Postgate school māori implementation plan 2013



Download 24.8 Kb.
Date31.05.2016
Size24.8 Kb.
POSTGATE SCHOOL

MĀORI IMPLEMENTATION PLAN 2013
Purpose:

  • To clarify for teachers the importance of including te reo Māori me ona tikanga Māori and how it will be implemented at Postgate School.


Postgate School Cultural Responsiveness Journey:

  • Our focus as a whole school has been on working towards ensuring Māori are enjoying educational success as Māori: Lifting student achievement through realising Māori potential.

  • As a part of reviewing our focuses on raising Māori student achievement, staff have worked through the Ka Hikitia (Māori Education Strategy Document), selecting a goal to implement within their teaching and learning in the classroom. Senior Management also undertook this implementation process and worked with teachers to develop, implement and reflect on their goal. These goals were on-going and have been shared and celebrated during a staff professional development session. It is based on the evidence which works.

  • A Whanau Advisory Group has been established to guide the school community on Māori issues and to support staff and students on this journey.

  • All students at Postgate School who are identified as Māori were interviewed by the WAG group using a series of questions to gauge engagement. The findings of this report have had an impact throughout the school community and is a major factor in the changes being made to classroom practice and the future direction of the school’s curriculum.

  • All teachers were surveyed about their confidence in teaching; te reo Māori, tikanga Māori, and Te Tiriti o Waitangi. They were also asked which resources they used and what support they needed. Along with this, teachers were able to give ideas for what they would like to see. The results of this survey have been considered alongside the students’ voice’ and planning for 2013 is in response to this.

  • New Postgate School Values are currently being established as a direct response to student voice. They are;

  • Whanaungatanga: Work as team member

  • Tuakana-Teina: Building the capabilities of others

  • Manaakitanga: Supporting, sharing, respecting and growing others

  • Kaitiakitanga: Caring for the environment

  • Rangatiratanga: Taking a leadership role of self and others

  • Wairua: A sense of physical, emotional and spiritual well-being

  • Tikanga: The placing into practice that which is correct

  • Māramatanga: Understands the relevance in learning and can apply it.


Rationale:

‘Ka Hikitia’ means to ‘step up’, ‘lift up’, or ‘lengthen one’s stride’. In the context of Ka Hikitia – Managing

for Success, this means stepping up the performance of the education system to ensure Māori are enjoying

educational success as Māori.



  • Māori Language in Education

Te reo Māori

Ko te reo te manawapou o te iwi

Mā te körero

Te reo e ora ai

te ora o te reo

Ka rangatira


Language is the essence of culture. Te reo Māori, within Aotearoa New Zealand, is the vehicle through which Māori culture, spirituality and views are expressed. Through te reo, Māori learners can affirm their identities and access te Ao Māori and Māori world views.

‘Ko te reo te mauri o te mana

the language is the core of our Māori culture’.

- Sir James Henare

As an official language and taonga of Aotearoa, te reo Māori offers unique academic, cultural, educational, economic, social, and linguistic benefits for all New Zealanders. This vibrant language supports the development and celebration of our national identity, enhances the mana whenua of our indigenous people and contributes to a creative and successful economy. International research shows definite benefits of speaking more than one language. These benefits include the ability to think more creatively and laterally, an appreciation of differing world views, a stronger sense of self and cultural identity, and an enhanced ability to participate in more than one culture.

All Māori language learning opportunities, including learning te reo Māori in English-medium schools and tertiary settings, contribute to these outcomes.


http://www.minedu.govt.nz/~/media/MinEdu/Files/TheMinistry/KaHikitia/English/KaHikitia2009PartTwo.pdf
Curriculum Links:
VISION - Our vision is for young people:

• Who will work to create an Aotearoa in which Māori and Pakeha recognise each other as full Treaty partners, and in which all cultures are valued for the contributions they bring; (p.8)


PRINCIPALS - Foundations of curriculum decision making:

  • The curriculum acknowledges the principles of the Treaty of Waitangi and the bicultural foundations of

Aotearoa. All students have the opportunity to acquire knowledge of te reo Māori me ona Tikanga.

  • The curriculum reflects New Zealand’s cultural diversity and values the histories and traditions of all its people.

  • The curriculum is non-sexist, non-racist, and non-discriminatory; it ensures that students’ identities,

languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed. (p.9)
VALUES - To be encouraged, modelled, and explored: Students will be encouraged to value diversity, as found in our different cultures, languages, and heritages; (p.10)
Key Competencies - Capabilities for living and lifelong learning:

  • Using language, symbols, and texts

Using language, symbols, and texts is about working with and making meaning of the codes in which

knowledge is expressed. Languages and symbols are systems for representing and communicating

information, experiences, and ideas. (p.12)
OFFICIAL LANGUAGES:

Te reo Māori is indigenous to Aotearoa. 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 Maori, 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.



Ko te reo Māori te kakahu o te whakaaro,

te huarahi i te ao turoa.

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 Māori help to secure its future as a living, dynamic, and rich language. 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 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’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.


Ko te manu e kai ana i te miro, nona te ngahere.

Ko te manu e kai ana i te matauranga, nona te ao.

Ko te reo te mauri o te mana Māori.

(p.12)
Professional Development


Staff will undertake professional development before school returns in 2013. The te reo programme that is being used is from Te Kete Ipurangi - He reo tupu, he reo ora. (http://hereoora.tki.org.nz/).

It has been selected as it is comprehensive, teacher friendly, progressive over curriculum levels, student based and as a direct response to what teachers have asked for. Units and resources will be put together ready for teachers to begin teaching from week 1, Term 1, 2013.


Teaching and Learning Guidelines
Classroom Culture / Classroom Programme:

  • The classroom environment will reflect the importance of te reo me ona tikanga Māori. Student and teachers thinking and work will be prominent and interactive. Student ownership will be evident.

  • Develop a culture of thinking and learning in your classroom. Students should be sharing their learning and discussing their wonderings and discoveries.

  • Students should be excited about learning – provide them with a vigorous, challenging and stimulating programme that is based on their interests and needs. Ensure their needs are made transparent to them.

  • Make it clear to the students ‘What’ they are learning and ‘Why’.

  • Encourage students to challenge each other.

  • Incorporate the Principles, Key Competencies and Values into your programme.

  • Ensure that all students are catered for i.e. ELL, Gifted and Talented, students with learning difficulties.

Frequency:

  • Te Reo Māori will be timetabled at least once a week but relevant links will be made to Literacy, Numeracy, Inquiry and other curriculum areas as appropriate.

  • Flexibility will be required when students are arranging visits and meetings with community experts.


2013 Focus:

  • Explicit teaching of te reo Māori using the ‘He reo tupu, he reo ora’ programme in each classroom. (It is progressive which enables the whole school to do the same unit each term. There are sufficient resources that comprise of eight complete units, with resources, to ensure a comprehensive two year cycle.)

  • Strengthening Whanau links within school and across student, parent, and wider community.


Resources

  • Kaumatua, whanau, community, Students, Whanau Advisory Group (WAG)

  • Ka Hikitia – Managing for success // Māori Education Strategy (2008 – 2012 updated 2009)

  • Tātaiako – Cultural competencies for Teachers of Māori learners

  • hereoora.tki.org.nz (He Reo Tupu, He Reo Ora)


(The Māori implementation plan is to be a working document. Regular self-review of our school wide Te reo me ona tikanga Māori programme will ensure it aligns with our values. The development of this document will be by way of collaboration between the school/ teachers and the community/ whanau)


Share with your friends:




The database is protected by copyright ©essaydocs.org 2020
send message

    Main page