1. Ka Hikitia
and
Tataiako

2. Tenei ka hikitia ka hapainga
Ki to tihi o te rangi
I hakea ai e Tane kia riro mai ai
Ko te whakaaronui, ko te wananga
Tenei ka hikitia, tenei ka hapainga
Ki te koha nui mou, mo te tangata
He matauranga a eke
He manaakitanga ka tau
Tenei ka hikitia, tenei ka hapainga
Te kete nui o to ako
Tikina, harahia ki to motu
Hei oranga mou, hei oranga mo tatou
Ki to aoturoa
Haramai te toki, haumi e!
Hui e! Taiki e!
Be uplifted and raised on high
To the heavens above
Where Tane sought and received
Understanding and knowledge
Be uplifted and raised on high
This gift is presented thus
‘Tis knowledge to help achieve
And care for the future
Be uplifted and raised on high
This kit of learning
Take it and spread the good word throughout
the land
For what will be of benefit for one will benefit
the many
In the days ahead…

3. Ka Hikitia
Step Up
Be uplifted

4. Research Poor pronunciation
 Deficit thinking
 A busy timetable
 Inadvertant Teacher racism
 Low T-expectation
 Low whanau involvement

5. Tataiako

6.  Wananga
 Whanaungatanga
 Manaakitanga
 Tangata whenuatanga
 Ako

7. 11, 22, 33, 44, 55:
66: Take RTC 1 & 8
77: Take RTC 3 & 12
 E/one has to be able to say
the name of the competency.
 Find one Vision or Value this
competency can be linked to.
 Give an example of how this
could be taught to a class.
 Match with a cultural
competency.
 Match with a V & V.
 Say why there is a
match.
 Give examples that
we can use.

8. Schools welcomed the opportunity to be self- reflective.
Each school could identify the whanau.
Concerns were raised on how to engage with Maori
parents.
Schools felt that student voice wasn’t being heard.

9.  Report: Accelerating the Progress of our Priority Learners (Maori, Pasifika, students
from low income families who are not achieving at or above the Nat Std), published
in May 2013.
 Only 23% of schools demonstrated practices that were going to be effective enough
to catch up with peers.
 Schools with highly effective practices are those where all contributed – teachers,
leaders, child, family, rather than the teacher working in isolation with the child.

10. To what extent am I
focussed on accelerating
the progress of Maori
learners?

11. Make decisions about how often priority learners need T time.
Have a belief that the system has to fit the child, not the child fit the
system.
Have a belief that the progress of Maori learners is a collective
responsibility. (as well as a collective celebration)