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Understanding of curriculum,

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Carefully selecting reading material, topics to write about, contexts for word problems (maths)
Integrating local Curricula wherever possible

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Choice with learning approaches, celebrations of success, powhiri, community connections

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Encourage
Kōrero / Conversations
Actions / Observing
Teachers ability to notice, recognise, and respond
Interpreting play
'Ko Wai Au"
Getting to know me and my whānau (life outside of kura)
Utilising strengths

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Building Relationships - Whakawhanautanga
Assignments based on Interests
Genuine
Equality
Equity
Connecting networks, Locally, Globally.
Power shared
Culturally Responsive Pedagogy
Know me before you teach me
Open door
Communication to whanau

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visiting all twelve marae
getting involved in marae based environmental programmes
allowing tamariki time and space to share
allowing tamariki to choose in their learning
tapping into the strength they mght bring that we don't have such as eeling, putting down a hangi, helping at the marae, picking puha,
student agency - te reo Maori lessons in english medium
powhiri and whakatau
choosing specific articles/stories with Maori context e.g. from journals
make resources as a class if needed
celebrations at the marae
tuakana teina
encourage  tamariki/ whanau/ kaumatua share their knowledge, experiences, skills
find whanau preferred way of communication and
think holistically about the two way relationships you have
reading together at the marae
whanau hui each term
expectation that whanau attend hui and teacher support that to remove barriers
Ra whakanui each term

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Strong connections with the local land and people. Te reo around classroom. Start with what students know. Finding out what they do or don't know and sharing and extending on this. local stories and learning is relevant. Students share stories. Big ideas and adapted contexts depending on what students know. Co-construction of learning. Modelling  correct pronunciation. Grab the teaching moment and be flexible. Using other expertise from whānau, iwi or community. Learning conferences. Teach NZ and local history.
Reciprocal relationships
Expectations of teachers to be culturally relational and responsive

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Local school curriculum includes tikanga, language and culture. Linking what you teach to what students ca relate to. Drawing on students knowledge who are mana whenua. Rich cultural capital to learning environment. Developing a sense of belonging.

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Sovereignity, Kaitiaki,
Belonging, Identity, Language, Connections,
What makes a culture - reo, tikanga, kawa,
multidialectual e.g. te reo or Tapuikatanga,
Honouring Tiriti o Waitangi, Declaration of Independence, Confederation of tribes.

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Whenu - Rangi and Papa
Creation
Extension to tangata
importance of  Turangawaewae
Whanau, marae, strength
Papatūānuku/ Kaitiaki
I am her, she is me
Hapu
Te Whānautanga mai o te tangata
Placenta - Whenua
Future generations
Kai, Oranga,
Life source
Mahinga kai
Raupatu
Te Tiriti o Waitangi
Mana Motuhake
Tino Rangatiratanga

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The Land
Te Ao
Papatuanuku
Aotearoa
Sustainance: Kai, Maara
Wairua: Moana, Awa, Maunga
Ahi Kā
Hononga ki Aotearoa
Ahi Kā

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Papatuanuku, Ranginui, whenua, hapu, hapū, pepeha, localised curriculum, history, tipuranga, reanga,

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People:
Past, Present, Future
Tupuna/ancestors
Uri / descendants
Iwi / whanau / hapu
kaumatua/kuia
Indigenous peoples/First Nation
Māori people
Whakapapa

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acknowledge stakeholders
us, parents, students, community, ancestors, caregivers of the environment
Harnessing the rich cultural capital that Māori learners bring to the classroom
Including te reo Māori in curriculum
Who are the Treaty Partners? As in all people who identify as NZers and Māori or Pākehā and Māori?

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Whānau
People
living
being
ancestors
culture
connections
iwi
Why we have the comnnections?
Whenua - Tāne,
Creation - Te Ao Māori
society
Hapu/Iwi
Whare Tangata

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Tangata Whenuatanga: affirming Māori learners as Māori, providing contexts for learning where the language, identity, and culture of Māori learners and their whānau is affirmed. Ako: taking responsibility for their own learning and that of Māori learners MB

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Local people - tangata
iwi, hapu, koruru, tupuna, wharenui, indigenous,
students, whanau, te kai hautu - tumuaki, leaders, extended whanau, mokopuna, whakapapa (birth and kura)