Our junior curriculum has drawn the interest of people up and down the country.

We have recently had some questions about the purpose and intent of a student worksheet based on the documentary Fire & Fury. You may be interested in reading our response below to an official information request. 

We are incredibly proud of the learning opportunities our students have that develop their critical thinking, understanding of perspectives and history, that focus on the need for a strong democracy. 

Kia ora Mr De Ment

I refer to your official information request dated 30 September 2022 for an explanation in writing of the entire process of how you became part of educational materials for our students as part of their learning about conformity bias. The worksheet to which you refer is from a lesson in a course entitled ‘Inside the Human Mind’.

You requested the following information. I have numbered them for clarity and have responded to each request separately.

1. Full names of, (including titles and organisations) the earliest originator(s) of the idea of using my name & images as educational resources.

We have decided to refuse your request for information related to the names of individuals under Section 9(2)(a) of the Official Information Act. This is to protect the privacy of an individual or individuals associated with developing the course plan, lesson content and learning materials.

1. What qualitative process happened prior to these resources being printed, as to reduce risk of spreading misinformation and avoid legal fall out.

Your official information request asks about our process to reduce risk of spreading misinformation and avoid legal fall out. The document you have requested does not exist. We are therefore refusing your request under Section 18(e) of the Official Information Act because the document you have requested does not exist.

I can share with you our standard course planning processes which involves teachers planning and preparing course materials together, as it does in every school across the country. In this instance, teachers watched the Fire and Fury documentary, researched and reported by Paula Penfold of Stuff Circuit. They believe it shows how people become involved in specific ideas by consuming content on social media, and how this can transform into action or physical behaviour. As you have requested, I have attached the relevant course and lesson plans.

1. Full names of (including titles and organisation) the approving authority(s) that said that my names & images are OK to be used in this manner.

The information you have requested is not ‘official information’. ‘Official Information’ means any information held by Marlborough Girls’ College or me in my official capacity as Principal. The information you requested is not held by me in my official capacity, or by Marlborough Girls’ College, as you have supplied your own name and image in publishing your own content online. This means that we are able to use your name and image as a resource for learning, as it is public information. Your privacy has not been breached. Your online content is a primary and secondary resource for the ongoing inquiry into history and social behaviour. I am therefore refusing your request under section 18(g) of the Official Information Act because, in this respect, no ‘official information’ is held by Marlborough Girls’ College or by me in my capacity as Principal of Marlborough Girls’ College.

1. How many MGC students have been provided this resource.

The number of Marlborough Girls’ College students who have been provided this resource is 94.

1. What time period has this resource been in existence.

This resource has been in existence from 23/08/2022.

1. Describe all methods of which this resource was distributed (email, print, intranet)

This resource was distributed in print form, and online in google classrooms on our school intranet.

1. What were some of the teacher's own 'expected answers' for the background info box under my name. Lessons always have objective, so it is reasonable to think that if the lesson went well for a student, they would have responded as the teacher expected. you get my point.

Your request for the teacher’s own ‘expected answers’ is not held by Marlborough Girls’ College.

The purpose of this resource is to support students to inquiry collaboratively into conformity bias and examine their own beliefs and values. In doing so, they are asked to explore local events, including school-based situations, where they believe conformity bias may exist. This resource provides opportunities for students to express their own views, and examine and debate them in light of present and past events. We educate students to develop curiosity, be independent thinkers and have confidence in critical thinking, especially about social media content. We aim to ensure they understand the power of free speech and the importance of living in a strong democracy.

Your request asks for the teachers’ personal opinions. I am therefore refusing your request under Section 18(g) of the Official Information Act, because the information is not held by Marlborough Girls’ College or me as Principal.

1. URLs or any other video based resources that were used to educate the students on conformity bias. (YouTube, Names of Docos)

NZ Curriculum https://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum

Fire and Fury https://www.youtube.com/watch?v=lNuDvmrv8lY

United States Holocaust Memorial Museum https://www.ushmm.org/

Other resources are detailed in the course plan, as requested.

1. Please also provide me with FULL digital version of any and all resources materials where my name or image has been used.

The course plan and worksheet are attached as requested.

1. Please also provide me with a digital copy of all resource materials that fall within the Conformity Bias lesson planning, even if that resource does not include my name.

We are incredibly proud of the work our staff are doing in developing relevant, challenging and engaging learning that builds rangatahi’s ability to think independently, to be curious and question social media, and understand conformity bias and its impact on social behaviour. We encourage exploration of their own and others’ perspectives and our classes are often places of heated debates. Our community and our country need rangatahi who will question what is happening around them, who are able to consider the past and apply their thinking to current complexities. The histories and stories of the past are often told from one perspective. We encourage our students and staff to engage with the discomfort and emotion of difficult histories, both past and present. This is where empathy, deep learning and strong values and character are forged. We welcome inquiries about our junior curriculum development and appreciate the support of our wider community, in particular local iwi and hapu.

The course plan and worksheet are attached as requested.

You have the right to seek an investigation and review by the Ombudsman of these decisions. Information on how to make a complaint is available at www.ombudsman.parliament.nz or freephone 0800 802 602.

If you wish to discuss these decisions with us, please feel free to contact me at principal@mgc.school.nz

Ngā mihi

Mary-Jeanne Lynch
Principal | Tumuaki