Official Languages, NZC.
Te reo Māori
is indigenous to Aotearoa New Zealand. It is a taonga recognised under the
Treaty of Waitangi, a primary source of our nation’s self-knowledge and
identity, and an official language. By understanding and using te reo Māori,
New Zealanders become more aware of the role played by the indigenous language
and culture in defining and asserting our point of difference in the wider
world.
By learning
te reo and becoming increasingly familiar with tikanga, Māori students
strengthen their identities, while non-Māori journey towards shared cultural
understandings. All who learn te reo me ona tikanga Māori help to secure its
future as a living, dynamic, and rich culture. As they learn, they come to
appreciate that diversity is a key to unity.
Te reo Māori
underpins Māori cultural development and supports Māori social and economic
development in Aotearoa New Zealand and internationally. Understanding te reo
Māori stretches learners cognitively, enabling them to think in different ways
and preparing them for leadership.
By learning
te reo Māori, students are able to:
- participate
with understanding and confidence in situations where te reo and tikanga
Māori predominate and to integrate language and cultural understandings
into their lives
- strengthen
Aotearoa New Zealand’s identity in the world
- broaden their entrepreneurial and employment options to include work in an ever-increasing range of social, legal, educational, business, and professional settings.
Principles – Page 9, New Zealand
Curriculum.
Treaty of
Waitangi – Underpins all of TMoA
High Expectations.
Cultural
Diversity.
Inclusion.
Learning to Learn.
Community engagement.
Coherence.
Future Focus.
|
Overarching Principles – Page 6, Te
Marautanga o Aotearoa.
The
Learner is the centre of teaching and learning. (Principle 1)
The
learner has a high level of Personal Awareness. (Principle 2)
The
learner achieves their potential.
(Principle 3)
School,
Whānau, Hapū, Iwi and Community will work together. (Principle 4)
Environmental
Health is Personal Health.
(Principle
5)
|
The Overarching Principles set out in Te Marautanga o
Aotearoa arise from the Treaty of Waitangi.
High Expectations relates to Principle 3.
Cultural Diversity relates to Principles 2 and 4.
Inclusion relates to Principle 4.
Learning to Learn relates to Principles 1, 2, and 3.
Community Engagement relates to Principles 2 and 4.
Coherence relates to Principles 4 and 5.
Future Focus relates to Principles 1, 3 and 5.
Our Learners (Vision) – Page 5, Te
Marautanga o Aotearoa.
This section
summarises the most important qualities and characteristics of a graduate of
Māori-medium education.
Through the
school working together with the community, whānau, hapū and iwi, graduates of
Māori-medium schools will achieve:
High Levels of Educational and
Socio-cultural Success
·
reaching
their full potential;
·
experiencing
academic success;
·
living
confidently and proudly as Māori;
·
competent
to support whānau, hapū, iwi and community;
·
participating
in the Māori world and advocating a Māori world view;
·
confidence
in being Māori facilitates relationships with other cultures;
·
understanding
their role within the whānau, hapū, iwi, community and wider society.
A Wide Range of Life Skills
·
confidence
to pursue their own lifelong learning pathways;
·
able
to contribute to and participate positively in the community;
·
respectful
of others including children, their own peers and elders;
·
living
successful and fulfilling lives;
·
multi-skilled;
·
possessing
the skills required for entry into university of their choice.
A Wide Range of Career Choices
·
having
the skills and knowledge needed to enter their career of choice;
·
able
to pursue their own pathways;
·
having
a range of career choices.
Values – Page 10, New Zealand Curriculum
Students will be encouraged to value:
-excellence, by
aiming high and by persevering in the face of difficulties
-innovation, inquiry, and curiosity, by thinking critically, creatively, and reflectively
-diversity, as
found in our different cultures, languages, and heritages
-equity, through
fairness and social justice
-community and participation for the common good
-ecological sustainability, which includes care for the environment,
-integrity, which
involves being honest, responsible, and accountable and acting ethically
and to respect themselves, others, and human rights.
Through their learning experiences, students will learn about:
-their own values and those of others
-different kinds of values, such as moral, social, cultural,
aesthetic, and economic values
-the values on which New Zealand’s cultural and institutional
traditions are based
-the values of other groups and cultures.
Through their learning experiences, students will develop their
ability to:
-express their own values
-explore, with empathy, the values of others
-critically analyse values and actions based on them
-discuss disagreements that arise from differences in values and
negotiate solutions
-make ethical decisions and act on them.
All the values
listed above can be expanded into clusters of related values that
collectively suggest their fuller meanings.
For example, 'community and participation
for the common good' is associated with values and notions such as peace,
citizenship, and manaakitanga.
|
Values and Attitudes – Page 8, Te Marautanga o
Aotearoa.
Individual Learners Develop
Values and Attitudes:
-that provide confidence
through integrity, generosity of spirit and peacefulness;
-which give a clear sense of
personal identity, a high level of personal awareness and self – worth;
-of empathy and regards for
friends and for the school whānau;
-which lead a desire to
participate in all school learning activities, whether by contributing ideas,
reading or listening;
-which grow an enduring
respect for the value of education;
-of understanding, awareness
and aptitude in all learning as a guide into the contemporary world;
-which help them to identify
and understand their own personal values and beliefs.
Knowing Traditional Māori
Values
The learner
-understands the values of
their whānau, hapū and iwi, enabling access to the Māori world;
-is generous and caring for
visitors;
-knows their identity and
origins;
-knows their whakapapa and
genealogy links;
-works co-operatively in peers
and in groups.
Understanding the Values of
the Wider World
The learner
-acknowledges people,
regardless of who or where they are, or their appearance
-the learner is respectful of
the mana and spirituality of each person and each whānau, and their values and
attitudes, even if these differ from their own.
|
Kaupapa for Integrated Learning Planning.
Each integrated learning unit will have supporting or
underpinning kaupapa which will be recorded on the cover sheet. These will be discussed and decided upon by
staff at planning meetings.
Kaupapa
|
Example
|
Tino
Rangatiratanga – leadership and
independence
|
Work that focuses on leadership or
requires independent work, for instance explorers, ANZAC, leaders, or
projects like Science Fair.
|
Taonga
Tuku Iho – Treasures from
Ancestors/ cultural aspirations or principles
|
Work that focuses on the cultural
identities of people or historical times, for instance China, Medieval Times,
Early Aotearoa.
|
Ako – teaching and learning (inquiry)
|
Work that focusses on co –
constructing knowledge for instance research based projects or whole class
understandings.
|
Whānaungatanga – the concept of family, developing a familial bond
|
Work that focusses on our
relationships with each other, our school or wider community for instance,
Healthy Classrooms.
|
Manaakitanga – values like integrity, caring, sincerity, trust, respect and equality
|
Work that focusses on our
relationships with each other, our school or wider community for instance,
Healthy Classrooms.
|
Ata – respectful relationships, negotiation, discussion
and relationships
|
Work that focuses on collaborating
ideas or designs, for instance through Technology or The Arts.
|
Wānanga
– communication, problem solving,
innovation
|
Work that focusses on co –
constructing knowledge: research based projects or whole class/group
understandings for instance through Technology or The Arts.
|
Tangata
Whenua – Place based,
socio-cultural awareness and knowledge
|
Work that focuses on the cultural
identities of people or historical times, for instance China, Medieval Times,
Early Aotearoa.
|
Kaitiaki
– our role as guardians of natural
taonga
|
Work that focusses on our need to
protect the world around us.
|
Term &
Year
|
Content
|
Notes
|
New Entrant – Exposure
|
||
Whakarongo/Titiro/Kaore/Ae/Ka
Pai
|
||
Mihi Starter – Ko wai au?
Ko ________au.
|
||
How are you feeling? Kei
te pehea koe?
|
||
Colours – nga tae.
|
||
Numbers, 1-10
|
||
Year 2/3
|
||
Māori Alphabet
|
||
One/Some - Te/Ngā
|
||
Names for immediate Whanau
– Māmā, Pāpā,
Koro, Kuia, Tungane, Tuahine, Tuakana, Teina
|
||
Mihi
|
||
The Gods - Ngā Atua
|
||
Classroom Naming Words
|
||
Where is? – Kei whea?
|
||
Above, Under, Out, In – Runga, Raro, Waho,
Roto
|
||
How Many? – E hia?
|
||
Numbers, 10 -100
|
||
Days of the week
|
||
Weather
|
||
What is the colour? – He
aha te/ngā tae?
|
||
Year 4-6
|
||
Classroom Naming Words
|
||
Give me/Give to –
Homai/Hoatu
|
||
Take/Return/Leave –
Tangohia/Whakahokia/Waihotia
|
||
This/That/That over there
– Nei/Na/Ra
|
||
Left/Right/The side – Maui/ Matau/Te taha
|
||
Verbs/Activities
|
||
I am good at – He kaha au
ki te ________
|
||
They are good at - He toa
ia ki te ________
|
||
I like - He pai ki ahau te
_________
|
Pass through
with classroom cohort as a record of coverage.
I – Input
·
introduce students to new vocabulary
by getting them to say the words after you
·
you can have; the word written on a
card; a picture on the card, a symbol or some form of graphic on the card
·
as the card is shown to the students
you will say the word a couple of times and they will repeat after you
·
go through until all new words have
been introduced
|
R –
Recognition
·
Show the cards to the students
again. You will ask a question e.g. ‘Pene?’ (he pene?, whichever you prefer)
to which they will respond Āe / Kao.
·
You will keep asking relevant
questions until students give you the correct response to show their
recognition
·
|
D –
Discrimination
·
Show the cards to the students and
give them options
·
He pene – He ruri?
·
They should respond with the correct
answer
|
P –
Production
·
Show the cards to the students
·
Get them to tell you the correct
word or name or whatever you are looking for
|
X – Extension
·
Differentiated learning
·
Fun, lateral activities.
|
A good way
to follow up the new learning is with games of memory, snap, things students
can play together as pairs or in a group.
Remembering
of course that the key is communicative language so they are not only
identifying the words but saying them as well.
|
Consultation of Māori Students.
You guys are all here today because you are the Māori
students at Lumsden School. This means
that you are on our Māori roll which is a special place where we put your
information and Mr Watson has to report it to his big bosses. The reason we have a Māori Roll is because
Māori people were the first people in New Zealand – having this roll means that
it’s one way we can make sure that you guys are getting the teaching and
knowledge you deserve.
The reason I’ve got you all in here is because you guys are
the experts – it’s your culture and we want to make sure that you are getting
enough of a chance to learn about it.
SO let’s have a chat
What things do you know about Māori language and culture?
What more would you like to know about Māori Culture or
Language?
What do you do that is Māori in class?
What would you like to do in class?
Goal – develop a bicultural environment at Lumsden School
Tangata ako ana i te
whare me te kura, te turanga ki te marae, tau ana.
A
person who is taught at home and school, will stand collected on the Marae.
Our
Requirements and Obligations (from the Lumsden School Charter)
The
Board takes all reasonable steps to provide learning experiences involving
Tikanga Maori (Maori culture) and Te Reo Maori
(Maori language) and Pasifica. When developing policies and practices
for the school consideration is given to reflect New Zealand Cultural diversity
and the unique position of the Maori culture.
>Parents of the students
identified as Maori are consulted as to how the school supports their
achievement by way of specific surveys.
>Results from school
assessments and surveys are collated and recorded and Maori children’s progress
is tracked.
>Feedback about student
achievement is given to teachers of Maori children.
>Outside agencies are
involved when extra assistance is needed.
>Teaching staff are
encouraged and fully supported with professional development to extend their
current abilities of Te Reo.
>Components of Tikanga Maori
and Te Reo Maori are integrated into all appropriate aspects of the school
curriculum and school life.
What we are currently doing to increase our inclusion of Te Reo me
ona Tikanga Māori
– Instructional language, Te Kupu o te Wiki, Kapa Haka,
Māori rotations in Literacy and whole staff Professional Development on kaupapa
to integrate in planning.
-We are also going through the process
of realigning our vision, values and principles with parts of Te Marautanga o
Aotearoa. This is the curriculum
document for Māori Medium schools and has some very clear expectations for
Māori students that differ from our mainstream school curriculum document. We feel including some of these ideas into
our Lumsden School Vision will be beneficial for Māori students and their
classmates and will help us develop a genuine bicultural environment.
Our
questions for you:
What are your thoughts on the delivery of Te Reo Māori (language)
at Lumsden School?
What are your thoughts about the delivery of Tikanga Māori (culture)
at Lumsden School?
What else would you like to see? What else would you like your children to be
taught about?
What knowledge and understanding of Māoridom would you like
to see your child leave Lumsden School with?
What areas could you support us in?
Goal – develop a bicultural environment at Lumsden School
Tangata ako ana i te
whare me te kura, te turanga ki te marae, tau ana.
A
person who is taught at home and school, will stand collected on the Marae.
Consultation
of Students – 11th of August 2014
All students identified as Māori met after morning tea in the
workroom. We had 2 questions to answer –
what do you know about Māori and what else could we do to learn about Māori.
The junior students were quite quiet and didn’t offer much but the senior students
had lots to share. They all knew about
Kapa Haka (haka and waiata), numbers, the marae (including hongi) some words
for everyday objects and the National Anthem.
Senior students were aware of the day, months and weather in Maori, the
fact that Māori traditionally had different Atua (Gods) and had an
understanding of their mihi or pepeha.
Some students also had knowledge of tangi (Māori funerals) and Kohanga
Reo (Māori language nests for pre school aged children). We then moved onto the second part of the
consultation – what else could we do to learn more? Making sure that you say things right was a
big idea, especially names. Students
also discussed wanting to learn more about the Atua (Gods), Kei te pehea koe
(how are you feeling) and Māori kemu (games).
One student suggested having a language group that anyone could join,
and another asked why all classes didn’t do the day, month and weather in
Māori.
Consultation
of Parents – 11th of August 2014
Consultation was held a little differently this year with
parents and their families invited to school for a shared tea and chat. The focus was on feedback from parents on
what we had put together so far and hearing their opinions on what we were could
do next. Three
of the five Māori families were able to attend, with one apology due to sick
children. Andrew shared a little
about our obligations and then we discussed what we are currently doing to
increase our inclusion of Te Reo me ona Tikanga Māori (instructional
language, Te Kupu o te Wiki, Kapa Haka, Māori rotations in Literacy and whole
staff Professional Development on kaupapa to integrate in planning). We then moved on to share our work on
realigning our vision values and principles with parts of Te Marautanga o
Aotearoa. This is the curriculum
document for Māori Medium schools and has some very clear expectations for
Māori students that differ from our mainstream school curriculum document. We feel including some of these ideas into
our Lumsden School Vision will be beneficial for Māori students and their
classmates and will help us develop a genuine bicultural environment. Parents could see the
connections between our current values and Learning for Life Vision and felt
that the following values and attitudes were most important to add for Māori
students to achieve.
-Individual learners develop Values and attitudes which
give a clear sense of personal identity, a high level of personal awareness and
self worth
-Akongā know traditional Māori values in that the learner
is generous and caring for visitors.
Discussion around these documents was positive and will
remain as a part of our Professional Development as a staff. Parents were pleased with the coverage
expectations for Te Reo me ona Tikanga Māori and appreciated that exposure to
Te Reo started with New Entrants and was built on each year. We also talked about the different background
each Māori students came from – some have had a lot of experience within and
knowledge of Māori culture and language, others have not. Developing a strong
bicultural environment will allow for all Māori students to develop their
understanding of who they are as Māori, no matter what they bring to school
from home. A closing comment was that
this sort of expectation was the norm in some schools – so it’s good to get
started on this now at our school.
Parents agreed that any changes made would benefit all students as Māori
language and culture is a part of who we are as New Zealanders.
Next Steps
-Continue current inclusion of Te Reo me ona Tikanga Māori
in the classroom.
-Give students the opportunity to experience Māori culture
and Language in authentic settings (such as Polyfest and Kapa Haka) with an
emphasis on developing self-worth and stronger personal identity.
-Continue Staff PD on pronunciation of Te Reo and
understanding of Tikanga, with special focus on areas
teachers have identified as needing support. Outcomes of consultation will be shared with Staff
at Week 5 PD meeting.
-Review of Māori kits from Term 2 with emphasis on using the
resource for teaching Kei te Pehea Koe in class.
-Continue to include Māori Kemu in Fitness and Friday Sport
rotations were possible and authentic.
-Revisit teaching of Mihi in Year 2-6 classes.
-Work with staff to develop a
curriculum section for Te Reo me ona Tikanga Māori in Lumsden School Curriculum
Plan. This section will include
§
Coverage Expectations
§
Long term recording sheet to tick off areas of learning and record progress
§
Essential knowledge
§ Professional
Development including links made between documents supporting development of a
Bicultural environment.
-Discussion of Vision statement in regards to Māori learners
in Charter.
-Continue to develop relationships with whānau and with wider
community (other Primary schools, NSC and other experts).
-Review progress and areas to focus on at the end of Term 4
2014. Use observations and learning
conversations with students to assess the effectiveness of our work so far.
Lumsden School
Te Reo me ona Tikanga Māori
‘Essence’ Statement
In learning Te Reo me ona
Tikanga Māori Māori students sense of identity will be strengthened and non-Māori journey towards shared
cultural understandings. At Lumsden
school we will develop a sense of unity while appreciating cultural diversity.
Māori Language in Education
Ka Hikitia – Accelerating
Success 2013-2017 – Summary – pg 6.
Cultivating
high quality Māori language in education is important because it:
·
supports identity, language and culture as critical, but not exclusive,
ingredients for the success of all Māori students
·
provides all Māori students with the opportunity to realise their
unique potential to succeed as Māori
·
supports community and iwi commitments to Māori language
intergenerational transmission and language survival.
School-Wide Learning Goals –
what do we want our children to know?
To
develop understanding of te reo and tikanga Māori in order to stretch learners cognitively,
enabling them to think in different ways and preparing them for leadership.
Participate
with understanding and confidence in situations where te reo and tikanga Māori
predominate and to integrate language and cultural understandings into their
lives
Contexts for learning are
drawn from:
everyday life, past, present, future and places within and beyond New Zealand
Programmes will ensure a
range of settings and perspectives
Settings: Local, National, Rekohu, Global
Perspective: The past, the present, the
future, equality, rights, multicultural, indigenous people, gender
Curriculum Delivery
The
school wide coverage expectations show the learning students need within two
years. An integrated approach is used
which shows the relevance te reo me ona tikanga Māori has across the curriculum
and underpinning our school values.
Coverage
will be discussed in Long Term planning meetings, where resources and support
will be offered as ongoing staff wide Professional Development.
Students
will learn through all areas of the curriculum (as underpinning kaupapa are
identified in long term plans) and will have directed teaching and activities
based on the expected knowledge as part of their general classroom programme.
Planning
will show:
The
appropriate achievement objective from Te Aho Arotaki Marau
Specific
Learning Outcomes
Learning
activities with relevant and meaningful content, using the IRDPX steps.
Assessment
(your OTJ based on observations, completed work and learning conversations) and
reflection on learning.
Teachers
are responsible for keeping formative assessment records during teaching and
learning
As
part of the delivery teachers will provide opportunities which are meaningful and
based on real life situations.
Assessment of Knowledge
Teachers
make an Overall Teacher Judgement through what the children say/present during
their learning. Key to recording this:
D
= Developing
A
= Achieved (Can make factual statements in line with the key knowledge)
AA
= Achieved to an advanced level (skills are beyond what we would normally
expect for someone their age)
Reporting to Parents
Parents
are able to discuss their children’s achievement at any time.
There
is provision on our Lumsden School reporting form to keep parents up to date
with achievement in te reo me ona tikanga Māori.
Review
Review
and curriculum reporting of our ‘Integrated Learning Skills’ to the board will
be undertaken as part of the school’s Three Year Review Cycle. Content and contexts will also be discussed
in consultation with Māori whānau.
Suggested Support Materials
Hautū – Māori Cultural Responsiveness Self Review Tool
This document serves as an
introduction to Hautū, a new self review tool for Boards of Trustees. It also includes summaries of other supporting
documents mentioned in Hautū to increase our understanding of cultural
responsiveness.
The Hautū of the waka use a range of chants to keep the time
of the crew. Timing is critical for the waka to remain on course.
Hautū: Māori Cultural Responsiveness Self Review tool for
Boards of Trustees has been developed for Boards of Trustees (Boards) of
English medium school settings. The
purpose of Hautū is to allow Boards to assess how culturally responsive their
school is for Māori and identify priorities for development.
Māori cultural responsiveness, in this instance, is the way
in which a Board responds to the aspirations of their Māori community by using
evidence and action to build policies and practices that support Māori students
to enjoy and achieve education success as Māori.
A Māori culturally responsive education environment is one
that meets the needs of Māori students and the school’s Māori community,
delivers engaging education and strong student outcomes, and enhances Māori
students’ identity, language and culture through access to high quality
teaching.
Our responsibility
as a Board means:
·
being accountable for the performance of your
school to deliver on Māori student achievement
·
designing the future direction for the
successful learning of Māori students in your school
·
that Māori parents, whānau and representatives
of the school’s Māori community contribute to governance, planning and
decision-making
·
that your school is a good employer by expecting
staff to teach and support Māori students to achieve education success as
Māori.
ERO does not consider
any school to be high performing unless the school can demonstrate that most of
[its] Māori learners are progressing well and succeeding as Māori. Education Review Office, 2010.
Expected
outcomes
Boards will have:
·
a good understanding of Ka Hikitia
·
increased cultural responsiveness to Māori
students, parents, whānau and local community
·
increased awareness and understanding of their
accountability for strengthening Māori student achievement
·
increased knowledge, understanding and use of
school, regional and national achievement data to strengthen Māori student
achievement.
The conversations that you have at your Board meetings and
with your school community will help determine what Māori enjoying and
achieving education success as Māori will look like for your school.
This resource has been developed in alignment with the four
key areas of governance, as outlined by New Zealand School Trustees
Association: accountability, leadership, representation and employer role.
KAKAU: the kakau/handle must be sturdy and intact, it must
be inspected for splits or cracks which can weaken the hoe. The area of
Accountability is like the kakau and must be examined carefully to ensure
Boards meet their responsibilities for Māori students.
TINANA: the tinana/body can take many different shapes and
lengths and is used to drive the hoe through the water. Boards can use the idea
of the tinana to drive effective Leadership to accelerate the achievement of
Māori students.
RAPA: the rapa/blade is the most visible part of the hoe and
can be covered with carvings that show ownership. Boards can liken the rapa to
the school’s Representation of Māori students, their parents, whānau and the
community, who must be visible in all decision making.
KOINGA: the koinga/tip is the point of impact of the hoe as
it meets the water. Boards can think of the koinga as the role of the Employer,
to make decisions that result in quality teaching that impacts positively on
everyday learning for Māori students.
Self Review comprises two steps for each key area of
governance: gathering evidence and marking this evidence on a rubric against
set criteria. Following the self review
of your evidence and using the criteria, the Board should use the planning
section templates. This will outline the process the Board will use for
engaging with Māori students, their parents, whānau and wider Māori community.
In order to support improved learning outcomes for Māori
students, reviewing the cultural responsiveness of the Board or school is a
useful tool to ensure that clear expectations, goals and targets are set,
monitored and reviewed. This should form part of any Board’s triennial/three
year review plan.
- Refer to Phases of Readiness and Commitment from Hautu Document.
Ka Hikitia – Accelerating Success – 2013-2017
- Refer to Strategy Overview, Critical Factors and Focus Areas from Ka Hikitia Document.
Effective governance – Supporting educational success as Māori
Charter
To reflect the overarching principles of Ka Hikitia and the
Treaty of Waitangi and to meet the requirements of the Education Act 1989 and
National Education Guidelines relating to Māori student achievement, your
charter should also reflect the evidence-based concepts for Māori student
success. These are:
• a focus on Māori potential
• support for Māori academic success with specific targets
for Māori student presence and achievement
• a focus on engaging in productive partnerships with Māori
families and communities
• goals for maintaining and enhancing the identity,
language,
Questions
for your board
• Are our board and teachers aware of our responsibilities
for, and the importance of, incorporating identity, language, and culture into
our school and teaching practices?
• What is the main identity, language, and culture of our
school? How does this influence Māori student success?
• What are the current engagement levels in te reo and
tikanga Māori education for Māori students at our school? What is the current
status of presence and achievement of Māori students at our school?
• What is the current status of our school’s engagement with
the Māori community? How many families
are engaged, what are the goals of the interactions, how do they support Māori
student achievement?
• Do we use a range of approaches to ensure a Māori
perspective is heard at board level? Are
the measures we have in place effective in allowing Māori input in board
matters?
• Does the direction we have set for the school and budget
allocation effectively support Māori students at our school to enhance their
identity, language, and culture?
There are a range of ways that Lumsden School reflects a
focus on te reo and Tikanga Māori education for all Māori students.
These include: integrating te reo and tikanga Māori across
the curriculum, using culturally appropriate contexts in teaching, ensuring
Māori students are represented in leadership, cultural, and sporting positions,
taking a tuakana–teina approach where older students buddy with younger ones,
providing opportunities for all Māori students to participate in te reo Māori
instruction, involving Māori families in planning, promoting a school-wide
vision for Māori education, engaging in cultural practices when appropriate and
developing kapa haka opportunities for all students.
Tātaiako – Cultural Competencies for teachers of Māori Learners
Tātaiako: Cultural Competencies for Teachers of Māori Learners
is about teachers’ relationships and engagement with Māori learners and with
their whānau and iwi. It works alongside
Ka Hikitia which stresses the importance of identity, language and culture –
teachers knowing where their students come from, and building on what students bring
with them; and on productive partnerships among teachers, Māori learners, whānau,
and iwi. These principles form the basis
of Tātaiako. The competencies are about knowing, respecting, and working with Māori
learners and their whānau and iwi so their worldview, aspirations, and
knowledge are an integral part of teaching and learning, and of the culture of
the school or ECE service. They provide
learner and whānau voiced outcomes and link to the Registered Teacher Criteria.
The competencies are:
·
Wānanga:
participating with learners and communities in robust dialogue for the benefit
of Māori learners’ achievement.
·
Whānaungatanga: actively engaging in respectful
working relationships with Māori learners, parents and whānau, hapü, iwi and
the Māori community.
·
Manaakitanga: showing integrity, sincerity and
respect towards Māori beliefs, language and culture.
·
Tangata Whenuatanga: affirming Māori learners as
Māori. Providing contexts for learning where the language, identity and culture
of Māori learners and their whānau is affirmed.
·
Ako: taking responsibility for their own
learning and that of Māori learners.
Promoting Success for Māori Students: Student’s Progress - June 2010
ERO recommends that school leaders:
• evaluate the impact of their initiatives to improve Māori
students’ presence, engagement and achievement, and use this information in
their self review
• provide leadership, support, encouragement and
professional development for trustees, senior managers and teachers to build
their capability in implementing policies and practices that promote success
for Māori students
• familarise themselves with Ka Hikitia – Managing for
Success and use it in their thinking, planning and action for Māori learners
• support teachers to implement effective pedagogical
practices for Māori
• continue to review their school curricula to ensure that
these reflect the aspirations and needs of Māori students and are inclusive of
principles of The New Zealand Curriculum
• improve school practices for assessment for learning,
including rigorous analysis of student achievement data for school planning and
reporting purposes
• use a variety of ways to engage parents and whānau
regularly and involve them in students’ learning.
Hautu Phase 2 Readiness
Questions from:
Effective governance – Supporting educational success as Māori
Are our board and teachers aware of our
responsibilities for, and the importance of, incorporating identity, language,
and culture into our school and teaching practices?
Individual members are all
at varying stages of understanding and our focus is bringing everyone up to the
same level
What is the main identity, language, and culture of
our school? How does this influence Māori student success?
Although the main identity,
language and culture of our school is Pakeha, we incorporate Te Reo me ona
Tikanga Māori very effectively into our daily practise and our students have a
good exposure to te Ao Māori. Our Māori
students achieve success across the curriculum and have a growing understanding
of who they are as Māori.
What are the current engagement levels in te reo and
tikanga Māori education for Māori students at our school? What is the current
status of presence and achievement of Māori students at our school?
All kids are actively
engaged in Te Reo me ona Tikanga Māori and high levels of enjoyment are
observed. Not a
high presence of Māori students within the school but our Māori students
are role models and given the opportunity to lead the school in a number of
activities pertaining to Te Ao Māori.
They are achieving educational success with a growing understanding of
who they are as Māori within a range of Māori contexts.
What is the current status of our school’s engagement
with the Māori community? How many families
are engaged, what are the goals of the interactions, how do they support Māori
student achievement?
We consult formally with
Māōri parents once a year. Informally
there are opportunities for parental involvement and engagement. Kapa Haka and the Uniforms working bee was a
great engager. As a school we have
strong connections with Māori support people – Parker Ormond (Otago University
Senior Lecturer) translated and recorded our Haka, Hokonui Runanga (supplied
information about the history of Māori in Southland, specifically Northern
Southland) and SIT/Te Wananga o Aotearoa Tutors (hosts of Polyfest). We are also thinking about talking to someone
like Willie Solomon to get on board as a kaumatua and provide another Māori
voice
Goals of interactions –
most families are engaged (our goal for this year) but there are a few new
families who we need to provide an opportunity to engage. Parent involvement and engagement in the
school, particularly in relation to things Māori, shows Māori students that Te Ao
Māori is valued at school and at home.
Do we use a range of approaches to ensure a Māori
perspective is heard at board level? Are
the measures we have in place effective in allowing Māori input in board
matters?
We perhaps don’t have a
range of approaches – whānau consultation and school survey are both conducted
informally annually.
Does the direction we have set for the school and
budget allocation effectively support Māori students at our school to enhance
their identity, language, and culture?
The direction of the
school does support Māori students achieving success as Māori. Budget doesn’t
have a separate Māori area at this point but has covered Kapa Haka Uniforms,
busses to Polyfest and a whole school
workshop with Jerome Kavanagh (Taonga Puoro – Māori Instruments).
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