title: Poem: Post Cyclone Gabrielle

authors: Burns, Edgar

subjects: Cyclone Gabrielle

abstract: "Post Cyclone Gabrielle" is a gripping poem that delves into the aftermath of a devastating natural disaster caused by Cyclone Gabrielle, which struck the east coast of New Zealand in February 2023. With vivid imagery and emotive language, the poet captures the raw emotions and profound impact of this calamitous storm on both the landscape and the lives of the affected communities.

text: Poem: Post Cyclone Gabrielle "Post Cyclone Gabrielle" is a gripping poem that delves into the aftermath of a devastating natural disaster caused by Cyclone Gabrielle, which struck the east coast of New Zealand in February 2023. With vivid imagery and emotive language, the poet captures the raw emotions and profound impact of this calamitous storm on both the landscape and the lives of the affected communities.

year: 2023-06-26

title: Pupil commentary on assessment for learning

authors: Cowie, Bronwen

subjects: assessment for learning

abstract: This article draws on data generated through interviews with Years 7 to 10 pupils in New Zealand to propose that pupils experience assessment for learning as embedded in, and accomplished through, interactions with peers and teachers. Pupil commentary indicated they perceived assessment for learning as having cognitive, social relationship and affective purposes and consequences. Pupils used a range of criteria to assess their learning. Pupils with learning goals viewed assessment for learning as a joint teacher–pupil responsibility. They expressed a preference for teacher feedback in the form of suggestions because these maintained an active role for them in making sense of ideas. Pupils with performance goals intimated they viewed assessment as a teacher's sole responsibility. They preferred feedback on how to complete tasks. A lack of mutual trust and respect was said to lead pupils to limit the disclosure of their ideas. Overall, pupils intimated that they experience assessment for learning as a complex activity in which they are active and intentional participants.

text: Pupil commentary on assessment for learning This article draws on data generated through interviews with Years 7 to 10 pupils in New Zealand to propose that pupils experience assessment for learning as embedded in, and accomplished through, interactions with peers and teachers. Pupil commentary indicated they perceived assessment for learning as having cognitive, social relationship and affective purposes and consequences. Pupils used a range of criteria to assess their learning. Pupils with learning goals viewed assessment for learning as a joint teacher–pupil responsibility. They expressed a preference for teacher feedback in the form of suggestions because these maintained an active role for them in making sense of ideas. Pupils with performance goals intimated they viewed assessment as a teacher's sole responsibility. They preferred feedback on how to complete tasks. A lack of mutual trust and respect was said to lead pupils to limit the disclosure of their ideas. Overall, pupils intimated that they experience assessment for learning as a complex activity in which they are active and intentional participants.

year: 2005

title: Waitomo District: Demographic profile 1986-2031

authors: Jackson, Natalie

abstract: This report outlines the demographic changes that have occurred in Waitomo Region, as well as what trends are expected in the future.

text: Waitomo District: Demographic profile 1986-2031 This report outlines the demographic changes that have occurred in Waitomo Region, as well as what trends are expected in the future.

year: 2014