Te Kura Kaupapa Maori O Te Tonga O Hokianga 11/04/2011

3 Evaluation Kaupapa Findings

Ngā Tino Uaratanga

Students effectively advance their individual talents to the highest levels of achievement.

Te Ira Tangata

Students effectively develop physical, spiritual, emotional wellbeing, an awareness of his or her uniqueness and knowledge and respect for himself, herself and others.

The whānau, including board of trustee members, principal and teachers are strongly committed to providing the best for their children. They use their skills, time, knowledge and energy to do this. Their vision for the kura aligns to the matāpono of Te Aho Matua. A kura curriculum is in place to guide the implementation of this vision into the learning programme.

Ngāpuhitanga provides the context for student learning. The newly developed curriculum document identifies key elements which include caring for the environment, enhancing the spiritual, emotional and physical wellbeing of students and exploration of the wider world.

Future plans include upgrading and expanding the facilities to provide a comprehensive learning environment to cater for the many strengths and interests of students. The vision and plans are intended to support future generations to maintain their sense of belonging and identity, to confidently explore their world and the wider world, and to retain and demonstrate Māori values. The whānau, teachers and students are strongly committed to bringing their plans to fruition.

There are many activities and opportunities to enhance the spiritual, physical, emotional and cultural wellbeing of the students. Karakia, led by students, is an essential beginning to the learning day. Students sing moteatea and waiata that tell of their tipuna and the area in which they live. They know of the deeds of their tipuna and the whakapapa links to their tipuna.

The kura focuses on promoting a healthy life style. The fruit in schools scheme, the wide variety of sporting activities available for students, the kura orchard which contains fruit trees grafted from heritage varieties growing in and around the Hokianga, encourage the physical wellbeing of the students. They regularly compete in the sporting arena with students from other kura in the Hokianga and Te Taitokerau. Students are committed to training in order to enhance their performance. They take pride in themselves and their respect for others is clearly evident. Students are calm and well prepared for learning.

Students state that they know they are loved. They learn in a caring, nurturing, safe and secure environment. The knowledge and embedding of ngā mātāpono of Te Aho Matua, into all aspects of kura life, is accomplished with pride.

Teachers and whānau members are role models for children. Ideas and passion for the education of their children are quickly followed by action. Kura leaders, including board members and the principal are instrumental in driving this commitment.

Putting their children and students first, clearly illustrates Māori values of manaakitanga, whānaungatanga, kaitiakitanga and wairua. Whānau members and teachers are empowered through their active commitment to kura development and their children’s education.

Students articulate and know their own whakapapa.

Students use karakia, waiata and moteatea to enhance their whānau, hapū and iwi.

Students participate in a range of experiences to learn about themselves and their whānau.

Students honour and respect themselves, whānau and others.

Te Reo Māori

Students communicate confidently in te reo Māori and explore other languages.

An explicit expectation is that the reo Māori of Ngapuhi is the first language of communication in the kura. There is also an expectation that students will learn other languages. A focus on te reo Māori includes the development of broad student literacy targets to increase student writing and reading ability. Numeracy is also part of the annual plan targets. Students are extending their mathematical language to describe numeracy concepts using the context of their world. Kura wide literacy and numeracy planning is in place. Literacy subjects are well planned and contain specific guidance for the delivery of the literacy programme.

Teachers are competent speakers of te reo Māori and provide students with good models of te reo Māori to follow. One of the principals is a native speaker from the area, who shares her knowledge of tikanga, kawa and te reo Māori belonging to Ngāpuhi, with students, whānau and teachers. Students attend a variety of hui where they hear the reo Māori of their tipuna spoken. They actively participate in all aspects of marae life and ably carry out their tangata whenua and manuhiri roles and responsibilities.

Students participate in effective programmes to enhance their reading writing and oral language capability. Those who have difficulty are provided with support to increase reading skills. Cultural exchanges with Japanese students have also encouraged students to learn about aspects of Japanese language. English is taught in the wharekura and students have gained both external and internal NCEA credits.

It is evident that students are speakers of te reo Māori. They know and follow the high expectations for te reo Māori as the first language of communication. Whānau members also want to increase their te reo Māori capability and many are committed to doing this. Students’ reports provide parents with assessment information about their children’s literacy progress. Students, parents and teachers are proud of the progress students are making to become competent communicators in te reo Māori o Ngāpuhi first, and then other languages.

Students are immersed in te reo Māori, consistently hear it spoken and speak it themselves.

Students understand that te reo Māori supports them to express their identity.

Students are exposed to language rich situations.

Student understand the importance of te reo Māori.

Students hear, write and reflect on language, meaning and structure.

Students learning needs are considered.

Nga Iwi

Students exhibit personal pride in themselves, their whānau, hapū and iwi.

Whānau had an opportunity to prioritise their aspirations for their children at a consultation wananga. Ngāpuhitanga is a priority for whānau. This aspect is given emphasis in the kura curriculum and through kura activities. The curriculum identifies learning goals and expectations based on the local and regional context. An expectation to expand the child’s knowledge of pepeha, whakapapa, and of whānau, hapū and iwi links is especially prominent. Belonging to the hapū and iwi of Ngāpuhi, defines who the child is, provides the basis for their learning, and is actively supported by parents, teachers and students.

Kaupapa learning in the classroom focuses on Ngāpuhitanga. Students learn about different aspects of Ngāpuhitanga in social studies, science, technology, the arts and health and physical education. A wide range of topics is covered to ensure that students’ learning takes place inside the classroom and in the wider environment, including at the marae, and the nearby harbour. Students attend a variety of events and meet with their Ngāpuhi whānaunga. They participate in Manu Korero and kapa haka events with positive results.

Students and kura whānau have developed a wide network among the extended kura whānau and community groups where reciprocal support is provided. Recently students participated in the Ngāpuhi claims before the Waitangi Tribunal. They had a central part to play in presenting the claims and learning more about the interactions of the Crown with their tipuna. Committed whānau and teachers ensure that students have the best opportunities to participate and follow their interests and strengths.

Students of Te Tonga o Hokianga live Ngāpuhitanga. They are present at events on their three ancestral marae, to actively care for the harbour and bush. Students exchange their cultural knowledge with those who live overseas. Whānau provide support for the events students attend and as a result for kura kaupapa.

The whānau states that the children belong to everyone. Whānau members demonstrate their commitment to this principle, by ensuring that all children participate. Kura news and events are communicated to the immediate and wider community through comprehensive and attractively presented pānui.

Students explain their hapū and iwi connections and discuss links with others.

Students demonstrate their understanding of iwi tikanga through their actions.

Students discuss the aspirations of their whānau, hapū and iwi.

Students show natural talent for leadership responsibilities.

Te Ao

Students actively investigate the Māori world and the wider world.

The whānau and teachers believe that in order for students to explore the wider world they must have a thorough grounding in Te Ao Māori and in their own whānau, hapū and iwi in particular. The kura curriculum guides the establishment of this grounding, but also provides opportunities for students to access experiences in the wider world. Whānau and teachers believe it is important for students to apply the principles and practices of te ao Māori wherever they go.

Opportunities abound for students to explore their immediate world and the wider world. The guiding principle for whānau is if the Hokianga cannot provide, we will provide. Students assist in caring for their immediate environment and their exploration of the marine reserve at Goat Island has paved the way for similar plans for Hokianga- nui-a-Kupe. Scholarships have been made available for students by a local business. These are intended to support students as they go out into the wider world. A reciprocal cultural exchange with overseas students has also been arranged. Many of these opportunities have been provided because of confidence in the quality of students who attend the kura. Students also travel to visit different cities in New Zealand and to learn about career opportunities. The kura also provides easy access to information communication and technology such as computers and smart boards. NCEA mathematics is taught using teleconferencing.

Whānau are proud of their children when students go out. They state students are well presented, well behaved and are excellent ambassadors for their kura. They use their experiences in the exploration of the wider world and the responsibilities for caring for their environment to make good decisions.

Students interact with and in their immediate environment.

Students know their whenua.

Students see the connections between themselves, their place and the world.

Students explore, enjoy, appreciate and care for their natural environment.

Students actively participate in a range of experiences.

Students are well prepared for learning and learn within an environment conducive to learning.

Āhuatanga Ako

Students are well prepared for learning and learn within an environment conducive to learning.

The kura is fortunate to have two principals who play complementary roles in the leadership of the kura. They, along with the board of trustees, have been instrumental in developing the curriculum for the kura. Kura documents provide guidelines for implementing subject areas across the curriculum. There is a high focus on literacy, numeracy and tikanga Māori in the annual plan and strategies are identified to achieve the targets. Well developed classroom plans guide the delivery of the kura curriculum. Long term overviews cover essential learning areas and unit plans contain specific direction. The child’s context and experiences are integrated into many aspects of planning.

The kura environment is attractive and well maintained as it sits the below the mantle of Te Ramaroa Maunga. Classrooms are attractive and well resourced. Student work is valued and displayed. They work in an environment which contains aspects of the different literacy strands. Calm settled tones, and well organised learning programmes are evident. Relationships and interactions between teachers and students are affirming and positive. Students work well and are keen and focused on learning. They work independently and know what is expected of them. A lot of effort is made by teachers to assist students to achieve.

Whānau state they are happy with the progress and achievement of students. They receive assessment information about student achievement in two reports and parent teacher interviews. Whānau also state that their children achieve well when they leave this kura to attend other schools. They believe it is because of the thorough grounding students receive at Te Kura Kaupapa Māori o Te Tonga o Hokianga. They gain confidence from knowing who they are and where they belong. Whānau are major partners in the education of their children.

Students are thinkers, planners and doers.

Students demonstrate a keen interest in learning.

Students identify and pursue their defined learning path.

Students participate in a range of experiences in different learning environments.

Students confidently take risks in learning.

Area for development

Assessment practice. It is important that teachers and kura leadership review existing assessment practice to increase its effectiveness by:

  • identifying the most appropriate assessment strategies, including a variety of appropriate summative and formative assessment tools;
  • ensuring that assessment information is well analysed and interpreted and used to its fullest extent; and
  • reporting student achievement information regularly to the board of trustees so that it is clear and useful and supports decision making.

Site map