Transition
At PNINS, we strive to ensure that our Pasifika students are adequately supported – focusing on both their transition into PNINS in their entry year, and their transition into secondary school during their exit year.
We see Pasifika culture as a fale - a traditional Samoan, Niuean, Tokelauan or Fijian house. The fale is a place where people come together to talanoa (to share stories, build empathy, and make wise decisions) and to eat and share with one another.
Within the fale, we see transition as the link between the poles and the roof. This link needs proper and constant reinforcement, to minimise the risk of movement or instability. Transition is a cautionary phase, and we endeavour to implement systems that help normalise transition for your child, at the entry and exit stages of their intermediate education.
Transition Objectives:
To develop an orientation process that acknowledges the mutual needs of Pasifika students and their families, and the requirements of success at PNINS as a preparatory step to high school and further learning
To discover what works well for Pacific students; to allow PNINS to explore areas of knowledge seeking; and to provide us with the motivation to share our experiences and findings with stakeholders
To study together, learn together, and grow together in confidence.
Talanoa; (Tongan, Fijian, Samoan) means the sharing of conversation and knowledge.
Respect
Our motto for Pasifika learning at PNINS is; RESPECT.
RESPECT is an initiative that brings together a collective impact model for academic achievement - for both Pasifika learners and educators at PNINS.
At PNINS, we believe that RESPECT encompasses the belief that; “All children have potential, and a right to an education that acknowledges and respects their individuality, provides for their needs, and offers them maximum opportunities to develop their strengths and abilities.” (PNINS Annual Plan 2015, Recognition and Provision for Students’ Needs).
The Pacific cultural values that form the basis of RESPECT are the commonalities shared by most Pacific cultures, whereby the poles of the fale are interdependent. When one pole falls, the fale is no longer strong. Therefore, ongoing monitoring and maintenance must be conducted to ensure the poles remain sturdy.
In this context, RESPECT is one of the foundations of the fale. The foundations are the most important structural elements, and without them, the fale will fall.
The PNINS Annual Plan uses RESPECT to metaphorically illustrate the intention to strive for Pasifika Excellence within our school.
Relationships
Relationships are another foundation of the fale, and are pertinent to the success of this plan.
Through the building of mutually respectful relationships, a learning environment – conducive to Pasifika learners at PNINS – can and will be achieved.
Pasifika parents, families, and caregivers, Pasifika communities, Pasifika Education groups, and both internal and external stakeholders all have a valued role to play in the building of these relationships.
We believe that encouraging Pacific engagement, and striving for Pacific excellence helps to provide the support necessary for a strong, solid fale.
The Annual Plan recognises that without this necessary support, the fale will have no foundation on which to stand. However, through strong relationships, together we can build a stronger fale.
Relationship Objectives:
To build mutual respect, the ethos of care, and an open relationship to both motivate and engage Pasifika learners
To integrate and acknowledge students’ cultures and values into pedagogical practices with the school
To allow teachers to strengthen their relationships, and to build a community of learners that succeeds both socially and academically
Education
When it comes to opening doors of opportunities for our Pasifika leaners - education is critical.
In the fale, education is one of the four poles that reach up from the foundations to support the roof.
PNINS aims to create a learning environment that encourages leadership and strives for excellence.
Educational Objectives:
To build a learning environment that creates opportunities for Pasifika learners
To build on Pasifika students’ strengths to enable them to realise their potential
Service
Service is about ensuring that the academic, emotional, social, cultural, and spiritual needs of our Pacific learners are recognised and met. Regardless of the origin of your child's Pacific culture, or what their spiritual beliefs are, at PNINS we aim to create a safe environment where all learners can be nurtured.
In the fale, service is the second supporting pole.
Service Objectives:
To create a learning environment that ensures all students are supported academically, emotionally, socially, culturally and spiritually
To create opportunities for students, to realise their full potential, with the aim of improving school-wide Pasifika capabilities
Partnerships
Partnerships with Pacific communities, local universities, community groups and - most importantly - parents, ensure that PNINS creates a learning environment responsive to the needs of our Pacific students.
Partnerships are the third supporting pole within the fale.
Partnership Objectives:
To embed a talanoa framework as a core part of engaging parents in their children’s learning. This in turn, will establish strong home–school partnerships, support learning, and aid assessment.
Engagement
Engagement ensures that we hear from you - parents, families, and Pacific communities.
Engagement enables us to enhance the learning of our Pasifika students through a consistent focus on Pacific culture, using culturally appropriate protocols.
In the fale, engagement is the fourth and final pole required to support the roof.
Engagement Objectives:
To engage with parents, families and communities in mutually respectful ways, to better understand the needs of our Pasifika students
Culture
PNINS focuses on acknowledging Pasifika educators, Pasifika parents, and people within a Pasifika context, as partners and stakeholders for the development and success of our Pasifika students.
Culture - the roof of the fale - determines how our students will be supported.
In the context of the fale, the roof is the covering that provides protection for those inside. The roof is thatched, and requires regular maintenance. Similarly, 'culture' has to be nurtured, providing a covering that is inclusive of all Pacific cultures within the fale. The foundations and the four poles are integral in upholding the culture, or roof.
PNINS, through relationships, engagement and partnerships with key stakeholders and Pacific communities, offers an education that respects different cultures and strives for excellence.
Culture Objectives:
To build Pasifika students’ sense of belonging at PNINS, and to encourage the valuing of their identities, languages and cultures as key contributors to their learning