achieved Level 1 and 6 were Endorsed with Merit. Teachers and Staff have a very optimistic outlook to the future. These results are a clear indication that students are taking NCEA seriously. It means that more students are talking to their teachers about their credits and they want more practice tests, to bring them up to speed with revision.

Mrs Pamaka has some tips for students sitting NCEA this year: come to school every day; the time you have in class is precious, have a clear understanding of your subjects and what it is you have been learning and if you don’t understand ask a teacher for help, and keep track of any credits that you may have.

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Academic AchievementBy Alisha Henry and Jese Puna • Year 12 Students

2008 was surely a positive one for Tāmaki College, in terms of academic achievement. There was an outstanding display of NCEA results from the senior students. The eff ort and commitment, put in by both the students and the teachers, was phenomenal, helping to bring about a signifi cant results tally for Tāmaki College.

Throughout the year, staff witnessed the students’ commitment and enthusiasm to their learning. This left Principal, Soana Pamaka, along with the rest of the staff at Tāmaki College, quietly confi dent that there would be an encouraging outcome. The few weeks that the students had to wait, to receive their end of year results, were nerve-racking.

However, that hard work and determination shown by the students has paid off . The 2008 NCEA results are the best results Tāmaki College has received in the past 4 years; 53 students

TāMAKI COLLEGENewsletter

Principal’s AddressGreetings and welcome to the first newsletter of 2009. We have made a very positive start to the year! I want to say thank you very much to those parents and guardians who have made the learning of their children a priority. A large number of our students have started their year with the correct uniform and stationery as well as the right attitude.

Our Level 1 and 2 NCEA results are definitely heading in the right direction and this is the result of a successful partnership of teachers, students and families. We look forward to continuing this successful partnership.

As a school, we continue to make teaching and learning our priority and we are always happy to work together with you, as our school community, to achieve the best outcome for all of our students.

I am very sure that you will enjoy this first edition of our 2009 newsletter.

Issue 1 • April 2009

Lastly, I would like to acknowledge Glynis Margetts and her excellent leadership and work in publishing the school’s newsletter for the past 7 years. The newsletter is now produced by the newsletter committee and I am sure that they will continue the high standard established by Glynis.

Student RepBy Natalie Atasani • Year 12 Student

Young, motivated, seventeen-year old, Sina Alai says that she is proud to be Tāmaki College’s student representative. Not only is Sina the student rep., she is also one of the prefects. She was overwhelmed, when she was selected by Tāmaki students and the senior management team, to become the student representative of 2009. But her family and friends were excited and proud of her. As the student representative, Sina attends Board of Trustee meetings with Principal, Mrs Pamaka, Deputy Principal, Ms Moore, School Counsellor, Barbara Te Kare and the four

parent representatives. In these meetings the board discuss and think about their diff erent ideas and opinions, concerning the overall wellbeing of the college. Sina says that she enjoys the meetings because she can share her own thoughts and ideas, and also, the dinner is free. Her role this year, as prefect and student representative, is to help students, to give advice, to share opinions, to represent students at Tāmaki College and to support what has to be done, for the good of the school. One of Sina’s friends, Pevelini Tulia, says that, ‘Sina has great communication skills and listening skills and is committed to her job, as student

representative’. This is all good because Sina’s career aspiration is to eventually become a lawyer.

2

The Pōwhiri By Mr Albert Tu’uga Stevenson • Teacher of English

The pōwhiri is a ceremony of welcome that is extended to visitors by Māori, the indigenous people, who characterise a large part of the multi-cultural fabric, of New Zealand. On February 5th 2009, an excited, yet nervous group of Y9 students, new staff , tutors and parents were welcomed onto Tāmaki College. The marae, adorned by a crowd of students, teachers and parents, standing against a backdrop of intricate Māori designs, were all important parts of the setting for this special ceremony.

A moving and strong karanga (call of welcome) from the Principal, Mrs Pamaka, and the Kapa Haka group, drew the mass of new folk onto the grounds. Both visiting and school parties spoke, exchanging words of encouragement, inspiration and thanksgiving. As messages of aspiration for the future, for the school and the students were shared, new staff and old, Y9 to Y13 students, were bound together by a common thread. A thread that intertwines new people, into an already well-established, loving, caring and vibrant family that is, Tāmaki College.

As a new teacher to the school, I myself have never been involved in a pōwhiri. To partake in this awesome experience was both daunting and exciting, but also extremely fulfi lling and a privilege

to be a part of. It is important for new teachers to have a sense of belonging and purpose when they begin a new journey at a new school. For me, the pōwhiri indicated that my journey at Tāmaki College will be one, where any challenge I face, good or bad, will be supported and respected by my colleagues and students.

Walking onto the marae, I felt like a visitor walking into an unknown space. As I left, after the formalities had ended, I no longer felt like a ‘visitor’ or a new teacher. I felt like a part of a family, whose vision ‘to foster in students self-worth, confi dence and self-reliance that will empower them to control their own lives’, is a vision that I totally support.

So far, my time at Tāmaki College has been great and I look forward to working alongside a supportive staff and awesome students this year.

Fa’afetai Lava

Mr Tu’uga Stevenson

Above: Mr Tu’uga Stevenson and Joel Herbert

Feature

Articles

Below: Sina Alai

Te Poho o Tāmaki!By Ms Hinerau Anderson • HoD Technology

Te Poho o Tāmaki is the kapa haka roopu (group) of forty-strong Tāmaki College students. It is led by Alamanda Tahu (Ngāti Kahu) and Harley Tawhai (Ngā Puhi), and it is tutored by Kristian Yates (Te Arawa, Ati Haunui-a-Paparangi).

On the 19th March, Te Poho o Tāmaki competed in the 2009 ASB Secondary Schools Māori and Pacifi c Islands Cultural Festival (Polyfest), where they placed 2nd overall in the third division, with the following awards:

1st equal - Male Leader

2nd - Female Leader

1st equal - Male Costume

1st equal - Female Costume

1st - Whakaeke

1st Equal - Waiata-a-ringa

1st - Haka

1st - Whakawaatea

1st - Mau Rakau

“What is the most important thing in the world? It is people! It is people! It is people!”

They also competed in Te Ahurea Auckland Secondary Schools Kapa Haka competition in October 2008, where they placed 7th overall. The performance bracket for Polyfest included ‘E Ihu’, Waiata-a-tira (Choral), ‘Ka noho nei au’, Whakaeke (Entrance), ‘Maia’ Moteatea (Traditional chant or lament), ‘Wairua o te puna aroha’, Waiata-a-ringa (Action), ‘E Ara’, Haka, ‘Maui’, Poi and ‘Parehuia’, Whakawaatea (Exit).

The talents and dedication of tutor Kristian has inspired the students to challenge themselves on a cultural and spiritual level. He has been a member of Kapa Haka groups, Te Waka Huia Pounamu and Te Manu Huia, and he has participated in three Auckland regional Kapa Haka competitions. He has also participated in Te Matatini, the National Kapa Haka competition, and he has worked as a cultural ambassador

at the Auckland Museum. These experiences and his cultural background are where he draws his talent and his strength.

The focus and expectation for members of Te Poho o Tāmaki is to be disciplined and to show respect in all areas of their lives. This means a discipline and show of respect during performances, during practices and on stage. It also applies to their attitudes and behaviour in and around the whole of Tāmaki College and the wider community. Many students in Te Poho o Tāmaki fi nd that traditional aspects of tikanga (customs and traditions), waiata (songs/sing) and whanaungatanga (relationships) off ers an environment in which they are uplifted by their cultural heritage.

Te Poho o Tāmaki Kapa Haka members have experienced many opportunities to perform publicly, which help to boost the students’ self-esteem and confi dence.

“He aha te mea nui o te Ao? He tangata! He tangata! He tangata!”

3

Below: Te Poho o Tāmaki Kapa Haka Roopu

Feature

Articles

4

Did you know?

Parents and Caregivers are welcome to view

the minutes from the Board of Trustees

meetings. Please contact the Principal’s

Secretary for details.

Feature

Articles

New Staff 2009

Left to Right: Mr Takahide Ishibashi, Teacher of ICT and Food Technology in the Technology Department

Mr Albert Feng, Teacher of Statistics and Modelling in the Mathematics Department

Miss Kelly Bunce, Teacher of Science and Physics in the Science Department

Ms Pinprapa Lohajinda Levi in the Careers Department

• To Page 11

Tāmaki College NCEA Recipients 2008By Mrs Susanne Montgomorie • Data Manager and Ms Christine Emery • Teacher of English and Media Studies

Level 1 - Natalie ATASANI • Tui BEACH • Carlo DE VEAS • Deborah FA’AMITA • Davina FA’ATOE • Francis FALANIKO • Tu’amelie FATONGIATAU • Loniana FIFITA • Fred FOLU • Leon FORBES • Motiana GILLESPIE • Teiro GLASSIE • Annie GOGO • Alisha HENRY • Jasmiah KATINAPI • Sesilia LAFAIALII • Solesia LASA • Diane LEE-KUM • Thomas MOSBY • Mike MANU • Gaogao MATAIA • Oleva MATI • Phillip MA’U • Anaise MOALA • Aquila NGARO • Jarrod-Jordan NGATAI-MAURI • Shelby NIULOA • James O’MEARA • Vaingakihetoa PAHULU • Shelley PATIA • Tulsa PAWHAU • Meletoa Pepa • George PRESCOTT • Vastsrff PULA • Cheaf RANGI • Christine SAVELE • Lenna SCHWENKE • Toelau SILIPA • Dylan SIMON • Jack SISIKEFU • Millie SOLOMONA • Sabina STOWERS • Gabrielle TALAFASI SOLOMA • Oliver TALATAU • Elisha TAMASI • Mavis TAUAISILI • Alexander TEMU • Uakea TEONO • Jacob TEURA • Vicki-Anne TIMOTI •

Level 1 continued - William TUILOMA • Catherine VALIKOULA • Sequoia WILLIE

Level 2 - Paea AHOKAVA • Sinavaiui ALAI • Emma BROWN • Taupule CARTWRIGHT • Mikaira CHAN • Michael CHEE KAM • Michael CHOL • Ngatokorua ELI • Satuala FAULALO • Ruth FAUSIA • Sailosi FILIHIA • Maea FOHE • Ahmad FONUA • Francis KOLO • Haitensia KOLOAMATANGI • Ethan MAFI • Talanoa MANU • Apolosi MANU • James MATA • Rebecca MA’U • Florence MULIA • Luisa POUONO • Feofa’aki PUA • Alamanda TAHU • Joseph TAMOAIETA • Natalie TANIWHA • Meliame TUIPULOTU • Pevelini TULIA • Tayla TUPOU • Luke WARU

Level 3 - Quintel EDMONDS • Minatila FUSITU’A • Elenoa HAFOKA • Christina LEEF • Catherine MATAVAO • Havea PAMAKA • William TUIKOLOVATU

NCEA stands for the National Certifi cate in Education Achievement. It is a nationally recognised certifi cate, which New Zealand secondary school students can gain through assessment in external and internal examinations. Achievement standards and unit standards measure what has been learned at Level 1, 2 and 3 throughout the curriculum.

To gain NCEA Level 1, students need to achieve a minimum of 80 credits, which include eight literacy and eight numeracy standards. Literacy credits can

be gained in English or in te reo Māori. Students will need to discuss this with their teachers.

To gain NCEA Level 2, students need to achieve a minimum of 60 credits at Level 2 or above and 20 credits at any other level. Credits can be used for more than one qualification; so if students gain more than 80 credits at NCEA Level 1, then they can be counted towards NCEA level 2.

To gain NCEA Level 3, students need to achieve 80 credits, of which 60 must be at level 3 or

above, and 20 at Level 2 or above. For NCEA Levels 1, 2 and 3, if you gain 50 credits with ‘Merit’, your certifi cate will be endorsed with Certifi cate with Merit. If you gain 50 credits with ‘Excellence’, your certifi cate will be endorsed with Certifi cate with Excellence.

The following are the names of students from Tāmaki College, who gained the National Certifi cate in Educational Achievement (NCEA) in Level 1, Level 2 and Level 3 for 2008. Students highlighted in bold gained the NCEA Level 1 endorsed with Certifi cate in Merit.

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Feature

Articles

Auckland CityYouth Council MemberPaea AhokavaBy Mrs Kathy Miln • Gateway Coordinator

Paea Ahokava has been selected by the Auckland City Council to represent the youth of Auckland. As one of 25 Youth Councillors, Paea sees his role as representing the youth of Glen Innes and the wider Auckland region.

Paea is the Deputy Head Boy of Tāmaki College. He is a member of the Tāmaki College XV Rugby squad, and last year he was selected to attend the University of Auckland Dream Fono.

The youth council provides young people an opportunity to develop leadership and project management skills. It enables young people to

Above: Paea Ahokava, Deputy Head Boy 2009

learn more about their community, their city and local government. For 2009, the focus of the Youth Council means participation in projects and forums that enable young people to be active citizens.

Congratulations Paea! Tāmaki College wishes you every success, as an Auckland City Youth Councillor.

On Wednesday 18th March, I represented Tāmaki College at the ASB Polynesian Festival (Polyfest), in the Year 13 Tongan Speech Competition. I placed 1st

overall, out of approximately fi fteen students from various Auckland secondary schools. This is my winning speech:

Ko e hā ha tokoni ke tau fahahoko ke langa hake ai ‘a e fonuá niBy Paea Ahokava • Year 13 Student

Tulou pea mo e ha’ofanga leá ni, ka u fakamalumalu atu ‘i he ngaahi tala fakatapu kotoa pē kuo ‘osi hono fai atu mei he kau lea na’a nau ‘i mu’a ‘iate aú, kae ‘atā mo’oku ‘a e faingamalié ni, ke u tāsilisili atu ‘i he kaveingá ni. Ko e hā ha tokoni te tau fakahoko ke langa hake ai ‘a e fonuá ni. ‘Uluaki, ko hono ako’i ‘i ‘api ke mo’ui’aki ‘a e ngaahi ‘ulungaanga leleí.Ua, poupou’i ‘a e mahu’inga ‘o e akó. Tolu, poupou’i ‘a e ngaahi ‘ekitivitī ‘oku fakatupulakí.

Ko e ‘uluaki tokoni mahu’inga ke tau fakahoko ke langa hake ai ‘a e fonuá ni ko ‘etau ako’i ‘i ‘api ke tau mo’ui’aki ‘a e ngaahi ‘ulungaanga leleí. Ko e ‘ulungaangá, ko ha kī mahu’inga taha ia ki he melino mo e ma’uma’uluta ‘o e fonuá, koló pea pēhē ki hotau ngaahi familí. Ko ‘api ‘a e feitu’u ‘oku ako’i ai ‘a e ‘ulungaangá, he ko ‘api pē ‘a e ‘uluaki feitu’u ‘oku fa’ufa’u ai hotau lotó mo ohi hake ai ‘etau tui ‘a ē ‘oku tau pikitai ki aí. Ko ‘api‘a e feitu’u ‘oku lava ke lotua ai ‘e he matu’á ‘a e fonuá ‘i he ‘ao ‘o ‘enau fanaú, ‘o tapuaki’i ia koe’uhi ke lotolotoi ai ‘a e tau’ataina mo e melinó. Ko e ‘api pē famili leleí, ‘oku makatu’unga ia mei he mo’ui’aki ‘a e ngaahi ‘ulungaanga leleí, pea ko e ‘amanaki’anga lelei ia ‘o ha Sosaieti lelei. ‘Oku tala ‘a e lahi ‘o e ngaahi fai hia ‘i hotau fonuá ni, tupu mei he si’isi’i hono ako’i ‘i hotau ngaahi ‘apí ke tau mo’ui’aki ‘a e ngaahi ‘ulungaanga leleí. Te tau lava ‘o tokoni ke faito’o ‘a e mahaki fakatu’utamaki ko iá, ‘a ē ‘oku ne maumau’i ‘a e ‘ulungaanga hotau Sosaietí, ‘aki ‘etau mo’ui’aki ‘a e ngaahi ‘ulungaanga leleí.

Ko e tokoni hono ua ke tau fakahoko ke langa hake ai ‘a e fonuá ni, ko ‘etau poupou’i ‘a e mahu’inga ‘o e akó. Ko e akó ‘a e kī mahu’inga ki he fakalakalaka mo e tu’umalie ‘a

e fonuá. Na’e pēhē ‘e Palesiteni Nelson Mandela, “ko e akó ‘a e me’atau malohi taha ke tau ngaue’aki ki hono liliu ‘o e mamaní.” Ko e kuonga‘eni ‘o e akó, pea ‘oku mahu’inga ke tau nga’unu fakataha pea mo e fakalaka ko iá, kae lava ke tau tokoni ki he langa fakalakalaka mo e tu’unga faka’ekonomika hotau fonuá ni. Ko e akó ‘a e matapā ki he ngaahi faingamalie ‘e lava ke tau ma’u ‘i he kaha’ú pea te tau ma’u ai ha kaha’u lelei mo tu’uloa. Pea mo’oni ai ‘a e paloveape ‘oku pēhē ko e “Fakatu’amelie ki he taunga he fu’u telie”. Te tau hoko ai ko ha kakai falala’anga ‘i he fonuá, Siasí pea mo e familí foki.

Ko e tokoni hono tolu, ke tau fakahoko ke langa hake ai ‘a e fonuá ni, ko ‘etau poupou’i mo ‘ilo’i ‘a e ngaahi ‘Ekitiviti ‘oku fakatupulakí. Ko e ngaahi ‘ekitiviti fakatupulakí ‘oku fakataumu’a ia, ke tau hoko ai ko ha fefi ne’i pe tangata’i fonua lelei, ‘aki ha’atau faka’aongai’ ha konga ‘o ‘hotau taimí ke tau fai ai ha ngaue tokoni ki he fakalakalaka ‘o e koló, Siasí pea pēhē ki he ni’ihi kehe. Oku mahuinga ke tau poupou mo tokoni ki he kau faiakó, ‘a ‘etau fanaú, kau fai sipotí pea pēhē ki he kau taki ‘o e Siasí, ki ha ngaahi me’a ‘e langa hake ai mo fakalakalaka ‘a e ngāue ‘a ‘etau fanaú.

Kau fanongo pea mo hoku kaunga lea, ‘i he ‘ahó ni ko e tokoni mahu’inga te tau lava ke fakahoko ke langa hake ai ‘a e fonuá ni, ko ‘e tau foki pe ki ‘api ‘o kamata mei ai hotau talatalaifalé, he ko e melino mo e ma’uma’uluta ‘a e fonuá ‘oku kamata ia mei he ‘api pe famili leleí. ‘I he ‘etau mo’ui’aki ‘a e ngaahi ‘ulungaanga leleí, pea poupou’i ‘a e mahu’inga ‘o e akó mo e ngaahi ‘ekitiviti fakatupulakí, ‘oku tau tokoni ai ki he langa fakalakalaka mo e tu’unga faka’ekonomika ‘a e fonuá. Te tau ma’u foki ha kaha’u lelei mo tu’uloa, pea te tau hoko ai ko ha fefi ne’i pe tangata’i fonua lelei ‘I he kaha’ú. Tu’a ‘Ofa atu.

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Feature

ArticlesThe Manaiakalani

EHSAS ProjectBy Miss Karen Ferguson Teacher • Lead Teacher of EHSAS

Prefects that PeakBy Natalie Atasani • Year 12 Student

It has been Tāmaki College’s fi fth to sixth year being involved in the program ‘Prefects that Peak’. The program is run by A.U.T and it is about learning leadership skills and team building skills. The prefects who attended the program this year are; Alamanda Tahu (Head Girl), Sina Alai, Phyllis Mulia, Pevelini Tulia, Natalie Taniwha, Talanoa Manu (Head Boy), Paea Ahokava, Sam Siaki, Finau Aholelei and Mikaira Chan.

The ‘Prefects that Peak’ program applies in two parts, there’s a team building activity and creating a business plan. As part of the program, the prefects went camping at Matakana. The activities that they participated in at camp helped them to trust one another. Then, at A.U.T., they created a business plan for the year, in terms of planning for the junior social, the talent quest, the school ball, graduation and other events.

During the year, the prefects will have meetings with their mentor, Paul Tupovea, to see if they are keeping to their business plan. In the middle of the year, they will attend a conference where speakers will give them ideas about leadership. Also, awards will be given at the end of the year. The “Prefects that Peak” program is great because it shows the prefects how to work together as a team, how to communicate eff ectively and how to step up to their leadership roles.

Above from left to right: Back - Alamanda Tahu, Talanoa Manu, Mr Russel Dunn, Finau Aholelei, Paul Tupovea, Middle - Sinavaiui Alai, Mikaira Chan, Pevelini Tulia, Front - Sam Siaki, Phyllis Mulia, Paea Ahokava, Natalie Taniwha

Right: Prefects that Peak camp at Matakana

The EHSAS project stands for Extending High Standards Across Schools and it’s main focus is literacy- reading and writing skills. It involves all of the schools in our Tāmaki cluster; Primary, Intermediate and Tāmaki College. Our school is the only secondary school involved.

Manaiakalani symbolises the project’s hook, which grabs students’ attention. Our hook utilises multi-media methods to present students’ fi nal work. The wider audience helps the students to improve their writing skills, as the work has to be good enough for everyone online to see.

We are currently working on using the internet as a vehicle for presenting the student work to the rest of the world, last year we used our new website, TCTV, for this. Many of the departments in the school have become involved and the website is looking really good, it is full of student work and the activities that they have been doing. We started a student-led TV studio last year, with the students in charge of their interviews, topics, fi lming and the editing.

The project is moving forward this year, with more departments coming on board and the fi lm crews ready to be involved across the college. We are very proud of the high level of work and energy that the students achieve. The TCTV main website is – www.tctvnz.blogspot.com. If you log onto this, you can see the great work and you can fi nd links to all the department pages, plus the pages from the other schools involved in the project.

www.tctvnz.blogspot.com

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Articles

Fonotaga a Matua, Fanau ma Faiaoga Samoa 2009By Mrs Makerita Lote-Fepuleai • Teacher of ESOL and English

On the 11th of February, 31 Samoan parents, together with 17 students and 4 staff members, gathered together for the fi rst fonotaga of 2009. The aim of this fonotaga, or meeting, was for the parents, students and the school to collaborate ideas on how we can assist our Samoan students with their learning and behaviour, within the school and the wider community.

We started the meeting by refl ecting on the 2008 NCEA results. The statistics and information provided gave the parents the opportunity to see the number of Samoan students achieving and not achieving at senior levels. This gave the parents an insight into what they can do to continue supporting their children with their learning, in order to increase the number of Samoan students achieving NCEA, for this year and future years.

The parents worked in small groups, discussing how they can contribute to their children’s learning, while the students also worked together in small groups, discussing how they would like their parents to contribute to their learning. Having the students participating in the meeting meant that both parents and students could share their ideas on what they can do to support each other in the learning process.

A major point that was shared by the students during the meeting was that church and cultural obligations are key barriers that prevent them from completing school work in class and homework at home. Interestingly, the parents also included this as one of the reasons why their kids do not complete homework and assignments. They also shared their expectations, hopes and dreams for their children and a discussion was led about what they wish to see in the future for all of our young Samoan people.

How you can help?

Please let the school office know if there are

restrictions on people who can visit your children at

school; it important that we keep our children safe.

Above: Parents from the Samoan community engaging in discussions

Remember

Schools love to receive feedback

from parents and caregivers. Should

you have any questions or concerns,

please do not hesitate to see your

child’s Dean. If you have a serious

concern or complaint, this must be

addressed to the Principal, in writing.

Left: Samoan students having their say

During the meeting we established a smaller committee of 13 parents. They will volunteer their time and services to meet and discuss issues and topics, relevant to student learning, before presenting back to the wider Samoan parents community.

The overall feedback and information from the students and the parents was positive for us, as a group. It has provided us with ideas about how we can assist and help our students, as parents and teachers. We would like to thank all of the parents and students who gave their time, and also to those who will continue to attend these meetings. We pray that your work and our combined eff orts will not only help to increase our Samoan students’ achievements, but also to help them to be good citizens in our community.

Faafetai Lava

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Feature

ArticlesThe new

New Zealand CurriculumBy Ms Kathryn Moore • Deputy Principal

Year 9 Scholarships 2009By Tui Beach • Year 12 Student

From 2010 all schools will be introducing the new New Zealand Curriculum, the overall goal of which is to develop young people into being confi dent, connected, actively involved and lifelong learners.

As part of this process, schools were asked to defi ne their values and key competencies. To do this, Tāmaki College formed a working party at the end of 2007, comprising staff , students and community members. These people contributed their ideas, experience and knowledge, towards the formation of our school’s values and key competencies.

Values can be explained as deeply held beliefs about what is important or desirable. They are expressed through the ways in which people think and act. At Tāmaki College, we have defi ned our values as; wairua, respect, integrity, innovation, excellence, sustainability, commitment and aroha. The new curriculum states that these values are to be encouraged, modelled and explored within the school community.

Above from left to right: Back - Luke Waru, Front - Ruth Fausia, Phyllis Mulia, Pevelini Tulia and Talanoa Manu address the full school assembly with an enlightening skit about some of the school values

The key competencies can be defi ned as capabilities for living and lifelong learning. At our school, we have agreed that our competencies are; self-management, participation, thinking, relating, motivation, awareness, responsibility and success. Students then use these competencies to live, learn, work and contribute, as active members of their communities.

As a college, we have sought to explain the meaning of each value or competency, through the ‘word of the week’ programme, where each week the school, as a whole, focuses on one of the words and it’s meaning. This word is then used to set the theme for the week’s assembly.

Over the past 4 years, Tāmaki College has off ered Year 8 students, enrolled to enter Tāmaki College for the following year, the chance to gain a scholarship, through an application and selection process. With our school roll ever increasing, the applications have been off ered to a wide range of Y8 students from local schools. The scholarship enables the recipient to take home a brand-new laptop and a printer, for the time that they are students at Tāmaki College. Since its beginning days, when the school handed

over a hefty computer set, the scholarship has been given to students who excel academically. Since then, with the progression of technology, from Flat LCD Screens to Compact Laptops, the school now off ers this scholarship to students who show evidence of a positive attitude to learning and school.

This year, 10 of our current Year 9 Students successfully fulfi lled the criteria for the scholarship awards. On Wednesday, 11th March, the lucky recipients were presented with a certifi cate, a printer and a well-deserved Notebook; which is a compact laptop, smaller than your average laptop.

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Feature

ArticlesBreakfast ProgrammeBy Ms Hinerau Anderson • HoD Technology

Last year, Tāmaki College started running a breakfast programme at the school wharekai (dining hall). Since then, Mondays to Fridays during term time, the wharekai has been opened to all students and staff , who are welcome to sit down and enjoy a free, nutritious breakfast before school starts. Most students fi nd that the breakfast programme is a helpful start to the school day; often they arrive early for sports practice, and a relaxing breakfast afterwards is what they need to kick-start their day for lessons in class. The programme is also a positive way to start the day, in terms of addressing nutritional needs, as well as encouraging teacher-student relationships. Breakfast products, like cereals and milk, have been generously donated by a number of people, and organisations, such as Hubbards Foods Ltd., as well as direct funding by Tāmaki College.

Recently, Tāmaki College has become a part of the KickStart Breakfast programme, sponsored by Fonterra and Sanitarium. KickStart is based around a community partnership model; Fonterra and Sanitarium provide milk and cereal to a number of schools and each school community takes responsibility for preparing and

• From Page 8

The scholarship students were formally presented with their computers, by the Senior Management Team. Our Computer Studies Teacher, Mr Grundy, supplied technical information during the evening’s ceremony and a meal was provided afterwards.

The students were also presented with a High Achievers Badge, the following Friday, during a school assembly, in order to be recognized by the entire school.

The scholarships are off ered with the help of the Mt Wellington Trust and the School’s Senior Management Team, composed of

our Principal, Mrs Pamaka and Deputy Principals, Ms Moore and Mr Harris. Congratulations must go out to the recipients of this year’s scholarships, for their determination and positive attitude towards learning. Their new technical equipment will defi nitely assist them with their education here at Tāmaki College.

delivering the breakfasts to students-in-need each week. As such, monies invested can be focused on the critical aspect of food, rather than the logistical challenges, such as expensive staffi ng and/or paid coordinators and the unnecessary administration, which often comes with sponsorship.

Both the private donations and the KickStart Programme have helped to make the Tāmaki College wharekai a great place to be each morning. We would like to thank all who have assisted us with the breakfast programme.

Right from left to right: Year 9 Scholarship Recipents

Back - Maasi Tapa, Joseph Parsons, Nive Isaako, Colleen Henry

Front - Moli Kulasoro, Jaycee Sanisitou, Abigail Strickland, Mii Henry-Ru, Lavinia Lovo, Christopher Henry

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Feature

Articles

Sylvia Fausett Library By Diane Lee-Kum • Year 12 Student

The Book ClubBy Mr Gerard Tindling • Teacher of English

The Tāmaki College Book Club meets once a week in the school library for all students studying Level 2 English. It is an excellent opportunity for students to improve their reading skills, appreciate literature and work towards gaining valuable credits required for their Level 2 Certifi cate and further Tertiary Education.

The group meets Thursday 3.30-4.45pm in Term 1 and will be switching days to Wednesday 2.30-4pm in Terms 2 and 3. If you have any questions about the group, contact Mr Tindling via the college’s phone number 521 1104. All motivated students welcome!

Have you ever wondered how international icons, such as Barack Obama or Hillary Clinton, have achieved what they have in life? It all starts with a simple task, reading. Reading is the key to achieving great things in the future. Whether you are a potential sportsperson or a politician, your education can go no further without having fi rm skills in English, as well as other subjects related to your future career. We are not assigned to a set career. We set our dream career goals, and by retrieving the right knowledge, we can be fully prepared for whatever the future brings. So when you have some spare time, or you fi nd yourself going mad with boredom, pick up a book and read. Who knows what you may fi nd?

You’ll fi nd all the resources you need at The Sylvia Fausett Library. The Sylvia Fausett Library is a small, quiet haven for books, bursting with ever ready knowledge, just waiting to be absorbed by students. The Sylvia Fausett Library, proudly named after our wonderful B.O.T. Chairwoman, Sylvia Fausett, off ers a gateway of boundless information to all students within the school. With accessible facilities (via a note from your teacher), a vast range of books to choose from and an after school homework centre, what more could you ask for?

Our librarian, Mr Moses, along with a staff of enthusiastic student librarians, is there to assist or to give advice to every student, with homework or just general

enquiries. We encourage every student to use our facilities when needed. The following times below are when the library is open and available for study:

Lunchtime

Monday – Friday 1pm-1.30pm(excluding Wednesday)

Wednesday 11.35pm-12.05pm

After HoursMonday – Thursday 3.30pm-4.30pmWednesday 2.30pm-3.30pm

Always remember:

Reading gives you knowledge and Knowledge is power.

Seek and you shall fi nd (through reading)

How you can help?

Please call the school office, if your child is

going to be absent from school. This ensures

that school is able to keep accurate attendance

records. Ph: Tāmaki College 09 521 1104.

Above: Alisha Henry reading the novel ‘Breaking Dawn’

Just a reminder

The Board of Trustees has banned

cellphones, iPods, MP3 players, etc., from

Tāmaki College. Students caught with these

items will have them confiscated and held

by a Deputy Principal, until a parent or

caregiver is able to collect it.

11

Feature

Articles

Literacy InitiativeBy Mr Matthew Griffi ths • HoD English

Over the past two years, a number of staff members at Tāmaki College have participated in a literacy initiative, called the Secondary Literacy Programme, which has been sponsored by the Ministry of Education.

This year, all teaching staff at Tāmaki College are participating in literacy clusters to up-skill themselves with literacy teaching practices. They are doing this by meeting every four weeks, in professional learning groups, to focus on specifi c Year 10 classes.

The purpose of the groups is for teachers to discuss the needs of students in the classrooms, to discuss ways to eff ectively implement new (and old) teaching strategies and to see how the focused teaching of reading and literacy strategies can be the same across all curriculum areas.

The hope of the programme is to see that our students are being taught more eff ectively and to help them become self-motivated learners; this means, students who are knowledgeable about their learning strengths, and who are able to understand what their learning needs might be.

AsTTle TestingBy Mr Matthew Griffi ths • HoD English

• From Page 4 - New Staff 2009

Left to Right: Mr Albert Tu’uga Stevenson, Teacher of English in the English Department

Miss Jade Topia, Sports Assistant for Tāmaki College

Ms Nadine Mincoff, Teacher of Science and Biology in the Science Department

Mrs Fetaiainamapuapuaga Gogo, Teacher of Health in the Health & Physical Education Department

At Tāmaki College, in conjunction with primary schools and intermediates in the area, we are a member of the Tāmaki Achievement Pathways (TAP). Part of our commitment to the programme is to measure our students’ reading and writing levels using the Assessment Tools for Teaching and Learning tests (AsTTle).

The results of these tests give the teachers a guide as to what level the individual students are performing at, and also what the next steps are to help improve students’ results.

For the fi rst time this year, Year 9 and Year 10 students will have their AsTTle Reading and Writing results included in their fi rst reports. To give parents and students a guide, the New Zealand National mean score at the end of Year 9 is 634 (Level 4 of the curriculum) and Year 10 is 728 (Level 5 of the curriculum).

These tests are important for us all to read, understand and discuss how we all can help our children improve and move on. Students who exhibit success at NCEA assessments are those who are performing at Level 6 of the curriculum in Year 11, so it is our combined goal to see as many of our students at that level.

Parents can help by discussing the results with their children and also helping them read by providing books at home, a quiet place for students to read and by making reading a family priority.

If you wish to discuss your child’s progress, then please contact their English teacher, who will love to go through the results with you and give some helpful suggestions about how reading can be improved.

Above: Students engaged in learning tasks

12

Learning

Areas

The Arrival TripBy Eric Cilicewa • Year 13 Student

On Friday 13th March, several Year 13 English classes went on a trip, organised by the English Department, to the Civic theatre in Auckland city. The play, The Arrival, featured talented young performers, who depicted a migrant’s life in a new country. The scenes evolved from the main character’s farewell to his family, to his arrival in a foreign country, where his daily life

consisted of various challenges and struggles, strange animals, peculiar fl oating objects and unspeakable languages. The migrant’s initial inability to adapt to the new environment progressed through to the last scene, where he welcomed his family to their new home. The trip has helped us in our English course, and expanded our studies and understanding of the Term One theme, Migration. The production was defi nitely thrilling and it has made a positive impact on all of the Year 13 English students.

Creative Writing

Just a reminder

Any student wishing to use a motor vehicle, for

the purpose of coming to and from school, may

request permission to do so from the Deputy

Principal Student Support. Requests will not

be considered, unless the student holds a full

driver’s licence and has written permission from

their parent/caregiver.

The Field, English Period...By Tui Beach • Year 12 Student

Serenity… A fi eld, with a strong scent of freshly cut grass, that looms almost infi nitely into the horizon. Houses plotted, like huts in a vast village, all different coloured shades, windows lost in the shadow the sun creates. Wind, calmly, yet assertively, blowing; soundings with the tweets of common birds.

The Sky, defi ned in but two colours, a shiny blue and fl uffy white, fading into oblivion, becoming grey. Again, the birds interfere and swoop like knives, fl ying, slaying the peace, that the wind brings. Sun spreads golden radiance and blooms of daisies and buttercups bask in its glow.

Sitting here… We see the silence of school, the grounds abandoned, like ruins, as if all has deceased. Buildings scream, like a dead school. Yet, the thrill of breaking rules, with adrenaline rushing hellishly, I picture myself screaming, fl eeing through the school, as if branded in heat.

Drifting, I sink in isolation, my hair messed from the swift wind, my eyes open to realise that only few accompany me, as I write with such empty feeling, wondering what has become of the fl ocks of people, who once massed the still grass.

The Helpless DogBy Shilo Kiro • Year 10 Student

I am so helpless, can’t do anything. My body is sore and my owners are aching just as bad.

I was a well loved dog, but when the disease hit, I was nothing to no-one.

I beg for help, but no-one seems to listen, so I set off on my own journey. I hesitate a little, as I sneak out the door. I hear screaming, I hear torture, but worst of all, I see a lot of dead people.

Family lying on top of one another, forming a pile slowly. Family beside them crying. They will probably cry until they run out of tears, and still you can hear them mourning …

13

Learning

AreasIronman MadgwickBy Ms Christine Emery • Teacher of English and Media Studies

Our very own P.E. teacher, Mr Madgwick, has successfully competed in the National Triathlon Championship, in Wellington, coming fi rst overall for his age group.

When Brodie Madgwick was growing up in Te Aroha, he started developing his natural drive to perform at the highest level, by

swimming at the local pool, and becoming a Waikato Swimming Representative from the age of 13 to 18. He was also running long distance in school competitions. His love of sport led him to the fair city of Hamilton, where he studied at WINTEC and completed a Bachelor in Sport and Exercise Science. This was followed by a stint in the South Island, studying at the Christchurch College of Education, to gain his diploma in teaching. Overseas travel lured Mr Madgwick away for a two year OE and on his return he began to seriously compete in triathlons.

Recently, he has been training up to 25 hours each week, alone and with friends, swimming at the Glen Innes Aquatic Centre and local beaches, cycling, and running. His friends also compete in the long-distance races, so there is always a good-humoured battle to win, and to beat one another, at each

event. This kind of intense training means having to eat many small meals throughout the day and refuelling with lots of water and

lots of carbohydrates; foods like bread, pasta, rice and potatoes.

He recently competed in the NZ Ironman, held in Taupo. This is an ultra-distance triathlon, which is even longer and more exhausting than the standard 2-hour triathlon. The Ironman is a 3.8km swim, a 180km cycle and a 42km run. Mr Madgwick placed 25th overall, out of 1490 competitors and it took him 9 hours and 20 minutes, from start to fi nish. The Nationals, in Wellington, was a 1500m swim, a 40km cycle and a 10km run. His win places him as the National Age Group 30-34 Champion for Standard distance triathlons. The next step is to train and prepare for the World Championship for Standard Distance, to be held on the Australian Gold Coast, in September. Mr Madgwick is not only a superb and dedicated teacher, Year 10 Dean and 2nd XV Rugby Coach; he’s also a committed Ironman.

Henry TuateaBy Miss Jade Topia • Sports Assistant

Henry Tuatea, a year 12 student, has been selected to trial for the New Zealand U18’s Touch Rugby squad in September. He was selected while playing for the Auckland U21’s team at the Nationals in Wellington this year, where they placed second.

Henry has been playing Touch Rugby since the age of 6. His father and older brother used to take him along to their games and tournaments, where he started to learn the game and to develop his skills. He also played for the Waitakere U8’s and the Auckland U11’s and U21’s.

Recently, he was selected to play for the Auckland U18’s Rep Squad, called the ‘Pirates’. Along with these commitments, Henry also plays club touch for ‘Gee-Up’, in the Men’s division at Dunkirk Park, as well as playing in the Tāmaki College 1st XV squad and the Senior Boys’ Touch team. He is a key player in his touch team, helping out with the coaching by sharing his knowledge and love of the game. One of his suggestions to fellow Touch players is, “don’t be afraid to try, give it your best”. He is an accomplished player and someone to defi nitely watch out for in the future.

Above: Henry Tuatea

NZ U18 Touch Rugby trialist

Above right: Brodie Madgwick

14

Learning

Areas

Jade TopiaSports Assistant

By Ms Hinerau Anderson • HoD Technology

Talented international netball representative, Jade Topia, has returned to Tāmaki College as Sports Assistant.

As an ex-student of Auckland Girls Grammar School and the Tāmaki College Sports Academy, she is more than comfortable returning to our community, which she considers home. After two seasons, playing for the Canterbury Flames in 2006-2007, Jade was a member of the NZ Silver Fern squad in 2007-2008, and toured with the Silver Ferns to England in 2007. Jade returned to Auckland in 2008, where she is a current member of the LG Auckland Mystics netball team. The Mystics compete in the ANZ Netball Championship, which comprises of fi ve Australian and fi ve New Zealand franchise teams. Known for her accuracy as a Goal Shoot (GS) and as a dynamic Goal Attack (GA), Jade is relishing all of

the challenges and opportunities that come with playing high calibre sport for the Auckland region and New Zealand.

At only 21 years old, Jade aspires to grab every opportunity that comes her way, whether it’s to do with her sport or her professional career because, “you never know where you will end up, if you don’t give it a try”.

Career-wise, she would like to go to university and study business management, as one day in the future she would like to run her own business. She would also like to study early childhood teaching, to have something in place, “for when I stop playing sport because sport can’t take you everywhere you need to go”.

Sports-wise, she will continue to keep achieving and moving up to

the next level. That means training to the best of her abilities, as Jade says, “You only get out, what you put in”.

Above: Jade Topia of the

LG Auckland Mystics netball team

High Ropes Course 2009By Mr Jason Borland • HoD Health and Physical Education

Left: Timote Fusitu’a on the high ropes course

Students were placed in situations where they were 15-metres above the ground, on a beam performing various activities. What made the students safe were their pairs, belaying them from the ground with ropes. Students were responsible for their own safety. This included checking knots, harnesses and other equipment and having the maturity to recognise risk and to develop strategies to overcome the risks.

The course was thoroughly enjoyed by all participants. The reward was in the leadership shown by the students and the changes of behaviour that occurred through goal-setting and refl ection. The challenge now is for the students to transfer these positive behaviours into school life and their family lives.

On top of these outcomes, students also gained eight Level 2 credits towards their NCEA. Allen Mulia, Sabina Stowers, and Teiro Glassie deserve particular praise for the leadership qualities they exhibited over the course.

Kia kaha, kia toa!

Safety, trust, responsibility and co-operation are the values required to participate in the High Ropes Course. Year 12 Physical Education students demonstrated these values in March when they went to Unitec to participate in a course, run by Adventure Works.

15

Learning

AreasTāmaki College SportsBy Miss Jade Topia • Sports Assistant

1st XV

They have had a great start with pre-season training. The team have been doing a lot of endurance, strength, speed and agility practice. The boys have had a couple of pre-season games against Mangere College and also Varsity U21’s rugby team. They also won the St Kentigans’ 7’s tournament, which was a great highlight for the boys. Their fi rst competition game starts at the beginning of Term 2, so be sure to come down and support the boys. Coaches this year are Mr Richie Harris and Mr Gerard Tindling.

Senior Boys Touch

The team have had a great start to their season playing in the Eastern zone competition and they’re hoping to get into the Semi-Finals. Stand-out players this season are: Viliami Fonua, Jacob Hall and Unaloto Pita. A big thank you goes out to Peri Strictland, for coaching the boys this year.

Senior Girls and BoysVolleyball

The girls did very well this year, they won the Eastern Zone competition and then went onto the Auckland Champs. The boys also had a good season this year. Thanks to Ms Lotefepuleai and Mr Thomas for coaching the volleyball teams.

Senior Girls Softball

Our softball girls did well this year. Most of the team was made up of junior girls, who developed new skills. Well done.

Junior Boys Basketball

We entered a bunch of keen, junior boys into the Auckland competition and two Senior students coached the team, which was fantastic. Thank you to Mike Manu and Emmanuel Matambanadzo for volunteering their time and coaching skills.

Winter trainingsand trials have started

Netball trials started in Week 9 and we hope to get fi ve teams into the competition this year. The following teams have started their training: 2nd XV Rugby, U15’s Rugby, managed by Alex Smith and Sarah Steele, and coached by Mikey and Jamie. The U14’s Rugby, Girls 1st XV, and the Senior girl’s soccer have also started training this year. They are managed by Mrs Carol Heka and coached by Mr Martin Clark.

Parents if you could please pay your child’s sports fees and send back their permission slips as soon as possible, that would be a great help. Parents, if you are keen to help out with coaching or managing one of our sports teams, please contact Gayle Murray or Jade Topia on 5211104 ext. 583.

We are always grateful for parents’ support.

Senior Boys Tag

Last year’s champs are back, ready to defend their title.

Senior Badminton

Senior Badminton entries close for the Eastern Zone Competition on 03 April. See Jade Topia or Ms Murray. Playing nights are Wednesday or

Friday nights from 3.30 – 5.30pm at Lloyd Elsmore Badminton Hall.

Athletics Day

It was a great event to start off the school year with. On Wednesday, 4th March all the houses, led by their Captains, dressed in their colours and marched, danced and chanted their way onto the fi eld, in an impressive display of determination and team spirit.

Congratulations to all the students in Kōwhai, who participated on the day, for coming out on top.

House Placing Total PointsKōwhai 1st 316Tōtara 2nd 281Pūriri 3rd 269Rātā 4th 184

A special acknowledgement must be made to all of the parents and caregivers who volunteer their time to coach and manage various sports teams.

16

Learning

Areas

International Women’s DayBy Ms Dorothy Apelu • HoD Social Sciences

Tāmaki College Goes Green!By Miss Teneille Dale • Teacher of English

On Monday, March the 9th, a group of year 13 students were invited to attend a breakfast, at the Ellerslie Convention Centre, to celebrate International Women’s day. This day recognises the achievements of women, past and present, from around New Zealand and the World.

The guest speaker was Dr Yvonne Underhill-Sem, the Director for the Centre for Development Studies, from the Faculty of Arts, at the University of Auckland. She is a feminist development geographer, of Cook Island and New Zealand heritage, who combines

her academic interests with a commitment to advancing gender equality throughout the Pacifi c. She discussed the progress of UNIFEM, (United Nations Development Fund for Women), as they work towards Women’s Empowerment and Gender Equality, in diff erent parts of the world. Her talk was inspiring and encouraged our students to think critically, about the challenges that continue to face women everyday.

Students who attended include Phyllis Mulia, Marisha Vakaahi, Taupule Cartwright, Natalie Taniwha, Rebecca Ma’u, Pevelini Tulia, Sina Alai.

Last year, Tāmaki College became part of the Wastewise Programme, run by the Auckland City Council. As part of that programme, the school will introduce ways to make Tāmaki College a more environmentally friendly school.

Our fi rst step was to create an Enviro Club, whose members are: Pevelini Tulia, Sina Alai, Talanoa Manu, Christine Savele and Vainga Pahulu. The group meets regularly to discuss how we can improve things and to suggest practical ways of making the school more environmentally sustainable. This means doing things on a small scale at school, so that our world stays clean and green. The students also have opportunities to attend meetings with other Enviro schools, to talk about diff erent strategies used and to come up with new and inventive ideas. Two members of the club, Christine and Vainga, are attending

the Sustainability Make a Diff erence Hui on the 15-17th April. This hui will allow the students to exchange ideas and to attend workshops. This will help to expand their understanding of the Global Economic Crisis happening in the world today.

Next step is paper. Tāmaki College already has a paper recycling program. Each classroom has a green or yellow cube, which is dedicated to paper only. That paper is then transferred into red bins, which are placed around the school. Our aim is to ensure that the system is more effi cient and that all classrooms are

using the bins properly.

Our long term goals are to introduce recycling of other products, such as tin cans, plastic and even food waste. With the dedication and hard work of the Enviro team and support of staff and students, Tāmaki can Go Green!

Did you know?

Parents and Caregivers are welcome to view

school policies, which cover everything from

assessment to health and safety. Please

contact the Principal’s Secretary for details.

Left: Sammie Rauahi and Mrs Taua Matavao

Above: Dr Yvonne Underhill-Sem with Tāmaki studentsAbove: MP for Mt Roskill Jackie Blue

17

Learning

Areas

2009 Maths By Mrs Noelene Dunn • HoD Mathematics

Prizes in Maths

In week 3 of term 1, students who stood out as Academic Role Models were presented with either a graphics or a scientifi c calculator at school assembly. The following students received a Graphics calculator: Stephanie Tafea, Tonga Tukia, Talanoa Manu, Michael Chol, Tayla Tupou, Mikaira Chan, Helena Napier, Christopher Tupou, Alvina Pau’uvale, Joseph Tamoaieta, Sam Fa’ulua and Tina Takerei.

Scientifi c calculators went to: Junior Fa’alogo, James Kutia, Celina Mataroa, Lilly Ahomee, Dakota Ransfi eld, Leti Tafuna, Grace Asi, Sam Tamihere, Nonoi Tai Finau Sio, Junior Lafi , Dylan Simon and Naira Maihana.

Success in Maths

In 2007, 56% of our Y11’s achieved Level 1 numeracy. In 2008 our results increased to 74%. This success was possible through the dedication of the Maths teachers and the commitment from students.

What’s Happening in Science 2009?By Mr Chandar Dewan • HoD Science

Liggins Programme

The Liggins Programme is continuing with 3 groups of students this year.

Year 10

These students are designing their own experiments and research projects in an area that interests them. They are being helped by scientists and teachers from the Liggins Institute. The projects this year are:

Henrietta Henry and Helen Tuitavake, ‘What plants are suitable for growing along the edge of Omaru Creek?’

Ted Sharon and Jacob Niuloa, ‘Does negative reinforcement or positive reinforcement have the greatest impact?’

Daniel Steele and Paul Pamaka,’ Can sports performance be improved by certain types of music?’

Anahera Smith and Isaac Kau Kau, ‘Can we grow plants on Martian soil?’

Year 11

These students are focussing on the Level 1 NCEA achievement. They will be carrying out a research project on diabetes and its impact on Māori and Pacifi c Island people.

Year 12

These students are involved in a 2-year plan where they will carry out an investigation, and report their results to scientists and the community. Their work will also allow them to achieve NCEA Level 3 credits.

Alex Temu is investigating feeding habits of a native fi sh called kōkopu.

Christine Savele and Davina Fa’atoe want to fi nd out what attracts males and females to one another.

Leon Forbes wants to know if microwaving milk in bottles for babies eff ects the milk in any way.

Diane Lee-Kum is researching heavy metals in Omaru Creek.

Shelby Niuloa and Sequoia Willie are looking at growing vegetables without using chemicals.

Year 9 Science

Year 9 students will once again be involved in the Science Roadshow and a tree planting programme along Omaru Creek. The extension class students are involved in Science Fair Projects.

Below: Tamaki Students in the Liggins Programme

18

Caravan of SkillsBy Sara Messine and Destiny Pelasio • Year 11 Students

Learning

Areas

Gateway for Senior StudentsBy Mrs Kathy Miln • Gateway Coordinator

Tāmaki College is pleased to announce the introduction of the Gateway programme, for Years 12 and 13 this year. Gateway operates in most secondary schools throughout the country. It is funded by the Tertiary Education Commission and is managed by Gateway Coordinator, Mrs Kathy Miln.

The purpose of Gateway is to:

Provide additional learning opportunities through work placements for students

Give students industry standards and credits towards national qualifi cations, including their NCEA – a minimum of 10 credits is required

Build students’ workplace experience to improve work readiness

Widen students’ knowledge about the world of work

Assist students to see the relevance of their learning at school

On Monday 16th March, 5 students, from the Level 1 Catering and Hospitality class, were selected to attend the Caravan of Skills Live Show Demonstration, held at Howick College.

There were only 3 schools present, including us. Top New Zealand chef, Martin Harrap, showed us how to present a meal in a formal way, and also how to cook salmon correctly. Gina Harrap (Martin’s Wife) from Sky City, showed us how to formally set a table. It looked really nice and sophisticated.

Shalom Ngaro decided, on the spot, to enter one of the table-setting competitions. This will be held in the month of April. He will need lots of practise from here onwards, so good luck to him.

One girl from another school was picked to demonstrate how to cook an omelette, in front of every one. After she had fi nished making it, Chef Martin

asked if anyone wanted the omelette. Shalom was the fi rst person to put up his hand, to taste the omelette.

We had lots of fun and it was an awesome day, at the Caravan of Skills. We learned what it is like in the real world of hospitality, especially when Chef Martin said, “You have to start from the bottom and strive for the top, to be the best”. This means that if you work hard, you will achieve what you set out to do.

We would like to thank Mr Ishibashi for taking us to the event and Mrs Heka for organising the trip and for giving us the opportunity to attend the event. We look forward to future ventures like these.

Above: Formal Table Setting

Above: Students in the Steel Mentoring Programme 2009 include from left Francis Falaniko, Fred Folu and Vastsrff Pula

Students can apply to Kathy Miln for a place on the programme. However, certain criteria need to be met, before a student can be selected for the programme and parents/guardians will be consulted, before a placement is off ered to a student. Students are required to achieve individualised learning plans, while on the programme. These specify the skills to be attained, and the unit or achievement standards to be assessed.

In 2008, Tāmaki College was invited to participate in the Steel Construction New Zealand Mentoring pilot programme. Five students attended MIT and had workplace experience in the Steel Industry. The pilot programme was successful and is continuing, under the Gateway umbrella, in 2009.

This year, Tāmaki College has funding for 10 Gateway placements.

Currently, we have fi lled six Steel Industry Gateway placements, and one in the Hairdressing Industry. We are currently seeking applications for the remaining three Gateway placements, from Year 12 and 13 students. If you are interested, please see Kathy, in Careers.

If you are an employer and interested in having a Gateway placement, please contact Kathy Miln. Ph: 521 1104 ext 847 or email: miln@tāmaki.ac.nz

19

Learning

Areas

ICT – Print MediaBy Ms Hinerau Anderson • `HoD Technology

NatColl Design TripBy Alisha Henry and Jese Puna • Year 12 Students

On the 9th and 10th of March, a group of 16 senior students participated in a two- day NatColl design course, learning and gaining more skills with computer programmes, such as Photoshop and InDesign. During the course, students learned how to manipulate pictures and texts, create style sheets and magazine templates, and edit images, so that they could incorporate their new knowledge and understanding into their own school projects.

The students showed commitment and enthusiasm, having to arrive at school at

In this day and age of txt and instant messaging, blogging and online social networking, you could assume that digital communications has the upper hand. However, print media has withstood the test of time. Avid readers of magazines, newspapers and books still value the crisp, clean appeal of printed text, accompanied by coloured images, and the option of being able to tuck their reading materials into their carry bags or simply under their arms. Thank goodness for print media!

At Tāmaki College, the ICT – Print Media classes for Level 2 and Level 3 are learning the art of designing material for print, as well as the intricacies of typography. This is being achieved by developing an understanding of technological practice, design

principles, and learning how to use and apply software techniques in Photoshop and InDesign.

In 2008, Y12 students, Satuala Faulalo and Francis Kolo, had the opportunity to develop and produce brochures and calendars for Tāmaki College, based on the context of ‘the Tāmaki story’. Both students, now in Year 13, are enrolled into ICT – Print Media Level 3 and are continuing to hone their skills in print design.

The ICT – Print Media courses include a combination of achievement and unit standard assessments. The Level 3

course meets the requirements for university entrance. It also enables students to prepare print media materials to include into design portfolios, for entry into a wide range of graphic design

8:15am. Taking the school vans from there, the students arrived in town at NatColl, with high spirits, excited to learn something new.

On the fi rst day, the students were introduced to the software application, Photoshop. They used Photoshop to gain an understanding on how to enhance photos and edit diff erent images, using eff ects and other tools. The students took a particular liking to this workshop, saying that, “it was an awesome learning experience.”

Students learned how to use InDesign, during the second day of their

course, manipulating text and creating a magazine template from scratch, and also inserting their own style sheets as they progressed. The students were switched on, but found that, “Photoshop is way better.” Of course, the students were glad to gain new skills in this programme, preparing themselves for upcoming assessments in ICT

and future Newsletter projects.

Overall, the two day NatColl design course was a positive experience for the students, the tutors, Michael Lachica and Jude Potts, and also the HoD of Technology, Ms Anderson, who organised the trip.

Above: Left - Jacob Te Ura and Leon ForbesRight - Luke Waru and Francis Kolo

Above: Satuala Faulalo and Francis Kolo

courses, at various New Zealand tertiary institutes.

20

Beyond the

Classroom

So’o - Junior Pasifi ka Workshop By Ms Paula Bailey • HoD Careers

Career Services off er So’o workshops to encourage young Pasifi ka students the opportunity to dream about their futures and to start researching how they can make their dreams become a reality.

The So’o workshops for junior Pasifi ka students are held in Auckland, Wellington and Christchurch each year.

What’s the So’o about?

The workshops highlight the importance of:

Research

Accessing resources

Developing coping strategies

What’s the aim of the workshops?

The workshops encourage students to:

Value their cultural identity and personal strengths

Be more aware of the need to plan for their future

Have an increased understanding of the importance of subjects and education/learning to their future choices

Have FUN!

How you can help?

Please ensure that the school office has

your correct contact details; address,

phone number, etc. This is to ensure that

you receive up-to-date school information.

It is also important, should there be an

emergency.

Information for parents

As a parent/caregiver wanting to help your children with their future, it’s important that you:

Understand what’s involved in career decision- making for today’s youth

Understand the importance of subject choices

Find ways to help children with subject-choice decisions and thinking about their futures

The Careers services website can help provide you with careers information, go to: http://www.careers.govt.nz/

The following Year 10 Students were successfully nominated by the Year 10 Deans to represent Tāmaki College at the Auckland So’o Junior Pasifi ka Workshop this year: Thomas Ngapera, Lahtiana Tumataiki, Kalesha Paketama, Mata Mata, Paul Pamaka, Samisoni Manu, Ted Sharon, Cameron Viiga, Clementine Lafi , Winnie Aho, Isaac Kau Kau, Helen Tuitavake, Grace Asi, Kepa Latu, Solofa Silipa, Stranz Taniue, Huva Fonua, Anaseini Waqabaca, Chaya Ngatai-Mauri, and Tomas Mihaka.

There are a number of Careers Events for Junior and Senior students coming up, so make sure that you check the Careers Notice board outside Mr Dewan’s room, or drop into the Careers Room at lunchtimes.

Above: Ms Robertson at the So’o workshops

Left: Huva Fonua and Kepa Latu at the So’o workshop

21

Beyond the

Classroom

Year 13 Camp 2009By Mr Jason Borland • HoD Health and Physical Education

Some words and phrases that come to mind, when refl ecting on the 2009 Year 13 camp; ‘adventure’, ‘challenge’, ‘appreciation of the environment’, ‘making new friends’ and ‘learning new skills’.

Year 13 camp is a special part of the Tāmaki College experience. It is a reward for the culmination of fi ve years of hard work. School camps, throughout the country, are becoming rare and for city kids especially, the outdoors is often unfamiliar territory.

Year 13 students had the opportunity to snorkel at the Goat Island Marine Reserve. There was a guided tour on the glass-bottom boat, a walk through native bush

at Wenderholm Regional Park, swimming in the clear, blue waters of the Hauraki Gulf, relaxing at the Waiwera hot pools, and fi nally, snowboarding at Snow Planet, in temperatures of -10 degrees. If that wasn’t enough, the students who participated gained 3 credits towards their NCEA qualifi cations.

Special thanks, as always, must go to the staff who

attended camp and for all of their hard work in making the camp wonderful. And a big thanks must also go to Mrs Pamaka, who supports Year 13 camp year after year.

Above: Year 13 students enjoying the boat ride

Student Memoirs

Paea Ahokava

On Monday 23rd February the Year 13 students of Tāmaki College left for their camp. We started off by going to Goat Island, where we were split into two groups. One went snorkeling and the other group went for a boat ride. The snorkeling was amazing. We were kitted out with swimming gear, like wet suits and masks, and we headed off to the water. The water was nice and warm, with a whole new life under the sea. We saw all types of fi shes, from snappers to sting rays, when we explored the bottom of the deep, blue ocean. We witnessed many amazing things. Later, we left to go on the boat. The boat

had a glass bottom, so we were able to see through it, into the water. We learnt about the marine reserve and why we are not allowed to fi sh there. We explored caves and saw more fi shes and their habitats, and we learnt that a fi sh’s mood will depend on the weather and the direction of the waves. We have just fi nished putting up our tents and we are now preparing to go to the Waiwera hot pools.

Talanoa Manu

On Monday the 23rd February, after a long day at Goat Island, we headed back to our camp site at Waiwera, to unpack our luggage into our cabins and tents. At about 6pm, we

headed into the Waiwera hot pools to enjoy each other’s company. Everyone enjoyed it and had a lot of fun. It was also a chance for us to bond together, as a Year 13 group.

Joel Herbert

On the morning of Tuesday 24th of February, Mr Roy’s class was on kitchen duty and had to make breakfast for all 70 students, plus extra for the teachers. I helped,

Above: Preparing to snorkel at the Goat Island Reserve

How you can help

Throughout the year, parents and caregivers

will be given the opportunity to complete

various surveys, about the learning needs of

our students. Please take the time to complete

these, we value your ideas.

22

Beyond the

Classroom

• From Page 21

but everything was almost done, as students had been in earlier to prepare and cook the food. There was a wide range of foods, like cereals and spaghetti on toast. Mrs Heka was in charge of the kitchen and made sure that everybody was organized. It turned out quite well and everything was eaten in less than half an hour, (hungry!!!) even the muesli.

Quentina Katinapi

Tuesday morning started with Miss Ferguson saying, “wake up! It’s lovely”. I immediately woke up with a sore throat and a massive migraine. We gathered together to share a morning meeting, with some complaints about how the night had gone. Mr Boland broke the news that one of the students had been taken home, due to misbehaving and breaking the regulations. As soon as the meeting fi nished, we all set off for a stroll along the

Above: Luxury Camp Accommodation

Above: Team Building Activities

Sam Siaki

Wednesday was a hot afternoon, when we went skiing at Snow Planet. I thought it was a great activity for us. I learned how to ski on my own two feet. The best moment was coming down the hill and jumping off the ramp. I loved it. Mwwaaaah! Xo

Meleane Fifi ta

What I did at Snow Planet was Snowboarding. First of all, we had to go and get our shoes and go inside to the snowy area. We did activities, like how to put on the snowboard and how to stop and how to move.

After that, we went up to the top of the hill and came down again.

I thought it was awesome, and sore, and ugly because I crashed into the window and everyone was cheering me.

After that, we had our lunch and then we fi lled in our unit standard for PE, while the other half of the group went in.

Maine Putai

The 3 days of camp was a busy journey; helping prepare the foods with Mrs Heka. On Monday, Sina, Mrs Heka and I went food shopping, while the rest were on their way to Goat Island. After our long day shopping, we went back to school to make dinner, which was honey soy chicken, with ham fried rice, and for

beach. Along the horizon was a magnifi cent view. It was like little pebbles, glittering in the shimmering light. Heading back to our cabins, with sweat

dropping off our faces, we rushed into the showers to extinguish the smell. Then, we settled down to munch on a really good breakfast.

Alamanda Tahu

So it’s Tuesday afternoon and the bad weather has ‘gapped it!’ Thank goodness for that. We went up this hill at Wenderholm and it was totally insane! We all had

to hike up this stupid hill. I was coming last as usual, but it was cool because Mr Dunn, Miss Bunce and my Uncle George were being my tautoko (support). It was challenging, this hill,

but I’m glad I made it to the end. I fell over and all my men were behind me. It was a crack up!

We got into our whānau groups and did a few team building activities. TŌTARA was the best in my opinion. Each whānau worked on their chants for athletics. I could hear Kōwhai’s, it was alright. No, it was awesome, I’m just jealous. I had a lot of fun today, even though I had to climb up that stupid hill. My boys were MEAN, mad respect for them.

The food is awesome. Hopefully, we can gap it soon to Waiwera, for our talent quest night things; EXCITING (kind of). Well, that’s me for today people. My legs are sore, I want to swim and I have to see what’s happening with the tent.

23

Beyond the

Classroom

Rough Life By Christine Savele • Year 12 Student

It is a normal school day. You sit and listen to the lesson being taught. A policeman walks into your classroom and starts to brutally hit your teacher.

Your fi rst instinct would probably be to help your teacher and to do what is right. But, what if you live in a place where death shadows every door? What if you live in a place where bullets could greet you at any time? A place where what is morally right, isn’t necessarily true? This place was once South Africa, where Apartheid was cruel to many. This is the country where Mr Thomas grew up.

Apartheid – an historic South African law of segregation, which separated and divided people of diff erent ethnicities, mainly the whites, the coloureds and the blacks.

Mr Thomas says that as a kid, “we swam among rocks, with fences separating us from the whites... We were always riding in overcrowded, third-class trains.”

If life wasn’t bad enough, he was stabbed in the palm, trying to stop two students from stabbing each other to death. But, he wasn’t seen as a hero, because as long as you were coloured or black, no glory could come

to your name. Being a talented cricket and volleyball player made no diff erence; there was no space for any other race, besides the whites. While the whites played on beautiful fi elds, Mr Thomas and his friends used to play on beaches. These beaches were dangerous, if you went diving, there was a 90% chance of getting cut by glass.

With riots and dysfunctional living conditions, along with people opening fi re with guns from the back of trucks, it is hard to imagine being able to face the world with a smile. But, instead of dwelling on the negative,

he says, “I learnt to be strong, positive and confi dent, as well as to believe that everything will be okay.”

For us teenagers today, there is a lot that can get us down; from peer pressure to drugs, media, and a world that is often judgemental towards others. It is important that we continue to be strong, hard working and have faith that those problems can and will work out okay. Mr Thomas is living proof that every obstacle can be overcome, even if it does leave you with a stab mark to tell the tale.

• From Page 21

dessert we made fruit salad. On Tuesday, Sina and I got up at 6 o’clock in the morning, while the rest of the students were still sleeping. We made spaghetti on toast, with a variety of cereals. Then, we prepared a lunch, which was ham rolls with lettuce, tomatoes, carrots, cheese and mayonnaise and a few more snacks. For dinner, we made nachos, served with sour cream and bread. And lastly, to fi ll our stomachs with happiness, we topped it off with a trifl e dessert. On Wednesday, we made the same breakfast as

Tuesday morning, and for lunch we had a packed lunch, prepared by Mrs Heka and the team. They made us pizza, muesli bar, fruits and a bottle of jolly drink each.

Charlotte Tumanuvao

The three days of camp was so, so awesome. The fi rst day we started off with a Year 13 meeting in the auditorium. Mr Borland told us the regulations for going on camp. Straight after that we were off to Goat Island. I was so nervous because we were going to swim with the fi sh. Our very fi rst activity was to go on the glass-bottom boat. It

was so cool, seeing all the fi shes up close, everyone was so excited. Then, we went to 2 caves and the supervisor told us stories about them. The next activity was to get into our wet suits, which were tight on everyone, jump into the sea and swim with the fi shes. It was

cool, as many fi sh were swimming next to us. Then, we headed back to Waiwera, to pick the cabins and tents. I chose a cabin with Mina, Joanna, Leilani and Quentina. The 2nd day was the hardest day of camp.

Above: Year 13 students enjoying the beach

24

Information

for Term 2

The following are the winter uniform requirements for Terms 2 and 3. Students must wear black leather lace up shoes during winter, not sandals.

Year 12-13Senior Girls’ Uniform

Long Navy School Skirt

School Blouse

School Tie

White Socks

Black Tights

School Jumper

School Vest (optional)

All Weather School Jacket

School Scarf (optional)

Year 12-13Senior Boys’ Uniform

Long Navy School Trousers

Blue School Shirt

School Tie

Navy Socks

School Jumper

School Vest (optional)

All Weather School Jacket

School Scarf (optional)

Year 9-11Junior Girls’ Uniform

Tartan School Skirt

School Blouse

White Socks

Black Tights

School Jumper

All Weather School Jacket

School Scarf (optional)

Year 9-11 Junior Boys’ Uniform

Navy School Shorts

Blue School Shirt

Long Navy School Socks

School Jumper

All Weather School Jacket

School Scarf (optional)

An appropriate school bag is a necessary requirement for all students.

SHOP HOURS (Term Time): Monday-Friday – INTERVAL & LUNCH

AcknowledgementsMany thanks to the following contributors to the Tamaki College Term 1 Newsletter.

Student Newsletter Team

Natalie Atasani • Tui Beach • Christine Savele • Aquila Ngaro • Alisha Henry • Jese Puna

All students and staff who contributed articles and other material for the newsletter.

Photographers

Miss Karen Ferguson • Mr Bryan Gellatly • Mr Chandar Dewan

Language Editors

Mrs Mele Suipi Latu (Tongan) • Ms Makerita Lotefepuleai (Samoan) • Mr Kristian Yates (Māori)

A special thanks to Mrs Pamaka for allowing us to go to print.

Winter UniformRequirements

If any students are interested in contributing to the next newsletter, please contact Ms Emery or Ms Anderson at the beginning of Term 2.

Please forward any newsletter enquiries to newsletter@tamaki.ac.nz

General school enquiries should be made with the main reception on telephone 09 521 1104.