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Treaty of Waitangi

School examples

These stories provide examples of ideas and approaches some schools are using to enact the Treaty of Waitangi principle. The stories have been organised by themes. Select a theme that relates to you and your school context.

Strengthening te reo Māori and tikanga Māori

Te Akau ki Papamoa School – Cultural Inclusiveness
Principal Bruce Jepson shares his kura’s vision and journey in becoming one of New Zealand's leading mainstream schools in normalising the delivery of te reo Māori and cultural competencies and the positive impacts on student achievement, school, and community culture.

Using digital technologies to support te reo Māori
Teachers and students at Tautoro School talk about videos they have created to support the learning of te reo Māori.

Building kaupapa at Broadfield School
Clare Edwards discusses aspects of tikanga Maori in the school and describes the way the whole school community is actively participating in this cultural shift.

Leading whole-school te reo Māori development
The staff and board of Hukanui School decided that they would like to focus on te reo Māori development within their school. Principal David Mossop explains that it is very important as a leader to provide clear direction and to identify with the staff.

Growing te reo Māori capabilities
Tracey Hopkins outlines te reo Māori professional development programme in place at Hukanui School. Tracey explains how teachers are supported in their own personal learning, and also in their teaching of te reo Māori to their students.

Te reo Māori and language acquisition
Nadine Malcom from Hukanui School describes how teachers are mentored in their own learning of te reo Māori as well as supported with professional development in language acquisition teaching skills. In this way teachers learn how to effectively teach the language to others.

A rising tide at Manurewa High School
The thinking and pedagogy that underlies The New Zealand Curriculum is proving to be an ideal springboard for te reo Māori programmes at Manurewa High School.

A culturally connected curriculum

Clendon Park School – Māori achieving success as Māori
This school snapshot explains what Māori achieving success as Māori looks like at Clendon Park School. 

Mike Molloy

Developing a culturally responsive environment at Broadfield School
Mike Molloy, Principal at Broadfield School, discusses how important it is to have tikanga Māori principles and values visible in all aspects of their school culture. 

Students participating in developing a cultural responsive environment
Mike Molloy, Principal at Broadfield School, talks about the way the Broadfield community is committed to developing a culturally responsive environment that reflects Treaty obligations and New Zealand as a bicultural nation. 

Papakowhai School – Using the MASAM framework
Papakowhai School uses the MASAM self review framework to help ensure they are delivering a culturally responsive curriculum.

A new environment, a new outlook - North East Valley Normal School curriculum day
Principal John McKenzie explains the benefits of holding a curriculum development day at Puketeraki Marae, and describes how staff were supported to incorporate a Māori world-view into their planning. 

A culturally connected curriculum
At Te Kura o Hiruharama inquiry learning is aligned to the school vision statement. This digital story discusses how 'Hiruharamatanga' is actively incorporated into the school curriculum to ensure the localised curriculum is culturally connected.

Culturally responsive values
Brian Price, principal from Breens Intermediate, explains that they realised there was something missing in their recently developed school values. They worked with their Kaumatua and Māori community and made further changes to the Breens Intermediate values to ensure they were culturally responsive.

Know me before you teach me
In this story from the Education Gazette, Principal Bruce Jepsen talks about the approach his learning community took when academic intervention alone proved inadequate.

Creating partnerships

Working in partnership with iwi and hapū to develop a localised curriculum
Schools in the Taupō area, including Wairakei School, have worked in partnership with Ngāti Tūwharetoa to ensure students learn about their iwi, its history, places, and stories.

Developing whānau priorities at Te Kura o Hiruharama
The staff and board at Te Kura o Hiruharama engaged with the community to identify priorities for student achievement. This digital story explains the process and the outcomes of this exploration and how this has transferred into the life of the school.

Engaging our community at Sylvia Park School
Sylvia Park teacher Ariana Williams explains the development of Mutukaroa, a parent centre designed to encourage and strengthen community engagement.

Effective pedagogy

Developing cultural responsiveness at Cobham Intermediate
Tamara Bell, Deputy Principal at Cobham Intermediate, discusses how important it has been for staff to consider the tikanga in the school and that the values they are developing around this practice will be beneficial for all.

A teacher's perspective – Cobham Intermediate 
Tony Lane, a teacher at Cobham Intermediate, discusses how kaupapa Māori has developed at the school and in particular his part in this journey.

Leading culturally responsive practice at Roydvale School
There is a focus at Roydvale on staff engaging with biculturalism and Treaty of Waitangi obligations to develop their school tikanga, and Jenny reflects on a leader’s obligations in this process.

Drawing on professional learning networks to build culturally responsive practice
Fiona Lill talks about the kaupapa at Roydvale School. The school and the community have a commitment to their Treaty of Waitangi obligations and to biculturalism. 

Developing a framework to support Māori achieving success as Māori
The board of trustees, parent community, and school leadership team at Waerenga O Kuri School explain the collaborative process they used for developing their Māori achieving success as Māori (MASAM) framework. 

A teaching approach to enable Māori achieving success as Māori
Yvonne Nikora, deputy principal at Waerenga o Kuri School, talks about impact the Māori achieving success as Māori (MASAM) framework has had on her teaching.

Te Kotahitanga at Kelston Girls' College
Carol Jarrett, HOD, Kelston Girls' College, discusses Te Kotahitanga principles and their application in leading change and classroom practice.

Effective pedagogy for our Māori and Pasifika students
At Sylvia Park School, staff believe that Māori and Pacific student achievement is based on effective pedagogy and that effective pedagogy looks the same for any child. This story explores what these beliefs look like in practice.

Rangiātea: case studies and exemplars
These case studies and exemplars examine five secondary schools, each of which is on a journey towards realising Māori potential. Strategies and key factors are shared.

He Kākano: Hillmorton High School
Learn how staff at Hillmorton High School developed culturally responsive leadership and teaching practices to ensure Māori learners enjoy educational success as Māori.

He Kākano: Lincoln School
Find out how staff at Lincoln school engaged whānau and explored effective pedagogy to improve educational outcomes for Maori students. 

Updated on: 26 Mar 2019

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NZC Update 3 – The role of the principles
This update explores the role of the curriculum principles in designing and reviewing the school curriculum. It includes three examples that illustrate how curriculum content and teaching practice can change when the Treaty of Waitangi principle is put at the heart of curriculum decision making. These examples can be used to promote dialogue and develop understandings at your school.

Have you seen?

Te reo Māori in English medium schools
Tamara Bell challenges teachers in English medium schools to increase achievement for Māori students by teaching te reo Māori. She also emphasises the importance of valuing students' cultural identities, and establishing close connections with students and their whānau.