Registered Teacher Criteria 3 Bilingualism expectation at Ponsonby Primary
Ponsonby Primary – Maori achieving success as Maori at PPS
Outcomes
2014 Maori Achievement
Plan
Accelerating Māori student
Success
To put in place systems
that support our Maori
students in their
achievement and
Celebrating their success as
Maori.
We support the Ka Hikitia
Accelerating Success 20132017 vision statements:
1. Māori learners
successfully participate
in and contribute to
the school
2. Māori learners
successfully realise
their cultural
distinctiveness and
potential
3. Māori learners gain
the universal skills,
competencies and
knowledge needed in
the 21st century to
successfully participate
in and contribute to
the social, economic
and cultural well-being
of Aotearoa New
Zealand and the world
Actions
Notes
Date &
Responsibility
1.
2.
3.
4.
Teachers to demonstrate commitment to
bicultural partnership in Aotearoa New
Zealand
Pastoral Support programme
Ongoing/senior Tangata whenuatanga: Affirms Maori
in place that supports the
management akonga/learners as Maori - provides contexts for
 Pastoral support within the
Maori students so that their
Whanau supports Maori
learning where the identity, language and culture
successes are recognised,
students, with their successes
(cultural locatedness) of Maori akonga/learners and
retention through to the
recognised
their whanau/families is affirmed
senior school is high and
Indicator
pathway to future learning is
Ongoing/senior
Demonstrate respect for the heritages,
in place- Faces to the data.
management
 Develop and implement a
languages and cultures of both partners to
‘transitioning ‘ process that is
the Treaty of Waitangi
culturally responsive to retain
& achieve successful
Maori student data analysed
educational outcomes for
and shared to identify
new Māori students entering
potential at-risk students .
Evidenced through
school
Students by year 6 can articulate the
Term 3/Gail
importance of the Treaty of Waitangi
Maori parents and students  Longitudinal tracking sheets
as a seminal New Zealand document.
are established
are consulted on their vision
Ongoing/Gail
for their Maori student
Maori focus recorded in planning
achievement. Action plan to  Reporting of progress against
standards, including, common
let them drive next hui as
Classroom teaching environment
assessment data and costep
evidences respect for bi culturalism
curricular activity.
(signs, greetings)
 Data is shared with teachers
Active involvement in coand family to recognise those June/November Thursday programme Kapa Haka- open
curricular activities is
-teachers
on track to achieve targets
to all Maori
monitored and involvement
and
intervene
with
students
recorded by teachers in
T3 & 4 Teachers
not on track.
student files
Ongoing. Anne EOTC- year 5 marae visit and
5. Hika Maori available for self-  Language encourage with
& whanau
preparedness for mihi in Term 4
teaching of Te Reo
buddy classes- share learning
annually.
 Regular meetings held with
Maori students and their
whanau – as directed by the
whanau at July hui.
 survey to establish what cocurricular (curriculum)
activities Maori are involved
in and what activities they
would like to be involved in.
6. Through the PLD
programme, staff will have
engaged with government
documents Ka Hikitia and
Tãtaiako Competencies to
build personal cultural
capital and responsiveness.
Pronunciation of vocabulary correctly
Termly teachers – especially names
Resources available and used i.e.
school flip charts
Ongoing
 Opportunities for Maori to
share their language and
culture includes but is not
limited to, Powhiri, Assembly, Ongoing
Kapa Haka
 Professional Development
sessions developed to
respond to staff needs.
Robust Maori language programme
within the classroom appropriate to
the age including Kapa Haka and
Matariki
Continuing monitoring of Maori students by DP in
charge of assessment with feedback to teachers if
concerns.