Inspire l Inquire l Imagine

Celebrating Learning Stories Conference 2017

Session Two: 12.30-2.00pm

Presenter: Waiau Pa team & Tania Bullick, ELP

Workshop 12: A bicultural journey

One year ago at the ELP Learning Stories conference, Kim Callis of Waiau Pa Kindergarten shared the story of a student teacher’s success when using the framework of Te Whatu Pōkeka during the Te Whatu Pōkeka workshop.  Inspired by the student teacher, and supported by Tania Bullick, an ELP facilitator,, Kim, Keely and Liz, the Waiau Pa team, embarked on a journey of bicultural development through an inquiry into Te Whatu Pōkeka and the ‘big ideas’ Tania Bullick talked about in that workshop. This presentation outlines that journey, the learning and shifts the team made during that journey, to date, and the meaningful Learning Stories they have written as a result.  This has truly been a journey of Inspire, Inquire and Imagine.


Personal bios

Waiau Pa team

We teach in a small kindergarten in rural south Auckland. We are a diverse team made up of Kim (Head teacher), Keely (Full time teacher and recently certificated) and Liz (A primary trained teacher completing her post grad in ECE). We have close relationships with all of our families  and we draw on their special strengths and talents. .

Our strong belief in heart based teaching, the power of play, a yearning to continually grow and develop to be the best possible version of ourselves and a culture embedded in Te Ao māori principles unites us in our journey. We pride ourselves on being a true reflection of everything that is embedded in our philosophy. 

Learning Story examples from Waiau Pa:

Tales of Maggie the cockatoo

Making life long memories

Tania Bullick

I find that teaming up with whānau and listening carefully to children’s preferences grows a programme that reflects the community of learners. This is particularly true of and important in the areas of social competence and bi-cultural development. I have found narrative assessment has the power to happily impact family’s perceptions of their tamariki and of themselves to participate, express their aspirations and be agentic in their children’s education.  In this way families and early childhood education becomes mutually constitutive.