WholeChildHolis,cApproachToLearning:

Itis,mefordisrup,vechange.Thesystemthatbroughtustothispointisnolongerfitforpurpose-thatofpreparingourlearnerstolive,work,commune,play,explore,inquire,createandlearninthe21stCentury.

IcontendwemustundertakeaparadigmshiC.ThatparadigmshiCisnotsomenew,unknownormysDcalwayofteachingandlearning.Itisinsteadthewayoflearningthatservedhumanityforseveralhundredthousandyears.CarolinePraFwasavisionarywhorealisedthisanddidsomethingaboutit-creaDngherownschool,CityandCountrySchoolinGreenwichVillage,NewYork,in1914.Aschoolthatwas,inherownwords,fiFedtothechildandnottheotherwayaround.(1)PraF’sthoughts,encapsulatedinthefollowingquotes,arerepresentaDveoftheparadigmshiCIbelieveschoolsmustundertake.PraFbelievedourjob,aseducators,istopreparechildrentobedeepandpowerfullearners,“thefreestchildisthechildwhoismostinterestedinwhatheisdoing,andatwhosehandarethematerialsforhisworkorplay.”“Childhood’sworkislearning,anditisinhisplay...thatthechildworksathisjob.”“EducaDonisnotanendinitselfbutisthefirststepinaprogresswhichshouldconDnueduringalifeDme.”“Inhisplayheisnolongeranonlookermerely;heisapartofthebusyworldofadults.HeispracDsingtotakehisplaceinthatworldwhenheisgrown.HeisgeXnghiseducaDon.”

Schoolasweknowitisabout200yearsold.Itwasanewmodeldesignedtoprepareworkersforautomatonworkinthenewindustrialageoffactories-itwasafactorymodel.

AlvinTofflerinChapter18ofhis1970book,‘FutureShock,saysthis,“MasseducaDonwastheingeniousmachineconstructedbyindustrialismtoproducethekindofadultsitneeded.Theproblemwas…howtopre-adaptchildrenforanewworld–aworldofrepeDDveindoortoil,smoke,noise,machines,crowdedlivingcondiDons,collecDvediscipline,aworldinwhichDmewastoberegulatednotbythecycleofsunandmoon,butbythefactorywhistleandtheclock.ThesoluDonwasaneducaDonalsystemthat,initsverystructure,simulatedthisnewworld.Thissystemdidnotemergeinstantly.Eventodayitretainsthrow-backelementsfrompre-industrialsociety.Yetthewholeideaofassemblingmassesofstudents(rawmaterial)tobeprocessedbyteachers(workers)inacentrallylocatedschool(factory)wasastrokeofindustrialgenius.ThewholeadministraDvehierarchyofeducaDon,asitgrewup,followedthemodelofindustrialbureaucracy.TheveryorganisaDonofknowledgeintopermanentdisciplineswasgroundedinindustrialassumpDons.ChildrenmarchedfromplacetoplaceandsatinassignedstaDons.BellsrangtoannouncechangesofDme.TheinnerlifeoftheschoolthusbecameananDcipatorymirror,aperfectintroducDontoindustrialsociety.ThemostcriDcisedfeaturesofeducaDontoday–theregimentaDon,lackofindividualisaDon,therigidsystemsofseaDng,grouping,gradingandmarking,theauthoritarianroleoftheteacher–arepreciselythosethatmademasspubliceducaDonsoeffecDveaninstrumentofadaptaDonforitsplaceandDme.”(2)

Thatmodelisnolongerrelevant.Thepreviousprinciplesthatworkedincrediblysuccessfully-wewouldn’tbeherenowiftheyhadn’t-canberesumed.ThisbriefflirtaDonwiththeindustrialmodeloflearningshouldbetreatedasabliporaroad-bumpintheincrediblylongroadmapofhistory.ItisDmetomoveforwardagain-bylookingtoourpast.

CarolinePraFevenreferencedthisinthisquotefromherbook,“childrendonotgrowupallofapiece;lookforthechildofseven,especiallytotakemanybackwardglancesatthewayhehascome,whileheboundsandleapsunevenlyaheadinhisgrowth.”(1)

ItseemsinEducaDonwearealwayslookingforthenextgreatnewthing.Arecentandwell-aFendedconferenceinNewZealandwasenDtled“NextPracDces-MovingBeyondNaDonalStandards”(3).NextpracDcesisaworthyfocusbutIthinkitmissesthepoint.JamesBurkeasks,“Whyshouldwelooktothepastinordertoprepareforthefuture?Becausethereisnowhereelsetolook.”(4)

Theanswerslieinourpast.Weneedtolookbeyondsearchingforthenextbestthing,thelatestshinypedagogyorgadget-enabledapproach,andinsteadseewhathasworkedforgeneraDonupongeneraDonofhumans.

Kiawhakatōmuritehaerewhakamua.Iwalkbackwardsintothefuturewithmyeyesfixedonmypast.(5)Thisindicatesthepastiscentralto,andshapes,bothpresentandfutureidenDty.FromthisperspecDve,theindividualcarriestheirpastintothefuture.

Kamua,kamuriisaMāoriproverbthatreferstoapersonwalkingbackwardsintothefuture.Fromthis,weunderstandthepastisvisiblebutthefutureisnot.Wecannottellwhatorwheretheroadaheadleadsto.Thepastprovidesuswithcluestothewayforward,butweunderstandthatthefutureisyettobewriFen.Ourfutureineffectisbornoutofourpast.

EharatakutoaitetoatakitahiengarihetoatakiDni.IcomenotwithmyownstrengthsbutbringwithmethegiCs,talentsandstrengthsofmyfamily,tribeandancestors.(6)Thiswhakataukīemphasisestheimportanceofknowingourselves,ouressenceofbeing,andtakingstrengthfromourfamily,iwi,hapuandancestors.

AsRamekasays,“thepastiscentraltoandshapesthepresentandthefuture.MāoriperspecDvesofthepastcanprovidemodels,inspiraDonandguidestore-conceptualiselearningprovisioninAotearoaNewZealandiftheyareapproachedwithhonesty,humilityandagenuinedesiretomakeadifference.”(5)

Atarecentcolloquium,IheardananalogythatputthisfurtherintoperspecDveformeasaneducaDonalleader.Iwalkbackwardsintothefuture,leadingchange.Idoso,lookingbackwardstomakesureIamtakingeveryonewithme.FacingforwardIlosesightofwhatbroughtustothispoint,ofwhatwebringwithus,andofwhomweareaskingtoaccompanyusasweforgeanewpathintothefuture.

OurworldmaybechangingexponenDally,butweaspeopleremainessenDallythesame.Moreeasilydistractedperhaps,moresuscepDbletofakenewsperhaps,andcertainlymuchmoreconnectedthaneverbefore-butsDllhumanatourcore.

New,EmergingorDisrup,veEduca,on?Newcanbeshiny,appealing,fresh-ithaslotsofposiDveconnotaDons.Almosteverybodylovesnew.AdverDsementspromote‘new’-oCenfollowedby‘improved’.SomeDmesitisjust‘all-new’.Howeveritisaccompanied,newispresentedaswhatweneed,andwhatweneednow.ThereisoCenurgencywithnew.

Emergingislikenew.Itissonewitisnotevenhereyet,butwecan'twaitunDlitis-becauseitwillbenew,andnewisgreat,shiny,appealing,fresh.

Infact,newisnotnecessarilybeFer-oCenitcanbemuchworse.OnesuchexamplewasDoramadRadioacDveToothpaste(ca.1940-1945).ItsradioacDvecontentwaspromotedasimparDnghealthbenefits,includinganDbacterialacDonandacontribuDontostrengtheningthe"defencesofteethandgums”.(7)Youcanimaginetheoutcomeofregularbrushingwithit.

ThereisnoquesDonweliveinDmesofexponenDalchange.Thegovernment’scurrentthirty-yearreviewofeducaDonisaclearindicaDonoftheunderstandingthatthatwhichgotushere,doesnotgetustothenewandthenext,there.Ratherthanlookingforanelusive‘new’answer,weshouldbedisrupDngthestatusquo.

DisrupDveinnovaDon,whichdisruptsthenorm,andthestatus-quo.• Isthecatalystforbringingaboutmoreequitableaccesstohigh-qualityeducaDon.• IsthemechanismforbringingaboutapersonalisededucaDonsystem.• CircumventsthepoliDcalbaFlesthathavehistoricallybeenatthecenterstageofeducaDonreform.(8)

Sohowdowedisrupt?• ResearchcreatesdisrupDon• Askinghard,deepandconstrucDvequesDons.• AskingquesDonsthattouchatthecoreofWHY.

In“Thrive:SchoolsReinventedfortheRealChallengesWeFace:”byValerieHannon,(9)ValeriefocusesonthequesDonshewastaskedwithansweringforareportontheFutureofLearning-“WhatIsThePurposeofSchool?”ValeriestartedwithWHY,whichiswhatSimonSinek-hFps://startwithwhy.com/-teacheswemustalwaysdo.

Valeriecontendsourgreatpurposemustbe‘LearningtoThriveinaTransformingworld’-shereferstothetheoryweareonthecuspofchangesogreatthattherehasneverbeenaDmeofgreaterpromiseorgreaterperil.ValerieidenDfiesthreekeychallengeareasrequiringdisrupDvethinking:• OurPlanet ThesixthgreatexDncDon TheAnthropoceneage Climatechange• Apotheosisoftechnology RoboDcs AI-ArDficialIntelligence GlobalConnecDvityBigMindBigDataOutsourcing• OurevoluDonasaspecies-evoluDoninourownhands GeneDcengineering ConvergenceofhumanbodieswitharDficialintelligence Humanenhancementtechnologies(HET)

AsaresponsetotheinspiraDonValerieprovided,andtoaddressagnawingfeelingthathadbeenwithmeforanumberofyears,IrecentlyledacomprehensiveconsultaDonwithourBoardofTrustees,ourstaff,ourchildrenandourwidercommunitytoseektheiranswerto‘whatarethetwomostimportantthingsintheworld?’.Wearrivedatthepeopleandthelandasourtwoanswers.

Asourdiscussionsevolved,itbecameapparenttoallthatour‘why’directlyrelatedtoandisembeddedinthesetwoelementsofthepeopleandtheland.Our‘Why’isthustwofold• ThrivingPeople• ThrivingLandWecannothaveonewithouttheother.

ThePeopleHeahatemeanuioteaoHetangata,hetangata,hetangataThiswhakataukiaskswhatisthemostimportantthingintheworld?Theanswer,Itisthepeople,itisthepeople,itisthepeople.Tomyknowledge,onlyonewhakataukifollowstheaboveprinciple-askaquesDon,andgivetheanswernotonce,butthreeDmes.Whyisthisso?Ibelievebecausetheanswer,inthiscase,wasafundamentalprinciple,somethingthatformsthefoundaDonforallkaupapa,theygavetheanswerthreeDmes.Itispeople.Itispeople.Itispeople.

TheLandMaorirefertothelandasPapatūānuku-MotherEarthPapatūānukurepresentsthegeneraDvefoundaDonofalllife.(10)Earthisourmother,thesourceofallgoodthings.Allthingsarebornfromherandnurturedbyher,includinghumankind.OurrelaDonshipwithourmotheriskeytothelifeandsuccessofusboth.Ourdebttoourmotherisbeyondmeasure.Withouther,wedonotbegin.Withoutherloveandnurture,wedonotsurvive.Theseideasinformtheconceptoftūrangawaewae–aplacetostand.Tūrangawaewaeareplaceswherewefeelespeciallyempoweredandconnected.(11)TūrangawaewaeisourfoundaDon,ourplaceintheworld,ourhome.

TheImportanceofCommunityEvoluDonhastaughtusthathumanssurviveandthrivebestinacommunity.Overmanyyears,thescienDficcommunityhasdevotedmuchDmeandefforttothestudyofcooperaDonamonghumans.CooperaDoncanbeseenatalllevelsofbiologicalorganisaDonfrommoleculestopopulaDons.SocieDesareonlypossiblethroughcooperaDon.CooperaDoncontributedtothesurvivalandevoluDonarysuccessofmanasaspecies.(12)

CooperaDon,takentoitsnaturalextensionleadsustoserveothers.ThisisourhighestcallingaccordingtosuchluminariesasMarDnLutherKing,MahatmaGandi,theDalaiLlamaandothers.“Life’smostpersistentandurgentquesDonis,‘Whatareyoudoingforothers?’“KingoncesaidtoanaudienceinMontgomery,Alabamain1957.(13)“Thebestwaytofindyourselfistoloseyourselfintheserviceofothers.”MahatmaGandhi.(14)

"Peopleworkingtogetherinastrongcommunitywithasharedgoalandacommonpurposecanmaketheimpossiblepossible."~TomVilsack(15)FrancesMooreLappé,Authorof‘YouHavethePower:ChoosingCourageinaCultureofFearandDaringDemocracy:IgniDngPower,Meaning,andConnecDonfortheAmericaWeWant’,said,“Community—meaningforme“nurturinghumanconnecDon”—isoursurvival.Wehumanswitheroutsideofcommunity.Itisn’taluxury,anicething;communityisessenDaltoourwellbeing.”(16)Thisisn’tcommunitythatjustcomesfromthelocalareainwhichwelive,butcommunitythatcomesfromoursharedhumanity.

IntheSufitradiDon,itistaughtthattheprimarypurposeoflifeistoawakentotheessenceofwhoweare.Oncewedoso,weareinvitedtoembracethisrealisaDon.ThegiCofcommunityisthatitofferseachofusthemoDvaDonandsupporttoachievethis.(17)

Communityisimportant,becausecommunitysavesusfrombeingalone.Muchmorethanthat,communitygivesusasenseofsharedpurpose,allowsustobepartofsomethinggreaterthanourselves.Itbringsmeaningtoourlifeandtakesusbeyondtherealmofself.Conversely,someofthemostselfishpeopleintheworldarealsotheunhappiestbecause,intheend,servingselfisemptyandsoonbecomesboringandpointless.HowardHughes-AutobiographyofHowardHughes:ConfessionsofanUnhappyBillionaire(18)-wouldbeaprimeexample.

Bycontrast,someofthemostfulfilledpeopleintheworldlivedalifeofservicetoandfortheirfellowhuman,andtheirmotherearth.DameWhinaCooper,FlorenceNighDngale,HarrietTubman,MartaMyaThwe,HenriBurindesRoziers,ChristopherHartley,RafaelaWlodarczak,RosemaryNyirumbe,JaneGoodall,DesmondTutu,JacquesCousteau,JackJohnson,HenryDavidThoreau,RachelCarson,SenatorGaylordNelson,DavidAFenborough,WangariMaathaiandAlGoreareexamplesofthosewhohavedevotedtheirlivestotheserviceoffellowhumans,wildlifeandourplanet.

“AlbertEinsteinsaid,“StrangeisoursituaDonhereuponearth.Eachofuscomesforashortvisit,notknowingwhy,yetsomeDmesseemingtodivineapurpose.Fromthestandpointofdailylife,however,thereisonethingwedoknow-thatmanishereforthesakeofothermen.”(19)“Noneofuscandogreatthings.Wecanonlydoasmallthingwithgreatloveeveryday!”—MotherTeresa.(20)

TheAgeofConsequencesHistoricallymanyhavenotlivedtheirlivesaccordingtothiscalling.Asaresult,wehavenowenteredthe‘AgeofConsequences’.ThisisnotreferringtothemoviethatmakesaconnecDonbetweenenvironmentaldisasterandterrorism,andwhich“observesthat“advancedsocieDeswereveryvulnerabletoconfusinglifestylewithlifeitself.”(21)Instead,theAgeofConsequencesappliestoboththedisenfranchised,dispirited,disadvantaged,indigenouspeople,aswellastotheland.

ArecentstudyidenDfiesacommonlinkbetweenthreehugeissuesforthepeopleandtheland-TheGlobalSyndemic:Howobesity,climatechangeandunder-nutriDonarelinked.(22)Thisstudysaysobesity,under-nutriDonandclimatechangearesocloselylinkedthattheycannolongerbetackledseparately.PopulaDonNutriDonandGlobalHealthprofessor,BoydSwinburnistheco-chairofamajornewreportcommissionedbyTheLancet.Thereportfoundobesity,undernutriDonandclimatechangearetogetherthegreatestthreattohumanandplanetaryhealth.

"It'sasynergyofepidemicswhichoccurinDmeandplacethatinteractwitheachotherandhavecommondrivers,"ProfSwinburnsays."We'vegotclimatechange,whichisgoingoutofcontrolandnotenoughacDon,andwe'vegotobesitygoingoutofcontrolandnotenoughacDon-andhello,they'recausedbythesamesocietalproblems."Hesayswecannolongerfightobesity,orglobalundernutriDon,inisolaDonfromclimatechange.IndigenousHealthexpert,DrIhiHeke,saysifourplanet'ssick,wegetsick."Whakapapashowcausallinksbetweenenvironment,suchasclimatechange,andhowwecanacknowledgethoseandcausechangesinpeople,"heexplains."Sowe'recloselyDedtotheenvironment.Whateverhappenstotheenvironmenthappenstous.”(23)

TheAgeofConsequencesappliesinalearningcontexttoo.NewZealandhasinvestedmillionsintryingtoreversethetrendofunderachievementinMaoriandPasifikastudents.Thisisanissueforindigenouspeopleinallcountries.Theratesofpoverty,unemployment,illhealth,lifeexpectancyandincarceraDonare

worseforindigenouspeoplesinNewZealand,AustraliaandUSAthantheyarefornon-indigenouspeople.(23)

Whileprogressisbeingmade,thegapsaresDllpronounced.Examplesofreportedgapsinperformanceinarecentreportinclude:• AsecondaryschoolretenDonrate(toage17)forMāoristudentsof50.6%(75.4%fornon-Māori)• UnemploymentrateforMāoriyouthof25.7%(14.2%fornon-Māori)• SchoolleaversachievingUniversityEntrancestandard(NCEALevel2)forMāoriYouthof25%(47.9%for

non-Māori);• AhigherrateofMāoriyouthnotineducaDonoremploymentortrainingat22.4percent(9.1percent

forthenon-MāoripopulaDon)(TePuniKōkiri,2012).(24)

AllofthisdemonstratesaneedtobringeducaDonbackontrack.OuraberrantconDnuingfocusontheindustrialmodelandtheresultantnarrowingofthecurriculumtofocusonreadingwriDngandmathsfliesinthefaceofalloftheabove.WeneedaparadigmshiCtakesusbacktooriginalpracDce,pracDcethatfocusesonwhatmakesushuman,thatfocusesoncommunity,empathy,andaservicemindset.

Forourschool,thathasmeantamajorchangeinfocus,parDcularlyfrom2019onwards.Twoareasof‘people’focusaresocial-emoDonallearningandplay-basedlearning.Withinthatarefocuseson‘PayingItForward’,Kindnessand‘BucketFilling’.Areasof‘land’focusarebeing‘ZeroHeroes’asweworktowardsbecomingaZeroWasteschool,ourenviro-gardenandanup-cyclingprogramme.

IntroducingOriginalLearningPrac,ceOriginalLearningPracDceinvolvedhands-on,pracDcal,experienDal,playandpracDce-basedlearning.Itwassocial,interacDve,mentor-based,relaDonshipdriven,involvedmixedagesandamixoffunandchallenge.Ithadaclearpurpose.OCensongsandstorieswereinvolved.Itwasvisual-yousawwhattodo.Itinvolvedproblem-solvingandfindingout.ThevillageraisedandeducatedthechildItwassuccessful-forhundredsofthousandsofyears.

PiagetVygotskyMontessori,JohnDeweyandSirKenRobinsonhaveallgraspedkeypartsofthewholepicture.AsdidthepeopleofRegioEmeliainItaly.AsdoesourNewZealandcurriculum’sfocusonthespiralofinquiry.UnDlnowallofthesehavenotbeenpulledtogetherintothegreaterwhole.

OriginalpracDceacknowledgesallthesepillarsoflearningbutalsodrawsupontheoriginalknowledgeoftribaleldersofallcultures-suchasNaDveAmericansoftheAmericas,theAboriginalofAustralia,andtheKaumatuaandKuiaofNewZealand.FromtheMammothHuntertotheMoaHunter-originalpracDceprinciplesandpracDceswerethesame.

Asaschool,wearerevisiDngourapproachtoteachingandlearningtomoveusclosertotheprincipalsoforiginalpracDce.

MakingtheConnec,onTheLandandthePeople-thisiswhateducaDon,andlife,areaboutintheirsimplestform.SohowdoweensureourlearnersmaketheconnecDon?

Wecanconsideralightbulbandanelectricalcable-unDlaconnecDonismadenothingcanhappen.Frombeinginastateofstasissurroundedbydarkness,wemovetothepresenceoflight,energyandenlightenment.ThekeyistheconnecDon.

Inlearning,thatconnecDonisviathatwhichmakesushuman-emoDon,passion,desire,love,longing,fun,humour,belonging,cooperaDonandcommonality.

Thesource,ormoreparDcularlytheswitch,forthatconnecDonisviathreepathwaysthatarerootedinourDNA.ThethreepathwaysarewhatIrefertoastheThreeOriginalLanguages-languagesembeddedintoourDNA,presentsinceNeanderthalDmes,andmorerelevantthanevertoday.

TheThreeOriginalLanguagesNomaFerwherewecallhome,wherewewereraised,orwhatweateforbreakfast,ourbrainsprocessinformaDonpreFymuchthesameasanyoneelseintheworld.Whichmakessense-ourgenomesare99.9%idenDcal,whichmakesourbrainsnearlyso.(25)

Learningislife.Theonlywaywesurviveandthriveisthroughlearning.Ourbrainsarehard-wiredtoprocesslearningandcommunicatelearninginthreeancientanddisDnctways.TheseareviathethreeOriginalLanguages.• Music• VisualLanguage• StoryTelling

BuckminsterFullerfamouslysaid,“Ifyouwanttoteachpeopleanewwayofthinking,don’tbothertryingtoteachthem.Instead,givethematool,theuseofwhichwillleadtonewwaysofthinking.”(26)Music,VisualLanguageandStoryTellingarethreesuchtools.

EngagingEmo,onEmoDonisessenDaltolearning,andshouldnotbeunderesDmatedormisunderstoodasatrend.EmoDoniswherelearningbegins,or,asisoCenthecase,whereitends.“Itisliterallyneurobiologicallyimpossibletothinkdeeplyaboutthingsthatyoudon’tcareabout.”(27)

Thisruleholdstrueevenacrosssubjectsanddisciplines.EveninacademicsubjectsthataretradiDonallyconsideredunemoDonal,suchasphysics,engineeringormath,deepunderstandingdependsonmakingemoDonalconnecDonsbetweenconcepts.(28)UsingafuncDonalM.R.I.,ascannerthatrevealsbrainfuncDoninrealDme,wecanphysicallyseewhenstudentsareemoDonallyengaged.WeseeacDvaDonsallaroundthecortex,inregionsinvolvedincogniDon,memoryandmeaning-making,andevenallthewaydownintothebrainstem.(29)Greatteachersunderstandthatthebest,mostdurablelearninghappenswhencontentsparksinterest,whenlearningisrelevanttoachild’slife,andwhenthelearnersformanemoDonalbondwitheitherthesubjectortheteacherinfrontofthem,orpreferably,both.MeaningfullearninghappenswhenteacherscreateanemoDonalconnecDontowhatmightotherwiseremainabstractconcepts,ideasorskills.JessicaLahey,reflecDngonDr.Immordino-Yang’sbook,“EmoDons,Learning,andtheBrain”(30)states,“TheemoDonalconnecDonthatcanresultwhenteachersmakelearningpersonallyrelevanttostudentsiswhatdifferenDatessuperficial,rote,topicalassimilaDonofmaterialfromasuperlaDveeducaDonmarkedbydeepmasteryanddurablelearning.TherearenosilverbulletsineducaDon,butemoDonalengagementandpersonalrelevancearethetoolsthatcanimprovetheeducaDonalexperience,andperformance,ofeverychild,ineveryschool…”(31)ThethreeoriginallanguagesareperfectvehiclesforengagingandemployingemoDonsinlearning.

TheimportanceofthesethreeoriginallanguageswillbedevelopedinaseparatewriDng.HowtheyfitisshowninthediagramthatshowstheparadigmshiCandhoweverythingfitstogetherinaprimaryeducaDonlearningoverview.

ChangePrac,ceAc,onPlan:AsEinsteinhasbeencreditedwithsaying-orperhapsparaphrased(32)-“everythingshouldbeassimpleaspossible,butnotsimpler”.SohowdoesthatapplytoeducaDon?

WorkingwithourstaffandBoardofTrustees,welookedattheimplicaDonsarisingfromthis.

TheImplica,ons-OurGoalsNeedtoFocusOn• Learningtolivesustainably• ProtecDngtheearth’secosystem-reverencingPapatuanuku• DemonstraDngempathy• DemonstraDngCulturallyResponsivePracDce• DemonstraDngflexibilityofthinkingandresponding• EmphasisingSocialEmoDonalLearning• DemonstraDnganabilitytolearn,re-learn,un-learnandLOVElearning• FosteringEquityofvoiceandopportunity• Regular,meaningfulconnecDonswitholdergeneraDons• ProvidingStructuredPlayBasedLearningopportuniDes• RelaDonshipsasthefoundaDonforlearning• Teachingmindfulness• Mentor-Modelermodel

OurfocusonthePeopleandtheLandleadsustodescribeourpreferredfuture:• Globalcompetenceforourlearnerswhentheyleaveourschool• ConsistentcollecDvecontribuDontolocalsustainability• Academicachievementevidencedbyappropriateassessment,alsobyapplicaDonofknowledgeand

skillsinreal-lifesituaDons• Entrepreneurialskillandachievementevidencedbyreal-worldlearning,andoutcomes• EffecDveengagementincommunityprograms,campaignsandcivicinvolvement,• ExperienceofalearningrelaDonshipwithindividualsfromanoldergeneraDon• ContribuDonstotheschoolasathrivingmicro-communitywithposiDve,caringrelaDonshipsasthe

norm• GoodmentalhealthindicatedbyinteracDonsandsurveys• Stronglearneragency–evidencedbylearners’iniDaDonandleadershipofaspectsoflearning• PhysicalfitnesshabitsandevidencedapplicaDonofknowledgeandunderstandingofpersonalhealth.

Collabora,on:ManyoftheelementsoftheparadigmshiCIbelieveisneededhavebeendevelopedinconsultaDonwithawiderangeofcolleaguesandprofessionalsoveraperiodof25yearsofprincipalship.IhaveconsultedwithandpresentedtotheNewZealandMaoriSchoolTrustees,RuralPrincipalsAssociaDon,FirstTimePrincipalsviaMinistryofEducaDon,UNESCOConference,HealthPromoDngSchoolsInternaDonalConferenceandInternaDonalConfederaDonofPrincipals.UnDlrecentlytheseelementshadnotbeenpulledintoacohesivewholethatcouldbeclearlyrepresentedvisually.ThisstudyofContemporaryPracDcehashelpedmetofinallyandcoherentlydothat.IhavesharedthisassignmentwithmyLeadershipTeamandaskedfortheirfeedback.TheresponsewasexcepDonallyposiDve.Theyunderlinedpointstheyliked,addedcommentsshowingagreementandmyDeputyPrincipalevenputloveheartsonitinplaceswithcommentssuchas,“Ilovethis!”FromhereIwillsharethiswithourBoardofTrusteesatournextmeeDng,andfollowingdiscussionandconsultaDonwiththemwillshareasynthesisofthiswithourparentcommunity.AspectsofthischangeprocesshavealreadybeensummarisedintoapresentaDontobesharedatourupcoming“MeetOurTeachers”OpenEvening.

Conclusion-tothispoint:TheLandandthePeople-thisiswhateducaDon,andlife,areaboutintheirsimplestform.Earthisourmother,thesourceofallgoodthings.OurrelaDonshipwithourmotheriskeytothelifeandsuccessofusboth.JohnDonnesaid,“NomanisanislandenDreofitself;everymanisapieceoftheconDnent,apartofthemain;…anyman'sdeathdiminishesme,becauseIaminvolvedinmankind.”(33)Inotherwords,humanbeingsdobadlywhenisolatedfromothersandneedtobepartofacommunityinordertothrive.

Learningislife.Theonlywaywesurviveandthriveisthroughlearning.Ourbrainsarehard-wiredtoprocesslearningandcommunicatelearninginthreeancientanddisDnctways.ThethreeOriginalLanguages-embeddedinourDNA.• Music• VisualLanguage• StoryTelling

AlllearningneedstocomebacktotwoprioriDes-thepeopleandtheland.WehavebeenonanarrowrailwaytrackheadedtowardsagoalofLiteracy,NumeracyandkeepingchildreninschoolunDlNCEALevelTwoisachieved.

Wehavebeenonthewrongrailwayline,ignoringallthebreadth,depth,possibility,complexityandjoytobefoundinourbroadandbeauDfulNewZealandCurriculum.

OurpreviousgovernmentwishedtodriveustoasingulardesDnaDon.Itwastobepursuedsingle-mindedlywithpublicpronouncementsofhowmanychildrenaretravellingwithusandwhichofthefourcarriagestheyaretravellingin-‘WellBelow’,‘Below’,At’or‘Above.’

DespiteMinisterHekiaParatadeclaringitanaDonaldisgracethatoneinfivechildrenwerefailing,theprojectwasdeclaredasuccesswhenitwasannouncedthat80%ofchildrenwerenowsucceeding.IcontendthatthedesDnaDon-notattheendofthelinebecausethejourneyneverends-isalife-longloveoflearning.

TheBeatlestaughtusthat“AllYouNeedIsLove”.It’sagreatplacetostart.Loveforpeople.Lovefortheland.Loveforlearning-inspiredbysocial-emoDonalandplay-basedlearning,andengagedandenhancedbythethreeoriginallanguages.

1 PraF,C.(1948).Ilearnfromchildren.NewYork:Simon&Schuster. hFps://www.goodreads.com/author/quotes/733013.Caroline_PraF

2 Toffler,A.(1990).Chapter18EDUCATIONINTHEFUTURETENSE|.InFutureShock.NewYork,NY: Bantam. hFps://www.e-reading.club/chapter.php/71380/128/Toffler_-_Future_Shock.html

3 hFps://goo.gl/EFBk2h26May2018,Northland

4 JamesBurke,ConnecDons-Simon&SchusterPaperbacks-2007 ConnecDons,&Burke,J.(2019).ConnecDons.Goodreads.com.Retrieved26January 2019,from hFps://www.goodreads.com/book/show/55024.ConnecDons

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