Integrating Kaupapa Māori in my action Plan

How the principles of Kaupapa Māori will be integrated in my Action Plan.

Tino Rangatiratanga -  the principle of self determination

Developing growth mindsets

• Ākonga  and whānau have meaningful control over ākonga learning and cultural well-being. They will have the opportunity to meaningfully connect with kaiako and contribute as equal partners to their child's learning at Haeata Community Campus.

Empowerment and Partnership

The purpose of engaging whānau in learning design is to ensure that all ākonga and their whānau are able to contribute, share and participate in learning at Haeata. Being culturally responsive means being able to support cultural well-being. This could be done by acknowledging cultural identity, using inclusive language and celebrating diversity.  Our learning design is a philosophy that evolves our teaching practice.  May to December 2018 was my first time teaching year 7  - 10  as a full-time teacher. During these 28 weeks I found myself the most excited and challenged I have ever felt. I walked into each school day thrilled simply just to be where I was.  One aspect of the challenges I faced was the evolving learning design. Everything was new to me but all kaiako in Kōrepo (year 7 -10) and Ihutai (year 11- 13) have been involved in significant change. In a lot of ways whānau have not been involved in these changes and I believe to form a partnership we need to inform whānau and encourage collaboration.  Towards the end of the year I met several parents face to face to explain our our learning design  year and I also created a learning site for my Puna Ako (tutor group). 

Taonga tuku iho (Cultural aspirations) & Kia piki ake i ngā raruraru o te kāinga - The Principle of Socio-Economic Mediation 

We will address community needs, with a particular priority for culturally diverse ākonga, including Māori students and those that might have socio-economic disadvantage. 

Ako involves Teaching and learning relationships

• We will gather multiple perspectives of people on the use of our student management system and learning design, including whānau and ākonga. 

Multiple Perspectives

I have always been a strong advocate for ākonga voice and I do it regularly in my every day teaching practice. I feel this is a strength of mine and I have tried to do this in meaningful and consistent ways.

Parent or whānau voice is challenging. I believe the most successful strategy is to use a variety of strategies to communicate with parents/whānau. We could make the most of the opportunities such as when we invite parents to the school, write learning narratives on Linc Ed. What are we doing to whānau who don't have or use email? Access to wifi is one barrier that exists and the knowledge/ skills to use it to access and support ākonga learning. Other perspectives could include wider community.

Kaupapa Reflections

Whānau - the family structure principle 

The whānau and the practice of whanaungatanga (family connectedness) is an integral part of Māori identity and culture. 

Ākonga are not seen as just an individual by themselves but part of their whānau.

http://www.katoa.net.nz/kaupapa-maori

Indigenous epistemology in a national curriculum framework?