MORE Mãori than Pasifika

Work in groups, culturally responsive, mataranga Maori, relational pedogogy

Let them showcase their culture

Consistency

Year 9 that are behind in math, 123 students that are behind

Year 9 that are behind in comprehension,123 students

Year 9 that are being in vocabulary is 106

In year 9 their are the same amount of students that are behind in math and comprehension , 123 students

What should our follow ups be for those that aren’t sitting the tests?

How can we make sure our follow up is consistent across the school?

What does success look like for our M + P learners?

-Subject endorsement

-First in the siblings | family to uni

-Sporting success

-Cultural connection [Haka Group] + confidence

-Making family proud

-Getting M + P Awards

-Num + Lit

-60 credits

Achieving required no of credits at level.

UE achievements

Being valued in terms of heritage, culture etc.

Being seen - community activities

Students being able to articulate improved confidence, knowledge, skills

Transparent

High expectations

AC Way

Knowing and being secure in their own culture

Real world use

When they can understand and apply

Use of their language

Connection

Success in gaining credits for pathways of choice

Leadership

Opportunity to embrace culture to suceed in goals for future

Coming to school

confidence

Equitable outcomes

Gaining NCEA credits

Attending classes

Paying attention | engagement

T + M

Providing opportunities for them to be more independent | well mannered

Learners

Personal | family goals

Belonging | connection

1. I have noticed that most of the Maori & Pasifika learners were in the lower criteria/ categories as well as that there are more Maori learners than Pasifika learners.

2. Pedagogical recommendations - Making sure that Maori and Pasifika learners are given a fair opportunity to reach their success and criteria as to ensure that they can follow their desired pathway. Learning activities must be constructed, developed and implemented in such a way that we, as Learning Leaders, do what is expected; however, also making sure that the success and goals are reachable for our learners. Always put the learner and their needs first.

3. Cultural considerations- Always bear in mind that the learners do come from different backgrounds whether it is a different language background. Always consider that Maori and Pasifika learners require time to complete their activities. Learners require time to complete expectations in a positive manner.

4. Mana Motuhake can be empowered within my English/ Literacy classrooms through creating a space for their authentic voices, respecting cultural identity, and supporting autonomy.

5. In order to establish our vision, we must identify the areas needed for improvement within our own teaching and learning. We must work as a collective to ensure improvement, if not success.