'comfort zone' is beneficial and is something that we, as whanau and parents, should be encouraging! We might have been afraid to do this as learners ourselves but that should not stop us from gently nudging our own tamariki in this direction!

Ngā mihi nui,

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

The Roles of Sports Coaches and Administrators

If we attend to those who may be the administrators, organisers,  coaches and referees of the future then there may well be not such an issue in the future. How do we do that? Without doubt it is by instilling into our rangatahi the notion of service. Of doing for others before we do for ourselves. After all, isn't that the most important thing of all? As well as making a difference for others there is a wee bit of truth in the notion that there is a 'helpers high' - that feeling we get when we do something kind. A great way of releasing dopamine, that feel good chemical causing a sense of euphoria. We can encourage that in our tamariki by creating little opportunities for them to consistently give either their time, their talents or their taonga / treasures. As those dopamine hits don't have a forever value it is important that we practice such things daily. Creating this habit can't be a bad thing at all, right?

What are some of the easiest things to do to promote that sense of charity, that sense of purpose and service and that sense of giving? Try some of these...

• create cards for someone they love or admire.
• take some baking or kai to elderly neighbours
• mow someone's lawns for free or do some gardening for them
• donate some now unused 'stuff' to a charity
• organise a neighbourhood game for the other kids
• read to a younger child
• ask them to say something nice to a classmate each day

...and so on, and so on and so on! The list is endless really and no matter what you do, even if only once, it will make a difference to someone. The best thing you can do? Help out a local organisation and involve your whanau in that...even if only in the smallest of ways. They will do what you do!

I am proud to present the Mohaka Whānaukura Award to Owen. Owen is a dedicated and conscientious member of room 7 who consistently upholds the values of our kura. He approaches every learning opportunity with curiosity, focus, and a strong commitment to giving his best effort.
Owen is a respectful and thoughtful learner who can always be relied upon to make positive choices. He treats others with kindness and empathy, helping to create an akomanga where everyone feels valued and supported. His considerate nature and willingness to support others are greatly appreciated by both his peers and kaiako.

Owen consistently demonstrates various Habits of Mind through his persistence, self-management, and commitment to improving his learning. He strives for accuracy, reflects on his work, and applies prior knowledge to new situations. He also works effectively with others and perseveres when faced with challenges, maintaining a positive attitude throughout.

I am excited to see Owen continue to grow and thrive throughout his time at Taradale Intermediate. He is a highly deserving recipient of this award and should be very proud of all he has achieved.

Mā te huruhuru ka rere te manu.

​​​​​​​Adorn the bird with feathers so it can fly.

It is a pleasure to present this award to Emma. She is a learner who consistently shows what it means to be a positive role model in our school. Emma approaches everything she does with a fantastic attitude and always gives 100% effort, whether she is tackling a challenge in the classroom, working with others, or helping out around the school.

What makes Emma stand out is her kind and caring nature. She is always friendly and respectful towards both her peers and kaiako, and she has a wonderful way of communicating with everyone around her. She is someone others can rely on, as she consistently makes responsible choices and does the right thing, even when nobody is watching.

Every day, she demonstrates our school’s 3Rs through her actions and the way she treats others. She shows leadership, maturity, and integrity beyond her years, making a positive difference wherever she goes. We are incredibly proud of you, Emma, and all that you contribute to our school community.

Kāore te kūmara e kōrero mō tōna ake reka.

The kūmara (sweet potato) does not boast about its own sweetness.

Lola is a kind, caring, and humble member of Room 13 and Takitimu who consistently demonstrates the values and capabilities we strive for. She shows excellent communication skills, relates positively to others, manages herself with maturity, and brings creativity to her learning both in and out of the classroom. Lola's quiet confidence and positive attitude make her a valued member of our school community. 

Several months ago, Lola set herself the goal of running well in the cross-country event. Throughout her preparation, she showed remarkable resilience and determination, particularly while managing an injury. Despite the challenges she faced, Lola remained focused on her goal, persevering through setbacks and continuing to work hard. Her commitment and self-management were evident every step of the way. 

Last Friday, Lola's efforts were rewarded when she won the Year 7 Girls' Cross Country race. What stood out just as much as her achievement was the way she responded afterwards. In her humble and caring manner, Lola immediately turned her attention to supporting her friends and encouraging others who may have needed a boost. Her actions reflected genuine kindness and consideration for those around her. 

Lola is a quiet achiever who consistently strives for excellence without seeking recognition. She leads through her actions, demonstrates humility in all that she does, and serves as a wonderful role model for others. As the whakataukī reminds us, "Kāore te kūmara e kōrero mō tōna ake reka" – the kūmara does not speak of its own sweetness. Lola, you embody this wisdom every day. Congratulations on your outstanding achievement and the example you set for our school community. 

Kusal, you are a respectful, reliable, and positive member of the class who contributes to our learning environment. You get along well with others and show consideration and respect in the way you interact with both your peers and teachers.

You bring a great sense of humour to the classroom by being able to share light-hearted jokes, helping create a fun and friendly environment for those around you.

Kusal approaches challenges with maturity and resilience, gets involved, and shows a willingness to keep trying even when things become challenging and it’s great to see your positive mindset always shining through. 

I look forward to seeing you continue to display the various types of mana and being the positive role model that you are.

It is a pleasure to have you and your positive contributions to Room 24. You are a valued member of our class and consistently demonstrate the values that the Whānaukura Award represents.

"Nāu te rourou, nāku te rourou, ka ora ai te iwi."

Congratulations, Kusal—you should be very proud of the effort, attitude, and positivity you bring to your learning, your friendships, and to our classroom each day!

As we get closer to The Longest Day on Thursday 2 July, the team are increasing their output, energy, and commitment during training. Although getting to school for a 6:20am start is a challenge, the team have been arriving in the dark ready to go and full of excitement.

The discipline-focused mahi of ‘forming up’ and ‘marching’ sets the scene for the hard work that lies ahead. This small part of the morning also shows how well our tamariki respond when given clear, sharp instructions — although it is fair to say the occasional ‘Army voice’ certainly helps!

Last week saw the first of three pool sessions, where treading water and swimming laps using various strokes became the focus. The team jumped at the chance to build their fitness base in the pool, while also providing the support and encouragement needed to help one another get through the session. It has been a real delight to watch the team continue to bond throughout this programme.

As always, this programme would not be possible without the support of our sponsors and supporters. We thank them for their generosity and for investing in the future of our community. If you require a service that one of them provides, please consider using them and thanking them for their support.

Learnership: Learning is a Skill

Helping our learners grow through challenge

We want all ākonga to understand something important: learning is not just something that happens to you. Learning is a skill. Like any skill, it can be taught, practised, refined, and strengthened over time.

The image shared this week captures a key Learnership message: we do not just teach ākonga what to learn; we teach them how to learn. Strong learning is not built through easy tasks, quick answers, or always getting things right. It is built when students stretch into challenge, use the right Habits of Mind, notice mistakes, adjust their approach, and keep improving.

This is why our current staff focus on the Habits of Mind matters so much. Before ākonga can use feedback well, they need the learning behaviours that help them stay open, reflective, and ready to act. Ākonga who can pause, think flexibly, strive for accuracy, persist, ask better questions, and reflect on their thinking are far more prepared to use feedback as a tool for growth.

We often talk with ākonga about the Learning Zone. This is the space where the work is challenging enough to stretch them, but not so overwhelming that they shut down. In this zone, learning can feel uncomfortable.  Ākonga may feel unsure. They may make Stretch Mistakes. They may need to try a different strategy or ask a more precise question. That difficulty is not a sign that learning has gone wrong. It is often the sign that real growth is taking place.

One of the strongest messages we want ākonga to hear is that mistakes are information. Not all mistakes are equally useful. A rushed or careless mistake tells us something different from a Stretch Mistake made while trying something just beyond current ability. The learning comes when ākonga notice the mistake, think about what caused it, and use that information to improve their next attempt.

At home, whānau can help by noticing the learning behaviour behind the result.

Instead of: “You’re so smart.”
Try: “You used a strong strategy when that got tricky.”

Instead of: “Don’t worry, mistakes happen.”
Try: “What information is that mistake giving you?”

Instead of: “Just keep going.”
Try: “What Habit of Mind would help you here: persistence, accuracy, flexible thinking, or asking a better question?”

Instead of: “That looks too hard.”
Try: “Where is the stretch point, and what support would help you take the next step?”

Over time, this language helps ākonga see themselves differently. They begin to understand that capability is not revealed by whether something feels easy. Capability is built through the way they respond when learning becomes difficult.

This is the kind of learner we are working to develop at Taradale Intermediate School: not just ākonga who can complete tasks, but young people who know how to grow. Ākonga who can stay calm when challenged, think carefully when unsure, use mistakes as information, and invest their effort in becoming more capable.

How learning gets done around here:

• We treat learning as a skill.
• We use the Habits of Mind when work gets hard.
• We stretch into challenge without tipping into overwhelm.
• We use mistakes as information for growth.
• We build skillful learners, not just successful task-completers.
  

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