Te Tūtohinga, te Tātaritanga Rerekētanga me te Tuku Pūrongo … · 2016. 11. 11. · 2 Te Tūtohinga, te Tātaritanga Rerekētanga me te Tuku Pūrongo NAG2A He aratohu mo ngā

Te Tūtohinga, te Tātaritanga Rerekētanga me te Tuku Pūrongo NAG2A

He aratohu mō ngā kura e whakamahi ana i Ngā Whanaketanga Rumaki Māori

Kohitātea 2016

ISBN: 978-0-478-16805-1


He aratohu mo ngā kura e whakamahi ana i Ngā Whanaketanga Rumaki Māori

Ngā Ihirangi

1. Te Kupu Whakataki ................................................................................ 1

2. Te Whaitake ............................................................................................ 1

3. Whakamahere me te tuku pūrongo ....................................................... 2

4. Ngā mahi me nga haepapa .................................................................... 4

Te mahi a te poari .................................................................................................................... 4

Aronga ki te taumata paetae o te ākonga ................................................................................ 4

5. Arotake whaiaro o te Kura ..................................................................... 5

6. Ākonga rumaki reo Māori ...................................................................... 4

7. Ākonga e hiahia ana i te mātauranga motuhake .................................. 8

8. Tā koutou tūtohinga ............................................................................... 9

Te wāhanga whakataki ............................................................................................................ 9

Te wāhanga rautaki ............................................................................................................... 10

Te wāhanga ā-tau .................................................................................................................. 10

9. Tuku pūrongo mō Ngā Whanaketanga Rumaki Māori NAG2A .......... 14

Tuku pūrongo ki te Tāhuhu o te Mātauranga .......................................................................... 14

Pūrongo whakamārama NAG2A(b) ........................................................................................ 15

Pūrongo raraunga NAG2A(c) ................................................................................................... 1

10. He aratohu anō e pā ana ki te tuku pūrongo mō Ngā Whanaketanga Rumaki Māori .......................................................................................... 2

Te tūmataitinga me te whakamahinga o ngā pārongo Ngā Whanaketanga Rumaki Māori i roto i ngā tuku pūrongo tūmatanui ................................................................................................... 2

Ka pēhea te tuku pūrongo mō ā mātou ākonga parapara nui, whai pūmanawa ........................ 2

Ka pēhea te āta whai i te whanaketanga me te whakatutukitanga o ā mātou ākonga e hiahia ana i te mātauranga motuhake? ............................................................................................... 1

Ka pēhea te tuku pūrongo mō ā mātou ākonga e hiahia ana i te mātauranga motuhake? ........ 1

Ka pēhea ā mātou ākonga kua rēhitatia ki ngā kura e rua? ...................................................... 1

11. Te tātaritanga rerekētanga ..................................................................... 2

12. He Tauira ................................................................................................. 3

He tauira whāinga rautaki ......................................................................................................... 3

He tauira whāinga ā-tau, mahi kua whakaritea hoki ................................................................. 3

He tauira keo, mahi whakamahere hoki ................................................................................... 4

He tauira tātaritanga rerekētanga ............................................................................................. 6

He tauira tuku pūrongo mō Ngā Whanaketanga Rumaki Māori NAG2A(b) ............................... 8

He tauira tuku pūrongo mō ngā ākonga parapara nui, whai pumanawa ................................... 1



1

1. Te Kupu Whakataki

Kei runga i ngā pokohiwi o te poari kaitiaki te kaha, aha rānei o tō koutou kura1.

Ko tā koutou tino mahi, he hāpai i te taumata paetae o te akonga.

He hātepe mahi tahi te whakamahere ā-kura me te tuku pūrongo. Mā reira e whai wāhi ai te mahi tahi a ngā kaiako, ngā tumuaki, te poari, ngā mātua me te whānau ki te wānanga i ngā wawata, i ngā whāinga, i ngā keo kia puta ai ngā ākonga ki te ao mātau.

Nō reira he mahi waiwai tā te poari hei kaiwhiriwhiri, hei kaihautū i te whakahaeretanga o te kura.

2. Te Whaitake

Ko tēnei rauemi he aratohu whakamahere me te tuku pūrongo mō ngā kura rumaki reo Māori e whakamahi ana i Te Marautanga o Aotearoa.

He tāpirihanga tēnei ki ngā pārongo whakamahere me te tuku pūrongo, ka mutu he hoa tēnei ki ngā pārongo kua whakaputaina mō Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori.

Kei roto i tēnei rauemi te rārangi whakamahere me te tuku pūrongo, ētahi whakaaro āwhina, me etahi tauira hei tautoko i te poari ki te:

» tuhi i ngā wāhanga rauemi me te whakamahere ā-tau o te tūtohinga;

1 Kei roto i te whakamahinga o te kupu kura i roto i

tēnei rauemi ko ngā kura i whakatūria ai i raro i te ture

Education Act 1989 s155, s156. Ka uru atu ngā

karaehe rumaki reo Māori i roto i ngā kura reo Pākehā,

hāunga ngā kōrero motuhake e pā ana ki ngā karaehe

rumaki reo Māori i roto i ngā kura reo Pakeha.

» whakatakoto i te arawhata whāinga rauemi, whāinga ā-tau, keo hoki mō ngā ākonga o te karaehe rumaki reo Maori i roto i te kura reo Pākehā;

» whakamahi i ngā pārongo kauneke me ngā taumata paetae o te ākonga (tae rā anō ki ngā raraunga Ngā Whanaketanga Rumaki Māori) ki te tuhi i ngā hōtaka e hāngai pū ana ki te whakaako;

» tuku pūrongo mō te kauneke me te taumata paetae o te ākonga e pā ana ki Ngā Whanaketanga Rumaki Māori i roto i te tuku pūrongo mō te Aratohu Whakahaerenga ā-Motu (NAG) 2A; me te

» tuku pūrongo mō te rerekētanga o ngā whāinga ā-tau, keo hoki ki tērā i tutuki ai i roto i te tātaritanga rerekētanga.

Kei runga i te paetukutuku a Te Tāhuhu o te Mātauranga ētahi atu pārongo e pā ana ki ngā hātepe whakamahere me te tuku purongo: http://www.education.govt.nz/spar

http://www.education.govt.nz/spar

2 Te Tūtohinga, te Tātaritanga Rerekētanga me te Tuku Pūrongo NAG2A


3. Whakamahere me te tuku pūrongo

Ko te te hoahoa o runga ake he whakamarama i ngā mahi me ngā haepapa ā-tau o te poari, o te tumuaki, o ngā kaihautū o

te kura, o ngā kaiako hoki e pā ana ki te rārangi whakamahere me te tuku pūrongo.

Ko te tūtohinga te tuhinga whakamahere matua mō te kura. Kei reira ngā wawata o te kura, o te whānau o te hapori hoki, kei reira ngā whāinga rauemi me te ahunga, ko ngā whāinga ā-tau, ko ngā keo hoki mō te kura mō ngā ākonga hoki.

Kei roto i te tūtohinga te hōtaka a te poari me te whānau mō te ahunga whakamua me te hāpai i te taumata paetae mō ngā ākonga katoa. Mā te tūtohinga anō rā e whakaata

ngā mahi a te kura ki te whakatutuki i ngā whakaarotau Kāwanatanga e tuhia ai i roto i ngā Aratohu Mātauranga ā-Motu (NEGs) me ngā Aratohu Whakahaerenga ā-Motu (NAGs).



Mō te Kura Kaupapa Māori Aho Matua, ka whakaata te tūtohinga i Te Aho Matua (ngā uara me ngā whakapono kōhure, ngā wawata, ngā whaitake me ngā whāinga o te kura), tae rā anō ki te reo Māori, te whakahaeretanga o te kura i runga i ngā tikanga o Te Aho Matua, me te mana motuhake o tēnā kura o tēnā kura.

Mō te Kura Motuhake, te Kura-ā-iwi ranei, ka tuhia ki te tūtohinga ngā wawata, ngā whaitake, ngā whāinga hoki e whakaatu ana i te āhuatanga motuhake.

Mō ngā karaehe rumaki reo Māori kei roto i te kura reo Pākehā, ka kitea i roto i te tūtohinga te huarahi e whāia ai e te poari me te whānau ki te tautoko i ā rātou ākonga rumaki reo Māori.

Mā te kaha o te arotake i te kauneke o ngā mahi kua whakaritea e taea ai e te poari te aromatawai ngā hua o ngā whakaritenga, ka mutu ka ahei ki te tuari i ngā rauemi tautoko ki te wāhi e tika ana. Mā te pai o te arotake i te tūtohinga e mōhio ai te poari āe rānei, kāo rānei, kei runga te poari i te huarahi tika ki te whakatutuki i ngā wawata, i ngā whāinga, i ngā keo.

Me tae ki te Tāhuhu i mua i te 1 o Poutū te rangi:

» Te tūtohinga » Te tātaritanga rerekētanga » Te tuku pūrongo mō Ngā Whanaketanga

Rumaki Māori NAG2A(b) me NAG2A(c) mō ngā ākonga Tau 1-8

Ko te tātaritanga rerekētanga he mea hei ārahi i te poari me ngā kaihautū o te kura i ngā wānanga mō te angitu o ngā rautaki whakapakari o te tau kua hipa. Ka whakaaturia ki te whānau me te hapori te ahunga whakamua i oti ai i te poari e pā ana ki ngā wawata, ki ngā whāinga, ki ngā keo hoki kei roto i te tūtohinga o te kura.

He hua nō ngā raraunga taumata paetae pai rawa e pā ana ki Ngā Whanaketanga Rumaki Māori ko te āheinga ki te whakatakoto ki mua i te aroaro o te kura me te hapori, i ngā raraunga whaihua, riterite hoki, e pā ana ki te raraunga ahunga whakamua, ki te raraunga taumata paetae. Ka mutu he āwhina i ngā mātua, i te whānau, i ngā kaiako, i ngā ākonga, i ngā kaihautū o te kura, i te Tāhuhu o te Mātauranga ki te mōhio ko ēhea ngā ākonga e kaha hiahia ana i te tautoko.

Me tae ki te Tāhuhu i mua i te 31 o Haratua:

» Te pūrongo ā-tau » Te tātaritanga rerekētanga

Ko te hoahoa o raro iho nei he rārangi mō ngā āhuatanga e pā ana ki te whakamahere me te tuku purongo.


He aratohu mo ngā kura e whakamahi ana i Ngā Whanaketanga Rumaki Māori 4

4. Ngā mahi me nga haepapa

Te mahi a te poari

He mahi whakahirahira, he mahi waiwai te mahi a te poari. Kei runga i ngā pokohiwi o te poari me te whānau te korowai hautūtanga rautaki kia taea ai e ā koutou ākonga te puta ki te ao marama, ki te ao Māori, ki te ao whānui.

Nō te poari te haepapa ki te tuhi, ki te arotake hoki i te tūtohinga, Koinei te mahere ā-tau a te poari, ka mutu me whakamana e te poari.

Ko te tūtohinga te aronui mō te whanaketanga, he kaupapa nui mō te whakaako, mō te ako. Ehara i te mea kaore e kitea i roto i te tūtohinga ētahi atu kaupapa nui a te poari me te whānau. Heoi anō, mā te arotahi ki te whakaako me te ako e kitea ai te hautūtanga a te poari e pā ana ki ngā mahi hei whakaoti kia puta ai ngā ākonga o te kura ki te ao mātau.

He mea nui kia rite ai tā koutou tūtohinga i mua i te tīmatanga o te tau kia pai ai te whakaako me te ako, me te mea hoki ka mōhio te whānau me te hapori ki ngā tōminatanga mō ngā ākonga mai i te rā tuatahi o te wāhanga tuatahi.

Kei te āhei te poari ki te tuku mana whakahaere mō te tuhi i te mahere ā-tau ki te tumuaki, ki te rōpū hautū rānei. Kei roto i tērā tuku mana whakahaere, ko te tātaritanga o ngā raraunga ki te tautohu i ngā wāhanga kia whakawhanakehia, i ngā whāinga me ngā keo i puta mai ai i taua tātaritanga, me te whakatau i ngā mahi hei whakatutuki i ngā whāinga me ngā keo.

Ko tā te tumuaki he tiaki i ngā raraunga kura. Ko tētahi wāhanga, ko te mōhio ki te hāngaitanga o ngā mahere me ngā hātepe aromatawai, ki te arotake whaiaro, whakamahere me te tuku pūrongo whaihua.

Me tuku e te kura te tūtohinga me te tātaritanga rerekētanga ki te Tāhuhu i mua i te 1 o Poutūterangi i ia tau, i ia tau i runga i te NAG 7 me te 8. Me tuku hoki ngā raraunga taumata paetae o te kura me āna kōrero whakamārama i mua i te 1 Poutū te rangi i ia tau, i ia tau i runga i te NAG 2A (b) me te (c).

Aronga ki te taumata paetae o te ākonga

Ko tētahi tino mahi a te poari he whakarite i ngā pārongo kia mārama ai ki ngā ākonga, mātua, te whānau hoki, he aha ngā wawata mō ngā ākonga mō te tau e tū mai.

Mō ngā kura me ngā kura reo Pākehā e whakahaere ana i ngā hōtaka reo Māori Taumata 1 me te Taumata 2, ko te tūtohinga te aronui mō te ahunga whakamua me te taumata paetae o te ākonga rumaki reo Māori, me te whakawhanake i te whakaako me te ako ki te reo Māori me ōna tikanga.

Mai i te tau 2011, kua whakamahia Ngā Whanaketanga Rumaki Māori ki te aromatawai i ngā pūkenga o te reo matatini me te pāngarau, e ngā kura Tau 1 ki te 8 e whakamahi ai i Te Marautanga o Aotearoa mō ā rātou hōtaka whakaako me te ako.

Mehemea ko tō koutou kura tētahi o aua kura reo Pākehā e whakamahi ana i te New Zealand Curriculum arā kei te whakamahia hoki Te Marautanga o Aotearoa e tō koutou karaehe rumaki reo Māori, me tiaki te raraunga mō ngā hōtaka reo Pākehā me te rumaki reo Māori. Nō reira me whakarite i ngā keo i roto i te tūtohinga, tuku pūrongo pārongo NAG2A mō te National Standards me Ngā Whanaketanga Rumaki Māori.

He āwhina anō mō te whakamahere me te tuku pūrongo mā ngā kura e whakamahi i ngā National Standards kei te: http://www.education.govt.nz/spar/resources/

http://www.education.govt.nz/spar/resources/




Mā te poari e whakarite kia:

» whai hua te tirohanga pae tawhiti me ngā uara, ngā wāhanga rautaki me te mahere ā-tau, wawata, whāinga me ngā keo, mō ngā ākonga katoa;

» tautokona ngā wawata, whāinga, keo me ngā whakaritenga, e ngā pārongo mō te hauora o te ākonga, te taumata paetae, te whakarata, te pupuri ākonga, me te whakawhitinga;

» mārama te wāhanga rautaki e tuhia nei ngā whāinga rautaki me te ahunga o te kura mō ngā tau 3-5 e tū mai, kei te hāngai taua rautaki ki te tirohanga pae tawhiti me ngā uara o te poari me te whānau, ka mutu kei te kitea ngā tōminatanga me ngā hiahia o te kura whānau me te hapori;

» hāngai pū te wāhanga ā-tau ki te wāhanga rautaki; ko ngā whāinga me ngā keo o te wāhanga ā-tau he kaunekehanga ki ngā whāinga pae tawhiti o te wāhanga rautaki;

» tika ngā keo whakawhanake ākonga hei whakatutuki i ngā hiahia o te kura, hōtaka rumaki reo Māori rānei, me te hāngai hoki ki ngā whakaarotau ā-motu;

» mārama te tūtohinga mō te

whakahaeretanga o ngā rauemi, haumi me ngā hōtaka ki te whakatutuki i ngā whāinga o te whanaketanga; me

» tika, kia mārama, kia hāngai ngā whakaritenga me ngā hōtaka kia tae rawa atu ki ngā keo.

5. Arotake whaiaro o te Kura

He pai te arotake whaiaro me te whakamahere ki te āwhina i te ākonga ki te wewete i ōna pūmanawa, he mea nui tēnei mō rātou e hiahia ana i te tautoko nui ki te haere whakamua. Me kaha te kura ki te tautohu i aua ākonga me te tautoko e hiahiatia ana kia whai ai rātou i ngā hua o te mātauranga.

Ko te mahi a te poari me te whānau, he arotake, he matapaki i ngā mahere rautaki, ā-tau hoki, me te whakarite kia aronui ngā whāinga rautaki, ngā whāinga ā-tau me ngā keo ki te wewete pūmanawa a te ākonga i runga i ngā āhuatanga o Te Aho Matua, āhuatanga motuhake rānei o te karaehe rumaki reo Māori.

Mā te arotake whaiaro tae rā anō ki te tātaritanga o ngā raraunga taumata paetae o te ākonga, e taea ai e te kura te whakatū i te tirohanga pae tawhiti mō te katoa, me te whakarite i ngā whāinga me ngā keo ki te whakawhanake i ngā ākonga.

Ka hāngai aua whāinga me ngā keo ki Te Marautanga o Aotearoa, ka mutu he whakaataranga o ngā tōminatanga o te whānau me te hapori.

Mā te arotake whaiaro tonu e āhei ai te kura ki te whakarite i ngā mahi tika ki te whakatutuki i ngā whāinga me ngā keo.

He hokihoki ki te hātepe arotake whaiaro mō te roanga o te tau. Mā te aroturuki i te ahunga whakamua me te taumata paetae o ngā ākonga i ngā wa katoa, e āhei ai te poari ki te whakanuku i ngā rauemi tautoko kia eke ki ngā keo.

Mā te āta whakarite i te arotake whaiaro e āhei ai te kura ki te aromatawai i ngā hua o ngā mahi kua whakaritea i mua i te arotake o te tūtohinga. Mehemea kua tau te tūtohinga i te tīmatanga o te tau kura, ka mōhio te poari, ngā kaihautū kura me te Tāhuhu ki hea arotahi ai i ngā hōtaka ako whakaako hoki, me te tautoko mō te tau e tū mai.



Ka arahina te arotake whaiaro e ngā pātai e whai ake nei:

» he aha ngā tōminatanga, whāinga rautaki, whāinga ā-tau kua whakaritea e te poari ki te: whakakaha i te kauneke me te taumata paetae o ngā ākonga; whakahaere i te kura; me te tiaki i ngā rauemi?

» he aha ngā mahi kua oti i te whānau me te poari ki te whakatutuki i ngā whāinga me ngā keo?

» he aha ngā mahi kua tutuki kē i te poari me te whānau, katahi nā te aha e whakapono ai rātou āe, kua tutuki?

» he aha te taunakitanga o te kauneke me te taumata paetae o te kura; me kī ā-kura, ā-marau, ā-tau, ā-wahine, ā-tāne? Ka pēhea tana tūnga ki te taha o ngā whakaarotau me ngā āhuatanga ā-motu?

» mā te aha e whakamahi ai te whānau me te poari i tēnei pārongo kia kaha ake ai te kauneke?

Ka haere ki hea kimi āwhina ai:

Kei runga i te paetukutuku a te Tari Arotake Mātauranga (ERO) me TKI ētahi atu pārongo:

» http://www.ero.govt.nz/publications/framework-for-school-reviews/self-review/

» http://www.ero.govt.nz/publications/he-anga-arotake/reviews-in-te-aho-matua-kura-kaupapa-maori/

» http://nzcurriculum.tki.org.nz/National- Standards/Tools/Boards-of-trustees

Ko te hoahoa o raro iho he rārangi mahi mō te arotake whaiaro a te poari. Me uru pai te whānau o te kura me ngā karaehe rumaki reo Māori ki ngā wāhanga katoa.

http://www.ero.govt.nz/publications/framework-for-school-reviews/self-review/


http://www.ero.govt.nz/publications/he-anga-arotake/reviews-in-te-aho-matua-kura-kaupapa-maori/



http://nzcurriculum.tki.org.nz/National-Standards/Tools/Boards-of-trustees





6. Ākonga rumaki reo Māori

He mahi nui mā te poari, te hautūtanga o te kura, te whānau me te hapori ki te hāpai i te taumata paetae me te toiora o te ākonga i runga i ngā tikanga whakaako me te ako, e whakaata ana i ngā moemoeā a te whānau e pā ana ki te ahurea, te pāpori, te mātauranga, me te ohanga hoki. Koinei te whāinga o ngā kura me ngā karaehe rumaki, reorua hoki, i Aotearoa nei e toko ake ana i te whakaoranga o te reo Māori me ōna tikanga.

E rua ngā rautaki matua hei whakaarotahi i te kura ki ngā ākonga Māori e kuraina ai ki te reo Maori.

Mā ngā tuhinga e whai ake nei e āwhina te poari i roto i tana mahi aroturuki.

Ka Hikitia – Kōkiri kia Angitū 2013-2017. He rautaki tēnei ki te panoni i te pūnaha mātauranga kia whakawhiwhia e ngā ākonga Māori katoa ngā pukenga, tohu, mōhiotanga hoki, kia tae ake ai rātou hei Māori anō ki te taumata o te mātauranga.

Ko te whakapakari, ko te whakatipu i te reo Māori i te mātauranga he pou nui mō Ka Hikitia. Ko te reo Māori me ōna tikanga te takenga mai o te ahurea Māori, o te whakapapa Māori.

Mā te ako i roto i te reo Māori, mā te reo Māori e kuhu atu ai ngā ākonga Māori ki te ao Māori, ā, e mana hoki ai ngā ākonga hei uri nō te Māori nō te ao whānui, ka mutu he tohu nui tēnei mō te oranga o te tangata, mō ōna whakatutukitanga hoki.

Ko tā Tau Mai Te Reo - Te Rautaki Reo Māori i te mātauranga 2013-2017, he whakawhāiti, he whakakotahi i ngā momo kawenga a te Tāhuhu o te Mātauranga me ngā tari mātauranga ki te hāpai, ki te whakakaha ake i te reo Maori. He whāinga nui mō Tau Mai Te Reo ko te whakatakoto i ngā tikanga tiaki ākonga e tau ai, e tutuki ai i a rātou ngā hua o te mātauranga, o te reo Māori anō hoki.

Ka haere ki hea kimi ai i te āwhina:

» Mō Ka Hikitia – Kōkiri kia Angitū 2013-2017, haere ki: http://www.education.govt.nz/the-maori- education-strategy-ka-hikitia-accelerating- success-2013-2017/

» Mō Tau Mai Te Reo – Te Rautaki Reo Māori i te mātauranga 2013-2017, haere ki: http://www.education.govt.nz/tau-mai- te-reo-the-maori-language-in-education- strategy-2013-2017

» Ko Tu Rangatira Māori Medium Educational Leadership he tauira hautūtanga e whakaata ana i ngā tikanga, i ngā mahi pai kia whai hua mātauranga ai ngā ākonga Maori. Kei konei tētahi kape: http://www.educationalleaders.govt.nz/Lea dership-development/Key-leader

http://www.education.govt.nz/the-maori-education-strategy-ka-hikitia-accelerating-success-2013-2017/




http://www.education.govt.nz/tau-mai-te-reo-the-maori-language-in-education-strategy-2013-2017




http://www.educationalleaders.govt.nz/Leadership-development/Key-leadership-documents/Tu-rangatira-english





8

7. Ākonga e hiahia ana i te mātauranga motuhake

Angitū mō te Katoa - Ia Kura, Ia Kura, Ia Tamaiti, Ia Tamaiti te wawata o te Kāwanatanga kia uru ai ngā tamariki katoa tae rā anō ki ngā tamariki e hiahia ana i te mātauranga motuhake. Angitū mō te Katoa - tae rā anō ki ngā poari kaitiaki, tumuaki, kaiako, ākonga me ō rātou whānau hoki.

Ko tā Angitū mō te Katoa he pōhiri, he whakatau i ngā tamariki e hiahia ana i te mātauranga motuhake o ngā kura katoa kia tae atu ki te taumata paetae e tika ana. Nō te Poari te haepapa ki te tautoko kia tutuki ai te whāinga nei. Kei roto i tēnei rautaki tētahi hōtaka mahi hei tautoko i ngā kura ki te pōhiri i ngā ākonga katoa, ki te whakatika hoki i ā rātou pūnaha mātauranga motuhake.


» http://www.education.govt.nz/inclusive- education/

» te mārama o Pipiri 2010 i whakaputaina e te Tari Arotake Maātauranga tētahi pūrongo Including Children with High Needs, e whakaatu ana i tētahi mahere arotake whaiaro mātauranga motuhake me ētahi whakaaro anō mō te mahi tika. Tirohia ki konei: http://www.ero.govt.nz/National- Reports/Including-Students-with-High- Needs-June-2010

» Ko tētahi rauemi e hāngai ana ki tēnei kaupapa, ko te Effective governance - Building an Inclusive School, he rauemi hei āwhina i ngā poari ki te whakatutuki i ngā whāinga o tēnei kaupapa, kei: http://www.nzsta.org.nz/leadership/effecti ve-governance-publications-and- resources/building-inclusive-school

http://www.education.govt.nz/inclusive-education/



http://www.ero.govt.nz/National-Reports/Including-Students-with-High-Needs-June-2010




http://www.nzsta.org.nz/leadership/effective-governance-publications-and-resources/building-inclusive-schools





9

8. Tā koutou tūtohinga

Ehara i te mea me kauwhau roa tā koutou tūtohinga. Ka toko ake ngā wawata, ngā whāinga me ngā keo o te tūtohinga i te taunakitanga me ngā hua o te arotake whaiaro o te poari.

Ko te tikanga ka kitea ngā whakaarotau o ngā matua me te hapori, ka mutu ko ia te whakatutukitanga o ngā Aratohu Mātauranga ā-Motu.

E toru ngā wāhanga matua o te tūtohinga:

» he wāhanga whakataki (tae rā anō ki te whakataukī o te kura, te tirohanga pae tawhiti me ngā uaratanga);

» he wāhanga rautaki (tae rā anō ki ngā wawata me ngā whāinga rautaki) me

» he wāhanga ā-tau (tae rā anō ki ngā keo me ngā mahi kua whakaritea).

Kia maumahara te poari ki te:

» whakahāngai i te mahere ā-tau ki te mahere rautaki; me te

» whakarite i ngā keo e whakaatu ana i ngā hua mā te ākonga, e hāngai ana ki ngā whakaarotau ā-motu, tae rā anō ki te hāpai i te taumata paetae, e tika ana mō ā koutou ākonga.

Kei raro iho nei te whakamārama poto mō tēnā wāhanga, mō tēnā wāhanga, me ētahi whakaaro ki te whakauru i ngā whakaarotau o te kāwanatanga ki aua wāhanga.


Kei konei tētahi tātauira ki te āwhina i a koutou ki te tuhi, ki te whakahōu rānei i tā koutou tūtohinga: http://www.education.govt.nz/spar/preparing-your-documents/

He tauira e whakaatu ana i te panonitanga o te tātauira kia uru atu ai te mana motuhake o ngā kura me ngā hōtaka arareo Māori kei tēnei wahanga section 12 o tēnei tuhinga.

Te wāhanga whakataki

Me whakaata anō hoki ngā tino whāinga mō ngā ākonga katoa, tae rā anō ki ngā tūmanako o te whānau, o te hapori/iwi o te kura.

Ka arahina ngā mahi me ngā tūhonotanga katoa i te Kura Kaupapa Māori, i te Kura Motuhake, i te Kura-ā-Iwi, i ngā hōtaka arareo Māori (e.g. He karaehe rumaki Reo Māori) e ngā mātāpono o te mana motuhake o te kura.

Ia tau ka arotakehia te tūtohinga, ka noho ōrite tonu pea te wāhanga whakataki. Ka arahina tēnei e tō koutou mana motuhake, e te kauneke o te poari me te whānau i runga i te rārangi arotake rautaki, me te kaha o te hāngaitanga o te tūtohinga ki Te Marautanga o Aotearoa.

Te whakauru i ngā whakaarotau ki te wāhanga whakataki

Ko te mana motuhake he oati e kī ana ka whakawhiwhia he momo mātauranga e rerekē ana ki te momo mātauranga o tētahi atu kura Maori, o tētahi atu kura māori kāwanatanga ranei.

Me whakarite hoki e te poari me te whānau tētahi wāhi ako e tika ana mō ngā ākonga katoa, tae rā anō ki ngā ākonga e hiahia ana i te mātauranga motuhake, kia tae atu rātou ki te taumata paetae i runga i tō koutou mana motuhake.

http://www.education.govt.nz/spar/preparing-your-documents/




10

Te wāhanga rautaki

Kei roto i te wāhanga rautaki ngā whakaritenga o te poari me te whānau e pā ana ki ngā whāinga me te ahunga whakamua mō te toiora o ngā ākonga, ki te kauneke me te taumata paetae mō ngā tau 3-5 e tū ana; me kite te ia o te mana motuhake. Kei roto i te wāhanga rautaki:

» te rārangi wawata o te poari mō ngā tau 3-5 e tū ana, me te huarahi e whāia nei e te poari kia pai ai te toiora, kia hikitia ai hoki te kauneke me te taumata paetae o ngā ākonga katoa.

» mō te Kura Kaupapa Māori, te whakahaeretanga i runga i ngā tikanga o Te Aho Matua;

» mō ngā Kura Motuhake, Kura-ā-Iwi me ngā karaehe rumaki Reo Māori, te whakakikotanga o te mana motuhake;

» he rārangi whakaarotau mātauranga mō te whānau me te hapori e whakaata ana i ngā whakaarotau kāwanatanga kei roto i ngā NEGs me ngā NAGS;

» ngā tūmanako o te poari me te whānau mō ētahi atu kaupapa nui o te kura, kei reira te haepapa pae tawhiti ki te tautoko i te whakaako me te ako; ko te toiora tētahi, ko te hauora me te haumaru, ko ngā rawa me ngā whare.

Me whakauru e tō kura Ngā Whanaketanga Rumaki Māori ki te mahere rautaki mō ngā ākonga Tau 1-8. Nō reira me whakarite i ngā whāinga ki te hiki i te kauneke me te taumata paetae o te kōrero, te pānui, te tuhituhi, te pāngarau rānei.

He tauira whāinga rautaki kei roto i te section 12 o tēnei tuhinga.

Te wāhanga ā-tau

Kei roto i te wāhanga ā-tau ngā whāinga ā-tau, ngā keo, ngā mahi kua whakaritea me ngā rauemi hei whakatutuki i ngā hua matua mō ngā ākonga me te whanau.

Ngā whāinga a-tau

Ka hāngai ngā whāinga ā-tau ki ngā whāinga rautaki. Koinei te tumu o ngā mahi kia arotakengia, kia aromatawaia te mahi tūturu.

Kei roto i tēnei wāhanga:

» te whakahaeretanga o te mahere rautaki mō te tau e tū mai, me te wātaka e whakaatu ana āhea tutuki ai ngā keo me ngā mahi kua whakaritea;

» ngā whāinga kua tautuhia ki te whakakaha i te kauneke me te taumata paetae o ngā ākonga, me hāngai hoki ki ngā whāinga rautaki (tae rā anō ki aua whāinga e pā ana ki Ngā Whanaketanga Rumaki Māori);

» ngā keo uaua engari ka taea tonutia te whakatutuki, ka mutu kua puta aua keo i te tātaritanga o ngā raraunga, tae rā anō ki ngā raraunga taumata paetae o nāianei, ki te toiora, me ngā raraunga pupuri ākonga;

» ngā mahi kua whakaritea e tika ana ki te eke ki ngā keo, tae rā anō pea ki: te hono atu ki ētahi atu kura; te kimi i te whanaketanga ngaio ki te tautoko i te whakaako ki te reo Māori; te mahi tahi koutou ko te whānau ki te whakakaha i te mahi a ngā ākonga, te kimi rānei i ētahi anō rauemi, hōtaka hapori rānei;

» te rārangi ingoa o ngā tāngata mā rātou e whakatutuki ngā mahi kua whakaritea, te wā e oti ai aua mahi, me te tuaritanga o ngā rauemi hei whakatutuki i ngā keo me ngā mahi (ngā mea e tika ana); me

» te huarahi e whai ai te poari ki te aroturuki i te ahunga whakamua ki ngā keo i te roanga o te tau, hei tauira, he kohikohi raraunga mō te kauneke me te taumata paetae o ngā ākonga, ko te arotake hoki i aua raraunga.

He tauira whāinga rautaki kei roto i te section 12 o tēnei tuhinga.

Te whakauru i ngā whakaarotau ki te wāhanga rautaki

Kei te āhei te poari me te whānau ki te arotake i te mahi hei kaitiaki o te reo Māori me ōna tikanga i runga i ngā āhuatanga o te whakaoranga o te reo, mā reira e pai ai te toiora o te ākonga, e mōhio ai ki te kounga o te ako, e whiwhi ai ngā hua mātauranga hoki i runga i te mana motuhake.



Ngā whāinga hātepe

Tēnā pea ko tētahi hua o te arotake whaiaro, aromatawai rānei, he tautuhi i ngā hātepe, pūnaha rānei kia whakakahatia, kia panonitia rānei, ka mutu ka pai ake te tautoko i te kauneke, i te taumata paetae, i te toiora o te ākonga.

Ka whakaritea ngā whāinga hātepe hei hoa mō ngā whāinga taumata paetae me ngā keo, ka mutu ka whakamahia mō ngā anga aromatawai, anga whakaōrite, hātepe rārangi taenga ā-tinana rānei.

Mā ngā whāinga hātepe e tautuhi ngā hua pai tae rā anō ki ngā mahi kua whakaritea e hiahiatia ana ki te whakatutuki i aua whāinga.

whiriwhiri i te ākonga i ngā rōpū ākonga rānei e hiahia ana i te tautoko nui atu. Kei roto i tēnei pārongo ko ngā raraunga ā-kura kua tātarihia i runga i te taumata tau, te ira wahine/tane, te marau me ngā akomanga. Ko ngā ia me ngā rerenga o ngā raraunga taumata paetae o ngā ākonga me ngā hua o te tātaritanga rerekētanga, te tumu o te mahere kura.

Kua rite ki te whakatau i ngā keo mō ngā ākonga kua tautuhia, ki te āta tohatoha i ngā rauemi, ki te whakarite hoki i ngā mahi hei hāpai i te kauneke me te taumata paetae.

Mā te kohikohi me te arotake i ngā raraunga kauneke me ngā raraunga taumata paetae i te roanga o te tau, ka mōhio te poari ki te kauneke, aha rānei o te mahi. . Mā reira e mōhio ai te poari āe rānei,kāore anō rānei, kei runga i te huarahi e tika ana, ka mutu kua whai wā ki te panoni i ngā hōtaka whakaako me te ako mehemea ko tērā te mahi tika.

Mehemea e whakamahia ana tētahi hātepe aroturuki i te kauneke kua whai wā ki te panoni i ngā hōtaka.

Ngā keo, ngā mahi kua whakaritea me ngā rauemi

Ko te tino mahi a te kura me te poari he hāpai i te taumata paetae o ngā ākonga katoa ka mutu ko te tautoko a te poari he whakarite i ngā whāinga me ngā mahi kua whakaritea i roto i te tūtohinga. Hei tāpiri ki tēnei, me whakarite i ngā keo motuhake mō ngā rōpū ākonga e hiahia ana i te tautoko nui ake, kia tae atu ai ki te taumata e tika ana.

Ko te kaupapa keo he kaupapa nui o te wāhanga ā-tau o te tūtohinga; ko tāna mahi he whakaatu i te neke whakamua o te ākonga mai i te tīmatanga ki te whakamutunga o te tau. Me mārama te poari ki te kauneke me te taumata paetae o ngā ākonga katoa kia taea ai te whakarite i ngā keo e tika ana mō te kura.

Hei whakaoti i tēnei mahi me kohikohi, me tātari i te whānuitanga o ngā pārongo taumata paetae ki te tautuhi i te taunakitanga hei

Te whakauru i ngā whakaarotau ki te wāhanga ā-tau

Kei te āhei te poari me te whānau ki te arotake i te mahi hei kaitiaki o te reo Māori me ōna tikanga i runga i ngā āhuatanga o te whakaoranga o te reo, mā reira e pai ai te toiora o te ākonga, e mōhio ai ki te kounga o te ako, e whiwhi ai ngā hua mātauranga hoki i runga i te mana motuhake.

Te whakauru i ngā whakaarotau ki te whakarite keo

Me ATAMAI ngā keo e whakaritea ai e te poari, (he Tauwhāiti, ka taea te Ine, ka Taea, ka Hāngai, he Wā whakamutu). Ka ū ngā keo ATAMAI ki ngā hiahia o te ākonga takitahi, ki ngā rōpū ākonga rānei.

Hei tauira, ko ngā ākonga kaore anō kia tae ki te taumata e tika ana mō rātou, ko ngā mea kei roto i te manawa āki, manawa taki o Ngā Whanaketanga Rumaki Māori rānei. Ka tuhi ana i ngā keo, me tuhi i te tokomaha o ngā ākonga, ko te taumata tau, ko te ira wahine/tane hoki.

Ka tuhia ngā mahi e whakaritea e te poari tae rā anō ki ngā rauemi e hiahiatia ana ki te eke ki te taumata keo.



Tēnā pea he āwhina ki te poari te mahere me ngā pātai e whai ake nei, hei arotake whaiaro i te wā whakawhanake, arotake hoki i ngā keo mō te tūtohinga.

He Pātai Huritao

Kohinga Raraunga

» Ko ēhea ngā raraunga kauneke me te paetae taumata e kohia ai e tātou?

» Ka pēhea tā tātou arotake i te kauneke me te paetae taumata, e hia ngā wā e arotake ai?

» Kua whakawehea ā tātou raraunga paetae taumata o te ākonga kia kitea te tau taumata, te

mātāwaka, te ira wahine/tāne, te karaehe?

» Ko ēhea ngā raraunga tae-ā-tinana o te ākonga, noho rangitahi, ū ki te mahi ā-kura, ā-karaehe

rumaki reo Māori rānei e kohia ai e tātou? He aha te pai o ēnei raraunga ki te āwhina i a tātou ki te takatū i te mahi whai muri atu?

» E hia ngā wā o te tau e tukuna ai te pūrongo taumata paetae o te ākonga ki te poari, kia taea ai e

tātou te kauneke me te taumata paetae o ngā ākonga katoa te matapaki? Te tātaritanga o ngā raraunga

» E pēhea ana te kauneke me te taumata paetae o ā tātou ākonga, kei hea te taunakitanga mō tera?

» He aha ngā rautaki me ngā mahi kua whakaritea hei whakakaha i te kauneke me te taumata paetae,

ka mutu ka pēhea te whaihua?

» He ākonga kei roto i ngā rōpū kua tautuhia he pōturi ake, he tere ake rānei i ētahi atu?

» Kei te neke whakamua ā tātou ākonga parapara nui, whai pumanawa?

» Tokohia ngā ākonga ORS, ā, ka pēhea tā rātou neke whakamua?

» He aha ngā ia me ngā rerenga o te taumata paetae o ā tātou ākonga i ngā tau pātata nei, ka pēhea

hoki ina ka whakaōritehia ki ētahi atu kura kaupapa, arareo Māori ranei?

» He aha te hāngaitanga ki ngā ia me ngā rerenga o te tae-ā-tinana me te ū ki te mahi-ā-kura?

» He wāhanga o te marautanga e piki ai, e heke ai rānei te taumata paetae o ngā ākonga i te roanga o

te wā, ka mutu he aha i pērā ai? Te Whakamahere

» Ka pēhea te whakamahi i te pārongo mō te taumata paetae me te toiora o ngā ākonga, ki te

wetewete i ō mātou hiahia whanaketanga me ērā o ngā kaihautū, kaiako hoki?

» I runga i te mōhio ki ngā raraunga taumata paetae o te ākonga me ngā hua o te tātaritanga

rerekētanga, he aha ngā mahi kua whakaritea mō te tau e tū mai hei hāpai i te taumata paetae o ngā akonga?

» He aha ngā rauemi e hiahiatia ana hei tautoko i ēnei mahi kua whakaritea?

Ko te mahere kei raro iho nei he hātepe mō te tumuaki me ngā kaiako whai muri i te kohikohi me te tātari i ngā raraunga ākonga, me te wā o te whakarite keo hei whakakaha i te kauneke me te taumata paetae o te akonga.



Te Whakarite keo mō ngā ākonga noho rangitahi, hou rānei

Mehemea he tokomaha ngā ākonga noho rangitahi, hou rānei e taetae ai ki te kura, tēnā pea ka whakaritea ngā keo tauwhāiti ki te tautoko i ēnei ākonga, ki te hāpai rānei i tō ratou taumata paetae.

Tēnā pea kare kau he raraunga taumata paetae mō aua akonga. Ki te kore, ka whakamahia ā koutou raraunga e whakaritea ai i runga i ngā ia o ngā tau ki muri, hei whakarite keo. Whakaarohia he aha ngā mahi, rauemi ranei, e hiahiatia ana ki te tautoko i te toiora, i te kauneke, i te taumata paetae o ēnei ākonga.

Mehemea ka taea, whakapā atu ki te kura o mua o te ākonga kia hangaia ai tētahi kōnae pārongo me ngā raraunga mā reira e āhei ai te whakarite keo mōna.

Mehemea ka nuku tō ākonga ki tētahi atu kura, ki tētahi atu taumata kura, me tuari ngā pārongo, ka tika. Mā reira e pai ake ai te nekehanga mō te ākonga hou.


» Kei konei ētahi atu pārongo mō te whakarite keo: http://assessment.tki.org.nz/Using- evidence-for-learning

» Kei konei tētahi pūrongo Te Tari Arotake Mātauranga (Te Tari Arotake Mātauranga) e pā ana ki ētahi mahi keo whaihua: http://www.ero.govt.nz/National- Reports/Raising-student-achievement- through-targeted-actions-December-2015

Kei konei ētahi tauira keo section 12 o tēnei tuhinga.

http://assessment.tki.org.nz/Using-evidence-for-learning



http://www.ero.govt.nz/National-Reports/Raising-student-achievement-through-targeted-actions-December-2015




Te Tūtohinga, te Tātaritanga Rerekētanga me te Tuku Pūrongo NAG2A He aratohu mo ngā kura e whakamahi ana i Ngā Whanaketanga Rumaki Māori 14

9. Tuku pūrongo mō Ngā Whanaketanga Rumaki Māori NAG2A

Ko ngā pārongo he pūrongo mō te kauneke me te taumata paetae o ngā ākonga Tau 1-8 he mea hāngai ki Ngā Whanaketanga Rumaki Māori.

Ka whakamahi te poari i ēnei pārongo whakahirahira ki te whakarite i ngā whāinga me ngā keo hei whakakaha ake i te kauneke me te taumata paetae ākonga mō te tūtohinga ā te tau whai muri mai.

Mā ngā pārongo Ngā Whanaketanga Rumaki Māori e taea ai e te Tāhuhu te kite i te āhua ā-rohe, ā-motu hoki, o te kauneke me te taumata paetae.

Kua rite te Tāhuhu o te Mātauranga ki te mahi ki tō koutou taha, arā he tuku āwhina me te tohutohu ki te poari, ki te tumuaki, ki ngā kaihautū kura.

Tuku pūrongo ki te Tāhuhu o te Mātauranga

Ko ngā kura Tau 1-8 ngā ākonga, me tuku e rātou ki te Tāhuhu te pūrongo Ngā Whanaketanga Rumaki Māori NAG2A(b), NAG2A(c), me te tūtohinga, tātaritanga rerekētanga hoki i mua i te 1 o Poutū te rangi i ia tau, i ia tau.

Me tuku katoa ngā raraunga ākonga i tua atu o ērā ākonga katahi anō ka eke tuatahi atu ki te rārangi kura i mua, i muri tonu iho rānei i te 1 o Poutū te rangi. Kaua e waiho ngā raraunga mehemea he āwangawanga tūmataiti. Ka whakatikahia e Te Tāhuhu o te Mātauranga ngā pārongo, ka whakahokia atu kia arotakehia e te kura i mua i te whakaputahanga ki te paetukutuku Education Counts.

Me whakamahi e te kura te taputapu tuihono Te Waharoa Ararau ki te whakaoti, ki te tuku hoki i ngā pūrongo NAG. E rua ngā wāhanga o Te Waharoa Ararau; ko Te Waharoa Ararau ā-Kura me Te Waharoa Ararau ā-Motu.

Kei te wātea Te Waharoa Ararau ā-Kura (TWAaK) ki te āwhina i te kura ki te whakataurite i ngā whakataunga kaiako (OTJs), ki te hanga hoki i ngā pūrongo taumata kura hei whakamahinga mā te te kura. Kāore e wātea ana ēnei pārongo ki te Tāhuhu o te Mātauranga.

Ko Te Waharoa Ararau ā-Motu (TWAAaM) te tātauira e tika ana ki te tuku pūrongo mō ngā pārongo taumata kura Ngā Whanaketanga Rumaki Māori NAG2A(b).

Kei konei te taputapu me ngā tātauira NAG2A(b), NAG2A(c) hoki: https://twa.education.govt.nz

Ki te kore e whakamahia Te Waharoa Ararau ā-Kura ka taea te whakauru ngā raraunga Te Waharoa Ararau ā-Motu.

Mehemea kua whakamahia te Student Management System (SMS) ki te kohikohi i ngā raraunga, me tango mai aua pārongo, ka whakauru ai ki Te Waharoa Ararau ā-Kura.


Kei konei te aratohu whakamahi i teTWAAaM/TWAaK: https://twa.education.govt.nz

https://twa.education.govt.nz/




Pūrongo whakamārama NAG2A(b)

Me tuku e te kura te pūrongo mō ngā pārongo taumata kura i runga i Ngā Whanaketanga Rumaki Māori i raro i ngā upoko e whā:

1. Ngā torokaha me ngā wāhi kua kitea hei whakawhanake ake i tō kura

2. Te take i whakaritea ai ngā wāhanga hei whakapakari;

3. Ngā mahi kua whakaritea hei hāpai i te taumata paetae; me

4. Te haere whakamua e pā ana ki Ngā Whanaketanga Rumaki Māori.

Kei raro nei ngā whakamārama:

1. Ngā torokaha me ngā wāhi kua kitea hei whakawhanake ake (NAG2A(b)(i))

Me tuhi e te poari te whakarāpopototanga o ngā torokaha me ngā wāhi kua kitea hei whakawhanake ake e pā ana ki Te Whanaketanga Rumaki Māori. Hei whakaea i tēnei, ka tātarihia ngā raraunga taumata paetae o ngā ākonga ā-taumata kura, i runga i Ngā Whanaketanga Rumaki Māori.

2. Te pūtake hei tautuhi i ngā wāhi hei whakawhanake ake a te poari (NAG2A(b)(ii))

Mā te poari e whakaatu ka pēhea i tautuhia ai ngā wāhi hei whakawhanake i runga i Ngā Whanaketanga Rumaki Māori. Ka āta tirohia ngā raraunga me ngā tātaritanga huhua.

E rua ngā wāhi arotahi:

» te tātaritanga o ngā raraunga taumata kura kua whakawehea ki te ira wahine/tāne, me te taumata tau mō te reo matatini me te pāngarau. Ka kitea pea i roto i ēnei pārongo ngā rerenga i roto i ngā taumata tau mō ngā rōpū huhua (hei tauira, ira wahine/tāne, mātāwaka rānei); me

» te tātaritanga o te rerekētanga o ngā keo kei roto i te tūtohinga me te whakatutukitanga tūturu (arā, te tātaritanga rerekētanga). Ka whai wā te poari ki te arotake i ngā mahi o te tau kua hipa, ki te kite hoki he aha ngā mahi whaihua, ngā mahi pai ki te tautoko i ngā ākonga.

Mā te āta tautuhi i ngā ākonga e hiahia ana i te tautoko nui, e āhei ai te poari ki te whakarite i ngā wawata, i ngā whāinga, i ngā keo o te tūtohinga, ka mutu koinā tētahi wāhanga o te arotake whaiaro.

Ka kitea pea e ngā kaihautū me ngā kaiako o te kura te pai o ēnei pārongo ki te tautuhi i ngā ākonga e hiahia ana i te tautoko nui ake, ka mutu ka panonihia te whakaako me ngā hōtaka ako.

3. Ngā mahi kua whakaritea a te poari hei hāpai i te taumata paetae (NAG2A(b)(iii))

Ka kitea ana e te poari te wāhi hei whakawhanake ake i te kauneke me te taumata paetae o te ākonga, me whakamārama ki ngā mātua me te whānau, ka pēhea e whakatutuki ai.

Me tautuhi e te poari ngā wāhi hei whakawhanake katahi ka tuhi i ngā mahi e whakaritea ai kia tutuki. Me tuhi ēnei mahi ki roto i te tūtohinga.

4. Te haere whakamua e pā ana ki Ngā Whanaketanga Rumaki Māori (NAG2A(b)(iv))

Mā te poari e tuhi kōrero mō te kauneke o ngā ākonga i runga i Ngā Whanaketanga Rumaki Māori.

Mā ēnei pārongo e whakaatu te kauneke o te ākonga mō te roanga o te tau; tēnā pea kāore i haere whakamua e pā ana ki ngā taumata o Ngā Whanaketanga Rumaki Māori, engari pea kua haere whakamua i roto i te taumata kotahi.

Hei tauira, ko tētahi ākonga kei te Manawa āki i te tīmatanga o te tau, ahakoa kei te Manawa āki tonu ia i te mutunga o te tau, kua tino neke whakamua kia tae rawa atu ki te Manawa ora ā tōna wā.



Tātauira pūrongo whakamārama NAG2A(b)

Haere ki te taputapu Te Waharoa Ararau ā-Motu ki te tiki i te tātauira Ngā Whanaketanga Rumaki Māori NAG2A(b) tika.

Ehara i te mea me whakaoti e te poari tētahi tātauira mō ia wāhanga ako, mō ia wāhanga ako. Kua rahi te tātauira kotahi NAG2A(b) mō ngā wāhanga ako huhua (kōrero, pānui, tuhituhi, te tau me te taurangi, te ine me te āhuahanga, te tauanga me te tūponotanga, hoki).

Kei konei tētahi tauira pūrongo whakamārama NAG2A(b) section 12 o tēnei tuhinga.

Pūrongo raraunga NAG2A(c)

Me whakaemi rawa e te kura ngā raraunga Ngā Whanaketanga Rumaki Māori NAG2A(c), me te tuku pūrongo hoki mō ia wāhanga tuku pūrongo, mō ia wāhanga pūrongo o te reo matatini me te pāngarau. Ko Pānui, Tuhituhi, Kōrero, Te Tau me te Taurangi, Te Ine me te Āhuahanga, Te Tauanga me te Tūponotanga, ēnei.

Ko ngā whakahīatoato whakamutunga mō ia ākonga mō ia ākonga te pūtake o ngā raraunga Ngā Whanaketanga Rumaki Māori NAG2A(c).

Haere ki te taputapu Te Waharoa Ararau ā-Motu ki te tiki i te tātauira Ngā Whanaketanga Rumaki Māori NAG2A(c) tika.



10. He aratohu anō e pā ana ki te tuku pūrongo mō Ngā Whanaketanga Rumaki Māori

Te tūmataitinga me te whakamahinga o ngā pārongo Ngā Whanaketanga Rumaki Māori i roto i ngā tuku pūrongo tūmatanui

He kaupapa nui te tūmataitinga me te aro tika ki te Privacy Act, 1933 mō ngā poari kaitiaki me ngā kaihautū kura e tuku pūrongo ana ki te hapori.

Kāore e taea te whakaputa ā-tūmatanui ētahi pārongo ākonga kei roto i te tātauira NAG2A(c) nā te mea ka kitea i roto i te taumata paetae o te tamaiti, ko wai tāua tamaiti, ka mutu kua wāwāhia tana mana tūmataiti.

Nō te Tāhuhu o te Mātauranga te haepapa ki te pupuri i te mana tūmataiti o tēnā, o tēnā, kei roto i ngā pārongo Ngā Whanaketanga Rumaki Māori e whakaputaina i runga i te paetukutuku o Education Counts. Kāore mātou e tuku, e whakaputa rānei i ngā pārongo mehemea he wāwāhi i te Privacy Act 1993 te hua.

Mehemea ka whakauruhia e te poari ētahi pārongo kauneke, te taumata paetae o te ākonga rānei (tae rā anō ki te NAG2A(b) me te NAG2A(c)), ki roto i tētahi tuhinga tūmatanui, me maumahara ki te tuhi i ngā tau, i ngā ingoa rānei kia puritia tonutia te mana tūmataiti o te ākonga, o te kaiako hoki.


» Haere ki konei mō te Privacy Commissioner’s Guide to the Privacy Act for Schools: https://privacy.org.nz/news-and- publications/books-and-articles/privacy-in- schools-a-guide-to-the-privacy-act-for- principals-teachers-and-boards-of- trustees/

» Kei konei te NZSTA guidance for Boards of Trustees on the Privacy Act 1993: http://www.nzsta.org.nz/media/2076/nzsta-guidelines-privacy-act.pdf

Ka pēhea te tuku pūrongo mō ā mātou ākonga parapara nui, whai pūmanawa

Ka whakauruhia ngā raraunga taumata paetae mō ngā ākonga parapara nui, whai pūmanawa ki ngā raraunga whānui, taumata kura, engari ka pīrangi pea te poari ki te tuku pūrongo motuhake.

Mā reira e āhei ai te poari ki te whakaatu i ngā ākonga e mahi ana i ngā taumata teitei ake i ō rātou tau tūturu (hei tauira, he ākonga Tau 4 e mahi ana ki te taumata o Ngā Whanaketanga Rumaki Māori mō te Tau 6).

Kei konei tētahi tauira mō te tuku pūrongo e pā ana ki ngā ākonga parapara nui, whai pūmanawa section 12 o tēnei tuhinga.

https://privacy.org.nz/news-and-publications/books-and-articles/privacy-in-schools-a-guide-to-the-privacy-act-for-principals-teachers-and-boards-of-trustees/







http://www.nzsta.org.nz/media/2076/nzsta-guidelines-privacy-act.pdf




Ka pēhea te āta whai i te whanaketanga me te whakatutukitanga o ā mātou ākonga e hiahia ana i te mātauranga motuhake?

Me whakarite keo ki roto i te tūtohinga ki te hāpai i te taumata paetae e pā ana ki Ngā Whanaketanga Rumaki Māori e ngā kura katoa e whakamahi ai i Te Marautanga o Aotearoa, tae rā anō ki ngā kura motuhake me ngā kura motuhake ā-noho.

Ka taea e te nuinga o ngā ākonga e hiahia ana i te mātauranga motuhake te haere whakamua, te tae hoki ki te taumata paetae e tika ana mō rātou i runga i Ngā Whanaketanga Rumaki Māori.

Kei te tautokona tētahi rōpū ākonga e hiahia ana i te tautoko nui rawa e te Ongoing Resourcing Scheme (ORS).

Mō ētahi o ngā ākonga e tautokona ana e ORS ka ōrite te taumata e taea ai ki tō ētahi atu o tana taumata tau. Mō ētahi atu e tautokona ana e ORS, ka whakaritea te taumata paetae kia iti iho ngā nekehanga whakamua e pā ana ki Te Marautanga o Aotearoa, e herea ana hoki ki Ngā Whanaketanga Rumaki Māori. Ka mahi ētahi o ēnei ākonga i roto i te taumata tuatahi o Te Marautanga o Aotearoa mō te roanga o te noho ki te kura. Ka āta whai te poari i te kauneke me te taumata paetae o ēnei ākonga, me te mea hoki ka whakaritea kia neke whakamua ai aua ākonga.


» http://www.nzsta.org.nz/leadership/effecti ve-governance-publications-and- resources/building-inclusive-schools

Ka pēhea te tuku pūrongo mō ā mātou ākonga e hiahia ana i te mātauranga motuhake?

Me whakauru ngā ākonga katoa tae rā anō ki ngā ākonga e tautokona ana e te Ongoing Resourcing Scheme (ORS), ki ngā raraunga Ngā Whanaketanga Rumaki Māori NAG2A e tukuna ai ki te Tāhuhu o te Mātauranga i te taha o te tūtohinga ā-tau.

Kia maumahara, kaua e whakauru ngā ākonga Tau 1 i rēhitatia tuatahitia ai ki te kura i te 1 o Poutū te rangi, whai muri atu rānei.

Nā te poari te kowhiringa ki te tuku pūrongo raraunga mō ngā ākonga e tautokona ana e ORS hei pūrongo motuhake, arā he tāpirihanga ki ngā raraunga kei roto i te pūrongo taumata kura.

Ka pēhea ā mātou ākonga kua rēhitatia ki ngā kura e rua?

Kua rēhitatia ētahi ākonga ki te kura o te kāinga (kura whai rēhita), ko ētahi kei te whakaakohia e tētahi atu kura, hei tauira Te Aho Te Kura Pounamu (the Correspondence School), tētahi kura hauora ā-rohe, tētahi rōpū ī-ako ranei.

Ka pāngia ki ērā āhuatanga, nō te kura rēhita te haepapa taumata paetae tae rā anō ki Ngā Whanaketanga Rumaki Māori.

Mehemea he wāhanga nui te whakaako mai i tētahi atu kura, nō te kura rēhita kē te haepapa ki te tiki i ngā pārongo taumata paetae mai i te kura whakaako kia taea ai e te kura rēhita te whakatutuki ana mahi tae rā anō ki te tuku pūrongo mō ngā raraunga e pā ana ki Ngā Whanaketanga Rumaki Māori NAG2A.

Kei te pai ki te whakawhiti i taua haepapa mehemea koinā te whakataunga o te kura rēhita me te kura whakaako.

Kia maumahara: Te haepapa matua ka noho ki te kura rēhita.






11. Te tātaritanga rerekētanga

Ko tā te pūrongo tātaritanga rerekētanga he tātari i te rerekētanga o ngā wawata, o ngā whāinga, o ngā ahunga whakamua, o ngā whakaarotau, o ngā keo rānei kei roto i te tūtohinga, ki ngā mahi kua oti me āna hua o aua mahi.

Ko tāna mahi he whakaatu ki ngā mātua, ki te whānau, ki te hapori, i ngā mahi kua mahia hei whakatutuki i ngā whāinga me ngā keo kei roto i te tūtohinga, me te whaihua, aha rānei, o aua mahi ki te hāpai i te taumata paetae o te ākonga.

Ko te tātaritanga rerekētanga he mea hei ārahi i te poari me ngā kaihautū o te kura i roto i ngā wānanga mō te angitu, aha rānei, o ngā ratutaki whakawhanake ki te hāpai i te taumata paetae.

Ko tēnei mea he āwhina i te poari ki te whakamahere mō ngā tau e heke tonu mai ana tae rā anō ki te whakarite keo, me te tuari rauemi. Mā tēnei mea e taea ai te tautuhi ngā whakaarotau mō te tau e tū mai ana, e āhei ai hoki te aromatawai ngā mahi koretake e pā ana ki te kauneke me te taumata paetae o te ākonga, o te tau kātahi anō ka hipa

Kei roto i te tātaritanga rerekētanga:

» ngā upoko me ngā kōrero e mārama ana te tuhinga, kia māmā ai ki te hunga pānui;

» he kōrero poto e whakamārama ana i ngā whakaaro o te poari e pā ana ki ngā whāinga rautaki;

» ngā keo whakawhanaketanga e arotahi ana ki te kauneke me te taumata paetae o te ākonga (kei roto kē i te tūtohinga);

» te hāngaitanga o ēnei keo ki ngā whāinga ā-tau, whāinga rautaki (kei roto kē i te tūtohinga);

» ngā raraunga i whakamahia ai ki te whakarite i ngā keo;

» te kauneke me te taumata paetae kua oti kē e pā ana ki ngā whāinga me ngā keo;

» ngā mahi kua mahia kētia hei whakatutuki i ngā whāinga me ngā keo, ko ngā hua o aua mahi e pā ana ki te kauneke me te taumata paetae o te akonga;

» he kōrero whakamārama mō te rerekētanga o ngā whāinga o ngā keo o ngā hua; ā,

» he kōrero whakamārama mō ngā mahi e whakaritea ai e te poari ki te whakatika i tēnei rerekētanga (tēnā pea ka tuhia ētahi atu whāinga, keo hoki ki te tūtohinga o te tau whai muri ake).

Kei konei tētahi tātauira tātaritanga rerekētanga: http://www.education.govt.nz/spar/preparing-your-documents/

Kei konei tētahi tauira tātaritanga rerekētanga section 12 o tēnei tuhin.

Kei raro nei ētahi pātai hei whakaarotanga mā te poari e tuhi ana i te tātaritanga rerekētanga:

» Ka pēhea te whaihua o ngā mahi kua whakaritea kia eke ki ngā keo mō ngā ākonga taumata manawa āki, manawa taki rānei, e pā ana ki Ngā Whanaketanga Rumaki Māori?

» Ki te kore i tutuki ngā whāinga me ngā keo, he aha ngā mahi hei whakaoti mā te whānau me te poari?

» Me tāpiri i te aha hei tautoko/haumi kia tutuki ai ngā whāinga kia eke ai ki ngā keo?





12. He Tauira

He tauira whāinga rautaki

He tauira whāinga ā-tau, mahi kua whakaritea hoki

Ko ngā whāinga e hāngai ana:

1. Kua mārama ki ngā ākonga, ngā matua, te whānau hoki, te kauneke me te taumata paetae e pā ana ki Ngā Whanaketanga Rumaki Māori, ka mutu kei te pai ki a rātou te tuku pātai mō te ako me te tautoko i te ako.

2. Kei te mahi tahi ngā kaiako, ngā mātua me te whānau kia kaha ai te mōhio a te kaiako ki te ākonga, mā reira e hāngai pū ai te hōtaka whakaako ki ōna hiahia.

Whāinga a-tau: Kua mārama pai ngā mātua me te whānau katoa ki ngā āhuatanga e pā ana ki te

kauneke me te taumata paetae o ā rātou tamariki me te hāngaitanga ki Ngā Whanaketanga Rumaki Māori; kua mārama hoki ka pēhea te tautoko.

Te papa raraunga: E ai ki te tatauranga hapori, kua mārama pai te ono tekau mā waru ōrau o ngā

mātua ki ngā āhuatanga e pā ana ki te kauneke me te taumata paetae o ā rātou tamariki me te hāngaitanga ki te marautanga me Ngā Whanaketanga Rumaki Māori; kua mārama hoki ka pēhea te tautoko kia neke whakamua.

Āhea: Ko te aha: (he tauira) Mā

wai:

Ngā tohu kauneke:

Ngā wāhanga 1

me te 3

Whakawhiti whakaaro ki ngā mātua me te whānau e pā ana ki te āhua me ngā kiko o ngā pūrongo reo māori mō te tamaiti.

Tumuaki

Kei te rangona te reo o ngā mātua, o te whānau hoki i roto i te tuhinga o ngā pūrongo whaihua.

Wāhanga 2 Ka tuhia tētahi pepa pārongo pūrongo kia mārama ai ki ngā mātua me te whānau te pūrongo mō te kauneke me te taumata paetae o te ākonga.

Kāhui

kaiha

utū

Kua oti te pepa pārongo

pūrongo, kua

whakamahia kētia.

Ngā wāhanga 2

me te 4

Ka whakatūhia ngā wānanga Ngā Whanaketanga Rumaki Māori mō ngā mātua me te whanau.

Tumuaki

Kei te pakari haere ngā mātua me te whānau i roto i te kaupapa Ngā Whanaketanga Rumaki Māori.

Te Aroturuki: Ka tuhia ngā pūrongo ā-marama mō tēnā whāinga, mō tēnā whāinga, mā te kāhui

hautū, mā te Poari hoki.

Ngā Rauemi: Ko "x" te utu mō ēnei mahi. Kei roto i te tahua pūtea ā-tau, te mahere PLD me te rārangi kaiako, ngā kōrero whakamārama.

» Mā te pai o ngā hua o Ngā Whanaketanga Rumaki Māori (Years 1-10) /NCEA e kitea ai āe, ka taea e ngā ākonga katoa Te Marautanga o Aotearoa.

» Ko Te Reo Māori me ōna tikanga kei te pūtake o ngā mahi a ngā ākonga katoa, a ngā kaiako, a ngā kaihautū, a te whānau hoki.

» Kei te eke ngā ākonga e hiahia ana i te mātauranga motuhake ki te taumata paetae tika e pā ana kiTe Marautanga o Aotearoa, uru pai ai rātou ki ngā mahi a te kura, a te whānau, a te marae, a te iwi.



He tauira keo, mahi whakamahere hoki

Kei roto i te tauira e whai ake nei te whakamahinga i ngā raraunga Pāngarau ā-kura kia tautuhia ai ngā ākonga e hiahia ana i te tautoko nui atu. He tauira mō te hāngaitanga o ngā keo ki ngā whāinga ā-tau, ki ngā whāinga rautaki hoki, he tauira mō ngā mahi e whakaritea ai e te kura kia eke ai ki ngā keo. He tauira tēnei mō tētahi kura i titoa, ko Te Kura o Te Whika.

Ko te whāinga rautaki e hāngai ana:

» Ki tā ngā āhuatanga ahunga whakamua me te whakatutukitanga e pā ana ki Ngā Whanaketanga Rumaki Māori, ka taea e ngā ākonga katoa te kuhu atu ki Te Marautanga o Aotearoa.

Whāinga ā-tau:

Ka tere te ahu whakamua a ngā ākonga e tika ana kia whiwhi i tētahi hōtaka tautoko whaiaro ake ki te whakatutuki i ngā kawatau Manawa ora, Manawa toa rānei e pā ana ki Ngā Whanaketanga Rumaki Māori

Pāngarau i mua i te mutunga o te tau.

Papa Taunakitanga:

» E ai ki tā ngā tātaritanga o ngā raraunga o ngā kura puta noa, kei te whakatutuki te nuinga o ngā ākonga i ngā kawatau Manawa ora, Manawa toa rānei e pā ana ki Ngā Whanaketanga Rumaki Māori Pāngarau. E whakaatahia mai ana hoki kei ngā taumata ā-tau ētahi ākonga e neke whakamua ana kia tutuki ai te Manawa ora, te Manawa toa rānei e pā ana ki Ngā Whanaketanga Rumaki Māori.

» E iwa o 21 ngā ākonga Tau 3, me te12 o 18 o ngā tamatāne Tau 6, e tika ana kia wāhi atu ki ngā

hōtaka akoranga whaiaro ake, kia whakaūria ai te ahunga whakamua tino tere i roto i ngā tau 4 me te 7 kia angitu ai rātou i roto i te Manawa ora, te Manawa toa rānei e pā nā ki Ngā Whanaketanga

Rumaki Māori Pāngarau.

» Kua kitea he hiahiatanga tauwhāiti mō Te Tauanga i roto i ngā taumata ā-tau katoa. Tāpiri atu ki tērā

ko Te Ine me te Hanga mō ngā ākonga Tau 3, ko Te Tūponotanga mō ngā tamatāne tau 6. Ko te hiahia ā-kura whānui he whakapai ake i te hononga o ngā aromatawai ki Ngā Whanaketanga Rumaki Māori me te whakamahi i ngā tirohanga, i ngā whakawātanga a ngā kaiako.

Ngā whāinga ā-tau

Ko ngā ākonga tokoiwa o Tau 4 e ahu atu ana ki te whakatutuki i Ngā Whanaketanga Rumaki Māori Pāngarau i te mutunga o te Tau 3, ka whakatutuki i te Manawa ora, i te Manawa toa rānei e pā ana ki

Ngā Whanaketanga Rumaki Māori Pāngarau i mua i te mutunga o te Tau 4.

Ko ngā ākonga 12 o Tau 7 e ahu atu ana ki te whakatutuki i Ngā Whanaketanga Rumaki Māori Pāngarau i te mutunga o te Tau 6, ka whakatutuki i te Manawa ora, i te Manawa toa rānei e pā ana

ki Ngā Whanaketanga Rumaki Māori Pāngarau i mua i te mutunga o te Tau 7.

Āhea: Ko te aha: (he tauira) Mā wai: Ngā Tohu kauneke:

Wāhanga 4 2013/Te

Wāhanga 1

2014

He arotake i ngā raraunga ahunga whakamua, taumata paetae hoki i te taha o ngā kaimahi mō ngā ākonga katoa e hiahia tautoko motuhake mō rātou anake.

Tumuaki He arotake i te tuhinga, tukuna ki te Poari.

Wāhanga 1, 2014

Whakaritea he aha rawa ngā hiahia akoranga o ia ākonga, o ia ākonga (51) ka whakarite ai i ngā hōtaka tautoko motuhake hei whakatutuki i ngā hiahia takitahi o ngā ākonga.

Kaiako matua/kaiako

He arotake i te tuhinga, ka tuku ki te Poari.



Wāhanga 4

2013/Wāhanga 1, 2014

He arotake i te horanga, i te taurite hoki

o ngā whenu Pāngarau. He tuhi, he

whakatinana i te mahere whakahaere

marautanga taurite.

Tumuaki/Kāhui

kaihautū

Wāhanga 4, 2014

He tuhi i te mahere Kaupapa

Whakapakaritanga Ngaio: ā-kura; ka

honoa ki ngā whāinga ā-tau i roto i ngā

kawenata mahi a ia kaiako, a ia kaiako.

Tumuaki/Kāhui

kaihautū

Mō te roanga o te tau

E hāngai atu ana te

Whakawhanaketanga me ngā

Akoranga Ngaio ki ngā hiahia kua kitea

i ngā taumata ā-tau - mō ngā kaiako

katoa kei roto i te aromatawai e hāngai

ana ki Ngā Whanaketanga Rumaki

Māori,me Te Tauanga hoki; ngā kaiako

Tau 1-2 ka arotahi i te Rautaki ā-Tau,

ngā kaiako Tau 3-5 ka arotahi i Te Ine

me Te Hanga, ngā kaiako Tau 6-8 ka

arotahi i Te Tūponotanga.

Tumuaki

Mō te roanga o te tau

He tuhi, he whakatinana hoki i tētahi

hōtaka akoranga Pāngarau ā-kura me

te kainga, mō te whānau me ngā

ākonga e whai wāhi ana ki ngā hōtaka

tautoko motuhake..

Tumuaki/Kāhui

kaihautū/kaiako

Te Aroturuki: Ka tuhia ngā pūrongo ā-marama mō tēnā whāinga, mō tēnā whāinga, mā te kāhui

hautū, mā te Poari hoki.

Ngā Rauemi: Ko "x" te utu mō ēnei mahi. Kei roto i te tahua pūtea ā-tau, te mahere PLD me

te rārangi kaiako ngā kōrero whakamārama.



He tauira tātaritanga rerekētanga

He tauira tēnei mō tētahi pūrongo kauneke, taumata paetae hoki kei roto i te tātaritanga rerekētanga. Ko tēnei he tauira mō tētahi kura i titoa, ko Te Kura o Te Whika.

Ra: 12/12/15

Ingoa o te kura: Te Kura o Te Whika Tau o te Kura: 9999

Ko te whāinga rautaki e hāngai ana:

Ki tā ngā āhuatanga ahunga whakamua me te whakatutukitanga e pā ana ki Ngā Whanaketanga Rumaki Māori, ka taea e ngā ākonga katoa te kuhu atu ki Te Marautanga o Aotearoa.

Te whāinga ā-tau

Ka tere te ahu whakamua a ngā ākonga e tika ana kia whiwhi i tētahi hōtaka tautoko motuhake ki te whakatutuki i te Manawa ora, Manawa toa rānei e pā ana ki Ngā Whanaketanga Rumaki Māori Pāngarau

i mua i te mutunga o te tau.

Ngā Keo:

» Ko ngā ākonga tokoiwa o Tau 4 e ahu atu ana ki te whakatutuki i Ngā Whanaketanga Rumaki

Māori Pāngarau i te mutunga o te Tau 3, ka whakatutuki i te Manawa ora, i te Manawa toa rānei e

pā ana ki Ngā Whanaketanga Rumaki Māori Pāngarau i mua i te mutunga o te Tau 4.

» Ko ngā ākonga tekau mā rua o Tau 7 e ahu atu ana ki te whakatutuki i Ngā Whanaketanga

Rumaki Māori Pāngarau i te mutunga o te Tau 6, ka whakatutuki i te Manawa ora, i te Manawa toa rānei e pā ana ki Ngā Whanaketanga Rumaki Māori Pāngarau i mua i te mutunga o te Tau

7.

Te papa raraunga:

» Kua whakamahia te taputapu Te Waharoa Ararau, ka mutu e ai ki te tātaritanga o ngā raraunga o te

kura whānui, kei te whakatutuki te nuinga o ngā ākonga i te Manawa ora, Manawa toa rānei e pā ana ki Ngā Whanaketanga Rumaki Māori Pāngarau. E whakaatahia mai ana hoki ko ētahi ākonga kei ngā taumata ā-tau kei te neke whakamua kia tutuki ai te Manawa ora, te Manawa toa rānei e pā ana ki Ngā Whanaketanga Rumaki Māori.

» E iwa o 21 ngā ākonga Tau 3, 12 o 18 ngā tamatāne Tau 6, e tika ana kia whai wāhi atu ki ngā hōtaka

akoranga motuhake, kia whakaūria ai te ahunga whakamua tino tere i roto i ngā tau 4 me te 7 kia angitu ai rātou i roto i te Manawa ora, te Manawa toa rānei e pā ana ki Ngā Whanaketanga Rumaki

Māori Pāngarau.

» Kua kitea he hiahiatanga tauwhāiti mō Te Tauanga i roto i ngā taumata ā-tau katoa. Tāpiri atu ki tērā

ko Te Ine me te Hanga mō ngā ākonga Tau 3, ko Te Tūponotanga mō ngā tamatāne tau 6. Ko te hiahia ā-kura whānui he whakapai ake i te hononga o ngā aromatawai ki Ngā Whanaketanga Rumaki Māori me te whakamahi i ngā tirohanga, i ngā whakawātanga a ngā kaiako.



Ngā Mahi (he aha tā tātou i oti ai?)

Ngā Hua (i ahatia?) Ngā take mō te rerekētanga (nā te aha i pērā ai?)

Arotake (Ahu pēhea ināianei?)

I tuhia ngā whakataunga a ngā kaiako ki Te Waharoa Ararau, me te mea hoki, i whakamahia ngā aromatawai huhua kia puta ai ngā hiahia o tēnā ākonga, o tēnā akonga.

I tuhia ngā mahere mā tēnā ākonga, mā tēnā ākonga tae rā anō ki ngā momo tautoko e hiahiatia ana ki te whakakaha i tā rātou kauneke, taumata paetae hoki.

I whakatūria ngā hui ā-marama ki te taha o ngā mātua o tēnā ākonga, o tēnā ākonga, ki te matapaki i te mahi hei tautoko i te tamaiti ki te kāinga.

I uru atu ngā kaiako ki te kaupapa Akoronga Ngaio me te Whakawhanaketanga mō te Pāngarau.

Mārama ana te kitea atu o ngā nekehanga o ngā ākonga i whai hōtaka motuhake.

Kua taea e te nuinga o ngā ākonga te ahunga whakamua tere, ka mutu kei te taumata Manawa ora e pā ana ki Ngā Whanaketanga Rumaki Māori Pangarau.

Tokowhitu o iwa o ngā ākonga Tau 4 kua nuku ake i te hōtaka motuhake ki te tutukitanga o Manawa ora e pā ana ki Ngā Whanaketanga Rumaki Māori Pāngarau.

Tokowaru o 12 ngā tamatāne Tau 7 kua nuku ake i te hōtaka motuhake ki te tutukitanga o te Manawa ora e pā ana ki Ngā Whanaketanga Rumaki Māori Pāngarau.

Kaore anō kia tutuki ētahi o ngā wawata o ngā hōtaka tautoko i whakahaerehia ai e ngā kaiako, i tutuki pai ētahi atu.

Kei te kakari tonu ki ngā āhuatanga uaua o te reo Māori tētahi tokorua o ngā tamatāne Tau 7 e rua ō rāua tau i te arareo Māori Ngā whakaritenga o te Māori Pāngarau.

I pai ake te kauneke o ngā ākonga o ngā kaiako i uru ai ki te kaupapa Akoranga Ngāio me te Whakawhanaketanga mō te Pāngarau, i tā ngā ākonga o ngā kaiako kāore i uru.

Ka tauwhāiti tonu te tautoko kia pai ake ai te kauneke me te taumata paetae o te ākonga.

Ka arotahi ki ngā hōtaka e kaha nei te hāpai i te taumata paetae o te ākonga.

Ka whakaū te tautoko reo Māori Pāngarau mō ngā ākonga, mō ngā kaiako, mō te whānau, hoki. Me uru ngā kaiako katoa ki te kaupapa Akoranga me te Whakawhanaketanga Ngaio mō te Pāngarau. Ka whakatapua he pūtea kia uru ai ngā kaiako ki te kaupapa whakapakari kaiako ā te tau e tū mai nei.

Te Whakamahere mō te tau e tū mai nei:

Ka whakaritea ngā keo ki roto i te mahere ā-tau hou mō ngā ākonga kāore anō kia tae ki te taumata tika e pā ana ki Ngā Whanaketanga Rumaki Māori Pāngarau mō te taumata marautanga, taumata Tau, hoki.



He tauira tuku pūrongo mō Ngā Whanaketanga Rumaki Māori NAG2A(b)

Kei raro iho nei tētahi tauira o te pūrongo Ngā Whanaketanga Rumaki Māori NAG2A(b) mō tētahi kura i titoa,

ko Te Kura o Te Whika te ingoa.

Ra: 12/12/15

Ingoa o te kura: Te Kura o Te Whika Tau o te Kura: 9999

NAG2A(b)(i) Ngā wāhanga pakari

Ko ngā wāhanga pakari - Te Reo Matatini

Te Matapaki:

» Kei te haere whakamua e 93% (74/80 ākonga) o ngā tamatāne, kua tae hoki ki te taumata paetae tika e ai ki te kawatau ā-motu mō te pānui, ka mutu 19 ngā ākonga kua tae ki te Manawa toa, 55 kua tae ki te Manawa ora e pā ana ki Ngā Whanaketanga Rumaki Māori. I tēnei tau i whakahaere mātou i tētahi rautaki ā-kura kia uru pai ai ngā mātua me ngā whānau o ngā tamatāne katoa ki ngā mahi a te kura. I mahi tahitia ngā mātua/whānau me ngā kaiako kia whakamahia ai ngā hopukanga reo Māori i hangaia ai e ngā kaumātua, hei tautoko i te akoranga reo me te pānui pukapuka a ngā tamariki ki te kura, ki te kāinga, hoki. Ko te hua o tēnei mahi rawe he whakatenatena i ngā whānau me ngā kaiako ki te mahi tahi, ka mutu he tautoko nui i te akoranga.

» 89% (8/9) o ngā kōtiro Tau 5 kua tae atu ki te Manawa āki i te mutunga o tērā tau kei te ahu whakamua tonu, ka mutu kua tae ki te taumata paetae tika e ai ki te kawatau ā-motu mō te pānui; he tokorua kua tae ki te taumata Manawa ora, he tokoono kua tae ki te taumata Manawa toa e pā ana ki Ngā Whanaketanga Rumaki Māori. Kua tae atu ngā kaiako ki tētahi akoranga Reading Together kia whai hua ai ngā ākonga me te whānau. Ko tētahi kaupapa mō ngā kaiako i tae atu ai ki taua akoranga, he whakapakari i ngā whānau kia pānui tahi ai rātou ko ngā tamariki ki te kāinga.

» Kua piki ake ngā ākonga Ongoing Resourcing Scheme (ORS) katoa ki te taumata 80% mō ngā whāinga tauwhāiti o ā rātou Mahere Mātauranga Takitahi, ka mutu kua neke whakamua kia tata ake ai ki te kawatau ā-motu mō te pānui taumata 1. He nui te kauneke o te hauwhā (25%) o aua ākonga ki te taumata paetae e pā ana ki Ngā Whanaketanga Rumaki Māori.

NAG2A(b)(i) Ngā wāhanga hei whakapakari

Ngā wāhanga hei whakapakari - Pāngarau

Te Matapaki:

36% (10/28) o ngā tamatāne Tau 5 kua tae atu ki te Manawa taki (2/10) ki te Manawa āki rānei (8/10) e pā ana ki te kawatau o Ngā Whanaketanga Rumaki Māori mō te tau me te tauangi. E ai ki ngā hua o te aromatawai, he āwangawanga tonu tēnei whenu mō ēnei ākonga.

» 45% (9/20) o ngā kōtiro Tau 5 kua tae atu ki te Manawa taki (1/20) ki te Manawa āki rānei (8/20) e pā ana ki te ine me te āhuahanga. E ai ki ngā whakataunga o ngā kaiako (OTJs), he nui te āwangawanga mō tēnei wāhanga o te pāngarau e pā ana ki Ngā Whanaketanga Rumaki Māori.

NAG2A(b)(ii) Te take e kimi ai i ngā wāhi hei whakakaha ake



Te Matapaki:

» I āta tirohia, i āta whiriwhiria ngā raraunga kauneke, taumata paetae hoki o ngā ākonga mō ngā tau ki muri. I whakamahia e te poari te tātaritanga rerekētanga me ngā raraunga Ngā Whanaketanga Rumaki Māori o tēnei tau ki te arotake i ngā wāhanga hei whakakaha ake.

» I tirohia ngā ia me ngā rerenga o ngā raraunga, ka mutu kua whakatau te poari kia whakapau kaha ai ki te hāpai i te kauneke me te taumata paetae o te wāhanga pāngarau. Kāore e pai ki a mātou te ngoikore o te taumata paetae e whakaaturia ai e ngā raraunga; Ko ngā ākonga Tau 5 te āwangawanga nui.

NAG2A(b)(iii) Ngā mahi kua whakaritea kia hāpaitia ai te taumata paetae

Te Matapaki:

» Kua tau ngā keo tae rā anō ki ngā mahi kua whakaritea ki te eke ki ngā keo, ka mutu kua whakauruhia ki te mahere ā-tau mō te tūtohinga o te tau e tū mai nei.

NAG2A(b)(iv) Te haere whakamua a ngā ākonga e pā ana ki Ngā Whanaketanga Rumaki Māori

Te Matapaki:

» E ai ki ngā hua taumata paetae e pā ana ki Ngā Whanaketanga Rumaki Māori mō te pāngarau, he wāhanga tēnei hei aronui mā mātou. Heoi anō kei te neke whakamua tonu ka mutu e ahu tonu ana ki te kawatau ā-motu.

» Kāore anō kia tae atu ngā ākonga 25 ki te Manawa ora, ki te Manawa toa rānei e pā ana ki te kawatau ā-motu, heoi anō kua tino neke whakamua 15 o aua ākonga ka mutu kua tino tata.

Pārongo hei tāpiri atu:

Ko tēnei te wāhanga mō ngā kōrero tāpiri.



He tauira tuku pūrongo mō ngā ākonga parapara nui, whai pumanawa

Ehara i te mea me tuku pūrongo mō ngā ākonga parapara nui, whai pūmanawa. Mehemea he hiahia nō te kura ki te tuku i ētahi atu pārongo, he tauira kei raro iho nei mō te tuku pūrongo mō te taumata paetae o ngā ākonga parapara nui, whai pūmanawa mō pānui.

Kua tae atu ngā ākonga parapara nui, whai pūmanawa ki

te Manawa ora mō te pānui e pā ana ki Ngā Whanaketanga

Rumaki Māori

Tau 3

Tau 4

Tau 5

Tau 6

Tau 7

Tau 8

Tau 8+

Tau

mata

tau

o n

gā ā

ko

ng

a p

ara

para

nu

i, w

hai p

ūm

an

aw

a m

ō t

e p

ān

ui

Whanaketanga 1

Tau 1

2

Tau 2

2

1

Whanaketanga 2

Tau 3

2

1

1

Tau 4

1

2

Whanaketanga 3

Tau 5

2

Tau 6

1

Whanaketanga 4

Tau 7

2

Tau 8

3

E ai ki te mahere o runga ake kua tae atu ētahi o ngā ākonga parapara nui, whai pūmanawa ki:

» te taumata kotahi teitei ake i te taumata tau (hei tauira taumata Tau 3)

» ngā taumata e rua teitei ake i te taumata tau (hei tauira taumata Tau 6)

This shows that two Year 4 ākonga are achieving Manawa ora the Year 6 Ngā Whanaketanga Rumaki Māori for panui



Charters, Analysis of Variance, and NAG2A Reporting Guidance for kura using Ngā Whanaketanga Rumaki Māori

Charters, Analysis of Variance, and NAG2A Reporting

Guidance for kura using Ngā Whanaketanga Rumaki Māori

January 2016

ISBN: 978-0-478-16805-1



Contents

1. Introduction ............................................................................................ 1

2. Purpose ................................................................................................... 1

3. Planning and reporting cycle ................................................................ 2

4. Roles and responsibilities ..................................................................... 4

The role of your board ............................................................................................................. 4

Focus on ākonga achievement ................................................................................................ 4

5. Kura self-review...................................................................................... 5

6. Māori medium ākonga ........................................................................... 7

7. Ākonga with special education needs .................................................. 8

8. Your charter ............................................................................................ 9

The introductory section .......................................................................................................... 9

The strategic section .............................................................................................................. 10

Process objectives ................................................................................................................. 10

9. Your Ngā Whanaketanga Rumaki Māori NAG2A reporting ............... 14

Reporting to the Ministry of Education .................................................................................... 14

NAG2A(b) commentary reporting ........................................................................................... 15

NAG2A(c) reporting ................................................................................................................ 16

10. Additional Ngā Whanaketanga Rumaki Māori reporting guidance ... 17

Privacy and use of Ngā Whanaketanga Rumaki Māori information in public reporting ........... 17

How do we report achievement data for our gifted and talented ākonga ................................ 17

How do we track the progress and achievement of our ākonga with special education needs? . ........................................................................................................................................... 18

How do we report on our ākonga with special education needs? ........................................... 18

What happens with our ākonga who are dual enrolled? ......................................................... 18

11. Your analysis of variance .................................................................... 19

12. Examples .............................................................................................. 20

Examples of strategic aims .................................................................................................... 20

Example of annual aim and planned actions .......................................................................... 20

Example of targets and planned actions ................................................................................. 21

Example of an analysis of variance ........................................................................................ 23

Example of Ngā Whanaketanga Rumaki Māori NAG2A(b) reporting ...................................... 25

Example of reporting on gifted and talented ākonga............................................................... 27

1

1. Introduction

As boards of trustees you are accountable for the performance of your kura2.

The key focus of your role is raising ākonga achievement.

Kura planning and reporting is a collaborative process. It provides your kaiako, kura leaders, and board with an opportunity to work with mātua and whānau to develop shared aims, objectives and targets for what they want their ākonga to achieve.

As a board, you play a vital role in deciding and leading the future direction and performance of your kura.

2. Purpose

This resource provides planning and reporting guidance for kura with Māori medium settings that use Te Marautanga o Aotearoa. It builds on existing planning and reporting information and complements other information about using Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori.

The resource outlines the planning and reporting cycle and provides practical suggestions and examples on how your board can:

» develop the strategic and annual planning sections of your charter;

» articulate differentiated strategic aims, annual objectives and targets for ākonga learning in Māori medium settings in English medium kura;

2 The term kura is used throughout this resource and is

inclusive of kura established under s155 and s156 of the Education Act 1989. This includes English medium kura with Māori medium settings, except where specific reference is made to Māori medium settings in English medium kura.

» use ākonga progress and achievement information (including Ngā Whanaketanga Rumaki Māori data) to design targeted teaching programmes;

» report ākonga progress and achievement in relation to Ngā Whanaketanga Rumaki Māori in your National Administration Guideline (NAG) 2A reporting; and

» report on the difference between annual objectives and targets and what you achieved in your analysis of variance.

Further information about planning and reporting processes are available on the Ministry of Education’s website: http://www.education.govt.nz/spar

http://www.education.govt.nz/spar


Guidance for kura using Ngā Whanaketanga Rumaki Māori 2

3. Planning and reporting cycle

The diagram above shows the annual roles and responsibilities of the board, tumuaki, kura leaders, and kaiako in the

planning and reporting cycle.

The charter is the key planning document for your kura. It reflects your kura, whānau, and community aspirations, strategic aims and direction, and annual objectives and targets for your kura and your ākonga.

In the charter your board and whānau outline how they intend to improve the progress and

achievement for all of your ākonga. The charter also reflects how your kura is implementing the Government’s priorities as set out in the National Education Guidelines (NEGs) and the National Administration Guidelines (NAGs).

3 Charters, Analysis of Variance, and NAG2A Reporting


For Te Aho Matua Kura Kaupapa Māori, the charter will reflect Te Aho Matua (the distinctive values and beliefs, aims, purposes and objectives of the kura), including te reo Māori, how the kura will operate in accordance with Te Aho Matua, and describe the special characteristics of each kura.

For Kura Motuhake, or Kura-ā-iwi, the charter contains the aims, purposes and objectives that constitute your special character.

For English medium kura with Māori medium settings, the charter will detail how the board and whānau aim to support its Māori medium ākonga.

By reviewing progress on planned actions throughout the year, your board can evaluate the effectiveness of its planned actions and adjust support and resources to where they are most needed. Ongoing review of your charter will help ensure your board is on track to meet its aims, objectives and targets.

Due to the Ministry by 1 March: » Charter » Analysis of variance » Ngā Whanaketanga Rumaki Māori

NAG2A(b) and NAG2A(c) reporting for ākonga in Years 1-8

The analysis of variance provides your board and kura leaders with a valuable learning opportunity to reflect on the success of improvement strategies for the past year. It highlights for your whānau and community, the progress your board has made in achieving the aims, objectives and targets set out in your kura charter.

Having robust, quality achievement data through Ngā Whanaketanga Rumaki Māori provides a richer and more consistent set of progress and achievement data for your kura and community. It helps mātua, whānau, kaiako, ākonga, kura leadership, and the Ministry to understand and target support to ākonga who need it most.

Due to the Ministry by 31 May: » Annual report

» Analysis of variance

The diagram below shows the annual components and requirements of kura planning and reporting.



4. Roles and responsibilities

The role of your board

Being a board member is an important and vital role. Your board and whānau are responsible for strong strategic leadership that enables your ākonga to achieve their potential and success as Māori, and as well as a citizen of the world.

Your board has overall responsibility for charter development and review. It is your board’s plan for the year and your board must sign it off.

Charters provide a clear focus for improvement, particularly in teaching and learning. This does not mean that other aspects important to your board and whānau do not feature in the charter. However, a focus on teaching and learning demonstrates that your board is showing leadership around the priorities that evidence suggests will make the biggest change for the ākonga at your kura.

It is important that your charter is in place by the start of the year so that it can inform teaching and learning, and your whānau and community know kura expectations for their ākonga from the first day of term one.

Your board may delegate authority to the tumuaki or kura leadership team to develop the annual plan. This delegated authority can include data analysis to identify priorities for improvement, setting objectives and targets based on this analysis, and deciding the actions to achieve the objectives and targets.

Your tumuaki is responsible for managing kura data. This includes understanding how your aromatawai plans and processes contribute to effective self-review, planning and reporting.

Your kura is required to submit your charter, and analysis of variance reporting to the Ministry by 1 March each year under NAG 7 and 8. You are also required to submit your kura achievement data and commentary by 1 March each year under NAG2A(b) and (c).

Focus on ākonga achievement

A key board role is to ensure information contained in the charter describes for ākonga, mātua and whānau what the board want to achieve for your ākonga during the coming year.

For kura and English medium kura with Level 1 and Level 2 Māori medium programmes, your charter will provide a clear focus for Māori medium ākonga progress and achievement, and improvement in teaching and learning in and through te reo Māori me ōna tikanga.

Since 2011, kura with ākonga in Years 1 to 8 that use Te Marautanga o Aotearoa to set their teaching and learning programmes have been using Ngā Whanaketanga Rumaki Māori to assess te reo matatini and pāngarau skills needed to access this curriculum.

If you are an English medium kura using the New Zealand Curriculum and have a Māori medium unit using Te Marautanga o Aotearoa, you will need to manage data for both your English and Māori medium teaching programmes. This means you will need to set targets in your charter and report NAG2A information for both National Standards and Ngā Whanaketanga Rumaki Māori.

Further guidance on planning and reporting for kura using National Standards is available from: http://www.education.govt.nz/spar/resources/


Charters, Analysis of Variance, and NAG2A Reporting Guidance for kura using Ngā Whanaketanga Rumaki Māori 5

Boards ensure that:

» vision and values, strategic and annual sections, aims, objectives and targets will make a difference for all ākonga;

» aims, objectives, targets and planned actions are informed by information about ākonga wellbeing, achievement, engagement, retention, and transitions;

» the strategic section clearly outlines the strategic aims and direction of your kura for the next 3-5 years, aligns with the board and whānau vision and values, and reflects the aspirations and needs of the kura whānau and community;

» the annual section aligned to the strategic section; the objectives and targets in the annual section are steps towards achieving the longer term aims in the strategic section;

» targets for improving ākonga outcomes meet the specific needs of ākonga in your kura or Māori medium programme, aligned with national priorities;

» the charter shows how resources, investments and programmes will be prioritised to achieve the improvement being sought; and

» planned actions and programmes to meet targets are appropriate, coherent and complementary.

5. Kura self-review

Self-review and planning processes are important tools in helping ākonga to achieve their potential, particularly for those who require additional support to improve their progress and achievement. It is essential that your kura identify these ākonga and the support they need so that they can achieve educational success.

Your role as a board and whānau is to review and discuss the strategic and annual plan and ensure the strategic and annual aims and your specific targets are focused on achieving your ākonga potential in relation to Te Aho Matua and/or the special character of your kura or Māori medium setting.

Through self-review, including the analysis of ākonga achievement data, your kura is able to establish a shared vision and can set its aims and targets for improving ākonga outcomes. These aims and targets will align with Te Marautanga o Aotearoa and will reflect whānau and community aspirations.

Self-review also enables your kura to develop appropriate planned actions in order to achieve your aims and targets.

Self-review is a continuous process throughout the year. Regular monitoring of your ākonga progress and achievement allows your board to adjust the support and resources required to meet your targets.

Your board should ensure the self-review cycle of your kura enables your board to evaluate outcomes of your planned actions in time for this to inform the review of your charter. If your charter is in place at the start of the school year, your board, kura leaders, and the Ministry will know where to focus learning and teaching programmes and support for the year ahead.



The following questions can help guide self-review:

» what aspirations, strategic aims and annual aims has your board set in place: to improve the progress and raise the achievement of your ākonga; run the kura; and manage your resources?

» what actions has your whānau and board undertaken towards achieving their aims and targets?

» what has your whānau and board achieved and how do they know that they have achieved this?

» what does ākonga progress and achievement look like at your kura; both kura-wide, at departmental level, year level, and by gender? How is it placed against national priorities and expectations?

» how are your whānau and board using this information for continuous improvement?

» mā te aha e whakamahi ai te whānau me te poari i tēnei pārongo kia kaha ake ai te kauneke?

Where to go for help:

Further information on self-review is available from the Education Review Office (ERO) and TKI websites:

» http://www.ero.govt.nz/publications/frame

work-for-school-reviews/self-review/

» http://www.ero.govt.nz/publications/he-

anga-arotake/reviews-in-te-aho-matua-

kura-kaupapa-maori/

» http://nzcurriculum.tki.org.nz/National-

Standards/Tools/Boards-of-trustees

The diagram below shows the phases of a board’s self-review cycle. For kura and Māori medium programmes, whānau are integral participants in each phase.











6. Māori medium ākonga

Boards, kura leadership, whānau, and communities have key roles to play in lifting the achievement and well-being of ākonga Māori through effective teaching and learning practices that reflect the cultural, social, educational, and economic imperatives that whānau have for their ākonga. This is the goal of kura and Māori immersion and bilingual units in Aotearoa-New Zealand, motivated by the regeneration of te reo Māori me ōna tikanga.

There are two key strategies in place that focus kura on ākonga Māori whose primary language of instruction is te reo Māori.

The following documents can provide your board and whānau with useful guidance and insights for their monitoring role.

Ka Hikitia – Accelerating Success 2013-2017 is our strategy to rapidly change how the education system performs so that all ākonga Māori gain the skills, qualifications and knowledge they need to enjoy and achieve education success as Māori.

Strengthening and growing the education provision of te reo Māori is a central focus of Ka Hikitia. Te reo Māori me ōna tikanga is the foundation of Māori culture and identity.

Learning in, and through, te reo Māori is an important way for ākonga Māori to participate in te ao Māori and supports them to connect with their identity as Māori and citizens of the world, with a strong foundation for well-being and achievement.

Tau Mai Te Reo – The Māori Language in Education Strategy 2013-2017 seeks to ensure a connected and cohesive approach from the Ministry, ERO, and education sector agencies contributions toward supporting and strengthening te reo Māori. An important aim of Tau Mai Te Reo is to create the conditions for ākonga to enjoy and achieve te reo Māori and education outcomes.


» Ka Hikitia – Accelerating Success 2013-2017 is available at: http://www.education.govt.nz/the-maori- education-strategy-ka-hikitia-accelerating- success-2013-2017/

» Tau Mai Te Reo – The Māori Language in Education Strategy 2013-2017 is available at: http://www.education.govt.nz/tau-mai- te-reo-the-maori-language-in-education- strategy-2013-2017

» Tu Rangatira Māori Medium Educational Leadership is a model of leadership that reflects some key leadership roles and practices that contribute to high-quality educational outcomes for ākonga Māori. A copy is available here: http://www.educationalleaders.govt.nz/Lea dership-development/Key-leader













7. Ākonga with special education needs

Success for All – Every School, Every Child is the Government’s vision for a fully inclusive education system for all ākonga with special education needs. Success for All includes everyone – boards of trustees, tumuaki, kaiako, ākonga, and their whānau.

Success for All promotes presence, participation and achievement of tamariki with special education needs in every state and state-integrated kura. Boards have a responsibility to help achieve this goal. The strategy includes a programme of activities to support kura to become more inclusive and to improve special education systems and support for ākonga.


» http://www.education.govt.nz/inclusive- education/

» In June 2010, the Education Review Office

published the report Including Children with High Needs, which includes a special education self-review chart and indicators that provide suggestions for inclusive practice. You can find this here: http://www.ero.govt.nz/National- Reports/Including-Students-with-High- Needs-June-2010

» A companion resource in this series, Effective governance – Building an Inclusive School, a resource providing boards with information and advice about how to make kura more inclusive, is available here: http://www.nzsta.org.nz/leadership/effecti ve-governance-publications-and- resources/building-inclusive-school













8. Your charter

Your charter does not have to be long and detailed. The aims, objectives and targets in your charter will be based on evidence and outcomes of your board’s self-review.

They should incorporate the views and priorities identified by mātua, whānau, and your community and give effect to the National Education Guidelines.

Charters include three main sections:

» introductory section (including mission, vision and values);

» strategic section (including strategic aims and objectives); and

» annual section (including targets and planned actions).

It is important that your board:

» aligns your annual plan to your strategic plan; and

» sets targets for intended ākonga outcomes aligned with national priorities, including those for raising achievement, that meet the specific needs of your ākonga.

The purpose of each section is briefly outlined below along with suggestions for how your board can include government priorities in these sections.


A copy of a charter template to help you develop or update your charter is available here: http://www.education.govt.nz/spar/preparing-your-documents/

You can find examples of how this template can be adapted for the special character of kura and Māori medium programmes in section 12 of this document.

The introductory section

The introductory section clearly outlines your kura overarching aims for all your ākonga, and it includes your whānau, community and/or iwi expectations of the kura.

The principles that guide all actions and relationships in Kura Kaupapa Māori, Kura Motuhake, Kura-ā-Iwi, and Māori medium programmes (e.g. Te Reo Māori immersion unit) are defined by your special character.

Each year when your charter is reviewed, the introductory section may stay the same. This will depend on your special character, the stage your board and whānau are at in the strategic review cycle, and the degree of your charter’s alignment with Te Marautanga o Aotearoa.

Building priorities into the introductory section

Your special character commits your board and whānau to providing an education of a kind not available at any other state kura or that differs significantly from the education they would get from an ordinary state kura.

It also commits your board and whānau to providing an appropriate learning environment for all ākonga, including ākonga with special education needs, to achieve educational success in accordance with your special character.





The strategic section

The strategic section details your board and whānau aims and direction for ākonga wellbeing, progress and achievement for the next 3-5 years; particularly through your special character. The strategic section details:

» what your board wants to achieve over the next 3-5 years, and how your board and whānau intends to ensure the wellbeing and raise progress and achievement for all of your ākonga;

» for Kura Kaupapa Māori, how the kura operates in accordance with Te Aho Matua;

» for Kura Motuhake, Kura-ā-Iwi and Māori medium settings, how the kura reflects your special character;

» an outline of your kura education priorities to your whānau and community that reflect government priorities as set out in the NEGs and the NAGs; and

» what plans the board and whānau have for other key areas of your kura where you have a long-term responsibility to ensure that teaching and learning are fully supported, such as wellbeing, health and safety, and property and buildings.

Your kura will also need to incorporate Ngā Whanaketanga Rumaki Māori in your strategic plan for ākonga in Years 1-8. This means setting aims for raising progress and achievement in korero, pānui, tuhituhi or pāngarau.

Building priorities into the strategic section

Your board and whānau could review how well you are upholding your role as kaitiaki of te reo Māori me ōna tikanga, incorporating the fundamentals of language revitalisation to ensure the wellbeing of your ākonga, experience quality learning, and educational outcomes through your special character.

You can find examples of strategic aims in section 12 of this document.

The annual section

The annual section outlines your annual aims, targets, planned actions, and resources to achieve the outcomes you have prioritised for your ākonga and whānau.

Annual aims

Your annual aims should align to your strategic aims. These also provide a base against which the board and whānau can review and assess actual performance.

This section details:

» how the strategic plan will be put into operation for the coming year with clearly defined timeframes for the board to achieve your targets and planned actions;

» specific aims to improve ākonga progress and achievement that align with your strategic aims (including those in relation to Ngā Whanaketanga Rumaki Māori);

» targets that are challenging, yet achievable, and are based on data analysis, including using current ākonga achievement data, wellbeing and engagement data;

» appropriate planned actions to meet your targets, which may include: networking with other kura; accessing targeted professional development to support effective teaching in and through te reo Māori; working in partnership with whānau to strengthen ākonga agency, or accessing additional resources or community-based programmes;

» who is responsible for the planned actions, when the work will be completed and the allocation of resources to achieve targets and actions (where appropriate); and

» how your board will monitor progress made against targets throughout the year, for example, by the regular collection and review of ākonga progress and achievement data.

You can find an example of an annual aim in section 12 of this document.



Process objectives

Self-review or evaluation may identify processes or systems that need to be developed or changed in order to better support ākonga progress, achievement and well-being.

Process objectives would be established in addition to your achievement objectives and targets and may be for your aromatawai and moderation frameworks or attendance management systems.

Process objectives will define successful outcomes and will include planned actions required to achieve your objectives.

develop the evidence on which to base decisions about which ākonga or groups of ākonga need extra support. This information should include Kura-level data analysed in relation to year level, gender, subject and classrooms. Current trends and patterns of ākonga achievement data and analysis of variance results should also be used to inform your kura planning.

You can then set targets for the ākonga you have identified, prioritise resources and plan actions you will undertake in order to raise their progress and achievement.

Your board can monitor progress towards achieving the targets throughout the year by collecting and reviewing ākonga progress and achievement data. Your board can then determine whether it is on track to meet its targets and make changes to teaching and learning programmes if necessary.

By identifying interim measures to monitor progress regularly along the way, timely adjustments can be made where programmes are not being effective.

Targets, planned actions and resources

Raising achievement of all students is the core business of a kura and your board should ensure this is supported by the aims and planned actions in your charter.

In addition to this, your kura should set specific targets for groups of students identified as needing additional support in order to achieve at expected levels.

Targets are a key part of the annual section of your charter and show the improvement shifts you are aiming to achieve for your ākonga over the year. In order to set targets that are appropriate for your kura your board needs to understand progress and achievement of all ākonga.

To do this your kura must collect and analyse a range of ākonga achievement information to

Building priorities into the annual section

Your board and whānau could review how well you are upholding your role as kaitiaki of te reo Māori me ōna tikanga, incorporating the fundamentals of language revitalisation to ensure the wellbeing of your ākonga, experience quality learning, and educational outcomes through your special character.

Building priorities into target setting

Your board should set targets that are SMART (Specific, Measureable, Achievable, Relevant, and Time-bound). SMART targets focus on specific ākonga or groups of ākonga. For example, ākonga that are not progressing as expected or are within manawa āki or manawa taki in Ngā Whanaketanga Rumaki Māori. When writing targets, the number of ākonga being targeted should be included, as well as their year level and gender if applicable.

Your board should also include the actions you will undertake, including the resources required, in order to meet its target.



Your board may find the following diagram and reflective questions useful for self-review when developing and reviewing targets for inclusion in your charter.

Reflective Question Data collection

» What data do we collect on progress and achievement?

» How do we review progress and achievement and how often do we do this?

» Is our student achievement data broken down by year level, ethnicity, gender, and classroom?

» What data is collected about the attendance of our students, patterns of transience, engagement across the kura or within our Māori medium settings within the kura? How does this data inform decisions about what we do next?

» How often is student achievement data reported to our board so we can discuss the progress and achievement of all our students?

Data analysis

» How well are our students progressing and achieving and what evidence do we have of this?

» What strategies and planned actions are in place for improving student progress and achievement and how effective have they been?

» Are there students in our target groups making slower or faster progress than others?

» Are our gifted and talented students making progress?

» How many students are receiving ORS funding and what progress are they making?

» What are our student achievement trends and patterns over the past few years and how do these compare to similar kura or immersion settings?

» How do they relate to trends and patterns in attendance and engagement?

» Are there particular areas of the curriculum where student achievement has risen or fallen significantly over time, and why?

Planning » How will the information on student achievement and wellbeing inform our own learning needs and those

of both leaders and teachers?

» Based on our student achievement data and the outcomes of our analysis of variance, what planned actions will you take in the coming year to raise student achievement?

» What resources will be required to support these planned actions?

The diagram below shows the phases of a board’s self-review cycle. For kura and Māori medium programmes, whānau are

integral participants in each phase.



Setting targets for ākonga who are transient or new

If you have a significant number of transient or new ākonga arriving to your kura during the year, you may need to set specific targets for supporting these ākonga or for raising their achievement if required.

You may not have achievement data for these ākonga. If you don’t, you can use data you already have based on trends from previous years to set targets. Consider the support mechanisms required to support the wellbeing, progress and achievement of these ākonga.

Where possible, work with the kura previously attended by the ākonga to build an information and data profile to inform your target setting.

If your ākonga move to another kura, or another stage of schooling, share the ākonga information with the new kura. This will strengthen transitions for new ākonga.

Where to go to for help:

» Further information about the target setting cycle is available from: http://assessment.tki.org.nz/Using- evidence-for-learning

» An Education Review Office (ERO) report on effective targeted actions is available from: http://www.ero.govt.nz/National- Reports/Raising-student-achievement- through-targeted-actions-December-2015

Examples of targets are available in section 12 of this document.

.










9. Your Ngā Whanaketanga Rumaki Māori NAG2A reporting

Your reporting information outlines progress and achievement of your Year 1-8 ākonga in relation to Ngā Whanaketanga Rumaki Māori.

Your board will use this important information to set aims and targets for improving ākonga progress and achievement in your charter for the following year.

Ngā Whanaketanga Rumaki Māori information also enables the Ministry to capture a regional and national picture of ākonga progress and achievement.

The Ministry is available to work with you and provide advice and guidance to your board, tumuaki, and kura leaders.

Reporting to the Ministry of Education

Kura with ākonga in Years 1-8 submit Ngā Whanaketanga Rumaki Māori NAG2A(b) and NAG2A(c) reporting to the Ministry with the annual charter update and analysis of variance by 1 March each year.

Your data is to be submitted in full, for all ākonga, excluding those Year 1 ākonga who have been enrolled at a kura for the first time on or after 1 March. Your data is not to be excluded for privacy concerns.The Ministry will redact the information and return it to your kura for review before publishing to the Education Counts website.

Kura must use the online tool Te Waharoa Ararau to complete and submit their NAG reporting. Te Waharoa Ararau comprises of two components; Te Waharoa Ararau ā-Kura and Te Waharoa Ararau ā-Motu.

Te Waharoa Ararau ā-Kura (TWAaK) is available for kura to collate Overall Teacher Judgements (OTJ’s) and create kura level reports for kura purposes. The Ministry does not have access to this information.

Te Waharoa Ararau ā-Motu (TWAAaM) is the prescribed template for kura to report their kura level Ngā Whanaketanga Rumaki Māori NAG2A(b) and NAG2A(c) information.

You can access the tool and prescribed NAG2A(b) and NAG2A(c) templates here: https://twa.education.govt.nz

If you choose not to use Te Waharoa Ararau ā-kura your data may be entered directly into Te Waharoa Ararau ā-Motu.

If you have collected your data through your Student Management System (SMS) this information needs to be extracted and entered into Te Waharoa Ararau ā-Motu.

Where to go to for help:

Guidelines on how to use TWAAaM/TWAaK are available here: https://twa.education.govt.nz





NAG2A(b) commentary reporting

Your kura is required to report kura level information on Ngā Whanaketanga Rumaki Māori under four headings:

1. Kura strengths and identified areas for improvement;

2. The basis for identifying areas for improvement;

3. Planned actions for lifting achievement; and

4. How ākonga are progressing in relation to Ngā Whanaketanga Rumaki Māori.

These are explained in more detail below:

1. Identified areas of strength and areas for improvement (NAG2A(b)(i))

Your board is required to include a summary of your kura strengths and areas for improvement in relation to Ngā Whanaketanga Rumaki Māori.To do this your board will need to analyse kura level ākonga achievement data in relation to Ngā Whanaketanga Rumaki Māori.

2. Your board’s basis for identifying the areas for improvement (NAG2A(b)(ii))

Your board needs to show how it identified the areas for improvement in relation to Ngā Whanaketanga Rumaki Māori.Your kura will consider a variety of data and analysis.

Two key areas to focus on are:

» analysis of kura level data, broken down by, gender and by year level for te reo matatini and pāngarau. This information may identify patterns across year levels for different groups of ākonga (for example, gender or ethnicity); and

» analysis of the difference between the targets that were set in your charter and what was actually achieved (i.e. your analysis of variance). This provides an opportunity for your board to review the actions of the past year and identify what has, and hasn’t, been effective to support ākonga learning.

Identifying ākonga who require targeted support will assist your board to set aims, objectives and targets in your charter and form part of your continuous cycle of self-review.

Kura leaders and kaiako may also find this information useful for identifying their ākonga who need targetted support at classroom level and to adjust teaching and learning programmes accordingly.

3. Your board’s planned actions for lifting achievement (NAG2A(b)(iii))

Where your board has identified a need to improve ākonga progress and achievement, it will describe for mātua, families and whānau how it plans to do this.

Your board is required to identify the areas of improvement and outline the actions it will take to address these areas.These actions are to be included in your kura’s charter.

4. How ākonga are progressing in relation to Ngā Whanaketanga Rumaki Māori (NAG2A(b)(iv))

Your board needs to outline how your ākonga are progressing in relation to Ngā Whanaketanga Rumaki Māori.

This information will help to show the progress made by ākonga over the year who may not have progressed in regards to the Ngā Whanaketanga Rumaki Māori levels but may have made progress within a level.

For example, an ākonga who was recorded at Manawa āki at the start of the year, and although is still at Manawa āki at the end of the year, has made considerable progress towards achieving Manawa ora.



NAG2A(b) commentary reporting template

The prescribed Ngā Whanaketanga Rumaki Māori NAG2A(b) template can be accessed through the Te Waharoa Ararau ā-Motu tool.

Please note, your board does not have to complete a separate template for each of the learning areas. One NAG2A(b) template can cover multiple learning areas (kōrero, pānui, tuhituhi, te tau me te taurangi, te ine me te ahuahanga, and te tauanga me te tūponotanga).

An example of NAG2A(b) commentary reporting is available in section 12 of this document..

NAG2A(c) reporting

Your kura must collate and report Ngā Whanaketanga Rumaki Māori NAG2A(c) data for each reporting area of te reo matatini and pangarau. These are Pānui, Tuhituhi, Kōrero, Te Tau me te Taurangi, Te Ine me te Āhuahanga and Te Tauanga me te Tūponotanga.

Your Ngā Whanaketanga Rumaki Māori NAG2A(c) data must be based on final OTJs for each ākonga.

The prescribed Ngā Whanaketanga Rumaki Māori NAG2A(c) template can be accessed through the Te Waharoa Ararau ā-Motu tool.



10. Additional Ngā Whanaketanga Rumaki Māori reporting guidance

Privacy and use of Ngā Whanaketanga Rumaki Māori information in public reporting

Privacy, and complying with the Privacy Act 1993, is an important consideration for boards of trustees and kura leaders when reporting to your community.

Some kura will have ākonga information within the NAG2A(c) template which cannot be published in any reporting they may do publically because it will result in the achievement of individuals being readily identifiable and lead to a breach of privacy.

The Ministry of Education will take responsibility for ensuring that there is no breach of privacy within the Ngā Whanaketanga Rumaki Māori information published on the Education Counts website.We will not release or publish information where this would breach the Privacy Act 1993.

If your board includes any ākonga progress and achievement information (including NAG2A(b) and NAG2A(c) information) in a public document it needs to ensure that numbers or names are not reported in a way that would result in an individual ākonga or kaiako’s privacy being breached.


» The Privacy Commissioner’s Guide to the Privacy Act for Schools is available from: https://privacy.org.nz/news-and- publications/books-and-articles/privacy-in- schools-a-guide-to-the-privacy-act-for- principals-teachers-and-boards-of- trustees/

» NZSTA guidance for Boards of Trustees on the

Privacy Act 1993 is available from: http://www.nzsta.org.nz/media/2076/nzsta-guidelines-privacy-act.pdf

How do we report achievement data for our gifted and talented ākonga

In addition to including achievement data for gifted and talented ākonga in your aggregated kura level data, your board may want to report on their progress and achievement separately.

This will enable you to show if ākonga are working at higher year levels than their actual year level (for example, a Year 4 ākonga who is working at the Ngā Whanaketanga Rumaki Māori expectation for Year 6).

An example of how your kura can report gifted and talented ākonga achievement is available in section 12 of this document.












How do we track the progress and achievement of our ākonga with special education needs?

All kura that use Te Marautanga o Aotearoa, including day special schools and residential special schools, must set targets in their charters to raise ākonga achievement in relation to Ngā Whanaketanga Rumaki Māori.

Most ākonga with special education needs will be able to progress and achieve in relation to Ngā Whanaketanga Rumaki Māori.

A small group of ākonga have high and complex needs and are supported through the Ongoing Resourcing Scheme (ORS). Achievement expectations for some ākonga supported by ORS will be the same as the expected achievement rates of other ākonga in their year level. For other ākonga supported by ORS, the achievement expectations will be set in relation to finer grained progressions related to Te Marautanga o Aotearoa and linked to Ngā Whanaketanga Rumaki Māori. Some of these ākonga may be working within level one of Te Marautanga o Aotearoa for the duration of their schooling. Your board will ensure progress and achievement of these ākonga is tracked and that these ākonga are making progress.


» http://www.nzsta.org.nz/leadership/effecti ve-governance-publications-and- resources/building-inclusive-schools

How do we report on our ākonga with special education needs?

All ākonga, including ākonga supported under the Ongoing Resourcing Scheme (ORS), must be included in the Ngā Whanaketanga Rumaki Māori NAG2A data submitted to the Ministry at the same time as the annual charter update.

Please note, this does not include ākonga in Year 1 who were enrolled at a kura for the first time on or after 1 March.

Your board may choose to report data for ākonga supported by ORS separately, in addition to the requirement to include this data in kura-level reporting.

What happens with our ākonga who are dual enrolled?

Some ākonga are on the roll of a home kura (kura of enrolment) and are also receiving tuition from another kura such as Te Aho o Te Kura Pounamu (the Correspondence School), regional health school, or through an e-learning cluster.

In these circumstances the school of enrolment retains the ākonga achievement accountabilities including those for Ngā Whanaketanga Rumaki Māori.

Where ākonga are receiving a significant proportion of their tuition from another kura, it is the responsibility of the kura of enrolment to ensure they are receiving sufficient information from the kura providing tuition to enable the kura of enrolment to carry out their achievement accountabilities including reporting Ngā Whanaketanga Rumaki Māori NAG2A data.

The kura of enrolment can transfer these requirements to the other kura through negotiation.

Note: In these situations the final accountability remains with the kura of enrolment.






11. Your analysis of variance

An analysis of variance report is a statement in which your kura provides an analysis of any variance between the relevant aims, objectives, directions, priorities or targets set out in the charter and actual performance and outcomes.

It shows mātua, whānau and your community the actions you have taken to achieve the aims and targets set out in your charter and how successful these actions have been for improving ākonga achievement.

The analysis of variance is an important part of the planning and reporting process and provides your board and kura leaders with a valuable learning opportunity to reflect on the effectiveness of improvement strategies for accelerating ākonga achievement.

It will assist your board in making decisions for the future including target setting and resourcing decisions. It will allow your board to identify its priorities for the coming year and to reassess actions from the past year that have not been successful in improving ākonga progress and achievement.

Your analysis of variance should include the following:

» clear headings and explanations so the analysis of variance is easily understood;

» a brief explanation why the board chose its strategic aims;

» targets for improvement with a focus on ākonga progress and achievement (as indicated in your charter);

» how these targets align with the board’s annual and strategic aims (as outlined in your charter);

» baseline data used to set targets;

» progress and achievement made against aims and targets;

» actions undertaken to achieve aims and targets and the effect these had on ākonga progress and achievement;

» an explanation of any difference identified between the aims, targets and the outcomes; and

» a description of the actions the board will take to address any difference (this may involve including aims and targets in next year’s charter).

An analysis of variance template is available here: http://www.education.govt.nz/spar/preparing-your-documents/

An example of an analysis of variance is available in section 12 of this document.

Below are some questions your board may consider when developing your analysis of variance:

» How effective were our planned actions in achieving targets for our ākonga who are at manawa āki or manawa taki for Ngā Whanaketanga Rumaki Māori?

» If aims and targets haven’t been achieved, what future actions will our whānau and our board take?

» What additional support/investment is required to achieve our aims and targets?





12. Examples

Examples of strategic aims

Example of annual aim and planned actions

Applicable strategic aims:

1. Ākonga, mātua and whānau are clear about progress and achievement in relation to Ngā Whanaketanga Rumaki Māori, and feel comfortable and empowered to ask questions about how to support next learning steps.

2. Kaiako work actively with mātua and whānau to gain a better understanding of their ākonga and use this knowledge to personalise their teaching programmes.

Annual aim: All mātua and whānau feel comfortable or very comfortable with their understanding of the progress and achievement or their tamariki in relation to Ngā Whanaketanga Rumaki Māori and what they can do to support this.

Baseline data: Sixty eight percent of the mātua in our kura community survey felt comfortable or very comfortable with their understanding of the progress and achievement of their tamariki in relation to the curriculum and Ngā Whanaketanga Rumaki Māori, and what they can do to support further progress.

When: What: (examples) Who: Indicators of progress:

Terms 1 and 3 Consult mātua and whānau regarding the format and content of the plain language reports about their child.

Tumuaki Mātua and whānau voice is used in the development of meaningful reports.

Term 2

Ka tuhia tētahi pepa pārongo pūrongo kia mārama ai ki ngā mātua me te whānau te pūrongo mō te kauneke me te taumata paetae o te ākonga.

Tumuaki Information sheet completed and used.

Terms 2 and 4 Ka whakatūhia ngā wānanga Ngā Whanaketanga Rumaki Māori mō ngā mātua me te whanau.

Tumuaki Mātua and whānau knowledge around Ngā Whanaketanga Rumaki Māori is improved.

Monitoring: Monthly reporting against each of the goals is completed for the senior management team and the Board.

Resourcing: We have identified that these actions will cost “x”. Details are provided within the annual budget, PLD plan and staffing schedule.

» All ākonga are able to access Te Marautanga o Aotearoa as evidenced by progress and achievement in relation to Ngā Whanaketanga Rumaki Māori (Years 1-10) and/or NCEA achievement outcomes.

» Te Reo Māori me ōna tikanga underpin all ākonga, kaiako, leaders and kura whānau.

» Ākonga with special learning needs are achieving educational success in relation to Te Marautanga o Aotearoa and participate fully in and contribute to the kura, their whānau, marae and iwi.



Example of targets and planned actions

The following example illustrates how kura-wide Pāngarau data has been used to identify specific ākonga who need additional support to achieve at expected levels. It shows how the targets set relate to the annual and strategic aims and provides examples of planned actions that the kura will undertake in order to achieve their targets. This example is based on a fictitious kura called Te Kura o Te Whika.

Relevant strategic aim:

All ākonga are able to access Te Marautanga o Aotearoa as evidenced by progress and achievement in relation to Ngā Whanaketanga Rumaki Māori.

Annual objective:

All ākonga who require a tailored programme of support will make the accelerated progress they need to achieve Manawa ora or Manawa toa in relation to Ngā Whanaketanga Rumaki Māori Pāngarau by the end

of the year.

Baseline evidence:

» Analysis of kura wide data using Te Waharoa Ararau shows that a significant majority of ākonga are achieving Manawa ora or Manawa toa in relation to Ngā Whanaketanga Rumaki Māori Pāngarau. It also shows that there are some ākonga at specific year levels who are working toward achieving Manawa ora or Manawa toa in relation to Ngā Whanaketanga Rumaki Māori.

» Nine of 21 Year 3 ākonga and 12 of 18 Year 6 boys require tailored learning programmes to ensure they experience accelerated progress in Years 4 and 7 respectively to achieve Manawa ora or Manawa toa in

relation to Ngā Whanaketanga Rumaki Māori Pāngarau.

» Te Tauanga has been identified as a specific need across all year levels. In addition, for Year 3 ākonga, Te Ine me te Hanga and for Year 6 boys Te Tūponotanga. Kura-wide improvement is needed to align aromatawai with Ngā Whanaketanga Rumaki Māori and using kaiako observation and judgment.

Annual targets:

» The nine Year 4 ākonga who were progressing towards achieving Ngā Whanaketanga Rumaki Māori Pāngarau at the end of Year 3 will be achieving Manawa ora or Manawa toa in relation to Ngā

Whanaketanga Rumaki Māori Pāngarau by the end of Year 4.

» The 12 Year 7 boys who were progressing towards achieving Ngā Whanaketanga Rumaki Māori Pāngarau at the end of Year 6 will be achieving Manawa ora or Manawa toa in relation to Ngā


When: What: (examples) Who: Indicators of progress:

Term 4, 2013/Term 1, 2014

Review progress and achievement data with staff for all ākonga who require tailored support.

Tumuaki Review statement completed and provide to Board.

Term 1, 2014

Determine the particular learning needs of each of these ākonga (51) and implement tailored programmes to meet their individual learning needs.

Senior kaiako/ kaiako

Review statement completed and provide to Board.

Term 4 2013/Term 1, 2014

Review coverage and balance of the Pāngarau strands. Develop and implement a balanced curriculum delivery plan.

Tumuaki/Senior management team



Term 4, 2014

Develop Professional Learning and Development plan: whole-kura; linked to annual objectives in the performance agreements for individual kaiako.

Tumuaki/Senior management team

Ongoing throughout year

Professional Learning and Development aligned to identified needs in year levels - for all kaiako in aromatawai aligned to Ngā Whanaketanga Rumaki Māori, and Te Tauanga; kaiako years 1-2, focus on Rautaki Tau; kaiako Years 3-5, focus on Te Ine me te Hanga; kaiako Years 6-8, focus on Te Tūponotanga.

Tumuaki

Ongoing throughout year

Develop and implement a home-kura Pāngarau learning programme for whānau and ākonga requiring tailored support programmes.

Tumuaki/Senior management team/classroom kaiako

Monitoring: Monthly reporting against each of the goals is completed for senior management team and the Board.

Resourcing: We have identified that these actions will cost “x”. Details are provided within the annual budget, PLD plan, staffing schedule.



Example of an analysis of variance

The following example illustrates how ākonga progress and achievement data can be reported in an analysis of variance. This example is based on a fictitious kura called Te Kura o Te Whika.

Date: 12/12/15

Kura name: Te Kura o Te Whika Kura number: 9999

Relevant strategic aim:

All ākonga are able to access Te Marautanga o Aotearoa as evidenced by progress and achievement in

relation to Ngā Whanaketanga Rumaki Māori.

Annual aim:

All ākonga who require a tailored programme of support will make the accelerated progress they need to achieve Manawa ora or Manawa toa in relation to Ngā Whanaketanga Rumaki Māori Pāngarau by the end

of the year.

Targets:

» The nine Year 4 ākonga who were progressing towards achieving Ngā Whanaketanga Rumaki Māori Pāngarau at the end of Year 3 will be achieving Manawa ora or Manawa toa in relation to Ngā


» The 12 Year 7 boys who were progressing towards achieving Ngā Whanaketanga Rumaki Māori Pāngarau at the end of Year 6 will be achieving Manawa ora or Manawa toa in relation to Ngā


Baseline data:

» Analysis of kura wide data using Te Waharoa Ararau shows that a significant majority of ākonga are achieving Manawa ora or Manawa toa in relation to Ngā Whanaketanga Rumaki Māori Pāngarau. It also shows that there are some ākonga at specific year levels who are working toward achieving Manawa ora or Manawa toa in relation to Ngā Whanaketanga Rumaki Māori.

» Nine of 21 Year 3 ākonga and 12 of 18 Year 6 boys require tailored learning programmes to ensure they experience accelerated progress in Years 4 and 7 respectively to achieve Manawa ora or Manawa toa in

relation to Ngā Whanaketanga Rumaki Māori Pāngarau.

» Te Tauanga has been identified as a specific need across all year levels. In addition, for Year 3 ākonga, Te Ine me te Hanga and for Year 6 boys Te Tūponotanga. Kura-wide improvement is needed in aligning aromatawai with Ngā Whanaketanga Rumaki Māori and using kaiako observation and judgment.



Actions (what did we do?)

Outcomes (what happened?)

Reasons for the variance (why did it happen?)

Evaluation (where to next?)

Kaiako overall teacher judgments were recorded in Te Waharoa Ararau and, in addition to this, various assessment modes were used to identify the needs of each ākonga.

Plans were developed for each ākonga which included details of the types of support needed to meet their specific needs in order to improve their progress and achievement.

Held monthly meetings with mātua of individual ākonga to discuss how they can support their tamariki at home.

Kaiako participated in Pāngarau Professional Learning and Development.

Significant shifts with ākonga who required a tailored programme were evident.

Most ākonga have made accelerated progress and are now Manawa ora in relation to Ngā Whanaketanga Rumaki Māori Pāngarau.

Seven of the nine Year 4 ākonga have moved from requiring a tailored

programme to achieving Manawa ora in relation to Ngā Whanaketanga Rumaki Māori Pāngarau.

Eight of the 12 Year 7 boys have moved from requiring a tailored programme to achieving Manawa ora in relation to Ngā Whanaketanga Rumaki Māori Pāngarau.

Some of the targeted support and programmes offered by kaiako did not achieve the shifts expected, while other programmes were more effective.

Two of the Year 7 boys who have only been in immersion for two years have had difficulty with the complexity of te reo

Māori Pāngarau requirements.

Ākonga of kaiako who participated in Pāngarau Professional Learning and Development made greater progress than ākonga of kaiako who didn’t.

Continue to identify and target support to improve the progress and achievement of ākonga.

Focus on programmes that make accelerated improvement in ākonga achievement.

Ensure te reo Māori Pāngarau support is provided for ākonga, kaiako and whānau.

All kaiako will be required to participate in the Pāngarau Professional Learning and Development. Funding will be allocated to provide for staff to participate in professional learning and development next year.

Planning for next year:

Targets will be set in the updated annual plan for ākonga who did not achieve expectations in relation to Ngā Whanaketanga Rumaki Māori Pāngarau for their curriculum and Year level.



Example of Ngā Whanaketanga Rumaki Māori NAG2A(b) reporting

Below is an example of Ngā Whanaketanga Rumaki Māori NAG2A(b) reporting from a fictitious kura called Te Kura o Te Whika.

Date: 12/12/15

Kura name: Te Kura o Te Whika Kura number: 9999

NAG2A(b)(i) Areas of strength

Identified areas of strength – Te Reo Matatini

Discussion:

» 93% (74/80 ākonga) of boys are progressing and achieving in line with the national expectation in pānui, with 19 ākonga achieving Manawa toa and 55 achieving Manawa ora in relation to Ngā Whanaketanga Rumaki Māori. This year we implemented a kura wide strategy to engage mātua and whānau of all boys. We used a joint mātua/whānau and kaiako intervention where te reo Māori audio recordings of books, made by elders, were used to support language learning and reading of tamariki at kura and home. This proved hugely successful in encouraging and supporting whānau and kaiako to work together to support the next steps in learning.

» 89% (8/9) of our Year 5 girls who were achieving Manawa āki at the end of last year are progressing and achieving in line with the national expectation in pānui, with 2 achieving Manawa ora and 6 achieving Manawa toa in relation to Ngā Whanaketanga Rumaki Māori. Kaiako have attended a course for Reading Together to better engage ākonga and their whānau. Involving whānau in shared reading at home has been a focus for the staff engaged in this programme.

» All ākonga supported by the Ongoing Resourcing Scheme (ORS) have achieved 80% of the finer grained goals in their Individual Education Plans and have made progress towards the national expectation for pānui level 1. A quarter (25%) of these ākonga showed significant progress towards achieving in relation to Ngā Whanaketanga Rumaki Māori.

NAG2A(b)(i) Areas for improvement

Identified areas for improvement - Pāngarau

Discussion:

» 36% (10/28) of our Year 5 boys are achieving Manawa taki (2/10) or Manawa āki (8/10) in relation to Ngā Whanaketanga Rumaki Māori expectation for te tau me te tauangi. Assessment results shows this whenu remains a key area of concern for these ākonga.

» 45% (9/20) of our Year 5 girls are achieving Manawa taki (1/20) or Manawa āki (8/20) in relation to te ine me te āhuahanga. Overall teacher judgements (OTJs) show there is a significant issue in this area of pāngarau in relation to Ngā Whanaketanga Rumaki Māori for these ākonga.

NAG2A(b)(ii) Base for identifying areas for improvement



Discussion:

» Our board considered and discussed ākonga progress and achievement data from previous years. The board also reviewed the areas for improvement from the analysis of variance and the kura level Ngā Whanaketanga Rumaki Māori data from the current year.

» From the trends and patterns of the data, we have identified our board needs to focus on improving ākonga progress and achievement in pāngarau. We are not happy with the levels of achievement that our data shows, particularly for our Year 5 ākonga.

NAG2A(b)(iii) Actions for lifting achievement

Discussion:

» Targets, including planned actions to achieve these, have been set and included in the annual plan in next year’s charter.

NAG2A(b)(iv) How ākonga are progressing in relation to Ngā Whanaketanga Rumaki Māori

Discussion:

» Our ākonga achievement results in relation to Ngā Whanaketanga Rumaki Māori for pāngarau shows this is an area we need to focus on. However ākonga still made progress in moving towards achieving the national expectation.

» Of the 25 ākonga that are not currently achieving Manawa ora or Manawa toa in relation to the national

expectation, 15 ākonga made considerable progress this year and are close to achieving expectations.

Additional information:

Other relevant comments can be included in this section.

Charters, Analysis of Variance, and NAG2A Reporting 27


Example of reporting on gifted and talented ākonga

It is not a requirement of kura to report on their gifted and talented ākonga. For those kura who wish to provide additional information, below is an example of how you could report the achievement of gifted and talented ākonga in pānui.

Ngā Whanaketanga Rumaki Māori that gifted and

talented ākonga are achieving Manawa ora for pānui

Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 8+

Yea

r le

vel o

f g

ifte

d a

nd

ta

len

ted

āko

ng

a

for

pān

ui

Whanaketanga 1

Year 1

2

Year 2

2

1

Whanaketanga 2

Year 3

2

1

1

Year 4

1

2

Whanaketanga 3

Year 5

2

Year 6

1

Whanaketanga 4

Year 7

2

Year 8

3

The above table shows that some gifted and talented ākonga are achieving:

» at one level above their year level (for example, Year level 3)

» at two levels above their year level (for example, Year level 6).

This shows that two Year 4 ākonga are achieving Manawa ora the Year 6 Ngā Whanaketanga Rumaki Māori for panui

Documents

Te Tūtohinga, te Tātaritanga Rerekētanga me te Tuku Pūrongo … · 2016. 11. 11. · 2 Te Tūtohinga, te Tātaritanga Rerekētanga me te Tuku Pūrongo NAG2A He aratohu mo ngā