Embedded Files
Our students are achieving when they are academically and personally powerful; culturally confident; active participants and possessing an expectation of success for life-long learning.
Our students are achieving when they are academically and personally powerful; culturally confident; active participants and possessing an expectation of success for life-long learning.
Foreword:
Foreword:
Part of our journey over the first two years has been extracting a definition of achievement from our community. This has been a difficult but necessary task and has been worth the effort.
Part of our journey over the first two years has been extracting a definition of achievement from our community. This has been a difficult but necessary task and has been worth the effort.
In its entirety, this process has valued the voices of the teaching community, students and parents. It is necessary to consider all feedback, consultation and also understand how the voice was gathered. There was a wide variety of feedback, gathering methods that had anecdotal information that will be valuable when revisiting our Definition of Achievement for review in the future.
In its entirety, this process has valued the voices of the teaching community, students and parents. It is necessary to consider all feedback, consultation and also understand how the voice was gathered. There was a wide variety of feedback, gathering methods that had anecdotal information that will be valuable when revisiting our Definition of Achievement for review in the future.
It is the first step in a journey that will be long. Not everyone entirely endorses this definition nor wholly disapproves of its sentiments. What is resounding is that there are elements that all agree with and we must work with that moving forward.
It is the first step in a journey that will be long. Not everyone entirely endorses this definition nor wholly disapproves of its sentiments. What is resounding is that there are elements that all agree with and we must work with that moving forward.
It is important to consider the most frequent and highlighted pieces of feedback as we engaged key stakeholders in the defining process.
It is important to consider the most frequent and highlighted pieces of feedback as we engaged key stakeholders in the defining process.
The two key pieces of feedback that arose throughout our consultation process were:
The two key pieces of feedback that arose throughout our consultation process were:
1. Expanding the four key themes within the definition and elaborating on them.
1. Expanding the four key themes within the definition and elaborating on them.
You will see these in the four word clouds and lists of bullet points below the definition at the start of this section.
2. Te reo translations to represent the key themes through a Te Ao Māori lens.
2. Te reo translations to represent the key themes through a Te Ao Māori lens.
Reo was considered at the start of this process but each schools definitions were not in reo and we were wary of transliteration hence the sentiments were more important in the translations.
~Elaborations~
~Elaborations~
The elaborations of the four key themes in the definition were the biggest recurring theme apparent in the second to last round of consultation.
The aspirations for these elaborations are for them to possibly birth future Kaahui Ako wide initiatives. Possibilities include but are not limited to; capability progressions for STEAM from ECE to tertiary; cultural indicators to track progress and goal setting; the will also prove useful in providing guidance for future curriculum development.
The elaborations were gathered in a number of different ways. The catalysts for the feedback were the Achievement Challenge teams. The data was discussed then collated by the ASCoL team to form a word cloud of the most common themes as well as lists of statements that provide ‘easy reading’. They unpack the key themes in the definition and provide clarity and localised specificity for what can appear to be a very ‘wordy’ definition.
~ Reo Translations~
~ Reo Translations~
It has been voiced that we need to capture some of the themes in our definition in reo. Transliteration can be murky and translation can also be subject to criticism. The suggested terms below along with an explanation for the vocab chosen provide some clarity.
Academically and personally powerful - Kaimatauranga (similar to a scholar) - someone who is willing to put in the effort and focus to become academically and personally powerful. Matauranga = knowledge/learning and adding 'kai' to the start of matauranga connects it to a person/individual.
Culturally confident - Mana Tangata - Tangata = People, Mana = pride, courage, confidence in who you are (culture). Mana Tangata is appropriate because it's the best way to describe personal confidence and pride in your culture and who you are. Another option could be which you could say Whakamanawa Ahurea (culture confident) but Mana Tangata has more power and meaning behind it.
Active participants - Kaimahi (worker, doer) - as simple as the word is it speaks very clearly. Some might disagree but kaimahi is suggested because it's a person who does what is needed, when it's needed without question or hesitation. On the marae the kaimahi are those who just do what they know needs to be done or what they know is right. Other people might just look at the word as being someone who works or has a job but there are deeper implications when considered through this lense.
Expectation of success for lifelong learning - Ngā mātauranga angitū mō āpōpō (having knowledge to succeed in the future) - Mātauranga = Knowledge/learning, Angitū = success, Āpōpō = tomorrow/the future.
Google Sites
Report abuse