1. TāMAKI COLLEGE
Newsletter
Issue 1 • April 2009
Principal’s Address
Greetings and welcome to the first newsletter of 2009. We
have made a very positive start to the year! I want to say thank
you very much to those parents and guardians who have made
the learning of their children a priority. A large number of our
students have started their year with the correct uniform and
stationery as well as the right attitude.
1
Our Level 1 and 2 NCEA results are definitely heading in the
right direction and this is the result of a successful partnership
of teachers, students and families. We look forward to
continuing this successful partnership.
Lastly, I would like to acknowledge
Glynis Margetts and her excellent
As a school, we continue to make teaching and learning our
leadership and work in publishing
priority and we are always happy to work together with you,
the school’s newsletter for the
as our school community, to achieve the best outcome for all
past 7 years. The newsletter is
of our students.
now produced by the newsletter
committee and I am sure that they
I am very sure that you will enjoy this first edition of our 2009
will continue the high standard
newsletter.
established by Glynis.
Academic Achievement achieved Level 1 and 6 were Endorsed
with Merit. Teachers and Staff have a
By Alisha Henry and Jese Puna • Year 12 Students
very optimistic outlook to the future.
These results are a clear indication that
2008 was surely a positive one for Tāmaki College, in terms of
students are taking NCEA seriously. It
academic achievement. There was an outstanding display of NCEA
means that more students are talking
results from the senior students. The effort and commitment, put
to their teachers about their credits and
in by both the students and the teachers, was phenomenal, helping
they want more practice tests, to bring
to bring about a significant results tally for Tāmaki College.
them up to speed with revision.
Throughout the year, staff witnessed the students’ commitment
Mrs Pamaka has some tips for students
and enthusiasm to their learning. This left Principal, Soana
sitting NCEA this year: come to school
Pamaka, along with the rest of the staff at Tāmaki College, quietly
every day; the time you have in class is
confident that there would be an encouraging outcome. The few
precious, have a clear understanding of
weeks that the students had to wait, to receive their end of year
your subjects and what it is you have been
results, were nerve-racking.
learning and if you don’t understand ask
a teacher for help, and keep track of any
However, that hard work and determination shown by the
credits that you may have.
students has paid off. The 2008 NCEA results are the best results
Tāmaki College has received in the past 4 years; 53 students

2. Feature
Articles
The Pōwhiri
By Mr Albert Tu’uga Stevenson • Teacher of English
The pōwhiri is a ceremony of welcome that is
extended to visitors by Māori, the indigenous
people, who characterise a large part of the multi-
cultural fabric, of New Zealand. On February 5th
2009, an excited, yet nervous group of Y9 students,
new staff, tutors and parents were welcomed Above: Mr Tu’uga Stevenson and Joel Herbert
onto Tāmaki College. The marae, adorned by a
2
crowd of students, teachers and parents, standing to be a part of. It is important for new teachers to have a
against a backdrop of intricate Māori designs, were sense of belonging and purpose when they begin a new
all important parts of the setting for this special journey at a new school. For me, the pōwhiri indicated
ceremony. that my journey at Tāmaki College will be one, where
any challenge I face, good or bad, will be supported and
A moving and strong karanga (call of welcome) respected by my colleagues and students.
from the Principal, Mrs Pamaka, and the Kapa
Haka group, drew the mass of new folk onto the Walking onto the marae, I felt like a visitor walking into
grounds. Both visiting and school parties spoke, an unknown space. As I left, after the formalities had
exchanging words of encouragement, inspiration ended, I no longer felt like a ‘visitor’ or a new teacher.
and thanksgiving. As messages of aspiration for I felt like a part of a family, whose vision ‘to foster in
the future, for the school and the students were students self-worth, confidence and self-reliance that will
shared, new staff and old, Y9 to Y13 students, were empower them to control their own lives’, is a vision that
bound together by a common thread. A thread I totally support.
that intertwines new people, into an already well-
established, loving, caring and vibrant family that So far, my time at Tāmaki College has been great and I
is, Tāmaki College. look forward to working alongside a supportive staff and
awesome students this year.
As a new teacher to the school, I myself have
never been involved in a pōwhiri. To partake in Fa’afetai Lava
this awesome experience was both daunting and
Mr Tu’uga Stevenson
exciting, but also extremely fulfilling and a privilege
Student Rep representative’. This is all good
parent representatives. In these
because Sina’s career aspiration is
meetings the board discuss and
By Natalie Atasani • Year 12 Student
to eventually become a lawyer.
think about their different ideas
and opinions, concerning the
Young, motivated, seventeen-year
Below: Sina Alai
overall wellbeing of the college.
old, Sina Alai says that she is proud
Sina says that she enjoys the
to be Tāmaki College’s student
meetings because she can share
representative. Not only is Sina the
her own thoughts and ideas,
student rep., she is also one of the
and also, the dinner is free. Her
prefects. She was overwhelmed,
role this year, as prefect and
when she was selected by
student representative, is to help
Tāmaki students and the senior
students, to give advice, to share
management team, to become the
opinions, to represent students
student representative of 2009. But
at Tāmaki College and to support
her family and friends were excited
what has to be done, for the good
and proud of her. As the student
of the school. One of Sina’s
representative, Sina attends Board
friends, Pevelini Tulia, says that,
of Trustee meetings with Principal,
‘Sina has great communication
Mrs Pamaka, Deputy Principal,
skills and listening skills and is
Ms Moore, School Counsellor,
committed to her job, as student
Barbara Te Kare and the four

3. Feature
Te Poho o Tāmaki!
Articles
By Ms Hinerau Anderson • HoD Technology
“He aha te mea nui o te Ao? He tangata! He tangata! He tangata!”
“What is the most important thing in the world? It is people! It is people! It is people!”
Te Poho o Tāmaki is the kapa They also competed in Te Ahurea at the Auckland Museum. These
haka roopu (group) of forty- Auckland Secondary Schools experiences and his cultural
strong Tāmaki College students. Kapa Haka competition in background are where he draws
It is led by Alamanda Tahu October 2008, where they placed his talent and his strength.
(Ngāti Kahu) and Harley Tawhai 7th overall. The performance
The focus and expectation for
(Ngā Puhi), and it is tutored by bracket for Polyfest included
members of Te Poho o Tāmaki
Kristian Yates (Te Arawa, Ati ‘E Ihu’, Waiata-a-tira (Choral),
3
is to be disciplined and to show
Haunui-a-Paparangi). ‘Ka noho nei au’, Whakaeke
respect in all areas of their lives.
(Entrance), ‘Maia’ Moteatea
On the 19th March, Te Poho o This means a discipline and show
(Traditional chant or lament),
Tāmaki competed in the 2009 of respect during performances,
‘Wairua o te puna aroha’,
ASB Secondary Schools Māori during practices and on stage.
Waiata-a-ringa (Action), ‘E Ara’,
and Pacific Islands Cultural It also applies to their attitudes
Haka, ‘Maui’, Poi and ‘Parehuia’,
Festival (Polyfest), where they and behaviour in and around the
Whakawaatea (Exit).
placed 2nd overall in the third whole of Tāmaki College and the
division, with the following The talents and dedication of wider community. Many students
awards: tutor Kristian has inspired the in Te Poho o Tāmaki find that
students to challenge themselves traditional aspects of tikanga
1st equal - Male Leader
on a cultural and spiritual (customs and traditions), waiata
level. He has been a member (songs/sing) and whanaungatanga
2nd - Female Leader
of Kapa Haka groups, Te Waka (relationships) offers an
1st equal - Male Costume
Huia Pounamu and Te Manu environment in which they are
1st equal - Female Huia, and he has participated uplifted by their cultural heritage.
Costume in three Auckland regional
Te Poho o Tāmaki Kapa Haka
Kapa Haka competitions. He
1st - Whakaeke
members have experienced many
has also participated in Te
1st Equal - Waiata-a-ringa opportunities to perform publicly,
Matatini, the National Kapa
which help to boost the students’
Haka competition, and he has
1st - Haka
self-esteem and confidence.
worked as a cultural ambassador
1st - Whakawaatea
1st - Mau Rakau
Below: Te Poho o Tāmaki Kapa Haka Roopu

4. Feature Did you know?
Parents and Caregivers are welcome to view
Articles the minutes from the Board of Trustees
meetings. Please contact the Principal’s
Secretary for details.
New Staff 2009
4
Left to Right: Mr Takahide Ishibashi, Teacher of ICT and Miss Kelly Bunce, Teacher of Science and Physics in the
Food Technology in the Technology Department Science Department
Mr Albert Feng, Teacher of Statistics and Modelling in the Ms Pinprapa Lohajinda Levi in the Careers Department
Mathematics Department
• To Page 11
Tāmaki College NCEA Recipients 2008
By Mrs Susanne Montgomorie • Data Manager and Ms Christine Emery • Teacher of English and Media Studies
NCEA stands for the National be gained in English or in te reo above, and 20 at Level 2 or above.
Certificate in Education Māori. Students will need to For NCEA Levels 1, 2 and 3, if you
Achievement. It is a nationally discuss this with their teachers. gain 50 credits with ‘Merit’, your
recognised certificate, which New certificate will be endorsed with
To gain NCEA Level 2, students
Zealand secondary school students Certificate with Merit. If you gain
need to achieve a minimum of 60
can gain through assessment in 50 credits with ‘Excellence’, your
credits at Level 2 or above and 20
external and internal examinations. certificate will be endorsed with
credits at any other level. Credits
Achievement standards and unit Certificate with Excellence.
can be used for more than one
standards measure what has
qualification; so if students gain The following are the names of
been learned at Level 1, 2 and 3
more than 80 credits at NCEA students from Tāmaki College, who
throughout the curriculum.
Level 1, then they can be counted gained the National Certificate in
To gain NCEA Level 1, students towards NCEA level 2. Educational Achievement (NCEA)
need to achieve a minimum of in Level 1, Level 2 and Level 3 for
To gain NCEA Level 3, students
80 credits, which include eight 2008. Students highlighted in bold
need to achieve 80 credits, of
literacy and eight numeracy gained the NCEA Level 1 endorsed
which 60 must be at level 3 or
standards. Literacy credits can with Certificate in Merit.
Level 1 continued - William TUILOMA • Catherine
Level 1 - Natalie ATASANI • Tui BEACH • Carlo DE VEAS •
VALIKOULA • Sequoia WILLIE
Deborah FA’AMITA • Davina FA’ATOE • Francis FALANIKO
• Tu’amelie FATONGIATAU • Loniana FIFITA • Fred FOLU
Level 2 - Paea AHOKAVA • Sinavaiui ALAI • Emma BROWN
• Leon FORBES • Motiana GILLESPIE • Teiro GLASSIE
• Taupule CARTWRIGHT • Mikaira CHAN • Michael CHEE
• Annie GOGO • Alisha HENRY • Jasmiah KATINAPI •
KAM • Michael CHOL • Ngatokorua ELI • Satuala FAULALO
Sesilia LAFAIALII • Solesia LASA • Diane LEE-KUM •
• Ruth FAUSIA • Sailosi FILIHIA • Maea FOHE • Ahmad
Thomas MOSBY • Mike MANU • Gaogao MATAIA • Oleva
FONUA • Francis KOLO • Haitensia KOLOAMATANGI •
MATI • Phillip MA’U • Anaise MOALA • Aquila NGARO •
Ethan MAFI • Talanoa MANU • Apolosi MANU • James
Jarrod-Jordan NGATAI-MAURI • Shelby NIULOA • James
MATA • Rebecca MA’U • Florence MULIA • Luisa POUONO
O’MEARA • Vaingakihetoa PAHULU • Shelley PATIA
• Feofa’aki PUA • Alamanda TAHU • Joseph TAMOAIETA •
• Tulsa PAWHAU • Meletoa Pepa • George PRESCOTT
Natalie TANIWHA • Meliame TUIPULOTU • Pevelini TULIA
• Vastsrff PULA • Cheaf RANGI • Christine SAVELE
• Tayla TUPOU • Luke WARU
• Lenna SCHWENKE • Toelau SILIPA • Dylan SIMON •
Jack SISIKEFU • Millie SOLOMONA • Sabina STOWERS Level 3 - Quintel EDMONDS • Minatila FUSITU’A • Elenoa
• Gabrielle TALAFASI SOLOMA • Oliver TALATAU • Elisha HAFOKA • Christina LEEF • Catherine MATAVAO • Havea
TAMASI • Mavis TAUAISILI • Alexander TEMU • Uakea PAMAKA • William TUIKOLOVATU
TEONO • Jacob TEURA • Vicki-Anne TIMOTI •

5. Feature
Auckland City
Youth Council Member
Articles
Paea Ahokava
By Mrs Kathy Miln • Gateway Coordinator
learn more about their
Paea Ahokava has been selected by the Auckland
community, their city and
City Council to represent the youth of Auckland.
local government. For
As one of 25 Youth Councillors, Paea sees his role
2009, the focus of the Youth
as representing the youth of Glen Innes and the
Council means participation
wider Auckland region.
in projects and forums that
Paea is the Deputy Head Boy of Tāmaki College. enable young people to be
He is a member of the Tāmaki College XV Rugby active citizens.
squad, and last year he was selected to attend the
5
Congratulations Paea!
University of Auckland Dream Fono.
Tāmaki College wishes
The youth council provides young people an you every success, as an
opportunity to develop leadership and project Above: Paea Ahokava,
Auckland City Youth
management skills. It enables young people to Deputy Head Boy 2009
Councillor.
Ko e hā ha tokoni ke tau fahahoko ke langa hake ai ‘a e fonuá ni
By Paea Ahokava • Year 13 Student
On Wednesday 18th March, I represented Tāmaki overall, out of approximately fifteen students from
College at the ASB Polynesian Festival (Polyfest), in various Auckland secondary schools. This is my
the Year 13 Tongan Speech Competition. I placed 1st winning speech:
e fonuá. Na’e pēhē ‘e Palesiteni Nelson Mandela, “ko e akó
Tulou pea mo e ha’ofanga leá ni, ka u fakamalumalu atu ‘i
‘a e me’atau malohi taha ke tau ngaue’aki ki hono liliu ‘o e
he ngaahi tala fakatapu kotoa pē kuo ‘osi hono fai atu mei
mamaní.” Ko e kuonga‘eni ‘o e akó, pea ‘oku mahu’inga ke
he kau lea na’a nau ‘i mu’a ‘iate aú, kae ‘atā mo’oku ‘a e
tau nga’unu fakataha pea mo e fakalaka ko iá, kae lava ke tau
faingamalié ni, ke u tāsilisili atu ‘i he kaveingá ni. Ko e hā ha
tokoni ki he langa fakalakalaka mo e tu’unga faka’ekonomika
tokoni te tau fakahoko ke langa hake ai ‘a e fonuá ni. ‘Uluaki,
hotau fonuá ni. Ko e akó ‘a e matapā ki he ngaahi faingamalie
ko hono ako’i ‘i ‘api ke mo’ui’aki ‘a e ngaahi ‘ulungaanga
‘e lava ke tau ma’u ‘i he kaha’ú pea te tau ma’u ai ha kaha’u
leleí.Ua, poupou’i ‘a e mahu’inga ‘o e akó. Tolu, poupou’i ‘a
lelei mo tu’uloa. Pea mo’oni ai ‘a e paloveape ‘oku pēhē ko e
e ngaahi ‘ekitivitī ‘oku fakatupulakí.
“Fakatu’amelie ki he taunga he fu’u telie”. Te tau hoko ai ko
Ko e ‘uluaki tokoni mahu’inga ke tau fakahoko ke langa hake ha kakai falala’anga ‘i he fonuá, Siasí pea mo e familí foki.
ai ‘a e fonuá ni ko ‘etau ako’i ‘i ‘api ke tau mo’ui’aki ‘a e ngaahi
Ko e tokoni hono tolu, ke tau fakahoko ke langa hake ai ‘a
‘ulungaanga leleí. Ko e ‘ulungaangá, ko ha kī mahu’inga taha
e fonuá ni, ko ‘etau poupou’i mo ‘ilo’i ‘a e ngaahi ‘Ekitiviti
ia ki he melino mo e ma’uma’uluta ‘o e fonuá, koló pea pēhē
‘oku fakatupulakí. Ko e ngaahi ‘ekitiviti fakatupulakí ‘oku
ki hotau ngaahi familí. Ko ‘api ‘a e feitu’u ‘oku ako’i ai ‘a e
fakataumu’a ia, ke tau hoko ai ko ha fefine’i pe tangata’i fonua
‘ulungaangá, he ko ‘api pē ‘a e ‘uluaki feitu’u ‘oku fa’ufa’u ai
lelei, ‘aki ha’atau faka’aongai’ ha konga ‘o ‘hotau taimí ke
hotau lotó mo ohi hake ai ‘etau tui ‘a ē ‘oku tau pikitai ki aí.
tau fai ai ha ngaue tokoni ki he fakalakalaka ‘o e koló, Siasí
Ko ‘api‘a e feitu’u ‘oku lava ke lotua ai ‘e he matu’á ‘a e fonuá
pea pēhē ki he ni’ihi kehe. Oku mahuinga ke tau poupou mo
‘i he ‘ao ‘o ‘enau fanaú, ‘o tapuaki’i ia koe’uhi ke lotolotoi
tokoni ki he kau faiakó, ‘a ‘etau fanaú, kau fai sipotí pea pēhē
ai ‘a e tau’ataina mo e melinó. Ko e ‘api pē famili leleí, ‘oku
ki he kau taki ‘o e Siasí, ki ha ngaahi me’a ‘e langa hake ai mo
makatu’unga ia mei he mo’ui’aki ‘a e ngaahi ‘ulungaanga
fakalakalaka ‘a e ngāue ‘a ‘etau fanaú.
leleí, pea ko e ‘amanaki’anga lelei ia ‘o ha Sosaieti lelei. ‘Oku
tala ‘a e lahi ‘o e ngaahi fai hia ‘i hotau fonuá ni, tupu mei
Kau fanongo pea mo hoku kaunga lea, ‘i he ‘ahó ni ko e tokoni
he si’isi’i hono ako’i ‘i hotau ngaahi ‘apí ke tau mo’ui’aki ‘a
mahu’inga te tau lava ke fakahoko ke langa hake ai ‘a e fonuá
e ngaahi ‘ulungaanga leleí. Te tau lava ‘o tokoni ke faito’o
ni, ko ‘e tau foki pe ki ‘api ‘o kamata mei ai hotau talatalaifalé,
‘a e mahaki fakatu’utamaki ko iá, ‘a ē ‘oku ne maumau’i ‘a
he ko e melino mo e ma’uma’uluta ‘a e fonuá ‘oku kamata
e ‘ulungaanga hotau Sosaietí, ‘aki ‘etau mo’ui’aki ‘a e ngaahi
ia mei he ‘api pe famili leleí. ‘I he ‘etau mo’ui’aki ‘a e ngaahi
‘ulungaanga leleí.
‘ulungaanga leleí, pea poupou’i ‘a e mahu’inga ‘o e akó mo e
ngaahi ‘ekitiviti fakatupulakí, ‘oku tau tokoni ai ki he langa
Ko e tokoni hono ua ke tau fakahoko ke langa hake ai ‘a e
fakalakalaka mo e tu’unga faka’ekonomika ‘a e fonuá. Te tau
fonuá ni, ko ‘etau poupou’i ‘a e mahu’inga ‘o e akó. Ko e
ma’u foki ha kaha’u lelei mo tu’uloa, pea te tau hoko ai ko ha
akó ‘a e kī mahu’inga ki he fakalakalaka mo e tu’umalie ‘a
fefine’i pe tangata’i fonua lelei ‘I he kaha’ú. Tu’a ‘Ofa atu.

6. Feature
The Manaiakalani
Articles EHSAS Project
By Miss Karen Ferguson Teacher • Lead Teacher of EHSAS
We are currently working on The project is moving forward
The EHSAS project stands for
using the internet as a vehicle for this year, with more departments
Extending High Standards Across
presenting the student work to coming on board and the film
Schools and it’s main focus is
the rest of the world, last year we crews ready to be involved across
literacy- reading and writing
used our new website, TCTV, for the college. We are very proud of
skills. It involves all of the schools
this. Many of the departments in the high level of work and energy
in our Tāmaki cluster; Primary,
the school have become involved that the students achieve. The
Intermediate and Tāmaki College.
and the website is looking really TCTV main website is – www.
Our school is the only secondary
6
good, it is full of student work and tctvnz.blogspot.com. If you log
school involved.
the activities that they have been onto this, you can see the great
Manaiakalani symbolises the doing. We started a student-led TV work and you can find links to
project’s hook, which grabs studio last year, with the students all the department pages, plus
students’ attention. Our hook in charge of their interviews, the pages from the other schools
utilises multi-media methods to topics, filming and the editing. involved in the project.
present students’ final work. The
wider audience helps the students
www.tctvnz.blogspot.com
to improve their writing skills, as
the work has to be good enough
for everyone online to see.
Prefects that Peak The ‘Prefects that Peak’ program applies in two parts,
there’s a team building activity and creating a business
By Natalie Atasani • Year 12 Student plan. As part of the program, the prefects went camping
at Matakana. The activities that they participated in at
It has been Tāmaki College’s fifth to sixth year being camp helped them to trust one another. Then, at A.U.T.,
involved in the program ‘Prefects that Peak’. The they created a business plan for the year, in terms of
program is run by A.U.T and it is about learning planning for the junior social, the talent quest, the school
leadership skills and team building skills. The ball, graduation and other events.
prefects who attended the program this year are;
Alamanda Tahu (Head Girl), Sina Alai, Phyllis Mulia, During the year, the prefects will have meetings with their
Pevelini Tulia, Natalie Taniwha, Talanoa Manu (Head mentor, Paul Tupovea, to see if they are keeping to their
Boy), Paea Ahokava, Sam Siaki, Finau Aholelei and business plan. In the middle of the year, they will attend
Mikaira Chan. a conference where speakers will give them ideas about
leadership. Also, awards will be given at the end of the
year. The “Prefects that Peak” program is great because it
shows the prefects how to work together as a team, how
to communicate effectively and how to step up to their
leadership roles.
Above from left to right: Back - Alamanda Tahu,
Talanoa Manu, Mr Russel Dunn, Finau Aholelei, Paul
Tupovea, Middle - Sinavaiui Alai, Mikaira Chan, Pevelini
Tulia, Front - Sam Siaki, Phyllis Mulia, Paea Ahokava,
Natalie Taniwha
Right: Prefects that Peak camp at Matakana

7. Feature
How you can help?
Please let the school office know if there are
restrictions on people who can visit your children at
Articles
school; it important that we keep our children safe.
Fonotaga a Matua, Fanau ma Faiaoga Samoa 2009
By Mrs Makerita Lote-Fepuleai • Teacher of ESOL and English
On the 11th of February, 31 Samoan parents, together with During the meeting we established a smaller
17 students and 4 staff members, gathered together for committee of 13 parents. They will volunteer
the first fonotaga of 2009. The aim of this fonotaga, or their time and services to meet and discuss issues
meeting, was for the parents, students and the school and topics, relevant to student learning, before
to collaborate ideas on how we can assist our Samoan presenting back to the wider Samoan parents
students with their learning and behaviour, within the community.
school and the wider community.
7
We started the meeting by reflecting
on the 2008 NCEA results. The
statistics and information provided
gave the parents the opportunity to
see the number of Samoan students
achieving and not achieving at senior
levels. This gave the parents an insight
into what they can do to continue
supporting their children with their
learning, in order to increase the
number of Samoan students achieving
NCEA, for this year and future years.
The parents worked in small groups,
discussing how they can contribute
Above: Parents from the Samoan community engaging in discussions
to their children’s learning, while the
students also worked together in small groups, discussing The overall feedback and information from the
how they would like their parents to contribute to their students and the parents was positive for us, as a
learning. Having the students participating in the meeting group. It has provided us with ideas about how we
meant that both parents and students could share their can assist and help our students, as parents and
ideas on what they can do to support each other in the teachers. We would like to thank all of the parents
learning process. and students who gave their time, and also to those
who will continue to attend these meetings. We
A major point that was shared by the students during pray that your work and our combined efforts will
the meeting was that church and cultural obligations are not only help to increase our Samoan students’
key barriers that prevent them from completing school achievements, but also to help them to be good
work in class and homework at home. Interestingly, the citizens in our community.
parents also included this as one of the reasons why their
kids do not complete homework and assignments. They Faafetai Lava
also shared their expectations, hopes and dreams for their
children and a discussion was led about what they wish to
Remember
see in the future for all of our young Samoan people.
Schools love to receive feedback
from parents and caregivers. Should
you have any questions or concerns,
please do not hesitate to see your
child’s Dean. If you have a serious
concern or complaint, this must be
addressed to the Principal, in writing.
Left: Samoan students having their say

8. Feature
The new
Articles New Zealand Curriculum
By Ms Kathryn Moore • Deputy Principal
From 2010 all schools will The key competencies can As a college, we have sought to
be introducing the new New be defined as capabilities for explain the meaning of each value
Zealand Curriculum, the overall living and lifelong learning. or competency, through the ‘word
goal of which is to develop young At our school, we have agreed of the week’ programme, where
people into being confident, that our competencies are; self- each week the school, as a whole,
connected, actively involved and management, participation, focuses on one of the words and
lifelong learners. thinking, relating, motivation, it’s meaning. This word is then
awareness, responsibility and used to set the theme for the
8
As part of this process, schools success. Students then use these week’s assembly.
were asked to define their values competencies to live, learn,
and key competencies. To do work and contribute, as active
this, Tāmaki College formed a members of their communities.
working party at the end of 2007,
comprising staff, students and
community members. These
people contributed their ideas,
experience and knowledge,
towards the formation of
our school’s values and key
competencies.
Values can be explained as
deeply held beliefs about what is
important or desirable. They are
expressed through the ways in
which people think and act. At
Tāmaki College, we have defined
our values as; wairua, respect,
integrity, innovation, excellence,
sustainability, commitment
and aroha. The new curriculum
states that these values are to
Above from left to right: Back - Luke Waru, Front - Ruth Fausia, Phyllis
be encouraged, modelled and
Mulia, Pevelini Tulia and Talanoa Manu address the full school assembly with
explored within the school
an enlightening skit about some of the school values
community.
Year 9 Scholarships 2009 over a hefty computer set, the scholarship has been
given to students who excel academically. Since then,
By Tui Beach • Year 12 Student with the progression of technology, from Flat LCD
Screens to Compact Laptops, the school now offers
Over the past 4 years, Tāmaki College has offered this scholarship to students who show evidence of a
Year 8 students, enrolled to enter Tāmaki College for positive attitude to learning and school.
the following year, the chance to gain a scholarship,
through an application and selection process. With This year, 10 of our current Year 9 Students successfully
our school roll ever increasing, the applications have fulfilled the criteria for the scholarship awards. On
been offered to a wide range of Y8 students from Wednesday, 11th March, the lucky recipients were
local schools. The scholarship enables the recipient presented with a certificate, a printer and a well-
to take home a brand-new laptop and a printer, for deserved Notebook; which is a compact laptop,
the time that they are students at Tāmaki College. smaller than your average laptop.
Since its beginning days, when the school handed

9. Feature
Articles
Breakfast Programme
By Ms Hinerau Anderson • HoD Technology
delivering the breakfasts to students-in-need each
week. As such, monies invested can be focused on
Last year, Tāmaki College started running a breakfast
the critical aspect of food, rather than the logistical
programme at the school wharekai (dining hall).
challenges, such as expensive staffing and/or paid
Since then, Mondays to Fridays during term time, the
coordinators and the unnecessary administration,
wharekai has been opened to all students and staff, who
which often comes with sponsorship.
are welcome to sit down and enjoy a free, nutritious
breakfast before school starts. Most students find that
Both the private donations and the KickStart
the breakfast programme is a helpful start to the school
Programme have helped to make the Tāmaki
day; often they arrive early for sports practice, and a
College wharekai a great place to be each morning.
relaxing breakfast afterwards is what they need to kick-
9
We would like to thank all who have assisted us
start their day for lessons in class. The programme is also
with the breakfast programme.
a positive way to start the day, in terms of addressing
nutritional needs, as well as encouraging teacher-student
relationships. Breakfast products, like cereals and milk,
have been generously donated by a number of people,
and organisations, such as Hubbards Foods Ltd., as well
as direct funding by Tāmaki College.
Recently, Tāmaki College has become a part of the
KickStart Breakfast programme, sponsored by Fonterra
and Sanitarium. KickStart is based around a community
partnership model; Fonterra and Sanitarium provide
milk and cereal to a number of schools and each school
community takes responsibility for preparing and
• The students were also presented our Principal, Mrs Pamaka and
From Page 8
with a High Achievers Badge, the Deputy Principals, Ms Moore
The scholarship students following Friday, during a school and Mr Harris. Congratulations
were formally presented with assembly, in order to be recognized must go out to the recipients
their computers, by the Senior by the entire school. of this year’s scholarships, for
Management Team. Our Computer their determination and positive
The scholarships are offered with
Studies Teacher, Mr Grundy, attitude towards learning. Their
the help of the Mt Wellington
supplied technical information new technical equipment will
Trust and the School’s Senior
during the evening’s ceremony and definitely assist them with their
Management Team, composed of
a meal was provided afterwards. education here at Tāmaki College.
Right from left to right: Year 9
Scholarship Recipents
Back - Maasi Tapa, Joseph
Parsons, Nive Isaako, Colleen
Henry
Front - Moli Kulasoro, Jaycee
Sanisitou, Abigail Strickland,
Mii Henry-Ru, Lavinia Lovo,
Christopher Henry

10. Feature Just a reminder
The Board of Trustees has banned
Articles cellphones, iPods, MP3 players, etc., from
Tāmaki College. Students caught with these
items will have them confiscated and held
by a Deputy Principal, until a parent or
caregiver is able to collect it.
Sylvia Fausett Library
By Diane Lee-Kum • Year 12 Student
Have you ever wondered how You’ll find all the resources you enquiries. We encourage every
international icons, such as need at The Sylvia Fausett Library. student to use our facilities when
Barack Obama or Hillary Clinton, The Sylvia Fausett Library is a small, needed. The following times
have achieved what they have quiet haven for books, bursting below are when the library is open
in life? It all starts with a simple with ever ready knowledge, and available for study:
10
task, reading. Reading is the key just waiting to be absorbed by
Lunchtime
to achieving great things in the students. The Sylvia Fausett
future. Whether you are a potential Library, proudly named after our
Monday – Friday 1pm-1.30pm
sportsperson or a politician, wonderful B.O.T. Chairwoman, (excluding Wednesday)
your education can go no further Sylvia Fausett, offers a gateway
Wednesday 11.35pm-12.05pm
without having firm skills in of boundless information to all
English, as well as other subjects students within the school. With
After Hours
related to your future career. We accessible facilities (via a note
Monday – Thursday 3.30pm-4.30pm
are not assigned to a set career. We from your teacher), a vast range of
Wednesday 2.30pm-3.30pm
set our dream career goals, and by books to choose from and an after
retrieving the right knowledge, we school homework centre, what
can be fully prepared for whatever more could you ask for? Always remember:
the future brings. So when you
Reading gives you
Our librarian, Mr Moses, along
have some spare time, or you find
knowledge and Knowledge
with a staff of enthusiastic student
yourself going mad with boredom,
is power.
librarians, is there to assist or
pick up a book and read. Who
to give advice to every student,
knows what you may find? Seek and you shall find
with homework or just general (through reading)
The Book Club
By Mr Gerard Tindling • Teacher of English
The Tāmaki College Book Club meets once a week in the
school library for all students studying Level 2 English.
It is an excellent opportunity for students to improve
their reading skills, appreciate literature and work
towards gaining valuable credits required for their Level
2 Certificate and further Tertiary Education.
The group meets Thursday 3.30-4.45pm in Term 1 and
will be switching days to Wednesday 2.30-4pm in Terms 2
and 3. If you have any questions about the group, contact
Mr Tindling via the college’s phone number 521 1104. All
motivated students welcome!
How you can help?
Please call the school office, if your child is
going to be absent from school. This ensures
that school is able to keep accurate attendance
records. Ph: Tāmaki College 09 521 1104.
Above: Alisha Henry reading the novel ‘Breaking Dawn’

11. AsTTle Testing Feature
By Mr Matthew Griffiths • HoD English
Articles
At Tāmaki College, in conjunction with primary schools
and intermediates in the area, we are a member of the
Tāmaki Achievement Pathways (TAP). Part of our Parents can help by discussing the results with their
commitment to the programme is to measure our students’ children and also helping them read by providing
reading and writing levels using the Assessment Tools for books at home, a quiet place for students to read
Teaching and Learning tests (AsTTle). and by making reading a family priority.
The results of these tests give the teachers a guide as to If you wish to discuss your child’s progress, then
what level the individual students are performing at, and please contact their English teacher, who will love
also what the next steps are to help improve students’ to go through the results with you and give some
results. helpful suggestions about how reading can be
improved.
For the first time this year, Year 9 and Year 10 students will
11
have their AsTTle Reading and Writing results included
in their first reports. To give parents and students a guide,
the New Zealand National mean score at the end of Year 9
is 634 (Level 4 of the curriculum) and Year 10 is 728 (Level
5 of the curriculum).
These tests are important for us all to read, understand
and discuss how we all can help our children improve
and move on. Students who exhibit success at NCEA
assessments are those who are performing at Level 6 of
the curriculum in Year 11, so it is our combined goal to see
as many of our students at that level.
Above: Students engaged in learning tasks
Literacy Initiative The purpose of the groups is for teachers to discuss
the needs of students in the classrooms, to discuss
By Mr Matthew Griffiths • HoD English ways to effectively implement new (and old) teaching
strategies and to see how the focused teaching of
Over the past two years, a number of staff members at reading and literacy strategies can be the same across
Tāmaki College have participated in a literacy initiative, all curriculum areas.
called the Secondary Literacy Programme, which has
been sponsored by the Ministry of Education. The hope of the programme is to see that our students
are being taught more effectively and to help them
This year, all teaching staff at Tāmaki College are become self-motivated learners; this means, students
participating in literacy clusters to up-skill themselves who are knowledgeable about their learning strengths,
with literacy teaching practices. They are doing this and who are able to understand what their learning
by meeting every four weeks, in professional learning needs might be.
groups, to focus on specific Year 10 classes.
• Ms Nadine Mincoff, Teacher of Science and Biology in the
From Page 4 - New Staff 2009
Science Department
Left to Right: Mr Albert Tu’uga Stevenson, Teacher of
Mrs Fetaiainamapuapuaga Gogo, Teacher of Health in the
English in the English Department
Health & Physical Education Department
Miss Jade Topia, Sports Assistant for Tāmaki College

12. Learning Just a reminder
Any student wishing to use a motor vehicle, for
Areas the purpose of coming to and from school, may
request permission to do so from the Deputy
Principal Student Support. Requests will not
be considered, unless the student holds a full
driver’s licence and has written permission from
their parent/caregiver.
Creative Writing
The Field, English Period...
By Tui Beach • Year 12 Student
Serenity… A field, with a strong scent of freshly cut grass, that looms almost infinitely into the
12
horizon. Houses plotted, like huts in a vast village, all different coloured shades, windows lost in
the shadow the sun creates. Wind, calmly, yet assertively, blowing; soundings with the tweets of
common birds.
The Sky, defined in but two colours, a shiny blue and fluffy white, fading into oblivion, becoming
grey. Again, the birds interfere and swoop like knives, flying, slaying the peace, that the wind brings.
Sun spreads golden radiance and blooms of daisies and buttercups bask in its glow.
Sitting here… We see the silence of school, the grounds abandoned, like ruins, as if all has deceased.
Buildings scream, like a dead school. Yet, the thrill of breaking rules, with adrenaline rushing hellishly,
I picture myself screaming, fleeing through the school, as if branded in heat.
Drifting, I sink in isolation, my hair messed from the swift wind, my eyes open to realise that only
few accompany me, as I write with such empty feeling, wondering what has become of the flocks
of people, who once massed the still grass.
The Helpless Dog
By Shilo Kiro • Year 10 Student
I am so helpless, can’t do anything. My body is sore and my owners are aching just as bad.
I was a well loved dog, but when the disease hit, I was nothing to no-one.
I beg for help, but no-one seems to listen, so I set off on my own journey. I hesitate a little, as I
sneak out the door. I hear screaming, I hear torture, but worst of all, I see a lot of dead people.
Family lying on top of one another, forming a pile slowly. Family beside them crying. They will
probably cry until they run out of tears, and still you can hear them mourning …
The Arrival Trip consisted of various challenges and struggles, strange
animals, peculiar floating objects and unspeakable
By Eric Cilicewa • Year 13 Student languages. The migrant’s initial inability to adapt to
the new environment progressed through to the last
On Friday 13th March, several Year 13 English classes scene, where he welcomed his family to their new
went on a trip, organised by the English Department, home. The trip has helped us in our English course,
to the Civic theatre in Auckland city. The play, The and expanded our studies and understanding of the
Arrival, featured talented young performers, who Term One theme, Migration. The production was
depicted a migrant’s life in a new country. The scenes definitely thrilling and it has made a positive impact
evolved from the main character’s farewell to his family, on all of the Year 13 English students.
to his arrival in a foreign country, where his daily life

13. Learning
Areas
Ironman Madgwick
By Ms Christine Emery • Teacher of English and Media Studies
Our very own P.E. teacher, Mr swimming at the local pool, and lots of carbohydrates; foods like
Madgwick, has successfully becoming a Waikato Swimming bread, pasta, rice and potatoes.
competed in the National Triathlon Representative from the age of 13
He recently competed in the NZ
Championship, in Wellington, to 18. He was also running long
Ironman, held in Taupo. This is an
coming first overall for his age distance in school competitions.
ultra-distance triathlon, which is
group. His love of sport led him to the fair
even longer and more exhausting
city of Hamilton, where he studied
than the standard 2-hour triathlon.
at WINTEC and completed a
The Ironman is a 3.8km swim, a
Bachelor in Sport and Exercise
13
180km cycle and a 42km run. Mr
Science. This was followed by a
Madgwick placed 25th overall, out
stint in the South Island, studying
of 1490 competitors and it took
at the Christchurch College of
him 9 hours and 20 minutes, from
Education, to gain his diploma in
start to finish. The Nationals, in
teaching. Overseas travel lured
Wellington, was a 1500m swim, a
Mr Madgwick away for a two year
40km cycle and a 10km run. His
OE and on his return he began to
win places him as the National
seriously compete in triathlons.
Age Group 30-34 Champion for
Recently, he has been training up Standard distance triathlons. The
to 25 hours each week, alone and next step is to train and prepare
with friends, swimming at the Glen for the World Championship for
Innes Aquatic Centre and local Standard Distance, to be held
beaches, cycling, and running. His on the Australian Gold Coast,
friends also compete in the long- in September. Mr Madgwick is
distance races, so there is always not only a superb and dedicated
Above right: Brodie Madgwick
a good-humoured battle to win, teacher, Year 10 Dean and 2nd
and to beat one another, at each XV Rugby Coach; he’s also a
When Brodie Madgwick was event. This kind of intense training committed Ironman.
growing up in Te Aroha, he started means having to eat many small
developing his natural drive to meals throughout the day and
perform at the highest level, by refuelling with lots of water and
Henry Tuatea
By Miss Jade Topia • Sports Assistant
Henry Tuatea, a year 12 student, Recently, he was selected to
has been selected to trial for play for the Auckland U18’s Rep
the New Zealand U18’s Touch Squad, called the ‘Pirates’. Along
Rugby squad in September. He with these commitments, Henry
was selected while playing for also plays club touch for ‘Gee-Up’,
the Auckland U21’s team at the in the Men’s division at Dunkirk
Nationals in Wellington this year, Park, as well as playing in the
where they placed second. Tāmaki College 1st XV squad and
the Senior Boys’ Touch team. He
Henry has been playing Touch is a key player in his touch team,
Rugby since the age of 6. His helping out with the coaching by
father and older brother used to sharing his knowledge and love of
take him along to their games and the game. One of his suggestions
tournaments, where he started to to fellow Touch players is, “don’t
learn the game and to develop be afraid to try, give it your best”.
his skills. He also played for the He is an accomplished player and
Above: Henry Tuatea
Waitakere U8’s and the Auckland someone to definitely watch out
NZ U18 Touch Rugby trialist
U11’s and U21’s. for in the future.

14. Learning Jade Topia
Sports Assistant
Areas By Ms Hinerau Anderson • HoD Technology
Talented international netball the challenges and opportunities
representative, Jade Topia, has that come with playing high calibre
returned to Tāmaki College as sport for the Auckland region and
Sports Assistant. New Zealand.
As an ex-student of Auckland Girls At only 21 years old, Jade aspires to
Grammar School and the Tāmaki grab every opportunity that comes
College Sports Academy, she is her way, whether it’s to do with her
more than comfortable returning sport or her professional career
to our community, which she because, “you never know where
14
considers home. After two seasons, you will end up, if you don’t give
playing for the Canterbury Flames it a try”.
in 2006-2007, Jade was a member
Career-wise, she would like to go
of the NZ Silver Fern squad in
to university and study business
2007-2008, and toured with the
management, as one day in the
Silver Ferns to England in 2007.
future she would like to run her
Jade returned to Auckland in 2008,
own business. She would also like
where she is a current member of
to study early childhood teaching,
the LG Auckland Mystics netball
to have something in place, “for
team. The Mystics compete in the Above: Jade Topia of the
when I stop playing sport because
ANZ Netball Championship, which LG Auckland Mystics netball team
sport can’t take you everywhere
comprises of five Australian and
the next level. That means training
you need to go”.
five New Zealand franchise teams.
to the best of her abilities, as Jade
Known for her accuracy as a Goal
says, “You only get out, what you
Sports-wise, she will continue to
Shoot (GS) and as a dynamic Goal
put in”.
keep achieving and moving up to
Attack (GA), Jade is relishing all of
High Ropes Course 2009
By Mr Jason Borland • HoD Health and Physical Education
Safety, trust, responsibility and co-operation are Students were placed in situations where they were 15-
the values required to participate in the High metres above the ground, on a beam performing various
Ropes Course. Year 12 Physical Education students activities. What made the students safe were their pairs,
demonstrated these values in March when they belaying them from the ground with ropes. Students were
went to Unitec to participate in a course, run by responsible for their own safety. This included checking
Adventure Works. knots, harnesses and other equipment and having the
maturity to recognise risk and to develop strategies to
overcome the risks.
The course was thoroughly enjoyed by all participants.
The reward was in the leadership shown by the students
and the changes of behaviour that occurred through
goal-setting and reflection. The challenge now is for the
students to transfer these positive behaviours into school
life and their family lives.
On top of these outcomes, students also gained eight
Level 2 credits towards their NCEA. Allen Mulia, Sabina
Stowers, and Teiro Glassie deserve particular praise for
the leadership qualities they exhibited over the course.
Kia kaha, kia toa!
Left: Timote Fusitu’a on the high ropes course

15. Learning
Tāmaki College Sports Areas
By Miss Jade Topia • Sports Assistant
1st XV Senior Girls Softball We are always grateful for parents’
support.
They have had a great start Our softball girls did well this
Senior Boys Tag
with pre-season training. The year. Most of the team was made
team have been doing a lot of up of junior girls, who developed
Last year’s champs are back, ready
endurance, strength, speed and new skills. Well done.
to defend their title.
agility practice. The boys have
Junior Boys Basketball
had a couple of pre-season games
Senior Badminton
against Mangere College and also
We entered a bunch of keen,
Varsity U21’s rugby team. They
Senior Badminton entries close for
junior boys into the Auckland
15
also won the St Kentigans’ 7’s
the Eastern Zone Competition on 03
competition and two Senior
tournament, which was a great
April. See Jade Topia or Ms Murray.
students coached the team,
highlight for the boys. Their first
Playing nights are Wednesday or
which was fantastic. Thank you
competition game starts at the
to Mike Manu and Emmanuel
beginning of Term 2, so be sure to
Matambanadzo for volunteering
come down and support the boys.
their time and coaching skills.
Coaches this year are Mr Richie
Harris and Mr Gerard Tindling.
Winter trainings
and trials have started
Netball trials started in Week 9
and we hope to get five teams into
the competition this year. The
following teams have started their
training: 2nd XV Rugby, U15’s
Rugby, managed by Alex Smith
Friday nights from 3.30 – 5.30pm at
and Sarah Steele, and coached by
Lloyd Elsmore Badminton Hall.
Mikey and Jamie. The U14’s Rugby,
Girls 1st XV, and the Senior girl’s
Athletics Day
soccer have also started training
this year. They are managed by
It was a great event to start off the
Senior Boys Touch Mrs Carol Heka and coached by
school year with. On Wednesday,
Mr Martin Clark.
4th March all the houses, led by
The team have had a great start to
their Captains, dressed in their
Parents if you could please pay
their season playing in the Eastern
colours and marched, danced
your child’s sports fees and send
zone competition and they’re
and chanted their way onto the
back their permission slips as
hoping to get into the Semi-Finals.
field, in an impressive display of
soon as possible, that would be
Stand-out players this season are:
determination and team spirit.
a great help. Parents, if you are
Viliami Fonua, Jacob Hall and
keen to help out with coaching or
Unaloto Pita. A big thank you goes
Congratulations to all the students
managing one of our sports teams,
out to Peri Strictland, for coaching
in Kōwhai, who participated on the
please contact Gayle Murray or
the boys this year.
day, for coming out on top.
Jade Topia on 5211104 ext. 583.
Senior Girls and Boys House Placing Total Points
Kōwhai 1st 316
Volleyball Tōtara 2nd 281
Pūriri 3rd 269
The girls did very well this year, Rātā 4th 184
they won the Eastern Zone
competition and then went onto A special acknowledgement must
the Auckland Champs. The boys be made to all of the parents and
also had a good season this year. caregivers who volunteer their time
Thanks to Ms Lotefepuleai and to coach and manage various sports
Mr Thomas for coaching the teams.
volleyball teams.

16. Did you know?
Learning Parents and Caregivers are welcome to view
school policies, which cover everything from
Areas assessment to health and safety. Please
contact the Principal’s Secretary for details.
International Women’s Day
By Ms Dorothy Apelu • HoD Social Sciences
On Monday, March the 9th, a group of year 13 students her academic interests with a commitment to
were invited to attend a breakfast, at the Ellerslie advancing gender equality throughout the Pacific. She
Convention Centre, to celebrate International discussed the progress of UNIFEM, (United Nations
Women’s day. This day recognises the achievements of Development Fund for Women), as they work towards
women, past and present, from around New Zealand Women’s Empowerment and Gender Equality, in
and the World. different parts of the world. Her talk was inspiring
16
and encouraged our students to think critically, about
The guest speaker was Dr Yvonne Underhill-Sem, the the challenges that continue to face women everyday.
Director for the Centre for Development Studies, from
the Faculty of Arts, at the University of Auckland. Students who attended include Phyllis Mulia, Marisha
She is a feminist development geographer, of Cook Vakaahi, Taupule Cartwright, Natalie Taniwha,
Island and New Zealand heritage, who combines Rebecca Ma’u, Pevelini Tulia, Sina Alai.
Above: Dr Yvonne Underhill-Sem with Tāmaki students
Above: MP for Mt Roskill Jackie Blue
Tāmaki College Goes Green!
By Miss Teneille Dale • Teacher of English
Last year, Tāmaki College became part of the Wastewise the Sustainability Make a Difference Hui on the 15-
Programme, run by the Auckland City Council. As part 17th April. This hui will allow the students to exchange
of that programme, the school will introduce ways to ideas and to attend workshops. This will help to
make Tāmaki College a more environmentally friendly expand their understanding of the Global Economic
school. Crisis happening in the world today.
Our first step was to create an Enviro Club, whose Next step is paper. Tāmaki College already has a paper
members are: Pevelini Tulia, Sina Alai, Talanoa Manu, recycling program. Each classroom has a green or
Christine Savele and Vainga Pahulu. The group meets yellow cube, which is dedicated to paper only. That
regularly to discuss how we can improve things and paper is then transferred into red bins, which are
to suggest practical ways of making the school more placed around the school. Our aim is to ensure that
environmentally sustainable. This means doing the system is more efficient and that all classrooms are
things on a small using the bins properly.
scale at school, so
Our long term goals are
that our world stays
to introduce recycling
clean and green. The
of other products, such
students also have
as tin cans, plastic and
opportunities to
even food waste. With
attend meetings with
the dedication and hard
other Enviro schools,
work of the Enviro team
to talk about different
and support of staff and
strategies used and
students, Tāmaki can Go
to come up with new
Green!
and inventive ideas.
Two members of the
Left: Sammie Rauahi and
club, Christine and
Mrs Taua Matavao
Vainga, are attending

17. Learning
2009 Maths
Areas
By Mrs Noelene Dunn • HoD Mathematics
Prizes in Maths
Scientific calculators went to: Junior Fa’alogo, James
In week 3 of term 1, students who stood out as
Kutia, Celina Mataroa, Lilly Ahomee, Dakota Ransfield,
Academic Role Models were presented with either
Leti Tafuna, Grace Asi, Sam Tamihere, Nonoi Tai Finau
a graphics or a scientific calculator at school
Sio, Junior Lafi, Dylan Simon and Naira Maihana.
assembly. The following students received a
Graphics calculator: Stephanie Tafea, Tonga
Success in Maths
Tukia, Talanoa Manu, Michael Chol, Tayla Tupou,
Mikaira Chan, Helena Napier, Christopher Tupou,
In 2007, 56% of our Y11’s achieved Level 1 numeracy.
Alvina Pau’uvale, Joseph Tamoaieta, Sam Fa’ulua
In 2008 our results increased to 74%. This success was
and Tina Takerei.
possible through the dedication of the Maths teachers
17
and the commitment from students.
What’s Happening in Science 2009?
By Mr Chandar Dewan • HoD Science
Liggins Programme
The Liggins Programme is continuing with 3 groups of Leon Forbes wants to know if
students this year. microwaving milk in bottles for babies
effects the milk in any way.
Year 10
Diane Lee-Kum is researching heavy
These students are designing their own experiments and metals in Omaru Creek.
research projects in an area that interests them. They are
being helped by scientists and teachers from the Liggins Shelby Niuloa and Sequoia Willie are
Institute. The projects this year are: looking at growing vegetables without
using chemicals.
Henrietta Henry and Helen Tuitavake, ‘What plants
are suitable for growing along the edge of Omaru
Year 9 Science
Creek?’
Ted Sharon and Jacob Niuloa, ‘Does negative Year 9 students will once again be involved
reinforcement or positive reinforcement have the in the Science Roadshow and a tree planting
greatest impact?’ programme along Omaru Creek. The extension
class students are involved in Science Fair
Daniel Steele and Paul Pamaka,’ Can sports
Projects.
performance be improved by certain types of music?’
Anahera Smith and Isaac Kau Kau, ‘Can we grow Below: Tamaki Students in the Liggins Programme
plants on Martian soil?’
Year 11
These students are focussing on the Level 1 NCEA
achievement. They will be carrying out a research project on
diabetes and its impact on Māori and Pacific Island people.
Year 12
These students are involved in a 2-year plan where they
will carry out an investigation, and report their results to
scientists and the community. Their work will also allow
them to achieve NCEA Level 3 credits.
Alex Temu is investigating feeding habits of a native
fish called kōkopu.
Christine Savele and Davina Fa’atoe want to find out
what attracts males and females to one another.

18. Learning
Caravan of Skills
Areas By Sara Messine and Destiny Pelasio • Year 11 Students
On Monday 16th March, 5 students, from the Level 1 One girl from another school was picked to
Catering and Hospitality class, were selected to attend demonstrate how to cook an omelette, in front of every
the Caravan of Skills Live Show Demonstration, held one. After she had finished making it, Chef Martin
at Howick College. asked if anyone wanted the omelette.
Shalom was the first person to put up
There were only 3 schools his hand, to taste the omelette.
present, including us. Top New
Zealand chef, Martin Harrap, We had lots of fun and it was an
showed us how to present a meal awesome day, at the Caravan of Skills.
in a formal way, and also how We learned what it is like in the real
18
to cook salmon correctly. Gina world of hospitality, especially when
Harrap (Martin’s Wife) from Sky Chef Martin said, “You have to start
City, showed us how to formally from the bottom and strive for the
set a table. It looked really nice top, to be the best”. This means that if
and sophisticated. you work hard, you will achieve what
you set out to do.
Above: Formal Table Setting
Shalom Ngaro decided, on the
spot, to enter one of the table- We would like to thank Mr Ishibashi
setting competitions. This will be held in the month of for taking us to the event and Mrs Heka for organising
April. He will need lots of practise from here onwards, the trip and for giving us the opportunity to attend the
so good luck to him. event. We look forward to future ventures like these.
Gateway for Senior Students
By Mrs Kathy Miln • Gateway Coordinator
Students can apply to Kathy Miln Currently, we have filled six Steel
Tāmaki College is pleased to
for a place on the programme. Industry Gateway placements,
announce the introduction of the
However, certain criteria need and one in the Hairdressing
Gateway programme, for Years 12
to be met, before a student can Industry. We are currently seeking
and 13 this year. Gateway operates
be selected for the programme applications for the remaining
in most secondary schools
and parents/guardians will be three Gateway placements, from
throughout the country. It is
consulted, before a placement Year 12 and 13 students. If you are
funded by the Tertiary Education
is offered to a student. Students interested, please see Kathy, in
Commission and is managed by
are required to achieve Careers.
Gateway Coordinator, Mrs Kathy
individualised learning plans,
Miln.
If you are an employer and
while on the programme. These
interested in having a Gateway
The purpose of Gateway is to: specify the skills to be attained,
placement, please contact Kathy
and the unit or achievement
Provide additional learning
Miln. Ph: 521 1104 ext 847 or email:
standards to be assessed.
opportunities through work
miln@tāmaki.ac.nz
placements for students
In 2008, Tāmaki College was
Give students industry invited to participate in the
standards and credits Steel Construction New
towards national Zealand Mentoring pilot
qualifications, including programme. Five students
their NCEA – a minimum of attended MIT and had
10 credits is required workplace experience in the
Steel Industry. The pilot
Build students’ workplace
programme was successful
experience to improve work
and is continuing, under the
readiness
Gateway umbrella, in 2009.
Widen students’ knowledge Above: Students in the Steel Mentoring
about the world of work Programme 2009 include from left Francis
This year, Tāmaki College
Falaniko, Fred Folu and Vastsrff Pula
Assist students to see the
has funding for 10 Gateway
relevance of their learning at
placements.
school