Ngā hononga kura-whānau e puta ai ngā ihu o ngā ākonga Māori

Identifying priorities for Māori students

The first stage of inquiry must always be to identify a set of valued outcomes for student learning.

NZC-Scenario-#32-Literacy-0-anita

The message from Ka Hikitia and from a considerable and growing body of research is that the outcomes selected for consideration need to be those valued by the students themselves, by their whānau, and by the wider community.

It is also clear that teachers and school leaders need to understand the learning needs of their students in relation to outcomes that are valued in te ao Māori, te ao Pākehā, and te ao whānui (the wider world) (Biddulph, Biddulph, and Biddulph, 2003; Bishop, Berryman, Tiakiwai, and Richardson, 2003; Robinson, Hohepa, and Lloyd, 2009). Identifying these needs requires in-depth and genuine consultation with parents, whānau, and iwi.

Through this process, all participants should gain a sense of ownership for the outcomes and of the responsibility they carry for ensuring that they are achieved.

Identifying priorities for Māori students: What to think about

Identifying priorities for Māori students: What to use

Identifying priorities for Māori students: What it might look like

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