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Te Rā Tuarua | Day Two

Kaihautū | Keynote speakers

                                           Kaiwhakahihiko | Activator speakers

Dr Jeanne Teisina

Director, Akoteu Kato Kakala

Bio & Session Details

Julia Wikeepa

Ngāti Awa, Ngāti Maniapoto, Te Āti Haunui-a-PāpārangiDirector, Hā Habit

Bio & Session Details




Dr HanaO’Regan

Kāi Tahu

Tumu Whakarae | ChiefExecutive Officer, TātaiAho Rau Core Education

Bio & Session Details


Ngāi Tahu, Te Arawa

Television and radio host,author and advocate

Bio & Session Details





Tainui Āwhiro, Ngāti Hauiti

Kaiwhakahaere (Director)Riki Consultancy Ltd

Bio & Session Details

Dr Maraea Hunia

Ngāti Awa, Te Arawa, Tainui

Tumu Māori, Tātai Aho RauCore Education

Bio & Session Details




Ngā pekanga | Breakout sessions

Ally vs Accomplice: "The becoming" - move from performative allyship to being a genuine accomplice.
By Alosina Toi-Auta & Kema Perez

Anyone has the potential to be an ally. It’s a process of self-awareness and work towards unlearning social constructs. They make an effort to understand the struggle. Allies are proactive in a cultural space and stand up to blatant racism. Allies are aware that indigenous peoples have/are discriminated against and are marginalised and will be vocal about it until it threatens their own standing. Accomplices take allyship further, allowing indigenous peoples to define the issue and the action. Accomplices create spaces of inclusion, equity, and safety for all, often at the risk of their own social and/or professional standing and physical well-being. They also recognize their own privilege. Begin your journey as an ally but be committed to becoming an accomplice. If people are trying to understand the issue of inequity in education, they must stop and listen before going out to engage with the marginalised communities who are most affected by it. Far too often, allies set out with the best of intentions, but don’t realise they still come from a place of privilege (whether it be educational or professional) and end up silencing those who should be leading the work. Students, parents, whānau who day in and day out experience the trauma of a colonised education system. If Māori and Pacific communities are not part of the conversation and don’t contribute to the redesign of the system, it won’t fit the needs that they have.

• Confronting systemic racism and bias.
• Effective Pacific pedagogies.
• Identities, languages and cultures.


E tū Kahikatea: Empowering health and wellbeing in a senior college.
By Lex Davis & Roslyn Arbuckle

We are sharing a work in progress! Come and learn and reflect on our journey to reshape pastoral, cultural and wellbeing connections at our senior college. We will share how we are using Te Whare Tapa Whā as our lead to ensure that our students are known and supported. Come and learn about the tools we have used to enable this and share your own wisdom. Next step is strengthening the connection with our ako/learning structures. Come and critique and support our next steps with your own experience and contextual genius!

• Leadership.
• Wellbeing.


Mātauranga Māori: Reclamation,reconnection and re-indigenisation in teacher education.
By Kay-Lee Jones & Jody Hohaia

Mātauranga Māori: Reclamation, Reconnection and Re-indigenisation in Teacher Education” is the name of this presentation and an aim of our new Mātauranga Māori Initial Teacher Education programme. Hutchings, 2020, states: “The survival and expansion of Mātauranga Māori will be determined by our ability as Māori, whānau, hapū and iwi to contribute to its continuing development as a living, vibrant, and dynamic knowledge system that shapes our lives. Mātauranga Māori is knowledge that stems from the whenua, from the wai, ancestral knowledge that has been gifted to us today. We are reclaiming and reconnecting with these knowledge systems that weren’t merely pertinent and necessary for our tūpuna but give answers for how we should live today, and for the future of our tamariki/ mokopuna. Mātauranga Māori holds many answers for a sustainable future.” This year has seen the establishment of a new Mātauranga Māori teaching qualification at the University of Canterbury. We have a critical need to increase the number of quality te reo Māori speaking teachers in New Zealand and increase the number of teachers of Māori ancestry. Please join us as we share some insights, highlights, new learnings, and challenges of establishing a new Mātauranga Māori teaching qualification. Many people contributed to the establishment of this degree, and the current kaiako are myself and my co- lead Jody Hohaia O’Sullivan, Kari Moana Te Rongopatahi, Rahera Cowie, Awhi Clarke, and Makayla Hewett. All staff have Māori ancestry, four of the six have Ngāi Tahu whakapapa. We all have years of teaching experience in both kaupapa Māori education and English medium settings. We hope to share some learnings from early valuations of the new Mātauranga Māori teaching and learning programme.

• Aromatawai | Assessment for learning.
• Identities, languages and cultures.
• Mana ōrite mō te Mātauranga Māori.


Pūrākau as pedagogy.
By Arohanui Allen

Together we will deep dive into pūrākau and explore the use of pūrākau as a waka to authentically enact Mana Ōrite mō te Mātauranga Māori, give effect to te Tiriti o Waitangi, embed mātauranga Māori, and integrate curriculum areas. Our ākonga bare the brunt of the effects of our hītori, the impact of the stories told and untold. More often than not they are left thinking that the educational challenges they face and the deficit biases they face are because they are Māori. The aim of this workshop is to practically show how pūrākau, reinforcing narratives of grit, determination, innovation, perseverance and tenacity, will feed the pride in their cultural identity and thus create an environment where Māori can achieve success as Māori.

• Effective pedagogies.
• Equity capability.
• Mana ōrite mō te Mātauranga Māori.


Cyber Skills Aotearoa | Pūkenga ā-Ipurangi Aotearoa.
By Julie McMahon, Owen Brasier, Patariki Grace,Te Mako Orzecki & Leah Te Whata

Cybersecurity is an important area for both kaiako and ākonga across Aotearoa. In this workshop, participants will hear about the impact of cybersecurity breaches and how the Cyber Skills Aotearoa programme enables ākonga to navigate the online world with confidence. The Cyber Skills Aotearoa content encourages learner agency as students engage with learning cybersecurity concepts through assuming the role of an ethical hacker to sleuth the answers to problems. Kaiako will learn how to utilise the Cyber Skills Aotearoa online and unplugged activities to teach cybersecurity concepts in their classrooms as well as provide insights into exciting career pathways in Cyber Security from industry experts.

The workshop will cover teaching the following topics in the classroom:

• Sharing information online.
• Good password practices.
• Phishing and scam awareness.
• Cryptography.
• Web application security.

All content is available in both English and te reo Māori and is aligned with the Hangarau Matihiko | Digital technologies learning areas. Content addresses achievement objectives and progress outcomes in the Nature of Technology, Whakaaro Rorohiko, Computational Thinking, Tangata me te Rorohiko, and Designing and Developing Digital Outcomes strands. Effective pedagogies

• Hangarau Matihiko | Digital technologies and fluency
• Inclusive learning


Session to support leaders / kaiako engagement with Science / Tech / Arts in Te Mātaiaho, the refreshed New Zealand Curriculum.
By Carolyn English, Sabina Cleary, Catherine Frost & Claire Coleman

Since the Curriculum Refresh programme began in 2021, we have asked for and incorporated feedback from the sector, ākonga and their whānau, communities, and a wide range of interested organisations and communities. Your feedback continues to be important to us as our mahi progresses. As each learning area is refreshed, it goes through design, feedback, and implementation phases. We are currently seeking your input on the draft of Science, Technology, and The Arts learning areas.

In this workshop, we will:

• Explain how the learning areas are part of the whakapapa of Te Mātaiaho.
• Describe the changes from the 2007 curriculum learning areas to the current drafts.

Participants will be able to:

• Discuss the connections with your current programmes.
• Seek clarification on the drafts.
• Provide feedback as part of the national engagement phase.
• Curriculum refresh and Te Mātaiaho: the draft curriculum framework.
• Equity capability & Wellbeing


Creating safe inclusive environments for Muslim tamariki and their families.
By Dr Maysoon Salama & Dr Jane Taylor

Muslim parents want their children to thrive, feel safe, and have a sense of belonging when they are at school. However, compelling research from ERO has shown that one in five children from ethnic communities, including Muslim children, experience racial bullying at school. Join us for an introduction to pertinent new resource materials, developed by An-Nur Childcare Centre in Christchurch and Tātai Aho Rau Core Education with funding from Rātā Foundation, that aim to equip educators and Muslim families to support Muslim tamariki as they transition to school.

In this session, you will learn how to create spaces free from bullying, bias and discrimination, ensuring that Muslim families feel safe and supported in their cultures, languages and identities. You will develop confidence to engage with Muslim families to talk about their children’s transitions, their values, and their aspirations. Thoughtful prompts will give you an opportunity to reflect on and challenge your ideas about Muslims and Islam.

• Confronting systemic racism and bias.
• Identities, languages and cultures.
• Partnerships for equity – whānau, iwi and community.

Pulling it out of the “too hard” basket.
By Jamie Taylor

This is a workshop that invites your vulnerability. It has been designed to help those that might need a helping hand to use te reo Māori, to understand why it is important for equitable outcomes, and to ensure te ao Māori is reflected and honoured in education settings. We will face fears, confront obstacles, and ultimately aim to strengthen resolve and commitment to take on the “too hard” challenge. PS. Kind facilitator included with the workshop.

• Equity capability.
• Identities, languages and cultures.
• Te reo Māori.


A field of rich delights: The (un)expected riches of becoming allies in research with communities.
By Pam O'Connell & Sarah Te One

Recent projects undertaken by Tātai Aho Rau illustrate the richness of research with, and alongside, communities experiencing the sharp end of educational inequity. In this session, we offer some reflective insights into our own research practices. These can sometimes feel like one step forward and two steps backward. Our intention is to position communities and their stories at the centre. We discuss some of the conundrums posed by this sort of research. What works in one community will not work in another, even in the same project and with the same researchers. Constant negotiation is a given. For example, does the design start with the learner, an issue, or an aspiration? Making sense of data (analysis) necessitates discussions about power and where it is located. Establishing, or re-establishing, purpose and outcomes during this stage can be fraught, especially if there have been interruptions to the project timelines. Establishing a shared understanding of the findings is a collaborative act.

One of the biggest criticisms of any research is that it creates a distance between the researcher and the ‘researched’. This is keenly felt when the findings are confined to conferences or journals with restricted access. Democratising this process is a central tenet of equity-driven research. It requires sensitive consideration of values, vulnerabilities, and diverse layers of expertise to ensure ‘voice’ is both relevant and appropriate. As we share examples of research, we also share the questions we asked ourselves about who benefits and how. These critical reflections bring us back to our unity of purpose, kia tū kahikatea, to redress educational inequity, and will be of interest to our respective roles as kaiako, leaders, and researchers.

• Equity capability.
• Partnerships for equity – whānau, iwi and community.
• Te Whāriki.


Our whakapapa – our history, our Inheritance
By Melisa Chase & Ruth Richardson

Karanga mai! Karanga mai! Karanga mai! Come with us as we indigenise your mind through the journey of our whakapapa – our history, our inheritance. As a nation, there are gaps in our knowledge because of the absence of indigenous voices. Therefore, an effective way to achieve mana ōrite mō te mātauranga Māori is through indigenisation. We start from the migration, and we map out 800 years, sharing many stories that were silenced. In addition, we tackle difficult questions, such as, how do you encourage teachers and leaders to be brave and take risks within the mātauranga Māori space? How do you help teachers who are overloaded with change initiatives see the value of adapting their practice to include the cultural needs of rangatahi Māori? How do you begin? We offer you a start on your journey of reclamation, giving the tools needed to spark change in your practice and kura. We have been working deep within the educational establishment, disrupting the ‘norm’ by coaching a very Pākehā staff on the value of mana ōrite mō te mātauranga Māori. We have encouraged a richer understanding of He Whakaputanga, te Tiriti o Waitangi, and infused an indigenous perspective of our educational past. Join us as we explore our two-year journey in change leadership within a politically conservative community environment. This kōrero is designed for those who are connected to this whenua by blood, by long association, or perhaps are new to Aotearoa. It’s for tangata whenua, tangata tiriti, tangata katoa.

This is our whakapapa, our inheritance, so let’s own it together. Nau mai, piki mai, kake mai. Tihei Mauri Ora!

• Mana ōrite mō te Mātauranga Māori.
• Te Takanga o Te Wā | Aotearoa New Zealand’s Histories.


Ask the aunties
By Hoana Te Aika, Ellen Mclean, Gemma Stewart and Te Mako Orzeki

An unplugged and safe space for a kōrero with the aunties. Bring your cuppa tea and those questions you’ve been dying to ask your Aunty. From Mātauranga Māori in the curriculum to the development of a Marau ā-kura, the Aunties have got you. As facilitators who work to support kura and kaiako there are some questions that we get asked a lot. In this workshop we share our responses to those questions and then give you the opportunity to ask your own to our panel of Aunties. The Aunties acknowledge that change can be challenging and will require some self-reflection and the courage to take action. According to the Aunties ,inaction is not an option so….haere mai ki te kapu tī!

• Mana ōrite mō te Mātauranga Māori.
• Marau ā-kura | Curriculum design.
• Te reo Māori.


Use of AI in the science classroom.
By Michael Harvey

Artificial intelligence (AI) can transform education in Aotearoa. AI, in conjunction with the effective use of ako, kotahitanga, and wānanga, has the potential to address some of the biggest challenges facing education in Aotearoa today, such as access, equity, quality, and relevance. In this presentation, we will explore how ākonga have used AI in the science classroom to collaborate and receive quick feedback and feed-forward on their learning to move them forward. We will showcase examples of ākonga-driven integration of AI tools into science inquiry and investigation. AI can help ākonga learn science concepts, recognize patterns, solve problems, and explore ethical issues. AI also helps kaiako provide personalised and adaptive learning experiences for their ākonga.

Some examples of AI tools that can be used in the science classroom are:

• Recognise AI in their everyday lives and understand its benefits and limitations.
• Build AI solutions using data, algorithms, and models.
• Evaluate the ethical and social implications of AI.
• Apply AI to solve real-world problems related to science topics.

Using these tools, ākonga engaged in inquiry-based learning, collaborative projects, and hands-on experiments with AI. They also got quick feedback and feedforward from AI systems that can analyse their data, generate hypotheses, and suggest improvements. By using AI in the science classroom, ākonga developed critical thinking, creativity, and digital literacy skills that will prepare them for the future.

• Aromatawai | Assessment for learning.
• Effective pedagogies.
• Learner agency – sharing power.


Unleashing student superpowers: how to give kids a voice to solve local challenges.
By Karl Summerfield & Suzi Gould

Want to build exciting new partnerships in your school community? Come and experience how you can run a 2-day innovation event that fosters powerful collaborations between teachers, students and local community groups. We’ll show you how to spark new ideas, understand challenges, create design systems for your school and develop solutions alongside community allies. You’ll learn practical strategies to get your students innovating for positive change while strengthening your school’s connection with the community. This workshop will inspire you with a fresh vision for how schools and communities can achieve more by working together. Discover how you can be part of building a brighter future for your students and community!

• Hangarau Matihiko | Digital technologies and fluency.
• Inclusive learning.
• Learner agency – sharing power.

Day 2 Time Table

 8.30am onwards

Registration opens


Exhibition Hall opens

 9.00am – 10.30am

Conference opening


 10.30am – 11.30am

Paramanawa | Morning tea

 11.30am – 12.30pm

Aratini | Pathway 4
Whakahihiko | Activator sessions and Pekanga | Breakout sessions

 12.30pm – 1.30pm

Tina | Lunch

 1.30pm – 2.30pm

Aratini | Pathway 5
Whakahihiko | Activator sessions and Pekanga | Breakout sessions

 2.30pm – 3.30pm

Paramanawa | Afternoon tea

 3.30pm – 5.00pm



uLearn23 Dinner begins