You will receive an isolation allowance if your employment at a school means you have to live permanently in an area the Ministry has defined as isolated. This means you live in a place with a population of less than 300, and you are more than a certain distance from a population centre of more than 1,500 people.

You can read full details about the isolation allowance in clause 3.17 of your employment agreement. The amounts paid are in appendix one .

There are 6 categories for the allowance and the amount paid is different for each. The categories are based on distance from a population centre with more than 1,500 people:

• Category 1 : 60 to 100 kilometres
• Category 2 : 101 to 150 kilometres
• Category 3 : 151 to 200 kilometres
• Category 4 : 200 kilometres and over
• Category 5 : Offshore islands
• Category 6 : Schools listed in appendix one of the Primary Teachers' Collective Agreement.

If you think you may be eligible you will need to complete the  Staffing Incentive Allowance Application: Location – All Schools .

Isolation category 1: 60 to 100 kilometres

Isolation category 2: 101 to 150 kilometres

Isolation category 3: 151 to 200 kilometres

Isolation category 4: 200 kilometres and over

No eligible schools.

Isolation category 5: Offshore islands

Chatham Island schools are excluded as they have specific provisions in place.

Isolation category 6: PTCA, appendix one

A Government interagency group has made this possible after employers asked us to look at increasing young people’s chances of employment. One way to do this is to provide an extra incentive for them to gain their licence.

The NCEA credits are not awarded in specific areas like literacy, but acknowledge the significant levels of varied knowledge and skill needed to pass driver licence tests.

Students can obtain up to 8 NCEA credits by passing tests for the Class 1 driver licence

Class 1 licences apply to cars, as opposed to heavier vehicles or motorcycles.

• A Learner’s Class 1 driver licence counts towards NCEA Level 1 (2 credits).
• A Restricted Class 1 driver licence counts towards NCEA Level 2 (4 credits).
• A Full Class 1 driver licence counts towards NCEA Level 2 (2 credits).

Our parents’ website has general information about how NCEA works.

Having a driver licence improves students’ future prospects

The Ministry of Education, the Ministry of Social Development, the New Zealand Qualifications Authority (NZQA) and the New Zealand Transport Agency worked together to provide this incentive for students to gain their licence.

People aged 16-24 are the biggest age group without driver licences, and yet certain industries, such as construction, are difficult to enter without one.

Having a licence can also enable people to engage safely in everyday tasks like travelling to job interviews, travelling to and from a job or training course, and providing safe transport for family.

Obtaining a Class 1 driver licence requires skill and commitment

Gaining a driver licence isn’t easy. In 2012, the Transport Agency introduced a Graduated Driver Licence system, which tightened the requirements for a Restricted Licence.

Obtaining a Graduated Driver Licence takes a minimum of 18 months. It involves a significant level of literacy, skill development, problem solving, and the ability to quickly make decisions that contribute to safe driving.

You must be at least 16 years old to take the first step and sit the learner licence theory test.

Go to the NZTA website to see the age limits that apply to each stage of the graduated driver licence.

Only enrolled students are eligible for NCEA credits

This covers senior secondary school aged students, and those enrolled in training programmes run by tertiary organisations. Go to the NZQA website for information about the class 1 driver licence standards.

Transport Agency agents will carry out the driver licensing tests as usual

Schools and tertiary education organisations will not conduct the tests themselves. The process and cost of sitting a test through the Transport Agency’s network of agents remains the same.

After passing a test, a student can show their licence (learner, restricted or full) to their school or tertiary organisation, who in turn reports the credits to NZQA. The credits will then be part of the student’s NZQA Record of Achievement.

NZQA will be working with schools and tertiary organisations to ensure this has a minimal impact on administration duties.

The credits will be carefully monitored

The Qualifications Authority and the Transport Agency determined the value of the credits involved. They will also carefully monitor the standards required for the tests, the number of credits obtained, and the number of licences gained. NZTA will continue to assure the quality of their network of agents.

There are a number of resources available to help students prepare for their licence tests

The Government provides a range of free resources to help learner drivers and their parents to prepare for their theory and practical tests.

You can explore these on the NZTA website.

This guide provides an overview of the Health and Safety at Work Act 2015 (HSWA), and outlines the responsibilities of boards of trustees (boards) and school leaders under it. We recommend all schools read thisread this guide.

• Health and Safety Practical Guide for Boards of Trustees and School LeadersHealth and Safety at Work Act

Example policies/procedures:

Example health and safety policy

Example health and safety policy

Example policy/procedure: Others in the workplace

Example policy/procedure: Others in the workplace

Example policy/procedure: Worker Participation

Example policy/procedure: Worker Participation

Example policy/procedure: Risk management

Example policy/procedure: Risk management

Example policy/procedure: Induction, training and information

Example policy/procedure: Induction, training and information

Example policy/procedure: Personal protective equipment

Example policy/procedure: Personal protective equipment

Tools:

Tool 1: Health and safety policy checklist

Tool 2: Board of trustees checklist

Tool 3: School Officer’s checklist

Tool 4: Worker engagement and participation checklist

Tool 5: Roles of a HSC and HSR

Tool 6: HSR election process

Tool 7: HSC membership list

Tool 8: Example HSC meeting agenda

Tool 9: HSC example minutes template

Tool 10: Worker engagement guidelines

Tool 11: Consultation checklist

Tool 12: Risk management checklist

Tool 13: Assessing risks

Tool 14: Completing a hazard register

Tool 15: Hazard Assessment Register

Tool 16: Injury and incident reporting checklist

Tool 17: Injury or incident procedure

Tool 18: Causes or incidents and injuries checklist

Tool 19: Injury or incident investigation form

Tool 19: Injury or incident investigation form

Tool 20: Notice of record of injury/notifiable event

Tool 21: Injury and incident board report

Tool 21: Injury and incident board report

Tool 22: Information and training checklist

Tool 23: Induction checklist

Tool 24: Worker’s health and safety training plan and record

Tool 25: Others in the workplace (students and visitors checklist)

Tool 26: Contractors checklist

Tool 27: Example contractors health and safety contract

Circular about the eligibility requirements for enrolment in New Zealand schools.

Date 1 June 2012 | Circular number 2012/01 | Category Schools

Overview

This circular is about the eligibility requirements for enrolment in New Zealand schools. It includes:

• changes to education and immigration legislation
• changes to ENROL procedures.

This circular replaces Circular 2011/01.

The action needed is to follow the requirements of this circular to ensure that all eligible students are enrolled appropriately.

It is intended for boards of trustees, principals and administration staff of state, state-integrated and private schools.

For more information:

• Information about the International Student Levy (ISL) and the Export Education Levy (EEL) and the process for collecting these from schools is available on our website:
• • International Student Levy (ISL)
  • Export Education Levy (EEL) www.minedu.govt.nz/EEL
• Information about immigration issues can be found at www.immigration.govt.nz
• School administration staff who need guidance about the documents required as evidence for enrolments can contact the e-Admin Contact Centre:
  phone 04 463 8383, email e.admin@education.govt.nz

Purpose

This circular defines which students are eligible to enrol in New Zealand schools, and what documents are needed to confirm their eligibility. It defines domestic and international student eligibility.

Changes

There are some changes to eligibility and enrolment processes described in this circular:

• Limited Purpose Permit (LPP) is no longer a valid enrolment category. Schools that have students enrolled in this category, who can find no other enrolment pathway, should contact the e-Admin Contact centre, phone 04 463 8383 or email e.admin@education.govt.nz to discuss their enrolment.
• MOE Approved is the new category to be used to enrol students who are unlawfully in New Zealand, whose enrolment has been approved by the Ministry of Education. There have been some recent changes to that policy. For more details go to www.minedu.govt.nz/EnrolmentOfStudentsLivingUnlawfully
• Visitor Visa holders can go to school as a visitor for up to two weeks, at the school’s discretion. No tuition fees are paid and they are not entered on ENROL. Or they can attend a Code signatory school as an international fee-paying student for up to 3 months in any one year. Or they may be on a short-term government approved exchange programme.
• Interim Visas are being issued to some parents and students. An interim visa is usually a letter or email from Immigration New Zealand. If the interim visa continues the conditions of their previous visa, it has the same status as the original one. So a student who had a domestic student visa and now has an interim visa (that continues the same conditions) can continue to be a domestic student. The ENROL category – Visa Domestic– remains the same, and the new expiry date must be entered.
• New entrants born in New Zealand since 1 January 2006 need to have their birth certificates checked. These children have been issued with a birth certificate which shows whether they are a New Zealand citizen by birth or not. Children who are not New Zealand citizens by birth may be eligible to enrol by another pathway.
• Australian students on government approved exchanges are now able to be entered as exchange students on ENROL.
• A recent change in the Education Act 1989 specifies that all children who are not eligible to be enrolled as domestic students must be enrolled as international students if they are provided with an educational programme for more than 2 weeks, or if the school accepts tuition fees for the student. Only schools that are signatories to the Code can enrol international students.
• From 1 July 2012, exchange students will be regarded as domestic students. Conditions apply.

Who is eligible?

• Every child between the ages of five and nineteen has a right to enrol in a state school if they are a domestic student. Eligibility ends on 1 January after a student’s 19th birthday. Special Education students are eligible until the end of the year that they turn 21 years of age.
• Schooling is compulsory for domestic students between the ages of six and sixteen.
• Students who are not eligible as domestic students may be able to enrol as international fee payers. International fee payers and exchange students can only be enrolled at schools that are signatories to the Code of Practice for the Pastoral Care of International StudentsCode of Practice for the Pastoral Care of International Students .

Why is it important to determine eligibility on enrolment?

It establishes a student’s entitlement to an education and how the school will be funded to provide it. Having students enrolled in appropriate categories, supported by the required documentation, ensures that there can be confidence in the integrity of the attendance, enrolment and funding processes that underpin our education system. Refer to Appendix A for a flowchart to help determine which eligibility criteria each student meets.

Domestic students and international students

Domestic students are funded by the Ministry of Education and international students are not.

Who are domestic students?

Domestic students have an entitlement to free state-funded education. Some domestic students are entitled to free education throughout their schooling, while others are entitled for a period of time as shown in a visa or other documents.

Domestic students (permanent)

Domestic students (permanent) have permanent entitlement. The documents that provide evidence of their status need to be sighted and copied only once , when the student first enrols in a New Zealand school.

The following are categories of domestic (permanent) students:

• New Zealand citizen
• New Zealand resident (this includes Australian resident)
• Australian citizen

For more details, and information about the evidence a school must sight, go to Appendix B .

Domestic students (time-bound)

Domestic Students (time-bound) are generally foreign students who hold a current Student Visa with Conditions, containing the words “Domestic Student”. They are entitled as domestic students for the period of time indicated on the Visa. While almost all domestic (time-bound) students will hold a Domestic Student Visa , some students will have other documents such as an interim visa which is a letter extending the time period of their previous visa. The dependents of diplomats and those who are MOE approved will have a letter setting out their eligibility.

The Student Visa or other supporting documents need to be sighted and copied at these times - when a student

• first enrols in a New Zealand school
• moves to enrol at another school
• provides updated documents to continue their enrolment.

For more details and information about Domestic students (time-bound) and the evidence a school must sight go to Appendix C .

Who are international students?

The Education Act 1989 requires that all students who are not domestic students must be enrolled as international students if they are attending school for more than two weeks, or are paying a fee for education services. Students participating in a school-to-school or sister-school exchange that has not been approved by the Ministry of Education are international students if they attend school for more than two weeks. International students are sometimes referred to as foreign or fee-paying students. International students are not funded by the Ministry.

For more details, and information about the evidence a school must sight, go to Appendix D .

Funding implications

All domestic students and those on a Government approved exchange scheme in state and state-integrated schools are funded by the Ministry through a school’s Operations Grant.

The Education Act 1989 s4B specifies that international students must pay fees to cover all costs including tuition, course fees and administration, as well as the Government Levy. Information on international students, and the payment of international student levies, can be accessed at www.minedu.govt.nz/InternationalEducationProviders .

Waivers - 28 day Waiver and Extended Waiver

The Education Act 1989 s4(8) allows principals the discretion to have an international student in their school for a period of 28 days. This is sometimes used while a situation is being resolved (eg, documents are being organised). The Ministry does not fund these students. In very exceptional circumstances, the Ministry may extend this waiver while a complex situation is being resolved.

For more details, a principal should contact the local office of the Ministry .

Questions and answers

Do I have to enrol a domestic student?

Yes, in general, a state school must enrol a student who is eligible. There are some exceptions:

• a school with an enrolment scheme must abide by that
• a school may enrol a student who is currently excluded or expelled, but is not required to do so, except if directed to by the Secretary for Education. For more information go to www.minedu.govt.nz/SDSRules

Can I enrol international fee paying students?

If your school is a signatory to the Code of Practice, and your board of trustees has a vacant place and makes an offer of place, your school can enrol an international student.

Do I have to make an offer of place to all potential international fee paying students?

No. But a school that is a signatory to the Code of Practice can choose to make an offer of place and enrol a fee paying student. Schools that are not signatories cannot.

What is the Code of Practice?

Code of Practice for the Pastoral Care of International StudentsCode of Practice for the Pastoral Care of International Students provides a framework for education providers for the pastoral care of international students. The Code is established under section 238F of the Education Act 1989. The Act requires that a provider must be a signatory to the Code to enrol international students. It is administered by the Ministry of Education. Contact info.code@education.govt.nz

Who are exchange students?

Exchange students are overseas students who are in New Zealand to study under an exchange programme approved by the Ministry of Education. This includes school-to-school (or sister school exchanges), as well as those organised by Exchange Programme Organisations (EPOs). The approval process for exchange schemes is administered by the Ministry of Education (in consultation with Immigration New Zealand). For more information, contact info.code@education.govt.nz . For a list of approved EPOs go to www.minedu.govt.nz/EPO .

What is the status of exchange students?

A change to the status of exchange students takes effect from 1 July 2012. From that date exchange students will be regarded as domestic students . All secondary schools which host approved school-to-school (or sister school) exchanges will need to be signatories to the Code. Responsibility for students who are on an EPO exchange will be with the EPO. Those students can attend any secondary school, whether they are a Code signatory school or not.

Can I enrol a student who has a Visitor Visa that states that they can study for up to 3 months?

Yes, if your school is a signatory to the Code. You can enrol the student for one single period of study up to 3 months in any calendar year. The student must be entered on ENROL as an international student and must pay international fees.

What about short-term visitors who are just here for a visit?

A Visitor Visa holder can go to any school as a short-term visitor for up to two weeks if you are not receiving money for the visit. They may not pay any fees, and they are not entered on ENROL as they are just visiting. The school must keep a separate record of their details.

Can students in New Zealand unlawfully go to school?

If they are ordinarily resident in New Zealand, living with their parents or legal guardians, they may be able to enrol as domestic students. Families need to apply to the Ministry of Education. Information collected for this process will not be disclosed to immigration authorities.

Who do I call if I need help to establish the immigration status of a student?

With written permission from a caregiver/parent, you can call Immigration New Zealand on 0508 558 855 and ask for information on a particular student’s situation.

Do I have to enter all students into the ENROL system?

All students that are enrolled at your school must be recorded in ENROL – domestic, international, and adult students. (Only short-term visitors, who are visiting for 2 weeks or less, are not recorded on ENROL).

What are the guidelines for eligibility of adult students?

These are set out in Circular 2004/07 .

Why do I need to keep copies of documents as evidence of a student’s eligibility?

Schools are required to keep evidence of a student's eligibility to enrol in a New Zealand school and make it available on request to Ministry of Education staff, reviewers from ERO, and others authorised to enter the school. In the event of a Resourcing Audit of a school's Annual Return of Students, where the eligibility of a student counted as a domestic or exchange student is not able to be verified, the school's funding and staffing will be adjusted.

Who can I contact for more advice?

You can contact the local Ministry of Education office

• Whangarei (09) 436 8900
• Auckland (09) 632 9400
• Hamilton (07) 858 7130
• Rotorua (07) 349 7399
• Napier (06) 833 6730
• Whanganui (06) 349 6300
• Lower Hutt (04) 463 8699
• Nelson (03) 546 3470
• Christchurch (03) 378 7300
• Dunedin (03) 471 5200
• Invercargill (03) 211 8000

School administration staff who need guidance about the enrolment process, and documents required as evidence for enrolment can contact the e-Admin Contact centre, phone 04 463 8383 or email e.admin@education.govt.nz

Issued by

Marilyn Scott
Group Manager, Education, Curriculum and Performance, Regional Operations
Ministry of Education, National Office, 45 – 47 Pipitea Street, Thorndon, P O Box 1666, Wellington, New Zealand

Planning for international students includes marketing, forecasting numbers, ensuring appropriate educational and pastoral care resources will be available and putting in place financial systems to manage them.

Useful resources to plan for international students are the marketing services of the Education New Zealand (ENZ) , together with the general ‘export education brand’ for New Zealand .

International Students - Code of Practice for Pastoral Care

When students from other countries come to study in New Zealand, it is important that those students are well informed, safe and properly cared for. The Code of Practice for the Pastoral Care of International StudentsCode of Practice for the Pastoral Care of International Students was introduced on 31 March 2002. The Code sets out minimum standards of advice and care that are expected of education providers regarding international students on their rolls. It provides a procedure that students can follow if they have concerns about their treatment by a New Zealand provider or agent of a provider. Unless a school signs up to the Code they are not able to enrol international students.

Summary of the Code

Standards are set for education providers to ensure that:

• high professional standards are maintained
• the recruitment of international students is undertaken in an ethical and responsible manner
• information supplied to international students is comprehensive, accurate and up to date
• students are provided with information before entering into any commitments
• contractual dealings with international students are conducted in an ethical and responsible manner
• the particular needs of international students are recognised
• international students under the age of 18 are in safe accommodation
• all providers have fair and equitable internal procedures for the resolution of international student grievances.

The Code also establishes the International Education Appeal Authority and the Review Panel to receive and adjudicate on student complaints.

Part 3 of the Code covers Contracts and Indemnity and one of the requirements is to have a policy that protects the fees of international students to ensure there are good fiscal control mechanisms in place.

Good fiscal controls should include:

• fees coded and audited separately
• fees not spent in advance on the premise that students will continue to attend the school
• the board always having sufficient reserves to be able to return student fees if a student refund is required because the school is unable to provide or continue a course or programme.

A Ministry-trained 10YPP Consultant must prepare your 10YPP. The training they must complete includes:

• Introductory Condition Assessment
• Advanced Condition Assessment
• 10YPP training
• any other training we require.

A 10YPP Consultant also works with you during the period of your 5YA to amend your 10YPP as necessary and update Ministry information systems.

If other consultants ask you about 10YPP training courses, you can direct them to our Upcoming training courses or tell them to email property.training@education.govt.nz

You must engage a 10YPP Consultant from the 10YPP Consultant List10YPP Consultant List . We provide a standard contract to use when engaging a consultant.

We are currently in the process of updating the 10YPP Consultant List. In the meantime if you have any queries, contact your school property advisor.

If you have trouble using the database, please email property.help@education.govt.nz

You must get at least one quote. Choose at least one 10YPP Consultant from the list and send them your 10YPP Request for Quotation (RFQ) documentation. The documentation must contain:

• the 10YPP Specification describing what a 10YPP Consultant must do to prepare a 10YPP
• the 10YPP Standard Contract, which consists of the Institute of Professional Engineers New Zealand (IPENZ) Short Form Agreement
• the Short Form Model Conditions of Engagement and the Ministry Special Conditions (included in the RFQ).

Note: Your 10YPP Consultant can also tender for your 5YA projects. But they must go through a separate procurement process and have a separate contract for this work.

Commemorating World War I for Early LearningECE Services

The Ministry and the Trust have put together some ideas for commemoration activities for ECE services and kōhanga reo.  Find out more.

Schools and Kura re-establish your FieldSetting up Fields of Remembrance for Anzac Day 2016in schools and kura

Mark the 100th anniversary of Anzac Day by re-establishingSet up a Field of Remembrance in your school or kurakura, in time for Anzac Day 2015 .

WWI learning resources and school journals that connect the past, present and future

Resources to help schools and kura explore events and experiences of WWI . Resources include cross-curriculum inquiry guides, resource packs and school journals.

How schools, kura and early childhood education services are learning and rememberingremembering  

Share your school/kura or early childhood education service commemoration stories and find out what others have done.

The Ministry of Education commemorates

43 men and one woman from the Department of Education served in World War I. Six were killed.  Find out more about them 

Learn alongside a French school through the Shared Histories project  www.sharedhistories.com

The Fields of Remembrance Trust (the(the Trust) and the theMinistry of Education havehave partnered to give all young New Zealanders the opportunity to learn about this important part of New Zealand’s history and commemorate those that madewho died in the ultimate sacrifice.war. More than 103,000 New Zealanders served in World War I, 18,200 lost their lives and 41,000 were wounded.

Ideas for how ECE services can commemorate World War I

The Ministry and the Trust have put together some ideas for commemoration activities for ECE services and kōhanga reo. These activities are suggestions only – it’s entirely up to ECE services if they want to commemorate World War I, and how they do it.

Activities

• children making their own white crosses (with wood or cardboard)
• story telling
• socio-dramatic play with soldiers, nurses and other medical staff attending to the wounded
• searching stories and photographs of soldiers and medical staff stories
• create some photo story books that you can laminate for your book shelves
• finding out if anyone in your community has an ancestor that went to war and share their story
• visiting your local RSA and talking and reading stories with some of their members
• discussing and working through emotions
• growing some red poppies
• express emotions through art; represent the red poppy symbol; do still life drawings with actual red poppies.

ECE services could do some of the above activities using the Animals in World War I theme:

Animals in World War I

Animals played a part in World War I. It is difficult to think about animals being involved in World War I but many were.

There were 10,000 horses sent to help the troops – they carried men and supplies and they pulled carts that carried essential supplies. Camels were used in the deserts of Sinai and Palestine, and in Gallipoli donkeys were used.

Other animals became friends with the soldiers or became mascots of their regiments.

Here are some of the animals of World War I:

Murphy was a donkey who helped carry wounded men in Gallipoli.

Dogs became mascots. Paddy was the mascot of the Wellington Regiment.

Caesar was the official mascot of 4th Battalion (“A” Company) New Zealand Rifle Brigade. He trained as a Red Cross dog and helped in the battlefield by finding wounded soldiers.

Cats were also found on the battlefields. Snowy was the mascot and friend of the men of the New Zealand Tunnelling Company.

Books for young children with a World War I theme:

• The Donkey Man by Glyn Harper , illustrated by Bruce Potter
• Caesar the Anzac Dog by Patricia Potter , illustrated by Bruce Potter
• The Little Red Hen and the Great War by Jennifer Beck illustrated by Robyn Belton
• Le Quesnoy: the story of the town New Zealand saved by Glynn Harper, illustrated by Jenny Cooper.

Here are some links where you can find out more about World War I:

• The First World War Programme Office website 
• Ministry for Culture & Heritage information about the Tomb of the Unknown Soldier
• The New Zealand History website (Ministry for Culture & Heritage) information about Victoria Cross recipients
• Advice from the Ministry & Culture Heritage on researching New Zealand soldiers and nurses in World War I

I tīmatatia te whakanui ā-motu i te Pakanga Tuatahi o te Ao i te 4 o Hereturikōkā 2014. Koia te tīmatanga o tētahi whakanui rautau whā tau te roa e toro ana i te 2014 ki te 2019. Kua tīmata kētia ngā mahi whakanui huhua puta noa i Aotearoa.

E mahi ngātahi ana The Fields of Remembrance Trust (te Rōpū Matapopore) me te Tāhuhu o Te Mātauranga kia ako ai ngā tamariki me ngā taiohi katoa o Aotearoa mō tēnei wāhanga hira o te hītori o Aotearoa, me te whakanui i ērā i hinga i taua pakanga. I haere neke atu i te 103,000 tāngata o Aotearoa ki te Pakanga Tuatahi o te Ao, i hinga 18,200, i taotū e 41,000.

Ētahi ariā mō te whakanui a ngā ratonga mātauranga kōhungahunga i te Pakanga Tuatahi o te Ao

Kua whakahiato te Tāhuhu o Te Mātauranga me te Rōpū Matapopore i ētahi ariā mō ngā mahi whakanui ka taea pea e ngā ratonga mātauranga kōhungahunga me ngā kōhanga reo. He whakaaro anake ēnei mahi – kei ngā ratonga mātauranga kōhungahunga te tikanga mēnā ka whakanui i te Pakanga Tuatahi o te Ao, ka pēhea anō hoki e mahia ai.

Ētahi ngohe

• ka hanga ngā tamariki i ā rātou anō rīpeka mā (mā te rākau, te pepamārō rānei)
• he kōrero pūrākau
• he mahi whakatau pāpori me ngā hōia, ngā tapuhi me ētahi atu kaimahi hauora e whakamaimoa ana i ngā tāngata taotū
• te rapu haere i ngā kōrero me ngā whakaahua o ngā hōia, me ngā kōrero o ngā kaimahi hauora
• te waihanga kōrero whakaahua ka taea te whakakirihou me te rokiroki i ō pae pukapuka
• te kimi haere mēnā kua whai tupuna i haere ki te pakanga tētahi o tō hapori, ā, ka hiahia ki te kōrero mō taua tupuna.
• te haere ki tō RSA pātata me te pānui kōrero ki ētahi mema
• te matapaki me te huritao i ngā kare ā-roto
• te whakatipu papi whero
• te whakapuaki kare ā-roto mā ngā mahi toi; te tohu i te tohu papi whero; te tā tātuhi ata toka me ngā papi whero tūturu.

Ka taea ētahi o ngā ngohe i runga te mahi e ngā ratonga mātauranga kōhungahunga mā te whakamahi kararehe i roto i tētahi kaupapa mō te Pakanga Tuatahi o te Ao:

Ngā kararehe i te Pakanga Tuatahi o te Ao

I whai wāhi ngā kararehe ki te Pakanga Tuatahi o te Ao. He uaua te whakaaro i whai whāi ngā kararehe ki te Pakanga Tuatahi o te Ao, engari anō he maha i whai wāhi atu.

I tukuna ngā hōiho 10,000 ki te āwhina i ngā hōia – he kawe tāngata me ngā rawa, he tō kāta he mea uta ki ngā rawa waiwai anō hoki ngā mahi. I whakamahia te kāmera i ngā koraha o Hinai me Pirihitia, i whakamahia te kaihe i Karipori.

He mea whakahoa ngā hōia e ētahi atu kararehe, ka noho rānei he taonga waimarie mō ō rātou matua.

Anei ētahi o ngā kararehe o te Pakanga Tuatahi o te Ao:

He kaihe a Murphy i kawe tāngata taotū i Karipori.

I noho ētahi kurī he taonga waimarie. Ko Paddy te taonga waimarie o te Matua o Te Whanganui-a-Tara.

Ko Caesar te taonga waimarie ōkawa o te Hokowhitu Tuawhā (Matua "A") o te Ope Raiwhara o Aotearoa. He mea whakangungu hei kurī Rīpeka Whero, ka āwhina i te kauhanga riri nā te rapu i ngā hōia taotū.

I kitea hoki he ngeru i ngā kauhanga riri. Ko Snowy te taonga waimarie me te hoa o ngā tāne i roto i te Matua Keri Arapoka o Aotearoa.

Ngā pukapuka mā ngā tamariki nohinohi whai tāhuhu Pakanga Tuatahi o te Ao:

• The Donkey Man by Glyn Harper , illustrated by Bruce Potter
• Caesar the Anzac Dog by Patricia Potter , illustrated by Bruce Potter
• The Little Red Hen and the Great War by Jennifer Beck illustrated by Robyn Belton
• Le Quesnoy: the story of the town New Zealand saved by Glynn Harper, illustrated by Jenny Cooper.

Here are some links where you can find out more about World War I:

• The First World War Programme Office website 
• Ministry for Culture & Heritage information about the Tomb of the Unknown Soldier
• The New Zealand History website (Ministry for Culture & Heritage) information about Victoria Cross recipients
• Advice from the Ministry & Culture Heritage on researching New Zealand soldiers and nurses in World War I

Field of Remembrance guide booklet in Te Reo

_{Officers saluting the grave of Brigadier General Johnston killed in 1917. Royal New Zealand Returned and Services' Association New Zealand official negatives, World War 1914-1918. Ref: 1/2-012891-G. Alexander Turnbull Library, Wellington, New Zealand. http://natlib.govt.nz/records/22709296}

So that young New Zealanders have the opportunity to honour, value and learn about the service and sacrifice of so many New Zealanders during World War I, the Fields of Remembrance Trust and the Ministry of Education are partnering to support schools and kura to set up their own Fields of Remembrance in time for Anzac Day 2015.

During March 2015, each school and kura (including independent and integrated schools) will be given 30 white crosses to commemorate the men and women who died for New Zealand.  Each cross will be named to include local men, nurses, New Zealand Victoria Cross recipients, the youngest New Zealander who died (aged 17), an All Black captain, and one with the words “Known Unto God” to represent the unknown soldier. Read the Education Gazette story on the Fields to find out more

Each school and kura has been allocated the names of 22 soldiers and one nurse from their wider region. The names were randomly selected from the list of 18,200 who lost their lives in World War I.

For research purposes, the Fields of Remembrance Trust has done its best to provide schools and kura with the names of soldiers and nurses from each region with information is easily accessible (eg a photo and uploaded military records).

• Tai Tokerau
• Auckland North and Central
• Auckland South and West
• Waikato
• Bay of Plenty/Rotorua/Taupo
• Taranaki/Manawatu/Whanganui
• Hawke's Bay/Gisborne
• Wellington
• Nelson/Marlborough/West Coast
• Canterbury/Chatham Islands
• Otago/Southland

Each school will get these names as well 

8/3504 SGT. D.F. BROWN VC (Victoria Cross recipient killed in WWI)

4/400 SGT. S. FORSYTH VC (Victoria Cross recipient killed in WWI)

24213 SGT. H.J. NICHOLAS VC,MM (Victoria Cross recipient killed in WWI)

The name of one of the 15 nurses that were killed serving overseas

Timetable for Fields of Remembrance in schools and kura

Please contact Thalia Hargreaves ( thalia.hargreaves@education.govt.nz ) or Kate Lancaster ( kate.lancaster@minedu.govt.nz ) if you have any questions about setting up Fields of Remembrance.

What a field of remembrance looks like when the Field of Remembrance Trust’s guidebook is followed

A field of remembrance with the grid laid out.

A completed field of remembrance.

Links to more information and resources

• The Fields of Remembrance Trust.
• Ministry for Culture and Heritage information about the Tomb of the Unknown Soldier
• The New Zealand History website (Ministry for Culture and Heritage) information about Victoria Cross recipients.
• Advice from the Ministry for Culture Heritage and Identity on researching New Zealand soldiers and nurses in World War I

When asked whether others should consider entering the awards, Ken says it is definitely worthwhile. "If you have a story to tell then it’s worth putting the effort in and doing it well. You’ve got to have a story that has depth and substance to it. What you’re showing the judges has to be really genuine."

For Ken, a highlight of taking part was the people he got to meet along the way, including the judges and other entrants. "We got to meet some absolutely amazing people, people who are doing incredible things.

Central Regional Health School’s role is to ensure that students with high health needs, who are unable to attend school, can still access the school curriculum.

It provides education to some of our most vulnerable students, from primary to secondary school age, working alongside multiple agencies and in numerous locations.

"We began with just 7 teachers, teaching students who were physically sick," says Ken McIntosh.

In 2004 the school began teaching in a Youth Justice residence and in 2014 a Care and Protection residence. Ken says the school has grown in a strategic way to provide education programmes for children with differing health and wellbeing needs.

All students are on individual learning programmes based on the school curriculum and their health or welfare needs.

Entering the Prime Minister’s Education Excellence Awards gave the school an opportunity to step back and review how the school was operating.

"It was timely for us to step back and think about what made us special,” he says. “Our story had a lot of depth because it was a long time story over our 15 year history - it wasn’t just a one off thing."

"It was great for us to get the feedback from the judges. One of them said ‘there’re no egos at this school’, which is right. It’s not about us; it’s about the students that we’re teaching. Comments like that are really affirming".

Winners of the Prime Minister’s Education Excellence Awards receive cash prizes and professional development opportunities.

Ken says the school is using its prize money to invest in its staff through further professional learning.

"When we won the Excellence in Leading Atakura Award there was a huge amount of satisfaction and pride for staff – they’re all quite pleased to be teaching at a school that has won a Prime Minister’s Education Excellence Award," he says.

"We were recognised for being successful. It is recognition for all of the development we have been through during the past 16 years."

The public exposure from winning the award was another big benefit, Ken says. "People don’t necessarily know about us, so this gave us additional exposure through websites and news stories. To have our story shared meant a lot for us."

The journey continues for Central Regional Health School. A new unit will be opening in April and others may be added in the future.

If you want to enter the Prime Minister’s Education Excellence Awards for 2016

Entries close on 18 March 2016 at 5pm.

Visit pmawards.education.govt.nz to get your entry underway today.

Need help with your entry? Talk with one of the team.

Email info@pmawards.education.govt.nz or call 0800 PM AWARDS (0800 762 927)

Leadership Statement for International Education

Leadership Statement for Intent

International Students and visitors

• Definition of international student
• Information on international visitors
• ESOL support for international studentsESOL support for international students
• Additional information for international students and parents
• Education in New Zealand

Exchange students and programmes

Exchange programmes:

• Secondary school exchange programmes

• Tertiary exchange programmes

Regulations to better support international students

The Code of Practice for the Pastoral Care of International Students

The Code of Practice for the Pastoral Care of International Students

Export Education Levy

Education (Pastoral Care of International Students) Code of Practice 2016 and the International Student Contract Dispute Resolution SchemeInternational Students Export Education Industry Development Fund and Levy

Publications

• Research publications
• Statistics

International education links and resources

• Archiving and disposing of school recordsArchiving and disposing of school records
• School finances
• Enrolment schemes for state and state-integrated schools
• Employing and managing staff
• Health and safety in schools
• Emergencies and traumatic incidents
• Planning and reporting
• Technology for learning
• School transport 
• Hostel Regulations
• Managing the Network of Schools
• Statutory interventions in schools
• Resourcing - funding, staffing and allowances
• School structures and governance for boards

School finances

School finance information , including how to prepare your school’s financial statements and general financial management information.

Enrolment schemes (zones)

State schools can set up an enrolment scheme to avoid overcrowding. The Ministry needs to approve any scheme to ensure effective use of all schools in the area. State-integrated schools have more flexibility in developing an enrolment scheme. Find out about setting up and managing an enrolment scheme for your school.

Employing and managing staff

Read about various aspects of employing and managing staff , including employment agreements, resolving employment problems, medical retirement, concurrence, disregarded sick leave, government expectations for pay and employment conditions and what happens when school staff stand for election to Parliament. 

Health and safety in schools

In 2015, changes will be made to New Zealand’s health and safety at work legislation. Read about what’s happening and what you need to know. 

Emergencies and traumatic incidents

Your school may face a natural disaster or pandemic. Other traumatic incidents could include criminal acts or student suicide. It’s important to be prepared for these events and know how to respond if they happen. Go to  Preparing for and dealing with emergencies and traumatic incidents

Planning and reporting

School planning and reporting are important processes to raise student achievement. We have provided guidelines and other information to help you with the  planning and reporting requirements for student achievement, school roll and financial accounts.

Technology for learning

Ultrafast broadband is transforming education. You need to know how to get and manage new technology for learning , including internet security. 

School transport

School transport provides schools with school bus services, or direct resourcing in some cases. We help to make sure students are transported safely to and from school and provide Special Education School Transport Assistance (SESTA). Read about which students are eligible and the transport services offered.

Hostel Regulations  

The Ministry of Education is the Hostel Licensing Authority. All hostel owners must now be licensed to operate.

Managing the Network of Schools

Information about managing the network of schools in New Zealand.

Statutory interventions in schools

This section provides information on statutory interventions in schools , under part 7A of the Education Act 1989

Resourcing - Funding, Staffing and Allowances

Resourcing - Funding, Staffing and Allowances includes operations funding, school staffing, reimbursements to schools, payments to individuals, workers accident insurance, record keeping and audit and forms.

School structures and governance - for boards

There are state, state-integrated and Maori Medium schools.  Schools can choose to have a standard or an alternative board constitution. Communities should have say in how schooling operates in their community. Go to school structures and governance - for boards .

So the government has set a Better Public Service goal to increase participation, and it’s set a target that "in 2016, 98% of children starting school will have participated in quality ECE".

To help achieve this target, the Ministry has several participation initiatives that make it easier for families to find an ECE service they like that meets their needs. It has also set up the Early Learning Taskforce. The Taskforce works with communities to help more children participate in early learning.

The Ministry is working with communities

The Early Learning Taskforce works closely with communities. It believes that each community knows what will work best. It’s driven by the idea that “local intelligence plus local people equal solutions”, and it supports communities to put together local initiatives, innovation and actions that stimulate demand for early learning and increase participation by our youngest learners. The Taskforce collaborates, forms connections and develops joint ventures with communities, early learning providers, iwi, Māori organisations, Pasifika churches and other government agencies.

The Taskforce's approach has 4 strands.

1. To partner with Māori and Pasifika communities to understand and co-construct solutions and outcomes for their tamariki, looking for ways to address gaps in provision and improve the quality in early learning. 
2. To seek support from the broad community, including churches, employers, sports clubs and social service groups.
3. To work with other agencies, including the Ministry of Social Development, the Ministry of Health, Te Puni Kōkiri and the Ministry of Pacific Island Affairs.
4. To work with low decile schools to identify families where children are not taking part in ECE and work with them to get higher participation.

Setting up community action groups

The Taskforce has set up community action groups, which drive the delivery of action plans to raise the value of early learning. They are made up of people who have interest, connections, passion, drive and reach – the 'doers' in their communities – and they encourage early learning in ways that are meaningful for their communities.

They help create demand, fill available ECE places, and address supply issues. To date, more than 30 community action groups have been set up.

Promoting early learning

The Taskforce also promotes early learning and ECE at places where families and children are likely to naturally come together, for example, at community festivals.

The Taskforce supports community events, such as play days and street parties, to promote early learning and raise awareness of its benefits. It’s this kind of innovation that reaches families who might not otherwise have access to information about the benefits of early learning. These events target families with children under 5 who are not currently in ECE.

Read 2 examples

Example one

Opening of Featherston Puna Kāinga - Ngā Manu Kākākura ō Te Ao TuroaWeymouth Rapid Cycle Change Project

Example 2

Confident, connected whānau - Poipoia te MokopunaNew Zealand Rugby League – it’s more than just a game

Making ECE participation easier

The Ministry of Education sets up participation initiatives in areas where many children aren’t going to ECE. A lot of its focus is on Māori and Pasifika children and those from low socio-economic backgrounds. The initiatives make it easier for families to find an ECE service that is affordable, is easy to get to, feels right for them and has suitable hours.

Two examples of participation initiatives are Engaging Priority Families (EPF) and Targeted Assistance for Provision (TAP).

Working through Engaging Priority Families (EPF)

EPF coordinators help 3 and 4 year old children to go to ECE. They support the hardest-to-reach families, helping them to find the right ECE for them, encouraging regular attendance, supporting learning at home and helping them with the transition to school. There are 29 EPF initiatives across the country, working in communities with the most need.

Working through Targeted Assistance for Provision (TAP)

TAP is to provide funding through grants, incentives and partnerships to provide new ECE places where they are needed most. Over the past 4 years, it’s made 166 grants and created over 6,200 new places.

By using partnership-based funding, it’s kept the average cost of each place at just over $10,300 – a huge improvement on previous schemes that created child places at an average cost of $25,000.

Progress towards the 98% target

• The ECE prior-participation national rate was 96.4% in the year to December 2015. This is an increase of 0.3 percentage points from December 2014.
• The prior-participation rate for Māori children was 94.3% for the year ending December 2015, up 0.7 percentage points on the December 2014 rate.
• The prior-participation rate for Pasifika children was 91.8% for the year ending December 2015, up 1.1 percentage points on the December 2014 rate.
• The prior-participation rate for children starting at a decile 1 to 3 school was 93.1% for the year ending December 2015, up 1 percentage point on the December 2014 rate.
• The annual growth for Māori children, Pasifika children, and children starting at low decile schools are all higher than the national growth rate. We are intensifying our engagement with priority communities so that we can reach the 98% target for children starting school in the 2016 calendar year.

They join the other workers in line for bacon and eggs, have decorated the lunch room with their works of art and are set to lend a hand planting thousands of trees.

The student’s efforts are part of a special partnership between Mangere Central School and the redevelopment of State Highway 20A in Auckland.

Principal Maria Heron says when she first heard about the road upgrade she was worried about possible disruptions to school life.

But after talking to the project’s NZ Transport Agency stakeholder manager, Kelli Sullivan, the pair came up with a plan to get the school community involved.

Students from Mangere Central School in front of the mural they created for the workers’ lunchroom.

"Right from the start, when NZ Transport Agency came to talk to us about the project, Kelli and I have worked closely together to make something positive of the disruption," Maria says.

"NZ Transport Agency got involved in the school’s strategic vision and how they could fit in with it, which threw up a lot of opportunities for us."

Kelli says she and Maria wanted to create exciting learning opportunities for students at Mangere Central.

Last year the school planned a lot of its curriculum around physical structures, bridges and infrastructure, so Maria says working on the highway project ‘ticked all the boxes’ in providing authentic learning opportuinities.

Eight students in particular have been readily involved in the project. Kelli says students were given the chance to apply for a job on site and were paired-up with a fully grown counterpart – from a mini health and safety officer to a mini construction manager.

"The students were inducted onto the site and given their own photo identification cards," Kelli says. “They are given specific monthly tasks, for example the stakeholder manager helped work on a neighbourhood barbeque to discuss the project with the community.

"The children love being involved. They have all gone from being shy and quiet to fitting right in with the rest of the team, they are great ambassadors for their school and community."

Students from Mangere Central School host a neighbourhood barbeque for the State Highway 20A project.

Kelli says the workers on site enjoy having the students around.

"They love it. To be honest I think that our workers get more out of it than the kids. For them it is like having their own children on site."

Because the students are under 18 there are strict health and safety rules when they are on site. As part of the project team the students have supervised access to site offices but are not allowed in construction areas. Luckily, due to the scale of the project, there are many vantage points and opportunities to interact directly with the workers.

Maria says both sides have tried to be good neighbours to each other and help each other in their work as much as they can

"They’ve helped us out a few times,” she says. “We were putting in a new garden so they sent over a few guys to put the boxing in for us. It was fantastic."

"On another occasion the workers discovered eels in an old drain. They stopped work and students were involved in the process of trapping and re-homing the eels in accordance with local iwi protocol."

Being involved in the project has shown the students many different career pathways, Maria says.

"One boy, who applied to be a mini-engineer, went up to one of the real engineers and said 'I really like Lego, can I be an engineer?'. He turned around and said 'that's how I became one'."

A lasting legacy of the partnership will be a man-made wetland across the road from the school, which students will help develop. After the project is complete the students will be the kaitiaki of this wetland.

Kelli says partnering up with stakeholders and being a good neighbour is something the NZ Transport Agency strives for on all their projects.

"The SH20A team are incredibly fortunate to be working right beside a school."

Getting ready for broadband

The steps for getting hooked up to high-quality broadband and a secure internet connection

YourGetting the best out of your broadband connection

Reaping benefits of broadband and using the TELA laptop scheme.

Software for your school

Ministry-funded software – Apple, Microsoft, Novell, Sketch-Up Pro, Symantec Antivirus, Websense.

Maintaining your networkupgraded ICT infrastructure

Your responsibilities, and how to fulfil them – budgets, contractors, and standards for warranties

Ensuring your school internet is safe and secure

Security on N4L, the Network for Learning – a free, secure retail service provider (RSP) for schools, and security services if you use an independent RSP

Technical information

For ICT contractors, and staff who work on school networks

TELA laptop scheme

TELA laptops for teachers and principals

Get support from the ICT Helpdesk

0800 225 542, or 09 356 3167 – get phone, email, and on-site support

Get support from the Connected Learning Advisory

State and state-integrated schools can phone 0800 700 400 for free, consistent, unbiased advice on integrating digital technologies with learning.

About Better Public Services

Better Public Services is creating a public sector that can respond even more effectively to the needs and expectations of New Zealanders.

Better Public Services is built on ten public service results that the Government has committed the public sector to achieving in the next three to five years.

The targets cover five themes:

• Reducing long-term welfare dependency
• Supporting vulnerable children
• Boosting skills and employment
• Reducing crime
• Improving interaction with government.

The Ministry and Peter Hughes, as Chief Executive, are taking the lead on boosting skills and employment and working with the Ministry of Social Development, as lead agency, to support vulnerable children.

The Better Public Service targets are ambitious, but we believe they are achievable. It is the Ministry of Education’s ultimate goal to equip every young person with the skills to live a rich and fulfilling life, and contribute to their own and New Zealand’s economic prosperity. These targets will focus our efforts and resources to ensure that this important goal can be achieved.

However, we can’t do this alone. It will require the collaborative effort of the entire education sector to determine how best we can achieve these targets.

The Ministry is charged with the achievement of three ambitious targets:

• In 2016, 98% of children starting school will have participated in quality early childhood education.
• In 2017, 85% of young people will have achieved NCEA Level 2 or an equivalent qualification.
• In 2018, 60% of 25-34 year olds will have a qualification at level 4 or above.

Supporting vulnerable children

On 22 August 2012, the Ministers of Health, Education and Social Welfare introduced the Result Action Plan for supporting vulnerable children.

In 2016, 98 percent of children starting school will have participated in quality ECE, an increase of 3.3 percent from 2011.

Why this target?

Regular participation in high quality early childhood education significantly increases a child’s chance success in education, particularly for children from vulnerable families.

Boosting skills and employment

Under boosting skills and employment we are the lead agency for the two targets:

1. 85 percent of 18-year-olds with NCEA level 2 or an equivalent qualification by 2017
2. 60 per cent of 25-34 year olds will have a qualification at level 4 or above by 2018.

Why these two targets?

Target 1:

NCEA Level 2 gives people the skills required for further education, to progress in working life, achieve better health outcomes and a better quality of life generally.

Target 2:

People with a level 4 and above qualification have higher incomes and a better economic return than those with lower qualifications.

Progress so far

Education Minister Hekia Parata has announced that the Ministry’s interactive E-Ako programme and the Tertiary Education Commission’s Pathways Awarua tool are available in secondary schools.

Students using them answer questions relating to real-life examples at their own pace, to complement their classwork.

Minister Parata says these tools will especially benefit those needing support to obtain NCEA Level 2.

• Go to the Minister’s announcement on the Beehive website.
• Go to the E-Ako learning tool for maths
• Go to the Pathways Awarua numeracy and literacy support for secondary students

See also contact information for our Special Education and district offices .

Map of regional boundaries

Download the map of the 10 Ministry of Education areas

Tai Tokerau

Whangarei Office

Auckland

Auckland Office

Waikato

Hamilton Office

Bay of Plenty, Rotorua, Taupo

Rotorua Office

Hawke's Bay, Gisborne

Napier Office

Gisborne Office

Taranaki, Whanganui, Manawatu

Whanganui Office

Wellington

Lower Hutt Office

Nelson, Marlborough, West Coast

Nelson Office

Canterbury

Christchurch Office

Otago, Southland

Dunedin Office

Invercargill Office

Other contacts

You will receive the area schools priority teacher supply allowance of $2,500 if you work at a school on the list below.

You can read about the allowance in clause 3.21 of the Area School Teachers’ Collective Agreement.

Eligible schools