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What challenges have you faced in facilitating Golden Threads projects (Tūrangawaewae, Relationships, Pathways, Building Positive Emotions), and how have you adapted or grown from those experiences?

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What challenges have you faced in facilitating Golden Threads projects (Tūrangawaewae, Relationships, Pathways, Building Positive Emotions), and how have you adapted or grown from those experiences?

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How do you ensure that Golden Threads projects are inclusive and resonate with the diverse cultural backgrounds of learners?

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How do you ensure that Golden Threads projects are inclusive and resonate with the diverse cultural backgrounds of learners?

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What strategies have been effective in engaging students in meaningful and reflective Golden Threads projects?

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What strategies have been effective in engaging students in meaningful and reflective Golden Threads projects?

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How do you integrate the concepts of Golden Threads into your teaching practices?

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How do you integrate the concepts of Golden Threads into your teaching practices?

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What support, resources, or professional development would help you facilitate Golden Threads projects more effectively?

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What support, resources, or professional development would help you facilitate Golden Threads projects more effectively?

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Trying to revisit the concepts throughout the week after a GTP lesson earlier in the week.

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I found it difficult to keep up with everything as a teacher new to OJC.

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Do we get a template to unpack things for Jnr and Snr Split or are we blankety aiming the content to the whole, and will these be checked off by the KD as done.

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having a MAC timetable with a certain day that we usually do GTP (doesn't always work that way but gives learners a guide as to what to expect each day). Ensuring that the content is relevant to learners and linking to real life. Try to be practical

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Having one-on-one conversations with learners so that I am able to gage what they think they know and what they want to learn. I try and change up how I present the content.

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I have set days set aside for GTP - Tuesdays and Thursdays, my MAC has become used to that timetable

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At least one MAC session per week dedicated to Golden Threads

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one dedicated lesson a week, but reference and connect the GTP throughout the week

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For some golden threads, it is easy to build in as a routine - celebration, gratitude, affirmation.

Learners seem to like hand on crafty stuff, but not all are into it. So having a variety helps.

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The GTP has space for students take it "anywhere" while still focusing on the GT.

It isn't a "do this, then this, then this", but rather a "here's the task, use what you know (PK, creativity, personal values etc.) to create [insert thing here]".

An example of this was during Olympics when students had to create/design a poster for a city - learners were able to use their own backgrounds and culture in this design, while still incorporating main aspects of Olympic poster design.

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Once MAC session for GTP, revise content from the previous week.

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Keeping it on the same day. Being explicit about what it is. Getting the learners to use their MAC books to make notes. Try to create activities that are interesting to the learners.

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designing learning that allows for learners to put their own spin on it, and express themselves within the learning

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Embedding mini lessons throughout the GTPs have been helpful in targeting specific goals or skills building opportunities for learners.

Tuakana-Teina approach - budding with the primary school enabled MAC learners to step up as leaders and develop skills and dispositions to be idependent learners.

Creating space for meaningful reflection opportunities (through conversations, activities, written prompts...)

Hands-on/ practical activities (creating in the factory space, experiments, cooking...)

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I put a lot of time into the planning of my GTP, working on making sure it is interactive in some ways. I have done pancake baking, to model building to virtual museums. If I find it engaging then they should to

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Feel like I've only had more intention on this in Term 1 during Tūrangawaewae. Other times relied on the language weeks. Perhaps, I could think of how different culture show gratitude.

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Knowing the individuals and setting practices accordingly to the learners. Making the activities relevant to their lives.

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I felt we always ran out time to cover everything well and was only able to do surface level teaching this year. if i needed the following term to finish off it was good to be able to do that as well but term 4 Positive Emotions has been very Squashed with content for me.

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More easily accessible area similar to the Hauora site where resources and learning can be posted

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I do one or two activities related to GTP everyday, rather than one MAC lesson set aside for it :)

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I've always felt like my GTP hasn't "finished" or been "completed". I think sometimes the project has been too big for the time that we have.

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Tailoring it to the learners in front of me. Allowing time to discuss and share. Adapting to what the learners need. Sometimes a challenge when the learners are disengaged in listening to others

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Lots of hands on activities and allowing the students to take control of their own learning by getting them to come up with activities

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time is always a challenge for me - to get through everything in MAC sessions that sometimes are taken up with other important. an area of growth that i am currently working on is tidying up the end of a GTP and tying a bow in the learning

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I find that if I make the context broad enough then the way the learners express their project can be relevant to them and their culture and values

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GTP themes run though many sessions in the week to build on and reiterate learning explicitly taught GTP from planned sessions.

Referencing GTP with other learning areas - TAIP, Lit, Hauora... showing a natural link between dispositions and habits needed for both.

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Authenticity - knowing the learners and having a GTP that they can buy into from the get go.

That aligns with personal goals, and what they want to get better at (skills, knowledge, dispositions etc.)

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Activities that learners can be diverse as an individual. Acknowledgement of an open learning for all differences.

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Time that allows the depth to be covered and spacing for more practical activities - TARDIS not aligning across the school - hard to know what spaces are available and when.

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Designing Golden Threads to be relevant to my learners, being able to make changes depending on what learners need to know and learn.

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I feel like sometimes, learners find it challenging to capture the theme specially in T2, 3, 4. In T1, while there is more MAC time, learner grasped more and dug deeper. T2 ???T3 I planned a lot, yet learners don't seem to make the connections between sub themes. T4 is more learning through doing.

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Having tried to do GTP sessions with a MAC Buddy are somehow effective and with proper planning. Learners find motivation working with other learners apart from their MAC.

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It's hard to work with learners with lower English levels - which needs a lot of time and patience.

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Having the time to follow through on practical elements when there are Tardis changes.

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Reminding the learners this is GTP, Reminding them evidence of this will go on the learning Journey, Linking them to Badges and how the evidence can be used.

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I explicitly make connections with learning habits and dispositions so students begin to understand that GTP is important and relevant, I try do things that prompt thinking about later life experiences and what they might relate to now or in future

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Taking the project in different ways, allowing learners to interrupt the project. Not just having 1 way of doing things, having opportunities and avenues for learners that can be self and coach directed

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Initially my challenge was not having enough time, so I switched to two sessions a week. The other area that has helped has been making sure I stop and reflect and make connections to our learning outcome.

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with things changeing and comming up unplanned, we always need to put it aside and complete what is thrown at us.

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Try to have a dedicated session per week for GTP, have also made it more explicitly linked to goal setting as well as related activities be part of a 'do now' board along with LJs, Badges, RP etc

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Allow dedicated time specified for Golden Threads. Revisit often, daily, weekly.

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changing MAC spaces every term does not help with having the artefacts around the MAC space to remeber and continue a topic or connect to the next thread.

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Developing an understanding of a learner’s pathway from their initial beginnings & origins; through to where they are at presently; and their future journey beyond.

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Deliberate planning and goals for weekly experience. Each week's activity leads to the next. The last activity is a 'climax' to celebrate their learning in that term's GTP

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The resources on the site was helpful in supporting mapping out the Term.

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In MAC, I allocate two days a week to Golden Threads ( pending in disruptions that may occur). This is woven through direct activities that are planned for the term and uploaded as a slideshow on google classroom.

However, many aspects of GTP along s well with the Mindfulness and Community Outreach Club that I coordinate.

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Using videos, quizzes etc but also having it linked to goal setting and this is what we use our MAC books for so most of our work is handwrittedn for Golden Threads so easy to reflect back on/use for evidence

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Challenges around keeping up with everything as a new staff at OJC. GTP was a new concept and it took me a while to wrap my head around how I should go about it and necessary resources.

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The guide found on the GTP website has been super helpful, giving me ideas to start with. I have tried to keep a session a week (at least) to do Golden Threads on and students have benefited from that.

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MAC timetable allows the learners to know when golden threads learning will take place each week. This is also flexible, but it allows for some consistency

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MAC timetable allows the learners to know when golden threads learning will take place each week. This is also flexible, but it allows for some consistency

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Through giving everyone the opportunity to share their ideas, everything has a personal touch and because they record in their MAC books it is a bit more private to learners are more inclined to open up

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Games. Pair or group discussions. Take home activities with whanau. Display their efforts.

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Individualised perspectives, learners, collaborative ideas and sharing encouraged 

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Individualised perspectives, learners, collaborative ideas and sharing encouraged 

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I have a specific day of the week dedicated to GTP. I would like to find a way to spread it out throughout the entire week, though

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Time....time time time. To plan effectively and give time to this as well as present a strong lesson that has continuous follow up. Constant disruptions to timetable and resouces (eg Wifi) makes it really hard to complete a 'whole' project

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Personally, a lack of time coming in half way through the year. Working backwards to understand and align the kaupapa of golden threats and its links to our OJC curriculum. Would have loved to have more time, but 2025 will allow that 

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Personally, a lack of time coming in half way through the year. Working backwards to understand and align the kaupapa of golden threats and its links to our OJC curriculum. Would have loved to have more time, but 2025 will allow that 

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Getting the students to physicially do things to demonstrate gratitude as opposed to just standing in front and teaching them has helped to increase engagement. When I remember, I like to reference to previous GTP lessons and have noticed it come up in their conversations in passing.

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Love having the topics and everyone doing the same. Opportunities to share more of GTP, either in Kainga or school wide would be great too so that an emphasis is placed on it's importance

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Celebrated different cultural responses to each GTP.

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Collaborative learning resources, tools and materials across Kainga and whole staff. 

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Collaborative learning resources, tools and materials across Kainga and whole staff. 

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Integrating it throughout the whole week. Sometimes it slips my mind because there are more immediate priorities

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Cultural inclusion involves appreciating and understanding one’s culture and thus showcasing students cultural identity through shows and tells, discussions of festivals like Eid and Diwali, creation of cultural symbols though and craft and presenting what these means, Pepeha.

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Laced throughout my weekly teaching with one day as an explicit teaching day early in the week and then followed up and incorporated in brain breaks during MAC.

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Language seems to be the hindrance for the learners to express their responses. I have allowed first language in their input and output

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Small art projects and off-iPad and/or interpersonal (activities. It makes students feel that there is something different and special about this part of the curriculum (as opposed to badge prep and check-ins) and gives a change of context.

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What changes or new approaches would you like to implement to improve Golden Threads projects in the future?

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What changes or new approaches would you like to implement to improve Golden Threads projects in the future?

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2025 forecasted topics

Metacognition

Leadership

Citizenship

Change