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Polyfest is such a big part of our school life/ term 1. Many students can earn a large amount of credits by succeeding AS MAORI (and other cultures also). Why do we keep it as a separate entity that must happen as an add on to learning, and outside of school hours? If we were truly committed to this, wouldn't we be looking at ways to make it THE learning??

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How do we make sure that we include Maori identity into everything we do rather than just tokenism?

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How do we make sure that we include Maori identity into everything we do rather than just tokenism?

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How to re-write our junior curriculum to encompass the 3 Ps effectively to help engage students

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How are we able to get the whanau involved?

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How are we able to get the whanau involved?

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-Are we able to use Te Reo as well as English in the newsletter of PHS.
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Understand the culture before the language.

Vocabulary is important to understand the culture. Language should not be taught and learned in isolation

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How do we get students to embrace being Maori?

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How do we get students to embrace being Maori?

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How do we implement this into the curriculum.

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Students hiding the fact they can speak Te Reo.

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Students hiding the fact they can speak Te Reo.

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Does not value being Maori< Dance is a L3 subject (UE), Kapa Haka is not.
Science and Maori are often on the same line in the timetable - message you can be academic or Moari.

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Institutionalized racism and unconscious bias work against our Māori children. 

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Institutionalized racism and unconscious bias work against our Māori children. 

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the longterm effects of colonialism on today's generation of te reo learners/speakers. Who is responsible for helping todays akonga?our communities/school/whanau

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No connection to their identity therefore they drift into unscrupulous categories i.e. gangs etc.

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No connection to their identity therefore they drift into unscrupulous categories i.e. gangs etc.

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Disenfranchised: disconnected/ removed from Maori  culture; loss of  authentic culture
Resentment on all sides
One culture enforced on other
Everyone wants to belong. If there is a gap, it will be filled by something else (black american rap culture, gangs etc).

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Social disconnectedness.
Loss of self identity/ Maori identity.

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Lack of respect of culture has meant students do not embrace their culture as their family has been disenfranchised.
Who is responsible for improving engagement with their own culture...is it the individual?is it the whanau? Is it teachers? is it the government?

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The kids in PHS very limited in their use of Te Reo Maori maybe because it was due to the generation before that would have experienced the absent of Te Reo  in their time in school. It was known that our parents would have got smacked for speaking in Te Reo at school in the 1940s - 1970s.  Speaking Te Reo was almost never allowed to be used in school. Western leaders of the time would end the Te Reo speaking etc. Kids of this generation are affected by past consequences of neglected the Te Reo. Kids do not know who they are or where they come from and no idea where they belong and their identity. Kids don't know their history, and do not know where they belong. This is why our kids are struggling in class because they do not know who they are. 

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The kids in PHS very limited in their use of Te Reo Maori maybe because it was due to the generation before that would have experienced the absent of Te Reo  in their time in school. It was known that our parents would have got smacked for speaking in Te Reo at school in the 1940s - 1970s.  Speaking Te Reo was almost never allowed to be used in school. Western leaders of the time would end the Te Reo speaking etc. Kids of this generation are affected by past consequences of neglected the Te Reo. Kids do not know who they are or where they come from and no idea where they belong and their identity. Kids don't know their history, and do not know where they belong. This is why our kids are struggling in class because they do not know who they are. 

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Disconnection from their own culture.

Stigma attached to some students who were embarrassed to be Maori.

Stereotypical views of Maori and some live up to that stereotype to fit into a group.

Negative views of school through generations of not having a positive experience whilst at school.

Some schools are embracing Maori culture more than others.

Disengagement by some Maori student who do not fit into a 'westernised school structure.'

To add value to Maori culture and language, put it on a par with English. If New Zealand is a tri-language country and English is compulsory until Year 11, make Te Reo and sign language also.

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The word 'governance' translated differently to British than it did to Maori - hence two interpretations.

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The word 'governance' translated differently to British than it did to Maori - hence two interpretations.

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Intended to get all people of influence to sign it - incuding some women (Maori).

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Intended to get all people of influence to sign it - incuding some women (Maori).

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Intentional manipulation of key terms so Maori would seed sovereignty to the Crown. Different versions to reflect different regional dialects and changing of key terms to hide true outcome of signing
the treaty.

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Treaty of Waitangi, signed in 1840,  a legally binding document, different versions were deliberately manipulated by the British to take control over NZ.  The articles of the treaty were with regards to sovereignty, land and rights. 

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Treaty of Waitangi, signed in 1840,  a legally binding document, different versions were deliberately manipulated by the British to take control over NZ.  The articles of the treaty were with regards to sovereignty, land and rights. 

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Different version - different meanings or interpretations

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Different version - different meanings or interpretations

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An agreement between Maori and the British

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An agreement between Maori and the British

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The treaty is an agreement between Maori and Non-Maori

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The treaty is an agreement between Maori and Non-Maori

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-It was signed by the European and British settlers at the time 

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-It was signed by the European and British settlers at the time 

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-Their are 3 versions of the Treaty
-Acceptance of land and culture by some parties (some Maori people at the time + British settlers/colonizer)
-The Treaty was signed by multiple cheifs (agreeing to the deeds on the treaty)
-The main issues was between the translation of the treaty of Maori to English treaty. It was not translated correctly into English. Words that were confused were words such as sovereignty etc.

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A process of colonisation in New Zealand.

Dessigned to get the two parties, Crown and maori to work together according to the three principles: partnership, protection and participation.

Two versions that were worded differently due to having no direct translation.

Led to two different interpretations.

Not everyone signed the Treaty.

Maori was treated as one group instead of taking into account individual hapu, iwi, etc.

Interpretation of how the Treaty is taught has changed frequently

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translations not exact translation into Maori
Founding document of our Nation
Point of reference that defines our country as a nation
Travelled round the country, and didn't get all signed, and not properly explained before signed - so - the Crown had a different version/translation which was signed - so some signed with a different contextual understanding