EVALUATION INDICATORS for Education Reviews in Te Aho Matua Kura Kaupapa Māori

Education Review Office Te Rūnanga Nui O Ngā Kura Kaupapa Māori O Aotearoa

Ko te Tamaiti te Putake o te Kaupapa The Child – the Heart of the Matter

Published by the Education Review Office, New Zealand, April 2014www.ero.govt.nz

ISBN 978-0-478-43808-6 (Pbk)ISBN 978-0-478-43809-3 (MS Word)ISBN 978-0-478-43810-9 (pdf )ISBN 978-0-478-43811-6 (html)Crown copyright© 2014

Except for the Education Review Office’s logo, this copyright work is licensed under Creative Commons

Attribution 3.0 New Zealand licence. In essence, you are free to copy, distribute and adapt the work,

as long as you attribute the work to the Education Review Office and abide by the other licence terms.

In your attribution, use the wording ‘Education Review Office’, not the Education Review Office logo or

the New Zealand Government logo.

Page 1 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

kohanga reo

Contents

Mihi 2

Foreword 3

Te aho MaTua indicaTors 4

Wāhanga 4

Te Tino uaraTanga 5

wĀhanga 6

Te Ira Tangata 6

Te Reo Māori 6

Ngā Iwi 6

Te Ao 7

Āhuatanga Ako 7

Te wĀhanga FraMework – indicaTor Tables 8

Te Ira Tangata 8

Te Reo 14

Ngā Iwi 20

Te Ao 23

Āhuatanga Ako 26

Page 2 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

Mihi“Ko te kai a te rangatira ko te kōrero”

E aku rangatira, tēnā koutou katoa. Tēnā koutou i roto i ngā āhuatanga o te wā. E tika ana kia mihi atu ki a rātou kua hoki ki tua o te ārai. Haere hoki atu rā ki te kāinga tūturu ki reira koutou okioki ai, ki reira koutou tohutohu mai ki a mātou ngā waihotanga iho. Otirā, ko koutou te hunga wairua ki a koutou, ko tātou te hunga ora ki a tātou. He mihi nui tēnei ki ngā pou ārahi katoa e para i te huarahi kia tutuki pai tēnei kaupapa, tēnei tukanga hou mā ngā kura kaupapa Māori Te Aho Matua, puta noa i Aotearoa.

He tukanga tuku mana ki te whānau.

He tukanga whai mana mā te whānau.

Ko te aro-nui o te tukanga nei kia tupu ora tonu o tātou kura puta noa, kia tūtuki ngā tino uaratanga o Te Aho Matua mā ō tātou uri whakatipu. No reira, mē tātou tēnei e hāpai, e tautoko, e whakatinana. Mauri ora!

Page 3 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

ForewordSince 2001, the Education Review Office (ERO) has worked closely with Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa (Te Rūnanga Nui) to develop and monitor a specialist review methodology for Te Aho Matua kura kaupapa Māori.

Te Rūnanga Nui and ERO are committed to ensuring that the methodology reflects the principles of Te Aho Matua and is consistent with ERO’s wider evaluative practice. At the heart of this methodology are five principles:

• External review is based on internal review of kura• The review process is based on dialogue• Evaluative criteria are based on the principles of Te Aho Matua• There is an understanding of the nature of Māori language (within the kura) within the context

of Māori efforts to revitalise and regenerate the Māori language• There is an understanding that the curriculum development process is occurring within the

context of kura kaupapa Māori efforts to re-establish mātauranga Māori (Māori knowledge) and tikanga Māori (Māori practices).

While these five principles continue to underpin the methodology, there have been changes to the content to reflect different evaluation approaches and to ensure that the methodology adequately reflects the needs of Te Aho Matua kura kaupapa Māori.

Over the past 12 years, Te Rūnanga Nui and ERO have met regularly to discuss and refine the methodology. In 2006, the methodology underwent a significant review and was amended in the interests of improvement and accountability. This review was a collaborative process that enabled the methodology to evolve alongside ERO’s review methodology for mainstream schools.

ERO has since worked closely with Te Rūnanga Nui to further update the Framework for Review and Evaluation in Te Aho Matua Kura Kaupapa Māori. The result is a robust methodology that accommodates the interests of all parties concerned. The Evaluation Indicators for Reviews in Te Aho Matua Kura Kaupapa Māori sit alongside this framework and provides a useful resource for review officers and kura.

We are delighted to publish the latest methodology and trust that Te Aho Matua Kura Kaupapa Māori will find it a useful evaluation process.

Education Review Office Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa

Page 4 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

Te Ira Tangata Te Reo Ngaā Iwi Te Ao Āhuatanga Ako

TE TINO UARATANGA

Wāhanga The diagrams on the following pages show the inter-relationships between Te Aho Matua wāhanga.

Te Tino Uaratanga in this document is the section of Te Aho Matua that sets out the English interpretation of the long term outcomes for students.

The visual representation, using colour, denotes how each of the other five wāhanga links to Te Tino Uaratanga. Depicting the wāhanga in this way shows the clear links between the indicators and the long-term outcomes defined in Te Tino Uaratanga.

Each wāhanga includes an overarching statement focused on student outcomes that acts as an introduction. This statement represents a summation of the indicators that follow. The colour is a visual representation of how each wāhanga links to the long term outcomes defined in Te Tino Uaratanga.

Te Wāhanga Framework (the indicator tables) acknowledges the diversity of Te Aho Matua Kura Kaupapa Māori. It recognises culturally specific features and acknowledges the importance of qualitative data in this education environment. ERO recognises the value of observable behaviour and whānau practice.

Each Wāhanga has a group of indicators. Each indicator is supported by a rationale that provides an insight into the overall content. This is followed by examples of some of the observable student behaviour and whānau/staff practices and beliefs that contribute to each indicator and influence it. Research and theory that provide the foundation for key ideas, beliefs and practices are listed.

The focus is on the student, the desired outcomes from Te Aho Matua, and the whānau practices and beliefs that contribute to these outcomes.

Te Aho Matua Evaluation Indicators

Page 5 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

1 Eng

lish

inte

rpre

tatio

n of

Te

Aho

Mat

ua lo

nger

term

out

com

es –

Kat

erin

a M

atai

ra.

TE

TIN

O U

ARA

TAN

GA

1 (LO

NG

TER

M O

UTC

OM

ES)

Stud

ents

hav

e fr

ee, o

pen

and

inqu

iring

min

ds.

Stud

ents

ass

imila

te th

e fr

uits

of l

earn

ing

into

the

deep

er re

cess

es o

f con

scio

usne

ss

whe

re k

now

ing

refr

eshe

s the

spiri

t.

Stud

ents

are

ale

rt to

eve

ry a

rea

of k

now

ledg

e th

at th

ey c

hoos

e to

pur

sue

in th

eir l

ives

.St

uden

ts h

ave

self-

este

em, s

elf-c

onfid

ence

, sel

f-disc

iplin

e an

d w

ell-d

evel

oped

qu

aliti

es o

f lea

ders

hip.

Stud

ents

are

com

pete

nt th

inke

rs, l

isten

ers,

spea

kers

, rea

ders

and

writ

ers i

n bo

th

Māo

ri an

d En

glish

.St

uden

ts v

alue

thei

r ind

epen

denc

e an

d se

lf-de

term

inat

ion

in se

tting

per

sona

l goa

ls an

d ac

hiev

ing

them

.

Stud

ents

adv

ance

thei

r ind

ivid

ual t

alen

ts to

the

high

est l

evel

s of a

chie

vem

ent.

Stud

ents

del

ight

in u

sing

thei

r cre

ativ

e ta

lent

s in

all f

eats

of e

ndea

vour

.

Stud

ents

are

rece

ptiv

e to

and

hav

e a

grea

t cap

acity

for a

roha

, for

joy

and

for l

augh

ter.

Stud

ents

radi

ate

the

joy

of li

ving

.

Stud

ents

are

true

and

faith

ful t

o th

eir o

wn

sens

e of

per

sona

l int

egrit

y w

hile

bei

ng

carin

g, c

onsid

erat

e, an

d co

-ope

rativ

e w

ith o

ther

s. St

uden

ts d

ispla

y ph

ysic

al a

nd sp

iritu

al w

ellb

eing

thro

ugh

the

harm

onio

us a

lignm

ent

of b

ody,

min

d an

d sp

irit.

Stud

ents

are

secu

re in

the

know

ledg

e of

thei

r anc

estr

al li

nks t

o th

e di

vine

sour

ce o

f al

l hum

anity

.St

uden

ts a

re h

igh

achi

ever

s who

exe

mpl

ify th

e ho

pes a

nd a

spira

tions

of t

heir

peop

le.

Te T

ino

Uar

atan

ga

Page 6 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

Wāh

anga

TE IR

A TA

NG

ATA

The

stud

ent d

evel

ops

phys

ical

, spi

ritua

l and

em

otio

nal w

ellb

eing

, an

awar

enes

s of

his

or h

er in

divi

dual

un

ique

ness

and

kno

wle

dge

and

resp

ect f

or h

im o

r her

self

and

othe

rs

The

stude

nt is

ent

husia

stic

abo

ut le

arni

ng in

a n

urtu

ring

envi

ronm

ent b

ased

on

trad

ition

al M

āori

valu

es, b

elie

fs a

nd c

once

pts.

The

stude

nt v

alue

s his

or h

er id

entit

y, is

self-

conf

iden

t and

disp

lays

pos

itive

self-

este

em.

The

stude

nt is

phy

sical

ly, sp

iritu

ally

and

em

otio

nally

con

fiden

t.

The

stude

nt a

ccep

ts a

nd re

spec

ts g

ende

r diff

eren

ce.

The

stude

nt is

car

ing,

con

sider

ate

and

coop

erat

ive.

The

stude

nt is

focu

sed

on a

nd a

ccep

ts re

spon

sibili

ty fo

r lea

rnin

g.

TE R

EO M

ĀORI

The

stud

ent i

s a

com

pete

nt th

inke

r, sp

eake

r, re

ader

and

writ

er in

bot

h M

āori

and

Engl

ish

The

stude

nt is

imm

erse

d in

te re

o m

e ng

ā tik

anga

Māo

ri.

The

stude

nt a

cqui

res s

kills

for e

ffect

ive

com

mun

icat

ion

in te

reo

Māo

ri.

The

stude

nt e

ngag

es w

ith te

reo

Māo

ri th

roug

hout

the

lear

ning

pro

gram

me.

The

stude

nt sp

eaks

te re

o M

āori

fluen

tly a

nd c

onfid

ently

exp

lore

s lan

guag

e.

The

stude

nt a

cqui

res s

kills

for e

ffect

ive

com

mun

icat

ion

in E

nglis

h.

The

stude

nt a

cqui

res s

kills

for e

ffect

ive

com

mun

icat

ion

in o

ther

lang

uage

s.

NG

Ā IW

I

The

stud

ent i

s se

cure

in th

e kn

owle

dge

of a

nces

tral

link

s an

d th

e ho

pes

and

aspi

ratio

ns o

f whā

nau,

hap

ū an

d iw

i

The

stude

nt e

xhib

its p

erso

nal p

ride

in th

eir w

hāna

u, iw

i and

hap

ū.

The

stude

nt a

ckno

wle

dges

the

impo

rtan

ce a

ttach

ed to

diff

eren

t rol

es a

nd re

spon

sibili

ties.

The

stude

nt d

emon

stra

tes e

ffect

ive

rela

tions

hips

with

oth

ers.

Page 7 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

Wāh

anga

TE IR

A TA

NG

ATA

The

stud

ent d

evel

ops

phys

ical

, spi

ritua

l and

em

otio

nal w

ellb

eing

, an

awar

enes

s of

his

or h

er in

divi

dual

un

ique

ness

and

kno

wle

dge

and

resp

ect f

or h

im o

r her

self

and

othe

rs

The

stude

nt is

ent

husia

stic

abo

ut le

arni

ng in

a n

urtu

ring

envi

ronm

ent b

ased

on

trad

ition

al M

āori

valu

es, b

elie

fs a

nd c

once

pts.

The

stude

nt v

alue

s his

or h

er id

entit

y, is

self-

conf

iden

t and

disp

lays

pos

itive

self-

este

em.

The

stude

nt is

phy

sical

ly, sp

iritu

ally

and

em

otio

nally

con

fiden

t.

The

stude

nt a

ccep

ts a

nd re

spec

ts g

ende

r diff

eren

ce.

The

stude

nt is

car

ing,

con

sider

ate

and

coop

erat

ive.

The

stude

nt is

focu

sed

on a

nd a

ccep

ts re

spon

sibili

ty fo

r lea

rnin

g.

TE R

EO M

ĀORI

The

stud

ent i

s a

com

pete

nt th

inke

r, sp

eake

r, re

ader

and

writ

er in

bot

h M

āori

and

Engl

ish

The

stude

nt is

imm

erse

d in

te re

o m

e ng

ā tik

anga

Māo

ri.

The

stude

nt a

cqui

res s

kills

for e

ffect

ive

com

mun

icat

ion

in te

reo

Māo

ri.

The

stude

nt e

ngag

es w

ith te

reo

Māo

ri th

roug

hout

the

lear

ning

pro

gram

me.

The

stude

nt sp

eaks

te re

o M

āori

fluen

tly a

nd c

onfid

ently

exp

lore

s lan

guag

e.

The

stude

nt a

cqui

res s

kills

for e

ffect

ive

com

mun

icat

ion

in E

nglis

h.

The

stude

nt a

cqui

res s

kills

for e

ffect

ive

com

mun

icat

ion

in o

ther

lang

uage

s.

NG

Ā IW

I

The

stud

ent i

s se

cure

in th

e kn

owle

dge

of a

nces

tral

link

s an

d th

e ho

pes

and

aspi

ratio

ns o

f whā

nau,

hap

ū an

d iw

i

The

stude

nt e

xhib

its p

erso

nal p

ride

in th

eir w

hāna

u, iw

i and

hap

ū.

The

stude

nt a

ckno

wle

dges

the

impo

rtan

ce a

ttach

ed to

diff

eren

t rol

es a

nd re

spon

sibili

ties.

The

stude

nt d

emon

stra

tes e

ffect

ive

rela

tions

hips

with

oth

ers.

Wāh

anga

TE A

O

The

stud

ent u

nder

stan

ds th

e co

ntem

pora

ry a

nd tr

aditi

onal

vie

ws

of te

ao

Māo

ri, th

e w

ider

wor

ld a

nd th

e ph

ysic

al a

nd n

atur

al w

orld

s

The

stude

nt a

ckno

wle

dges

his

or h

er p

lace

in th

e M

āori

wor

ld, t

he w

ider

wor

ld.

The

stude

nt a

ckno

wle

dges

the

com

plex

ity o

f the

nat

ural

and

phy

sical

wor

ld.

The

stude

nt a

ctiv

ely

inve

stig

ates

and

exp

lore

s the

Māo

ri w

orld

and

the

wid

er w

orld

.

ĀH

UAT

AN

GA

AKO

The

stud

ent i

s in

telle

ctua

lly s

timul

ated

in a

n en

viro

nmen

t con

duci

ve to

lear

ning

The

stude

nt is

act

ivel

y en

gage

d in

lear

ning

.

The

stude

nt’s

lear

ning

nee

ds a

re m

et.

The

stude

nt is

a c

onfid

ent l

earn

er.

Page 8

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE IR

A TA

NG

ATA

The

stud

ent d

evel

ops

phys

ical

, spi

ritua

l and

em

otio

nal w

ellb

eing

, an

awar

enes

s of

his

or h

er in

divi

dual

uni

quen

ess

an

d kn

owle

dge

and

resp

ect f

or h

im o

r her

self

and

othe

rs

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent i

s en

thus

iast

ic

abou

t lea

rnin

g in

a

nurt

urin

g

envi

ronm

ent

base

d on

tr

aditi

onal

Māo

ri va

lues

bel

iefs

an

d co

ncep

ts.

An

envi

ronm

ent

base

d in

Māo

ri tr

aditi

onal

val

ues,

belie

fs a

nd c

once

pts

prov

ides

a st

rong

fo

unda

tion

for t

he

lear

ner.

•St

uden

ts d

iscus

s the

lear

ning

en

viro

nmen

t.•

Stud

ents

con

trib

ute

crea

tivel

y to

the

desig

n of

the

envi

ronm

ent.

•St

uden

ts p

artic

ipat

e in

an

envi

ronm

ent

whe

re c

once

pts o

f wai

rua,

mau

ri, ta

pu,

ihom

atua

and

man

a ar

e re

flect

ed.

•St

uden

ts a

pply

thei

r kno

wle

dge

of

wai

rua,

mau

ri, ta

pu, i

hom

atua

and

m

ana

to e

very

day

situa

tions

.•

Stud

ents

par

ticip

ate

in a

ctiv

ities

that

re

flect

tika

nga

prac

tices

and

val

ues.

•St

uden

ts le

arn

a ra

nge

of k

arak

ia a

nd

wha

kata

ukī.

•St

uden

ts u

se k

arak

ia a

nd w

haka

tauk

ī.•

Stud

ents

disc

uss t

heir

idea

s with

co

mm

unity

mem

bers

.•

Stud

ents

ana

lyse

and

mak

e us

e of

the

info

rmat

ion

shar

ed b

y th

e co

mm

unity

.•

Stud

ents

are

invo

lved

and

par

ticip

ate

in

Te A

ho M

atua

wān

anga

.•

Stud

ents

disc

uss t

he k

aupa

pa o

f the

ku

ra.

•St

uden

ts v

alue

the

invo

lvem

ent o

f w

hāna

u.•

Stud

ents

val

ue th

e co

ntrib

utio

ns m

ade

by o

ther

s.•

Stud

ents

are

aw

are

that

who

they

are

in

fluen

ces t

he d

evel

opm

ent o

f the

le

arni

ng p

rogr

amm

e.•

Stud

ents

hav

e op

port

uniti

es to

wor

k in

depe

nden

tly, w

ith p

eers

, with

tein

a,

tuak

ana

and

in g

roup

s, an

d do

so.

•St

uden

ts d

ispla

y en

thus

iasm

for

lear

ning

.•

Stud

ents

app

ear h

appy

in th

e le

arni

ng

envi

ronm

ent.

•St

uden

ts c

are

for o

ther

s.

•W

hāna

u di

scus

s the

lear

ning

en

viro

nmen

t. •

They

disc

uss t

he v

alue

of a

nur

turin

g en

viro

nmen

t.•

They

mak

e in

form

ed d

ecisi

ons a

bout

th

e le

arni

ng e

nviro

nmen

t.•

Whā

nau

ensu

re th

at th

e co

ncep

ts o

f: -

Wai

rua

-M

auri

- Ta

pu -

Ihom

atua

-

Man

aar

e re

flect

ed in

the

kura

env

ironm

ent.

•Th

ey e

nsur

e th

at ti

kang

a pr

actic

es a

nd

valu

es a

re re

flect

ed in

the

curr

icul

um,

in p

lann

ing

and

lear

ning

pro

gram

mes

.•

Whā

nau

use

know

ledg

e an

d sk

ills f

rom

th

eir o

wn

com

mun

ity.

•Th

ey u

se c

omm

unity

kno

wle

dge

and

skill

s to

enha

nce

the

lear

ning

pr

ogra

mm

e.•

They

are

invo

lved

in T

e A

ho M

atua

w

ānan

ga a

nd d

iscus

s the

kur

a ka

upap

a.•

They

are

cle

ar a

bout

Te

Aho

Mat

ua a

nd

thei

r kur

a ka

upap

a.•

They

val

ue th

e co

ntrib

utio

ns m

ade

by

othe

rs.

•W

hāna

u co

mbi

ne th

eir k

now

ledg

e of

stu

dent

s, le

arni

ng, t

ikan

ga a

nd T

e A

ho

Mat

ua to

pro

vide

a re

spon

sive

lear

ning

en

viro

nmen

t.•

They

pro

vide

a st

uden

t-cen

tred

le

arni

ng e

nviro

nmen

t.•

They

focu

s on

both

indi

vidu

al a

nd

colle

ctiv

e ne

eds o

f stu

dent

s.•

They

pro

vide

a c

arin

g an

d su

ppor

tive

lear

ning

env

ironm

ent.

•Th

ey d

ispla

y ca

re a

nd c

once

rn fo

r stu

dent

s and

oth

ers.

Bish

op a

nd B

erry

man

(200

6) fo

und

that

th

e qu

ality

of e

duca

tiona

l rel

atio

nshi

ps

wer

e th

e m

ost i

nflu

entia

l fac

tor a

ffect

ing

Māo

ri stu

dent

s’ ed

ucat

iona

l ach

ieve

men

t.

Educ

atio

nal s

ucce

ss is

bes

t ach

ieve

d w

hen

the

scho

ol p

hilo

soph

y, st

ruct

ures

and

sy

stem

s ref

lect

the

cultu

ral c

apita

l of t

he

stude

nts.

(Bou

rdie

u in

Brim

i, 20

05.)

Bish

op, B

erry

man

and

Ric

hard

son

(200

2)

foun

d th

at e

ffect

ive

teac

hers

cre

ate

cultu

rally

app

ropr

iate

and

resp

onsiv

e co

ntex

ts fo

r lea

rnin

g by

cre

atin

g ca

ring

rela

tions

hips

, for

thei

r stu

dent

s and

thei

r w

hāna

u, b

y en

cour

agin

g stu

dent

s to

care

for a

nd re

spec

t one

ano

ther

, and

by

allo

win

g th

e pr

inci

ples

of w

hāna

u to

gui

de

thei

r pra

ctic

es.

Fulc

her (

2001

) arg

ues t

hat t

o en

sure

th

e cu

ltura

l saf

ety

of M

āori

child

ren

the

impo

rtan

ce o

f wai

rua

mus

t be

ackn

owle

dged

, as w

ithou

t it,

one

coul

d no

t af

firm

a tr

ue se

nse

of id

entit

y.

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

Page 9 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE IR

A TA

NG

ATA

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

valu

es h

is o

r he

r ide

ntity

, is

confi

dent

and

di

spla

ys p

ositi

ve

self-

este

em.

•A

sens

e of

iden

tity

cont

ribut

es

tow

ards

the

stude

nt’s:

-un

ders

tand

ing

of h

is or

her

pl

ace

in th

e w

hāna

u -

unde

rsta

ndin

g of

his

or h

er

plac

e in

the

loca

l and

wid

er

com

mun

ities

-re

spec

t for

self

and

othe

rs -

his o

r her

in

divi

dual

self

este

em.

•St

uden

ts k

now

and

shar

e th

eir o

wn

wha

kapa

pa.

•St

uden

ts u

se k

arak

ia, w

aiat

a an

d m

otea

tea

to e

nhan

ce th

eir k

now

ledg

e of

th

eir w

hāna

u, h

apū

and

iwi.

•St

uden

ts p

artic

ipat

e in

a ra

nge

of

expe

rienc

es to

lear

n ab

out t

hem

selv

es

and

thei

r whā

nau.

•St

uden

ts sh

are

lear

ning

abo

ut

them

selv

es w

ith th

eir p

eers

, whā

nau

and

kaum

ātua

.•

Stud

ents

are

exp

osed

to w

hāna

u, h

apū

and

iwi d

iffer

ence

s.•

Stud

ents

lear

n ab

out t

anga

ta ro

ngon

ui

from

with

in th

e w

hāna

u, h

apū

and

iwi.

•St

uden

ts a

re a

war

e of

thei

r ind

ivid

ual

and

colle

ctiv

e m

ana.

•St

uden

ts h

onou

r and

resp

ect

them

selv

es, w

hāna

u an

d ot

hers

.•

Stud

ents

par

ticip

ate

conf

iden

tly.

•St

uden

ts a

ckno

wle

dge

thei

r ind

ivid

ual

stre

ngth

s and

wea

knes

ses.

•St

uden

ts a

ckno

wle

dge

thei

r nat

ural

ta

lent

.•

Stud

ents

disp

lay

pers

onal

prid

e in

thei

r ac

hiev

emen

ts.

•St

uden

ts a

ckno

wle

dge

thei

r cre

ativ

e ab

ilitie

s.•

Stud

ents

ack

now

ledg

e th

at so

me

of th

eir

indi

vidu

al a

ttrib

utes

com

e fr

om o

ther

w

hāna

u m

embe

rs.

•St

uden

ts d

emon

stra

te c

onfid

ence

th

roug

h th

eir c

reat

ivity

.

•W

hāna

u kn

ow a

nd sh

are

thei

r hap

ū an

d iw

i diff

eren

ces.

•Th

ey u

se iw

i kno

wle

dge

to in

form

the

cont

ent o

f the

lear

ning

pro

gram

me.

•Th

ey k

now

and

shar

e th

e lo

cal h

apū

and

iwi a

nd u

se th

is kn

owle

dge

to

info

rm p

rogr

amm

e co

nten

t.•

They

kno

w w

ho th

ey a

re a

nd sh

are

this

know

ledg

e w

ith st

uden

ts.

•W

hāna

u be

com

e fa

mili

ar w

ith o

ther

w

hāna

u, th

eir h

apū

and

iwi a

ffilia

tions

.•

They

kno

w a

nd u

se d

iffer

ent i

wi

lang

uage

stru

ctur

es, k

arak

ia, m

otea

tea

and

wai

ata

in th

e pr

ogra

mm

e co

nten

t.•

They

act

ivel

y pu

rsue

kno

wle

dge

of

them

selv

es.

•Th

ey in

trod

uce

stude

nts t

o ta

ngat

a ro

ngon

ui fr

om w

ithin

the

whā

nau,

ha

pū a

nd iw

i.•

Kau

māt

ua a

nd o

ther

whā

nau

are

pres

ent d

urin

g di

ffere

nt le

arni

ng

expe

rienc

es.

•Th

ey m

odel

that

they

val

ue in

divi

dual

an

d co

llect

ive

skill

s and

attr

ibut

es.

•Th

ey p

rovi

de o

ppor

tuni

ties f

or st

uden

ts

to le

arn

abou

t the

indi

vidu

al a

nd

colle

ctiv

e sk

ills a

nd a

ttrib

utes

of o

ther

s.•

Whā

nau

know

them

selv

es a

nd o

ther

s.•

They

dem

onst

rate

hon

our a

nd re

spec

t to

all

peop

le.

•W

hāna

u pr

ovid

e op

port

uniti

es fo

r stu

dent

s to

expr

ess t

hem

selv

es w

ith

conf

iden

ce.

•Th

ey e

ncou

rage

stud

ents

to ta

lk a

bout

th

eir s

tren

gths

and

wea

knes

ses.

•Th

ey e

ncou

rage

stud

ents

to ta

ke p

ride

in th

eir i

ndiv

idua

l ach

ieve

men

ts.

•Th

ey p

rovi

de st

uden

ts w

ith

oppo

rtun

ities

to fo

ster t

heir

crea

tive

and

natu

ral t

alen

ts.

Taha

Māo

ri ha

s the

pot

entia

l to

help

Māo

ri stu

dent

s fee

l a g

reat

er se

nse

of id

entit

y an

d se

lf-w

orth

as w

ell a

s enh

ance

thei

r ed

ucat

iona

l ach

ieve

men

ts. (

Hirs

ch in

Bi

shop

and

Gly

nn, 1

999,

pg

42)

Har

rison

and

Pap

a (2

005)

foun

d th

at

effe

ctiv

e te

ache

rs h

ad a

stro

ng fo

cus o

n en

surin

g stu

dent

s wer

e w

ell v

erse

d an

d co

nfid

ent i

n th

eir o

wn

hist

ory,

way

s of

spea

king

and

loca

l kno

wle

dge.

Dur

ie (1

999)

foun

d th

at th

e po

sitiv

e ro

le o

f M

āori

Kau

mat

ua re

pres

ents

a re

cipr

ocat

ed

arra

ngem

ent w

here

by y

oung

er p

eopl

e us

e th

e sk

ills o

f old

er re

lativ

es a

nd in

retu

rn

prov

ide

care

and

supp

ort.

In o

rder

for M

āori

stude

nts t

o ef

fect

ivel

y en

gage

with

stud

y, M

āori

stude

nts n

eed

to se

e th

eir v

alue

s, ex

perie

nces

, tra

ditio

ns

and

cultu

ral i

cons

ack

now

ledg

ed th

roug

h th

e cu

rric

ulum

. (Bi

shop

in G

orin

sky

and

Abe

rnat

hy, 2

003)

.

Page 10

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE IR

A TA

NG

ATA

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

is p

hysi

cally

, sp

iritu

ally

and

em

otio

nally

co

nfide

nt.

The

phys

ical

, sp

iritu

al a

nd

emot

iona

l wel

lbei

ng

of st

uden

ts su

ppor

t an

d co

mpl

imen

t th

eir i

ntel

lect

ual

deve

lopm

ent.

•St

uden

ts a

re a

war

e of

the

need

to p

ursu

e he

alth

y ha

bits

.•

Stud

ents

are

aw

are

of th

e im

port

ance

of

pers

onal

hea

lth a

nd w

ellb

eing

.•

Stud

ents

par

ticip

ate

in a

ctiv

ities

that

fo

ster p

hysic

al d

evel

opm

ent.

•St

uden

ts a

re in

volv

ed in

a

com

preh

ensiv

e ph

ysic

al e

duca

tion

prog

ram

me.

•St

uden

ts e

njoy

phy

sical

act

ivity

.•

Stud

ents

act

ivel

y su

ppor

t tea

m

mem

bers

.•

Stud

ents

par

ticip

ate

in a

rang

e of

sit

uatio

ns w

here

diff

eren

t kar

akia

, w

aiat

a an

d m

ōtea

tea

are

used

.•

Stud

ents

kno

w th

e im

port

ance

of

kara

kia,

wai

ata

and

mōt

eate

a.•

Stud

ents

par

ticip

ate

in a

ctiv

ities

that

fo

ster s

pirit

ual d

evel

opm

ent.

•St

uden

ts a

ckno

wle

dge

thei

r spi

ritua

l an

d pe

rson

al n

eeds

.•

Stud

ents

con

sider

the

spiri

tual

nee

ds o

f ot

hers

.•

Stud

ents

mod

el a

nd d

emon

stra

te c

are

and

supp

ort o

f oth

ers.

•St

uden

ts h

ave

an o

ppor

tuni

ty to

talk

ab

out h

ow th

ey fe

el.

•St

uden

ts sh

ow c

once

rn a

nd c

are

for

othe

rs.

•St

uden

ts a

re c

reat

ive

in th

e w

ay th

ey

supp

ort o

ther

s.•

Stud

ents

und

erst

and

the

rang

e of

pe

rson

al e

mot

ions

.•

Stud

ents

use

thei

r int

uitio

n in

a ra

nge

of

situa

tions

.•

Stud

ents

are

aw

are

of th

e ne

ed to

trea

t ot

hers

wel

l.•

Stud

ents

are

abl

e to

shar

e an

d di

spla

y th

eir e

mot

ions

. •

Stud

ents

app

ear h

appy

and

con

tent

.

•W

hāna

u en

cour

age

and

mod

el th

e pu

rsui

t of h

ealth

y ha

bits

.•

They

disc

uss h

ealth

y ha

bits

and

hea

lthy

food

.•

They

enc

oura

ge e

atin

g he

alth

y fo

od a

t ku

ra.

•Th

ey u

se ro

ngoa

in th

eir h

omes

.•

They

resp

ect t

he p

hysic

al u

niqu

enes

s of

each

indi

vidu

al.

•Th

ey re

spec

t the

phy

sical

bod

y.•

They

mod

el h

ow to

look

afte

r the

ph

ysic

al b

ody.

•Th

ey p

rovi

de c

ompr

ehen

sive

phys

ical

ed

ucat

ion

prog

ram

mes

in k

ura.

•W

hāna

u re

spec

t the

spiri

tual

un

ique

ness

of e

ach

indi

vidu

al.

•Th

ey p

rovi

de a

rang

e of

lear

ning

ex

perie

nces

that

foste

r spi

ritua

l de

velo

pmen

t.•

They

mak

e av

aila

ble

kara

kia,

wai

ata

and

mōt

eate

a fo

r diff

eren

t situ

atio

ns.

•Th

ey p

rovi

de e

xpla

natio

ns a

bout

the

impo

rtan

ce o

f kar

akia

, wai

ata

and

mōt

eate

a.•

Whā

nau

mod

el c

are

and

supp

ort f

or

othe

rs.

•Th

ey e

ncou

rage

disc

ussio

n of

and

co

nsid

erat

ion

for e

mot

ions

.•

They

inclu

de o

ppor

tuni

ties t

o di

spla

y ca

re a

nd c

once

rn in

the

lear

ning

pr

ogra

mm

e.•

They

und

erst

and

stude

nt d

evel

opm

ent

and

lear

ning

pha

ses.

•Th

ey ta

ke ti

me

to e

nsur

e th

at st

uden

ts

are

happ

y an

d co

nten

t.•

They

act

ivel

y fo

ster s

harin

g.

The

aim

of H

e Ko

row

ai O

rang

a is

whā

nau

ora

and

reco

gnise

s the

nee

d fo

r pos

itive

M

āori

heal

th in

itiat

ives

to th

e be

nefit

of

Māo

ri w

ellb

eing

and

dev

elop

men

t. (W

haka

tāta

ka M

āori

Hea

lth A

ctio

n Pl

an

2002

–200

5)

Dra

win

g on

exp

erie

nce

from

the

Māo

ri co

mm

unity

can

hel

p yo

ung

peop

le m

ake

info

rmed

dec

ision

s abo

ut th

eir h

ealth

. (M

inist

ry o

f Hea

lth p

ublic

atio

n, se

xual

and

re

prod

uctiv

e st

rate

gies

for a

ctio

n he

alth

, 20

02).

Har

rison

and

Pap

a (2

005)

foun

d th

at

stude

nt in

volv

emen

t in

activ

ities

like

kap

a ha

ka in

still

ed in

stud

ents

self-

conf

iden

ce

and

an a

war

enes

s of t

heir

own

wha

kapa

pa.

Slat

er (2

003)

foun

d th

at th

e pr

ogra

mm

e Te

Reo

Kor

i inc

reas

ed M

āori

stude

nts’

sens

e of

self-

wor

th a

nd c

onfid

ence

as w

ell

as th

eir k

now

ledg

e of

Te

Reo

Māo

ri an

d Ti

kang

a.

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

Page 11 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE IR

A TA

NG

ATA

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

acce

pts

and

resp

ects

gen

der

diffe

renc

e.

Gen

der i

s a fa

ctor

w

hen

cons

ider

ing

the

need

s, as

pira

tions

and

de

velo

pmen

t of

stude

nts.

•St

uden

ts a

re a

war

e of

the

diffe

rent

role

s of

men

and

wom

en in

Māo

ridom

.•

Stud

ents

acc

ept t

hat e

ach

gend

er h

as

signi

fican

ce in

thei

r env

ironm

ent.

•St

uden

ts a

ccep

t tha

t the

re a

re d

iffer

ing

view

s abo

ut g

ende

r in

the

wid

er w

orld

.•

Stud

ents

ack

now

ledg

e th

e di

stin

ct sk

ills

and

stre

ngth

s of m

en a

nd w

omen

.•

Stud

ents

und

erst

and

the

reci

proc

al

rela

tions

hips

bet

wee

n m

en a

nd w

omen

.•

Stud

ents

par

ticip

ate

in a

ctiv

ities

that

fo

ster t

he c

ompl

emen

tary

role

s of m

en

and

wom

en in

Māo

ridom

.•

Stud

ents

disc

uss c

onte

mpo

rary

and

tr

aditi

onal

vie

ws o

f gen

der.

•St

uden

ts sh

ow re

spec

t for

gen

der

diffe

renc

es.

•St

uden

ts a

ckno

wle

dge

the

influ

ence

that

ge

nder

diff

eren

ce h

as o

n th

eir l

earn

ing

and

skill

dev

elop

men

t.•

Stud

ents

ack

now

ledg

e th

eir a

nces

tors

an

d ke

y ge

nder

role

s the

y he

ld.

•St

uden

ts a

spire

to fu

lfil t

heir

spec

ific

gend

er ro

les i

n M

āorid

om.

•St

uden

ts p

ract

ice

spec

ific

gend

er ro

les

in M

āorid

om.

•St

uden

ts c

onsid

er a

nd a

ccep

t the

cr

eativ

e at

trib

utes

of b

oth

gend

ers.

•St

uden

ts a

re c

arin

g to

war

d th

ose

of b

oth

gend

ers.

•W

hāna

u re

spec

t bot

h m

en a

nd w

omen

.•

They

ack

now

ledg

e th

e ro

les o

f men

and

w

omen

in th

eir e

nviro

nmen

t.•

They

ack

now

ledg

e th

e ro

les o

f men

and

w

omen

in th

e w

ider

wor

ld.

•Th

ey u

se th

e st

reng

ths a

nd sk

ills o

f m

en a

nd w

omen

.•

They

disc

uss a

nd u

nder

stan

d th

e re

cipr

ocal

rela

tions

hip

betw

een

men

an

d w

omen

.•

They

mod

el th

e co

mpl

emen

tary

re

latio

nshi

ps o

f men

and

wom

en.

•Th

ey in

clude

in th

e le

arni

ng

prog

ram

me

oppo

rtun

ities

to fu

rthe

r in

vest

igat

e th

ese.

•Th

ey p

rovi

de o

ppor

tuni

ty to

con

sider

co

ntem

pora

ry a

nd tr

aditi

onal

vie

ws o

f ge

nder

.•

Whā

nau

prov

ide

oppo

rtun

ity fo

r stu

dent

s to

disc

uss t

he in

fluen

ce g

ende

r ha

s.•

They

pro

mot

e an

und

erst

andi

ng o

f an

cest

ral g

ende

r rol

es.

•Th

ey tr

eat e

ach

stude

nt a

s diff

eren

t an

d re

spon

d to

thei

r ind

ivid

ual g

ende

r ne

eds.

•Th

ey c

onsid

er g

ende

r and

age

whe

n de

term

inin

g ho

w to

resp

ond

to g

ende

r ro

les.

Chi

ldre

n’s g

ende

r ide

ntity

is in

fluen

ced

signi

fican

tly b

y th

e su

rrou

ndin

g so

ciet

y an

d th

eir g

ende

r ide

ntity

in tu

rn in

fluen

ces

child

ren’s

per

cept

ions

of d

iffer

ent s

choo

l su

bjec

ts, t

heir

achi

evem

ent i

n th

ose

subj

ects

and

also

thei

r beh

avio

ur to

war

ds

othe

rs. (

Bidd

ulph

et a

l, 20

03)

A k

ey is

sue

for i

ndig

enou

s wom

en in

any

ch

alle

nge

of c

onte

mpo

rary

indi

geno

us

polit

ics i

s the

rest

orat

ion

to w

omen

of

wha

t are

seen

as t

heir

trad

ition

al ro

les,

right

s and

resp

onsib

ilitie

s. (T

uhiw

ai S

mith

, 20

03)

Tuhi

wai

Sm

ith (2

003)

arg

ues t

hat

indi

geno

us w

omen

nee

d to

rest

ore

and

defin

e fo

r the

mse

lves

wha

t is s

een

as th

eir

trad

ition

al ro

les,

right

s and

resp

onsib

ilitie

s.

Page 12

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE IR

A TA

NG

ATA

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

is c

arin

g,

cons

ider

ate

and

coop

erat

ive.

Posit

ive

attit

udes

in

fluen

ce g

ood

beha

viou

r and

co

ntrib

ute

to

posit

ive

inte

ract

ion

that

supp

orts

le

arni

ng.

•St

uden

ts d

ispla

y po

sitiv

e at

titud

es in

a

rang

e of

diff

eren

t circ

umst

ance

s and

sit

uatio

ns.

•St

uden

ts a

re e

ager

to b

e in

volv

ed in

a

rang

e of

act

iviti

es.

•St

uden

ts c

ompl

imen

t and

pra

ise o

ther

s•

Stud

ents

disp

lay

prid

e in

thei

r ow

n ac

hiev

emen

ts.

•St

uden

ts re

spon

d w

ell a

cros

s a ra

nge

of

diffe

rent

env

ironm

ents

.•

Stud

ents

disp

lay

on-t

ask

beha

viou

r. •

Stud

ents

follo

w c

lass

, gro

up a

nd k

ura

rout

ines

.•

Stud

ents

are

self

mot

ivat

ed.

•St

uden

ts u

nder

stan

d th

e im

port

ance

of

good

beh

avio

ur.

•St

uden

ts a

re in

volv

ed in

disc

ussio

ns

abou

t goo

d be

havi

our.

•St

uden

ts k

now

a ra

nge

of te

chni

ques

to

reso

lve

conf

lict.

•St

uden

ts re

solv

e co

nflic

t am

icab

ly.•

Stud

ents

dem

onst

rate

hum

ility

and

to

lera

nce.

•St

uden

ts d

ispla

y ki

ndne

ss a

nd a

re

appr

oach

able

.•

Stud

ents

disp

lay

aroh

a an

d re

spec

t to

war

d ot

hers

.•

Stud

ents

are

con

sider

ate

and

coop

erat

ive.

•St

uden

ts a

ppea

r hap

py w

ith o

ne

anot

her.

•St

uden

ts in

tera

ct p

ositi

vely.

•St

uden

ts c

omm

unic

ate

posit

ivel

y.•

Stud

ents

cre

ativ

ely

disp

lay

care

, con

cern

an

d co

oper

atio

n.•

Stud

ents

disp

lay

natu

ral t

alen

t whe

n ca

ring

for o

ther

s.

•W

hāna

u pr

ovid

e a

rang

e of

act

iviti

es

that

foste

r stu

dent

invo

lvem

ent.

•Th

ey m

odel

a p

ositi

ve a

ppro

ach

to k

ura

and

whā

nau

activ

ities

.•

They

enc

oura

ge st

uden

ts to

par

ticip

ate.

•Th

ey p

raise

and

com

plim

ent s

tude

nts.

•Th

ey a

ckno

wle

dge

indi

vidu

al a

nd

grou

p su

cces

s.•

They

rew

ard

indi

vidu

al a

nd g

roup

su

cces

s.•

They

disp

lay

prid

e in

the

achi

evem

ents

of

oth

ers.

•W

hāna

u m

odel

pos

itive

beh

avio

ur.

•Th

ey a

re c

arin

g.•

They

hav

e es

tabl

ished

cle

ar

expe

ctat

ions

for c

lass

room

rout

ines

.•

They

hav

e co

nsid

ered

the

valu

e of

in

trin

sic a

nd e

xtrin

sic m

otiv

atio

n.•

They

hav

e ze

ro to

lera

nce

of b

ully

ing

and

viol

ence

.•

They

disc

uss p

ositi

ve p

aren

ting,

no

n-vi

olen

ce a

nd c

onfli

ct re

solu

tion.

•Th

ey d

emon

stra

te to

lera

nce

and

hum

ility

.•

Whā

nau

mod

el re

latio

nshi

ps b

ased

on

aroh

a an

d re

spec

t.•

They

disp

lay

com

pass

ion.

•Th

ey a

re c

onsid

erat

e an

d co

oper

ativ

e w

ith o

ther

s.•

They

com

mun

icat

e po

sitiv

ely.

•Th

ey p

rovi

de so

cial

inte

ract

ion

that

fo

sters

tole

ranc

e an

d hu

mili

ty to

war

d ot

hers

.

Posit

ive

teac

her a

ttitu

des t

owar

ds M

āori

stude

nts a

re fu

ndam

enta

l in

enab

ling

Māo

ri stu

dent

s to

expr

ess t

hem

selv

es a

s M

āori.

(Bish

op a

nd B

erry

man

, 200

6)

Rese

arch

has

foun

d th

at w

ell-d

esig

ned

grou

p ex

perie

nces

con

trib

ute

to th

e kn

owle

dge,

self-

este

em a

nd e

mpo

wer

men

t of

indi

vidu

als a

s wel

l as m

otiv

atin

g stu

dent

s, in

crea

sing

acad

emic

ach

ieve

men

t an

d pr

omot

ing

posit

ive

beha

viou

r. (S

alte

r, 20

03)

Rese

arch

by

Hoh

epa

(199

0) a

nd K

a’ai

(199

0) d

emon

stra

tes h

ow th

e pr

actic

e of

w

hana

unga

tang

a in

stils

in c

hild

ren

valu

es

of a

roha

, man

aaki

tang

a, a

taw

hai a

nd

āwhi

na.

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

Page 13 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE IR

A TA

NG

ATA

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent i

s fo

cuse

d an

d

acce

pts

re

spon

sibi

lity

fo

r lea

rnin

g.

Stud

ents

lear

n be

tter w

hen

they

ar

e in

tere

sted

and

invo

lved

in th

eir

lear

ning

and

they

ca

n re

late

to th

e su

bjec

t mat

ter.

•St

uden

ts ta

lk a

bout

thei

r ow

n pe

rson

al

lear

ning

exp

ecta

tions

.•

Stud

ents

talk

abo

ut w

here

they

see

them

selv

es in

the

kura

and

wid

er

com

mun

ity.

•St

uden

ts ta

lk a

bout

thei

r str

engt

hs a

nd

wea

knes

ses.

•St

uden

ts d

iscus

s and

set i

ndiv

idua

l le

arni

ng g

oals.

•St

uden

ts d

iscus

s the

bes

t str

ateg

ies t

o ac

hiev

e th

eir g

oals.

•St

uden

ts k

now

the

acad

emic

pat

hway

th

ey in

tend

to fo

llow.

•St

uden

ts ta

lk a

bout

the

phys

ical

, em

otio

nal a

nd sp

iritu

al p

athw

ays t

hey

inte

nd to

follo

w.•

Stud

ents

kno

w th

eir l

earn

ing

obje

ctiv

es•

Stud

ents

are

act

ivel

y en

gage

d in

cre

ativ

e ar

ts.

•St

uden

ts a

re d

iver

gent

thin

kers

.•

Stud

ents

lear

n fr

om th

eir m

istak

es.

• St

uden

ts m

ake

thei

r ow

n ch

oice

s.•

Stud

ents

are

focu

sed

on th

e ac

tivity

they

ar

e in

volv

ed in

.•

Stud

ents

disp

lay

enth

usia

sm to

war

ds

lear

ning

.•

Stud

ents

appe

ar in

volv

ed a

nd m

otiv

ated

.

•W

hāna

u ha

ve h

igh

expe

ctat

ions

of

them

selv

es, s

tude

nts a

nd o

ther

s.•

They

mak

e tim

e to

set i

ndiv

idua

l and

w

hāna

u go

als.

•Th

ey e

ncou

rage

stud

ents

to ta

lk a

bout

th

eir p

erso

nal e

xpec

tatio

ns.

•Th

ey e

ncou

rage

stud

ents

to d

iscus

s and

un

ders

tand

thei

r ind

ivid

ual s

tren

gths

an

d w

eakn

esse

s.•

They

supp

ort s

tude

nts i

n se

tting

in

divi

dual

goa

ls.•

They

und

erst

and

the

rela

tions

hip

betw

een

goal

setti

ng a

nd su

cces

s.•

They

giv

e stu

dent

s aca

dem

ic, s

pirit

ual,

phys

ical

and

em

otio

nal o

ptio

ns.

•Th

ey p

raise

stud

ents’

effo

rts.

•Th

ey o

ffer e

ncou

rage

men

t.•

They

def

ine

the

lear

ning

obj

ectiv

es.

•W

hāna

u us

e a

rang

e of

stra

tegi

es to

fo

ster d

iver

se th

inki

ng.

•Th

ey u

se c

reat

ive

arts

, mus

ic, s

ong,

da

nce,

dram

a, d

raw

ing,

pai

ntin

g, p

rose

an

d po

etry

to fo

ster i

mag

inin

g.•

They

are

ope

n-m

inde

d an

d en

cour

age

this

in o

ther

s.•

They

pro

vide

lear

ning

act

iviti

es th

at

enco

urag

e stu

dent

s to

mak

e ch

oice

s.

Rubi

e-D

avie

s et a

l (20

06) f

ound

that

te

ache

r exp

ecta

tions

cou

ld h

ave

a sig

nific

ant i

mpa

ct o

n ac

hiev

emen

t and

the

lear

ning

gai

ns o

f Māo

ri stu

dent

s.

Rese

arch

foun

d th

at te

ache

rs’ s

elf-e

ffica

cy

or a

bel

ief i

n on

e’s a

bilit

y to

mak

e ch

ange

w

as a

pow

erfu

l mec

hani

sm b

y w

hich

ch

ange

s tha

t lea

d to

raisi

ng M

āori

stude

nt

achi

evem

ent c

ould

be

real

ised.

(Tuu

ta e

t al

, 200

4)

Teac

hers

wer

e m

ost e

ffect

ive

whe

n th

ey

enco

urag

ed st

uden

ts to

be

part

of t

heir

own

eval

uatio

n an

d to

det

erm

ine

wha

t was

to

be

eval

uate

d. (B

ishop

et a

l, 20

01)

Bish

op e

t al (

2001

) em

phas

ise th

e im

port

ance

of i

nvol

ving

chi

ldre

n in

the

deci

sion-

mak

ing

proc

ess a

bout

thei

r ow

n ed

ucat

ion.

Page 14

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE R

EO

The

stud

ent i

s a

com

pete

nt th

inke

r, sp

eake

r, re

ader

and

writ

er in

bot

h M

āori

and

Engl

ish

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent i

s im

mer

sed

in

te re

o m

e ng

ā tik

anga

Māo

ri.

Tota

l im

mer

sion

mos

t rap

idly

de

velo

ps la

ngua

ge

com

pete

nce.

Lang

uage

de

velo

pmen

t is

foste

red

in a

lear

ning

en

viro

nmen

t whe

re

crea

tivity

and

ex

perim

enta

tion

are

enco

urag

ed.

•St

uden

ts a

re im

mer

sed

in te

reo,

hea

r it

spok

en, a

nd sp

eak

it th

emse

lves

. •

Stud

ents

und

erst

and

that

usin

g te

reo

Māo

ri he

lps t

hem

to e

xpre

ss th

eir

iden

tity.

•St

uden

ts d

emon

stra

te th

roug

h us

e th

at

lang

uage

affi

rms c

ultu

re.

•St

uden

ts d

emon

stra

te th

e w

airu

a of

te

reo.

•St

uden

ts u

se d

iffer

ent t

echn

olog

y to

su

ppor

t the

ir le

arni

ng o

f te

reo

Māo

ri.•

Stud

ents

are

exp

osed

to ri

ch la

ngua

ge

situa

tions

, mar

ae, m

anu

kōre

ro a

nd u

se

te re

o M

āori

them

selv

es.

•St

uden

ts h

ear,

spea

k, re

ad, w

rite

and

refle

ct o

n la

ngua

ge m

eani

ng a

nd

stru

ctur

e. •

Stud

ents’

exp

osur

e to

te re

o in

clude

s the

cr

eativ

e us

e of

lang

uage

.•

Stud

ents

dem

onst

rate

lang

uage

kn

owle

dge

and

use

pecu

liar t

o th

eir

whā

nau.

•

Stud

ents

use

te re

o M

āori

com

pete

ntly

in

a ra

nge

of si

tuat

ions

.•

Stud

ents

und

erst

and

the

impo

rtan

ce o

f te

reo

Māo

ri.•

Stud

ents

wel

com

e op

port

uniti

es to

sp

eak

te re

o M

āori.

•St

uden

ts sp

eak

te re

o M

āori

to e

ach

othe

r and

oth

ers.

•St

uden

ts re

gard

te re

o M

āori

as a

ta

onga

.

•W

hāna

u sp

eak

te re

o M

āori

at a

ll tim

es.

•W

hāna

u im

mer

se st

uden

ts in

te re

o an

d us

e it

cons

isten

tly w

ith st

uden

ts.

•Th

ey st

ate

that

lang

uage

exp

ress

es

iden

tity.

•Th

ey d

emon

stra

te th

roug

h us

e th

at

lang

uage

affi

rms c

ultu

re.

•Th

ey m

odel

the

wai

rua

of te

reo.

•Th

ey p

rovi

de in

stru

ctio

n, g

uida

nce

and

supp

ort i

n te

reo.

•Th

ey e

ncou

rage

kōr

ero

at a

ll tim

es.

•Th

ey k

now

lang

uage

and

hav

e st

rate

gies

to

pro

mpt

disc

ussio

n.•

They

enc

oura

ge la

ngua

ge e

xcha

nge.

•Th

ey u

se q

uest

ioni

ng te

chni

ques

to

prom

ote

lang

uage

use

.•

They

pro

vide

a la

ngua

ge-le

arni

ng

envi

ronm

ent t

hat p

rom

pts k

ōrer

o,

wha

karo

ngo,

pān

ui a

nd tu

hitu

hi.

•Th

ey p

rovi

de h

igh-

leve

l exp

osur

e to

or

al, a

ural

and

writ

ten

lang

uage

.•

They

use

an

inte

grat

ed a

ppro

ach

to

lang

uage

lear

ning

.•

They

dev

elop

a c

ritic

al la

ngua

ge

awar

enes

s.•

They

focu

s on

te re

o M

āori

fluen

cy.

•Th

ey p

rovi

de fo

rmal

inst

ruct

ion

whe

re th

ey d

efin

e th

e ru

les,

form

s and

pr

oces

ses a

ssoc

iate

d w

ith le

arni

ng a

nd

impr

ovin

g th

e us

e of

te re

o M

āori.

•Th

ey p

rom

ote

oppo

rtun

ities

to in

tera

ct

thro

ugh

spea

king

and

writ

ing.

•Th

ey p

rovi

de fe

edba

ck a

nd fe

edfo

rwar

d to

enc

oura

ge a

nd g

uide

lang

uage

de

velo

pmen

t.•

They

def

ine

high

exp

ecta

tions

for

lang

uage

dev

elop

men

t.

Indi

geno

us h

istor

ies,

know

ledg

e, ex

perie

nces

and

iden

tity

are

inex

tric

ably

lin

ked

to th

e re

cove

ry in

dige

nous

la

ngua

ge. (

McK

inle

y, 20

05)

Nep

e in

Pih

ama,

Cra

m a

nd W

alke

r, (2

002)

w

rites

“Māo

ri kn

owle

dge

is es

oter

ic a

nd

esse

ntia

lly M

āori.

It v

alid

ates

the

Māo

ri w

orld

view

and

is o

wne

d an

d co

ntro

lled

by M

āori

thro

ugh

Te R

eo M

āori.

Te

Reo

Māo

ri is

the

only

lang

uage

that

can

acc

ess,

conc

eptu

aliz

e, an

d in

tern

aliz

e in

spiri

tual

te

rms t

his b

ody

of k

now

ledg

e.”

Rese

arch

foun

d th

at in

volv

emen

t in

kura

be

nefit

ed p

aren

ts/w

hāna

u, le

adin

g to

pa

rent

s/w

hāna

u sp

eaki

ng m

ore

te re

o M

āori

and

purs

uing

te re

o M

āori

less

ons.

(Coo

per e

t al 2

004)

Rese

arch

foun

d th

at e

ffect

ive

teac

hers

set

up a

n or

al-r

ich

envi

ronm

ent a

nd o

rgan

ised

thei

r pro

gram

mes

to c

ater

for a

wid

e ra

nge

of M

āori

lang

uage

skill

s. (M

cNau

ghto

n et

al

, 200

4)

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

Page 15 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE R

EO

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

acqu

ires

skill

s fo

r effe

ctiv

e co

mm

unic

atio

n in

te re

o M

āori.

Com

mun

icat

ion

in

te re

o M

āori

affir

ms

stude

nt id

entit

y as

M

āori

and

give

s en

try

to te

ao

Māo

ri.

•St

uden

ts a

re a

ttent

ive

liste

ners

.•

Stud

ents

reco

gnise

soun

ds a

nd p

hras

es.

•St

uden

ts m

imic

the

spok

en w

ord

and

know

bas

ic w

ords

and

stru

ctur

es.

•St

uden

ts p

ersis

t in

crea

ting

clea

r m

essa

ges.

•St

uden

ts li

sten,

resp

ond,

exp

lore

and

di

scus

s lan

guag

e.•

Stud

ents

use

ver

bal a

nd n

on-v

erba

l co

mm

unic

atio

n.•

Stud

ents

resp

ond

appr

opria

tely

in

diffe

rent

situ

atio

ns.

•St

uden

ts’ in

divi

dual

lang

uage

lear

ning

ne

eds a

re c

onsid

ered

.•

Stud

ents

are

enc

oura

ged

to sp

eak

lang

uage

adh

erin

g to

the

lang

uage

cod

e of

te re

o M

āori.

•St

uden

ts n

atur

ally

mod

ify th

eir

lang

uage

.•

Stud

ents

eng

age

in a

rang

e of

ver

bal

exch

ange

s: co

nver

satio

nal,

form

al,

info

rmal

, and

to a

n au

dien

ce.

•St

uden

ts sp

eak

Māo

ri as

a m

atte

r of

cour

se.

•St

uden

ts d

emon

stra

te th

at th

ey

thin

k cr

itica

lly, d

iscus

s, in

terp

ret a

nd

ques

tion.

•St

uden

ts u

se la

ngua

ge a

ppro

pria

tely

and

pe

rsua

sivel

y.•

Stud

ents

use

goo

d qu

estio

ning

skill

s.•

Stud

ents

kno

w th

e ra

nge

of d

iffer

ent

dial

ects

. •

Stud

ents

are

pas

siona

te a

bout

te re

o,

spea

king

, eng

agin

g an

d ac

tivel

y se

ekin

g op

port

uniti

es to

spea

k.•

Stud

ents

intu

itive

ly u

se th

e di

alec

t the

y ar

e m

ost e

xpos

ed to

.

•W

hāna

u ex

pose

stud

ents

to te

reo.

•Th

ey m

odel

lang

uage

use

in a

rang

e of

sit

uatio

ns.

•Th

ey p

rovi

de a

rich

lang

uage

-lear

ning

en

viro

nmen

t whe

re st

uden

ts h

ear,

spea

k an

d re

flect

on

mea

ning

and

stru

ctur

e.•

They

use

ver

bal a

nd n

on-v

erba

l co

mm

unic

atio

n.•

They

pro

vide

hig

h le

vel e

xpos

ure

to te

re

o M

āori.

•Th

ey p

rovi

de o

ppor

tuni

ties t

o ex

plor

e la

ngua

ge.

•Th

ey a

sses

s lev

els o

f ora

l lan

guag

e an

d de

term

ine

lang

uage

lear

ning

pha

ses.

•Th

ey a

ccom

mod

ate

oral

lang

uage

le

arni

ng p

hase

s.•

They

mod

el la

ngua

ge u

se a

dher

ing

to

the

code

.•

They

enc

oura

ge la

ngua

ge m

odifi

catio

n th

roug

h co

rrec

tion.

•W

hāna

u us

e a

rang

e of

lang

uage

ac

quisi

tion

stra

tegi

es to

pro

mot

e la

ngua

ge u

se.

•Th

ey d

iscus

s tho

se w

ho h

ave

achi

eved

as

spea

kers

of M

āori.

•Th

ey d

iscus

s the

dia

lect

al d

iffer

ence

s of

lang

uage

.•

They

focu

s ins

truc

tion

on fl

uenc

y•

They

def

ine

lang

uage

rule

s, fo

rms a

nd

proc

esse

s.•

They

pro

vide

feed

back

and

feed

forw

ard

to e

ncou

rage

and

gui

de la

ngua

ge

deve

lopm

ent.

•Th

ey m

ake

use

of th

eir s

ubje

ct a

nd

peda

gogi

cal k

now

ledg

e.

Inte

rnat

iona

l res

earc

h sh

ows t

hat c

hild

ren

will

lear

n a

lang

uage

bes

t thr

ough

gam

es,

stor

ies,

song

s and

fant

asy,

and

thro

ugh

imm

ersio

n in

var

ied

prog

ram

mes

that

in

volv

e th

em re

adin

g, w

ritin

g, li

sten

ing

to

and

spea

king

the

lang

uage

. (C

oope

r et a

l, 20

04)

Wel

l-des

igne

d in

stru

ctio

nal a

ctiv

ities

, la

ngua

ge a

cqui

sitio

n an

d lit

erac

y le

arni

ng

can

help

faci

litat

e th

e le

arni

ng o

f Te

Reo

Māo

ri. (M

cNau

ghto

n et

al,

2006

)

Lear

ning

exp

erie

nces

such

as m

ihim

ihi,

kara

kia,

hīm

ene,

wai

ata,

poi

and

hak

a,

cultu

ral s

peci

fic a

ctiv

ities

and

gam

e pl

ayin

g im

part

Māo

ri kn

owle

dge

thro

ugh

the

use

of M

āori

lang

uage

and

ena

ble

child

ren

to in

tern

alise

te re

o M

āori

as w

ell

as M

āori

cultu

re. (

Tang

aere

, in

Web

ber,

1996

).

Bish

op e

t al (

2001

) fou

nd th

at g

ood

teac

hers

use

d ef

fect

ive

stra

tegi

es to

su

ppor

t stu

dent

s in

findi

ng a

nd u

sing

the

appr

opria

te M

āori

kupu

for w

ords

or

phra

ses.

Page 16

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE R

EO

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

enga

ges

with

te

reo

Māo

ri th

roug

hout

th

e le

arni

ng

prog

ram

me.

Lang

uage

pr

ogra

mm

es th

at

cent

re o

n stu

dent

le

arni

ng b

uild

and

re

info

rce

the

skill

s pr

ogre

ssiv

ely

in a

ll as

pect

s of l

angu

age

lear

ning

.

•St

uden

ts e

ngag

e w

ith a

nd e

njoy

writ

ten

lang

uage

.•

Stud

ents

eng

age

with

and

enj

oy re

adin

g.•

Stud

ents

act

ivel

y ch

oose

text

s for

pe

rson

al re

adin

g.•

Stud

ents

kno

w a

nd u

se a

rang

e of

w

ritte

n la

ngua

ge sk

ills.

•St

uden

ts u

se th

eir i

mag

inat

ion

whe

n w

ritin

g.•

Stud

ents

kno

w a

nd u

se c

orre

ct sp

ellin

g an

d gr

amm

ar.

•St

uden

ts w

rite

logi

cally

dem

onst

ratin

g a

flow

of i

deas

.•

Stud

ents

eng

age

with

and

enj

oy v

isual

la

ngua

ge.

•St

uden

ts re

ad, w

rite

and

refle

ct o

n m

eani

ng a

nd st

ruct

ure.

•St

uden

ts re

ad a

nd w

rite

to e

xten

d th

eir

know

ledg

e of

lang

uage

rule

s, fo

rms a

nd

proc

esse

s.•

Stud

ents

dem

onst

rate

that

they

pro

cess

in

form

atio

n an

d in

terp

ret i

t bef

ore

they

re

spon

d.•

Stud

ents

exp

lore

lang

uage

form

s and

di

ffere

nt g

enre

s.

•W

hāna

u pr

ovid

e a

rich

lang

uage

-le

arni

ng e

nviro

nmen

t whe

re st

uden

ts

read

, writ

e an

d re

flect

on

mea

ning

and

st

ruct

ure.

•Th

ey d

efin

e la

ngua

ge ru

les,

form

s and

pr

oces

ses.

•Th

ey a

sses

s lev

els o

f lan

guag

e an

d de

term

ine

phas

es.

•Th

ey a

ccom

mod

ate

lang

uage

lear

ning

ph

ases

.•

They

use

a ra

nge

of la

ngua

ge

acqu

isitio

n st

rate

gies

.•

They

mak

e la

ngua

ge re

sour

ces t

o su

ppor

t tea

chin

g an

d le

arni

ng.

•Th

ey p

rovi

de fe

edba

ck a

nd fe

edfo

rwar

d to

enc

oura

ge a

nd g

uide

lang

uage

de

velo

pmen

t.•

They

mak

e us

e of

thei

r sub

ject

and

pe

dago

gica

l kno

wle

dge.

Bish

op e

t al.

(200

1) fo

und

that

teac

hers

in

Māo

ri m

ediu

m c

lass

es d

emon

stra

ted

a w

ide

rang

e of

stra

tegi

es fo

r tea

chin

g re

adin

g an

d w

ritin

g w

hich

also

focu

sed

and

rein

forc

ed th

e cu

ltura

l ide

ntity

of t

he

child

ren.

Rese

arch

sugg

ests

that

dev

elop

ing

a co

llect

ion

of m

etho

dolo

gies

, app

roac

hes

and

rese

arch

/pra

ctic

e-ba

sed

evid

ence

, w

hich

are

dire

ctly

rele

vant

to d

ual

lang

uage

, and

dua

l cul

ture

lear

ners

wou

ld

impr

ove

lang

uage

use

and

und

erst

andi

ng.

(Van

Hee

s in

Min

istry

of E

duca

tion

repo

rt,

2004

)

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

Page 17 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE R

EO

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

spea

ks te

reo

Māo

ri flu

ently

an

d co

nfide

ntly

ex

plor

es

lang

uage

.

Lang

uage

lear

ning

is

heig

hten

ed a

s stu

dent

s are

will

ing

to:

•ta

ke ri

sks a

nd

expe

rimen

t with

la

ngua

ge

•en

gage

in

disc

ussio

n•

expl

ore

and

ques

tion.

•St

uden

ts a

ctiv

ely

enga

ge in

co

nver

satio

ns a

nd d

iscus

sions

.•

Stud

ents

use

lang

uage

to e

xpre

ss

them

selv

es c

reat

ivel

y.•

Stud

ents

pub

lish

in te

reo

Māo

ri.•

Stud

ents

eng

age

with

pee

rs a

nd a

dults

in

te re

o M

āori.

•St

uden

ts a

re c

onfid

ent r

isk ta

kers

with

te

reo

Māo

ri.•

Stud

ents

exp

ress

thei

r fee

lings

.•

Stud

ents

spea

k te

reo

Māo

ri w

ithou

t sw

itchi

ng to

Eng

lish

and

use

corr

ect

Māo

ri gr

amm

atic

al st

ruct

ure.

•St

uden

ts a

sk q

uest

ions

inte

llige

ntly

and

fe

arle

ssly.

•St

uden

ts a

re c

onfid

ent t

o pa

rtic

ipat

e in

kno

wn

and

unkn

own

lang

uage

ex

chan

ges.

•St

uden

ts e

ncou

rage

, pro

mpt

and

pra

ise

othe

rs.

•St

uden

ts d

efin

e th

e la

ngua

ge fu

nctio

ns.

•St

uden

ts a

re e

xpre

ssiv

e sp

eake

rs.

•St

uden

ts a

re se

cure

in th

eir l

angu

age

and

cultu

re.

•St

uden

ts u

se th

eir n

atur

al a

bilit

y w

hen

spea

king

Māo

ri.•

Stud

ents

con

fiden

tly u

se la

ngua

ge to

in

vest

igat

e an

d so

lve

prob

lem

s.•

Stud

ents

spea

k M

āori

com

pete

ntly.

•St

uden

ts a

re p

assio

nate

spea

kers

of

Māo

ri.•

Stud

ents

read

and

writ

e co

mpe

tent

ly in

M

āori.

•St

uden

ts a

re fl

uent

in sp

oken

and

w

ritte

n te

reo

Māo

ri.•

Stud

ents

act

ivel

y pu

rsue

the

resu

rgen

ce

of te

reo

Māo

ri.

•W

hāna

u pr

omot

e ac

tive

disc

ussio

ns

and

prov

ide

a ra

nge

of o

ppor

tuni

ties f

or

stude

nts.

•Th

ey d

iscus

s lan

guag

e pr

ofic

ienc

y.•

They

pro

mot

e ris

k ta

king

.•

They

ack

now

ledg

e al

l lan

guag

e ef

fort

s.•

They

pro

mot

e en

gagi

ng c

onve

rsat

ions

.•

They

mod

el g

ram

mat

ical

cor

rect

ness

.•

They

pro

mot

e la

ngua

ge u

se th

at re

flect

s fe

elin

gs a

nd a

ttitu

des.

•Th

ey m

odel

lang

uage

with

out c

ode

switc

hing

.•

Whā

nau

prom

ote

a ra

nge

of d

iffer

ing

lang

uage

exp

erie

nces

whe

re st

uden

ts

are

chal

leng

ed.

•Th

ey m

odel

enc

oura

gem

ent b

y pr

ompt

s an

d pr

aise

.•

They

are

exp

ress

ive

spea

kers

of M

āori.

•Th

ey a

re se

cure

in th

eir l

angu

age

and

cultu

re.

•Th

ey a

re p

assio

nate

spea

kers

of M

āori.

•Th

ey in

sist o

n co

mpe

tenc

e in

Māo

ri la

ngua

ge.

•Th

ey p

rovi

de a

rang

e of

opp

ortu

nitie

s fo

r stu

dent

s to

stre

ngth

en re

adin

g an

d w

ritin

g co

mpe

tenc

e.

The

com

mun

ity a

nd k

ura

wor

ked

in

clos

e co

llabo

ratio

n, w

hich

resu

lted

in th

e M

āori

lang

uage

in th

e ku

ra b

eing

stro

ng

and

affir

min

g fo

r Māo

ri. (B

erry

man

and

G

lynn

, 200

3)

Resp

ect f

or M

āori

lang

uage

giv

es M

āori

child

ren

a se

nse

of se

lf-es

teem

and

is

ther

efor

e an

impo

rtan

t com

pone

nt o

f gi

ving

resp

ect a

nd d

igni

ty to

Māo

ri ch

ildre

n. (M

inist

ry o

f Edu

catio

n 19

98)

Page 18

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE R

EO

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

acqu

ires

skill

s fo

r effe

ctiv

e co

mm

unic

atio

n in

Eng

lish.

Māo

ri ne

ed to

live

co

nfid

ently

in th

e M

āori

and

wid

er

wor

ld.

•St

uden

ts a

lread

y di

spla

y co

mpe

tenc

e in

re

adin

g an

d w

ritin

g M

āori.

•St

uden

ts d

ispla

y a

read

ines

s to

lear

n En

glish

.•

Stud

ents

disp

lay

a de

sire

to le

arn

Engl

ish a

nd re

ques

t Eng

lish

inst

ruct

ion.

•St

uden

ts a

re in

trod

uced

to E

nglis

h du

ring

the

lear

ning

tim

e.•

Stud

ents

are

aw

are

of th

e ne

ed to

kee

p la

ngua

ges s

epar

ate.

•St

uden

ts a

dher

e to

lang

uage

lear

ning

zo

nes.

•St

uden

ts sp

eak

Engl

ish in

a d

esig

nate

d En

glish

spea

king

zon

e.•

Stud

ents

lear

n ac

cord

ing

to th

eir

defin

ed n

eeds

.•

Stud

ents

are

invo

lved

in a

rang

e of

le

arni

ng e

xper

ienc

es to

enh

ance

thei

r un

ders

tand

ing

of th

e En

glish

lang

uage

.•

Stud

ents

und

erst

and

the

dive

rse

natu

re

of th

e En

glish

lang

uage

.•

Stud

ents

disc

uss t

he c

onve

ntio

ns o

f En

glish

spea

king

, rea

ding

and

writ

ing.

•St

uden

ts p

ract

ise sp

eaki

ng, r

eadi

ng a

nd

writ

ing

in E

nglis

h.•

Stud

ents

spea

k En

glish

com

pete

ntly.

•St

uden

ts e

xplo

re th

e En

glish

lang

uage

cr

eativ

ely.

•St

uden

ts e

xper

imen

t with

the

Engl

ish

lang

uage

.•

Stud

ents

disp

lay

resp

ect f

or th

e En

glish

la

ngua

ge.

•St

uden

ts d

ispla

y in

tere

st/a

nat

ural

tale

nt

for a

cqui

sitio

n of

the

Engl

ish la

ngua

ge.

•W

hāna

u de

mon

stra

te th

at st

uden

ts

have

com

pete

nce

in re

adin

g an

d w

ritin

g M

āori

and

are

read

y to

lear

n En

glish

.•

They

disc

uss t

he b

enef

its o

f int

rodu

cing

En

glish

.•

They

det

erm

ine

a pe

riod

of ti

me

for t

he

intr

oduc

tion

of E

nglis

h le

arni

ng.

•Th

ey c

onsid

er th

e vi

ews o

f stu

dent

s and

ot

hers

in d

eter

min

ing

whe

n En

glish

sh

ould

be

taug

ht.

•W

hāna

u em

ploy

the

serv

ices

of a

n En

glish

teac

her.

•Th

ey d

edic

ate

an a

rea

as a

n En

glish

sp

eaki

ng z

one.

•Th

ey e

ncou

rage

the

use

of E

nglis

h at

ap

prop

riate

tim

es.

•W

hāna

u in

trod

uce

Engl

ish te

achi

ng in

a

wel

l-con

sider

ed w

ay.

•Th

ey a

sses

s and

hav

e an

und

erst

andi

ng

of th

e ne

eds o

f ind

ivid

ual s

tude

nts.

•Th

ey u

nder

stan

d an

d ap

ply

the

prin

cipl

es o

f lan

guag

e ac

quisi

tion

to th

e in

stru

ctio

n of

Eng

lish.

•Th

ey m

odel

Eng

lish

use.

•Th

ey p

rovi

de in

stru

ctio

n in

Eng

lish

abou

t the

con

vent

ions

of s

peak

ing,

re

adin

g an

d w

ritin

g En

glish

.

Hin

gang

aroa

Sm

ith (1

995)

foun

d th

at

man

y pa

rent

s who

se c

hild

ren

atte

nd

kura

kau

papa

Māo

ri w

ant t

heir

child

ren

to d

evel

op e

xper

tise

in b

oth

Māo

ri an

d Pa

keha

lang

uage

and

cul

ture

.

Find

ings

from

Ber

rym

an a

nd G

lynn

(2

003)

foun

d th

at th

e co

mm

unity

and

the

kura

wor

ked

toge

ther

to p

rovi

de sp

ecifi

c su

ppor

t for

Māo

ri ch

ildre

n w

ho w

ere

mak

ing

the

tran

sitio

n fr

om M

āori

to

Engl

ish.

“Tea

cher

s mus

t be

fluen

t spe

aker

s, re

ader

s an

d w

riter

s in

both

lang

uage

s... I

f tea

cher

s ar

e no

t flu

ent i

n bo

th la

ngua

ges,

they

will

no

t be

able

to te

ach

stude

nts t

he a

cade

mic

la

ngua

ge p

rofic

ienc

ies r

equi

red

for l

ong-

term

aca

dem

ic su

cces

s.” (M

ay, H

ill a

nd

Tiak

iwai

, 200

4).

Rese

arch

foun

d th

at st

uden

ts m

ust

have

the

oppo

rtun

ity to

take

risk

s, as

k qu

estio

ns, a

nd h

ave

the

chan

ce to

use

th

eir E

nglis

h-sp

eaki

ng sk

ills w

here

they

ar

e re

spec

ted

and

appr

ecia

ted

for l

earn

ing

Engl

ish a

s a se

cond

lang

uage

. (Le

athl

ey,

2006

)

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

Page 19 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE R

EO

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

acqu

ires

skill

s fo

r effe

ctiv

e co

mm

unic

atio

n in

a ra

nge

of

othe

r lan

guag

es.

Onc

e stu

dent

s hav

e le

arnt

a se

cond

la

ngua

ge th

ey h

ave

deve

lope

d sk

ills f

or

furt

her l

angu

age

lear

ning

.

•St

uden

ts a

re in

tere

sted

in o

ther

la

ngua

ges.

•St

uden

ts d

emon

stra

te re

spec

t for

oth

er

lang

uage

s.•

Stud

ents

are

exp

osed

to a

rang

e of

oth

er

lang

uage

s.•

Stud

ents

cho

ose

to le

arn

anot

her

lang

uage

.•

Stud

ents

lear

n ac

cord

ing

to th

eir

defin

ed n

eeds

.•

Stud

ents

und

erst

and

the

dive

rse

natu

re

of o

ther

lang

uage

s.•

Stud

ents

exp

lore

oth

er la

ngua

ges

crea

tivel

y.•

Stud

ents

exp

erim

ent w

ith o

ther

la

ngua

ges.

•St

uden

ts d

iscus

s the

con

vent

ions

of

spea

king

, rea

ding

and

writ

ing

in o

ther

la

ngua

ges.

•St

uden

ts sp

eak

othe

r lan

guag

es.

•St

uden

ts d

ispla

y a

natu

ral t

alen

t for

ac

quisi

tion

of o

ther

lang

uage

s.•

Stud

ents

und

erst

and

that

lang

uage

de

velo

pmen

t inc

lude

s cul

tura

l un

ders

tand

ing.

•St

uden

ts e

xplo

re o

ther

cou

ntrie

s and

th

eir l

angu

age.

•W

hāna

u in

trod

uce

othe

r lan

guag

es in

to

the

lear

ning

pro

gram

me.

•Th

ey m

odel

resp

ect f

or o

ther

lang

uage

s.•

They

cre

ate

oppo

rtun

ities

for l

earn

ing

and

inst

ruct

ion.

•Th

ey m

odel

oth

er la

ngua

ge u

se.

•Th

ey a

sses

s and

hav

e an

und

erst

andi

ng

of th

e ne

eds o

f ind

ivid

ual s

tude

nts.

•Th

ey u

nder

stan

d an

d ap

ply

the

prin

cipl

es o

f sec

ond

lang

uage

ac

quisi

tion

to th

e in

stru

ctio

n of

oth

er

lang

uage

s.•

They

use

oth

er la

ngua

ges.

May

and

Hill

(200

3) a

dvoc

ate

grea

ter

revi

talis

atio

n of

te re

o M

āori

whi

ch

focu

ses o

n sp

eaki

ng te

reo

Māo

ri as

wel

l as

achi

evin

g hi

gh le

vel b

ilite

racy

for s

tude

nts

in M

āori-

med

ium

pro

gram

mes

.

Bilin

gual

ism in

edu

catio

n of

fers

cog

nitiv

e, cu

ltura

l and

soci

al b

enef

its…

inclu

ding

the

abili

ty to

bet

ter u

se la

ngua

ge…

incr

easin

g on

es o

wn

cultu

ral w

orld

view

and

its

rela

tions

hips

to o

ther

s. (B

erry

man

and

G

lynn

, 200

3)

Inte

rnat

iona

l res

earc

h fo

und

that

a so

und

foun

datio

n in

the

first

lang

uage

mak

es it

m

ore

likel

y th

at su

bseq

uent

lang

uage

(s)

will

be

acqu

ired

succ

essf

ully.

Stu

dent

s who

ar

e de

nied

this

foun

datio

n ar

e fo

und

to b

e se

vere

ly d

isadv

anta

ged,

thei

r acq

uisit

ion

of a

seco

nd la

ngua

ge is

slow

ed a

nd

thei

r mot

her t

ongu

e sk

ills a

re d

eval

ued.

(C

orso

n, 1

995)

Page 20

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

EDUCATION REVIEW OFFICE KKM TAM INDICATORS

NG

Ā IW

I

The

stud

ent i

s se

cure

in th

e kn

owle

dge

of a

nces

tral

link

s an

d th

e ho

pes

and

aspi

ratio

ns o

f whā

nau,

hap

œ a

nd iw

i

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

exhi

bits

per

sona

l pr

ide

in th

eir

whā

nau,

iwi a

nd

hapū

.

Kno

wle

dge

of

whā

nau,

iwi,

hapū

, an

d in

divi

dual

id

entit

y fo

ster a

st

rong

sens

e of

self

and

com

mun

ity.

•St

uden

ts e

xpla

in th

eir g

enea

logy

and

ac

know

ledg

e th

ose

of o

ther

s.•

Stud

ents

exp

lain

thei

r hap

ū an

d iw

i co

nnec

tions

and

disc

uss t

he li

nks w

ith

othe

rs.

•St

uden

ts e

xpla

in th

e im

port

ance

of

Māo

ri, w

hāna

u, iw

i and

hap

ū id

entit

y.•

Stud

ents

exh

ibit

prid

e in

thei

r Māo

ri,

whā

nau,

iwi a

nd h

apū

iden

tity.

•St

uden

ts d

emon

stra

te th

eir

unde

rsta

ndin

g of

iwi-s

peci

fic ti

kang

a an

d ka

wa

thro

ugh

thei

r act

ions

.•

Stud

ents

disc

uss i

wi d

iffer

ence

s and

sim

ilarit

ies.

•St

uden

ts d

iscus

s the

asp

iratio

ns o

f the

ir w

hāna

u, h

apū

and

iwi.

•St

uden

ts ta

lk a

bout

and

exp

lore

oth

er

soci

etie

s.•

Stud

ents

disc

uss h

istor

ical

, cul

tura

l, po

litic

al, s

ocia

l, re

ligio

us a

nd e

cono

mic

ev

ents

and

thei

r lin

k to

Māo

ri he

ritag

e.•

Stud

ents

atte

nd a

rang

e of

Māo

ri,

whā

nau,

iwi a

nd h

apū

even

ts.

•St

uden

ts d

iscus

s tin

o ra

ngat

irata

nga

and

cons

ider

the

impl

icat

ions

of i

t.•

Stud

ents

shar

e th

eir l

earn

ing

expe

rienc

es w

ith w

hāna

u.

•St

uden

ts w

ork

alon

gsid

e th

eir p

eers

and

ot

her w

hāna

u.•

Stud

ents

app

ear h

appy

in th

e w

hāna

u le

arni

ng e

nviro

nmen

t.•

Stud

ents

exh

ibit

a ca

ring

and

supp

ortiv

e m

anne

r tow

ard

whā

nau.

•St

uden

ts e

xhib

it na

tura

l tal

ent a

nd a

re

prou

d of

thei

r ach

ieve

men

ts.

•W

hāna

u ac

know

ledg

e ge

neal

ogy

and

guid

e al

l stu

dent

s to

dete

rmin

e th

e lin

ks w

ithin

whā

nau,

hap

ū an

d iw

i.•

They

pro

vide

opp

ortu

nitie

s for

stud

ents

to

lear

n ab

out t

heir

ance

stra

l lin

ks.

•Th

ey d

iscus

s the

impo

rtan

ce o

f Māo

ri,

whā

nau,

iwi,

hapū

and

indi

vidu

al

iden

tity.

•Th

ey d

iscus

s and

dem

onst

rate

iwi-

spec

ific

tikan

ga a

nd k

awa.

•Th

ey m

odel

prid

e in

Māo

ri, w

hāna

u,

iwi,

hapū

and

indi

vidu

al id

entit

y.•

They

intr

oduc

e un

ders

tand

ing

of o

ther

iw

i.•

They

pro

mot

e di

scus

sions

abo

ut

whā

nau,

hap

ū an

d iw

i asp

iratio

ns•

They

pro

vide

hist

oric

al, c

ultu

ral,

polit

ical

, soc

ial,

relig

ious

and

eco

nom

ic

expe

rienc

es th

at re

flect

link

s to

Māo

ri he

ritag

e.•

They

pro

vide

trip

s and

eve

nts t

hat

enha

nce

lear

ning

abo

ut iw

i.•

They

pro

mpt

disc

ussio

n ab

out t

ino

rang

atira

tang

a.•

Whā

nau

are

activ

ely

invo

lved

in

scho

ol o

pera

tions

, adm

inist

ratio

n an

d pr

ogra

mm

e su

ppor

t.•

They

are

act

ivel

y in

volv

ed in

lear

ning

ex

perie

nces

.•

They

pro

vide

a su

ppor

tive

and

carin

g en

viro

nmen

t.

Whā

nau

are

an in

tegr

al e

lem

ent o

f Māo

ri so

cial

stru

ctur

e an

d pr

ovid

e a

pote

ntia

l m

echa

nism

for f

ar re

achi

ng in

form

al

educ

atio

nal s

uppo

rt. (

Cunn

ingh

am e

t al.

2005

)

Con

stru

ctiv

e re

latio

nshi

ps b

etw

een

pare

nts

and

child

ren

and

with

gra

ndpa

rent

s, sib

lings

, unc

les a

nd a

unts

, cou

sins a

re

impo

rtan

t det

erm

inan

ts o

f suc

cess

ful

lear

ning

, and

lay

the

foun

datio

ns fo

r po

sitiv

e re

latio

nshi

ps in

late

r life

. (D

urie

, 20

06)

Whe

n M

āori

stude

nts a

re su

rrou

nded

by

thei

r cul

ture

and

lang

uage

they

are

mor

e lik

ely

to re

ceiv

e po

sitiv

e re

info

rcem

ent o

f th

eir s

elf-i

dent

ity. (

Asp

in, i

n W

ebbe

r, 19

96)

Rese

arch

foun

d th

at th

e us

e of

pēp

eha

and

kara

kia

are

used

effe

ctiv

ely

as p

art o

f the

on

goin

g le

arni

ng p

roce

ss. (

Coo

per e

t al,

2004

)

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

Page 21 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

NG

Ā IW

I

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

ackn

owle

dges

th

e im

port

ance

at

tach

ed

to d

iffer

ent

role

s an

d re

spon

sibi

litie

s in

M

āorid

om.

In M

āorid

om

ther

e is

a ra

nge

of

signi

fican

t rol

es a

nd

resp

onsib

ilitie

s.

•St

uden

ts u

nder

stan

d th

eir p

lace

in

soci

ety.

•St

uden

ts d

efin

e an

d ac

cept

the

diffe

rent

ro

les a

nd re

spon

sibili

ties o

f whā

nau,

iwi

and

hapū

.•

Stud

ents

exp

lore

and

bec

ome

fam

iliar

w

ith k

ura

role

s and

resp

onsib

ilitie

s.•

Stud

ents

act

ivel

y pu

rsue

diff

eren

t rol

es

and

resp

onsib

ilitie

s in

the

kura

.•

Stud

ents

und

erst

and

the

rang

e of

role

s in

the

whā

nau.

•St

uden

ts m

ake

conn

ectio

ns b

etw

een

role

s and

resp

onsib

ilitie

s and

can

ex

plai

n th

e be

nefit

s of t

hese

.•

Stud

ents

car

ry o

ut a

rang

e of

diff

eren

t ro

les a

nd u

nder

stan

d th

e co

ntrib

utio

ns

that

they

mak

e.•

Stud

ents

disc

uss t

he im

port

ance

of

clea

rly d

efin

ed ro

les a

nd re

spon

sibili

ties.

•St

uden

ts d

iscus

s the

stat

us a

ttach

ed to

di

ffere

nt ro

les.

•St

uden

ts d

iscus

s the

val

ues,

skill

s and

kn

owle

dge

requ

ired

for d

iffer

ent r

oles

an

d re

spon

sibili

ties.

•St

uden

ts o

bser

ve a

nd e

xper

ienc

e di

ffere

nt o

ccas

ions

whe

re ro

les a

nd

resp

onsib

ilitie

s are

cle

arly

def

ined

.•

Stud

ents

exp

erie

nce

a ra

nge

of

supp

ortin

g ro

les.

•St

uden

ts e

xper

ienc

e le

ader

ship

op

port

uniti

es.

•St

uden

ts d

emon

stra

te th

eir t

anga

ta

whe

nua

role

.•

Stud

ents

acc

ept a

nd ta

ke re

spon

sibili

ty

for d

eleg

ated

role

s.•

Stud

ents

are

cre

ativ

e in

thei

r app

roac

h to

lead

ersh

ip ro

les a

nd re

spon

sibili

ties.

•St

uden

ts sh

ow n

atur

al ta

lent

for

lead

ersh

ip re

spon

sibili

ties.

•W

hāna

u ex

plai

n th

e im

port

ance

of

soci

ety

and

prom

pt d

iscus

sion

abou

t th

e pa

rt p

eopl

e pl

ay.

•Th

ey p

rovi

de o

ppor

tuni

ties f

or st

uden

ts

to le

arn

abou

t the

diff

eren

t rol

es a

nd

resp

onsib

ilitie

s in

the

whā

nau,

iwi a

nd

hapū

.•

They

mod

el ro

les a

nd re

spon

sibili

ties i

n th

e ku

ra.

•Th

ey p

rovi

de o

ppor

tuni

ties f

or st

uden

ts

to e

xper

ienc

e a

rang

e of

role

s and

re

spon

sibili

ties.

•Th

ey d

iscus

s whā

nau

role

s and

re

spon

sibili

ties.

•Th

ey d

iscus

s the

con

nect

ions

and

be

nefit

s of r

oles

and

resp

onsib

ilitie

s.•

They

pro

vide

opp

ortu

nitie

s for

stud

ents

to

con

sider

the

stat

us a

ttach

ed to

di

ffere

nt ro

les a

nd re

spon

sibili

ties.

•Th

ey p

rom

pt d

iscus

sion

abou

t the

va

lues

, ski

lls a

nd k

now

ledg

e of

thos

e w

ith d

iffer

ent r

oles

and

resp

onsib

ilitie

s.•

Whā

nau

atte

nd a

rang

e of

occ

asio

ns

that

dem

onst

rate

diff

eren

t rol

es.

•Th

ey m

odel

diff

eren

t rol

es a

nd

resp

onsib

ilitie

s.•

They

pro

vide

lead

ersh

ip o

ppor

tuni

ties.

•Th

ey e

ncou

rage

stud

ents

to a

ccep

t and

ta

ke re

spon

sibili

ty fo

r del

egat

ed ro

les.

•Th

ey p

raise

stud

ents

for t

heir

effo

rts.

“The

cul

tura

l val

ues,

cust

oms,

and

prac

tices

that

org

anise

aro

und

the

whā

nau

and

‘colle

ctiv

e re

spon

sibili

ty’ a

re

a ne

cess

ary

part

of M

āori

surv

ival

and

ed

ucat

iona

l ach

ieve

men

t.” (P

iham

a, C

ram

, W

alke

r, 20

02)

Page 22

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

EDUCATION REVIEW OFFICE KKM TAM INDICATORS

NG

Ā IW

I

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

dem

onst

rate

s eff

ectiv

e re

latio

nshi

ps

with

oth

ers.

Stud

ents

that

rela

te

wel

l to

othe

rs in

in

form

al a

nd fo

rmal

sit

uatio

ns in

bot

h M

āori

and

non-

Māo

ri w

orld

s will

be

nefit

thei

r ow

n le

arni

ng a

nd w

ill

cont

ribut

e to

the

wid

er c

omm

unity

w

ellb

eing

.

•St

uden

ts d

efin

e th

eir p

lace

in th

eir

envi

ronm

ent.

•St

uden

ts in

tera

ct w

ell w

ith o

ther

s in

the

kura

, mar

ae, t

he lo

cal a

nd w

ider

co

mm

unity

.•

Stud

ents

inte

ract

pos

itive

ly a

s tan

gata

w

henu

a w

ith m

anuh

iri.

•St

uden

ts in

tera

ct p

ositi

vely

with

whā

nau

and

kaum

ātua

.•

Stud

ents

hav

e ex

perie

nces

with

the

wid

er c

omm

unity

and

oth

ers.

•St

uden

ts d

iscus

s the

diff

eren

ces b

etw

een

them

selv

es a

nd o

ther

s.•

Stud

ents

disc

uss a

nd a

re c

urio

us a

bout

tr

aditi

onal

and

con

tem

pora

ry so

ciet

ies.

•St

uden

ts d

evel

op a

n ap

prec

iatio

n fo

r le

arni

ng a

bout

oth

ers.

•St

uden

ts d

evel

op a

sens

e of

inqu

iry

as

they

lear

n ab

out o

ther

soci

etie

s.•

Stud

ents

dem

onst

rate

con

fiden

ce w

hen

with

oth

er g

roup

s.•

Stud

ents

dem

onst

rate

pos

itive

re

latio

nshi

ps w

ith o

ther

gro

ups.

•St

uden

ts b

ecom

e aw

are

of d

iffer

ent

valu

es a

nd b

elie

fs.

•St

uden

ts c

ompa

re th

e va

lues

and

bel

iefs

of

oth

ers w

ith th

eir o

wn.

•St

uden

ts a

ccep

t diff

eren

ces a

nd p

ursu

e po

sitiv

e re

latio

nshi

ps.

•St

uden

ts in

tera

ct n

atur

ally

in th

eir

envi

ronm

ent.

•St

uden

ts re

late

to o

ther

s in

a un

ique

fa

shio

n.•

Stud

ents

cre

ativ

ely

purs

ue p

ositi

ve

rela

tions

hips

.

•W

hāna

u pr

ovid

e op

port

uniti

es fo

r stu

dent

s to

know

thei

r env

ironm

ent.

•Th

ey m

odel

prid

e in

the

envi

ronm

ent.

•Th

ey p

rovi

de o

ppor

tuni

ties t

o in

tera

ct

on th

e m

arae

, in

the

kura

, the

loca

l and

w

ider

com

mun

ity.

•Th

ey m

odel

pos

itive

inte

ract

ions

as

tang

ata

whe

nua

to m

anuh

iri.

•Th

ey m

odel

pos

itive

inte

ract

ions

with

w

hāna

u an

d ka

umāt

ua.

•Th

ey p

rovi

de o

ppor

tuni

ties f

or

rela

tions

hips

to fl

ouris

h.•

Whā

nau

prom

pt st

uden

ts to

con

sider

di

ffere

nces

am

ong

peop

le.

•Th

ey p

rovi

de e

xper

ienc

es th

at

dem

onst

rate

soci

ety’s

con

tem

pora

ry

and

trad

ition

al d

iffer

ence

s.•

They

pro

vide

lear

ning

opp

ortu

nitie

s th

at in

volv

e ot

hers

.•

They

pro

mot

e th

inki

ng a

bout

oth

ers.

•Th

ey e

licit

disc

ussio

n ab

out

rela

tions

hips

and

how

bes

t to

foste

r po

sitiv

e on

es.

•Th

ey p

rovi

de o

ppor

tuni

ty to

con

sider

di

ffere

nt v

alue

s and

bel

iefs

.•

They

enc

oura

ge a

ccep

tanc

e of

di

ffere

nce.

•Th

ey m

odel

pos

itive

rela

tions

hips

.

Thou

ghtfu

l und

erst

andi

ng a

nd p

ositi

ve

attit

udes

, whi

ch d

emon

stra

te re

spec

t for

th

e po

sitio

n of

Māo

ri pa

rent

s as t

anga

ta

whe

nua,

enh

ance

the

self-

este

em o

f Māo

ri ch

ildre

n an

d pr

ovid

e a

basis

for f

utur

e le

arni

ng. (

Min

istry

of E

duca

tion

repo

rt,

1998

)

Wha

naun

gata

nga

– bu

ildin

g re

latio

nshi

ps

– is

a cr

itica

l fun

ctio

n th

at c

ontr

ibut

es

to h

uman

pot

entia

l and

to su

cces

sful

en

gage

men

t out

side

the

whā

nau.

(Dur

ie,

2006

)

Beva

n-Br

own

(200

3) a

dvoc

ates

pos

itive

re

info

rcem

ent t

hat f

ocus

es o

n ra

ising

an

d af

firm

ing

self-

este

em a

nd d

evel

opin

g so

cial

skill

s inc

ludi

ng in

tera

ctin

g co

oper

ativ

ely

and

posit

ivel

y w

ith o

ther

s.

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

Page 23 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE A

O

The

stud

ent u

nder

stan

ds th

e co

ntem

pora

ry a

nd tr

aditi

onal

vie

ws

of Te

Ao

Māo

ri, th

e w

ider

wor

ld a

nd th

e ph

ysic

al a

nd n

atur

al w

orld

s

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

ackn

owle

dges

hi

s or

her

pla

ce in

th

e M

āori

wor

ld

and

in th

e w

ider

w

orld

.

Māo

ri liv

e at

the

inte

rfac

e be

twee

n te

ao

Māo

ri an

d th

e w

ider

glo

bal s

ocie

ty.

•St

uden

ts in

tera

ct w

ith a

nd w

ithin

thei

r im

med

iate

env

ironm

ent.

•St

uden

ts p

ract

ice

and

appl

y tik

anga

as i

t ap

plie

s to

thei

r env

ironm

ent.

•St

uden

ts d

emon

stra

te m

ihar

o.•

Stud

ents

disc

uss t

he lo

cal a

rea

and

mak

e co

mpa

rison

to o

ther

are

as a

nd p

lace

s.•

Stud

ents

kno

w th

eir w

henu

a.•

Stud

ents

disc

uss t

he re

latio

nshi

ps

betw

een

Papa

tuan

uku

and

Rang

inui

.•

Stud

ents

disc

uss t

radi

tiona

l and

co

ntem

pora

ry M

āori

view

s.•

Stud

ents

dem

onst

rate

the

links

bet

wee

n th

ese

view

s, tik

anga

, val

ues a

nd b

elie

fs.

•St

uden

ts sh

ow re

spec

t for

Māo

ri kn

owle

dge.

•St

uden

ts e

xpla

in th

e tr

aditi

ons

asso

ciat

ed w

ith k

uia

and

koro

ua.

•St

uden

ts d

ispla

y in

tere

st in

the

Māo

ri w

orld

vie

w.•

Stud

ents

disc

uss t

he M

āori

view

of

natu

re a

nd th

e un

iver

se.

•St

uden

ts c

omm

unic

ate

thei

r pla

ce in

the

wha

kapa

pa o

f the

wor

ld.

•St

uden

ts ta

lk a

bout

thei

r rel

atio

nshi

p w

ith a

ll th

ings

.•

Stud

ents

sear

ch fo

r kno

wle

dge

of th

e un

iver

se.

•St

uden

ts se

e th

e co

nnec

tions

bet

wee

n th

emse

lves

, the

ir pl

ace

and

the

wor

ld.

•St

uden

ts a

re c

ogni

sant

of t

he w

ider

w

orld

.•

Stud

ents

use

thei

r cre

ativ

e ta

lent

to

expr

ess t

heir

unde

rsta

ndin

g.

•W

hāna

u pr

ovid

e a

rang

e of

exp

erie

nces

to

foste

r und

erst

andi

ng a

nd fa

mili

arity

w

ith th

e im

med

iate

env

ironm

ent.

•Th

ey m

odel

tika

nga

asso

ciat

ed w

ith th

e en

viro

nmen

t•

They

mod

el a

nd d

emon

stra

te m

ihar

o.•

They

mak

e al

l lea

rnin

g re

leva

nt to

the

loca

l are

a.•

Whā

nau

prov

ide

oppo

rtun

ities

to

disc

uss t

he re

latio

nshi

ps b

etw

een

Papa

tuan

uku

and

Rang

inui

.•

They

take

eve

ry o

ppor

tuni

ty to

in

corp

orat

e M

āori

trad

ition

al a

nd

cont

empo

rary

vie

ws.

•Th

ey m

ake

clea

r lin

ks b

etw

een

thes

e vi

ews,

tikan

ga, v

alue

s and

bel

iefs

.•

They

mod

el re

spec

t for

Māo

ri kn

owle

dge.

•Th

ey m

ake

use

of th

e tr

aditi

onal

kn

owle

dge

of k

uia

and

koro

ua.

•Th

ey se

ize

the

teac

habl

e m

omen

t.•

They

mod

el c

urio

sity.

•Th

ey d

iscus

s Māo

ri kn

owle

dge

of

natu

re a

nd th

e un

iver

se.

•W

hāna

u su

ppor

t stu

dent

s to

lear

n th

eir

plac

e in

the

wha

kapa

pa o

f the

wor

ld.

•Th

ey e

xpla

in th

e re

latio

nshi

ps w

ith a

ll th

ings

.•

They

stim

ulat

e fa

scin

atio

n w

ith th

e w

orld

.•

Whā

nau

are

conf

iden

t as M

āori

in th

e co

ntex

t of t

he w

ider

wor

ld.

Māo

ri w

orld

view

lies

at t

he v

ery

hear

t of

Māo

ri cu

lture

– to

uchi

ng, i

nter

actin

g w

ith

and

stro

ngly

influ

enci

ng e

very

asp

ect o

f th

e cu

lture

. Thi

s con

trib

utes

to th

e M

āori

holis

tic v

iew

of t

he w

orld

and

the

Māo

ri pl

ace

in it

. (M

arsd

en, 2

003)

An

educ

atio

nal c

onte

xt n

eeds

to b

e cr

eate

d w

here

to b

e M

āori

is to

be

norm

al; w

here

M

āori

cultu

ral i

dent

ities

are

val

ued,

val

id

and

legi

timat

e; in

oth

er w

ords

whe

re

Māo

ri ch

ildre

n ca

n be

them

selv

es.(B

ishop

an

d G

lynn

, 199

9)

Tang

aere

arg

ues t

hat t

hrou

gh te

reo

Māo

ri,

child

ren

can

rela

te to

the

spiri

tual

wor

ld,

the

peop

le, t

he la

nd a

nd th

e en

viro

nmen

t. (W

ebbe

r, 19

96)

The

rela

tions

hips

of p

eopl

e an

d ra

ngat

ira

with

the

land

are

also

rela

tions

hips

abo

ut

pow

er –

ulti

mat

ely

spiri

tual

pow

er.

Anc

estr

al p

lace

nam

es a

re im

port

ant

signi

fiers

of a

utho

rity

and

iden

tity.

(Min

istry

of J

ustic

e pu

blic

atio

n, 2

001)

Mas

on D

urie

stat

es th

at ‘u

niqu

ely

rele

vant

to

Māo

ri is

the

way

in w

hich

the

Māo

ri w

orld

vie

ws a

nd th

e w

ider

wor

ld v

iew

s of

soci

ety,

impa

ct o

n ea

ch o

ther

. (20

03 H

ui

Taum

ata

Māt

aura

nga)

Page 24

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE A

O

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

ackn

owle

dges

th

e co

mpl

exity

of

the

natu

ral a

nd

phys

ical

wor

ld.

The

phys

ical

wor

ld

refe

rs to

the

phys

ical

en

viro

nmen

t tha

t w

e ar

e ex

pose

d to

. Th

e na

tura

l wor

ld

inclu

des a

ll na

ture

in

the

phys

ical

en

viro

nmen

t.

•St

uden

ts sh

ow in

tere

st in

thei

r phy

sical

w

orld

and

are

cur

ious

abo

ut it

.•

Stud

ents

car

e fo

r the

ir ph

ysic

al

envi

ronm

ent.

•St

uden

ts d

ispla

y op

enne

ss to

new

ex

perie

nces

that

exp

ose

them

to o

ther

ph

ysic

al e

nviro

nmen

ts.

•St

uden

ts u

nder

stan

d th

e pl

ace

and

part

th

ey p

lay

in th

e ph

ysic

al e

nviro

nmen

t.•

Stud

ents

exp

lore

, enj

oy, a

ppre

ciat

e an

d ca

re fo

r the

nat

ural

env

ironm

ent.

•St

uden

ts c

an e

xpla

in th

e di

vers

ity in

the

natu

ral e

nviro

nmen

t.•

Stud

ents

are

true

to th

e la

ws o

f co

nser

vatio

n pa

ssed

dow

n by

thei

r M

āori

fore

bear

s.•

Stud

ents

disp

lay

an u

nder

stan

ding

of

cons

erva

tion.

•St

uden

ts sh

ow th

at th

ey k

now

whe

re

and

how

to fi

nd a

nsw

ers.

•St

uden

ts b

ehav

e in

an

envi

ronm

enta

lly

sens

itive

way

.•

Stud

ents

mar

vel a

t and

val

ue a

ll lif

e fo

rms.

•St

uden

ts a

re c

aret

aker

s of t

he

envi

ronm

ent.

•St

uden

ts u

se p

ract

ices

that

are

en

viro

nmen

tally

frie

ndly.

•St

uden

ts d

evel

op p

ositi

ve re

latio

nshi

ps

with

eve

ryon

e an

d ev

eryt

hing

.•

Stud

ents

are

cog

nisa

nt o

f the

wor

ld

arou

nd th

em.

•St

uden

ts a

re c

reat

ive

in th

eir r

espo

nse

to

the

phys

ical

and

nat

ural

wor

lds.

•St

uden

ts in

tuiti

vely

resp

ond

to th

e ph

ysic

al a

nd n

atur

al w

orld

s.

•W

hāna

u pr

omot

e in

tere

st a

nd

curio

sity

abou

t the

imm

edia

te p

hysic

al

envi

ronm

ent.

•Th

ey e

ncou

rage

stud

ents

to c

are

for

thei

r phy

sical

env

ironm

ent.

•Th

ey d

iscus

s how

bes

t to

care

for t

he

phys

ical

env

ironm

ent.

•Th

ey e

xpos

e stu

dent

s to

a ra

nge

of

diffe

rent

phy

sical

env

ironm

ents

.•

They

link

hum

anity

to th

e ph

ysic

al

wor

ld.

•W

hāna

u pr

ovid

e op

port

unity

for

expl

orat

ion

of th

e na

tura

l env

ironm

ent.

•Th

ey m

odel

enj

oym

ent,

appr

ecia

tion

and

care

for t

he n

atur

al e

nviro

nmen

t.•

They

enc

oura

ge a

nd p

rom

pt st

uden

ts

to in

tera

ct a

nd c

are

for t

he n

atur

al

envi

ronm

ent.

•Th

ey d

iscus

s the

div

ersit

y of

the

natu

ral

envi

ronm

ent.

•Th

ey in

trod

uce

the

law

s of c

onse

rvat

ion

pass

ed d

own

by M

āori

fore

bear

s.•

They

und

erst

and

cons

erva

tion

and

prom

ote

lear

ning

abo

ut th

is.•

They

pro

vide

cha

lleng

e to

stud

ents

and

en

cour

age

inde

pend

ent i

nves

tigat

ion,

an

d pr

oble

m so

lvin

g.

Māo

ri re

gard

for t

he e

nviro

nmen

t is

conn

ecte

d to

the

rete

ntio

n of

a c

ultu

ral

iden

tity

and

the

mai

nten

ance

of M

āori

idea

ls, b

elie

fs a

nd w

ay o

f life

. (D

urie

, 199

8)

The

Kai

tiaki

tang

a in

itiat

ive

invo

lves

sc

hool

child

ren

livin

g in

the

Whi

rinak

i Fo

rest

are

a un

ders

tand

ing

thei

r rol

e as

gu

ardi

ans o

f the

fore

st a

nd p

rote

ctor

s of

thei

r env

ironm

ent f

or th

e fu

ture

ge

nera

tions

. (w

ww.

kaiti

akita

nga.

net/)

Find

ings

from

a M

inist

ry fo

r the

En

viro

nmen

t rep

ort f

ound

that

peo

ple

are

mor

e lik

ely

to d

evel

op re

leva

nt

envi

ronm

enta

l kno

wle

dge,

attit

udes

, sk

ills a

nd b

ehav

iour

whe

n en

viro

nmen

tal

educ

atio

n ac

tiviti

es a

re a

ctio

n-or

ient

ed

and

focu

sed

on th

eir o

wn

com

mun

ity.

(Min

istry

for t

he E

nviro

nmen

t rep

ort,

1998

)

Bish

op e

t al (

2001

) pro

vide

exa

mpl

es o

f en

viro

nmen

tal i

nitia

tives

und

erta

ken

by

child

ren

and

thei

r whā

nau

that

pro

vide

s th

e op

port

unity

to e

ngag

e ac

tivel

y w

ith th

e na

tura

l wor

ld.

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

Page 25 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

TE A

O

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent

activ

ely

inve

stig

ates

and

ex

plor

es th

e M

āori

wor

ld a

nd

the

wid

er w

orld

.

Resp

ect f

or th

e na

tura

l and

phy

sical

en

viro

nmen

t is

enha

nced

as

stude

nts b

ecom

e in

crea

singl

y fa

mili

ar

with

te a

o M

āori.

Th

e co

ncep

t of t

e ao

M

āori

enco

mpa

sses

th

e ph

ysic

al

envi

ronm

ent

and

the

natu

ral

envi

ronm

ent.

•St

uden

ts a

ctiv

ely

part

icip

ate

in a

rang

e of

diff

eren

t lea

rnin

g ex

perie

nces

.•

Stud

ents

inve

stig

ate

and

ques

tion

for

deta

il an

d ex

plan

atio

n.•

Stud

ents

dem

onst

rate

an

enth

usia

sm

for m

athe

mat

ical

, sci

entif

ic a

nd

tech

nolo

gica

l con

cept

s.•

Stud

ents

inve

stig

ate

and

expl

ore

thro

ugh

mat

hem

atic

s, sc

ienc

e an

d te

chno

logy

.•

Stud

ents

rese

arch

inde

pend

ently

.•

Stud

ents

exp

lore

the

natu

ral a

nd c

osm

ic

law

s of t

he u

nive

rse.

•St

uden

ts le

arn

abou

t Māo

ri co

smol

ogy

(Māo

ri in

terp

reta

tion

of th

e un

iver

se).

Stud

ents

read

ily m

ove

outs

ide

thei

r co

mfo

rt z

ones

.•

Stud

ents

par

ticip

ate

in o

ngoi

ng a

ctio

n re

sear

ch.

•St

uden

ts e

njoy

and

par

ticip

ate

read

ily in

a

rang

e of

lear

ning

cha

lleng

es.

•St

uden

ts re

spon

d cr

eativ

ely

to q

uest

ions

ab

out t

he M

āori

and

wid

er w

orld

vie

ws.

•St

uden

ts re

spon

d to

the

Māo

ri an

d w

ider

wor

ld v

iew

s.

•W

hāna

u pr

ovid

e a

rang

e of

op

port

uniti

es fo

r stu

dent

s to

expl

ore.

•Th

ey e

ncou

rage

cur

iosit

y.•

They

mod

el a

nd p

rom

ote

ques

tioni

ng.

•Th

ey m

otiv

ate

and

stim

ulat

e.•

They

mak

e le

arni

ng re

leva

nt to

the

stude

nts’

wor

ld.

•Th

ey c

reat

e lin

ks a

nd e

xam

ples

that

al

ign

the

Māo

ri w

orld

vie

w to

the

wid

er

wor

ld v

iew.

•Th

ey p

rom

ote

expl

orat

ion

and

inqu

iry.

•Th

ey p

rom

ote

rese

arch

and

pro

vide

re

sour

ces f

or th

is to

hap

pen.

•Th

ey se

ize

the

teac

habl

e m

omen

t. •

Whā

nau

are

conf

iden

t as M

āori

in th

e co

ntex

t of t

he w

ider

wor

ld.

•W

hāna

u m

ove

outs

ide

thei

r com

fort

zo

nes w

hen

nece

ssar

y.•

They

mod

el o

ngoi

ng a

ctio

n re

sear

ch.

•Th

ey ta

ke o

ppor

tuni

ties t

o ch

alle

nge

othe

rs.

•W

hāna

u im

mer

se st

uden

ts in

an

envi

ronm

ent t

hat r

efle

cts t

he M

āori

wor

ld v

iew.

‘Pro

blem

-pos

ing

educ

atio

n kn

owle

dge’

emer

ges o

nly

thro

ugh

inve

ntio

n an

d re

-inve

ntio

n, th

roug

h th

e re

stle

ss

impa

tient

, con

tinui

ng, h

opef

ul in

quir

y, hu

man

bei

ngs p

ursu

e in

the

wor

ld, w

ith

the

wor

ld a

nd w

ith e

ach

othe

r. (F

reire

, 20

03)

Inhe

rent

in la

ngua

ge is

a p

eopl

e’s

rela

tions

hip

with

the

wor

ld a

nd v

iew

s on

the

wor

ld. T

here

fore

the

cont

ext u

sed

in sc

ienc

e ed

ucat

ion

clas

sroo

ms w

ithou

t la

ngua

ge w

ill w

ither

and

pet

rify

both

the

know

ledg

e an

d th

e pe

ople

it c

omes

from

. (M

cKin

ley,

2005

)

Trad

ition

al k

now

ledg

e fo

rms a

re

incr

easin

gly

bein

g re

cogn

ised

wor

ldw

ide

as a

mea

ns to

hel

p fin

d so

lutio

ns

to c

ompl

ex p

robl

ems,

to e

nhan

ce

unde

rsta

ndin

g of

our

env

ironm

ent,

and

to

prov

ide

a ba

sis fo

r str

engt

heni

ng c

ultu

ral

iden

tity.

(Har

msw

orth

, 200

2)

Rese

arch

ers s

how

that

Māo

ri ch

ildre

n ca

n be

taug

ht to

eng

age

with

thei

r peo

ple,

land

and

env

ironm

ent t

hrou

gh te

reo

and

tikan

ga M

āori.

(Te

Wha

iti, M

cCar

thy

and

Dur

ie, 1

997)

Page 26

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

EDUCATION REVIEW OFFICE KKM TAM INDICATORS

ĀH

UAT

AN

GA

AKO

The

stud

ent i

s in

telle

ctua

lly s

timul

ated

with

in a

n en

viro

nmen

t con

duci

ve to

lear

ning

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent i

s ac

tivel

y en

gage

d in

lear

ning

Act

ive

enga

gem

ent

prom

otes

stud

ent

achi

evem

ent a

nd

succ

ess.

•St

uden

ts a

re h

appy

and

invo

lved

.•

Stud

ents

are

cal

m a

nd se

ttled

.•

Stud

ents

app

ear q

uiet

and

atte

ntiv

e.•

Stud

ents

app

ear e

ager

to le

arn.

•St

uden

ts li

sten

inte

ntly

and

und

erst

and

kaup

apa.

•St

uden

ts li

sten

to k

aum

ātua

.•

Stud

ents

enj

oy d

iffer

ent e

xper

ienc

es.

•St

uden

ts u

se a

ll se

nses

whe

n le

arni

ng.

•St

uden

ts q

uest

ion,

disc

uss,

anal

yse,

synt

hesis

e, te

st, h

ypot

hesis

e.•

Stud

ents

cre

ate

and

expl

ore.

•St

uden

ts d

ispla

y cu

riosit

y.•

Stud

ents

are

thin

kers

, pla

nner

s and

do

ers.

•St

uden

ts a

re m

otiv

ated

and

will

ing

to

lear

n ne

w th

ings

.•

Stud

ents

are

pas

siona

te a

bout

lear

ning

.•

Stud

ents

app

ear f

ocus

ed a

nd o

n ta

sk.

•St

uden

ts a

re a

war

e of

thos

e ar

ound

th

em.

•St

uden

ts e

ncou

rage

oth

ers.

•St

uden

ts sh

are

and

coop

erat

e w

ith

othe

rs in

gro

ups.

•St

uden

ts h

onou

r kau

māt

ua a

s re

posit

orie

s of k

now

ledg

e.•

Stud

ents

will

ingl

y at

tend

scho

ol•

Stud

ents

app

reci

ate

whā

nau

invo

lvem

ent i

n th

e le

arni

ng p

rogr

amm

e.•

Stud

ents

con

trib

ute

to d

ecisi

on m

akin

g.•

Stud

ents

show

an

aptit

ude

for l

earn

ing.

•St

uden

ts u

se th

eir c

reat

ivity

to su

ppor

t th

em w

ith n

ew le

arni

ng.

•St

uden

ts u

se th

eir i

ntui

tion

whe

n le

arni

ng.

•W

hāna

u pr

omot

e ha

ppin

ess a

nd c

alm

.•

They

pro

mot

e po

sitiv

e in

tera

ctio

ns

and

rela

tions

hips

in th

e le

arni

ng

envi

ronm

ent.

•Th

ey p

rovi

de st

imul

atin

g le

arni

ng

expe

rienc

es th

at a

re o

f int

eres

t to

stude

nts.

•Th

ey c

ombi

ne d

iffer

ent t

each

ing

mod

es

to e

nhan

ce le

arni

ng.

•Th

ey p

rovi

de a

ctiv

ities

and

reso

urce

s to

enha

nce

lear

ning

.•

They

enc

oura

ge, p

rom

pt a

nd p

raise

di

scus

sion

and

ques

tioni

ng.

•Th

ey g

uide

and

supp

ort s

tude

nts i

n an

alys

ing,

synt

hesis

ing,

test

ing

and

hypo

thes

ising

.•

They

pro

vide

opp

ortu

nitie

s for

stud

ents

to

cre

ate

and

expl

ore.

•Th

ey e

ncou

rage

cur

iosit

y.•

They

cre

ate

oppo

rtun

ities

for s

tude

nts

to d

emon

stra

te th

inki

ng, p

lann

ing

and

actio

n.•

They

use

a ra

nge

of st

rate

gies

to

mot

ivat

e al

l stu

dent

s.•

Whā

nau

mod

el p

assio

n fo

r tea

chin

g an

d le

arni

ng.

•Th

ey in

volv

e a

wid

e ra

nge

of p

eopl

e in

cludi

ng k

aum

ātua

in th

e le

arni

ng

prog

ram

me.

•Th

ey p

rovi

de n

ew le

arni

ng e

xper

ienc

es.

•Th

ey a

re a

ctiv

ely

invo

lved

in th

e le

arni

ng p

rogr

amm

e.•

They

enc

oura

ge a

ctiv

e pa

rtic

ipat

ion

in

deci

sion

mak

ing.

Rese

arch

con

duct

ed b

y C

oope

r et a

l (2

004)

foun

d th

at m

ost c

hild

ren

atte

ndin

g kō

hang

a re

o an

d ku

ra k

aupa

pa w

ere

posit

ive

abou

t the

ir ex

perie

nces

and

en

joye

d le

arni

ng te

reo

Māo

ri.

Bish

op e

t al (

2001

) fou

nd th

at e

ffect

ive

teac

hers

use

d a

varie

ty o

f tec

hniq

ues t

o fo

ster

ora

l lan

guag

e le

arni

ng in

cludi

ng

mov

emen

t, sin

ging

, list

enin

g, a

nd h

earin

g.

Hem

ara

in S

alte

r (20

03) a

dvoc

ates

pla

cing

ch

ildre

n an

d ad

ults

at t

he c

entr

e of

the

lear

ning

pro

cess

, whi

le re

cogn

ising

the

indi

vidu

al’s

spec

ial a

bilit

ies.

The

indi

vidu

al c

hild

’s se

lf-co

nfid

ence

…

attit

udes

to p

artic

ular

cla

ssro

om c

onte

xts

and/

or p

artic

ular

act

iviti

es a

re im

port

ant

in th

e ch

ild’s

lear

ning

. (C

oope

r et a

l, 20

04)

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

Page 27 EDUCATION REVIEW OFFICE KKM TAM INDICATORS

ĀH

UAT

AN

GA

AKO

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

Stud

ents

’ in

divi

dual

le

arni

ng n

eeds

ar

e ca

tere

d fo

r.

Indi

vidu

al st

uden

ts

have

diff

eren

t in

tere

sts a

nd le

arn

at d

iffer

ent r

ates

and

in

diff

eren

t way

s. Te

ache

rs n

eed

to

cons

ider

thes

e.

•St

uden

ts ta

lk a

bout

thei

r abi

litie

s and

su

cces

ses.

•St

uden

ts d

iscus

s the

ir ta

lent

s and

thei

r po

tent

ial.

•St

uden

ts d

efin

e th

eir l

earn

ing

need

s.•

Stud

ents

cel

ebra

te th

eir d

iffer

ence

s.•

Stud

ents

talk

abo

ut th

eir l

earn

ing

inte

rest

s.•

Stud

ents

disc

uss l

earn

ing

obje

ctiv

es•

Stud

ents

link

kno

wn

lear

ning

to n

ew

lear

ning

.•

Stud

ents

talk

abo

ut a

nd se

t lea

rnin

g go

als.

•St

uden

ts e

xpla

in th

eir l

earn

ing

obje

ctiv

es.

•St

uden

ts ta

lk a

bout

the

purp

ose

of

lear

ning

.•

Stud

ents

are

hap

py w

ith th

eir l

earn

ing

prog

ress

.•

Stud

ents

disc

uss l

earn

ing

rele

vanc

e.•

Stud

ents

dem

onst

rate

a k

een

inte

rest

in

lear

ning

.•

Stud

ents

use

a ra

nge

of te

achi

ng a

nd

lear

ning

reso

urce

s.•

Stud

ents

use

cla

ssro

om ro

utin

es d

aily.

•St

uden

ts w

ork

inde

pend

ently

.•

Stud

ents

wor

k in

gro

ups.

•St

uden

ts a

ctiv

ely

part

icip

ate

in a

rang

e of

act

iviti

es.

•St

uden

ts k

now

thei

r rol

es a

nd

resp

onsib

ilitie

s in

the

lear

ning

en

viro

nmen

t. •

Stud

ents

iden

tify

and

follo

w th

eir

defin

ed le

arni

ng p

ath.

•St

uden

ts a

ckno

wle

dge

thei

r cre

ativ

e le

arni

ng n

eeds

.

•W

hāna

u us

e fo

rmal

and

info

rmal

as

sess

men

t alo

ngsid

e pu

rpos

eful

ob

serv

atio

n to

det

erm

ine

the

lear

ning

ne

eds o

f stu

dent

s.•

They

inve

stig

ate

the

lear

ning

inte

rest

s of

stud

ents

.•

They

use

thei

r kno

wle

dge

of th

eir

stude

nts t

o su

ppor

t tea

chin

g an

d le

arni

ng d

ecisi

ons.

•Th

ey u

se a

rang

e of

rele

vant

and

regu

lar

asse

ssm

ent s

trat

egie

s.•

They

shar

e th

eir l

earn

ing

abili

ties a

nd

need

s.•

They

enc

oura

ge st

uden

ts to

cel

ebra

te

thei

r diff

eren

ces.

•W

hāna

u de

sign

and

prov

ide

acce

ss to

re

leva

nt p

rogr

amm

e co

nten

t.•

They

pla

n th

e pr

ogra

mm

e of

lear

ning

to

refle

ct th

e cu

rric

ulum

and

resp

ond

to th

e in

divi

dual

nee

ds o

f stu

dent

s.•

They

disc

uss a

nd sh

are

the

lear

ning

ob

ject

ives

with

stud

ents

.•

They

cre

ate

links

bet

wee

n kn

own

and

new

lear

ning

.•

They

enc

oura

ge a

nd su

ppor

t stu

dent

s to

set l

earn

ing

goal

s.•

They

disc

uss l

earn

ing

obje

ctiv

es w

ith

stude

nts.

•Th

ey p

rovi

de a

ppro

pria

te te

achi

ng a

nd

lear

ning

reso

urce

s.•

Whā

nau

esta

blish

cle

ar c

lass

room

m

anag

emen

t rou

tines

.•

They

pro

vide

opp

ortu

nitie

s for

stud

ents

to

wor

k in

depe

nden

tly a

nd in

gro

ups.

•Th

ey e

ncou

rage

act

ive

invo

lvem

ent i

n a

rang

e of

act

iviti

es.

•Th

ey su

ppor

t stu

dent

s to

unde

rsta

nd

the

part

they

pla

y in

thei

r lea

rnin

g.•

They

supp

ort a

nd g

uide

stud

ents

in

defin

ing

thei

r lea

rnin

g pa

th.

Evid

ence

show

s tha

t stu

dent

s res

pond

to

teac

hers

who

trea

t the

m a

s ind

ivid

uals.

St

uden

ts fe

lt va

lidat

ed b

y te

ache

rs w

ho

took

an

activ

e in

tere

st in

stud

ents’

live

s an

d w

ellb

eing

. (A

bern

athy

and

Gor

insk

i, 20

03)

Bish

op e

t al (

2001

) fou

nd th

at e

ffect

ive

teac

hers

use

d m

ixed

stra

tegi

es to

ke

ep c

hild

ren

inte

rest

ed a

nd fo

cuse

d,

inco

rpor

atin

g ac

tiviti

es a

nd re

sour

ces i

nto

the

prog

ram

mes

that

requ

ired

stude

nts

to u

se a

rang

e of

sens

es in

abs

trac

t and

co

ncre

te si

tuat

ions

.

Page 28

Te W

āhan

ga F

ram

ewor

k –

Indi

cato

r Tab

les

EDUCATION REVIEW OFFICE KKM TAM INDICATORS

ĀH

UAT

AN

GA

AKO

Indi

cato

rRa

tiona

leO

bser

vabl

e be

havi

our

Whā

nau

prac

tices

and

bel

iefs

Rese

arch

The

stud

ent i

s a

confi

dent

lear

ner.

Succ

ess i

n le

arni

ng

com

es fr

om th

e co

nfid

ence

to b

e an

ac

tive

part

icip

ant,

acce

pt a

nd fu

lfil

educ

atio

nal

chal

leng

es a

nd

adva

nce

as a

risk

ta

ker.

•St

uden

ts u

se th

eir i

mag

inat

ion

thro

ugho

ut th

eir l

earn

ing.

•St

uden

ts h

onou

r kau

māt

ua a

nd u

se

thei

r exa

mpl

e as

role

mod

els.

•St

uden

ts p

artic

ipat

e in

a ra

nge

of

expe

rienc

es in

diff

eren

t lea

rnin

g en

viro

nmen

ts.

•St

uden

ts d

emon

stra

te fr

ee, o

pen

and

enqu

iring

min

ds.

•St

uden

ts a

ctiv

ely

seek

kno

wle

dge.

•St

uden

ts e

xper

ienc

e su

cces

s with

le

arni

ng.

•St

uden

ts d

ispla

y pe

rson

al in

tegr

ity.

•St

uden

ts m

ake

choi

ces a

bout

thei

r le

arni

ng e

xper

ienc

es.

•St

uden

ts d

ispla

y th

eir p

erso

nal

pref

eren

ces a

nd st

reng

ths.

•St

uden

ts a

ctiv

ely

use

prob

lem

-sol

ving

sk

ills.

•St

uden

ts in

itiat

e th

eir l

earn

ing

expe

rienc

es.

•St

uden

ts u

se th

eir c

reat

ive

tale

nt.

•St

uden

ts u

se th

eir n

atur

al ta

lent

s to

adva

nce

thei

r ow

n le

arni

ng.

•St

uden

ts d

ispla

y in

itiat

ive.

•St

uden

ts c

onfid

ently

take

risk

s in

lear

ning

.

• W

hāna

u en

cour

age

stude

nts t

o us

e th

eir i

mag

inat

ion

thro

ugho

ut le

arni

ng.

•Th

ey in

clude

kau

māt

ua in

the

lear

ning

pr

ogra

mm

e.•

They

pro

vide

a ra

nge

of c

halle

ngin

g le

arni

ng e

xper

ienc

es.

•Th

ey a

cces

s the

wid

er w

orld

to e

nhan

ce

the

lear

ning

exp

erie

nce.

•Th

ey p

rovi

de a

rang

e of

reso

urce

s to

supp

ort t

he le

arni

ng e

xper

ienc

e.•

They

enc

oura

ge in

depe

nden

ce in

pu

rsui

t of k

now

ledg

e.•

They

ack

now

ledg

e an

d co

mm

end

succ

ess.

•Th

ey m

odel

pro

fess

iona

l and

per

sona

l in

tegr

ity.

•Th

ey p

rovi

de o

ppor

tuni

ties f

or st

uden

ts

to u

se th

eir p

robl

em-s

olvi

ng sk

ills.

•Th

ey a

ccep

t the

div

erse

lear

ning

nee

ds

and

pref

eren

ces o

f stu

dent

s.•

They

pra

ise th

ose

who

show

initi

ativ

e in

a ra

nge

of si

tuat

ions

.•

They

pro

vide

stud

ents

with

skill

s to

supp

ort t

hem

with

risk

taki

ng in

le

arni

ng.

•Th

ey e

ncou

rage

risk

taki

ng in

lear

ning

an

d af

firm

lear

ning

atte

mpt

s.

Rese

arch

ers f

ound

that

effe

ctiv

e te

ache

rs

used

pos

itive

feed

back

and

pra

ise to

re

info

rce

wha

t the

chi

ldre

n ha

d do

ne o

r w

ere

doin

g re

sulti

ng in

on-

task

beh

avio

ur

and

an e

ffect

ive

inde

pend

ent l

earn

ing

envi

ronm

ent.

(Bish

op e

t al 2

001)

Effe

ctiv

e te

ache

rs a

ll us

ed a

rang

e of

tr

aditi

onal

and

con

tem

pora

ry a

ppro

ache

s in

cludi

ng c

ultu

rally

legi

timat

e pe

dago

gies

su

ch a

s pee

r tut

orin

g, w

aiat

a, w

haka

tauk

ī, ta

upar

apar

a, a

ctio

n so

ngs,

grou

p le

arni

ng,

kara

kia,

and

wha

kapa

pa to

eng

age

stude

nts

in le

arni

ng. (

Bish

op, e

t al,

2001

)

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