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Exploring the resources to learn more about expectations that contribute to realising Māori student potential

Content on this theme is addressed directly in Te Mana Kōrero 1, but it is also implied across Te Mana Kōrero 2, Te Mana Kōrero 3, and the Taihape Area School Case Study. Think about the teaching and learning sequences you observe in all these resources and reflect on whether they suggest that teachers have high expectations for achievement by their Māori students. Expectations should reflect what The New Zealand Curriculum and related documents, especially the reading and writing standards (Ministry of Education, 2009), and the mathematics standards for years 1–8 (Ministry of Education, 2009), say that students in each year group should be achieving. Also think about how teachers communicate their expectations for achievement to their students.

School leaders and teachers can explore issues relating to expectations for achievement (especially through Te Mana Kōrero 1) and what developing and communicating them looks like in action. They can also reflect on how teachers’ expectations for achievement affect student learning. This will help them inquire into the nature of the achievement expectations they have for their Māori students.

It is imperative that school leaders and teachers explore the expectations they have for Māori student achievement. Consider the perception of the senior student in the Te Kotahitanga video about the educational potential for Māori students: “When you’re a Māori student, as sad as it sounds, expectations for you to fail are very very high.”


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