Good one, Jen
I've made it a 'sticky' as I can see it being well read!

 

Childs education on extended vacation

Hi Jen,

We are thinking of holidaying in New Zealand next year with a view to a permanent move. Would we be able to put our 11 year old daughter into full time education for the 6 months we intend to be on holiday?

Thanks,

SAM

 

Hi Jen,

We are thinking of holidaying in New Zealand next year with a view to a permanent move. Would we be able to put our 11 year old daughter into full time education for the 6 months we intend to be on holiday?

Thanks,

SAM

Hi Sam

I just checked this one at the school I am currently working at. As you know, everyone who is in NZ must have a permit/visa, and this would be the same for your daughter. To attend a school, you must apply for a student permit, even though she would only be attending for a period of 6months.

See http://www.nzvisa.org.tw/1013.pdf for further information.

Hope this helps????

Jen

 

Nice post it will be helpful for me! Thanks.

 

Many Thanks - SAM

 

Hi Jen,

Can't see too much info on special needs in mainstream Senior school. My twin boys will be 12 by the time we are hoping to be in NZ. One of them, has traits of Aspergers Syndrome. He is not 'statemented' here as, luckily, not bad enough, but certainly struggles with learning and needs help at school. How are NZ schools for coping with special needs in the mainstream rather than special schools for disabilities? Any info gratefully received, good or bad!!
Pettsie

 

Hey Pettsie

Again, will do my best to help!

I have actually found that the in mainstream schools in better than UK schools. By this, I mean that integration occurs as much as possible, and students are given a lot of ing equipment through the school and government. Having said that, they need to be formally assessed (like 'statements' in the UK). For example, thinking of 2 Y9 students I teach, a blind student who has full teacher in every lesson, and has her own braille machine that works off USB. I just give all and every piece of information to her worker, and she gets it translated. AWESOME! And another boy who has severe communication issues, he has a wrist computer device that allows him to communicate with his teachers and classmates. My most favourite thing is that these kids are completely accepted by their peers. Occasionally, you see the inquisitiveness that comes out in whispers, but generally, total acceptance.

Most schools in the bigger towns and cities will have a specialist unit within the mainstream school, catering for a variety of levels of disability. In the more rural areas, schools are usually separated, with children generally going to a specialist school. I have been bowled over by the level of here, whereas in England, parents and teachers are fighting for the and finances. Don't get me wrong, I am sure there is still a fight, but it is usually within a school and the Board of Trustees, as opposed to a political body, such as a council or government.

Having said that, if your child is NOT statemented (so traits of Aspergers, rather than diagnosed Aspergers), this could prove to be a little more difficult. In the UK schools I was in, a file was readily available of every SEN student, and we kept a record in our s etc of any child with ANY level of difficulty. That isn't so prevalent here. Whether that is down to the school, the department within the school, or a nationwide pattern, I really couldn't tell you. For example, I gave a detention to a boy for defiance. His HOY (called 'deans' here) came to see me and ask if I was sure I wanted to give it, as he was Aspergers, and therefore didn't understand what was being asked of him. I was appalled, as I had NO idea (other than the usual teacher instinct) that there was anything wrong. When I tried to follow-up and obtain a list of all students like this, I couldn't find one!!! HOWEVER, apparently it does exist, but my HOD had "misplaced" it!!!

Having worked in 4 different countries and cultures now, I can honestly say that no system has it right. What may be great in the UK could be bad here, and vice versa. My advice...check out the schools around first. EVERY school is different, and is unique in it's own way, far more so than in the UK. It is a matter of choice.

Try this link for parental information
Ministry of Education - Special Education Services

Hope this helps, but me if I can get any more info for you. Promise to try my best!

Jen

 

Thanks Jen,

Thanks Jen,

Very interesting. I guess it will be a case of finding the right school by visiting them and then finding somewhere to live in the area.

Good to know I stand a chance of finding a mainstream school for both boys rather than splitting them up.

Many thanks

 

where do we go from here

Jen,
hello
Myself and my family are moving over next year. My daughter will be 16 and completed her GCSE's where will she slot into the education system out there and will her GCSE's be recognized.
Rgds
Neil

 

Jen,
hello
Myself and my family are moving over next year. My daughter will be 16 and completed her GCSE's where will she slot into the education system out there and will her GCSE's be recognized.
Rgds
Neil

Hey Neil

Congrats on making the move! Hmmm....this is a really tricky one, to be honest.

Most schools and principals have heard of the GCSE examinations, but not many actually offer them. It tends to be high-end schools (high "decile" schools) that cater towards these. Schools that offer such choices are in the wealthier areas of Auckland, Wellington and Christchurch, especially where there is a high number of expats in the community. They would often offer A and AS levels too, so it would be easier to continue on the UK pathway.

If you are NOT in an area where the schools offer GCSE and A-levels, it is pretty tough to place her. Students work towards a combination of GCSE and A-levels, called NCEA. They progress each year based on credits. Age-wise, she would fit in to Y12, but in of subjects and content, its hard to say. In some subjects, the content can be pretty low-level, but in others, they can be pretty high. Whatever she went into, there would be elements that she may find difficult, but other things that may be hard. Having said that, students can pick up credits from lower (or upper) levels In other words, whilst going through Level 2 at NCEA (Y12) she could also work towards up to 20 credits of Level 1 (Y11) or even Level 3 (Y13). Again, this varies from school to school, as well as the units and credits on offer.

The best thing you can do is a school in the area that you will be moving to, speak to the Principal, and explain the situation. They will be able to make a timetable specific to her. It may also help to obtain the syllabi for each examination board and subject that she sat, so that they can look more clearly into the topics covered. Each school, principal, area and child is different, and the best way to figure it out is to get there and meet. My advice is, that there will be clashes with things that have already been covered (and therefore beneath her), as well as things that are very difficult (and therefore above her).

Hope that this helps???

Jen

 

More information for teachers

Hi Expatters

So, I have completed 3 of "relief teaching" in Tauranga, and wanted to update the info that I have for all those potential teachers coming out to work, especially in Tauranga.

I came out here as a PE teacher, with 8 years experience, including having just finished a role as a senior lecturer in PE Pedagogy in a university. I honestly thought I would get my hand bitten off by schools to fill a permanent role. NOT TRUE!!!!!!!!! Lesson learned, and arrogance curbed!! In my time here in Tauranga, I have applied for a total of 11 jobs in PE, both temporary (LTR or maternity positions) and permanent. I didn't get an interview for a single one. I even applied for a job in a more rural school, but no interview. This was when I really struggled to accept it, as not many people apply for roles in the rural schools. As I thought I had issues in applying for jobs (maybe a UK-NZ difference), I called the principal to enquire about why I hadn't been shortlisted for an interview (well, how can you ever get a job in PE if you never actually secure an interview?!?!?). He told me that I had one of the most impressive CV's he had seen in ages, and there was no issue with my application. The problem was (as it transpires with many schools)...they just don't know me!!!!

You see, the Bay of Plenty (especially Tauranga) is one of the most popular places to live right now. There are a lot of teachers wanting to move back here who moved out of the area to get promotions, expats moving in to the area, and plenty of graduates who also are looking for jobs. A lot of roles actually go to the graduates who have done teaching practice/practicum in the schools, as the staff feel they have a better understanding of the schools ethos and values and inner workings. They have also seen them teach (yeah, not many schools actually have all-day interviews that include tours and taking a lesson out here)!!! So it really is a case of "who you know" and NOT "what you know".

I have managed to secure a permanent job, and it is in the school I have done the majority of work in during my time here. I am lucky; the Principal decided I was someone worth keeping around. He ensured I was given copious amounts of relief work to ensure that I stayed loyal to them. I have even found myself teaching the Sexuality units (sex ed) to the entire school!!!!! This is a HUGE task, but something I found strangely fun!!! I have been given freedom to write my own curriculum and timetable it anyway I see fit. This has carried me through the dry period of relief teaching that exists from November onwards. But it is work, so I took it!!

This attitude to taking anything on and having a go has secured me a role. But not in PE!!! Sadly there were no jobs available this year. Instead, the principal has asked me to be the food technology teacher!!!! I find this very bizarre, as I have limited knowledge (see "wtf" in the dictionary)!!! However, like I said, it is WHO you know, not what you know. I nearly didn't accept the job, as it is NOT my idea of a good time! However, after realising that I was turing down the ONLY job I had been offered, and the only one I had secured an interview for, I grabbed it with both hands. The school KNOWS I don't want to do this forever, and they KNOW I want to return to PE. If anything, they actually are wanting to keep me around until a job DOES come up in PE. So this is a compromise. I am lucky...so many people NEVER secure permanent work in the first few years of living in Tauranga, especially in the over-populated world of PE teaching. But a sideways move is still a good move.

So...if you are coming out here with no work secured, be prepared to take ANY work offered, and in ANY role, no matter how ridiculous it seems!!! Doors open for you, and people reward your eagerness!!!

 

Hi Expatters

So, I have completed 3 of "relief teaching" in Tauranga, and wanted to update the info that I have for all those potential teachers coming out to work, especially in Tauranga.

I came out here as a PE teacher, with 8 years experience, including having just finished a role as a senior lecturer in PE Pedagogy in a university. I honestly thought I would get my hand bitten off by schools to fill a permanent role. NOT TRUE!!!!!!!!! Lesson learned, and arrogance curbed!! In my time here in Tauranga, I have applied for a total of 11 jobs in PE, both temporary (LTR or maternity positions) and permanent. I didn't get an interview for a single one. I even applied for a job in a more rural school, but no interview. This was when I really struggled to accept it, as not many people apply for roles in the rural schools. As I thought I had issues in applying for jobs (maybe a UK-NZ difference), I called the principal to enquire about why I hadn't been shortlisted for an interview (well, how can you ever get a job in PE if you never actually secure an interview?!?!?). He told me that I had one of the most impressive CV's he had seen in ages, and there was no issue with my application. The problem was (as it transpires with many schools)...they just don't know me!!!!

You see, the Bay of Plenty (especially Tauranga) is one of the most popular places to live right now. There are a lot of teachers wanting to move back here who moved out of the area to get promotions, expats moving in to the area, and plenty of graduates who also are looking for jobs. A lot of roles actually go to the graduates who have done teaching practice/practicum in the schools, as the staff feel they have a better understanding of the schools ethos and values and inner workings. They have also seen them teach (yeah, not many schools actually have all-day interviews that include tours and taking a lesson out here)!!! So it really is a case of "who you know" and NOT "what you know".

I have managed to secure a permanent job, and it is in the school I have done the majority of work in during my time here. I am lucky; the Principal decided I was someone worth keeping around. He ensured I was given copious amounts of relief work to ensure that I stayed loyal to them. I have even found myself teaching the Sexuality units (sex ed) to the entire school!!!!! This is a HUGE task, but something I found strangely fun!!! I have been given freedom to write my own curriculum and timetable it anyway I see fit. This has carried me through the dry period of relief teaching that exists from November onwards. But it is work, so I took it!!

This attitude to taking anything on and having a go has secured me a role. But not in PE!!! Sadly there were no jobs available this year. Instead, the principal has asked me to be the food technology teacher!!!! I find this very bizarre, as I have limited knowledge (see "wtf" in the dictionary)!!! However, like I said, it is WHO you know, not what you know. I nearly didn't accept the job, as it is NOT my idea of a good time! However, after realising that I was turing down the ONLY job I had been offered, and the only one I had secured an interview for, I grabbed it with both hands. The school KNOWS I don't want to do this forever, and they KNOW I want to return to PE. If anything, they actually are wanting to keep me around until a job DOES come up in PE. So this is a compromise. I am lucky...so many people NEVER secure permanent work in the first few years of living in Tauranga, especially in the over-populated world of PE teaching. But a sideways move is still a good move.

So...if you are coming out here with no work secured, be prepared to take ANY work offered, and in ANY role, no matter how ridiculous it seems!!! Doors open for you, and people reward your eagerness!!!

Hi,

Are there any teachers (preferably: Secondary School Teachers) who would have migrated from India to NZ. Need some tips on qualifications assessment.

Thanks

 

Thanks for that Jen

Carole (PE Teacher) is at school in the UK at the moment so I am browsing the Forum for
any snippets of info.

Looks like Carole will have to diversify in order to get a job. Lol

 

Yeah, and quickly!!!!!

Honestly, my recommendations are that, if currently based in a school in the UK (out here, 'school' means university too), she should see the Boss about picking up an extra class in a 2nd r even 3rd subject, even if for only a term. NZ Education is very much moving away from the separate subject areas that we are so used to in secondary schools. Instead, schools are increasingly looking for multi-faceted teachers, who can deliver 2, 3 or even 4 subjects. I recommend that she try and get some experience in delivering even a term in at least 2 different subjects, in high-demand subjects such as maths or MFL. Schools always have gaps in subject areas...at the moment, they are over-subscribed in PE in my school, so all the PE teachers have been told they HAVE to take a class of science each, or take a cut in salary!! The other option is to move to the areas where you have a high staff turnover (lower decile areas in Auckland etc), although this does kind of defeat the purpose of moving to NZ!!

Good luck, and feel free to ask me any more questions or advice.

 

She has a few more stings in her bow as she has taught in Primary, First and Secondary
Schools. Before returning to teaching she trained new Police Officers in PE: Self Defence:
Public Order Training and is a First Aid Trainer of Trainers.

Whether these will stand her in stead who knows, at least your posts are honest and
realistic not like the pessimistic one sent in by Pic. Carole will try any job and give 100%
what more could an employer ask for.

New Zealand is not Utopia and we do not view it as such, but the UK is steadily going
down the pan, I saw it first hand doing over 30 yrs in the Police Force now called Service. rofl

Thanks again for the excellent posts.

 

I'm new to this forum and my wife and I are just now starting to think about moving to New Zealand or Australia from the USA. Our daughter's education is, of course, extremely important to us, so I'm trying to learn everything I can about the different education systems, and this discussion has been very helpful. One thing that isn't clear to me about the documents I've read elsewhere is the meaning of the "decile" rating -- I mean, I think I understand that it's a measure of the economic status of the school's catchment area, but what is unclear to me is its relevance to the quality of education.

My fear is that it's something like the (completely insane) way they do it here in the USA, where the majority of school funding typically comes from local property taxes and is set by local voters. Here, wealthy suburbs usually have tremendously better schools than urban neighborhoods or rural districts simply because they have far more resources due to the higher property values, which causes families to want to move there, which increases the property values, which increases the funding, and so on.

I'm hoping you'll tell me that it's nothing like that in NZ, and the decile rating is just to give an indication of socioeconomic challenges that the student body may be facing. Thank you for any help you can provide!

 

Hi Steve

I think it's fair to say that the decile rating is likely to have some influence on the quality of the school - but hopefully not as much as you're describing in the States. However, schools can ask parents for 'donations' - these tend to be higher in higher decile schools (stands to reason - more parents can afford them!)

Having said that, in the UK I found that some of the better run schools were in poorer areas; education's not just about academic qualifications but in producing happy, balanced individuals who know where they want to head in life. I think some of the 'higher decile' schools (like the one near us) don't always do that.

 

Hi,

I'm looking at moving over with my family in the next eighteen months. I have a degree in English Literature and IT and have worked in an IT role for the last twelve years. However, for the last eighteen months I have been (on a Wednesday) been teaching in a further education college, literacy and IT, and in April I will be qualified Certificate in Education, Qualified Teacher in the Life Long learning sector. This means I will be qualified to teach Post 16 students.

My wife has a degree Geography and is currently taking her Post Grad Early Years Professional qualifications to allow her to work with Under 5's.

Now I notice in NZ children under 5 don't go to school so could my wife bring this qualification to NZ to work in nurseries/pre-schools? Will NZ recognise her Post Grad status?

I've been told that the further education sector in NZ is limited and I would find it hard to get any work, so would be better off sticking to my field of IT in the commercial sector, is this true?
Or should I try and get myself into Uni out there on a 1 year teaching qualification course?

I've been out for a few weeks as a 'scouting' party and loved it. I spent some time chatting to a teacher from the UK in Napier who loves the place and said I should come out and if I can afford it, offer my services for free for a few months to 'get myself known' in schools so I can then get myself employed.

I think my main point is, is there work in the Early Years Professional field? Will I be able to get work in the Further Education area or should I re-train to become a secondary school teacher, then find work through a placement?

Will have more questions about my children’s education but will wait for replies to this first.

 

Hi Bretty :welcome:

Sorry for the delayed response...been a bit busy.

Right, to try and answer your questions...

Firstly, there is a LOT of work in ECE care (early childhood education). It is still pretty high on the Long Term Skills Shortage list, so I would say that this would be a good choice for work.

Regarding getting work...it is pretty rare for people to secure jobs in school education prior to moving out here (although it does happen). It is good advice to come out and expect to do "relief" teaching for a while, and quite often this leads into permanent work. It is VERY much a case of "who" you know, not "what" you know here, so until they know you, your face and your skills, chances of permanent work are pretty slim, especially in popular areas of the country, like Wellington, Tauranga and Christchurch.

Regarding post 16...mmmm tricky. We don't have separate A-level equivalent schools in the main public sector (although there are some specialist private colleges that focus on this). Your better bet would be a Polytech establishment, but again, chances are pretty slim I'm afraid. Try ing some of the polytechs in your favourite areas and asking for their advice. It would be worth trying to do the 1-year teaching qualification. If you did that out here, you would have to pay "overseas student" rates, which are HIGH!!!! If you can do it whilst in the UK, I would. If you want to get out earlier, it may be worth considering IT fields, although I am not so hot on these areas!! A message to Topcat may help you.

Whatever you decide, you MUST get your qualifications assessed by NZQA, and I recommend doing this before lodging your EOI. They judge what NZ-equivalent your qualifications are, and therefore what points you can claim. A lot of people think that their teaching qualification is a level 8, but is actually only a level 7, and therefore less points for your EOI.

Hope this helps???

Jen

 

What an EXCELLENT post!! Thank you! Found it to be very informative and helpful whilst planning our future move!! Thanks!

 

this is a very good post it is very helpful for us. we are trying togather all the info while waiting for a decision on the EOI which i recently submited.

But i am hopeful it will be positive news

 

Hello,

Any input on the prospects of a 'mature' U.S. Physics teacher with 14+ years experience?

I have one more document to receive before submitting for NZQA evaluation. Looking to make the move over November 2012 for a Jan/Feb 2013 start. Any insights and/or advice welcome.

 

Sorry for the delay in response; won't bore you with the details of why!

Anyway, there isn't much extra advice I can offer you for your position. Again, relief teaching is the main way in to a job. However, at that time of year, and given the short final term, there is a VERY slim chance of any work as a reliever being offered. I would suggest that you get a list of schools in the relevent areas of living and email the principal's directly with your CV. You never know what work will be suddenly available when people quit their jobs last minute!

Good luck

 

Hi, I'm new to the forum and have found this post to be very informative. I am a primary school teacher with less than one year of experience. My BA is from Toronto and my Grad Dip in Education was done in Australia. I'll be moving to Auckland in October and hoping that I can squeeze in some relief teaching before the school year ends in order to meet some principles.

 

Just to let everyone know, if you don't already, that Primary school teaching is back on the short term skills list not just early years.

 

Hi there,

I've been looking at some job postings online and it seems as though some of the terminology is different than here in Canada and I was hoping to get some clarification on what exactly these mean: U5, new entrant teacher, tagged, and MU. Any help is much appreciated.

 

No problem. "New entrant" is for the new kids starting at primary. It's like a Year 0.
"MU" is management unit. This is a pay point for a management responsibility e.g. teacher in charge of literacy. "Tagged" means that it has something assigned for a specified period of time e.g. 1 tagged MU would mean that the management unit is only set for a period of time. "U5" usually means upper Year 5. This means that they split Year 5 (2nd to last year of primary school) into 2 levels.

It should also be noted to people who have noticed that primary teaching is back on the skills shortage list...this will be true in some areas, but primary teaching roles are still VERY highly competed for!!! In Tauranga, for example, it is widely recognised that getting a job in primary is like looking for rocking horse poo...almost impossible!!!! Don't expect to walk into jobs (same as secondary)...you have to put in a heap of leg work to get roles!!

 

Sorry to pick your brains aswell but it is getting quite stressful thinking about the job situation. We are applying as my parnter as the principal applicant and I was thinking i would just get supply work to begin with. Do you think that would be a wise idea? However i am worried about going into schools straight away as it is a different education system. Do you think schools would be open to me doing some voluntary work to begin with to get a feel of how it all runs?

Thanks

Katie

 

I know how scary it can be, and comparison to what we are used to makes it even harder. I did a few days relief work, and that was after spending a day shadowing. It wasn't until I actually got into a specific long-term role that my learning REALLY began, so I wouldn't worry too much about spending time shadowing. Yeah, maybe have a few days, but then just try and do the walk around all the various schools to try and get the odd day of relief. It won't be until you are actually in a long-term or permanent role that your learning really beings. Just be prepared for the fact that there will be days where you say "I can't do this" because it is different...I had that and I have been teaching for nearly 10 years!!!!!

Good luck

Jen

 

Your move

Hi Neil,

Good choice to come to NZ. You will love it.

If it is any help to you we faced much the same situation moving a teenager who was about to make some key further education decisions around career choices.

As we had used an immigration consultant for visa's, we used their services to explore schools, colleges and courses and organize enrollments. I am really glad that we did as I have heard some horror stories from others.

If you want their info I will be happy to dig it out for you

Donna

 

I've been exploring New Zealand's Education department's website, and they recommend a few recruitment agencies to help with finding teaching jobs.

Does anyone know what their success rates, so to speak, might be?

 

Honestly, recruitment agencies are not really used out here. They are used slightly more in Auckland than anywhere else, but they are not used in most places. That said, everything is worth a shot!!

 

Hi everyone.

I've been reading over this forum, and I wish that I had found this earlier. I'm an American citizen, and I received my masters in teaching from a US university. I've started the NZQA process, as well as the application to the teacher's council, but there are a few things I'm curious about.

For one thing, the only document I don't have is a CV. I've never written one before, and looking over all of this information that I've seen is really starting to freak me out, because I have no idea what I'm supposed to do. Everywhere I look I see different information - it should be long and with pictures, it shouldn't have pictures and can be two pages, and so on and so forth. Anybody who has any tips or suggestions or anecdotes about what they've faced when writing a CV for an education job in New Zealand would be so, so helpful. Additionally, what sort of CV did people send to the NZQA? The same CV that they sent out to schools? If the NZQA is going to look at your documents regardless, does this one have to be as fancy/flashy as others?

The other question I have is that it seems the best way to get a job is to go to New Zealand first and hope to find a job with relief teaching. I've looked at a number of schools throughout the country, and I was curious if anybody has ever found something different - are there any recruitment resources that people have found particularly helpful, or has anybody secured a job before actually coming to New Zealand? I saw somewhere (and I don't know if it's true) that the government will offer a stipend to help someone move to New Zealand, but would that apply if a person doesn't have a teaching job already lined up? Would it be helpful to obtain a work visa before trying to schools?

This is something that I've been interested in for quite some time, and I've seen that secondary education is on the long term skill shortage list, but it also seems that a lot of schools are hiring people who they already know.

I'm sure this post is kind of a mess, but this is something that I've been interested in for quite some time, but the more I read the more nervous and stressed out I become. I'm sure that I'm likely making a mountain out of a mole hill, but any answers (or assurances!) from somebody who has already been through this would be extremely helpful.

Thanks so much.

 

Hi, and sorry for the delay in responding. I have been a little preoccupied after giving birth to my 3rd child here in October!!!! Still, better late than never, I guess.

Cv's...there are so many threads on here asking about formats and layout etc, and the on;y advice I can give is that, when it comes to teaching, submit a CV that actually reflects you and your personality. Sounds very crazy, but school are very individual, and often a CV for one school would be ed over as too "conservative", but be a representation of exactly what another school are looking for. From working with American teachers in the past, they led me to believe that in education, the longer the CV the better. This is NOT the case. In fact, anything longer than 3 pages MAX (and even then 2 is better) is unlikely to get read, as it is seen as bragging, which is very un-Kiwi. State qualifications, experience, referees, education, and a brief synopsis of your teaching philosophy (and this should be adjusted to suit the job description). It is encouraged to include photos, D.O.B., and personal details (I know that all gender and age-identifying details should be left off American CV's), just to give a sense of identity. People here are very personable and like to make the connections through details. Regarding layout, be adventurous!!! I've seen photos, layouts like a notice board, fancy borders...all sorts!!!! Just don't make it too dull...it won't get noticed. Experiment until you feel happy with something that you feel reflects you. Mine is professional, in a "Pages" layout on the Mac, but the variety of photos I have dotted around show lots of laughter and fun, both in and out the classroom.

Referring to obtaining jobs, I cannot stress enough how much networking, putting in the hard graft at the start, and getting friendly with a school through relief teaching will lead to jobs. Depending on your area of teaching, I hate to say that it really is who you know and not what you know. I have seen jobs go to people who are not the best teachers, but have a well-known name or connection to someone famous!!!!! Experience isn't always what gets the work either...in fact it is pretty common place for students who have done a practicum at the school that year to get preference in a role, as the school will know their strengths and will have seen them teach. Job interviews here do NOT consist of actually teaching a lesson...it is all done on a face-to-face interview, so you never get a chance to display your talents. Sounds unfair, but it is the way things are here. You either suck it up and jump on the band wagon and start schmoozing, or you won't get a job very quickly. HOWEVER, there are exceptions in some areas of teaching, such as in Maths, or specialist technologies, where there is a short supply of qualified teachers.

Good luck. It is an exciting journey, and a swift learning curve, but certainly worth it!!!!!!!!!

 

Thanks Jen! I'm definitely excited, and I've sent a majority of my documents in to be assessed to see if I even qualify to work there. The information about the CV helps - and I probably should have looked through the forum a bit first just to see if there was anything else, but at the time I wrote that, I was in a pretty big panic about how much I still had to do - now that everything is together and sent off, I feel a whole lot better.

Thanks so much for all of your help!

 

Hello. I am new to this forum so hopefully I am going about things the right way. My husband, son and I will be moving to Palmerston North in June or July 2012. My son (6) will have just completed his Kindergarten year of school. Does anyone know what year he will enter when we arrive in NZ? There will still be half a year of school left. He is already an older child in his class. He will turn 7 in October. Just wondering about all this since the school calendars don't line up. Thanks.

 

Hi there

Sorry for the delay in replying. I think that it is quite likely that he will enter into Year 2 of primary school. Schools start with a Year 0, which children through the year from the day they turn 5. My son turned 5 in the middle of the year (end of June), and he started Year 0. Then he will be 6 during Year 1, and 7 halfway through Year 2. There is flexibility either way if your son has particular strengths and is showing his ability then he can be moved up, or down, as you all agree is fit.

Hope that this helps

Jen