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learn to understand it and the children learn to understand it. And then when it is embedded they are able to articulate and identify it. Your whole school culture has to be around the key competencies
://www.canterburymuseum.com/ TKI82548 http://inclusive.tki.org.nz/ TKI82551 http://inclusive.tki.org.nz/guides/developing-an-inclusive-classroom-culture/ TKI82556 http://inclusive.tki.org.nz/guides/dyspraxia-and-learning/ TKI
’ progress and achievement in relation to the National Standards for reading, writing, and mathematics in years 1–8. Knowing the learner involves understanding that language, identity, and culture are very
thinking hats”. A second strategy, intended to connect with the students’ cultural heritage, was to share relevant whakataukī (proverbs) and to explore their deeper meanings by asking, “What makes
states that recognition of language, culture, and identity is the key. So what are the actions we need? As a minimum, we want to see performance goals related to raising Māori achievement, much better use
with practical strategies, suggestions, and resources to support learners with diverse needs.
and resilience, and promoting unity, diversity, and inclusion – and the kaiako support materials (KSMs) incorporate these purposes into the learning discussions and activities. Visit Ā mātou kōrero – Our stories
Use our fourth spotlight to explore growth mindset and find strategies to help you build a culture of growth mindset in your own classrooms. Find short videos, group activities, and opportunities
future multicultural and bicultural awareness enterprise and innovation critical literacy. Other audits are concentrating on diversity, Māori in the mainstream, ESOL (English for speakers
the curriculum should be shaped to better meet the needs of diverse students (see executive summary of the Curriculum Stocktake Report for an overview of these recommendations). In summary the stocktake
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