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School Policy- Heart of the Matter which are processes that teachers and school leaders abide by and guides the school to building growth and learning for our tamariki

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ujhihbihjbikjbniujbikhjnbiuhjnbijhubn

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We enact tino rangatiratanga by ensuring whanau and mana whenua are invited, welcomed and supported to the decision making table.

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We work together to create an environment where each individual and what they bring to the table, is acknowledge, valued and respected.  We don't say "regardless of" or "even though", we say "because of"...

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Cultural diversity is an increasing need in all of our schools.

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I believe that the treaty is still a noun in our Kura. Though we look at the treaty in classes. Do we give it full justice. Time ditactes the day structure.

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Teacher and students both contribute to assessment documentation and through the use of digital tools (such as Seesaw) the child’s voice has been included. Children do self reflection and self review.

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ToW only loosely embraced - talked about occasionally with not very much understanding or implementation.

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Assessments are shared and students have pathways they can highlight of what they have achieved and where to go next - goal setting - they are driving their learning ...we use this information to then share with parents in three way interviews :)

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Teachers, students and whānau are all seen as valuable contributors to developing, shaping and delivering the curriculum.

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We see all our student as individuals with their own basket of knowledge and the whole school strives to ensure equitable practice, giving each student the support they need to succeed.

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We are a close knit school community with close relationships with all our parents and whānau. We strive to understand what funds of knowledge and cultural diversity each child brings with them and allow them to share that with the community as a whole.

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Being able to differentiate learning for each student ensures that everyone is being challenged and engaged and that the learning meets each student's needs.

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We believe that all learners are capable of achievement and plan lessons accordingly to engage with all students at their current level.

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All learners regardless of home circumstances, ability are treated with respect and understanding. For some students programmes are developed in association with students with a forward thinking view - not thinking about the now but thinking about where they are possibly going

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Allowing or more importantly offering a variety of different assessment methods to cater for individual strengths and weaknesses.

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Peer support, vertical tutor groups

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Documentation (planning) platforms should be flexible and allow for easy collaboration between teachers and leaders.

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Whanau/parent evenings (new students to the school, preparing for NCEA, core class evenings, etc), Driver Licence Programme making connections to various community groups (local board, Auckland Council, MBCT, AA)

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Our cluster expects the latest and most up to date resources/programes and PLD.  It needs to be maintained and translated into practice and this PLD and how it translates into practice is reflected through the online appraisal system.

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The notion of biculturalism embedded into everything we do in the classroom. Place a lens over all you

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The school where I teach has established strong links with the community. There is a high level of community engagement and consultation.We have held some consultation evenings at the local Marae in order to connect with some families we ofetn don't see.

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We try to find new ways to access the community, maybe we go to them, instead of expecting them to come to us, how are we going to make it worth their while?

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For Te Tititi to be visible as a verb school's could/should refer to Article 3 in their charter. Key part 'imparts to them all the Rights and Privileges of British Subjects'. This has not been the case since 1840 and needs to be addressed at board level of schools for real change to take place. Treaty tokenism is not enough

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Deficit theorizing is actively challenged and discouraged within our practice and inclusion for all encouraged.  Our practitioners equip our teachers with strategies that enable "ALL" children to access the curriculum.  This needs to be maintained

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Systems in place whereby expectations are linked to a school wide understanding of expectations that can be referred to daily, weekly or whenever necessary.

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Definitely a verb as a dynamic and ever changing thing dependent on the diversity in your school and the preparedness of the parent community to get involved. Also dependent on the school culture and willingness to create the environment in which cultural responsiveness is welcomed and valued.

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Still a bit of a noun, although we really want to make it something that underpins teaching and learning (a verb)

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Pronounce Māori place names in Tāmaki Makaurau/Aotearoa correctly

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With National Standards now out the door it would be highly inclusive to have students (alongside teachers) design their learning through the curriculum and have the freedom to use Inquiry as the platform for all learning in core curriculum areas.

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Through consultation with the school community, teachers, students and wider community we have created a Student Graduate Profile - it is somewhat aspirational but we feel that to be part of a future world, the bar needs to be set high.

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Learning about other cultures and religions in a respectful manner that relate to their world view- astronomy going through different cultural festivals and why they are at certain times of the year- Chinese new year, Passover, Ramadan, Easter/ Navigation using constellations/ Creation stories for different cultures- similarities and differences

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Build effective strong positive relationships with māori whānau

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e.g., enabling all learners to access the curriculum whether via differentiated or adapted curriculum; using materials during imaging in maths lessons; hands-on tasks and visuals to scaffold vocab development; providing assistive tech for SN children (such as iPad to create audio and visuals to written text).
Thank you Stephen, Ranita and Denny (Deanna)

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Knowing your students, how they learn, their interests, strengths and challenges. Planning is based around students needs and interests to be as engaging as possible.

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E tika ana kia tu whakahihi te tamaiti i roto i tona ake iwi, engari kia whai koha ano ki ngä iwi katoa

Te Aho Matua -Ngā Iwi 3.3

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Using community to come into the school and also service learning so students can explore local community/issues

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Ehara taku toa i te toa takitahi, engari he toa takitini. 'My strength is not that of a single warrior but that of many.' In order for our students to be warriors, we need to action and give them the tools to do so.

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Whakawhanaungatanga- linking our key competencies to the Treaty. Creating an environment where students are participating and driving their own learning, partnership together through collaborative learning throughout the day, protection of our mana, our whanau, our peers.

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As a new school we consult with our Iwi with how they can help us in planning for the future. We are always thinking about how we can incorporate Te Reo in our planning. We discuss protocols with the students and ensure they understand why these are important

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#Papakura: High Expectations is a platform that can be shared between the students and the teacher. It can be seen as a collaboration of ideas shared, enhanced and celebrated.

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#Papakura: High Expectations is a platform that can be shared between the students and the teacher. It can be seen as a collaboration of ideas shared, enhanced and celebrated.

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To define high expectations is in the eyes of the learner.

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Students do their personal best. Not expectations imposed by others. Be as flexible as possible. Benefit added.

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Schools need to communicate the Treaty visually as well as through lessons with students. Biculturalism should be reflected in our environments.

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High expectations are co constructed with students. They have ownership of their learning through an understanding of where they are and where they are trying to get to.

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I feel our school strives to demonstrate "Knowledge as a verb..." we have a large majority of Maori students and also a high level of behaviour and learning needs and must focus on engaging students and empowering them to achieve regardless of their challenging personal circumstances.

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positive connection and that our learning is relevant to our students and our community.

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I feel we are doing well as a noun, as we have high expectations for all students and for families sharing this responsibility, as a verb we do believe all learners can achieve well regardless of their personal backgrounds.  But, I question whether we make learning flexible

in order to foster the engagement and needs of all learners :-(

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We learn through great relationships with our students about their cultural backgrounds so we can learn together with AKO. They can teach us and we as teachers can learn how to interconnect.

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Certain individual teachers try to do this but on a whole the school focuses on students achieving national benchmarks e.g. x% will gain NCEA level 2.  Sometimes within our Professional Discussion Groups individual teachers will talk about this but this is not really followed up school wide

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Community engagement and involvement in learning and curriculum is essential.

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students can be involved and that we are tolerant, considerate and supportive of their needs.

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Open communication with students, staff, parents and community. 3-way interviews.

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Input from whaanau and the community helps us to adapt our School’s curriculum and make decisions around how we share that learning success with parents

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Not sure this is valued as of yet, for me I see this as aspirational, not sure if this is a shared lens

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Encouraging and celebrating when students achieve at the level of which they are capable - whether it only be 'Achieved'. Or just making progress and this doesn't just have to be academic progress, it may also be self management. This may lead to students becoming more self aware of their own learning styles which will help in the future.

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School Docs, ALP and improvement plans being actioned on

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Knowing your students well and what the bring to the classroom - catering for their needs

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environment that acknowledges and celebrates the connections of the cultures within our school.

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Celebrating success and putting value on learning in all parts of children's lives not only curriculum areas.

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Palmerston North           Special Character 

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Palmerston North           Special Character 

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Our Special Character & R.O.C.K. Expectations are values that encompass our school

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Making connections within the community is our challenge. We find a higher intake for sports events but less for academic discussions. Using seesaw to send frequent student success with a focus on positivity is a focus.

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School values and PB4L explicitly taught

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Though knowledge exists as a noun through clear documentation it is evolving into a verb engaging the learners (akona) through Student agency - how they learn.

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Seems a desire to celebrate biculturalism but don’t see a bicultural dimension in all school activities or full engagement of mana whenua in the immediate community/hāpori.

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We are a rural school in a predominately farming environment. The population is Pakeha 50% Maori 46%  Others 4%
This means a few Asian families have come into the community.

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The school actively engages with kaumatua and local iwi to ensure the Treaty principles are upheld. Staff have willingly developed their knowledge of te reo and tikanga Maaori to enable them to uphold a bicultural dimension in all school activities.

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Some practices are currently as a a noun, teaching the treaty, visiting Marae yearly etc, but moving towards as a verb trying to incorporate Te Reo and Tikanga in daily life.

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Huge value in having ESOL students and other cultures in the classroom. Provides rich learning, acceptance and understanding

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A continually developing community identity to be encouraged and supported by the school in appropriate ways. eg Filipino, Afghani

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Different cultures will value learning styles differently

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connection with our local Iwi.

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We are still journeying towards flexibility and relevance to diverse learners and I sense still some deficit theorising re minority groups.

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Personalised learning programs, students pick the standards they are interested in rather than the teacher dictating what is done

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Focus is connected to our PB4L programme - Positive Behaviour for Learning - the students emphasis is participation and "doing the best you can"- Less of comparisons with others but rather than (like SOLO) - each student works to their best ability. Teachers provide sound expectations for students to measure themselves against and there is a regular "check in system" proving feed forward/ feedback to improve and develop.

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PTA, Newsletter, Apps, Websites, Facebook pages, Schools learning from each other - COL

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As a senior class we spend time every morning singing waiata and focussing on different aspects of Te Reo and culture. Making it a natural part of our every day and incorporating the childrens
own ideas, culture and heritage.

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Parents and whanau involved with curriculum planning (What do you want our focus to be, what do our children need?). Ongoing discussions/meetings that builds up through the year, developed relationships that last with whanau. Strengthens the bond, and children can see this, increase engagement in learning. Increases and encourages knowledge of cultural and social awareness.

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Expect every student to strive to be the best that they can be but still need to move the focus away from Excellence grades

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Having a clear pathway for learning and weaving language/tikanga etc throughout other learning areas

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Having high expectations for making learning authentic and flexible and to support the needs of complex and diverse learners.

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Students bring their culture into our school. We as staff have our culture to throw in the mix. We put put all these cultures into a pot and we look at different aspects of what each one has.

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It takes time to move from one idea of education to another.
We are moving from treating education as a set of complete knowledge to an ever evolving journey we are pursuing and therefore we are on a continuum moving from knowledge as a noun to knowledge as a verb.

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Allowing for individuals.

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Having exception that match where the learn is. Being able to identify high achiever and students with needs. Creating a successful environment for every learner.

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We work to enable student at there own levels to help them reach their goals

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Cultural group opportunities, language opportunities

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Noun - Sending out a newsletter or telling the community what is going on in the school.
Verb - Inviting the community in to help participate in learning, also seeing that the students have an opportunity to engage the community through learning outside of school.

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Students' specific learning needs and abilities are fostered and embraced.

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Tikanga and practices reflect and are embedded into practice.

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Our school has promoted learning Chinese in the wilder community.

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Over 50% ELL at school we are accepting, inclusive and celebrate other cultures.

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using the Spiral of Inquiry to document and inform in a meaningful context

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Knowledge is individual that moves as different speeds for learning and obtaining knowledge. As well the process in which students learn.

Expectations needs to be about promoting learning that is to the individual learner's ability with evidence that those involved can easily see.

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High Expectations of students surrounding achievement in assessments, cultural and sporting activities

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Get to know individual students and their cultures- value these through use of specific language/food etc.