To step up! To lift up!
Quick look at what it  means to be Maori. <ul><li>http://www.slideshare.net/aurerenz/maori-identity </li></ul><ul><li>Hist...
What does this mean? <ul><li>Recognising the potential of every Māori student  </li></ul><ul><li>Acknowledging that being ...
What challenges exist? <ul><li>14-18 year olds have disengaged from the Education System, most of these are Maori (Stuart ...
How can we tackle the issues? <ul><li>Less focus on... More focus on... </li></ul><ul><li>Remedying deficit Realising pote...
Action plan for teachers:   Increase the effectiveness of teaching and learning for Māori students in years 9 and 10. <ul>...
Action plan for principals:   take responsibility for Māori students’ presence, engagement and achievement.  <ul><li>Allow...
Action plan for B.O.T.   make decisions about future education pathways.  <ul><li>Be aware of career agencies that support...
So what can we do? <ul><li>Maori students  need to be  engaged and active in School life.  Experiences such as sports, mus...
So what can we do? <ul><li>Teachers   make sure you are engaging in  professional development  that enables you to establi...
How can all teacher do this?   TERM ONE: GREETINGS (Social sciences:  people pass on and sustain culture and heritage for ...
How can all teacher do this?   TERM TWO: ANZACS (Social science:  people pass on and sustain culture and heritage for diff...
How can all teacher do this?   TERM THREE: LIFECYCLES - PLANTS (Investigating in Science: They will ask questions, find ev...
How can all teacher do this?   TERM FOUR: ROBOT TAKE OVER Understanding the visual arts in context   Investigate the purpo...
Where to from here? <ul><li>Look for every opportunity  to use Maori in order to reach out. </li></ul><ul><li>Use what you...
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Ka Hikitia

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Ka Hikitia

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  • There are many challenges for Maori in today’s society but we must be aware of these and their historical implications if we are to really understand. I was overwhelmed with Stuart Middleton’s presentation at the L@S conference, his explanation gave me a wider perspective of the issues that arise from cause and effect. Although there are a great deal of issues I feel that transition into High School is something that Intermediate Schools can do well when focused on. Identifying students who maybe well below the achievement standards and also students who have behavioural difficulties are easy to identify but what about those students who are middle of the road academically but not motivated? These are the ones we need to worry about and keep an eye on.
  • So if we have a problem, we need to have a solution!
  • Integrate the best evidence of what works for, and with, Māori students into all professional development programmes. Work with the New Zealand Teachers Council to set initial teacher education standards that increase effective teaching and learning for, and with, Māori students. Investigate the provision of language learning support for Māori students transferring from kura Māori to English-medium schooling. Undertake an analysis of the effectiveness of particular professional development programmes that show significant improvements in Māori student achievement and extend those programmes to all years 9 and 10 teachers in schools with high proportions of Māori students. Require all professional development evaluations to identify effectiveness of professional development in improving outcomes for, and with, Māori To support the best learning outcomes, educators require fluency in te reo Māori, as well as effective teaching strategies and knowledge.
  • Support professional leaders to take responsibility for Māori students’ presence, engagement and achievement. Implement the Kiwi Leadership for Principals programme, with a specific focus on improving Māori student presence, engagement and achievement. Focus professional leadership development on improving Māori student presence, engagement and achievement. Ensure better sharing of best practice by high-performing professional leaders who are improving Māori student presence, engagement and achievement. Strengthen school planning and reporting processes by increasing the expectation that schools will have an explicit focus on Māori student presence, engagement and achievement. Strengthen the National Administration Guidelines requiring all schools to set goals in their charters for improving Māori student presence, engagement and achievement.
  • Improve support for years 9 and 10 Māori students to make decisions about future education pathways. Collaborate with Career Services and other agencies to build on existing career decision-making work with Māori. Consider and pilot new approaches to support Māori students and their whānau to make decisions about future education choices. Evaluate the effectiveness of these approaches. Increase parental and whānau understanding of NCEA and the choices necessary for building useful qualifications.
  • What we ALL can do: Teachers are engaged in professional development that enables them to establish effective teaching and learning relationships with Māori students, which leads to improved student engagement, and achievement. Principals are leading and supporting professional development and can account for their school’s performance in lifting Māori student presence, engagement,and achievement. Māori students are at school, engaged, and active in school life. They are gaining stronger foundation literacy and numeracy competencies and higher-level qualifications. Years 9 and 10 Māori students and their whänau have the relevant information, tools, and support to identify their gifts and interests and to make sound decisions about future education choices. Māori student voices are contributing to school improvement practices.
  • Ka Hikitia

    1. 1. To step up! To lift up!
    2. 2. Quick look at what it means to be Maori. <ul><li>http://www.slideshare.net/aurerenz/maori-identity </li></ul><ul><li>Historical background. </li></ul>
    3. 3. What does this mean? <ul><li>Recognising the potential of every Māori student </li></ul><ul><li>Acknowledging that being Māori is an advantage </li></ul><ul><li>All Māori learners are inherently capable. </li></ul><ul><li>Taking a ‘personalising learning’ approach </li></ul><ul><li>Recognises that one size does not fit all. </li></ul>
    4. 4. What challenges exist? <ul><li>14-18 year olds have disengaged from the Education System, most of these are Maori (Stuart Middleton) </li></ul><ul><li>Maori students that are not engaged in the first two years of Secondary School are more likely to end up on truancy, suspension and expulsion rolls. </li></ul><ul><li>If we can engage Maori & Polynesian boys (in particular) at 12 years old they are more likely to succeed at Secondary School. </li></ul><ul><li>Transition to secondary school is important. </li></ul><ul><li>Māori children continued to be over-represented in lower literacy achievement levels </li></ul><ul><li>Nearly 40 per cent of Māori learners were leaving school before turning 17. </li></ul><ul><li>The participation rate of Māori in tertiary education is the low. </li></ul>
    5. 5. How can we tackle the issues? <ul><li>Less focus on... More focus on... </li></ul><ul><li>Remedying deficit Realising potential </li></ul><ul><li>Problems of dysfunction Identifying opportunity </li></ul><ul><li>Government intervention Investing in people </li></ul><ul><li>Targeting deficit Tailoring education to the learner </li></ul><ul><li>Maori as a minority Indigeneity and distinctiveness </li></ul><ul><li>Instructing and informing Collaborating and co-constructing </li></ul>
    6. 6. Action plan for teachers: Increase the effectiveness of teaching and learning for Māori students in years 9 and 10. <ul><li>Look for professional development programmes that show significant improvements in Māori student achievement. </li></ul><ul><li>Provide language learning support for Māori students – Use as much Te Reo as possible. </li></ul><ul><li> Effective teaching strategies and knowledge in Te Reo and tikanga. </li></ul>
    7. 7. Action plan for principals: take responsibility for Māori students’ presence, engagement and achievement. <ul><li>Allow teachers who are succeeding with Maori students to share their strategies and techniques. </li></ul><ul><li>Support professional leaders by resourcing and focussing on areas of importance. </li></ul><ul><li>Strengthen school planning and reporting processes by increasing the expectation that schools will have an explicit focus on Māori student presence, engagement and achievement. </li></ul><ul><li>Strengthen the NAGS requiring all schools to set goals in their charters for improving Māori student presence, engagement and achievement. </li></ul>
    8. 8. Action plan for B.O.T. make decisions about future education pathways. <ul><li>Be aware of career agencies that support Maori achievement and allow students access to these. </li></ul><ul><li>Assist whanau to make decisions about future educational choices </li></ul><ul><li>Help parents and whanau understand the process of NCEA and other testing in order to build student achievement. </li></ul>
    9. 9. So what can we do? <ul><li>Maori students need to be engaged and active in School life. Experiences such as sports, music and drama are essential in your teaching programme. I.C.T. will motivate students to build stronger foundations in numeracy and literacy and support the basic skills needed. Make sure Maori students have a voice and are contributing to school improvement practices that directly relate to their culture – gardening, arts and kapahaka. </li></ul><ul><li>Help Whanau to understand how their children are being taught and </li></ul><ul><li>how they can assist with that process . Also allow them to understand that their culture is important and included in the school programme. Whanau need to understand that their children’s gifts and interests will be supported by the wider community and are involved in the future choices of the school. </li></ul><ul><li>E.g. Many schools will not run a kapahaka if they do not have a teacher, so shouldn’t BOT’s look for this trait when hiring the next teacher? </li></ul>
    10. 10. So what can we do? <ul><li>Teachers make sure you are engaging in professional development that enables you to establish effective teaching and learning relationships with Māori students, which leads to improved student engagement, and achievement. If there is a gap fill it, if you cant then find someone who can help you. </li></ul><ul><li>Principals must lead and support professional development for all staff and account for their school’s performance in lifting Māori student presence, engagement,and achievement. Be honest – if it’s not working you need to change what you are doing. </li></ul><ul><li>BOT allow the whanau to be involved in decision making processes. This can be difficult as many find it hard to run Maori hui but get your local Marae involved as they are usually a strong support! </li></ul>
    11. 11. How can all teacher do this? TERM ONE: GREETINGS (Social sciences: people pass on and sustain culture and heritage for different reasons and this has consequences for people) Maori - W.A.L.T. ask and answer simple questions. I.C.T. - W.A.L.T. utilise photostory. TERM ONE: WHO AM I? (Social sciences: people pass on and sustain culture and heritage for different reasons and this has consequences for people) We choose to concerntrate on Pepeha Powhiri – Filming beginning of the year for Youtube Whakapapa – Photo collage of family tree
    12. 12. How can all teacher do this? TERM TWO: ANZACS (Social science: people pass on and sustain culture and heritage for different reasons and this has consequences for people) <ul><li>Maori battalion website </li></ul><ul><li>http://www.28maoribattalion.org.nz/ </li></ul><ul><li>ANZACs commemoration – Maori TV </li></ul><ul><li>http://www.maoritelevision.com/Default.aspx?tabid=224&progid=1617 </li></ul><ul><li>Maori battlion march to victory waiata - Youtube </li></ul><ul><li>http://www.youtube.com/watch?v=FX5q3f2Aqy8&feature=related </li></ul><ul><li>Photo collage using Google images </li></ul><ul><li>TERM TWO: SUSTAINABILITY (Home, school, community) </li></ul><ul><li>(Social science: Understand how exploration and innovation create opportunities and challenges for people, places, and environments. Understand that events have causes and effects.) </li></ul><ul><li>Community – We choose to concentrate on the Marae </li></ul><ul><li>Marae – Plan and outline - Google sketchup </li></ul><ul><li>Marae DIY – Maori TV </li></ul>
    13. 13. How can all teacher do this? TERM THREE: LIFECYCLES - PLANTS (Investigating in Science: They will ask questions, find evidence, and carry out appropriate investigations to develop simple explanations.) <ul><li>We choose to concentrate on Matariki. </li></ul><ul><li>Matariki – science website </li></ul><ul><li>www.tki.org.nz/r/wick_ed/matariki/index.php </li></ul><ul><li>Sustainability and gardening by the moon </li></ul><ul><li>www.tki.org.nz/r/wick_ed/matariki/index.php </li></ul><ul><li>Student explanation of Matariki – teachertube. </li></ul><ul><li>http://www.teachertube.com/viewVideo.php?video_id=3031 </li></ul><ul><li>Arataki for medicinal plants. </li></ul><ul><li>Photo collage for planting a garden using a flow chart. </li></ul>
    14. 14. How can all teacher do this? TERM FOUR: ROBOT TAKE OVER Understanding the visual arts in context Investigate the purpose of images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued. <ul><li>We choose to concentrate on Maori technology. </li></ul><ul><li>Maori technology - Auckland museum </li></ul><ul><li>http://www.aucklandmuseum.com/?t=68 </li></ul><ul><li>Maori cooking – Maori TV </li></ul><ul><li> http://www.maoritelevision.com/Default.aspx?tabid=224&progid=1762 </li></ul><ul><li>http://www.natasha.aupouri.com/other/hangi.html </li></ul><ul><li>Maori innovation in “Ta moko” – Website and speaker. </li></ul><ul><li>http://www.tahaa.co.nz/index.php?option=com_content&view=article&id=14&Itemid=29 </li></ul>
    15. 15. Where to from here? <ul><li>Look for every opportunity to use Maori in order to reach out. </li></ul><ul><li>Use what you have – any contacts that allows you to access the Maori community in order to help your achieve your goal – is a great contact! </li></ul><ul><li>If you haven’t got it, get it! People, resources and equipment! </li></ul><ul><li>http://www.youtube.com/watch?v=i6BZDSRhkmQ </li></ul><ul><li>Hinemoa’s story </li></ul>

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