Improving the Journey
What do we know so far?
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NOTICING:
What is currently going on with the use of Te Reo Māori in our kura?
Tamariki hear te reo Māori spoken by teachers regularly.
Tamariki are encouraged to respond back in reo when asking or replying to basic questions or statements
Majority of the morning sessions tamariki are immersed in kaupapa Māori where they partake in Karakia, whakapapa, whakatauki, kīwaha, mahi whakanga, kapahaka, pānui and matapono.
Core subjects have a bilingualism approach. Instructions can be spoken in both languages. Eventually English is removed for once instruction is recognised in te reo Māori.
How are the learners impacted by this approach?
They are learning at their own pace. Listening to keywords helps decode the instruction easier or quicker.
Where do we place ourselves on each of the dimensional framework?
Term 4 2023
What consultation has the whānau, hapū & iwi had? Are their voices present in the developments of the Rautaki Mahere
Whānau voices of the kura learning community will undertake surveys in Term 2 2024
INVESTIGATING
What do we already know about Māori Language plans in our schools?
Currently teachers use a combination of resource (list available) including kemu Māori
How are we monitoring the delivery of each resource with the needs?
Kanohi ki te kanohi, recalling learning through prompted experiences lead by teacher and student
What do we need to find out?
Whether students were only using te reo when prompted and how would teachers encourage newly learnt structures to be used frequently than what is current?
How might we do this?
Create an environment that has on-going reo prompts such as displaying sentence starters, audio recognition support, visual networks i.e. Te Kakano
Who do we need to talk to?
Kaumātua, local advisories & whānau
How will we gather relevant and useful data?
Firstly identify detailed aspects of te reo Māori our tamariki can learn, Create an assessment package that supports Te Rautaki, Use Survey monkey to collect the thoughts of our tamariki during their haerenga
COLLABORATIVE SENSE MAKING
What does the data tell us?
Two surveys were conducted: Term 4 2023 by students & Term 2 2024 by parents.
Term 4 2023: Survey Monkey: Collecting voice to help understand our learning community Question 1; 80% students rank te reo Māori to be important to their learning
Term 2 2024: Survey Monkey - Educating our tamariki i te reo Māori Question 1; 100% rank te Reo Māori an important part of their child/children's learning pathway
What next steps has it created to improve our current programme?
Term 2 2024: Question 1 What are your favourite activities when learning te reo Māori? Results demonstrated that tamariki preferences required variations of learning approaches. Teachers reflection on the delivery of TRM.
What are our tamariki and whānau voices?
Term 2 2024: Question 3. Parents are in support of tamariki learning through both medium, a reo rua.
How have we dealt with different opinions when interpreting data?
The data results are clear and easy to understand, which makes it easy for both the BOT and the staff members to reach an agreement of where to next steps
What networks are available to guide the process?
The following networks that will support our haerenga are: Maihi Karauna, Te Poutama Reo, Tau Mai Te Reo, Ngāti Kahungunu Matauranga Strategic Plan 2020,. We reflect on our current practices of the following: community of practise, cultural responsive frameworks, cultural competence models. Te Kotahitanga is a new model we will familiarise ourselves. (SEE Network Professional Development)
NETWORK PROFESSIONAL DEVELOPMENT: Reviewing the practices of each of the following and how big of a role they will play in our strategic planning journey
Community of Practice: Extending our learning community beyond staff to include support staff, BOT and parents where we can share knowledge, experiences, and resources related to Te Reo Māori learning and promoting can be fostered in a supportive environment.
Cultural Responsiveness Frameworks: Frameworks like 'Te Aho Arataki Marau mō te Ako & Te Marautanga o Aotearoa to assist culturally responsive practices, including language revitalization guidance from Maihi Karauna
Cultural Competence Models: Models such as Poutama Reo framework focus on developing staff cultural competence, which is crucial for effectively promoting Te Reo Māori.
Te Kotahitanga: This framework emphasizes effective teaching strategies that engage Māori learners and foster cultural inclusivity, including language promotion.
PLANNING FOR IMPROVEMENT:
What steps do we need to focus on to develop our Māori language strategies?
Timeline, Whānau Voices, Network Professional Development, Monitoring Pedagogies, Monitoring Marautanga, Designing the plan (SEE Developing an effective Te Reo Māori Strategic Plan)
What strengths in our team can we build on?
Language Proficiency: Identify key people connected to our kura who have strong fluency and proficiency in Te Reo Māori. These individuals can serve as language mentors or trainers for others in the team.
What support and resources might we need?
Language Learning and Training Programs: Invest in Te Reo Māori language classes that tailor to different proficiency levels within our team.
Language Mentors or Tutors: Engage fluent speakers who can mentor our team, provide feedback, and offer guidance on pronunciation, grammar, and cultural nuances.
Are our timelines realistic?
Timelines have not been established in detail. We do hope to have our Rautaki active by December 2024. However, it will be a trial & error process as we expect to have several review checkpoints included.
MONITORING AND EVALUATING IMPACT: Week 3 Term 3
What is happening to te reo Māori learning in our school because of our actions?
Attended Toitu Te Reo, re-inspired ourselves. We are 'Kaitiaki o Te Reo Māori'. We are the vessels that our tamariki learn from. Speaking as much reo and conversing throughout the day, before-during-after.
What are our expectations as Kaitiaki? Tamariki will only speak te reo if they feel their environment is safe.
How are we creating a safe environment? NORMALISING Te Reo Māori. Kapa haka, Kemu Māori, Kaupapa, Wā takaro, Wā kai, kanohi ki te kanohi, Maramataka, Mahi Whakanga, ki waha, whakatauki, Te Taiao kaupapa etc. Every opportunity, korero.
How do we know this, what evidence do we have?
Tamariki are following the instructions, kemu instructions are been spoken by the tamariki, they often sing waiata-even during core subjects.
Do we need to adjust what we are doing?
Students use their devices often therefore we can incorporate apps into their journey: Leverage language learning apps and online resources that offer Māori language practice. Interactive tools can make learning fun and accessible.
Which of our students are benefitting (or not benefitting) from our work? How will we monitor this?
Not benefiting: 1 student (stated he doesn't feel confident to speak te reo Māori) He plays kemu Māori that requires him to give a command. He sings Māori waiata regularly. He can recite his pepeha. He has spoken on the paepae tapu at local marae.
Benefiting: 34 students
How regularly are we monitoring our progress towards our goals?
The intention is to be monitoring fortnightly. Next Step is to design a template that is user friendly and doesn't require to much reporting
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