A growing number of New Zealand primary and middle schools are successfully integrating Cambridge programmes into their school curriculum. Cambridge offers a four-staged curriculum framework for a child’s journey through their years of schooling. The curriculum begins with Cambridge Primary, a world-class programme taken in over 110 countries worldwide. The curriculum sets clear learning objectives in English, maths and science for each year of primary education, and lays the foundation for successful learning in later years. The Cambridge Secondary 1 programme provides a three-year natural progression from primary education and prepares young learners for the study of our Cambridge Secondary 2 and Cambridge Advanced programmes and qualifications. While independent schools in New Zealand typically offer Cambridge Primary and Cambridge Secondary 1 as an alternative to the New Zealand curriculum, an increasing number of state primary, extended primary and middle schools are looking to these Cambridge programmes to support and supplement their NZC-based school curricula. Cambridge Primary and Cambridge Secondary 1 complement a range of teaching methods and curricula. No part of the Cambridge curriculum is compulsory, giving schools the flexibility to choose the elements that are right for their learners. One Auckland state school says: ‘It is crucial to give our students the very best start educationally and the Cambridge Primary curriculum allows us to provide programmes that are vibrant, challenging, specific and can be tailored to the individual needs of our increasingly diverse community. Cambridge Secondary 1 continues the journey, allowing students to build on their skills in
core curricula whilst developing their capacity as learners before they progress to their senior years.’ Teachers appreciate the guidance and structure provided by our detailed curriculum, planning documents and formative assessment options. At the end of Cambridge Primary and Cambridge Secondary 1, learners can take Cambridge Checkpoint tests in English, maths and science. These tests are marked by Cambridge and give schools an international benchmark of learner performance. A statement of achievement and detailed feedback report for each learner helps identify strengths and weaknesses – something that teachers and parents value highly. Whatever pathway schools may choose, our in-depth, clearly structured education programmes prepare school students for life, helping them develop an informed curiosity and a lasting passion for learning. Learn more by visiting cie.org.uk/qualifications
Build firm foundations for your students’ futures with Cambridge Primary To give your students the best opportunities for the future, you need to begin their education with a solid foundation. To do this, almost 1300 primary schools in over 110 countries choose Cambridge Primary. Learn more at cie.org.uk/cambridge-primary
Philip Harding Becomes Latest NZPF Life Member Liz Hawes
EDITOR
I remember Philip Harding’s farewell party in 2012, before he moved north to become the NZPF President. I met his parents Paddy and Mary. Meeting Mary was like meeting the school ‘Dux’. A thoroughly engaging, charming and articulate woman, with a razor sharp mind, Mary didn’t dabble in trivia. You critiqued issues with Mary and came to logical conclusions. Then I met Paddy. Paddy was a hoot. Paddy could make or fix anything. Importantly, he was happy to tell you, in humorous anecdotes, how he went about solving insurmountable practical problems by just being downright creative, clever and doggedly persistent. Me e t i n g Mar y an d Pa d d y completely demystified Philip. Clearly the product of both parents’ finest qualities, he is witty, engaging, articulate, immensely clever and creative with a layer of diligence, which fuels his ability to undertake those less colourful administrative tasks like setting up workable systems and schedules that turn a school into an organised functioning unit. Without the administrative capability he almost certainly would have ended up on the stage. So why did he choose teaching? He often said that teaching was a bit like being on the stage and I don’t doubt that his extensive repertoire of devices for getting peoples’ attention served him well in the classroom. It also helped that he loves children and wants every one of them to be the very best they can be. In the teaching world he rose quickly through the ranks to team leader, senior leader and principal. A dedicated Cantabrian, he also served his time on the Canterbury Primary Principals’ Association (CPPA) in a communications role from 2005–2012. Denise Torrey, a Canterbury colleague, in honouring his contribution to CPPA wrote: ‘After the Christchurch earthquakes, it became Philip’s responsibility to interpret key information as it emerged and pass it on to the Christchurch principals’ network. These were difficult and chaotic times and principals and Boards were deeply grateful for Philip’s communications
which were always timely, relevant and succinct. He also served on the Ministry of Education’s Earthquake Recovery Team. In 2012, in recognition of this work, he was presented with the NZPF Award of Distinction for services to his colleagues.’ He was elected to the NZPF executive committee in 2009 and by 2013 was ready to take on the Presidency. I had the great privilege of working alongside Philip for the next two years and couldn’t be more pleased that the NZPF executive voted to make him a life member on his retirement this year. As Denise Torrey wrote in her dissertation, nominating Philip for the life membership award: ‘As pre s i d e nt he qu i ck ly understood his political role and cemented strong relationships with all political parties. His wis dom, intelligence and insight led to many education spokespeople seeking his advice when forming their own party policy and he created many opportunities to have the NZPF views aired in parliamentary debates through direct contributions to MPs questions in the House.’ A major role of NZPF presidents is to have as much influence over education policy as possible. The ultimate achievement is to be invited to contribute ideas to a political party’s education policy and Philip achieved that goal with more than one party. Politicians welcomed him whether in their own offices or in the more formal Select Committee Rooms. When presenting to Select Committees he commanded everyone’s attention. He thrived on the theatre of the occasion and more than once was allowed to continue answering questions well beyond the allocated time. He always prepared well, and members of the Select Committee were genuinely keen to hear his views which were always presented with articulate argument and just a touch of wit. The media flocked to Philip and before long he was the first
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choice of all the main media outlets for education commentary. I recall a conversation with the producer of National Radio’s Jim Mora show when Philip was attending an overseas conference. The disappointment in his voice when I explained Philip was not available for his afternoon panel was profound. It wasn’t even that there were serious educational issues to discuss. They just loved having Philip on the show because he always expressed interesting opinions and adapted easily to the more relaxed afternoon panel format! His tenure as NZPF president encompassed the most extensive education reforms since the 1980s ‘Tomorrow’s Schools’. Whilst ‘Tomorrow’s Schools’ was about introducing competition and selfmanaging schools in a drive for greater efficiency, performance and devolved decision making to communities, the Global Education Reforms of the 2000s are more about injecting notions of privatisation into the system with charter schools, increased funding to private schools, Private Public Partnerships (PPPs), accountabilities through performance targets and a relentless focus on specific assessment through national standards and measures of NCEA. There were also attempts to reduce class sizes, and introduce performance pay which got no traction, but perhaps the greatest challenge for Philip came with the announcement of the IES policy in 2014. Very quickly Philip recognised that the structure of leadership for the collaborative clusters intended was underpinned by managerial business principles and would never find favour with the profession.
Further he recognised that achievement challenges for clusters were too narrowly defined. ‘We need a basket of options and multiple forms of evidence to show progress with these challenges,’ he said. He advocated strongly for changes to the model first presented and subsequent NZPF presidents have held fast to this position. Throughout his career as a teacher, a leader and a national advocate for the profession, Philip would ask, ‘How is this good for children’s learning? Will this give children a richer learning experience and broaden their curriculum options? Will this help children build more successful lives?’ It is a rare privilege to meet a principal so talented, so passionate and who has made such a substantial contribution to the profession over many years. Philip retired as principal of Paparoa Street School in Christchurch in September 2016. We now welcome him with great pleasure into the fold of distinguished life members.
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