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We all like to talk, discuss, and laugh, and we feel relaxed when we have things to share - or even better: having something in common - because we all have something to talk about. However, it is easier said than done with the majority of our Pasifika parents, families, and communities who may still need that support when sharing their thoughts around their child's or children's education in Aotearoa.

Pasifika cultures involve story telling when establishing connections

In many of our Pasifika cultures, it is all about story telling, or telling our story to make the connections. When I am in a Pasifika gathering and I meet other Samoan delegates, they will always ask me for my name and surname, and then will they start making the connections. They will then move onto my father's name and slowly you see them thinking and coming up with the question, "Is he from Vailele?" Or, if they ask for my mother's name, they would say, "Does she come from the village of Afega?". This is how we connect, and this is when relationships are built, and how the story goes on.

How do we best connect with parents of our Pasifika children?

We, as educators in Aotearoa, find this quite difficult. How can we create this kind of connection with our Pasifika parents, families, and communities? As a Pasifika educator we love to talk, and share our stories, and make things easy for ourselves - it's the environment that we are in - that plays a big part. It's a safe environment where the space or 'va' is respected. The 'va' is a space between you and another person - creating a connection with your Pasifika parents, families, and communities is about taking the 'time' to understand where they come from, and let the Pasifika learners give you a head start with telling their story of who they are and where they come from. When you know your Pasifika learners' backgrounds, and you know how they learn, you will have a better understanding of their parents and where they come from. This sort of information should give you a greater indication, or insight, into how to approach or start a conversation with your Pasifika parents.

The Talanoa model

I want to share with you the 'Talanoa' model that I have found helpful when working with school leaders and teachers.

I have interpreted the above Talanoa model in a way that schools can use within their contexts, that can be used in many settings. I need to acknowledge the Pasifika academics who have developed this model (Manuatu, Vaioleti, Mahina, Seve-Williams).

Below I unpack this Talanoa model in relation to my work in schools.

The word 'talanoa' is a term meaning to talk or speak. The four elements around the word 'talanoa' are attributes that make the 'talanoa' more meaningful and rich. They are Tongan words with similar meanings used in other Pasifika languages.

Ofa/Love - When we talanoa with our Pasifika parents, families, and communities, whether we are in parent interviews or Pasifika parents fono/meeting/hui, we start with questions about ourselves. O ai a'u? Ko ai au? Who am I?. This sets the scene of your talanoa and shows that you are sharing your love with everyone by acknowledging who is in the meeting. This 'ofa' can mean different things, but in this case it's about who you are. This becomes a time when barriers come down and you start building a relationship or connection with one another through knowing who you are.

Mafana/Warmth - Throughout the 'talanoa' the conversation is warm and not threatening to both parties. At times, teachers just want to get to the point and then move on. Having this warmth in a conversation builds rapport, developing a connection to bring in the trust of the parents. The talanoa becomes more of a heart-to-heart, and a supporting of one another rather than picking up the bad points of the learner.

Malie/Humour - We love humour in our 'talanoa'. The talanoa needs to have a bit of humour in order for the conversation to be real. Pasifika parents will often use an example that the teacher has given them and they will turn it into something hilarious. This indicates that both parties are starting to trust one another, and the relationship building is becoming stronger. You can often find something funny in a situation by over-exaggerating something to the point of being ridiculous. This is a great way of building that mafana as well.

Faka'apa'apa/Respect - The respect is the final element, but it is also woven throughout the four elements, and this is where the 'talanoa' comes to fruition. Both teachers and parents start building the 'where-to-next' stage because of the mutual respect from both sides. This helps to build a shared understanding between the teachers and Pasifika parents, families, and communities.

I have used the Talanoa model with the schools that I have worked in, and I have seen the changes that it has made with building relationships and connecting better with Pasifika parents, families, and communities. I am looking to reinforce the Talanoa model by embedding it as part of CORE's facilitation practice in schools.

Faafetai lava

The following two tabs change content below.

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Creating the 'talanoa' conversation is all it takes...

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We all like to talk, discuss, and laugh, and we feel relaxed when we have things to share - or even better: having something in common - because we all have something to talk about.

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Māori are enjoying and achieving education success as Māori, as they develop the skills to participate in te ao Māori, Aotearoa and the wider world.

What is Ka Hikitia

Ka Hikitia is a cross-agency strategy for the education sector. The agencies include: Ministry of Education; Te Aho o Te Kura Pounamu; Education New Zealand; Education Review Office; New Zealand Qualifications Authority; The Teaching Council Aotearoa New Zealand; Tertiary Education Commission; New Zealand School Trustees Association.

The education sector includes all early learning, schooling, and tertiary education provision.

It sets out how we will work with education services to achieve system shifts in education and support Māori learners and their whānau, hapū and iwi to achieve excellent and equitable outcomes and provides an organising framework for the actions we will take.

Guiding Principles

Excellent Outcomes: We will support Māori learners and their whānau to achieve excellent education outcomes

Belonging: We will ensure Māori learners and their whānau have a strong sense of belonging across our education system

Strengths-based: We will recognise and build on the strengths of Māori learners and their whānau

Productive Partnerships: We will support strong relationships between learners and whānau, hapū, iwi, educators and others to support excellent outcomes

Te Tiriti o Waitangi: We will give practical effect to Te Tiriti o Waitangi in the education system

These guiding principles set out how we will work across the education system to support the Ka Hikitia vision.

They have been adapted from Ka Hikitia 2013 and reflect enduring themes in Māori education.

The education system has underperformed for Māori learners and their whānau over an extended period. As a result, Māori learners collectively experience worse education outcomes than other New Zealand learners and are less engaged in our education system.

This has significant social, cultural, health and economic impacts for whānau, hapū, iwi, Māori and New Zealand as a whole.

Detailed data and research about the performance of the education system for Māori learners is available at educationcounts.govt.nz(external link) .
Ka Hikitia informs and is informed by the overall Education Work Programme: Go to the Education Portfolio Work Programme
Our 30-Year Education Vision and Objectives

Whakamaua te pae tata kia tina - Take hold of your potential so it becomes your reality ...

We are descendants of explorers, discoverers and innovators who used their knowledge to traverse distant horizons.

Our learning will be inclusive, equitable and connected so we progress and achieve advances for our people and their future journeys and encounters

Whāia te pae tawhiti kia tata - Explore beyond the distant horizon and draw it near!

Objectives for Education

Learners at the centre: Learners with their whānau are at the centre of education.

Barrier-Free Access: Great education opportunities and outcomes are within reach for every learner.

Quality Teaching and Leadership: Quality teaching and leadership make the difference for learners and their whānau.

Future of Learning and Work: Learning that is relevant to the lives of New Zealanders today and throughout their lives.

World class Inclusive Public Education: New Zealand education is trusted and sustainable.

The 30-year vision and objectives form the core of our overall approach to education.

To create change it is important to embed Ka Hikitia into this framework to ensure we are aligning vision, purpose and action within our education system to support Māori enjoying and achieving education success as Māori.

Outcome Domains to support excellent outcomes for Māori learners and whānau

Māori are free from racism, discrimination and stigma in education.

Māori learners and whānau have identified racism as a major barrier in our education system. We will address this, provide equitable access to services, and in ways that promote fairness and are respectful and culturally appropriate, so that Māori learners and their whānau have a strong sense of belonging.

Māori are diverse and need to be understood in the context of their diverse aspirations and lived experiences.

Our education services will recognise and provide for Māori diversity. Our education workforce will have the right skills and capacity to support all Māori learners, including those with disabilities and learning support needs, to achieve excellent outcomes.

These outcome domains reflect key messages that we have heard from Māori over an extended period of time and our evidence base about what works for Māori.

Key Measures

Ka Hikitia will be successful when:

a) Māori learners are engaged and achieving excellent education outcomes and

b) Māori whānau, hapū and iwi are active partners with our education services in defining and supporting excellent outcomes for Māori learners.

Education services includes early learning services, schools, kura, tertiary providers.

We will measure this through: participation data; NCEA achievement data, NZQF achievement data [other achievement measures] and engagement surveys.
Feedback on Māori education - Kōrero Mātauranga(external link)
Measures for learners and their whānau

Te Whānau

Māori learners have high levels of attendance and participation in our education services.

Māori whānau have regular and positive engagements with our education services.

Te Tangata

Māori learners and whānau feel a strong sense of belonging in our education system and are free from racism.

Te Kanorautanga

Māori learners are achieving excellent and equitable education outcomes.

Our education workforce looks more like the population that it serves. It is skilled in engaging with Māori learners and whānau.

Te Tuakiritanga

Māori learners and whānau tell us they see and feel their identity, language and culture on a daily basis in our education services.

Te Rangatiratanga

Whānau, hapū, iwi and Māori are participating in and making decisions about the education of Māori learners.

Implementing the Ka Hikitia Approach

Te Rangatiratanga: Māori exercise their authority and agency in education

We will support whānau, hapū, iwi and Māori to develop and lead Kaupapa Māori pathways within our education services.

We will support whānau, hapū, iwi and Māori to participate in the governance and leadership of education services.

We will grow the ability of education agencies and education services to give practical effect to the Kāwanatanga roles in Te Tiriti o Waitangi.

We will monitor our performance and report to Māori learners and whānau so they can hold us to account.

Our approach to supporting high quality Māori language education is further described in Tau Mai Te Reo (the Māori Language in Education Strategy) which is a companion document to Ka Hikitia.

It will be necessary to take a deliberate, long-term and coherent approach to implementing the actions we have committed to in order to achieve the outcomes we are seeking.

We will need to prioritise some of these actions and our priorities will need to reflect the right balance of national policy settings and local contexts and circumstances.

We need to do the right things at the right time and in the right places. The Ministry of Education and education agencies will develop national, regional and local implementation plans with education services, iwi, and Māori communities at the regional and local levels, that will be monitored, reported and updated on a regular basis.

Ka Hikitia Actions - June 2020

Te Whānau Actions

We will provide Māori learners and their whānau, with the right information, at the right time, through the right channels that enables them to make informed decisions about education.

We will provide facilitation and brokerage support for Māori learners and their whānau, in ways that work for them, to ensure their voices are heard and responded to appropriately.

We are:

implementing Pae Aronui, the Ministry of Education's strategy for supporting great partnerships between whānau and education services.

implementing Toikuranui to develop local education initiatives with iwi (Priority Action).

engaging with iwi and Māori organisations to facilitate and broker services and relationships that support Māori learners and their whānau.

Te Tangata Actions

We will set clear expectations for education services and the education workforce to eliminate racism in our education system.

We are:

setting expectations for education services that Māori learners and whānau should be free from racism, bullying and harassment through the (Priority Action):

National Education and Learning Priorities;

Tertiary Education Strategy;

Education and Training Bill; and

Education (Pastoral Care of Domestic Tertiary Students) Code of Practice.

We will support everyone participating in the education sector, including Māori learners and their whānau to "call out" racism, as we create professional and
environmental norms that understand and prevent racism.

We are:

implementing the Mana Whānau strand of Te Hurihanganui to support whānau to engage with education services.

Te Kanorautanga Actions

We will set and maintain professional standards for the education workforce that identify our expectations for how teachers will work with Māori learners and their whānau.

We are:

refreshing Tātaiako to support teachers to grow their skills for engaging Māori learners and whānau.

strengthening our approach to Māori Medium initial teacher education, induction and mentoring.

developing a long-term Education Workforce Strategy to strengthen teaching and leadership and ensure our education workforce reflects our future learner population.

implementing an updated teacher registration and certification policy which includes that all teachers must commit to develop and practice te reo me ngā tikanga Māori (Priority Action).

We will:

lead the work around shifts on Teacher Appraisal expectations which is expected to provide significant opportunity for teachers to take more ownership of their own reflection, development, and collaboration with colleagues.

We will provide initial teacher education and ongoing professional development to support the education workforce to achieve these standards.

Te Tuakiritanga Actions

We will provide high quality Māori language education.

We are:

providing further support for Kōhanga Reo including additional funding.

developing a Rāngai Māori workforce strategy to grow the Māori Medium workforce.

developing a Māori Medium Network Plan to ensure sustainable provision and high quality pathways for learners and whānau.

reviewing funding rates and arrangements for Māori language and mātauranga Māori in the schooling and tertiary sectors.

setting expectations that education services will take all reasonable steps to make instruction available in te reo Māori and tikanga Māori.

We will:

review and update Te Marautanga o Aotearoa.

We will incorporate Māori identity, language and culture into the teaching and curriculum for Māori learners.

We are:
We will:

update our national curriculum on a regular basis and make it clearer and easier to use, with a stronger focus on wellbeing, identity, language and culture.

investigate the establishment of a curriculum development centre to provide curriculum leadership and expertise.

integrate te ao Māori and mātauranga Māori into the NCEA achievement standards.

Te Rangatiratanga Actions

We will support whānau, hapū, iwi and Māori to develop and lead Kaupapa Māori pathways within our education services.

We are:
We will:

develop a joint work programme with the wānanga sector to support their ongoing growth.

We will support whānau, hapū, iwi and Māori to participate in the governance and leadership of education services.

We are:

developing advice for Ministers about how to strengthen Māori participation in the leadership and governance of education services as part of the Review of Tomorrow's Schools.

setting expectations for the New Zealand Institute of Skills and Technology that it must develop relationships with Māori and reflect Māori-Crown relationships in its operations.

supporting Te Taumata Aronui to provide advice and leadership about issues and opportunities for Māori across the tertiary sector (Priority Action).

We will grow the ability of education agencies and education services to give practical effect to the Kāwanatanga roles in Te Tiriti o Waitangi.

We are:

undertaking a "first principles" review of all education legislation to ensure its consistency with Te Tiriti o Waitangi and Ka Hikitia.

developing a mechanism for the Minister of Education and the Minister for Māori-Crown Relations to give directions to education agencies about how they will give practical effect to Te Tiriti o Waitangi.

introducing a focus for education services on giving practical effect to Te Tiriti o Waitangi as one of their primary objectives.

We will monitor our performance and report to Māori learners and whānau so they can hold us to account.

It will be necessary to take a deliberate, long-term and coherent approach to implementing the actions we have committed to in order to achieve the outcomes we are seeking.

We will need to prioritise some of these actions and our priorities will need to reflect the right balance of national policy settings and local contexts and circumstances.

We need to do the right things at the right time and in the right places. The Ministry of Education and education agencies will develop national, regional and local implementation plans with education services, iwi, and Māori communities at the regional and local levels, that will be monitored, reported and updated on a regular basis.

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Ka Hikitia - Ka Hāpaitia | The Māori Education Strategy (English)

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Māori are enjoying and achieving education success as Māori, as they develop the skills to participate in te ao Māori, Aotearoa and the wider world. Ka Hikitia is a cross-agency strategy for the education sector.

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We all like to talk, discuss, and laugh, and we feel relaxed when we have things to share - or even better: having something in common - because we all have something to talk about. However, it is easier said than done with the majority of our Pasifika parents, families, and communities who may still need that support when sharing their thoughts around their child's or children's education in Aotearoa.

Pasifika cultures involve story telling when establishing connections

In many of our Pasifika cultures, it is all about story telling, or telling our story to make the connections. When I am in a Pasifika gathering and I meet other Samoan delegates, they will always ask me for my name and surname, and then will they start making the connections. They will then move onto my father's name and slowly you see them thinking and coming up with the question, "Is he from Vailele?" Or, if they ask for my mother's name, they would say, "Does she come from the village of Afega?". This is how we connect, and this is when relationships are built, and how the story goes on.

How do we best connect with parents of our Pasifika children?

We, as educators in Aotearoa, find this quite difficult. How can we create this kind of connection with our Pasifika parents, families, and communities? As a Pasifika educator we love to talk, and share our stories, and make things easy for ourselves - it's the environment that we are in - that plays a big part. It's a safe environment where the space or 'va' is respected. The 'va' is a space between you and another person - creating a connection with your Pasifika parents, families, and communities is about taking the 'time' to understand where they come from, and let the Pasifika learners give you a head start with telling their story of who they are and where they come from. When you know your Pasifika learners' backgrounds, and you know how they learn, you will have a better understanding of their parents and where they come from. This sort of information should give you a greater indication, or insight, into how to approach or start a conversation with your Pasifika parents.

The Talanoa model

I want to share with you the 'Talanoa' model that I have found helpful when working with school leaders and teachers.

I have interpreted the above Talanoa model in a way that schools can use within their contexts, that can be used in many settings. I need to acknowledge the Pasifika academics who have developed this model (Manuatu, Vaioleti, Mahina, Seve-Williams).

Below I unpack this Talanoa model in relation to my work in schools.

The word 'talanoa' is a term meaning to talk or speak. The four elements around the word 'talanoa' are attributes that make the 'talanoa' more meaningful and rich. They are Tongan words with similar meanings used in other Pasifika languages.

Ofa/Love - When we talanoa with our Pasifika parents, families, and communities, whether we are in parent interviews or Pasifika parents fono/meeting/hui, we start with questions about ourselves. O ai a'u? Ko ai au? Who am I?. This sets the scene of your talanoa and shows that you are sharing your love with everyone by acknowledging who is in the meeting. This 'ofa' can mean different things, but in this case it's about who you are. This becomes a time when barriers come down and you start building a relationship or connection with one another through knowing who you are.

Mafana/Warmth - Throughout the 'talanoa' the conversation is warm and not threatening to both parties. At times, teachers just want to get to the point and then move on. Having this warmth in a conversation builds rapport, developing a connection to bring in the trust of the parents. The talanoa becomes more of a heart-to-heart, and a supporting of one another rather than picking up the bad points of the learner.

Malie/Humour - We love humour in our 'talanoa'. The talanoa needs to have a bit of humour in order for the conversation to be real. Pasifika parents will often use an example that the teacher has given them and they will turn it into something hilarious. This indicates that both parties are starting to trust one another, and the relationship building is becoming stronger. You can often find something funny in a situation by over-exaggerating something to the point of being ridiculous. This is a great way of building that mafana as well.

Faka'apa'apa/Respect - The respect is the final element, but it is also woven throughout the four elements, and this is where the 'talanoa' comes to fruition. Both teachers and parents start building the 'where-to-next' stage because of the mutual respect from both sides. This helps to build a shared understanding between the teachers and Pasifika parents, families, and communities.

I have used the Talanoa model with the schools that I have worked in, and I have seen the changes that it has made with building relationships and connecting better with Pasifika parents, families, and communities. I am looking to reinforce the Talanoa model by embedding it as part of CORE's facilitation practice in schools.

Faafetai lava

The following two tabs change content below.

# data[].attributes.attachment_link.title
Creating the 'talanoa' conversation is all it takes...

# data[].attributes.attachment_link.description
We all like to talk, discuss, and laugh, and we feel relaxed when we have things to share - or even better: having something in common - because we all have something to talk about.

# data[].attributes.attachment_link.readable_text
"Talanoa is a traditional word used in Fiji and across the Pacific to reflect a process of inclusive, participatory and transparent dialogue. The purpose of Talanoa is to share stories, build empathy and to make wise decisions for the collective good. The process of Talanoa involves the sharing of ideas, skills and experience through storytelling. During the process, participants build trust and advance knowledge through empathy and understanding. Blaming others and making critical observations are inconsistent with building mutual trust and respect, and therefore inconsistent with the Talanoa concept. Talanoa fosters stability and inclusiveness in dialogue, by creating a safe space that embraces mutual respect for a platform for decision making for a greater good." Background and mandates

COP21: The COP decided to convene a facilitative dialogue among Parties in 2018 to take stock of the collective efforts of Parties in relation to progress towards the long-term goal referred to in Article 4, paragraph 1, of the Paris Agreement and to inform the preparation of nationally determined contributions pursuant to Article 4, paragraph 8, of the Agreement (decision 1/CP.21, paragraph 20).

COP22: The President of COP22 and the Incoming-President of COP23 were mandated to undertake inclusive and transparent consultations with Parties on the organization of the 2018 facilitative dialogue (decision 1/CP.22, paragraph 16).

COP23: The Presidencies of COP22 and COP23 presented the outcome of their consultations on the dialogue and on this basis, made available the approach to the dialogue to all Parties. The COP welcomed with appreciation the design of the 2018 facilitative dialogue, to be known as the Talanoa Dialogue, and launched the dialogue, which will start in January 2018 (decision 1/CP.23, paragraphs 10-11 and Annex II).

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"Talanoa is a traditional word used in Fiji and across the Pacific to reflect a process of inclusive, participatory and transparent dialogue. The purpose of Talanoa is to share stories, build empathy and to make wise decisions for the collective good. The process of Talanoa involves the sharing of ideas, skills and experience through storytelling.

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The focus of any effective pedagogy is the students; all effective pedagogy begins with high expectations for every student:

Whaia te iti kahurangi ki te tauhu koe me he maunga teitei.

Seek the pinnacle of your endeavour and, if you have to bow down, let it be to a lofty mountain.

When we have high expectations of them, our students are encouraged to make the pursuit of excellence a personal value, as envisaged by The New Zealand Curriculum (excellence involves " aiming high and ... persevering in the face of difficulties").

And it is by having high expectations of them that we encourage our students to become independent learners who are secure in their own identity, doing well academically, and succeeding as culturally located young people.

What will I find in this section?

The following sections of this guide discuss where the focus of effective pedagogy lies, introduce seven teacher actions known to promote student learning, and how assessment is used to further learning.

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Pedagogy / English / Home - Senior Secondary

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The focus of any effective pedagogy is the students; all effective pedagogy begins with high expectations for every student: Whaia te iti kahurangi ki te tauhu koe me he maunga teitei. Seek the pinnacle of your endeavour and, if you have to bow down, let it be to a lofty mountain.

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The thinking behind the materials
There are reciprocal relationships between the learning areas and the key competencies. When these relationships are purposefully exploited both the learning areas and the key competencies are strengthened. Opportunities to develop key competencies can play out as opportunities to develop learning areas and vice versa.

The key competencies development helps schools audit their progress with integrating the five NZC key competencies into all learning programmes. It allows schools to explore questions such as:

How well are the key competencies integrated into each of the different learning areas?

What opportunities are provided by each learning area to strengthen key competencies?

What impact is the integration between key competencies and the learning areas having on students' overall development? How do we know?

What aspects of key competency development might we need to do more work on?

Introducing the key competencies tool

How the tool is structured

Where did this tool come from?

This Ministry of Education funded tool was developed by researchers from NZCER and the University of Waikato. Many teachers contributed examples, which represent a selection across year levels, learning areas, and individual key competencies. Interesting themes have been shaped into sets of discussion questions at the end of each example.
Return to top

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The thinking behind the materials There are reciprocal relationships between the learning areas and the key competencies. When these relationships are purposefully exploited both the learning areas and the key competencies are strengthened. Opportunities to develop key competencies can play out as opportunities to develop learning areas and vice versa.

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English

What is English about?

Ko te reo te tuakiri.

Ko te reo tōku ahurei.

Ko te reo te ora.

Language is my identity.

Language is my uniqueness.

Language is life.

English is about connecting with others and their ideas and communicating our own.

English is about exploring our identities and building relationships.

English is about finding and nurturing a voice to tell our stories and developing an ear to hear the stories of others. In doing so, we begin to understand where and how we all belong.

As our ideas meet and merge with new ideas, magic happens.

English in the National Curriculum

English teaching is guided by the National Curriculum, which is made up of two documents - The New Zealand Curriculum for English-medium schools and Te Marautanga o Aotearoa for Māori-medium schools (PDF 2MB).

What has changed in the English curriculum?

The Englishlearning areaof The New Zealand Curriculum has made explicit the move towards shared understandings and the importance of genuine personal response.

English curriculum guide content

Use the links below to access the sections of this guide. To navigate through the guide's web pages, select from the section and sub-section menu in the left-hand navigation.

Teaching and learning guides are produced in HTML. They have been designed to be viewed online.

To print individual pages, select the 'Print' button at the top right of each page.

To print the complete guide, select the 'Download this guide in PDF format' button. If your browser default is set to automatically open PDF downloads in a PDF reader, the entire guide will open and can then be printed. If not, the entire guide will download into your download folder, where you can then open the document and print.

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English Ko te reo te tuakiri. Ko te reo tōku ahurei. Ko te reo te ora. Language is my identity. Language is my uniqueness. Language is life. English is about connecting with others and their ideas and communicating our own. English is about exploring our identities and building relationships.

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The Literacy Learning Progressions, one of the professional tools provided to support the New Zealand Curriculum.

It describes the specific literacy knowledge, skills, and attitudes that students draw on in order to meet the reading and writing demands of the curriculum. Teachers need to ensure that their students develop the literacy expertise that will enable them to engage with the curriculum at increasing levels of complexity and with increasing independence. As students progress through schooling, they need to be able to read and write increasingly complex texts and to engage with increasingly complex tasks.

While the Introduction section introduces The Literacy Learning Progressions resource, it is the Learning Progressions section that details what is expected of the student at the end of each year of schooling.

This resource is also available for download as a PDF:

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The Literacy Learning Progressions - Literacy Progressions

# data[].attributes.attachment_link.description
The Literacy Learning Progressions, one of the professional tools provided to support the New Zealand Curriculum. It describes the specific literacy knowledge, skills, and attitudes that students draw on in order to meet the reading and writing demands of the curriculum.

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English Online / English - ESOL - Literacy Online website - English - ESOL - Literacy Online

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Episode 4 - Being the best teachers of English for Māori and Pasifika students

Episode Summary

We talk to Tiria Tiria, Whenua Head and teacher of senior English at Naenae College in Lower Hutt about being the best teachers of English for our Māori and Pasifika students.

Episode Notes

The fourth episode of the Ōtākaro Kōrero Podcast is the first in a series of subject specific podcasts, looking at how to bring culturally responsive practice into the classroom. We discuss Tiria's perspective on teaching English, what methods have worked for him and his students, and how teachers in English and similar subjects can engage their Māori and Pasifika students using a strengths based approach.

Texts he mentions are:

Bone Tiki by David Hair
Dawn Raid by Pauline (Vaeluaga) Smith
The Islander by Naila Fanene (in Niu Voices)
You, the Choice of My Parents by Konai Helu Thaman
Dear Martin by Nic Stone

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Episode 4 - Being the best teachers of English for Māori and Pasifika students

# data[].attributes.attachment_link.description
We talk to Tiria Tiria, Whenua Head and teacher of senior English at Naenae College in Lower Hutt about being the best teachers of English for our Māori and Pasifika students.