Te Whanau-A-Apanui Area School - 11/03/2011

1 Ngā Kōrero mō te Kura

Kua Whakamanahia Te Pūrongo Arotake Mātauranga: Te Kura ā Rohe o Te Whānau-ā-Apanui

I whakaritea tēnei pūrongo i runga o ngā kawa whakahere mō enei kua whakamanatia e te Āpiha Kaiarotake Matua.

Tūwāhi

Te Kaha, Opotiki

Te tau a te Tāhuhu o te Mātauranga

147

Tūmomo kura

Kura Hiato (T1 – 13)

E rua ngā akomanga rumaki(1-5)

Tatauranga hāpori

1b

Te maha o te rārangi ingoa

112

Te Ira Tangata

Tāne 50

Kōtiro 62

Hononga ā-Iwi

Māori 100%

Te wā o te arotake

Whiringa ā nuku 2010

Te rā o tēnei pūrongo

11 Poutü-te-rangi 2011

Ngā pūrongo ā te Tari Arotake Mātauranga o mua

Arotake Mātauranga, Whiringa ā nuku 2007

Arotake Mātauranga, Whiringa ā rangi 2003

Arotake Kawenga Takohanga, Haratua 1999

2 Te Aromātai a te Tari Arotake Mātauranga

Ko wai au?

Nō hea au?

E haere ana au ki hea?

He kura ā-iwi Te Kura ā Rohe o Te Whānau ā Apanui kei Te Kaha. E toru ana wāhanga mātauranga, ko te wāhanga kura tuatahi auraki, ko te wāhanga rumaki Māori me te wāhanga wharekura otirā kura tuarua. E hāngai ana te wāhanga auraki ki ngā ākonga Tau 1 -13, ko ngā wāhanga rumaki Māori e rua ko ngā ākonga Tau 1 – 5. He kōhanga reo kei te taha o ngā akomanga rumaki, ā, tae atu ai ngā tamariki ki te kura i ia te wā me te whai wāhi ki ngā mahi o te kura.

E mōhio whānuitia ana te hapori o te kura mō tona ahurea tuku iho, ōna kaimahi toi rongonui, ōna kaitito waiata, ōna kaituhi me ōna kaumātua. He wāhi ngakoro tēnei i ngā kai me ngā rawa o te moana me te ngahere. He tūranga rangatira tō te wharenui i te kura, ā, kei reira hoki ngā tino whakaairo ā te iwi me ngā hapū, me tētahi tuhinga whakapapa. He nui ngā kōrero tuku iho mō te iwi kei ēnei taonga. Tērā pea ko tētahi mahi mā te kura ā meāke nei ko te whakamahi i ēnei taonga hei whakarite i te marautanga o te kura me te whakarei ake i ngā wheako akoranga mā ngā ākonga.

He ratarata, he hoahoa hoki ngā ākonga, ā, he pai te nohotahi o ngā taina me ngā tuākana. He taiao mahana, atawhai hoki tō te kura. He māia te tū a ngā ākonga ki te pōwhiri manuhiri, he pai ki a rātou ngā mahi kapa haka, ā, ka whai wāhi hoki rātou ki te whānui o ngā mahi hākinakina. Ka tautoko te whānau i ngā ākonga i ngā tauwhāinga ahurea, hākinakina hoki. Heoi anō, kāore rātou i te mātātoa ki ngā tūkanga whakatau kaupapa o te kura.

Ka puku mahi tonu te tumuaki ki roto i tēnei hapori Māori. Kua whai wāhi ia ki ngā hui ā-rohe hei kaimātakitaki, ā, kei te pai haere tana mōhio ki te iwi o te rohe. Kua tāutuhia e ia te take hei whakarewa ake i ngā paetae ākonga hei wāhi arotahi mō ngā whanaketanga ā meāke nei. Kei te whakaaro hoki ia ki ētahi rautaki hei pupuri i ngā ākonga o Tau 13. Ko te hōneatanga i te kura tētahi take e āwangawangatia ana e te tumuaki, ngā kaimahi me te poari me te hiahia ki te pupuri i ēnei ākonga. Kei te āta whakaaro rātou ki ngā huarahi hei whakatutuki i ēnei take.

He rerekē te kounga o ngā mahi aromatawai puta noa i te kura. I te kura tuatahi, he urupū ngā kaiakao auraki ki te kohikohi kōrero i ia te wā mō ngā paetae ākonga; ka whakamahi ngā kaiako o ngā akomanga rumaki Māori i te whānui o ngā mahinga aromatawai ōkawa i te reo Māori, hei aromatawai i ngā paeatae o ngā ākonga ki te reo matatini me te tātai kaute; ā, i te wharekura ka mahi ngā kaiako katoa ki tētahi wātaka aromatawai. Kei te mōhio haere ngā kaimahi ki te nui o te aromatawai me te whakamahi i ngā kōrero ka puta hei whakapai ake i ngā paetae o ngā ākonga.

Kāore ngā ākonga Tau 9 me te 10 i te eke ki ngā taumata e tika ana. Kei te pukumahi ngā kaimahi ki te whakarewa ake i ēnei taumata paetae o ēnei ākonga hei whakatutuki i ngā tumanakohanga ā-motu. Kei ngā kōpae mahi a ngā ākonga o te wharekura ngā hōtuku tapeke tae atu ki teTiwhikete o te Motu mō ngā Whakatutukitanga Taha Mātauranga.

Ka whakamahere ētahi kaiako i ngā whai wāhitanga me ngā wheako hei hāpai ake me te akiaki i te ako o ngā ākonga. Kei te mārama pai ēnei kaiakao ki ngā matea o ā rātou ākonga me te whakatutuki pā i ngā matea o ngā ākonga takitahi, me ngā rōpū ākonga kei o rātou akomanga. Me kaha ake ngā kaiako kei te kura tuarua ki te whakaongaonga, te whakaihiihi me te pupuri i te hiahia o te ākonga ki te ako me te whakatutuki i ngā paetae. I te wāhanga whakaako i ngā tuakana ki te pangarau, ka whakatauira te tumuaki i ngā mahi whakaako e tika ana, ā, ko te mutunga mai he pai te angitu o ngā ākonga i roto i ēnei mahi.

I tēnei wā he take whanaungatanga i waenganui i ngā kaiako kei reira hei whakatikatanga. Kei te āta whakaaro te tumuaki ki te whakamārama ake i ngā turanga me ngā kawenga hei hāpai ake i tētahi huarahi mahinga tahi.

Nō muri o ētahi whakangungu kei te pai haere te mārama o ngā mema o te poari ki o rātou tūranga me o rātou kawenga. Kei te māia haere o rātou whakaaro ki ngā mahi me ngā pūnaha arotake whaiaro mō te aroturuki ahunga whakamua, ngā whāinga kei te tūtohinga o te kura hei whakatutuki.

Ka tuku pūrongo te Tari Arotake Mātauranga i runga i ngā kaupapa e ngākaunuitia ana e te motu. I te wā o tēnei arotake i kohikohi te Tari Arotake i ngā kōrero e pā ana ki te whakamahi i ngā kōrero aromatawai hei whakatairanga i te ahunga whakamua me ngā paetae o ngā ākonga ki te pānui, te tuhituhi, me te pangarau i ngā Tau 1-8, te angitu ā Māori, me te ritenga o te kura mō Ngā Whanaketanga Rumaki Māori hei kaupapa e ngākaunuitia ana e te motu.

Ngā Mahi Hei Mahi ā Meāke Nei

Ka hoki mai te Tari Arotake Mātauranga ki te kura i roto i te kotahi tau.

He Whakakāhore

E āhei ana te iwi whānau ki ngā ripoata a Te Tari Arotake Mātauranga i runga i ngā kura me ngā kura mo te hunga kōhungahunga, ā, e āhei ana rātou ki te tango he tauira o ēnei, ki te tuku-a-ahiko rānei. Heoi ano, ko ēra anake ka taea e Te Tari Arotake Mātauranga te whakamana, ko ēra i tuku hāngatia atu mai i ngā tari-a-arohe o Te Tari Arotake Mātauranga, mai rānei i te tari matua o Te Tari Arotake Mātauranga kei te Upoko-o-te-Ika. Ko te inoi a te tari ki a koutou, ko te titiro i roto i a koutou pukapuka waea, ki te titiro rānei ki te whārangi o te arahiko a te tari: http//www.ero.govt.nz.

3 Te Marautanga o Te Kura

Te Horopaki o te Kura

E toru ngā tino wāhi ako i Te Kura ā Rohe o Te Whānau ā Apanui. Kei reira he wāhanga auraki, te wāhanga rumaki Māori, me te wharekura. Ahakoa kei te pai te haere o te wāhanga kura tuatahi mō ngā ākonga, he rerekē te kounga o ngā mahi whakaako me ngā taumata paetae o ngā ākonga i roto i ngā akomanga rumaki e rua. Ki te wharekura me tahuri ngā kaiako ki te whai whākaaro kia tōtika ake ngā mahi whakaako.

Me arotahi rātou ki te whakaihiihi me te hopu i ngā ngākaunuitanga o ngā ākonga me te hāpai i a rātou ki te whakawhanake i o rātou ake pūkenga ako, me te aroturuki anō i a rātou. Mena ka whakarato ngā kaiako i ngā hōtaka whakamere e hāngai kē ana ki ngā ngākaunuitanga o ngā ākonga, tērā pea ka heke tō rātou hōneatanga i te kura.

Tērā pea ko te mahi mā te kura ā meāke nei ko te whakamahi i tētahi marautanga ā-rohe hei whakarei ake i ngā wheako akoranga. He tūranga rangatira tō te wharenui i te kura, ā, kei reira hoki ngā tino whakaairo ā te iwi me ngā hapū, me tētahi tuhinga whakapapa. He nui ngā kōrero tuku iho mō te iwi kei ēnei taonga. He kōhanga reo hoki kei te taha o ngā akomanga rumaki, ā, ka taeatu ngā tamariki ki te kura i ia te wā me te whai wāhi hoki ki ngā mahi o te kura.

Ngā wāhanga pakari

Te whakahaere kāwanatanga o te kura. He tōtika te mahi ngātahi a te poari me te tumuaki. E whakatutuki ana te kura i ngā hanganga ture e pā ana ki te pūtea, ngā rawa me ngā whenua o te kura, ngā take kaimahi, te hauora me te waiora. Kua whakaotihia e tētahi kaiaromihi ā-waho te aromihi o te tumuaki. Kua uru ētahi o ngā mema hou o te poari ki ngā whakangungu e hāngai ana ki ō rātou kawenga whakahaere i te kura, ā, kei te waia haere rātou ki o rātou turanga. Kei te mōhio te poari ki te take ki te whakatinana i te whanaungatanga me ngā mema o te whānau. Kei te takatika ngā mema o te poari ki ngā whanaketanga o te kura,ā, kia haere tonu ngā whakapaitanga ake.

Te arahi me te whakahaere i te kura. E ngākaunui ana te tumuaki ki te whakapai ake i ngā putanga paetae mō ngā ākonga. E pūkākā ana ia ki te ako o te ākonga, te whakatutuki i ngā paetae, te ahunga whakamua, me te whakatakoto i ngā tumanakohanga tiketike mō ngā kaimahi me ngā ākonga. Kei reira ngā tukanga

mārama kua oti te tuhi hei hāpai ake i ngā paetae ō ngā ākonga. Ka kitea ngā hononga ki ngā mahere rautaki me ngā mahere ā-tau i roto i ngā wāhi arotahi o te reo matatini me te tātai kaute. Ka tohaina ngā rauemi e ai ki ēnei whāinga, ā, e whakaatu ana ngā whakawhanake ngaiotanga o ngā kaimahi i te hāngai kē ki te ako me te whakaako i te reo matatini me te tātai kaute.

Te tuku pūrongo ki te whānau. Ka tuku kōrero te kura ki te whānau mā te whānui o ngā tukanga kua whakamaheretia tae atu ki:

  • te tuku kōrero e pā ana ki te ahunga whakamua me ngā paetae o ngā ākonga mā ngā pūrongo ōkwawa kua tuhituhia;
  • te whakarite whai wāhitanga mō ngā uiui;
  • te mahi pānui ā-kura;
  • te tuhi i tētahi tūtohinga, rapunga whakaaro, ngā wāriu me ngā whāinga o te kura ki ētahi tuhinga ā-hapori;
  • te whakarato i tētahi pukapuka pānui e pā ana ki te kura ki ngā whānau o te kura;
  • te whakarite i ngā mahi kāinga mā ngā ākonga hei mahi ngātahi ki ō rātou whānau; me
  • te kohikohi kōrero paetae mā ngā mātua hei tirotiro ki ngā kōpae ā ngā ākonga.

Mā ēnei whakamōhiotanga ki ngā mātua e mōhio ai rātou ki ngā paetae me ngā ahunga whakamua o ā rātou tamariki.

He ahurea ā-kura haumaru, whakakotahi hoki. He taiao mahana, whakatau hoki te taiao o te kura. He ataahua, he wāhi karakara; he wāhi pōwhiri hoki. He wāhi haumaru hoki te kura. Ka arowhainga, ka whakapaitia i ia wā. He ataahua hoki ngā maara kai ā te kura.

Ngā wāhanga hei whanake, hei arotake

Te whakawhitiwhitinga kōrero. Kāore i te angitū te whakawhitiwhitinga kōrero i waenga o te kura me te hapori. Kāore ngā kaiako me ngā mātua i te kōrero tahi, i te tiri whakaaro hoki hei hāpai i te ako o ngā ākonga. Ahakoa kei te kohikohi te kura, kei te whakarite, me te whakarato kōrero ki te whānau e pā ana ki te ahunga whakamua me ngā paetae o ngā ākonga, kāore he kōrero whakautu a te whānau. I tēnei wā me tuhura i ngā huarahi hei whakawhanake ake i ngā whanaungatanga kia taea e ngā mātua me ngā kaiako te nohotahi ki te kōrero mō ngā whakaaro, ngā whakamāramatanga me ngā whaiaro e pā ana ki te ahunga whakamua o te ako me ngā paetae o ngā ākonga.

Kāore te whānau i te uru ki ngā mahi matua o te kura. Ehara i te mea kei te kimi, kei te pātai ki ngā mātua mō o rātou whakaaro. Kāore e kitea te mahi ngātahi ake pērā ki ngā mahi whakatau kaupapa e pā ana ki te ahunga o te kura me te angitū o ngā ākonga. Ehara ngā mātua i te kaiwhakauru ki te kura.

Te hōneatanga i te kura. He tino take te hōneatanga i te kura, ā, kei te pā tōraro ki te ako o ngā ākonga. Kāore ngā ākonga e hōnea ana i te kura e whiwhi i ngā whai wāhitanga akoranga ā-raupapa. Ko te mutunga mai kei raro kē i o rātou hoa ō rātou paetae nō reira ka pūāwai te whaiaro tōraro ki raro i a rātou. Hei whakatika i tēnei āhuatanga me arotake te tumuaki me ngā kaiako i te tōtika o te marautanga e tukuna ana ki ngā ākonga i tēnei wā, kātahi ka kōrero ki ngā whānau, ngā ākonga me te hapori e pā ana ki te āhua o te hōtaka akoranga me whakarato e te kura.

Te Kura Tuatahi

Ngā wāhanga pakari

Te whakaako tōtika. E ngākaunui ana, e whakaongaonga ana ngā kaiako o te kura tuatahi auraki ki ā rātou mahi. He rerekē ngā akoranga hei whakatutuki i ngā taumata ako o ngā ākonga. Nō reira, he mātātoa ngā ākonga ki te ako. He mārama te tikanga o ngā akoranga, ā, e mōhio ana, e whakaatu ana ngā whāinga akoranga o ngā ākonga. He pai te kīnaki i ngā akoranga ki ngā rauemi. He whai wāhitanga mā ngā mahinga a rōpu, ā takirua,ā takitahi, me te katoa o ngā akomanga. Mā te pātai i ngā pātai puare ka whakaihiihi te whakaaro. Ka āta tau ngā ākonga hou ki te kura me te hāpai o ētahi atu ākonga. E ai ki ngā kōrero paetae o ngā ākonga, kei te tika te ahunga whakamua o te nuinga.

Te whakamahere me te aromātai. Ka tautoko ngā kaiako tēnā ki tēnā, ā, ka whakamahere ngātahi hoki rātou. Ka whakarite ngā tirohanga mō te wā roa me te wā poto. Ka kitea hoki te ngā kōrero āmiki whānui e pā ana ki ngā mahi me ngā rauemi i roto i ngā mahere ā-wiki. Ka āwhina ngā aromātaitanga ā-wāhanga o te tau i ngā kaiako ki te arotake i te marautanga me te whakatau kaupapa mō te whakawhanake tonu i ngā hōtaka hei painga mō ngā ākonga.

Te aromatawai. He pukumahi ngā kaiako ki te kohikohi kōrero mō ngā paeatae o ngā ākonga i ia te wā. Ka whakamahia te whānui o ngā mahi aromatawai. Ka tukuna ngā kōrero aromatawai kei ngā kōpae o ngā ākonga ki ngā mātua tae atu ki ngā kauwhata, ngā māka me ngā tauira toi. Kua whakaritea hoki ngā whāinga akoranga me ngā wawata mō te wā roa me te wā poto mō ngā ākonga o ngā Tau 7 me te Tau 8 kātahi ka tukuna ki a rātou. He mea whakahirahira ngā taumata paeatae o ngā ākonga puta noa i te wāhanga ki ngā Tau 1 – 8.

Ngā wāhanga hei whanake, hei arotake

Te tuku pūrongo e pā ana ki te aromatawai. Kāore i te tuku me te whakarite pūrongo e pā ana ki ngā kōrero aromatawai. I tēnei wā he tōtika te kohi a ngā kaiako i ngā kōrero aromatawai e pā ana ki ngā paetae o ngā ākonga. Me tahuri i nāianei ngā kaiako ki te wetewete me te whakamārama i ēnei hōtuku hei mahi ā meāke nei hei tāutu i ngā tauira puta noa i te kura. Kātahi ka tuku pūrongo ki te poari mā ngā pūrongo ā te tumuaki. Kātahi ka taea e ngā mema o te poari te whakatau kaupapa e pā ana ki te tuku rauemi hei āwhina ki te whakarewa ake i ngā paeatae o ngā ākonga.

Te Wāhanga Rumaki Māori

Ngā wāhanga pakari

Te reo Māori. Ko te reo Māori te reo whakaako ki ngā akomanga rumaki Māori. He tauira pai te reo Māori te kuia me te kaiako. Ka whakamahi rāua i ngā tikanga o te karakia, te mihimihi me te kaupapa. Ka whakamahi te kuia i ōna mōhiotanga me ōna pūkenga whānui hei hāpai i ngā ākonga me ngā kaiako ki te reo ake me ngā tikanga o Te Whānau ā Apanui. Ka whakatairanga ngā akomanga i te ao Māori. Kei te tīmata ngā ākonga ki te kōrero i te reo Māori.

Te whakamahere me te aromātai. Ka whakamahere ngātahi ngā kaiako. He pai te whakarite o ngā mahere mō ia ra, ā, he pai hoki te ārahi i te hōtaka akoranga hei hāpai i ngā kaiako ki te whakatinana i te hōtaka reo matatini. E hāngai ana ngā mahere ā-wāhanga o te tau ki ngā whenu reo matatini katoa. Ka tohu ngā tirohanga mō te wā roa i ngā kaupapa hei mahi tae atu ki ngā putanga akoranga, ngā rauemi, ngā mahi me ngā paearu angitū. Ka whakaatuhia ngā mahi a ngā ākonga me ngā kaupapa kua oti i a rātou.

Te aromatawai. Ka whakaritea tētahi huringa aromatawai kātahi ka kohikohia ngā hōtuku. Ka whakamahi ngā kaiako i ngā mahinga aromatawai ki te reo Māori hei aromatawai i ngā paeatae o ngā ākonga ki te reo matatini me te tātai kaute. Ka kōrerohia ngā hiahia ako ki ngā ākonga. Kua kitea ētahi ahunga whakamua ki te pānui. Kei te whakaritea ngā kōpae tae atu ki ngā tauira mahi kua tohua ki te rā.

Ngā wāhanga hei whanake, hei arotake

Te whakaako tōtika. He rerekē te kounga o ngā mahi whakaako me ngā taumata whakauru ō ngā ākonga i ngā akomanga rumaki Māori. Ahakoa ka kitea kei te whakamahi ngā kaiako i ngā rautaki kia uru ngā ākonga ki ngā akoranga, he mea nui kia whanake tonuhia ēnei mahi hei whakanui ake i o rātou māramatanga ki ngā mahi kairangi e pā ana ki te whakaako me ngā hōtaka akoranga.

He mārō te hanga o ngā hōtaka akoranga, ā, kei te whakahaeretia e ngā kaiako. He kōpipiri ngā whai wāhitanga mā ngā ākonga ki te kawe i o rātou ake akoranga kia pūāwai ai o rātou pūkenga whakaaro. Ki te whakamahi ngā kaiako i te whānui o ngā rautaki whakaako hei whakatītina i te ngākaunuitanga me te urunga o ngā ākonga, kāore e kore ka pai ake ō rātou putanga.

Te aromātai. Ehara te aromātai i te hōtaka tētahi tino āhuatanga o te huringa ako me te whakaako. Kāore ngā kaiako i te aromātai i te hōtaka kia mōhio ai rātou mena kei te tōtika ā rātou hōtaka akoranga, rānei te tāutu rautaki hei hāpai i a rātou ki te whakapai ake i ā rātou mahi whakaako. I tēnei wā, ka aromātai ōpaki ngā kaiako i ngā hōtaka me ngā mahi. Me tahuri rātou i nāianei ki te tuhi i ngā kōrero me ngā whakaaro. Ka taea te whakamahi i ēnei kōrero hei pūtake mō te whakatau whāinga hei aromātai i te tōtika o te hōtaka.

Te aromatawai. Kāore i te rite tonu te wā mahi i ngā aromatawai. Kāore ngā kaiako i te wetewete me te whakamārama i ngā kōrero aromatawai kua kohia e rātou. Kāore rātou i te tāutu i ngā wāhanga i pai te haere, ngā wāhanga hei whakapai anō hoki hei āwhina i a rātou ki te whakamahere tōtika ake hei painga mō ngā ākonga.

Kāore i te tuku whānuitia ngā kōrero mō ngā paetae o ngā ākonga. Mā te tuku i ēnei kōrero paetae ka whakarato i ngā kōrero whai hua ki ngā mātua e pā ana ki te ahunga whakamua o a rātou tamariki. Me kōrero ngā kōrero mō ngā paetae o ngā ākonga kua whakahiatotia ki te tumuaki kātahi ka tukuna ki te poari. Kātahi ka taea te whakatau i ngā whakataunga rauemi e tika ana.

Te ritenga ki te whakatinana i Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori. Kei te whanake tonu te kura i tōna arotahinga rautaki mō ngā akomanga rumaki Māori kia rite ai rātou ki te tuku me te whakatinana i Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori. Kua timata ngā kaiako rumaki Māori ki te whakarite i ā rātou mahi. Kāore i te tautokotia ngā ākonga i te kainga ki te reo Māori i te mea kāore te nuinga o ngā mātua i te mōhio ki te reo.

Te whakawhanake ngaiotanga. Ka whai hua ngā kaiako o tēnei akomanga rumaki Māori ki te mātaki i ngā whakaakoranga pai ki ētahi atu hōtaka rumaki Māori.

Te Kura Tuarua

Ngā wāhanga e kaha ana

Te whakamahere me te aromātai. He mārama ngā tumanakohanga whakamahere mō ngā ākonga o ngā tau 9 me te 10. Kei ia whakaaturanga mahi he tirohanga, ngā mātāpono me ngā wāriu. He potopoto ngā whakamahere a wiki engari i ia te wā, ā, kei reira ētahi mahere me ētahi aronui. Ko te reo matatini te wāhi o te marautanga mō te Tau 9 me te 10. E hāngai ana ngā tirohanga roa ki teTiwhikete o te Motu mō ngā Whakatutukitanga Taha Mātauranga ki ngā Tau 11 ki te 13 ki te pangarau, te Ingarihi, ngā mahi toi ka kitea, te pūtaiao, te tikanga ā iwi me ngā mahi pūmau. Ka aromātai ōkawa ngā kaiako i ā rātou hōtaka i te mutunga o ia wāhanga o te tau. Ka kohia ētahi kōrero whai hua.

Ngā wāhanga hei whanake, hei arotake

Ngā huarahi whakaako. Ko ngā kaiako kei te whakahaere i te nuinga o ngā hōtaka akoranga kei te kura tuarua o te kura. He paku noa iho te whakamahi i te rohe, rānei ngā mōhiotanga nō mua o ngā ākonga. Me whanake ngā kaiako i ngā hōtaka e:

  • whakanui ana me te whai wāhi ki ngā ngākaunuitanga ki roto i ngā akoranga o ngā ākonga;
  • tōtika ana mō ngā taumata paetae o tēnā, o tēnā o ngā ākonga; me
  • te whakatairanga i ngā paetae angitū o ngā ākonga i tēnā, i tēnā taumata ako.

Te aromatawai. Ka whakamahi ngā kaiako kura tuarua katoa i tētahi wātaka aromatawai kua whakaritea kē. Ka whakahiatongia ngā māka a ngā ākonga kātahi ka wetewete me te whakamārama i ngā hōtuku paetae o ngā ākonga. Ka aromatawaihia teTiwhikete o te Motu mō ngā Whakatutukitanga Taha Mātauranga ki roto i te kura. E ai ki ngā putanga mō 2009, i tutuki i ngā ākonga tokoiwa te taumata tuatahi, tokotoru i tutuki ki te taumata tuarua, tuatoru ngā ākonga me whiwhi i te kotahi māka ki te reo matatini, te tātai kaute rānei, kātahi ka whiwhi i te tohu nei. I te mea he iti noa ngā ākonga kei ngā akomanga me te whai wāhitanga mō te ako kotahi ki te kotahi he koretake ēnei putanga. Me whakamahi ngā hōtuku aromatawai hei whakamahere me te whakatinana i ngā hōtaka e tika ana mō ngā matea me ngā ngākaunuitanga o ngā ākonga.

Te tuku pūrongo e pā ana ki ngā paetae o ngā ākonga. He takarepa te kaha o te tuku pūrongo mārama ki te poari e pā ana ki ngā paetae o ngā ākonga. Mā te whakakaha ake i te rautaki tuku pūrongo e pā ana ki ngā paetae o ngā ākonga e pai ake ngā kōrero ka whiwhi te poari e pā ana ki te kaha o ngā ākonga ki te tutuki i ngā paetae me ngā wāhanga hei whakapai ake. Me whiwhi kōrero pai ngā mema o te poari kia āhei ai rātou te whakatau kaupapa e pā ana ki te whakarauemi i te kura.

4 Ngā Kupu Tūturu a te Poari mō ngā Wāhanga Tautukunga

Te Titiro Whānui

I mua atu i te whakahaerenga o te arotake i whakatutukitia e te poari whakahaere me te tumuaki o Te Kura ā Rohe o Te Whānau-ā-Apanui he Tauāki Kupu Tūturu a Te Poari me tētahi Rārangi Arowhai Tātari Whaiaro mā ERO. I roto i ēnei tuhituhinga i oati rātou i kaha rātou ki te whakatutuki i ngā hanganga ture e pā ana ki:

  • ngā whakahaere a te poari;
  • te marautanga;
  • ngā whakahaere mō te hauora, te haumaru me te oranga tinana;
  • ngā whakahaere o ngā kaimahi;
  • ngā whakahaere o te pūtea; me
  • ngā whakahaere o ngā rawa me ngā taonga

I te wā o te arotake, i titiro te Tari Arotake Mātauranga ki ēnei e whai ake nei, nō te mea e whai wāhi nui ana rātou i runga i ngā paetae e taea ana e ngā ākonga:

  • te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito);
  • te haumaru-ā-tinana o ngā ākonga;
  • te rēhitatanga o ngā kaiako;
  • te whakaunu, te aukati, te pana me te whakarerenga; me
  • te haere mai a ngā ākonga ki te kura i ia rā, i ia rā.

I tāutuhia e ngā tirohanga ā te Tari Arotake ko te hōneatanga o ngā ākonga i te kura tētahi wāhi e āwangawangatia ana. Kei te mōhio te poari me ngā kaimahi ki tēnei take nui. Ahakoa kua whakaritea e rātou ētahi tukanga hei aroturuki me te whai ake i ngā hōneatanga o ngā ākonga kei reira tonu, he take ki te aromātai i te tōtika o ngā hōtaka whakaako me te hāngai o ēnei ki ngā ngākaunuitanga o ngā ākonga. :

5 Ngā Tūtohutanga

I whakaae tahi te Tari Arotake me te Poari kia:

5.1 āta titiro te poari me ngā kaimahi ki ētahi huarahi whakakaha i ngā hononga me te whakauru i te hapori me te whānau ki te ao whānui o te kura;

5.2 āta whakaaro ngā mātua me ngā kaiako ki ētahi huarahi tautoko i te ako o ngā ākonga;

5.3 whakatinana te poari me ngā kaimahi i tētahi tukanga kaha hei arotake whaiaro i ngā mahi katoa o te kura kia whakaarohia ngā whakapaitanga ake e tika ana kia kairangi ake te mātauranga e whakaratoa ana e rātou ki ngā ākonga; me

5.4 te whai wāhi o te tumuaki me ngā kaimahi ki ngā whanake ngaiotanga kei waho atu i te kura kia nui ake tō rātou māramatanga ki te whakamahi i te aromatawai hei whakamahere hei whakatutuki i ngā matea takitahi o ngā ākonga.

6 He Kupu Whakamutunga

Ka hoki mai te Tari Arotake Mātauranga ki te kura i roto i te kotahi tau.

Makere Smith

Kaiwhakahaere ā-Motu Ratonga Arotake Māori (Te Uepū ā-Motu)

11 Poutü-te-rangi 2011

 

1 About the Kura

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

Location

Te Kaha

Ministry of Education profile number

147

School type

Composite (Year 1 – 13)

2 total immersion classes (Year 1-5)

School roll

112

Gender composition

Boys 50

Girls 62

Ethnic Composistion

Māori 100%

Review team on site

October 2010

Date of this report

11 March 2011

Previous three ERO reports

Education Review, October 2007

Education Review, November 2003

Accountability Review, May 1999

2 The Education Review Office (ERO) Evaluation

Ko wai au?

Nō hea au?

E haere ana au ki hea?

Te Whānau-ā-Apanui Area School is an iwi-based area school situated at Te Kaha. Itoperates with three defined education units; a mainstream primary school unit, the Māori immersion unit and a wharekura/secondary unit.The school caters for Year 1-13 students in mainstream, with two primary Māori immersion classes available for students in Year 1-5.A kōhanga reo is sited close to the Māori immersion classes and the children often visit and participate in school activities.

The school community is well known for its cultural heritage, recognised artists, composers, writers and highly respected elders. This is an area rich in sea and forest resources. The meeting house and important iwi and hapū carvings, including a genealogical chart, hold prominent positions in the school environment. These contain a wealth of history, stories and cultural heritage of the local iwi.Using local resources to develop the school’s curriculum and to enhance learning experiences for students could be the next step for the school.

Students are friendly and get on well together. The school has a warm and caring environment. Students confidently welcome visitors, enjoy kapa haka and participate in a range of sporting activities. Whānau support students during cultural and sporting events. However, whānau members are not actively engaged in decision making processes at school.

The principal continues to work hard in this small predominantly Māori community. He has participated in local hui as an observer and is getting to know the people and the culture of the area. He has identified the need to raise student achievement levels as a focus for future development. He is also considering strategies for retaining Year 13 students. The principal, staff and board are concerned about absenteeism and the desirability of retaining Year 13 students. They are considering how best to address these matters.

The quality of assessment varies across the school. In the primary school, mainstream unit staff are diligent in regularly gathering student achievement; teachers in the Māori Immersion Unit use a range of formal assessment tools in te reo Māori to assess student achievement in literacy and numeracy; and in the wharekura all staff use a set assessment schedule. Staff are becoming more aware of the importance of assessment and how to use the resulting information to improve student achievement.

Students in Year 9 and 10 are underachieving. Staff are working to raise the achievement levels of these students to meet national expectations. Students’ portfolios in the wharekura contain cumulative data including National Certificates of Educational Achievement (NCEA).

Some teachers plan opportunities and experiences to support and encourage student learning. These teachers are aware of their students’ needs and cater well for individuals and groups in their class. Teachers in the secondary area need to motivate, excite, and maintain students’ interest in learning and achieving. In senior mathematics, the principal models appropriate teaching practice and as a result students successfully achieve in this learning area.

Currently there are some staff relationship issues to be solved. The principal is considering more clearly defining roles and responsibilities to support the development of a collaborative team approach.

Board members, after participating in some training, are coming to terms with their roles and responsibilities. They are gaining confidence that through self-review practices and systems for monitoring progress, goals in the school’s charter can be achieved.

ERO reports on areas of national interest. During this review ERO has gathered information about using assessment information to promote student progress and achievement in reading, writing and mathematics (Year1-8), success for Māori and readiness for Ngā Whanaketanga Rumaki Maori as areas of national interest.

Future Action

ERO intends to carry out another review within one year.

3 School’s Curriculum

School context

Te Whānau ā Apanui Area School operates with three defined education units. There is a mainstream primary school unit, the Māori immersion unit and a wharekura. While the primary unit operates effectively for students, the quality of teaching practice and levels of student engagement varies considerably in both immersion classrooms. Inthe wharekurateachers need toconsider the overall effectiveness of their classroom practice.

They need to focus on motivating and capturing students’ interests as well as supporting them to develop independent learning and self monitoring skills. If teachers provided interesting and exciting programmes that are more relevant to students’ interest absenteeism is likely to reduce.

The importance of using a local curriculum to enhance learning experiences could be the next step for the school. The meeting house and important iwi and hapū carvings, including a genealogical chart hold prominent positions in the school environment. These contain a wealth of history, stories, cultural heritage of the local iwi. A kōhanga reo is sited close to the Māori immersion classes and the children often visit and participate in school activities

Areas of strength

Governing the school. The board and principal work effectively as a team. The school complies with legal requirements for finance, property, employment matters and health and safety. An external appraiser has completed the principal’s appraisal. New board members have participated in training related to their governance responsibilities and are settling into their roles. The board is aware of the need to establish a more participatory relationship with whānau members. Trustees are positive about school development and ongoing improvement.

Leading and managing the school. The principal is committed to improving achievement outcomes for students. He is passionate about student learning, progress and achievement. He sets high expectations for both staff and students. There are clearly documented procedures to help raise student achievement. Links to strategic and annual plans are evident in the focus areas of literacy and numeracy. Resources are allocated according to these priorities while staff professional development reflects the emphasis on literacy and numeracy teaching and learning.

Reporting to whānauThe school provides information to whānau through a range of planned procedures which include:

  • sharing student progress and achievement through formal written reports;
  • providing opportunities for interviews;
  • producing a school newsletter;
  • publishing the charter, mission statement, values and goals in selected community publications;
  • providing a school prospectus for whānau;
  • preparing homework tasks for students to be shared with the family; and
  • gathering achievement information for parents to view in student portfolios.

This regular reporting to whānau should keep them informed about their children’s progress and achievement.

Safe and inclusive school culture. The overall school environment is welcoming. It is attractive, colourful and inviting. The grounds and facilities are safe, regularly checked and well maintained. The school’s vegetable gardens are well established.

Student well beingAppropriate policies, procedures and systems support issues of physical safety, attendance, emotional safety of students, stand-downs, suspensions, expulsions and exclusions. The school’s prospectus sets out clear expectations to support new students to integrate successfully into the culture of this school.

Areas for development and review

Communication. Communication between the school and the community is not successful. Teachers and parents do not discuss and share ideas to support student learning. While the school gathers, prepares and provides information to the whānau about student progress and achievement, there is little whānau response. At this stage there is a need to explore ways to develop relationships whereby parents and teachers can talk together about perceptions, expectations and attitudes towards student learning progress and achievement.

The whānau is not effectively engaged in key aspects of the school’s culture and operations. Whānau views are not actively or systematically sought. A sound working partnership is not evident, particularly in decision making about the future direction for the school and success for students. Whānau are not key participants in the school.

AbsenteeismAbsenteeism is a concern and impacts negatively on student learning. Students absent from school miss sequential learning opportunities. This meansthat they are often achieving below their classmates and as a result develop a negative attitude to learning. To turn this situation around the principal and staff need to review the effectiveness of the curriculum currently provided for students, and then consult with whānau, students and the community about the type of learning programme the school should be providing.

Primary School

Areas of strength

Effective teaching. The mainstream primary syndicate teachers are motivated and committed. Learning activities are differentiated to meet varying student learning levels. Consequently, students are active participants in learning. The purpose of lessons is clear and students’ learning goals are displayed and known. Lessons are well resourced. There are opportunities for group, paired, individual and whole class activity. Open ended questions stimulate thinking. Newly arrived students gradually settle into the culture of the school with the support of other students. Student achievement information shows students are generally progressing at the expected levels.

Planning and evaluation. Teachers are supportive of each other and plan collaboratively. Long and short-term overviews are prepared. Comprehensive detail in terms of activities and resources is evident in weekly planning. Term evaluations are constructive in helping teachers to review the curriculum and make decisions for further developing programmes to benefit students.

AssessmentTeachers are diligent in regularly gathering student achievement. A range of formal assessment tools is used. Assessment information in students’ portfolios is shared with parents and includes graphs, grades and art samples. Long and short term learning goals and aspirations, particularly for Year 7 and 8 students are established and shared with them. Levels of student achievement are encouraging across the Year 1-8 syndicate.

Area for development and review

Reporting assessment informationAssessment information is not shared or reported. Currently, teachers effectively gather assessment information about student achievement. Teachers now need to analyse and interpret these data as a next step for identifying trends and patterns across the syndicate. This information can then be reported to the board through the principal’s reports. Trustees can then make informed decisions about allocating resources to help raise student achievement.

Māori Immersion Unit

Areas of strength

Te reo MāoriThe Māori immersion classes use te reo Māori as the medium of instruction. The kuia and teacher provide good models of te reo Māori. They follow the protocols of tikanga in karakia, mihimihi and kaupapa. The kuia effectively uses her extensive knowledge and skills to support students and teachers with te reo and tikanga of Te Whānau ā Apanui. Classroom environments promote te ao Māori. Students are beginning to use te reo Māori.

Planning and evaluationTeachers plan together. Daily planning is organised and adequately guides the learning programme to support teachers to deliver the literacy programme. Term plans focus on all the literacy strands. Long term overviews indicate topics to be undertaken and include learning outcomes, resources, activities and success criteria. Student work is displayed well as evidence of topics previously covered.

AssessmentA cycle of assessment is prepared and data gathering occurs. Teachers use assessment tools available to them in te reo Māori to assess student achievement in literacy and numeracy. Learning intentions are shared with students. There is evidence of some student progress in reading. Profiles are being prepared and will include some dated work samples.

Areas for development and review

Effective teaching.The quality of teaching practice and levels of student engagement vary in both immersion classrooms. Although there is some evidence of teachers using strategies to engage students in learning activities, further development is essential to increase their understanding of best practice high quality teaching and learning programmes.

Learning programmes are structured and teacher directed. Students have limited opportunities to take responsibility for their own learning in order to develop their thinking skills. Where teachers use a range of teaching strategies to foster student interest and engagement, there is likely to be improved results for students.

EvaluationProgramme evaluation is not a regular feature of the learning and teaching cycle. Teachers do not carry out programme evaluations to determine how effective their learning programmes have been or to identify strategies to support them to improve their teaching practice. Currently, teachers informally evaluate programmes and activities. It is now time to document conversations and reflections. A record of these discussions could be used as a basis for setting objectives from which to evaluate programme effectiveness.

AssessmentAssessment practices are inconsistent. Teachers do not analyse and interpret the achievement information they have gathered. They do not identify areas where things had gone well and where further work is required to help them plan more effectively to benefit students.

Student achievement information is not widely shared. Sharing achievement information would provide meaningful information for parents about their children’s progress. Collated student achievement information should be discussed with the principal and reported to the board. This information can then be used to make appropriate resourcing decisions.

Readiness to give effect to Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori. The school continues to develop a strategic focus for the immersion classes in order to be prepared to deliver Te Marautanga o Aotearoa and implement Ngā Whanaketanga Rumaki Māori. The Māori immersion teachers have made some preparation. Students are not supported at home with te reo Māori, as many parents are not speakers of te reo Māori.

Professional developmentOpportunities for teachers to observe good practice in other Māori immersion programmes would benefit staff in the Māori immersion unit.

Secondary School

Areas of strength

Planning and evaluationPlanning expectations are clear for Year 9 and 10 students. Course outlines for each subject include a vision, principles and values. Weekly planning is brief but regular and there are some term plans and units. The targeted curriculum area for Year 9 and 10 is literacy. NCEA overviews align to Year 11-13 in mathematics, English, visual arts, science and social studies and careers. Teachers formally evaluate their programmes at the end of each term. Some useful information is collected.

Areas for development and review

Approaches to teachingLearning programmes in the secondary area of the school are mainly teacher directed. Little use is made of the local context or students’ prior knowledge. Teachers need to develop programmes that:

  • acknowledge and include students’ interests in their learning;
  • are appropriate for each student’s levels of achievement; and
  • promote successful achievement at each learning level.

AssessmentAll secondary teachers use a set assessment schedule. Student grades are collated and there is some analysis and interpretation of student achievement data. NCEA assessments are all internal. Results for 2009 show 9 students gained Level 1, 3 students gained Level 2, and 3 students need either a literacy or numeracy credit to gain an NCEA qualification.Considering the small class numbers and the opportunity for one-to-one teaching these results are poor. Assessment data must be used to plan and implement programmes that are appropriate for students’ needs and interests.

Reporting student achievement. There is a lack of clear reporting about student achievement information to the board. A more robust reporting strategy about student achievement would give the board relevant information about how well students are achieving and areas for improvement. Board members need good information to enable them to make informed decisions about resourcing.

4 Board Assurance on Legal Requirements

Te Kura ā Rohe o Te Whānau-ā-Apanui Before the review, the board of trustees and principal ofcompleted an ERO Board Assurance Statement and Self-Audit Checklist.

In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

  • board administration;
  • curriculum;
  • management of health, safety and welfare;
  • personnel management;
  • financial management; and
  • asset management.

During the review, ERO looked at the school’s documentation, including policies, procedures and records. ERO sampled recent use of procedures and ERO also checked elements of the following five areas that have a potentially high impact on students’ achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment);
  • physical safety of students;
  • teacher registration;
  • stand-downs, suspensions, expulsions and exclusions; and
  • attendance.

ERO’s investigations identified absenteeism as an area of concern.The board and staff are aware of this issue. While they have developed some procedures to monitor and follow up student absences there is a need to evaluate the effectiveness of teaching programmes and their relevance to student interests.

5 Recommendations

ERO and the board agreed that:

5.1 the board and staff look at ways to form partnerships and engage the community and whānau in the wider life of the school;

5.2 parents and teachers consider ways they can support students’ learning;

5.3 the board and staff implement a process of rigorous self review in all aspects of the school’s operation to consider how to make the necessary improvements to provide a high quality education for students; and

5.4 the principal and staff participate in external professional development to gain a greater awareness and understanding of the use of assessment tools and plan to meet the individual needs of students.

6 Future Action

ERO intends to carry out another review within one year.

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)

11 March 2011

 

Community Page

To the Parents and Community of Te Kura ā Rohe o Te Whānau-ā-Apanui

These are the findings of the Education Review Office’s latest report on Te Kura ā Rohe o Te Whānau-ā-Apanui.

Ko wai au?

Nō hea au?

E haere ana au ki hea?

Te Whānau-ā-Apanui Area School is an iwi-based area school situated at Te Kaha. Itoperates with three defined education units; a mainstream primary school unit, the Māori immersion unit and a wharekura/secondary unit.The school caters for Year 1-13 students in mainstream, with two primary Māori immersion classes available for students in Year 1-5.A kōhanga reo is sited close to the Māori immersion classes and the children often visit and participate in school activities.

The school community is well known for its cultural heritage, recognised artists, composers, writers and highly respected elders. This is an area rich in sea and forest resources. The meeting house and important iwi and hapū carvings, including a genealogical chart, hold prominent positions in the school environment. These contain a wealth of history, stories and cultural heritage of the local iwi.Using local resources to develop the school’s curriculum and to enhance learning experiences for students could be the next step for the school.

Students are friendly and get on well together. The school has a warm and caring environment. Students confidently welcome visitors, enjoy kapa haka and participate in a range of sporting activities. Whānau support students during cultural and sporting events. However, whānau members are not actively engaged in decision making processes at school.

The principal continues to work hard in this small predominantly Māori community. He has participated in local hui as an observer and is getting to know the people and the culture of the area. He has identified the need to raise student achievement levels as a focus for future development. He is also considering strategies for retaining Year 13 students. The principal, staff and board are concerned about absenteeism and the desirability of retaining Year 13 students. They are considering how best to address these matters.

The quality of assessment varies across the school. In the primary school, mainstream unit staff are diligent in regularly gathering student achievement; teachers in the Māori Immersion Unit use a range of formal assessment tools in te reo Māori to assess student achievement in literacy and numeracy; and in the wharekura all staff use a set assessment schedule. Staff are becoming more aware of the importance of assessment and how to use the resulting information to improve student achievement.

Students in Year 9 and 10 are underachieving. Staff are working to raise the achievement levels of these students to meet national expectations. Students’ portfolios in the wharekura contain cumulative data including National Certificates of Educational Achievement (NCEA).

Some teachers plan opportunities and experiences to support and encourage student learning. These teachers are aware of their students’ needs and cater well for individuals and groups in their class. Teachers in the secondary area need to motivate, excite, and maintain students’ interest in learning and achieving. In senior mathematics, the principal models appropriate teaching practice and as a result students successfully achieve in this learning area.

Currently there are some staff relationship issues to be solved. The principal is considering more clearly defining roles and responsibilities to support the development of a collaborative team approach.

Board members, after participating in some training, are coming to terms with their roles and responsibilities. They are gaining confidence that through self-review practices and systems for monitoring progress, goals in the school’s charter can be achieved.

ERO reports on areas of national interest. During this review ERO has gathered information about using assessment information to promote student progress and achievement in reading, writing and mathematics (Year1-8), success for Māori and readiness for Ngā Whanaketanga Rumaki Maori as areas of national interest.

Future Action

ERO intends to carry out another review within one year.

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

Review Coverage

ERO reviews do not cover every aspect of kura performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this kura.

If you would like a copy of the full report, please contact the kura or see the ERO web page, http://www.ero.govt.nz.

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve educational achievement in schools; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on student achievement and build on each school’s self-review.

Review Focus

ERO’s framework for reviewing and reporting is based on three review strands.

  • School Specific Priorities– the quality of education and the impact of school policies and practices on student achievement.
  • Areas of Specific Government Interest– information about how Government policies are working in schools.
  • Compliance with Legal Requirements– assurance that this school has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this school.