Project Scope Components Template:
Project Scope
Overview & Purpose
Identified Problem
What is your identified problem? How do I lead?
Are we capable of developing an outdoor educational setting that fulfills the needs of our diverse learners while also catering to both the school's localized curriculum and the New Zealand history curriculum?
Why is this project necessary and how do you know that?
Many school playgrounds nowadays are not for learning but rather for recreation. We are not fostering equity as a decile 1 school with a Māori roll of over 70% if our playgrounds are built of plastic in the style of a ship on rubber matting with no meaningful context for our students. As a result of urbanization, many of our pupils are growing up with a very limited understanding of their kaupapa (traditional values), whakapapa (genealogy), and history (hitori). During my tenure as principal, I have strived to recognize the richness of Māori culture and to make our school represent the cultures of our students. As a staff, we have all undergone significant professional development in culturally responsive practice and increased our te reo capabilities. We have seen huge success academically and in the engagement with our whanau as the school has become more and more responsive to not only our students but also including whanau in the learning process. A major piece of professional development for our staff over the last two years has been developing our localized curriculum. We are developing the knowledge of our teachers based on our local history and the early settling of Māori in Ahuriri (Napier). While attending one of these sessions at one of our local Pa sites, the facilitator commented that he didn't want anyone to record or write down any of the knowledge that he was imparting to us, as traditionally, Māori had always passed down their knowledge orally. It was after the session that staff was discussing how we were going to retain all the information that we had learned that day. Another question was how we were able to pass this knowledge on to our students, and what happened when a teacher left our school and took that knowledge with them. A few weeks later, at a board of trustees meeting, the board was carrying out a review based on Dr. Anne Ann Milne's assessment tool, "Audit your school's white spaces." The board found that, while the school did represent our Māori community, many of these characteristics, such as signage, whakatauki's (proverbs), and murals, were only on the surface. As a school, we needed to do a better job of representing Te o Māori (the Māori world) and our Pacific community, and the multicultural Aotearoa New Zealand that we now live in.
The Board had put up funds for the development of our school gardens, which would include Rongoa plantings (traditional herbal remedies). It was a lightning moment when the notion of bringing our localized curriculum into this new area came to mind. Why not construct a play environment that resembled Ahuriri Napier, complete with pa sites of significant Māori importance, significant places and taonga (significant value), and historical stories brought to life by students retelling them? Mataruahou (the traditional Māori name for Napier Hill), Pania Reef, and the Tutaekuri River were all chosen as essential landmarks in the play space. We could tie the play area into our year-round localized curriculum, which focuses on four learning themes. In term one of the year, we focus on 'Ko Au' (All about me), where students learn about their whanau (family) and their whakapapa (genealogy) by including our school pepeha in the play space. Term two focuses on students' learning about Ahuriri Napier. Here we could include significant landmarks, stories of the 1931 earthquake, historical facts of Māori settlement, and the signing of the Te Tiriti o Waitangi. Aotearoa, the importance of commerce with our Pacifica neighbours, migration to Aotearoa, New Zealand, and the importance and benefits of living in a multicultural culture are all topics covered in Term 3. Our fourth-term curriculum focuses on the world and how New Zealand contributes to it.
Teachers might send their pupils outside into an outdoor classroom to connect the curriculum to a physical space and engage our learners more authentically. From here, the idea just grew and grew as we engaged with our local marae, whanau, and school kaumatua. To create a school mara hupara was born, to engage not only our students and whanau but also engage the public to enable our community to learn about the past, not only Māori history but also the Napier earthquake, World War 2 (as we have a memorial gate recognizing returned soldiers), Rongoa plants and what each plant could be used for, traditional games, and an area that would allow our students to re-engage with nature. Our next challenge was; how were we going to retell not just a story but how were we going to create an environment where our tamariki could see, feel, touch, and learn the lessons of our past? Could augment reality transform and bring our curriculum to life?
Purpose Statement
I will design and build a physical Playspace that is supplemented by augmented reality to raise student engagement in the localised curriculum and to strengthen our teachers' capabilities to provide culturally responsive learning opportunities for all of our students.
Project Goals
You needs 5 goals- Follow the Goal prompts below. You may have other goals around what you are doing within your project - these goals are set to ensure you are completing your Master's project.
Goal 1
Create a genuine natural learning environment that encourages conventional Maori learning. In early Aotearoa, a Mara Hupara was a valuable resource for Maori. This was a location where young warriors learned social etiquette, played games, learned new talents, and honed their strength and conditioning. Young Maori were inextricably related to and greatly valued traditional games and play objects, which allowed them to engage with nature via challenges and learning. By incorporating traditional play into our school playground, we seek to re-engage our students with the environment while also reinvigorating their sense of history and position in the world. The research literature on Mara Hupara is quite sparse, so I will be using Hako Brown's Te Mara Hupara: 30 Ancient Mori Artefacts for Play, Learning, and Exercise. I will also utilize literature to determine why Maori have lost their cultural identity; the impact of urbanization on Maori tribal connection; and how our school can match up with the Ngati Kahungunu Education Aspirations.
Goal 2
Because we have a very restricted budget, we first intended to create the Mara Hupara over a three-year period with a total expenditure of $150,000. Following discussions with the Board of Trustees, this has now been amended. They were concerned that the initiative would lose impetus over a three-year timeframe. My MCE project will focus on leveraging augmented reality to provide students and whanau with an interactive experience of a real-world setting in which things in the actual world will be improved by computer-produced perceptual information. AR will foster inclusivity by enabling all pupils' access to knowledge and increasing motivation to study.
Goal 3
Action Research
Gathering Information or Data:
Survey the school community to determine what the most important aspects of our school's localised curriculum should be. The four areas (Ko, Au, Ahuriri, Aotearoa New Zealand, and Te ao) will be the focus of my survey (the world). Parental input will be crucial in assisting teachers in their planning and ensuring that the curriculum is covered.
Develop a Build Scope/Plan
Scope and sequence will provide a framework for our localised curriculum by assisting teachers in presenting information in a logical order. We focus on 'Ko Au' (All about me) in the first term of the year, where students learn about their whanau (family) and whakapapa (genealogy) by incorporating our school pepeha into the play space. The second term focuses on the students' understanding of Ahuriri Napier. Significant landmarks, stories from the 1931 earthquake, historical facts about Maori settlement, and the signing of the Te Tiriti o Waitangi could all be included here. In Term 3, students will learn about Aotearoa, the importance of commerce with our Pacifica neighbours, migration to Aotearoa, New Zealand, and the importance and benefits of living in a multicultural culture.
Before anything is implemented, I will work with 15 senior students (Years 4,5 and 6) who have been identified as our school's leaders. These leaders will be developing and creating AR storyboards to create interactive stories that will be placed around the play space for students to interact with, maximizing further learning opportunities for both students and whanau. In order to gather guidance and support around what is important to local iwi and whanau, a consultation will be held with all stakeholders, including representatives from Ngati Parau and Ngati Whatumamoa, as well as the Board of our local marae, Pokimokimoki. The Board will have to approve the project's design concept.
Deliver and Assess
After we've gathered all of the feedback from the stakeholders, the student leaders can decide what storyboards to create and what type of Augmented Reality application is best. Once students have completed their draught storyboards, they must be shared with all stakeholders for feedback. To ensure that our storyboards are aligned with the stakeholder's interpretations, we may need to hold several consultation meetings. This will be crucial in gaining community support. Once we've gathered all of the information we want to bring to life in our playspace, the school's leaders and senior management will begin to plan and build in AR codes that correspond to the stories, local legends, and local curriculum.
Share results and evaluate
The playspace will be evaluated through a pre-knowledge survey based on our personalised curriculum. Students will be surveyed after the playspace has been built to determine their new knowledge through the use of Pūrākau and whether or not the use of AR has engaged their learning. Once we have collected data from our students, we will analyse it to see if there are any gaps in their learning and if additional information or new information is required. We will create a website as part of the development that will allow members of the community to access more detailed information and historical facts, as well as walk around the school's playspace and listen and access information using their own personal devices.
Goal 4
Students' engagement will rise as they have more options for accessing the curriculum. Students will be able to identify kawa/protocols around the wharenui, retell the Pepeha, explain and use rongoa plants to make traditional medicines, and develop social playing skills through traditional games. Maori being Maori in te au Maori
Goal 5
By the end of the project, our playspace will be more than just a place to have fun; it will also be a place where students can continue to grow and learn as new information is added. Maori students' success in school is based on their language culture and values. Any form of e-learning must be appropriate for the purpose and provide opportunities for students to be engaged, inclusive, and to apply their cultural knowledge to their learning. Students will be able to learn about their culture, tikanga, and language while also hearing their own stories in both te reo and English through the use of QR codes or augmented reality in a place-based curriculum. As the place-based curriculum is accessible 24 hours, seven days a week, whanau will be encouraged to have the opportunity to be involved in the learning too. by creating our own place-based curriculum website, whanau will be able to add their own personal voice and knowledge to the learning experience for all to see and hear. Māori succeeding as Māori to me means students should feel positive about who they are, be able to understand the ancestral past and where students are able to use that knowledge to move forward into the future.
Culturally Responsive
How is this project meeting the needs of your culturally diverse learners?
How does this project support the enactment of culturally responsive practice?
School principals are central in shaping the learning experience for all students, and their choices can influence students' achievement and success.
According to the ministry's documents, school leaders have a significant impact on the effectiveness of schoolwide practices and strategies aimed at improving Māori students' educational outcomes. As the Principal, I must commit to promoting equity at all times and maintain contact with our Māori whanau to ensure that their values and visions are at the forefront of this project. I will communicate with stakeholders regularly through open communication, communicating directly, and assessments to ensure that we all remain committed to equity and whanau-centered practices. In the Ministry of Education Statement of Intent 2014-2018 (MOE, 2014a), it is identified that its priority "is to raise teacher quality and leadership with the purpose of raising student achievement" (P. 14). It also goes on to identify that, for this objective to be realized, schools are required to support and incorporate Mori students’ needs, identity, language, and culture into their learning experience, as this is critical in addressing disparity. The Ngati Kahungunu Matauranga Educational Refresh Report for 2020 to 2027 found that many of our Māori whanau continue to struggle with their identity and, in turn, their sense of belonging, striving to come to terms with the value of Māori knowledge and understandings. Colonisation, assimilation, and urbanisation have played large roles in this predicament, yet many whanau remain unaware of their own complex histories, which can provide a platform of understanding and self-awareness. Our local iwi have laid the challenge down to advance education aspirations, achievements, and successes for all Kahungunu and Mori learners living within Ngti Kahungunu.
Culturally responsive leaders exhibit an ethic of care and develop cultural awareness in their schools and in their communities. They demonstrate and model inclusive practices, and they are not afraid to challenge deficit thinking and biasness. As a leader, it's my responsibility to instil confidence in staff members and students that they can lead with cultural responsiveness. We are all leaders. From the perspectives of curriculum development and implementation, leadership, school improvement, and the broader context of Ngti Kahungunu iwi, it is our responsibility to lead positive social change that makes a positive difference in our tamariki and their whanau’s lives.
Project Deliverables/Artefacts
What are the deliverable /artefacts you will create throughout and at the end of the project?
How will the deliverables help you to meet your goals?
What deliverable will you create that will allow you to disseminate what you have learnt?
We will be physically building a place-based curriculum that is interactive and can connect our learners to their past in an authentic context. Through this project, our team will create a place-based curriculum that makes education both engaging and more accessible to our learners, which is not only exciting but also daunting. The playspace area will include a whare, so that students can us VR codes to learn about tikanga and kawa, running water to symbolize a local river and students can access knowledge of how Māori used the river system as their voyaging highways and the historical naming of the river. We will also have traditional rongoa planting with AR codes that name the plant and also how the plant was used for traditional healing. Our school gates are a significant landmark as they were the first public memorial to veterans of the Second World War. Students will be able to hear some of the stories of the WW2 and hear from soldiers themselves about what it was like. But the most significant part is that with the building of our local Pa sites, students will be able to learn about their past in an engaging manner and that these will be there for others to learn from too, including whanau. This will be a truly a "living" place-based curriculum that recognises New Zealand Aotearoa history in a meaningful context. My final project will not only be a "Living" place-based school curriculum but will also be supported by a website on the processes, including the design drivers (school values, Local Rohe, Students Whakapapa and linking the curriculum to play Schema), learning and empowerment tools that were used to guide the school through the development and the outcomes and results.
Sharing the results will also be extended wider than just our local school but also to our Kahui Ako in such a way that they too can adopt, use and further develop their own program for their respective schools and for others who might also wish to follow in our tracks.
Section Two:
Contemporary Teaching Scope Component 8201.c
A learner-centered approach views the learners as active agents where students bring their own knowledge, past experiences, education, and ideas to the learning experience compared to the traditional instructor-centered approached where the learner is an empty vessel and the teacher’s role is to impart knowledge to the student. Applying a learner-centered pedagogy means handing over responsibility for learning to the individual students. Aimed at nurturing independence and making students into active, responsible participants in their learning. By wrapping learning around what students want to learn will motivate students and grow students into lifelong learners. A learner-centered approach support both Cognitive Learning theory and Constructivist Learning Theory and is also a feature of Adult Learning Theory. Each of these theories have their own schools of thought, but what binds them all together is that the more the learner is engaged in the learning process the more they will retain.
New Zealand is a land built on discovery and its not hard to comprehend that if we allowed students to discover naturally, they would surely develop. Students regularly amaze teachers with how they develop naturally and if the schools create the right learning conditions, students will learn unconditionally. Successful schools have need to have an uncompromising focus on fostering students’ interest and strengths and addresses their learning needs. Learning experiences need to be lived out in rich learning experiences that inspires teachers and learners to do things differently and gain better outcomes (ERO, 2012). A learner-centred approach aims to provide students with experiences so they will construct knowledge themselves rather than acquiring the knowledge from a teacher. John Hattie (2009) analyzed 800 meta-analyses of the effect on pupils’ performances of 138 different interventions. From his analyses he created a list of effect sizes of between 0 (showing no change in student achievement) and 1 (one standard deviation in attainment). When implementing a new programme an effect size of 1 would mean on average students would exceed by 84% than those students not receiving the programme. Hattie then went on to compile a table comparing teaching methods where the teacher was the delivering lessons in a more traditional way compared to a facilitators role where the teacher supported students to gain knowledge. Hattie found that on an average teacher who followed a more traditional teaching approach had an effect size of 0.6 compared to a teacher using a constructivist approach of only 0.17.
As educators we know that making learning meaningful to our tamariki and connecting their learning to their lives makes learning more meaningful and better supports their learning. Place-based learning connects students to where their community and their landscape. Within Māori it is important to know your place and where you come from (whakapapa) and place-based learning connects not only to our community, our way of life but also includes our cultures we live within. It is more than a physical location and should also include social and cultural aspects from the past, present and looking forward to the future. John Dewey once said that ‘when a natural object is clothed with human significance and human association, a road lies open from the child’s mind to the object through the connection of the latter to life itself.” (Armitage 2009, pg.57).
Place-based education can be a driver for re-examining the historical and social contexts of places in Aotearoa, especially from a kaupapa Māori perspective. Through place-based learning, students: learn about their genealogy and their connections with their ancestors; continuously explore the questions: Who am I? What is my purpose? Why am I here? Allowing students to learn beyond the classroom and in the community where they live. Once connected to a sense of place, students have the foundation to explore all parts of themselves and their world.
Culturally responsive pedagogy is a student-centred approach to teaching in which the students’ unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student’s cultural place in the world. Ngā Tikanga Matatikia, Ngā Paerewa Our Code, Our Standards, The Code of Professional Responsibility and Standards for the Teaching Profession in Aotearoa provides Māori communities with an encouraging pledge that the educational needs and aspirations of Māori children will be addressed. In the ‘Design for learning’ standard, teachers are required to design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand. Teachers are required harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners. In the ‘Teaching’ standard it requires teachers to specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori. (Education Council, 2017, p. 20)
SectionThree:
Digital Fluency Scope Component 8202.c
Digital storytelling is a type of digital multimedia that allows people of all ages to share their stories and experiences. It's a new term that encapsulates the growing trend of ordinary people using digital technologies to tell their "story." In this context, digital storytelling will be seen as a pedagogical opportunity to combine traditional and creative learning techniques to engage students in knowledge and skill development by allowing them to create stories and represent Ahuriri's local history using their own experiences and voices. According to Jenkins and Lonsdale (2007), the value of digital storytelling lies in its promotion of "learning-about" and "learning-to-be" abilities, which are critical for building skilled twenty-first-century citizens and lifelong learners by encouraging the participant to make connections between what they know, what they have learned, and their own stories. Digital storytelling has been shown to accelerate the adoption of student-centered learning techniques such as technology integration, project-based learning, student involvement, and reflection for deeper learning, as well as being a useful tool for tracking these techniques (Barrett, 2006; Jenkins and Lonsdale, 2007). Digital storytelling, according to Hartley (2010), can enhance the classroom experience by incorporating creativity, oral facilitation, narrative, and self-expression. "Digital media are allowing students to become researchers, storytellers, historians, and cultural theorists in their own right," write Weis, Benmayor, O'Leary, and Eynon (2002). During the process of creating digital tales, students become active participants rather than passive consumers of knowledge (Meadows, 2003; Ohler, 2008).
According to UNESCO (2017), in their 2030 Agenda for Sustainable Development, which focuses on ensuring that no one is left behind, augmented reality provides us with the opportunity to create a more inclusive and equitable education system. ICT advancements have provided diverse learners with experiences that can positively impact their learning. Augmented reality combines and superimposes real-world objects with data and virtual objects. Augmented reality can improve students' experiences by increasing their level of commitment and interest, as well as providing opportunities for self-learning and collaborative learning both inside and outside of the classroom. The utilization of virtual reality, augmented reality, and greater mobile technology has provided students with disabilities or unique educational requirements with access to learning possibilities that were previously unavailable to them in the traditional classroom. We are not restricting the experiences to one age group by leveraging augmented reality to bring our specialized curriculum to life. Another advantage of employing augmented reality is that there is no need for expensive software or hardware, but with virtual reality, both hardware and software may be costly. Despite the good effects of AR, some educators who are not open-minded or innovative may find it difficult to incorporate AR into their teaching practice. One of the most significant barriers to entry may be training or professional growth. Although AR has immense promise, the lack of a platform that works on a range of devices may be a hindrance. The most significant advantage of augmented reality is that it improves learning by immersing the student in the setting of an imaginative location.
Section Four:
Collaboration in Practice Scope Component 8204.c
What knowledge from your learning in Collaboration in Practice will you use in your project that will improve the situation/your practice?
You need to include specific approaches and frameworks that include key terms and definitions you will use to support from literature and references that align with your project idea and your learning from Collaboration in Practice that links to your project.
Place-based education is not an overfamiliar concept in the New Zealand educational context, but it is quickly developing a profile. At the practical level place-based education sets out to answer two key questions, “what is this place?” and “what is our relationship with it?” It is supposed that the New Zealand education system is seriously negligent in not providing adequate structure opportunities for all New Zealand to have a consistent and long-term existential identification.
PBE does not simply mean getting our students out of school and on field trips. For PBE to be meaningful in our school’s context, students will gain meaningful and engaging learning based around our school, with a focus on Ahuriri and learning about our local history. After all the fundamental learning is in the title PLACE- BASED-“what is this place and what is our relationship to this place” (Penetito, 2013) Through the development of our outdoor play spaces that specifically link back to our local histories we will develop our own culturally responsive pedagogy. From a Te Ao Māori perspective, both place and social relationships are central to experiences and learning (Brown & Heaton 2015).
Our Playspace is from a Te Ao Māori perspective to ensure that students have the opportunity to gain knowledge from their local rohe. In other words, our Playspace must consider the local Tikanga and connect students with local knowledge, and history and most importantly affirm Māori learns as Māori, providing learning in an authentic context, where language, identity, and the culture of the learners and whanau is affirmed.
By relating our school stories and local histories, we can install a deeper sense of belonging to our school. Though we demonstrate links between local, national and the world's history, we will also be able to acknowledge the different experiences of Māori and allow students to explore local tikanga and the events that have shaped our community. Implementing place based education at our school, students will be able to learn about, examine and challenge the Pakeha history that has shaped their own world.
Section Five:
Leadership in Practice 8203.a
Leading Pedagogy in a complex situation/problem
Bringing all stakeholders together is important when designing and creating a learning experience that has never been done in a school setting before. In fact there has never been a learning experience like this created in a school setting anywhere in the world. Collaboration is essential if we want stakeholders to understand a new system, a new design and new learning goals to be achieved. Bringing all stakeholders together allows them to be heard and have a sense of input. A major challenge will be for stakeholders to change their mindset (as we are bring different Maori hapu together) and look at the whole picture rather than their own individual part, and rather look at how we can compromise for the betterment of the students.
As teachers we are moving towards facilitating our learners to move away from being dependent on others and towards self-driven and self-directed learning. A Play-space will allow students to gain a vast amount of learning new experiences using augmented reality to gain a deeper learning experience. These experiences will allow them to understand things in more detail and students will be able to control what they are learning and how they learn. Learning will become more meaningful to them. Having a child centred approach places the student at the centre of learning, where a student can be in control of what they are learning, how they gain the new learning and even where they are learning. This is based on Piaget's constructivist theory.
Personalized learning connects students to their own development, background, interests, and experiences. Our Play-space is an outdoor learning space where students will use technology to learn about our history, share stories, facts and descriptions with other students about our local rohe and local history. Play area within the Play-space will allow students to experience how Māori children lived, played and survived in the past, educating them about their ancestors.
Learning Areas to be covered besides our Localised Curriculum (Ko Au, Ahuriri, Aotearoa New Zealand and Te Au / The World):
· Local Histories
· Early planting and traditional planting and propagation
· Early Navigation
· Traditional Māori games
· Marae Tikanga
· Plant Identification
· Story Sharing of WW2, Napier Earthquake and Art Deco
Leadership Style
As a leader, I am constrained by my own set of goals and ideals. I am a role model both in and out of the classroom, and teachers, students, and whanau are all watching. I must be able to lead by example and model high standards since I am aware that my actions have a direct impact on people around me. I need to be constantly informed, to be aware of my school's data, trends, absence rates, and whanau perceptions of the school. Cooperation in my leadership is similar to collaboration in the classroom. Dispersed leadership is a powerful strategy that builds collaborative capability across the school rather than a hierarchical one. As part of a distributed leadership style, I must allow time, and in fact, I must manufacture time.
We have the chance to utilise real-life examples and link to our students' cultural interests, helping them to feel connected and engaged at school. Having authentic connections not only leads to greater learning, but it may also be the key to reducing implicit biases and improving relationships with students and whanau. As a school leader, my challenge is to be culturally competent, devoted to Te Ao Mori, and to lead and manage transformation so that not only Mori but all diverse learners in Aotearoa New Zealand achieve better success.
Methodology & Data Collection
You need to include specific approaches, including key terms and definitions from literature using an Action Research methodology that will support your project.
What data will you collect to inform your project?
As the school leader, bringing all of this together is a difficult task since nothing like this has ever been done before. One of the most crucial roles of a leader in a complex system is to embrace uncertainty rather than fear it. In other words, a leader must have the ability to detect what is going on inside their complicated system by retaining a thorough grasp of what is going on.
Stage 1- Community Survey
To begin, it will be critical not just to have teachers driving the localised curriculum, but also to have whanau feedback on what elements of the curriculum should be taught within the curriculum.
Feedback on the importance of students studying their whakapapa (geneology) and what that looks like for our Pacifica and non-maori children is required, and a considerable level of stakeholder participation and recognition for whanau surrounding teacher and pupil engagement in this will be vital.
Stage 2- Iwi and Hapu Input
In order to gather guidance and support around what is important to local iwi and whanau, a consultation will be held with all stakeholders, including representatives from Ngati Parau and Ngati Whatumamoa, as well as the Board of our local marae, Pokimokimoki to gain approval of what local Pūrākau (storytelling) are important and what’s meaningful to each hapu/iwi.
Stage 3- Student engagement
Through the use of Pūrākau (Lee 2009), have students increased their knowledge of kaupapa māori through the use of local Pūrākau and the use of Augmented Reality to support the Pūrākau.
References
Armitage, K.C. (2009). The nature study movement: The forgotten popularizer of America's conservation ethic. Lawrence, Kansas: University Press of Kansas.
Brown, H., & Brown, Y. (2017). Te Mara Hupara: 30 Ancient Maori Artefacts for Play,Learning and Exercise. NZ / SP Author Self Published
Brown, M., & Heaton, S. (2015). Ko ahau te awa ko te awa ko ahau: I am the river, and the river is me. In M. Robertson, R. Lawrence, & G. Heath (Eds.), Experiencing the Outdoors: Enhancing Strategies for Wellbeing (Vol. 2, pp. 49-60). Rotterdam, The Netherlands: Sense Publishers. doi:10.1007/978-94-6209-944-9_5
Education Council. (2017). Our code our standards: Ngā tikanga matatika Ngā paerewa. Wellington, New Zealand: Author.
Education Review Office. (2012) Evaluation at a Glance: Priority Learners in New Zealand Schools
Hattie, J. A.C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
Lee, J. (2009). Decolonising Māori narratives: Pūrākau as a method. MAI Review, 2. http://www.review.mai.ac.nz
Milne, A. (n.d.). FREE DOWNLOAD Audit Your School’s White Spaces; Ann Milne Education. Ann Milne Education; www.annmilne.co.nz. Retrieved from https://www.annmilne.co.nz/free-download-audit-your-schools-white-spaces
Ministry of Education. (2014a). Statement of Intent 2014-2018, Wellington: Ministry
of Education.
Penetito, W. (2013). Place-Based Education: Catering for Curriculum, Culture and Community. The New Zealand Annual Review of Education. 10.26686/nzaroe.v0i18.1544.
The Ngāti Kahungunu Mātauranga Strategy Te Tōpuni Tauwhāinga (2020). Retrieved from; https://www.kahungunu.iwi.nz/tr---education
UNESCO, (2017). Leading SDG 4 - Education 2030. Retrieved from; https://en.unesco.org/themes/education2030-sdg4