Newsletter - Issue 09 - July 3

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

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!

Ngā mihi nui,

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

Ethan has made a positive start to Intermediate. He is a quiet, calm and kind student who consistently shows a strong work ethic in all areas of his learning. Ethan approaches tasks with focus and care, and he demonstrates determination when he faces challenges, persisting until he completes the task to the best of his ability. He listens carefully to instructions and feedback and is always willing to improve his mahi.

Ethan is a respectful and considerate member of the class who I can always rely on to do the right thing. He effortlessly demonstrates kindness and empathy towards others. I love that Ethan is able to work with anyone in the classroom, reflecting the strong character he has.

It is an honour to teach you, Ethan. Your calm presence, quiet kindness towards others, and steady, reliable approach to learning make a real difference to our classroom environment. You are a valued member of our class, and I look forward to seeing your continued growth and progress throughout the year.

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.

Nina has embraced Year 7 with enthusiasm, creativity, and an incredible commitment to school life. From Kapa Haka, Tū Rangatahi, Mihi Whakatau, Choir, Showquest, Performance Academy, and Digidale, to her thoughtful learning around the revitalisation of te reo Māori, Nina consistently leads with integrity, pride, and passion. She is a wonderful role model who truly embodies our school values.

"Toitū te kupu, toitū te mana, toitū te whenua."

Ka rawe, Nina! We are so proud of you. 

Isobel is a truly deserving recipient of this whanaukura award. She consistently embodies our school values and key competencies and is a valued member of room 12.

One of Isobel’s greatest strengths is her character. She is kind and compassionate, and we see this daily in the way she works alongside others in class.  Her character is evident as she never seeks recognition for this and just goes quietly about helping or encouraging her peers. She strives to ensure that everyone feels a part of the group and is comfortable in their surroundings. Recently Isobel has been involved in choreography for Showquest where we have seen her leadership skills and patience shine. 

Isobel is not a passive learner and enjoys being challenged. She works diligently to ensure that her learning is completed on time and to the high standard she sets herself. Her curiosity and ability to problem solve and work through challenges is a strength. We are so proud of everything you’ve achieved already this year Isobel, ka mau te wehi!  

Zora is one of those learners who makes our classroom a better place simply by being himself. He consistently demonstrates kindness, empathy, and genuine care for others. Learners naturally gravitate towards him because they know he will include them, support them, and treat them with respect. He has a way of making others feel valued and welcomed, and that is a very special quality to have.

Zora approaches learning with enthusiasm and curiosity and is always eager to share and celebrate his successes. I love seeing the pride he takes in his learning and the excitement he shows when sharing what he has been working on. Striving for accuracy, persevering when faced with challenge, and responding with wonderment and awe are Habits of Mind that Zora demonstrates every day. He approaches learning with a positive attitude and a genuine appreciation for new opportunities.

Zora, thank you for the kindness, positivity, and care you bring to Room 21 each day. The way you support others and lead through your actions does not go unnoticed. We are very lucky to have you in our class, and this award is incredibly well deserved. Congratulations.

​​​​​​​Yesterday, our Te Vaka Māia team successfully completed The Longest Day.

The day began at 6:10am, with the team meeting and preparing for their final Beep Test. This provided an opportunity to measure the fitness growth they have achieved over the past 10 weeks. Following the test, we shared kai together and refuelled for the adventure ahead.

The team was then divided into three smaller groups. They began with marching routines before taking on a range of problem-solving and physical challenges throughout the day. These included carrying weighted objects through Taradale, travelling up and over our local maunga, Hikurangi and Ōtātara, and making their way along the riverbed and through parts of the Tūtaekurī River. From there, they continued down Murphy Road and returned to school.

Waiting for them at school was one final challenge: an Army Unimog ready to be pulled through the school gates. The teams grabbed the ropes, positioned themselves behind the truck, and used their remaining strength to pull the Unimog into the school grounds. It was an impressive final demonstration of teamwork, determination, and collective effort.

Throughout the day, the teams were required to “dive deep into the well”, drawing on the physical and mental reserves they have built over the past 10 weeks. They also called on the inspirational quotes and lessons used by the Army trainers to guide and focus each session.

The team was supported throughout the day by the Army trainers, teachers, and a large contingent of parents. Their encouragement, practical support, and positive presence played an important part in helping our ākonga succeed. Thank you to everyone who joined us and helped make the day so memorable.

Finally, we would like to acknowledge the businesses that have supported Te Vaka Māia. They have provided financial sponsorship, donated their services, or offered their services at a reduced cost so that we can provide this opportunity for our ākonga.

Without their generosity, this programme would simply not be possible. If you require a product or service that one of the businesses below provides, please consider supporting them.  Their investment in “Empowering Tomorrow’s Leaders Today” is greatly appreciated.

Learnership: Habits of Mind and Feedback

Helping our learners seek, understand, and use information for growth

At Taradale Intermediate School, we have been helping students strengthen the Habits of Mind they need when learning becomes challenging. Our next step is to connect these habits with feedback.

Feedback is sometimes understood as something a teacher gives after a piece of work has been completed. Within Learnership, feedback is much more active than this. It is information learners seek, interpret, and use to improve what they do next.

The image we are sharing this week presents feedback as a cycle built around three questions:

Where am I going?
What am I trying to learn or improve?

Where am I now?
What is working, and where is the gap?

What’s next?
What action, strategy, or adjustment will help me move forward?

The cycle only creates learning when the student takes responsive action. Feedback that is read but not used may provide information, but it does not build capability.

This is where the Habits of Mind become important. Seeking and using feedback requires students to do more than listen politely. They need to apply specific learning behaviours.

Listening with understanding and empathy helps learners concentrate on what is being communicated rather than immediately defending their work.

Managing impulsivity helps them pause before dismissing feedback, making an excuse, or changing something without understanding why.

Thinking flexibly allows learners to consider another approach, even when it is different from the one they originally chose.

Thinking about thinking helps them reflect on the decisions they made and identify where their reasoning, strategy, or understanding needs strengthening.

Questioning and posing problems enables learners to ask for the information they actually need. Rather than asking, “Is this good?”, they might ask, “Which part of my explanation needs to be clearer?” or “Where did my strategy stop working?”

Striving for accuracy supports learners to check, refine, and improve rather than treating the first completed version as the finished product.

Remaining open to continuous learning helps students understand that feedback is not a judgement about who they are. It is information about their work at this point in the learning process.

These habits move students from receiving feedback passively to taking greater responsibility for their improvement. The aim is not for learners to wait until the teacher identifies every next step. We want them to notice where feedback would be useful, ask purposeful questions, and make decisions about how to apply the response.

This also changes the role of the teacher. Rather than simply correcting work, teachers help students learn how to recognise quality, identify gaps, and choose a productive next action. Over time, students become less dependent on someone else telling them what to fix and more capable of monitoring and improving their own learning.

At home, whānau can support this by treating feedback as part of learning rather than as criticism.

Instead of: “What mark did you get?”
Try: “What did you learn about what to improve next?”

Instead of: “Did the teacher tell you what was wrong?”
Try: “What question could you ask to get the information you need?”

Instead of: “You should have listened the first time.”
Try: “Which part of the feedback will change what you do next?”

Instead of: “That looks fine to me.”
Try: “What are you using to check the quality of your work?”

Instead of solving the problem immediately, you might ask:
“Which Habit of Mind would help you use this feedback well?”

Our goal is not simply for students to receive more comments from adults. It is for them to become skilful users of information: learners who can listen carefully, ask precise questions, reflect honestly, adjust their strategies, and act on what they discover.

Feedback helps learners grow when they are prepared to do something with it. The Habits of Mind give them the behaviours needed to make that happen.

How learning gets done around here:
We seek information that helps us improve.
We listen to understand, not just to respond.
We ask questions that clarify our next step.
We think flexibly and adjust our approach.
We turn feedback into action.

Attendance Summary – Term 2, 2026

Kia ora koutou e te whānau,

At Taradale Intermediate, we know that regular attendance is one of the strongest foundations for learning success. Being at school every day helps students build confidence, strengthen friendships, maintain learning momentum, and develop positive habits that will support them throughout their education.

Below is a summary of attendance across Term 2, 2026.

Whole School Picture

• 74.01% of our ākonga attended regularly (91–100% attendance).
• 18.65% were in the Irregular Attendance band (81–90% attendance).
• 4.17% were Moderately Absent (71–80% attendance).
• 3.17% were Chronically Absent (0–70% attendance).

It is pleasing that almost three-quarters of our students attended regularly throughout the term. However, around one in four students attended less than 91% of the time. While many of these students are only missing a small number of days, those absences accumulate quickly and can impact both learning progress and a student's sense of belonging at school.

Year Level Snapshot

Year 7

• 72.76% regularly attending
• 20.23% irregular attendance
• 3.89% moderately absent
• 3.11% chronically absent

Year 8

• 75.30% regularly attending
• 17.00% irregular attendance
• 4.45% moderately absent
• 3.24% chronically absent

Attendance across both year levels is very similar. Year 8 students have a slightly higher rate of Regular Attendance, while Year 7 has a larger proportion of students in the Irregular Attendance category. Moderate and Chronic Absence remain comparable across both year levels.

Boys and Girls

Attendance patterns between boys and girls continue to be remarkably similar.

• 74.38% of girls attended regularly.
• 73.66% of boys attended regularly.

Boys have slightly higher rates of Moderate Absence, while girls have a marginally higher rate of Chronic Absence. Overall, the differences between genders are very small, suggesting attendance is a shared focus across our whole school community rather than within any one group.

Our Focus

While we celebrate the strong attendance of many of our learners, our greatest opportunity lies in supporting students whose attendance is beginning to slip before it becomes a longer-term concern.

During the second half of the year we will continue to:

• Work alongside whānau as soon as attendance patterns begin to change.
• Support students to establish positive daily routines.
• Identify and remove barriers that make regular attendance difficult.
• Celebrate and acknowledge strong attendance and improvement.

Every day at school matters. Even missing one day every fortnight adds up to around four weeks of learning across a school year.

Thank you for your continued partnership in supporting your child to be present, connected, and ready to learn each day. If attendance is becoming difficult for your family, please contact us—we are here to help.

A Learnership Connection to Regular Attendance

We often talk about Learnership—developing the knowledge, skills, and dispositions that help students become confident, capable learners. One of the foundations of Learnership is simply being present.

Ākonga cannot fully engage in learning, seek feedback, collaborate with others, or develop the Habits of Mind if they are not consistently at school. Every lesson provides opportunities to ask questions, practise new strategies, learn from mistakes, and build confidence.

Regular attendance isn't just about being at school—it is about giving our tamariki the greatest opportunity to grow as learners. Every day they are present is another day to strengthen their learning, their relationships, and their belief in what they are capable of achieving.