Te reo Māori and English medium

Design elements

Target for support (strengths and needs)

Work with the local regional Ministry of Education to identify schools/kura.

Undertake a fine-grained analysis in collaboration with schools/kura to identify strengths and needs.

Expected outcomes

The New Zealand Curriculum, in acknowledging the principles of the Treaty of Waitangi, states that all students have the opportunity to acquire knowledge of te reo Māori me ōna tikanga. In addition, te reo Māori through the learning languages learning area, provides opportunities for students/ākonga to extend their learning pathways.

For most ākonga of te reo Māori in English-medium schools, te reo Māori is a second or additional language and learners include many ākonga who identify as Māori.

Specific outcomes:

• Te reo Māori is used regularly and confidently in a range of settings and curriculum contexts, and for a wide range of purposes, issues, and audiences.
• Opportunities for iwi to be involved in supporting and implementing initiatives that focus on te reo Māori provision will be created.
• Respect for the identity, language, and culture of Māori ākonga and their whānau, hapū, and iwi is embedded in kaiako practices.
• Kaiako increase their use of effective teaching and learning pedagogies that develop a full range of linguistic competencies, including functional language use, breadth of language knowledge, and linguistic strategies.
• Kaiako have a deepened understanding of second language theories and teaching methodologies, and use approaches appropriate to the level of reo proficiency of their ākonga.
• Kaiako have high expectations of all their ākonga and set clear and measurable outcomes.
• Kaiako draw on and are responsive to the diverse identities, languages, and cultures of ākonga who identify as Pasifika and those who have special education needs. All ākonga experience success.
• School leaders have coherent policies and practices in place to ensure that te reo Māori proficiency, knowledge, and understanding of kaiako and ākonga is valued as part of the New Zealand Curriculum provision.
• Increasing use is made of e-learning environments to enhance ākonga engagement and self-management.
• Kaiako and ākonga have access to te reo Māori proficiency and pedagogical content knowledge through blended learning approaches.

Delivery design (who, how long, interactions)

Implementation will be guided by the Optimal Learning Model for PLD (2010), which describes how professional learning will be differentiated according to need. Evidence will be used in collaboration to assess engagement, length, and depth of the PLD and, therefore, which stage the school is at.

How will the support contribute to classroom practice (tier 1) and school capability?

Tier 1 support and whole school capability are supported.

Kaiako in participating schools will increase their use of effective teaching and learning pedagogies that develop a full range of linguistic competencies, including functional language use, breadth of language knowledge, and linguistic strategies.

School leaders have coherent policies and practices in place to ensure that te reo Māori proficiency, knowledge, and understanding of kaiako and ākonga is valued as part of the New Zealand Curriculum provision.

How will the support contribute to building educationally powerful relationships with parents, whānau/family, hapu, iwi, and community?

Te Reo Māori in English Medium professional learning and development includes:

• the development of teacher knowledge about the value and importance of linking learning at home with learning at school
• a focus on ensuring that all parents and whānau are supported to understand where their children are currently at in their learning, and what their next learning steps will be
• a focus on the importance of culturally responsive learning and teaching that values the cultures, identities, and languages of all learners and their parents, families, and whānau.

Methods of delivery and time commitment

The facilitators will work with clusters of schools. In-depth work may be carried out in some key schools involving inter-school community partnerships.

Online/ e-panui support available.

How is support monitored and measured in terms of outcomes?

Changes in depth and intensity of provision are dependent on progress, and progress is reviewed regularly and linked to learner achievement.

What needs to be sustained?

Sustained teaching as inquiry with school-wide self-review is required to achieve and sustain improvements in teacher knowledge, skills, and capability in teaching and learning in te reo Māori.

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