language_and_culture

Te Reo Matatini is a planning document which seeks to expand the concept of Māori language literacy beyond words, reading and writing.

Te Marautanga o Aotearoa is the Māori medium curriculum, which outlines what students will learn through the medium of Māori language. The curriculum is founded on the Treaty of Waitangi, and is expressed through the vision of students achieving their full potential.

Principal Anne Brokenshire and facilitator Kylie Coulbeck reflect on what is now more evident as a result of the professional learning that staff have undertaken.

Mason Durie speaks of that body of knowledge unique to Aotearoa that we are yet to fully appreciate and utilise within our educational system. (Extract from ‘Te Mana Kōrero: Relationships for Learning’, 2007).

Culturally responsive learning contexts are those where the learner can bring their own experiences into the classroom context. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

Research shows that bringing cultural context into the curriculum affirms the students identity, and validates their cultural knowledge and knowledge of their whānau. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

The innovative use of ICT can be used to enhance professional development. Pakaraka School has created an environment where everyone is a learner. It uses ICT to capture the weekly lesson of a visiting teacher of Te Reo Māori. (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

Developing an inclusive curriculum. At Rotorua Lakes and Greymouth High Schools, student and whānau knowledge is validated through its introduction into the context for learning. (Extract from ‘Te Mana Kōrero: Strengthening Professional Practice’, 2005).

Rotorua Lakes High School and neighbouring Mokoia Intermediate have established a collaborative learning community where they share professional development opportunities. The process of developing better relationships with students began with asking the students what the issues were. (Extract from ‘Te ManaKōrero: Strengthening Professional Practice’, 2005).

At Ruawai Primary School and Kapiti College, whānau knowledge is valued as teachers construct contexts for learning that reflect the cultural significance and history of their location.