Pacifica

Question 1

Research from many countries and groups of students has come up with similar findings about what students ________________. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.

Answer 1

need of their teachers

Question 2

Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to ________________ as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.

Answer 2

connect with them

Question 3

Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as ______________ who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.

Answer 3

friendly and supportive people

Question 4

Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who ___________ and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.

Answer 4

care about them

Question 5

Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and ___________________. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.

Answer 5

respect them as individuals

Question 6

need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to _____________________ and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.

Answer 6

collaborate with them on setting goals

Question 7

Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and _____________________. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.

Answer 7

working out how to achieve them

Question 8

Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be ____________, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.

Answer 8

well prepared

Question 9

need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to ______________ them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.

Answer 9

persist with teaching them

Question 10

Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them ________________, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.

Answer 10

step by step until they learn

Question 11

Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to ______________________, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.

Answer 11

persist with teaching them step by step until they learn

Question 12

need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and _____________________. They like to have variety in their learning activities to keep up their interest in learning and to suit the demands of various types of content.

Answer 12

not to give up on expecting them to learn

Question 13

Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to _______________________ to keep up their interest in learning and to suit the demands of various types of content.

Answer 13

have variety in their learning activities

Question 14

Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to ___________________ and to suit the demands of various types of content.

Answer 14

keep up their interest in learning

Question 15

Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have variety in their learning activities to keep up their interest in learning and to __________________________.

Answer 15

suit the demands of various types of content

Question 16

Research from many countries and groups of students has come up with similar findings about what students need of their teachers. They like their teachers to connect with them as friendly and supportive people who care about them and respect them as individuals. They want teachers to collaborate with them on setting goals and working out how to achieve them. Students also want their teachers to be well prepared, to persist with teaching them step by step until they learn, and not to give up on expecting them to learn. They like to have __________________________________ and to suit the demands of various types of content.

Answer 16

have variety in their learning activities keep up their interest in learning

Question 17

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Paul, a science teacher at a secondary school in South Auckland, wanted to use and incorporate ___________ in one of his lessons about thermodynamics and conduction. He discovered through his Pasifika colleagues and discussion with his students that ‘umu’ making (earth oven) could be a meaningful and effective way of illustrating these science concepts

Answer 17

Pasifika constructs

Question 18

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Paul, a science teacher at a secondary school in South Auckland, wanted to use and incorporate Pasifika constructs in one of his lessons about _______________. He discovered through his Pasifika colleagues and discussion with his students that ‘umu’ making (earth oven) could be a meaningful and effective way of illustrating these science concepts

Answer 18

thermodynamics and conduction

Question 19

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Paul, a science teacher at a secondary school in South Auckland, wanted to use and incorporate Pasifika constructs in one of his lessons about thermodynamics and conduction. He discovered through his Pasifika colleagues and discussion with his students that ‘____’ making (earth oven) could be a meaningful and effective way of illustrating these science concepts

Answer 19

umu

Question 20

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Paul, a science teacher at a secondary school in South Auckland, wanted to use and incorporate Pasifika constructs in one of his lessons about thermodynamics and conduction. He discovered through his Pasifika colleagues and discussion with his students that ‘umu’ making (earth oven) could be a meaningful and effective way of illustrating these ______________

Answer 20

science concepts

Question 21

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Paul, a science teacher at a secondary school in South Auckland, wanted to use and incorporate Pasifika constructs in one of his lessons about thermodynamics and conduction. He discovered through his Pasifika colleagues and discussion with his students that ‘umu’ making (___________) could be a meaningful and effective way of illustrating these science concepts

Answer 21

earth oven / hangi

Question 22

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the _____________ and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.

Answer 22

umu-making process

Question 23

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and ________________ enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.

Answer 23

practical applications

Question 24

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students ______________________________ of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.

Answer 24

make the connection, learn and improve their understanding

Question 25

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of ________________________. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.

Answer 25

of thermodynamics and conduction

Question 26

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuance in _____________ process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.

Answer 26

umu preparation

Question 27

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by _________ while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.

Answer 27

males

Question 28

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while ___________ had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.

Answer 28

females

Question 29

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of _____________. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.

Answer 29

food preparation

Question 30

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the c_____________ of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.

Answer 30

the careful valuing

Question 31

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of ___________________ alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.

Answer 31

traditional knowledge and culture

Question 32

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside ________________ that will ensure the relevance of school learning to those living as a Pasifika person in Aotearoa New Zealand.

Answer 32

science and technology

Question 33

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the _________________ to those living as a Pasifika person in Aotearoa New Zealand.

Answer 33

relevance of school learning

Question 34

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as _________________ in Aotearoa New Zealand.

Answer 34

a Pasifika person

Question 35

Case Study: Connecting with parents through cultural knowledge and as co-teachers
Familiarity with the umu-making process and practical applications enabled the students make the connection, learn and improve their understanding of thermodynamics and conduction. He also learnt more about the rituals and nuances in umu preparation process and how these differed with each Pasifika ethnic group. For example, he found out that umu preparation was largely undertaken by males while females had the important role of food preparation. Paul’s relationships with the parents deepened and noted other opportunities to involve them more in similar exercises in future. Paul’s experience demonstrates the importance of meaningful connections of different parts that give richness and robustness to the final currency of relationships. It is in the careful valuing of traditional knowledge and culture alongside science and technology that will ensure the relevance of school learning to those living as a Pasifika person in ________________.

Answer 35

Aotearoa New Zealand

Question 36

Case study: Supporting a child with a hearing impairment 
Later in the year, Junior joined Mary’s class. Junior’s family who were of Tokelauan descent had just moved into the area. Mary \_\_\_\_\_\_\_\_\_\_\_\_\_ that Junior had difficulty hearing her instructions and struggled to cue into her voice. He was also reluctant to participate in group activities. An assessment from a health professional confirmed that Junior had a moderate hearing impairment. Together with Junior and his parents, Mary identified some key learning goals for Juniors such as being able to hear and understand better and respond appropriately to instructions. Being able to participate and engage fully in class activities was also one of his goals. Mary sought advice from his parents on some of the cultural protocols and sensitivities related to Junior’s hearing, and discussed ways in which she could incorporate those into her lessons and improve the way she communicates with him and his parents. With support from her principal. Mary was able to acquire the necessary assistive technology that would enable her to communicate better with Junior. She also compiled a resource pack for his parents that they had asked for that would help them know more about the types of support available for them and Junior. Mary made a commitment to continue to support and encourage and support Junior and his family in meaningful ways. At the end of his first full term at school, Mary noticed a marked improvement in Junior’s behaviour. He was attentive and responsive and engaged fully in small group classroom activities. His parents also reported a big improvement in his attitude and behaviour.

Answer 36

noticed

Question 37

Case study: Supporting a child with a hearing impairment 
Later in the year, Junior joined Mary’s class. Junior’s family who were of Tokelauan descent had just moved into the area. Mary noticed that Junior had difficulty hearing her instructions and struggled to cue into her voice. He was also reluctant to participate in group activities. An assessment from a health professional confirmed that Junior had a moderate hearing impairment. Together with Junior and his parents, Mary identified some key learning goals for Juniors such as being able to hear and understand better and respond appropriately to instructions. Being able to participate and engage fully in class activities was also one of his goals. Mary \_\_\_\_\_\_\_\_\_\_\_\_\_\_ from his parents on some of the cultural protocols and sensitivities related to Junior’s hearing, and discussed ways in which she could incorporate those into her lessons and improve the way she communicates with him and his parents. With support from her principal. Mary was able to acquire the necessary assistive technology that would enable her to communicate better with Junior. She also compiled a resource pack for his parents that they had asked for that would help them know more about the types of support available for them and Junior. Mary made a commitment to continue to support and encourage and support Junior and his family in meaningful ways. At the end of his first full term at school, Mary noticed a marked improvement in Junior’s behaviour. He was attentive and responsive and engaged fully in small group classroom activities. His parents also reported a big improvement in his attitude and behaviour.

Answer 37

sought advice

Question 38

Case study: Supporting a child with a hearing impairment 
Later in the year, Junior joined Mary’s class. Junior’s family who were of Tokelauan descent had just moved into the area. Mary noticed that Junior had difficulty hearing her instructions and struggled to cue into her voice. He was also reluctant to participate in group activities. An assessment from a health professional confirmed that Junior had a moderate hearing impairment. Together with Junior and his parents, Mary identified some key learning goals for Juniors such as being able to hear and understand better and respond appropriately to instructions. Being able to participate and engage fully in class activities was also one of his goals. Mary sought advice from his parents on some of the \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ related to Junior’s hearing, and discussed ways in which she could incorporate those into her lessons and improve the way she communicates with him and his parents. With support from her principal. Mary was able to acquire the necessary assistive technology that would enable her to communicate better with Junior. She also compiled a resource pack for his parents that they had asked for that would help them know more about the types of support available for them and Junior. Mary made a commitment to continue to support and encourage and support Junior and his family in meaningful ways. At the end of his first full term at school, Mary noticed a marked improvement in Junior’s behaviour. He was attentive and responsive and engaged fully in small group classroom activities. His parents also reported a big improvement in his attitude and behaviour.

Answer 38

cultural protocols and sensitivities

Question 39

Case study: Supporting a child with a hearing impairment 
Later in the year, Junior joined Mary’s class. Junior’s family who were of Tokelauan descent had just moved into the area. Mary noticed that Junior had difficulty hearing her instructions and struggled to cue into her voice. He was also reluctant to participate in group activities. An assessment from a health professional confirmed that Junior had a moderate hearing impairment. Together with Junior and his parents, Mary identified some key learning goals for Juniors such as being able to hear and understand better and respond appropriately to instructions. Being able to participate and engage fully in class activities was also one of his goals. Mary sought advice from his parents on some of the cultural protocols and sensitivities related to Junior’s hearing, and discussed ways in which she could incorporate those into her lessons and improve the way she communicates with him and his parents. With support from her principal. Mary was able to acquire the necessary assistive technology that would enable her to communicate better with Junior. She also compiled a \_\_\_\_\_\_\_\_\_\_\_ for his parents that they had asked for that would help them know more about the types of support available for them and Junior. Mary made a commitment to continue to support and encourage and support Junior and his family in meaningful ways. At the end of his first full term at school, Mary noticed a marked improvement in Junior’s behaviour. He was attentive and responsive and engaged fully in small group classroom activities. His parents also reported a big improvement in his attitude and behaviour.

Answer 39

resource pack

Question 40

Case study: Supporting a child with a hearing impairment 
Later in the year, Junior joined Mary’s class. Junior’s family who were of Tokelauan descent had just moved into the area. Mary noticed that Junior had difficulty hearing her instructions and struggled to cue into her voice. He was also reluctant to participate in group activities. An assessment from a health professional confirmed that Junior had a moderate hearing impairment. Together with Junior and his parents, Mary identified some key learning goals for Juniors such as being able to hear and understand better and respond appropriately to instructions. Being able to participate and engage fully in class activities was also one of his goals. Mary sought advice from his parents on some of the cultural protocols and sensitivities related to Junior’s hearing, and discussed ways in which she could incorporate those into her lessons and improve the way she communicates with him and his parents. With support from her principal. Mary was able to acquire the necessary assistive technology that would enable her to communicate better with Junior. She also compiled a resource pack for his parents that they had asked for that would help them know more about the \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ available for them and Junior. Mary made a commitment to continue to support and encourage and support Junior and his family in meaningful ways. At the end of his first full term at school, Mary noticed a marked improvement in Junior’s behaviour. He was attentive and responsive and engaged fully in small group classroom activities. His parents also reported a big improvement in his attitude and behaviour.

Answer 40

types of support

Question 41

Involvement and Engagement
“That relationship needs to be ________________, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”

https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika

Answer 41

absolutely focused on learning

Question 42

Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going ________________, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”

https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika

Answer 42

going beyond the superficial

Question 43

Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, _________________________, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”

https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika

Answer 43

supporting, fund raising, sausage sizzle, that sort of thing

Question 44

Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means __________________________________, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”

https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika

Answer 44

going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing,

Question 45

Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, _______________________……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”

https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika

Answer 45

it’s absolutely about the students progress

Question 46

Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between ________________ is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”

https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika

Answer 46

involvement and engagement

Question 47

Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the ______________. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”

https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika

Answer 47

the deeper level relationship

Question 48

Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that ______________, but engagement is where you really get the involvement and understanding support of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”

https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika

Answer 48

superficial but still important

Question 49

Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is _______________________ of the parents with the teachers….And you just will have that young person growing and being nurtured in the relationship between one or the other.”

https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika

Answer 49

where you really get the involvement and understanding support

Question 50

“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the involvement and understanding support of the _____________….And you just will have that young person growing and being nurtured in the relationship between one or the other.”

https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika

Answer 50

the parents with the teachers

Question 51

Involvement and Engagement
“That relationship needs to be absolutely focused on learning, that means going beyond the superficial, supporting, fund raising, sausage sizzle, that sort of thing, it’s absolutely about the students progress……The difference between involvement and engagement is the deeper level relationship. Involvement is that superficial but still important, but engagement is where you really get the _____________________….And you just will have that young person growing and being nurtured in the relationship between one or the other.”

https://sites.google.com/auckland.ac.nz/teacher-education-refresh/modules/module-2-diverse-learners-pasifika

Answer 51

involvement and understanding support of the parents with the teachers

Question 52

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a _______________ and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.

http://pasifika.tki.org.nz/LEAP

Answer 52

key linguistic resource

Question 53

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a _______________.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.

http://pasifika.tki.org.nz/LEAP

Answer 53

crucial foundation for their learning.

Question 54

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students ____________ when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.

http://pasifika.tki.org.nz/LEAP

Answer 54

learn better

Question 55

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they ____________ use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.

http://pasifika.tki.org.nz/LEAP

Answer 55

are able to

Question 56

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their __________________.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.

http://pasifika.tki.org.nz/LEAP

Answer 56

use their first or home language at school

Question 57

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must _________________ academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.

http://pasifika.tki.org.nz/LEAP

Answer 57

know and understand

Question 58

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand _________________. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.

http://pasifika.tki.org.nz/LEAP

Answer 58

academic language

Question 59

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must ______________________. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.

http://pasifika.tki.org.nz/LEAP

Answer 59

know and understand academic language

Question 60

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make _______________________ to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.

http://pasifika.tki.org.nz/LEAP

Answer 60

academic language accessible

Question 61

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through ___________________.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.

http://pasifika.tki.org.nz/LEAP

Answer 61

deliberate, explicit instruction

Question 62

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school ______________ when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.

http://pasifika.tki.org.nz/LEAP

Answer 62

better and faster

Question 63

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in ________________ and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through deliberate, explicit instruction.

http://pasifika.tki.org.nz/LEAP

Answer 63

effective and focused ways

Question 64

Guiding principles of LEAP
•
The languages that bilingual students bring with them are a key linguistic resource and a crucial foundation for their learning.
• Bilingual students learn better when they are able to use their first or home language at school.
• Teachers are more effective when they understand how bilingual students learn and when they know and implement the principles of effective language teaching and learning.
• To succeed at school, students must know and understand academic language. While this is true for all students, it has specific implications for bilingual students and their teachers.
• Teachers can make academic language accessible to their students through deliberate, explicit instruction.
• Students learn English as an additional language at school better and faster when they are taught in effective and focused ways and not just left to “pick the language up”.
• Teachers can help their students learn English as an additional language through _____________________.

http://pasifika.tki.org.nz/LEAP

Answer 64

deliberate, explicit instruction

Question 65

After ____________ of migration, Pasifika languages continue to be used widely in Pasifika communities, not just by new migrants, but by families who have been here for two, three, or four generations.
http://pasifika.tki.org.nz/LEAP/Pasifika-in-New-Zealand

Answer 65

60 years

Question 66

After 60 years of migration, Pasifika languages continue to be used widely in Pasifika communities, not just by new migrants, but by families who have been here for ______________ generations.
http://pasifika.tki.org.nz/LEAP/Pasifika-in-New-Zealand

Answer 66

two, three, or four

Question 67

A growing Pasifika influence is also becoming apparent in education. Did you know, for example, that the percentage of Pasifika students in New Zealand schools is predicted to _________ over the next 40 years? This means that learning to teach Pasifika students effectively is an increasingly important priority for New Zealand teachers.

http://pasifika.tki.org.nz/LEAP/Pasifika-in-New-Zealand

Answer 67

double

Question 68

A growing Pasifika influence is also becoming apparent in education. Did you know, for example, that the percentage of Pasifika students in New Zealand schools is predicted to double over the next __________? This means that learning to teach Pasifika students effectively is an increasingly important priority for New Zealand teachers.

http://pasifika.tki.org.nz/LEAP/Pasifika-in-New-Zealand

Answer 68

40 years

Question 69

What teachers know from research is that the more we support Pasifika students to develop their Pasifika (and other) languages alongside English in the classroom, the more likely it is that they will _____________. The way we teach is therefore the key determinant of Pasifika students’ success. This is just as true of students in the mainstream as it is of those learning in overtly bilingual contexts.

http://pasifika.tki.org.nz/LEAP/Pasifika-in-New-Zealand

Answer 69

succeed academically

Question 70

It will take ___ or more years for bilingual Pasifika students who start school mainly speaking a Pasifika language to catch up with their cohort in terms of learning academic language. Throughout this time, bilingual Pasifika students’ English-language development will need careful monitoring and attention. It’s important to specify language-learning goals clearly, and to consult with the students and their families to jointly decide on each student’s priorities. It’s also important to ensure that ongoing assessment records students’ progress and clearly identifies the goals they have achieved.

Answer 70

7

Question 71

It will take 7 or more years for bilingual Pasifika students who start school mainly speaking a Pasifika language to _________________ in terms of learning academic language. Throughout this time, bilingual Pasifika students’ English-language development will need careful monitoring and attention. It’s important to specify language-learning goals clearly, and to consult with the students and their families to jointly decide on each student’s priorities. It’s also important to ensure that ongoing assessment records students’ progress and clearly identifies the goals they have achieved.

Answer 71

catch up with their cohort

Question 72

It will take 7 or more years for bilingual Pasifika students who start school mainly speaking a Pasifika language to catch up with their cohort in terms of learning ___________. Throughout this time, bilingual Pasifika students’ English-language development will need careful monitoring and attention. It’s important to specify language-learning goals clearly, and to consult with the students and their families to jointly decide on each student’s priorities. It’s also important to ensure that ongoing assessment records students’ progress and clearly identifies the goals they have achieved.

Answer 72

academic language

Question 73

It will take 7 or more years for bilingual Pasifika students who start school mainly speaking a Pasifika language to catch up with their cohort in terms of learning academic language. Throughout this time, bilingual Pasifika students’ English-language development will need careful monitoring and attention. It’s important to specify language-learning goals clearly, and to consult with the students and their families to jointly decide on each student’s priorities. It’s also important to ensure that ongoing assessment records students’ progress and clearly identifies the ______ they have achieved.

Answer 73

goals

Question 74

In the level 3 science exemplar Gears, one of the students’ intended outcomes is to ________, scientifically, how their model works. The word “_________” implies that students do this through the use of language – but how, exactly? If teachers are to make the language outcomes implied by curriculum objectives clear for students, they need to elaborate on words like “________”.

Answer 74

explain

Question 75

In the level 3 science exemplar Gears, one of the students’ intended outcomes is to explain, scientifically, how their model works. The word “explain” implies that students do this ___________ language – but how, exactly? If teachers are to make the language outcomes implied by curriculum objectives clear for students, they need to elaborate on words like “explain”.

Answer 75

through the use of

Question 76

In the level 3 science exemplar Gears, one of the students’ intended outcomes is to explain, scientifically, how their model works. The word “explain” implies that students do this through the use of language – but how, exactly? If teachers are to make the language outcomes implied by curriculum objectives clear for students, they need to ____________ words like “explain”.

Answer 76

elaborate on