KPMG Hui – Preparing to Share My MIT Journey

It was great to be back at KPMG today and to catch up with the MIT crew. A big thank you to Justine and KPMG for once again welcoming us into such an inspiring space — and, of course, keeping us very well fed!

We started the day by pairing up with another MIT teacher and spending time exploring each other's tools. We focused on three areas: navigation, aesthetics and clarity.

Having a fresh pair of eyes on my Morphology Jungle was really useful. When you have spent so much time building something, you know exactly where everything is and how it is supposed to work. Someone using it for the first time doesn't have that same understanding. The feedback helped me notice things I had overlooked and think more carefully about how easily both students and teachers can navigate and understand the tool.

It was also valuable to explore someone else's project and offer feedback from a user's perspective. Seeing the different approaches within our MIT group always gives me new ideas and reminds me just how far all of our projects have come since the beginning of the year.

The main focus for the rest of the day was preparing to showcase our MIT projects using the Pecha Kucha format. A Pecha Kucha is made up of 20 slides, with each slide automatically moving on after 20 seconds. We started by watching presentations from previous MIT cohorts, which gave us some great examples and inspiration before starting our own.

Then it was time to start planning.

Twenty seconds sounds like a reasonable amount of time... until you actually start talking!

I quickly realised that there is no way I can say everything I want to say about my project. The challenge is deciding what really matters and how to tell the story of my journey clearly. Using the planning document to map out the key message and visual for each slide was really helpful. 

I always enjoy our KPMG hui because they give us the opportunity to step away from the everyday busyness of school, reconnect with the group and have dedicated time to focus on our projects. Having Matt, Dorothy and the other MIT teachers there to offer advice, challenge our thinking and help us get unstuck is always valuable.

Looking forward to share it on the Road Trip.

KPMG Day 2: Prototype, Feedback and Building

Our second KPMG Hui was an opportunity to step back, share our progress and refine our projects. The day focused on presenting our prototypes, receiving constructive feedback and, most importantly, moving from planning into the Building Tool phase.

We began by reflecting on what had emerged since our last hui — what had helped clarify our purpose, what had challenged our thinking and what we had learned along the way.

For me, some of the most valuable insights have come directly from the people my project is designed for: my students.

Their feedback on preferred activities, design and layout has helped shape my prototype and the early development of my Morphology Jungle site. It has also reminded me that what makes sense to me as the person building the site doesn't necessarily make sense to the students using it independently. Some elements are working well, while others haven't worked quite as I had hoped.

MIT Shark Tank

A key part of the day was our MIT Shark Tank. We had five minutes to present our project as if the people listening knew absolutely nothing about it. We needed to clearly communicate four things: the problem, the tool, the users and the value.

I found this exercise really valuable. When you have been thinking about a project for months, it is easy to get caught up in all the little details. Having only five minutes forced me to come back to the why.

My project began with the huge range of reading needs within my Year 4/5 classroom. How can I use my time more equitably so that every learner gets the support and challenge they need?

Basically...

How can I be in five places at once without cloning myself?

My tool is the Morphology Jungle — an online literacy space where learners can independently practise and apply morphology and reading skills through differentiated and engaging activities.

The aim isn't to replace explicit teaching. Instead, I want the independent learning happening while I work with other groups to be meaningful, accessible and targeted to what each learner needs.
Who is my tool actually for?

The questions and feedback following the Shark Tank challenged my thinking, particularly around who the end-user of my project actually is.

Until now, I have mainly thought about the students.

Can they navigate the site independently? Are the activities engaging? Is the learning at the right level? Will they want to come back and use it?

But through our discussions, I realised there is actually another important user: the teacher.

If I want the Morphology Jungle to be used beyond my own classroom, it can't rely on me being there to explain how everything works. Teachers need to be able to open the site, understand its purpose, find what their learners need and see how it could fit into their literacy programme.

This has given me a more refined focus. The Morphology Jungle needs to become a dual-purpose tool — an engaging and accessible learning space for students, but also a practical resource that helps teachers differentiate literacy learning.
Time to actually build!

A large part of the day was then dedicated to simply getting on with our projects.

Build. Write. Design. Organise. Fix. Get unstuck.

This was probably exactly what I needed.

Not everything is working as well as I had hoped at this stage. I am still investigating different resources and options to find solutions that are simple, effective and accessible for my learners.

One area I need to develop is how I will track engagement. Google Forms is one possibility, but I am wondering whether there is an easier way to see who is accessing the learning, what they are using and how regularly they are returning without creating another complicated system for myself or the students.

Accessibility is another challenge. Some of my learners are still developing their ability to read independently. If I put a PDF and questions on the site, that doesn't automatically mean every learner can access them. I would like to explore ways for students to have the text, instructions and possibly questions read aloud, so that decoding difficulties don't prevent them from participating in the learning.
Build → Test → Improve

One of my biggest challenges is that I keep finding more things I could add.
Another activity. Another game. Another page. Another tool.
There is always something else!
But the message I took from today is that I don't need more ideas. I need to build.

Rather than trying to find the perfect solution before I put it in front of students, I need to build something, let them use it and learn from what actually happens.

Can they navigate independently?
Can all of my learners access the content?
What do they choose to use?
Where do they get stuck?
Are they engaged?
And, most importantly, is it actually helping them as readers and writers?

KPMG Day 2 helped me realise that my final tool doesn't need to include every idea I have had or be perfect before anyone sees it.

It needs to be useful, accessible and practical.

So, less planning and searching for the perfect solution.

This is the beginning of my site.

KPMG Hui 1

Sunday, March 15th

How lucky are we living in Auckland to have the opportunity to stay in the hotel with our colleagues from MIT26! This gave us the chance to connect and get to know each other a little better—the first time seeing everyone again since the Kick Start Hui. We went out for dinner, and Auckland still amazes me at night with its vibrancy and beauty.

Monday, March 16th

We met at Lawn Café for a quick coffee and breakfast before heading into the KPMG building, our hosts for the in-person hui for MIT26. To be honest, I was a little nervous about what to expect, but so excited to learn from legends like Matt and Dorothy.

First up, we did the WWW:

What has emerged to add clarity and confirmation to my thinking?
Talking to and asking relevant questions of staff and students across both spectrums of their learning journey. This confirmed my hunch regarding the core challenges and how students actually want to learn.

What has challenged or confronted my thinking?
The "how"—how I will make it possible for teachers to access my thinking and ideas, what specific elements to include (without making it too broad), and how I can build teacher capability so students succeed.

What HMW statement am I currently confirming?
How might we support and empower students to develop reading fluency and enjoyment so they can confidently apply these skills across other areas of learning?

We spent a very busy day at KPMG. We continued by sharing our Prototype Planning documents. This was a valuable experience, as the feedback from colleagues helped clarify what we truly want to achieve. My primary takeaway was the need to be explicitly clear that the tool remains laser-focused on reading fluency and enjoyment for the students.



After sharing and receiving feedback, we were treated to a lovely lunch before getting right back to work. It was time to start designing our prototypes! Since attending our first hui at KPMG, I have already created a prototype and sent it out to be tested by my lovely students.

Just before we went home, Matt gave us a fun challenge: we had to design our MIT26 logo, which will be printed on our t-shirts when we share our projects with other teachers and principals at the Wānanga in October. This was a fantastic exercise, and as a team, we came up with some pretty amazing ideas that truly reflect who we are.

Kickstart Hui @ Kūaotunu

Kickstart Hui at Kūaotunu – Coromandel 

Sometimes the start of something big doesn’t look big at all. Sometimes it begins with a group of people who are mostly strangers, a weekend ahead full of questions, a shared sense that something exciting is about to unfold and a quiet question sitting in the back of your mind: What have I signed up for?
That’s how the MIT Kickstart Hui began.

The Drive Down 

The build-up to the weekend was a mixture of anticipation and nerves. Picture this: a 3+ hour drive in a van with people you have never met before. Everyone arriving with the same thoughts: a challenge, a possible solution, a deep drive to make a difference. But little did we know that the weekend ahead would turn all of that upside down in the best possible way.

The first few hours were full of small conversations, getting to know names, backgrounds, and the challenges we had each brought with us. Slowly the strangers began to feel less like strangers.
The scenery alone was enough to remind us how fortunate we were. A Special Place to Land. This is home for the next few days. It created the perfect space to pause, think, and step outside the everyday rush of school and work life.

After settling in and enjoying a lovely dinner together - Thank you Jenny for all our nibbles and kai, we gathered to hear the story behind the MIT Innovation Incubator. And this is where the weekend truly began. The Heart of the Project. Dorothy shared the story behind the Innovation Incubator.
Listening to her speak, it was impossible not to feel the depth of passion behind this work. She shared stories about some of the early innovators of the Manaiakalani journey, including Allanah King, and Derek, the founder of Core Education. Hearing how their early work helped shape the success of Manaiakalani was incredibly inspiring.
Hours, months and years of: research, connections, challenges, learning, innovation and belief that education can keep evolving. All woven together to create an opportunity like this.
To finish the evening, we watched a short message full of wisdom from the 2025 MIT cohort - 

Trust the process, Ask questions, Trust your MIT crew and you wont be doing it alone.
We weren’t just attending a program or professional development. We were becoming part of a dream to make a difference—however small that might feel right now.

Day 2 - Design Thinking

Day 2 began with a slower start—no alarms, which was a treat. It was nice knowing a sleep-in was perfectly acceptable, or that you could start the morning with a quiet walk along the beach, soaking in the beauty of the surroundings. 

After a quick breakfast, we jumped into design thinking. It sounds straightforward—empathise, define, ideate, prototype, and test—but in reality the process is far messier. We arrived with challenges we wanted to solve, many of us already thinking we had a pretty good solution… only to realise that those ideas were about to change. At first that was overwhelming, but it quickly became clear that you can’t solve the right problem until you fully understand the real one. 

The first activities to kick-start this thinking was a town hall-style role play where we stepped into the shoes of parents from different backgrounds, each bringing their own perspectives and concerns. My first reaction was definitely a quiet internal “nope” as it pushed me right out of my comfort zone, but it turned out to be incredibly powerful. The activity challenged our assumptions and helped us explore the complex realities behind educational challenges. Watching the conversations unfold was fascinating and pushed us to think more deeply about the people we are designing solutions for. It reinforced an important lesson about the design process—empathising, defining, and researching often happen all at once, ideas appear and disappear, and sometimes they get completely thrown out. But that’s exactly the point. Growth happens in the mess.

Understanding the Real Problem 

The first stage of design thinking is empathy. That means understanding the challenge through the eyes of the user. And this is where I realised my original ideas were… a little unclear.
So we started digging deeper. We acted out classroom scenarios with partners to show what the challenge looked like in real life. 

Then came one of my favourite activities: the Empathy Map.
We had to step fully into our user's shoes and ask:
What do they see?
What do they think?
What do they feel?
What do they do?
 
It pushed us to look beyond surface-level problems and really understand who we want to help.

Narrowing the Challenge

Then came the tricky part: defining the problem. My challenge? It was way too broad. I had to dig deeper and ask: What is the one thing that could make the biggest difference?
Through lots of questioning (thank you Dorothy and Matt!) and plenty of “why” conversations, we began shaping our ideas into clearer problem statements.
Eventually we arrived at the magic words:
How Might We…?
Turning the challenge into a HMW statement helped shift our thinking from problems to possibilities. We went around to each others HMW statements and challenge and with post it notes could give some more ideas of what might work or have you thought of this?? The post it that really made me think was: What does success look like?
My students need to read with fluency and enjoyment to be able to apply their skills in other learning areas.

HMW statement: How might we support and empower learners to become fluent readers and are reading for enjoyment and that they can apply their knowledge in other learning areas.

Crazy 8s 

Eight ideas. Eight(20) minutes. (Thank you Matt for giving us a bit more time). Anything goes.
Big ideas. Wild ideas. (Im)possible ideas.
At first it felt really hard to let go of practical thinking. Afterwards we explained our ideas, walked around, looked at each other’s ideas, and voted for the ones that stood out.
Brains were definitely tired by this point—but we were starting to see the first glimpses of real solutions.

Identifying a network of support

We started by listing the people closest to us who could support the project—family(including our pets of course), friends, colleagues, and those we work with regularly. Then we stretched our thinking and added five more people or groups who could offer different perspectives or expertise. Lastly, we were encouraged to think big and include people we wish we could reach out to—those who might inspire us or really help move the project forward on our journey.

After a day of intense thinking, we were able to explore a bit more and enjoy the beautiful surroundings. It was a nice chance to relax, chat, and let our brains have a break. A walk along the beach and a visit to the local restaurant to check it out before heading back for dinner.
The evening ended with something really special. We walked up the hill together, away from the lights, to explore the night sky. Surrounded by the land and watching the moon rise .It was one of those moments that reminds you why experiences like this matter. Memories were definitely made that night.

More Clear… ? 

Our final morning began with a quick recap of our HMW statements and possible designs.
The honest truth? I wasn’t entirely sure if I was more on track or more confused. Probably both.
But that’s part of the process. Now I have a week to: let the ideas settle, talk to people, interview teachers and students and deepen my understanding.
From there I’ll begin developing:
Potential Features, Prototype sketches, Testing ideas to ultimately get to a solution. 

Final Reflections

This weekend challenged me in ways I didn’t expect. It pushed me out of my comfort zone to be open and vulnerable, to think critically, to question my assumptions.
But the best part?
The people. The collaboration, the shared challenges, the conversations.
And the unexpected highlight of the weekend…A 3 hour drive back to Auckland where we talked the entire way. Who would have thought?
And if the Kickstart Hui is anything to go by, the year ahead is going to be challenging, inspiring, and full of growth.
I can’t wait to see where it takes us. 

Thank you Dorothy, Matt, Jenny and Bill

and I hope to see Mack again soon....

MIT 2026 - Tania's Moonshot Proposal

MIT 2026

It is such a privilege to be part of this amazing opportunity. 

My focus for this year is a "Moonshot" for literacy. The goal isn’t just a small step forward; it’s a bold shift toward true fluency and empowerment. I want to see our students move past just "getting through" a text to a place where they genuinely love reading and can naturally use those skills as a toolkit for every other subject they dive into. I’m really looking forward to getting stuck into the design thinking process—taking a hard look at the hurdles our learners face, working through the "why," and eventually building a prototype that actually makes a difference.

To get this proposal off the ground, I’ve been looking closely at the students who are struggling most and gathering the evidence to show exactly where the disconnect is happening. I’ve come up with two different ways we might tackle this—including how we can lean on technology to bridge the gap—rather than just sticking to the status quo.

A real highlight so far was being put through the "5 Whys" challenge with a MIT partner. It’s a tough but great exercise; being asked "why" five times in a row really forces you to stop looking at the surface symptoms and find the actual root of the problem. It kept me from jumping to a quick fix before I truly understood the "who" and the "how."

I can’t wait to officially meet the rest of the MIT2026 team at our weekend hui at Kūaotunu and work together to create better outcomes for both our students and our kaiako.

Qualitative Data - Strengthening ECE–Primary Partnerships & Building Teacher and Student Capability through BSLA

1. Strengthening ECE–Primary Partnerships

Over the past year, we’ve seen a real shift in the way our school and local ECEs work together. What started as a few transition meetings has grown into genuine partnerships built on trust, shared goals, and regular communication. Everyone, from ECE kaiako to new entrant teachers, now feels part of one connected team, working towards smoother and more successful transitions for our tamariki.

The transition checklist has been a game changer. It’s given both sectors a shared understanding of what “school readiness” actually looks like in today’s context. ECE teachers say it’s helped them plan with more purpose,
they now know what primary schools value, what children will be expected to do, and how they can prepare them for that next step. Many kaiako have said things like, “It’s helped us align with the new English and Maths curriculum — we can see how what we do links to what comes next.”

Because of this, teacher practice within the ECE centres has grown significantly. Kaiako now have a clearer sense of the expectations for literacy, oral language, and early maths that children will meet at school. They’ve been able to strengthen their own programmes to reflect these expectations while still keeping play and relationships at the heart of learning. One kaiako commented that “the checklist made us more intentional — we’re teaching with the next step in mind.”

The checklist has also meant that our new entrant teachers get to know children before they even arrive. They have a clear picture of each child’s strengths, learning needs, and any challenges that might need early support. Teachers have commented that “we now know our new students before they walk through the door — their learning, behaviour, and personalities are already familiar to us.”

What’s been really powerful is the difference teachers can now see between children who have been part of the ECE intervention and those who haven’t. The children coming from our partner centres are arriving with stronger oral language, early literacy and numeracy knowledge, and greater confidence in routines. They’re ready to learn, they settle quickly, and they see school as a place where they belong.

This shared work has strengthened relationships between ECE and school teachers too. There’s a growing sense that transition isn’t just a handover — it’s a shared responsibility. We’re learning from each other, visiting each other’s settings, and talking the same language around learning.

Overall, the collaboration has created a real sense of continuity for our children and whānau. They’re moving between settings that understand and value them. For our teachers and kaiako, it’s been about growing together — building capability, connection, and a shared purpose so that every child starts school feeling confident and known.

2. Building Teacher Capability and Student Engagement through BSLA

Our focus on Structured Literacy through BSLA has really changed the way teachers and students think about reading across the junior school. Teachers are feeling much more confident and clear about how literacy develops, and they’re seeing real progress in their classrooms. Lessons are more explicit, systematic, and responsive to where each learner is at — and that consistency is making a big difference.

Through shared professional learning, teachers have built a common understanding of phonological awareness, phonics, and word-level instruction. The flow-on effect has been smoother transitions between year levels and stronger collaboration within teams. Teachers are also starting to see how BSLA connects naturally with the refreshed English curriculum, especially the Phonological and Orthographic Knowledge (PhOM) strand.

There’s a real buzz about teaching the PhOM content. Teachers are excited to bring these ideas into their Term 4 novel studies — particularly in Years 4–8 — using BSLA strategies to explore decoding, morphology, and vocabulary in a deeper, more meaningful way. One teacher summed it up perfectly:

“It finally feels like we have the missing link — BSLA gives us the tools to teach the ‘why’ behind reading, not just the ‘how.’ My students are noticing patterns and making connections that weren’t there before.”

And the students are just as enthusiastic. They’re curious about how words work — where they come from, how they’re built, and why they look the way they do. They’re starting to spot the chunks and roots that make up words and use that knowledge to figure out new ones.

“I like learning about where words come from — it makes tricky words easier to read.”
“We know how to break the words into parts now, like little chunks. It makes reading feel like solving a puzzle.”

Students are proud of their progress. They’re seeing reading not as something to memorise, but as something to explore and understand. Across the school, there’s a shared sense of excitement — teachers are seeing how BSLA fits perfectly with the new curriculum, and students are gaining a deeper understanding of how language works. It’s clear that when teacher practice grows, student engagement and confidence grow right alongside it.

Helping Our Tamariki with b/d Confusion: Strategies That Work

As part of my ongoing teaching inquiry into how we support early literacy—especially for those tamariki who need a bit more time—I came across this really helpful article from All About Learning Press that offers clear, simple strategies to help children who confuse b and d.

Let’s be honest—this is super common and very normal for our 5- and 6-year-olds. But for some, it sticks around longer and can start to impact confidence, writing fluency, and reading accuracy.

What’s in the Article?

The blog post outlines:

• Why letter reversals are a developmental stage, not a sign of dyslexia on their own.
• Fun, hands-on strategies to help children lock in correct b/d formation.
• Practical tools that both ECE and NE teachers can easily integrate into their day.
• One of my favourites from the list is the “bed” trick—using both hands to form the shape of a bed (with thumbs up) to remind kids that b comes before d. It's kinaesthetic, memorable, and easy to teach.
• Another great one is using visual mnemonics and consistent language when forming the letters—like always saying “bat before ball” for the letter b, and “doorknob then door” for d.

Why This Matters for My Inquiry

As I’ve been looking into supporting students who are not quite ‘school ready’, letter formation and orientation is one of the areas that keeps popping up. For some children, these reversals are more than just a hiccup—they become a source of frustration and disconnection from early literacy.

If we can address it early with low-pressure, playful strategies, we’re setting them up for success—not just in writing, but in confidence.

How ECE and NE Teachers Can Use This

In Kindy or ECE settings: Start with body-based learning—hand signals, air writing, songs. No pressure to “get it right” but constant exposure to directional concepts helps lay the foundation.

In New Entrant classrooms: Make b/d practice part of your handwriting and phonics routines. Repetition through movement, visuals, and consistent cues is key.

🔗 Read the full article here:

👉 Why Some Kids Struggle with Letter Reversals (and What to Do About It)

Would love to hear if you’ve used any of these in your classroom—or what’s working well for your!

Intervention guidelines

Oral Language, Literacy, and Numeracy Readiness Through ECE Partnerships

As Junior School kaiako, we understand that successful transitions to school aren’t just about knowing letters or numbers—they’re about being able to talk about them, think critically, and engage with confidence. That’s why I've built a strong, ongoing relationship with local early childhood centres and kindergartens to support tamariki turning four between September and December.

Together, we’re working to ensure every child has a strong start in oral language, literacy, and numeracy, laying the foundations for learning success.

Why Does This Matter?

Oral language is now a core focus in the New Zealand Curriculum refresh, and for good reason. The ability to communicate thoughts, ask questions, and use topic-specific vocabulary is directly linked to later achievement in reading, writing, and mathematics.

When tamariki can confidently use words like grapheme, phoneme, most, least, and estimate, they are not just participating—they are thinking, reasoning, and learning deeply.

A shared focus on oral language, early literacy, and numeracy helps us to:

• Prepare tamariki to thrive in structured learning environments
• Bridge the vocabulary and communication gap before school starts
• Ensure equity by giving every learner the language and tools to succeed

What Our Intervention Looks Like

Together with the ECEs and kindergartens, we’ve co-designed a targeted(that fits their space) intervention for our transitioning learners. It includes a readiness checklist that looks closely at development in three key areas:
1. Oral Language

• Engaging in back-and-forth conversations
• Retelling simple events or stories
• Using new and topic-specific vocabulary
• Asking questions and responding to others
• Using positional and comparative language (e.g., beside, fewer, longer)

2. Literacy Readiness

• Recognising and naming letters
• Identifying letter sounds (phonemes)
• Understanding the concept of graphemes and phonemes
• Showing interest in print and books
• Using oral language to describe characters, settings, or predict outcomes

3. Numeracy Readiness

• Counting with 1:1 correspondence
• Using number words in order
• Understanding basic concepts like more, less, most, and least
• Beginning to estimate or compare amounts
• Recognising shapes, patterns, and size differences

Kaiako will use the checklist with their target group of tamariki once a term. Observations are recorded in a way that is natural and embedded in everyday play and learning—not as an assessment task, but as a way of noticing and responding to growth.

Tracking Progress Meaningfully
To track learning, we’ll use:

• Checklist reviews each term to measure growth
• Anecdotal notes and work samples (e.g., drawings, name writing, counting or oral descriptions)
• Vocabulary snapshots—what words are tamariki using correctly in play or kōrero?
• Student voice—"What do you know about that story?" or "How many do you think there are?"
• Collaborative planning hui to reflect and adjust based on data

This information will help us understand how tamariki are progressing, not just if they are ready.

What the Data Will Tell Us
The data we gather will:

• Show individual and group progress in oral language, literacy, and numeracy
• Reveal vocabulary usage trends and gaps
• Inform how to shape new entrant class programmes
• Support early intervention if needed
• Strengthen alignment between what is taught and what tamariki are ready for

It will also help us build a shared language across ECE and school—ensuring tamariki hear, see, and use the same words, ideas, and strategies in both settings.

What’s In It for Our Tamariki?

• Confidence with classroom language. Tamariki will be able to understand and use the words their kaiako are teaching.
• Familiar routines and vocabulary. This reduces anxiety and helps them participate earlier.
• A stronger sense of belonging. When tamariki recognise books, materials, and language from ECE, they settle faster and feel at home.
• Better learning outcomes. Strong oral language is linked to future success in reading, writing, and maths.

Looking Forward

This is about setting our tamariki up for long-term success. By working together and aligning our focus on oral language, literacy, and numeracy, we’re ensuring our learners step into school not just “ready”—but eager, capable, and excited to learn.

As our intervention continues, we’ll refine the checklist, share findings with whānau, and keep building a bridge between ECE and school that’s based on collaboration, care, and a deep commitment to equity.

Are We Missing the Plot?

 

A Reflection on Play, Policy, and School Readiness
What We Count, Counts. Why the Debate is About Ideology, Not Curriculum. Sarah Aiono Jun 28


Kia ora whānau,

This week I came across a thought-provoking presentation by Dr. Sarah Aiono, shared at the IPA Asia Pacific Conference in Melbourne, and it honestly stopped me in my tracks. It spoke directly to the heart of something many of us working in ECE, New Entrants, and Kāhui Ako spaces have been feeling for a while:

Are we so focused on curriculum and data that we’re forgetting our tamariki aren’t always ready to learn when they walk through the school gate?

Dr. Aiono’s presentation—titled “What We Count Counts: Why the Play Debate is About Ideology, Not Just Curriculum”—really pushed me to think about how our systems are shaped not just by what we teach, but by what we value.

You can read the full transcript here on Dr. Aiono’s LinkedIn.
What Stood Out to Me
The main message?
 It’s not just the curriculum that needs changing—it’s the thinking behind it.

She challenges us to ask:

• Who do we believe children are?
• What is learning actually for?
• Are we measuring what matters?

Too often, systems are built on the belief that education exists to create future workers. That’s where the pressure for data, benchmarks, phonics checklists, and early numeracy kicks in. And while none of those things are bad, they can become harmful if they’re prioritised before children are developmentally ready.

Dr. Aiono calls this the “future worker” lens—where play is seen as a distraction, not a foundation. But what if we saw children as citizens now? Whole, capable, curious little people already participating in the world?

In that light, play becomes the pedagogy, not the break from it.
Why This Matters for Us in Aotearoa – Especially in Lower Decile Communities

Working in a Kāhui Ako and in a school where equity is central, I see the tension daily. We’re working hard to lift achievement, track progress, and respond to data—but some of our 5-year-olds are arriving without the oral language, social readiness, or emotional regulation they need to thrive in a structured classroom.

Here’s what I believe (and what this reading confirmed):

• We need to prioritise oral language. Rich vocab, conversation, storytelling, singing. Words like more/less, estimate, describe, explain need to be embedded in context.
• We need to develop executive function—through play. Planning, sharing, waiting, leading, coping when things don’t go to plan.
• We need to make time for social-emotional learning. Not just as a behaviour management tool, but as a learning goal in itself.
• We need to slow down when they first start school. Not rush straight into the curriculum before they’re developmentally ready.

What We Could Be Doing Differently

As a Kāhui Ako Across School Lead, this reading really challenged me to think about how I can support our ECEs, kindergartens, and new entrant teams better.
Some ideas I’d love to kōrero more about:

• Co-developing a play-based transition framework across ECE and NE, especially for tamariki turning 4–5.(Have implemented this with 4 ECEs and Kindergartens now)
• Using tools like the P-BLOT to help teachers observe and respond to deep-level learning in play. https://www.longwortheducation.com/p-blot/       https://eyrl.nz/play-based-learning-pic/
• Joint PLD sessions between ECEs and schools about oral language, play, and developmental readiness.
• Reframing what we mean by 'readiness'—because it’s not just about recognising letters or numbers. It’s about being settled, confident, and curious.

Final Thought

The provocation I’m sitting with now is:
What is education for?
Is it to produce outputs—or to grow humans?

Because if we really believe that tamariki are taonga, and that learning is a process of becoming, then play is not a luxury—it’s a necessity. And we need to protect and prioritise it, especially for our most vulnerable learners.

Big mihi to Dr. Sarah Aiono and Play Australia for starting these important conversations.

Handwriting - ideas how support teachers

I stumbled upon this super cool document called "Multisensory Writing: Handwriting Supports" from a pediatric occupational therapist, and it's packed with awesome ideas to help our kids with their handwriting!

For all you kindergarten and new entrant teachers here in New Zealand, here's what's super important to keep in mind:

• Spotting Handwriting Hiccups: We're talking about all those common struggles tamariki have, like pressing too lightly or too hard with their pencil, writing huge letters or totally missing the lines, squishing words together or leaving huge gaps, and not quite getting the hang of tall vs. short letters.
• Easy, Hands-On Tricks: The document is full of practical tips, and a lot of them use different senses, which is brilliant! Think things like using carbon paper, sandpaper, those bendy Wikki Stix (not the same as pipe cleaners, by the way – Wikki Stix are wax-coated yarn, super safe and sticky!), or even just cool visual cues.
• Getting That Pencil Grip Just Right & Building Hand Strength: It really highlights how important a good pencil grip is and suggests fun activities to build those fine motor skills, even when they're not actually writing.
• Simple Solutions, No Fancy Stuff Needed: The best part? Lots of these ideas don't need any special, expensive gear. You can totally make them happen right there in your classroom.

So, how can we make this happen in our classrooms?

• If they're writing too lightly:
  • Pop some carbon paper under their writing page to make sure their marks show up clearly.
  • Grab some #1 pencils with softer lead or thicker pencils – they usually write darker.
  • Get them writing on a vertical surface, like a whiteboard or an easel.
  • A weighted pencil can sometimes help them feel the pencil better.
  • Have some fun with shading exercises.
• If they're pressing too hard:
  • Try writing on sandpaper for some cool bumpy feedback.
  • Practice on tissue paper – it'll tear if they press too hard, which is a great clue.
  • Use gel pens with leaky ink – again, they'll know if they're pressing too much.
  • Mechanical pencils can be good because the lead breaks easily.
  • Let them try writing on a mouse pad.
  • Show them examples of "too light," "just right," and "too hard" pressure.
  • Practice writing lightly and then erasing without leaving a trace.
  • Do some exercises where they tense and relax their hand to get a feel for how much pressure to use.
• If their writing is too big or not on the lines:
  • Use Wikki Stix right on the lines for some tactile help.
  • Make those lines bolder or darker, especially the bottom one.
  • You can even cut out the handwriting line itself.
  • Slide some index cards or different coloured paper under the line to make it stand out.
• If they're having trouble with spacing:
  • Grab a spacing tool, like a popsicle stick, to help them measure.
  • Bold the lines where the words should sit.
  • Teach them the "finger spacing method".
  • Try the "spaghetti and meatball method" for spacing – sounds fun!
    
    
    
• If they're not telling the difference between tall and short letters:
  • Highlight the bottom half of the writing space where short letters go.
  • Put boxes around the letters to help them see the height difference.
  • Use visual cues like "sky line," "plane line," "grass line," and "worm line".
    
  • A writing grid can also be super helpful.
• For a super duper pencil grip:
  • Get them writing with shorter pencils.
  • Cut out holes for their three main fingers in a mitten or sock.
  • Do lots of fun fine motor activities that aren't just about writing.
  • Have them hold a small item (like a pom-pom) in their palm with their pinky and ring finger while they write.

Why is all this important?

Handwriting is a big deal! It's one of those basic skills that really helps tamariki do well in school. When they can write neatly and easily, it makes it so much simpler for them to get their ideas down, finish their work, and just be confident in the classroom. Think of it this way: students with better handwriting often produce higher-quality written compositions because they can focus on their ideas instead of struggling with letter formation. Plus, handwriting is now part of our new literacy curriculum! That just goes to show how important it really is. Getting in there early with these multi-sensory tricks can make learning to write way more fun and successful for our little ones, stopping them from getting frustrated and helping them love writing!

Observing Through Play: Unlocking True Potential

Observing Through Play: Unlocking True Potential

Let’s Get Real—Play Tells the Full Story!

You know those first few weeks of school when everyone’s finding their feet (and maybe their shoes)? That’s not the time to whip out formal tests and clipboards of doom! Instead, our "Tools, Measures & Approaches" plan encourages us to step back, tune in, and let our tamariki show us what they can really do—through play.

Because here’s the secret sauce: play isn’t just fun—it’s full of golden information.

What Are We Actually Doing Here?

We’re putting the tests on pause and pulling out our invisible superhero capes: the observer lens.

We watch, really watch, our learners in action as they build, create, chat, problem-solve, and navigate social situations in both structured and unstructured play. We're not looking for right or wrong, we’re tuning in to the how, the why, and the wow moments.

Using a simple framework, we can spot things like:

• 🗣 Oral Language(and this is now a part of our curriculum) – Are they directing others, telling stories, asking questions, or chatting your ear off in the home corner?

• 🧩 Problem-Solving – Can they figure things out, change plans mid-build, or ask for help?

• ✍️ Fine Motor Skills – Can they thread beads, draw people with eyebrows, or build epic towers?

• 👯 Social Skills – Are they navigating friendships, playing fair, or solving little arguments with surprising wisdom?

• 🔤 Early Literacy & Numeracy – Do they notice letters, ‘read’ to teddy, count pretend money, or spot patterns?

Why It Matters

Play is a child’s superpower. It’s how they process the world, and it’s where their true learning identity starts to shine.

• It’s the real deal: Kids are more relaxed and natural when they play, which gives us way more insight than a desk-based task ever could.

• It shows how they learn: Not just what they know, but how they think, persist, ask for help, or collaborate.

• It lowers the pressure: Eases the "new school jitters" and makes school feel like a place of joy and exploration.

• It highlights hidden gems: That quiet child who barely speaks during mat time might be a boss in the block corner!

How Can We Make This Happen?

For ECEs:

• Capture moments as they happen: Use photos, short notes, or even quick videos (with permission) during play.

• Use a simple observation guide: Watch for things like cooperation, focus, or creativity.

• Set the scene for magic: Offer open-ended materials and provocations that spark curiosity and collaboration.

• Share the story: Pass on key observations to the primary school—those golden nuggets make all the difference.

For Primary Schools:

• Protect play time: Those first few weeks? Let them be rich in both indoor and outdoor play.

• Set up “observation stations”: Rotate around different zones (e.g., blocks, dramatic play, puzzles, art) and observe.

• Teamwork makes the dream work: Chat with other staff daily to share insights. You’ll be amazed what each of you picks up.

• Keep it simple: Sticky notes, clipboards, or digital docs—record quick, factual snapshots like “Jas played independently for 20 minutes creating a zoo and naming all the animals.”

• Get curious with questions: Ask “What are you thinking?” or “Tell me about your game” to understand deeper thinking.

• Resist the urge to formalise: Trust the process—if we watch with intention, the readiness signs will show themselves.

What’s In It for Our Tamariki?

• They feel safe and confident: School starts as a joyful, welcoming place—not a test zone.

• They can be themselves: We see their spark, their quirks, and their super strengths.

• We meet them where they are: Teaching becomes more responsive, more personal, and way more powerful.

• We grow together: Through play, kids form connections with peers and teachers, building trust and community from day one.

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So let’s swap the test sheets for sandpits, the pressure for play dough, and give ourselves permission to slow down and truly see our learners. Because those moments in the block corner? That’s where magic happens. 

Transition to School Surveys (ECE and Whānau Voice)

🌟 Transition to School Surveys (ECE and Whānau Voice)
✨ Why do Transition to School Surveys?

• Build a strong starting point: Instead of beginning from scratch when a child starts school, you already have valuable insights into who they are, what they can do, and what they love.
• Strengthen partnerships: Gathering voice from ECE teachers and whānau shows that their knowledge and experience is respected — they are crucial partners in a child’s journey.
• Spot patterns early: You can identify strengths and any gaps or needs before the child even sets foot in the classroom.
• Smooth the transition: Children feel safer and more confident when the people around them already understand them and can connect with what matters to them.

🛠️ How to Do It Effectively

        Step 1: Plan Your Surveys
            Create two short surveys:
            ➔ One for ECE/Kindergarten teachers
            ➔ One for whānau
            Keep them simple, warm, and strengths-based — aim for about 10–15 minutes to complete.
            Include questions about:
            ➔ Learning (early literacy, maths, strengths)
            ➔ Social/emotional skills
            ➔ Independence/self-management
            ➔ Dreams, hopes, and any special considerations
        Step 2: Decide the Tools
            Online (Google Form,) if ECEs/whānau are comfortable with digital tools.
            Paper copies as a backup, especially for whānau who prefer pen and paper.
            Offer both wherever possible.
        Step 3: Communicate Clearly
            Explain why you’re collecting this information:
            ➔ "We want to make the move to school a positive experience where your child’s strengths are recognised                         from day one."
        Let them know:
        ➔ Surveys are short and easy.
        ➔ Responses will be kept confidential.
        ➔ It’s about supporting, not judging, the child.
        Step 4: Set a Timeline
            Give ECEs and whānau enough time (about 2–3 weeks) to complete the surveys.
            Send a gentle reminder after 1 week. "We’d love to hear your voice to help us prepare the best possible start                 for your child!"
        Step 5: Collect and Organise Data
            Create a simple tracker (Google Sheets) to collate responses: 

            ➔ Name
            ➔ Key strengths
            ➔ Early literacy/maths skills
            ➔ Areas needing support
            ➔ Any notes from ECE/whānau
        Step 6: Use the Data in Conversations
            Share information carefully with New Entrant (NE) teachers.
            Use it in planning classroom setups, small groups, and support strategies.
            Track a few target students (especially if you’ve agreed to track progress across ECE and NE).

🧠 Things to Keep in Mind
Time:
ECE teachers and whānau are often time-poor. Keep the surveys easy and thank them sincerely for participating.

Consistency challenges:
Some ECEs may observe different things or have different ideas about skills — that’s okay. Look for overall patterns rather than exact matching data.

Relationships first:
Gathering voice is not just an information-gathering task — it’s a trust-building opportunity.

Here is a draft version of the ECE teacher survey.

Survey

Laying the Groundwork: The Magic of Transition Surveys

Laying the Groundwork: The Magic of Transition Surveys

Because the journey to school starts long before the school bell rings

Have said this many times but want to emphasise again that starting school is a huge milestone, not just for tamariki, but for their whānau too. There’s excitement, a few nerves, and a whole new world to step into. As teachers, we know our role in making that step smooth and welcoming is vital.

That’s why our first focus in the Tools, Measures & Approaches plan is simple, powerful, and people-centered: Transition Surveys — our way of connecting with ECEs and whānau before that first school bag is zipped up.

So… what is it exactly?

It’s not a test. It’s not a checklist. It’s a kōrero in disguise — a way to gather authentic, rich insights from the two groups who know each child best: their ECE teachers and their whānau.

These surveys help us learn about:

• Communication – Can they express themselves clearly? Do they follow instructions easily?

• Social Skills – Do they like playing with others? Are they good at sharing, turn-taking, initiating play?

• Early Literacy & Maths – Are they curious about books, numbers, patterns, or even writing their name?

• Self-Management – How independent are they with their belongings, following routines, managing big feelings?

• Passions & Needs – Dinosaurs? Drawing? Building? Are there any learning or health needs to know about?

This isn’t about ticking boxes — it’s about seeing the child as a whole, complex, amazing little human.

Why is it so important?

Picture this: You’re building a bridge between ECE and school. Transition surveys are the planks of that bridge — strong, sturdy, personal.

• ECE kaiako see children in action all day — in play, in conflict, in discovery. They notice the subtle stuff.

• Whānau know the child inside out — their routines, their quirks, their stories.

Put these perspectives together, and we’re not just preparing for a new student — we’re welcoming this specific child with open arms and a warm heart.

Making it Work – What You Can Do

For our ECE Friends:

• Keep it Structured, but Open – Use simple forms with key questions and space for stories or anecdotes. (We love a good “Let me tell you about the time…”)

• Offer Options – Paper copies, digital links, or a quick phone kōrero — whatever suits the whānau.

• Celebrate Strengths – Let us know what the child shines at. Where do they light up?

• Share Portfolios – Learning stories, drawings, photos (with permission, of course) are gold!

• Visit Together – If possible, organise a school visit where tamariki, kaiako and whānau explore the space together.

For Primary Schools:

• Be Proactive – Don’t wait until Day 1. Send welcome packs early — include info about the school and the survey.

• Appoint a Friendly Face – A transition liaison (maybe the NE teacher or DP or in. my case Acting DP) who becomes the go-to person for ECEs and new whānau.

• Actually Use the Info! – Read it, highlight key bits, use it when setting up the room or grouping learners.

• Keep It Confidential – Respect privacy and share only on a need-to-know basis, always with care.

• Host “Hello” Moments – Set up relaxed meet-the-teacher catch-ups before school starts — just a chat, a smile, and a “We can’t wait to have you here!”

What’s in it for the Tamariki?

This isn’t just helpful for us — it’s transformational for the kids:

• They Feel Seen – Imagine being greeted with, “Hey Isla, I heard you love painting rainbows!” That’s instant connection.

• They Feel Safe – When teachers already know a bit about them, that scary “first day” suddenly feels familiar.

• They Get What They Need, Sooner – Whether it’s a quiet space, a tricky speech sound, or a love of numbers — we can respond straight away.

• They Feel They Belong – Their stories, strengths, and backgrounds are part of the classroom from day one.

Final Thought

Transition surveys aren’t just paperwork — they’re part of our relationship-building superpower. By gathering and honouring these insights, we send a clear message:

You matter. We’re ready for you. Let’s begin this journey together.