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Planning and implementing programs of learning

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Planning and implementing programs of learning

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Developing better, student orientated signposting of assessments and learning structures to make sure that students have ownership over their progress.

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Incorporate Māori mythology/beliefs into specialist subject contexts (cf Greek)

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Incorporate time for ākonga to share learning, celebrate achievements, reflect and build relationships - whakawhanaungatanga

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Incorporate time for ākonga to share learning, celebrate achievements, reflect and build relationships - whakawhanaungatanga

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Correct pronunciation of Māori students names

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Taking responsibility as kaiako to search out relevant Māori content and contexts with which to build learning on.

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Engage in conversations with family, teachers and peers

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Reflect on those areas of knowledge (relevant to the hikairo schema, to Te Ao Māori, to tikanga, etc) that we are not feeling confident about and commit to developing greater competence in these areas.

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Consult whānau about what is appropriate for their rangatahi and their community

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Starting every lesson with a 'check in' for wellbeing

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Starting every lesson with a 'check in' for wellbeing

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Use of whakataukī to set a class culture of learning and to convey themes

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Setting up communication lines with whanau and tutor teachers

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Setting up communication lines with whanau and tutor teachers

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authentic inclusion of matauranga maori woven into concepts/context

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authentic inclusion of matauranga maori woven into concepts/context

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Use Te reo casually and formally  in classroom with Akonga verbally and in written form 

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Use Te reo casually and formally  in classroom with Akonga verbally and in written form 

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Incorporate time for ākonga to celebrate achievements, build relationships, and share learnings.

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Correct use of pronounciation, grammar, punctuation in language of origin e.g., English and te reo Māori. 

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Correct use of pronounciation, grammar, punctuation in language of origin e.g., English and te reo Māori. 

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powhiri, karakia, pepeha

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Use whakataukī to set the scene for a lesson/topic/course/week.

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Use whakataukī to set the scene for a lesson/topic/course/week.

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Māori games - using correct terms and learning about it's origin history.

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Māori games - using correct terms and learning about it's origin history.

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encouraging students to use culturally relevant  material as genesis for creative projects 

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encouraging students to use culturally relevant  material as genesis for creative projects 

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Connect with Tutee parents requesting knowledge of my Akonga and how it is best to mahi  with them 

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Connect with Tutee parents requesting knowledge of my Akonga and how it is best to mahi  with them 

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Respect for beliefs, language and culture

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Respect for beliefs, language and culture

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Allow students to share their experiences and perspectives

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Creating an opportunity to share achievements with class/teacher.

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Creating an opportunity to share achievements with class/teacher.

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Setting a good culture and vibe in the classroom, being aware of whakamā

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Use of whakataukī to set a class culture of learning and to convey themes

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Getting to know you activities at the beginning of the year.

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Getting to know you activities at the beginning of the year.

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ll

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Provide maori texts and historical contexts in specialist subjects

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Genuine engagement with pepeha & understanding ākonga stories

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Genuine engagement with pepeha & understanding ākonga stories

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start weekly stream with greeting in te reo

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start weekly stream with greeting in te reo

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Goals setting, high expectations for all learners.

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Develop a classroom routine e.g., Hei Mahi, plenary activity, set up of Google classroom.

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Develop a classroom routine e.g., Hei Mahi, plenary activity, set up of Google classroom.

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Ākonga settle to complete Hei Mahi because they know the routine

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Use te reo Māori in daily greetings via email and in person.

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Use te reo Māori in daily greetings via email and in person.

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Ako

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Maanakitanga

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Tangata Whenuatanga

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Whanaungatanga

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Wānanga