Planning and reporting for kura kaupapa Māori / Ko te Whakamahere me te Hanga Pūrongo mō ngā Kura Kaupapa Māori
Tēnā koutou katoa, tēnā koutou ngā tumuaki hou e mahi ana ki roto i ngā kura Māori puta noa i te motu. He wāhanga tenei mō koutou ki roto i ngā kura kaupapa Māori, nō reira, tēnā koutou katoa.
This section is intended for kura kaupapa Māori first-time tumuaki.
Documentation / Ko ngā Tuhituhinga
The requirements of the Education Standards Act 2001 for schools to plan for and report on ways they are improving teaching and learning applies to kura kaupapa Māori.
Each kura:
- reflects the uniqueness of its location and whānau, and its hapu and iwi affiliations
- has unique decision-making, planning, and review processes.
Charter mission, vision, and values / Ko te tūtohinga kura, te tirohanga me ngā uaratanga
Te Aho Matua o ngā Kura Kaupapa Māori is the foundation document for kura kaupapa Māori. It identifies principles and provides a philosophical and values base for identifying the special character of kura kaupapa Māori.
Te Aho Matua is intended for inclusion in the charters of kura and is the first point of reference for creating and reviewing charters.
The Te Aho Matua document:
- identifies the special character of kura kaupapa Māori
- is the principal point of reference for charter development
- places emphasis on the whānau (all those associated with the kura and its children) as the social context for decision-making processes for which it is primarily responsible.
The charter mission, vision, and values are written in consultation with whānau, based on the principles detailed in Te Aho Matua.
The strategic plan and annual plans / Ko te mahere rautaki me ngā mahere-a-tau
Charter/strategic goals and subsequent annual plans are informed by:
- Te Aho Matua and whānau consultation
- the National Education Guidelines and National Administration Guidelines (NAGs).
Te Kura Kaupapa Māori o Maunga Teitei charter and targets is an example of a charter and literacy and numeracy targets from a kura.
TKKM o Maunga Teitei (PDF 91 kB)
Other examples from mainstream schools throughout this module will also be useful for principals and boards of trustees writing or reviewing strategic and annual plans.
Issues for kura kaupapa Māori / Ko ngā take mō ngā kura kaupapa
Catering for diverse learning needs (NAG 1) / Ko te whakatutuki i ngā hiahia o akoranga rerekē (NAG 1)
A fundamental principle of Te Aho Matua is the establishment of a child-centred learning environment in which the all-round development of every child is nurtured.
Tumuaki should be familiar with part 5 of Te Aho Matua, which is Ahuatanga Ako – the principles of teaching practice. These principles provide guidelines for kura kaupapa Māori in developing programmes to meet diverse learning needs. This will include special education and gifted and talented learners.
English language competency / Ko te take o te matatau ki te reo Pākehā
Te Aho Matua acknowledges the importance of bilingual competence as a basic principle. The appropriate time for the introduction of English is acknowledged as a decision for the kura whānau, but, as a general rule, it is regarded as appropriate when children are reading and writing competently in te reo Māori.
Student achievement and targets / Ko ngā paetae me ngā whāinga o ngā ākonga
Part 6 of Te Aho Matua, Te Tiro Uaratanga, states that kura kaupapa Māori will have appropriate measures in place for assessing and evaluating children's achievement at all levels of the national curriculum, as well as whatever else the kura whānau decides are valuable areas of knowledge for their children.
Processes for setting targets, improving teaching and learning, and for reporting on progress will vary for different kura. As professional advisers to the board of trustees and kura whānau, the tumuaki and staff will play an important role.
Kura kaupapa need to:
- set targets for improving teaching and learning and reporting on progress
- involve the tumuaki and staff
- develop targets with reference to reliable assessment tools.
For further information, refer to Annual plan and targets.
Note that full competency in te reo Māori is a primary focus for kura kaupapa Māori, and it is acknowledged that there is a scarcity of standardised tools for assessing speaking, reading, and writing in te reo. (See Te Kura Kaupapa Māori o Maunga Teitei.)
Reporting to the community and Ministry of Education / Ko te tuku pūrongo ki te iwi whanui, ki te Tāhuhu o te Mātauranga
While having a central responsibility to the whānau, kura are still required to report annually to the Ministry of Education on the achievement of their plans for improving teaching and children's learning.
The examples and stories from mainstream schools provide guidance for first-time kura kaupapa Māori tumuaki to meet these requirements.
Resources for planning, assessment, and achievement targets / Ko ngā rauemi whakamahere, ngā rauemi aromatawai me ngā whāinga paetae
Curriculum documents used by kura are te reo Māori versions of the national curriculum framework and all essential learning area curricula. These provide a basis for teaching and learning programmes, and a framework for assessment.
Standardised assessment tools available in Māori versions are:
- Aro Matawai Urunga-a-Kura (AKA, School Entry Assessment) – assessment of spoken language, written language concepts, and mathematical concepts, which provide baseline information at school entry
- Matai matatipu (6 Year Net) – alphabet knowledge, written vocabulary, and concepts about print, administered after 1 year at school
- early and advanced Numeracy Project materials and assessments
- Assessment Tools for Teaching and Learning He Pūnaha Aromatawai mō te Whakaako me te Ako (asTTle) – te reo Māori versions of pāngarau, panui, and tuhituhi (maths, reading, and writing)
- Māori-medium exemplars for te reo, pāngarau, pūtaiao, and hangarau, distributed to schools in 2004 and available online soon from the TKI assessment kete.
