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Te Whakamahere Kura He Aratohu mā ngā Poari Kaitiaki Version: Whiringa-ā-nuku 2012
School Planning Version: October 2012
ISBN 978-0-478-38686-8 ISBN 978-0-478-38687-5 (web)
Te Whakamahere Kura: He Aratohu mā ngā Poari Kaitiaki
Contents Kōrero Whakataki ..................................................................................................................1
Huringa arotake whaiaro ........................................................................................................1
Te tūtohinga kura ...................................................................................................................2 He aha te tūnga o te whānau me te poari? .........................................................................3
Kei roto i te tūtohinga: ............................................................................................................3
Ngā uaratanga .......................................................................................................................5 He whakarāpopoto o ngā whakaritenga me ngā upane ......................................................6 Te whakatakoto uaratanga .................................................................................................8
He tauira o te wāhanga Mahere ā-Tau: Te Kura o Uenuku ....................................................9 Te whakamōhio i te whakamahere, te kohi taunakitanga me te whakamahi raraunga ...... 10 Te Tātaringa Rerekētanga 2012 ....................................................................................... 12 Ngā Kitenga Nui ............................................................................................................... 14 Te whakatakoto i ngā uaratanga....................................................................................... 15
Introduction .......................................................................................................................... 17
Self review cycle .................................................................................................................. 17
The kura charter ................................................................................................................... 18 What is the whānau and board’s role? .............................................................................. 19
The charter includes:............................................................................................................ 19
Targets ................................................................................................................................ 21 A brief summary of terms and steps ................................................................................. 22 Target setting ................................................................................................................... 24
Annual Plan Section Example: Te Kura o Uenuku ............................................................... 25 Informing the planning: gathering the evidence and working with the data ....................... 26 2012 Analysis of Variance ................................................................................................ 28 Key findings ...................................................................................................................... 30 Setting the targets ............................................................................................................ 31
Te Whakamahere Kura: He Aratohu mā ngā Poari Kaitiaki Page 1
Kōrero Whakataki He mahi nui te whakatakoto mahere o tō huringa arotake whaiaro kura-whānui. He tuku aratohu tēnei rauemi mō ngā kura me ngā wāhanga kaupapa Māori mō te whakamahere ā-tau. Hāngai tonu tēnei rauemi ki ngā tūtohinga kura, ngā uaratanga ā-tau ā, te whakauru i Ngā Whanaketanga Rumaki Māori ki roto i ngā tūtohinga o ngā kura ako ākonga 1-10. E whakariaki ana i ngā whakamahere onāianei, te pūrongo mōhiohio me ngā rauemi, me te tautoko i ētahi atu mōhiohio mō te whakamahi i Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori.
E wātea anō ētahi atu mōhiohio mō Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori i: • http://www.minedu.govt.nz/Boards/SchoolPlanningAndReporting/Planning/SchoolChartersI
ncorporatingNgaWhanaketangaRumakiMaori.aspx
Huringa arotake whaiaro He tukanga nui te arotake whaiaro mō tō whānau me tō poari hei āwhina ki te hiki i te kauneke me te whakatutukitanga a te ākonga. Ka whai wāhi hoki ki te awhina i tō whānau me tō poari ki te whakatinana i ngā hua mō ō ākonga, ia tau, ia tau. Mō te mahi i tēnei, kia tōtika tonu ngā tukanga whakamahere, pūrongo hoki hei awhina i ngā ākonga ki te whakatutuki i ō rātau pito mata e pā ana ki Te Aho Matua i roto i ngā Kura Kaupapa Māori, ngā āhuatanga motuhake o ngā Kura Motuhake hoki/rānei, ngā Kura-a-Iwi me ngā wāhanga kaupapa Māori. He wāhanga nui te tūtohinga mō tō huringa arotake whaiaro kura whānui. E whakaahua ana te hoahoa e whai ake i te āhua o te tautoko o te tūtohinga i ngā wāhanga whakamahere o te huringa arotake whaiaro a ngā poari.
The annual charter update, AoV and NAG2A (Years 1-8) reporting
To be submitted to the Ministry by 1 March
The annual report To be submitted to the Ministry by 31 May
Planning
Reporting
Implementing and monitoring
Reviewing
Te Whakamahere Kura: He Aratohu mā ngā Poari Kaitiaki Page 2
Haere tonu ai ngā hōtaka whakatinana me te aroturuki, me te arotake kauneke puta noa i te tau.
Ko ngā pātai hei ārahi pea i te arotake whaiaro: • He aha ngā tūmanako, ngā whāinga rautaki, ā-tau hoki kua whakaritea e te
whānau/poari e pā ana ki Te Aho Matua/te āhuatanga motuhake o te kura, e hāngai ana ki te whakapiki i te kauneke me ngā whakatutukitanga a ngā ākonga, te whakahaere i te kura, me te whakahaere hoki i ngā rawa?
• He aha ngā mahi kua whāia e te whānau/poari kia taea ai te whakatutuki i ō rātau
tūmanako, whāinga hoki? • He aha ngā hua kua taea e te whānau/poari, nā te aha rātau i mōhio ai kua taea/he
aha a rātau taunakitanga? • He pēhea te whakamahi a te whānau/poari i ēnei mōhiohio mō te whakapai haere
tonu? • Ki te kore e tutuki ngā tūmanako me ngā whāinga, he aha ngā mahinga a muri ake
ka whāia e te whānau/poari? E wātea ētahi atu mōhiohio mō te arotake whaiaro kura i: • http://www.ero.govt.nz/content/download/126204/2112212/version/2/file/kura-
framework.PDF • http://www.ero.govt.nz/content/download/157496/2623587/version/1/file/School+Framework
+3+May+2011.pdf • http://www.ero.govt.nz/Review-Process/For-Schools-and-Kura-Kaupapa-Maori/Maori-
Success-ERO-s-approach-to-evaluating-outcomes-for-Maori-learners • http://nzcurriculum.tki.org.nz/National-Standards/Self-review-tools/Boards-of-trustees
Te tūtohinga kura Ko te tūtohinga te tuhinga whakamahere matua mā tō whānau me tō poari. He whakarārangi i te ara rautaki rangatiratanga mō te whānau me te poari i ngā tau 3-5 e whai ake, ā, e pēhea hoki te hiki i te kauneke me ngā whakatutukitanga a ngā ākonga katoa. E tika ana me whakaata te tūtohinga i ngā tino hiahia a Te Kāwanatanga e takoto ana i Ngā Aratohu Mātauranga–a-Motu me Ngā Aratohu Whakahaerenga-a-Motu. Mō ngā Kura Kaupapa Māori, me tohu anō te tūtohinga kei te ū ngā mahi a te kura ki Te Aho Matua. Mō ngā Kura Motuhake, ngā Kura-ā-Iwi me ngā wāhanga kaupapa Māori, me whakaata hoki i te āhuatanga o te kura, te wāhanga kaupapa Māori rānei. Me tirotiro haere tonu ki te tūtohitanga puta noa i te tau. Mā te arotake tonu i ngā mahi, me te whakatika tautoko me ngā rauemi ki ngā wāhi e tika ana, e kite ai te poari me te whānau mēnā kei runga rātau i te ara tika e tutuki ai ō rātau tūmanako, me ā rātau whāinga.
Te Whakamahere Kura: He Aratohu mā ngā Poari Kaitiaki Page 3
E whakaatu ana te hoahoa i te pānga o tō tūtohinga kura ki te whakamahere me te pūrongo.
He aha te tūnga o te whānau me te poari? Kei te whānau me te poari te mana whakahaere i ngā whakamahere me ngā pūrongo. Nō rātau te kawenga ki te whakapuāwai i te tūtohinga me te pūrongo ā-tau, me te ārahi hoki i te whakawhanaketanga o te wāhanga rautaki. Ko tā te poari anō he āta wānanga mēnā kei te tika te whakatakoto i ngā mōhiohio i roto i te tūtohinga, kia mārama ai ngā ākonga, ngā mātua, ngā whānau, te hāpori me te iwi, he aha tā rātau e whai nei mō ā rātau ākonga. Ka tuku mana te poari ki te tumuaki/rōpū whakahaere o te kura hei ārahi i ā rātau ki te whakawhanake i te wāhanga-ā-tau me ngā whāinga. E tika ana i runga anō i ngā whakawhitiwhiti kōrero me ngā kaiako me hāngai tonu ēnā ki te ākonga, ki ngā mahi ka taea e ia me ngā wāhanga e hiahiatia ana, kia whakapikihia te kauneketanga me te whakatutukitanga a te ākonga.
Kei roto i te tūtohinga: He wāhanga whakataki I roto i tēnei wāhanga, kia mārama tonu te whakatakoto ko wai tō kura, ko wai tō hāpori, ko wai tō iwi, he aha tō āhuatanga motuhake (ahakoa he Kura Kaupapa Māori, he Kura
Engagement with whānau, community, iwi
KURA CHARTER
Strategic Section 3-5 year broad aims and
goals reflective of Te Aho Matua/Special
Character
Introductory Section Who are you and your
whānau and community? Te Aho Matua/ Special
Character, vision, mission, values
Graduate Profile (Te Tino Uaratanga/Te
Āhuatanga o te Akonga)
Annual Section Current year’s aims/goals Current years targets for
achieving Te Tino Uaratanga or Te Āhuatanga
o te Akonga Actions
ANNUAL REPORT
Board/whānau-led development /review
Tumuaki/Management responsibility with
board/whānau sign-off
Te Whakamahere Kura: He Aratohu mā ngā Poari Kaitiaki Page 4
Motuhake, he Kura-ā-Iwi, he momo Kura kē rānei, he wāhanga kaupapa Māori rānei). Me whakatakoto anō hoki ngā whāinga whānui mō ngā ākonga katoa, ka whakatakoto i ngā whakaaro, i ngā hiahia a ō ākonga, ō whānau, tō hāpori me te iwi, e pā ana ki te kura. Ka noho ōrite tonu te wāhanga whakataki i runga i te āhua kei tēhea wehenga o te huringa arotake whaiaro tō poari me tō whānau, ā, me te āhua o te hāngai o te tūtohinga ki Te Marautanga o Aotearoa. He wāhanga rautaki E whakatakoto ana tēnei wāhanga i ngā whāinga rautaki a te kura, ā, e whakaatu ana hoki e pēhea ana te whakariaka a te poari i ngā Aratohu Mātauranga-ā-Motu (NEG), tae atu ki ngā Aratohu Whakahaerenga-ā-Motu (NAG); otirā ngā putanga kauneke me ngā whakatutukitanga a te ākonga mō ngā tau e 3-5 e whai ake. Ka whakamātauria ētahi atu kura, whakanga kaupapa Māori hoki, i runga i ō rātau āhuatanga motuhake. He mea nui te arotake me te whakahou i tō wāhanga mahere rautaki ia tau hei whakaata i te ara e hīkoitia ana e te whānau i ngā tau e 3-5 e heke mai nei. Mēnā he ākonga kei tō kura i ngā tau 1-10, ā, ko Te Marautanga o Aotearoa kei te whakatakoto huarahi mō ō hōtaka akoranga, me whakauru koe i Ngā Whanaketanga Rumaki Māori ki roto i ō whakamahere rautaki. E tautoko ana ngā Ngā Whanaketanga Rumaki Māori i Te Marautanga o Aotearoa mā te whakaahua i ngā pūkenga Kōrero, Pānui, Tuhituhi me te Pāngarau me ngā mōhiotanga e hiahiatia kia taea e rātau ngā wāhanga akoranga katoa o Te Marautanga o Aotearoa. Ngā whāinga rautaki (ngā tauira) E whai ake nei ētahi tauira rautaki hei whakaaro mā te kura Ka āhei ngā ākonga katoa ki Te Marautanga o Aotearoa, e taunakitia e ngā kauneke me ngā whakatutukitanga e pā ana ki ngā putanga o Ngā Whanaketanga Rumaki Māori (tau 1-10), ngā putanga whakatutukitanga NCEA hoki/rānei. Te whakapai ake i te whakatutukitanga a te ākonga mā te whakakaha ake i te reo Māori me ōna tikanga katoa i waenga i te kura me ngā tamariki. E taea e ngā ākonga whai matea tauwhāiti ngā taumata mātauranga e pā ana ki Te Marautanga o Aotearoa ā, ki te whakauru whānui me te whai wāhi hoki ki tō rātau kura, whānau, marae me te iwi. E wātea ētahi atu mōhiohio mō te whakamahere me ngā tūtohinga i: • http://www.minedu.govt.nz/Boards/SchoolPlanningAndReporting.aspx He wāhanga ā-tau E whakatakoto ana te wāhanga–ā-tau i ō whāinga, ō tūmanako, ō uaratanga ā-tau, me ngā mahinga, rauemi hoki kua whakaritea hei whakatutuki i ngā putanga kua whakatakotohia e koe mō te kura me ō ākonga. Ka tautoko katoa ēnei i ngā āhuatanga mō te kauneke i te whakatutukitanga a ō ākonga mō te tau ā-kura e hāngai ana ki te tūtohinga. Me hāngai pū tonu ō whāinga ā-tau ki ō whāinga rautaki. Mā ēnei ka arotake haere tonu ki ō whāinga me ō uaratanga. E tika ana kia mātua mōhio te whānau me te poari: E hāngai ana te mahere ā-tau ki te mahere rautaki. E ū ana ngā ngā uaratanga me ngā mahinga ā-tau mō te hiki i te kauneke,
whakatutukitanga hoki ki ngā hiahia motuhake a ngā ākonga me te hāngai anō ki ō
Te Whakamahere Kura: He Aratohu mā ngā Poari Kaitiaki Page 5
whāinga ā-tau, ngā whakaarotau ā-motu, Te Aho Matua (mō ngā kura Kaupapa Māori) me te āhuatanga motuhake o te kura (mō ētahi atu kura me ngā wāhanga kaupapa Māori).
E whai ake nei ko ētahi tauira e toru mō ngā Whāinga ā-tau e hāngai ana ki ngā tauira Rautaki ā-tau i runga ake
Whāinga rautaki: Ka āhei ana ngā ākonga katoa ki te Te Marautanga o Aotearoa (TMOA) e taunakitia e ngā kauneke me ngā whakatutukitanga e pā ana ki Ngā Whanaketanga Rumaki Māori (NWRM). Whāinga ā-tau: Ko ngā ākonga katoa e hiahia hōtaka tautoko whaiaro ake ka tere ake te kauneke kia tutuki ai ngā tūmanako e pā ana ki te Pāngarau NWRM i te mutunga o te tau.
Whāinga rautaki: Te whakapiki ake i te whakatutukitanga a te ākonga mā te whakapakari ake i te reo me ōna tikanga katoa i waenganui i te whānau o te kura me ngā tamariki. Whāinga ā-tau: Ki te whakawhanake ake i te pai o te reo Māori ō ngā ākonga, o ngā kaiako me te whānau e ai ki tā mātau mahere mō tēnei tau.
Whāinga rautaki: E taea e ngā ākonga whai matea tauwhāiti ngā taumata mātauranga e pā ana ki Te Marautanga o Aotearoa ā, ki te whakauru whānui me te whai wāhi ki tō rātau kura, whānau, te marae me te iwi. Pūtake-ā-tau: Te hiki i te māramatanga, te māiatanga me te tohungatanga o tō mātau kura i te mutunga o te tau, kia pai ake ai te tautoko i ngā ākonga whai matea tauwhāiti kia tutuki i a rātau ngā taumata mātauranga
Ngā uaratanga He wāhanga nui te whakatakoto uaratanga o te whakamahere me te tukanga pūrongo mō te hiki i te whakatutukitanga a ngā ākonga. Mahia ai tēnei i ngā taumata katoa o te kura. • I te taumata akomanga ako, mahi ai ngā kaiako me ngā ākonga me ō rātau whānau ki te
whakatakoto uaratanga me te kohi i ngā raraunga kauneke, whakatutukitanga hoki mō ngā ākonga mā te whakamahi aromatawai hei wāhanga i roto i ā rātau whakamahere akomanga me ā rātau hōtaka akoranga takitahi .
• I te taumata kura whānui, ka whakatakoto te kura i ngā whāinga rautaki, ngā whāinga ā-tau,
ngā uaratanga me ngā mahinga i roto i a rātau tūtohinga kia mātua whakarite ka eke ngā ākonga katoa ki ō rātau pito mata, me te arotahi atu ki ngā kauneke me te uaratanga mō ngā rōpū ākonga whāiti.
• Ka taea te aroturuki me te tātai i ngā mahinga hei whakatere ake i te kauneke o te
ākonga puta noa i te tau, ā, ka whakarerekē ina hiahiatia ana. E whakaatu ana ngā uaratanga i ngā nekenga whakapai ake e whai ana koe mō te painga o ō ākonga puta noa i te tau. Mā ēnei ka āhei tō kura te tautuhi me te tautoko. • Ko ngā ākonga/rōpū ākonga e hiahia tautoko atu anō pea me ngā nekenga e hiahia koe
ki te āwhina i a rātau.
Te Whakamahere Kura: He Aratohu mā ngā Poari Kaitiaki Page 6
• Ngā tautoko e hiahiatia hei tutuki i tēnei rerekētanga. Kei roto i tēnei ko tētahi aronga whakamahere, tōpū hoki e hāngai ana ki ngā rauemi pūtea, ngā akoranga ngaio, whakangungu hoki me ētahi atu whakaakoranga, akoranga me ngā hōtaka ā-hapori ka whakatūhia pea e te kura.
• Me whai kiko ngā uaratanga engari me mātātaki, me te hāngai ki te kauneke huhua,
pakari hoki me ngā raraunga whakatutukitanga. Me hāngai pū ki ngā whāinga ā-kura, ā-tau hoki.
E whakaatu ana tēnei hoahoa i te aronga uiui mō te whakahaere me te whakatakoto uaratanga hei hiki ake i te kauneke o te ākonga me te whakatutukitanga i ngā taumata akomanga, kura, poari me te whānau.1
He whakarāpopoto o ngā whakaritenga me ngā upane Ko te whakatutukitanga, he whakaahua i te taumata o ngā akoranga o te ākonga e ai ki te aromatawai. Kei roto i tēnei ko te whakamahi i ngā utauta aromatawai, ngā moka, me ngā arohaehae a te kaiako i ngā kauneke o te ākonga me te whakatutukitanga. Ko te tikanga o te Kauneke ko te rerekētanga o te whakatutukitanga i waenga
1 The diagram combines the target setting cycle from Te Kete Ipurangi (TKI) Assessment site (www.tki.govt.nz/assessment), the Inquiry cycle from Te Marautanga o Aotearoa (p16) http://tmoa.tki.org.nz/Nga-Marautanga-o-Aotearoa/Te-Marautanga-o-Aotearoa , and the Inquiry approach cycle from School Charters-Incorporating National Standards (p7) http://www.minedu.govt.nz/Boards/SchoolPlanningAndReporting/Planning/IncorporatingNationalStandards.aspx
Te Whakamahere Kura: He Aratohu mā ngā Poari Kaitiaki Page 7
i ngā wā e rua, hei tauira, i te tīmatanga o te tau me te mutunga o te tau, mai i te tētahi tau ki tētahi (hei tauira, 2012 me te 2013), te āhua rānei o te mōhio o te ākonga e pā ana ki Ngā Whanaketanga Rumaki Māori. Mā te tātari i ngā kauneke o te ākonga ka mōhiotia ngā wāhi hei tautoko i i te ākonga ake, i ētahi rōpū ākonga kē rānei. Kei roto pea i tēnei ko te tuku whakaakoranga me te tautoko akoranga hoki mō ngā ākonga mahi haere ana ki te whakatutuki i ngā wawata ā-motu e pā ana ki Ngā Whanaketanga Rumaki Māori, te whakawhānui rānei i ngā ākonga pūmanawa me te pūkenga. Te kohi taunakitanga Me mārama te whānau, te poari me te kura kei te pēhea te kauneke me te whakatutuki o ā rātau ākonga, otirā ngā ākonga whai tautoko atu anō. Hei whakatutuki i tēnei me whakamahi te kura i ngā mahinga aromatawai whaitake. He mea nui ēnei mō te waihanga i te tūāpapa taunakitanga huhua hei whakamōhio i ngā whakaakoranga whai kounga me ngā uaratanga akoranga, ā, mō te āhuatanga ki Ngā Whanaketanga Rumaki Māori, me te whakamahere me te pūrongo whai kounga. Me kohi raraunga aromatawai ō kaiako me ngā kaiārahi o te kura puta noa i te tau. Kia rite tonu te pūrongo haere i ngā tātaringa raraunga whakatutukitanga ākonga ki te poari me te whānau. E wātea anō i te Tātaringa Rerekētanga. Nā ngā mōhiohio i roto i te Tātaringa Rerekētanga ka āhei te poari me te whānau te aromātai i ngā hua whakaako, akoranga hoki ki ngā whāinga me ngā uaratanga o tō tūtohinga, te arotake mahi me te tautuhi whakaarotau mō te tau e tū mai. E wātea ētahi atu mōhiohio mā te kura mō te Tātaringa Rerekētanga i: • http://www.minedu.govt.nz/Boards/SchoolPlanningAndReporting/Reporting/ReportingForKur
aAndMaoriMediumSettings.aspx • http://www.minedu.govt.nz/Boards/SchoolPlanningAndReporting/Reporting.aspx
E wātea ētahi atu mōhiohio mā te kura mō te Aromatawai i: • http://tmoa.tki.org.nz/Mataiako/Aromatawai • http://www.minedu.govt.nz/theMinistry/EducationInitiatives/Mataiako.aspx
Te whakamahi rarauranga Nō te tumuaki te kawenga mō te whakahaere i ngā raraunga o te kura. Arā, ko te whakarite kei temārama ngā kaimahi ki ngā tukanga me ngā tikanga o te kura mō te kohi, te tātari me te putu raraunga aromatawai me te māmā anō ki te whakatinana. Nō te poari me te whānau te kawenga mō te aromātai me te tātai i te kauneke me te whakatutukitanga a ngā ākonga. Ko te tikanga o tēnei kia mārama ai te whai wāhi o ngā tukanga aromatawai me te aromatawai hei arotake whaiaro whaitake, ā, me te whakamahere me te tuku pūrongo. Te pānui me te tātari raraunga hei tautuhi whakaarotau mō te whakapai ake Ka taea e tō poari te tuku mana ki te tumuaki hei waihanga mai i te mahere ā-tau, rautaki hoki. Kei roto i tēnei mana tuku ko te tātari raraunga hei tautuhi i ngā tino hiahia hei whakapai ake, hei whakatakoto whāinga, uaratanga hoki mai i tēnei tātaritanga, me te whakarite i ngā tūmahi e tutuki ai ngā whāinga me ngā uaratanga. Ko tāu mahi te poari me te whānau, he arotake me te matapaki i te mahere-ā-tau, ka mātua whakarite kei te hāngai ngā whāinga me ngā uaratanga ki te whakatutuki i ngā pito mata o ō ākonga e pā ana ki Te Aho Matua/te āhuatanga motuhake rānei o tō kura.
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Te whakatakoto uaratanga Ka taea e koe te whakatakoto haere i ō uaratanga ina mutu ana te tātari raraunga. Me mātua whakarite tō poari me tō whānau ka taea e ngā uaratanga ō wawata me ō whāinga te whakatutuki mā ō ākonga, ā, ka hikina hoki tō rātau kauneke, whakatutukitanga hoki. Me arotahi ngā uaratanga ki te whakatere ake i te kauneke me te whakatutukitanga mō ngā ākonga kāore i te eke ki ō rātau pito mata. Mā te whakatakoto uaratanga ka taea e te kura te whakaraupapa tika i ngā rauemi tāpiri me ngā tautoko ki ngā wāhi e hiahiatia ana. Ko te tino kaupapa o tō kura ko te tautoko i ngā ākonga katoa kia eke ki ō rātau pito mata, te hiki i tō rātau kauneke, whakatutukitanga hoki, tāpiri atu hoki ki ngā uaratanga kua tautuhia kia tautokohia. Te tuhi uaratanga tōtika Kia tōtika ai ngā uaratanga me: • Ū ki ngā raraunga taunakitanga huhua, tae atu hoki ki ngā raraunga whakatutukitanga
ākonga o nāianei, ngā raraunga ia, tauira hoki. • Arotahi ki ngā ākonga/rōpū ākonga kia taea ai te whakatere ake me te tautoko i tō rātau
kauneketanga, whakatutukitanga hoki ki te whakatutuki i ō rātau pito mata. • Hāngai ki runga i ngā mahi e hiahia tautoko ana ngā ākonga
takitaki, takirōpū rānei. • Arotahi ki te hiki i te kauneketanga me te whakatutukitanga o ngā ākonga
takitaki/ā-rōpū rānei, kaua tētahi ōrautanga rānei. • Mātua whakarite kei te kauneke ngā ākonga me te whakatutuki anō kia eke ai rātau ki ō
rātau pito mata. • Tautuhi ngā wāhi hei whakapai ake i roto i ngā whakaakoranga me ngā akoranga. • Mātau ki tā te Arohaehae Rerekētanga • Me ū ki te SMART. Ko ngā uaratanga SMART: • Tauwhāiti – kei te arotahi ki ngā ākonga e hiahia tautoko atu anō ki nga wāhi hoki e
hiahiatia ana. • Tātai – Me ū ki tētahi manako whakatutukitanga kia taea ai te tātai tika (kia ine rahitia,
hei tauira, i tua atu i tētahi uaratanga ōrau , me tauwhāiti tō uaratanga me te arotahi ki ngā ākonga e hiahia tautoko atu anō.)
• Ka taea – ka taea engari he mātātaki. • Hāngai – e hāngai ana ki ngā hiahia ā te ākonga takitahi/rōpū ākonga hoki. • Whai-wā – he wā whakamutunga kia taea ai e koe te arotake i ō mahi, te tautuhi i ō hua
me te whakamahere i ō hīkoi whakamua. E wātea ētahi mōhiohio mō te whakakaha uaratanga i: • http://www.minedu.govt.nz/Boards/SchoolPlanningAndReporting/Planning/StrengtheningTa
rgets.aspx
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He tauira o te wāhanga Mahere ā-Tau: Te Kura o Uenuku Te kauneke me ngā whakatutukitanga o Te Kura o Uenuku (tau 1-10 nō tētahi kura pakimaero) i te Pāngarau Kua kohia, kua tātaritia hoki e Te Kura o Uenuku ngā raraunga Pāngarau mō te tau 2012. Nā runga i ngā taunakitanga o te tau 2012 me te Tātaringa Rerekētanga, kua waihangatia e rātau te mahere ā-tau mō te Pāngarau. MAHERE Ā-TAU 2013 – NGĀ WHĀINGA ME NGĀ UARATANGA PĀNGARAU
Whāinga rautaki: e āhei katoa ngā ākonga te uru atu ki Te Marautanga o Aotearoa (TMOA) e taunakitia nei e te kauneke me te whakatutukitanga e pā ana ki Ngā Whakawhanaketanga Rumaki Māori (NWRM).
Whāinga ā-tau: ko ngā ākonga katoa e hiahia hōtaka tautoko whaiaro ake ka taea e rātau te whakatere i te kauneke e hiahiatia kia eke ai rātau, te eke rawa atu rānei i ngā manako e pā ana ki te Pāngarau NWRM i te mutunga o te tau.
Raraunga taunakitanga/tīmatanga: E whakaatuhia ana e ngā tātaritanga raraunga puta noa i te kura, arā, he maha ngā ākonga kei te whakatutuki, kei te tōhipa kē atu rānei i ngā tūmanako e pā ana ki ngā Pāngarau NWRM. He tohu anō he ākonga kei ia taumata tau e mahi haere ana ki ngā whakatutukitanga e pā ana ki te NWRM. 38 ngā ākonga o te tau 3. 14 ngā tamatāne o te tau 6.19 o ngā ākonga o te tau 3 me ngā tamatāne 14 tau 6 e hiahia hōtaka akoranga whaiaro ake kia mātua whakarite ka whai wāhi rātau ki te whakatere ake i te kauneke i ō rātau tau 4 me te 7 kia taea ai ngā whakatutukitanga mō NWRM. Kua tautuhia ko Te Tauanga hei matea tauwhāiti puta noa i ngā tau katoa. Hei tāpiri atu, ko Te Ine me te Hanga mō ngā ākonga tau 3, a, mō ngā tamatāne tau 6 ko Te Tūponotanga. E hiahiatia kia whakapai ake te hāngai ake o ngā aromatawai puta noa i te kura ki NWRM, me te whakamahi i ngā tirohanga me ngā arohaehae a te kaiako.
Ngā Uaratanga • Ka āta whakaritea he hōtaka tautoko ake tae noa ki te mutunga o te wāhanga 1 mō ngā ākonga 51 mai i ngā taumata ā-tau katoa e
hiahia kia āwhina ki te whakatutuki, ki te tōhipa rānei i ngā tūmanako Pāngarau NWRM. • Ko ngā ākonga katoa kei te tau 4 e kauneke atu ana ki te whakatutuki Pāngarau NWRM 1e, 2a rānei i te mutunga o te tau 3, e
whakatōhipa rānei i ngā manako mō Pāngarau NWRM 2e i te mutunga o te tau 4. • Ko ngā tamatāne tau 7 katoa e kauneke haere atu ki te whakatutuki i ngā Pāngarau NWRM 3e i te mutunga o te tau 6, e whakatōhipa
rānei ngā i manako mō ngā Pāngarau NWRM 4a i te mutunga o te tau 7. Ngā mahi e tutuki ai ngā uaratanga Te Wā Kawenga Rauemi 1. Te arotake rauraunga kauneke me te whakatutukitanga me
ngā kaimahi mō ngā ākonga katoa e hiahia tautoko whaiaro ake.
Wāhanga 4, 2012/ Wāhanga 1, 2013
Tumuaki -
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2. He whakarite i ngā hiahia akoranga ake o ēnei ākonga katoa (51) me te whakatinana i ngā hōtaka whaiaro ake e tutuki ai ngā hiahia akoranga takitahi.
Wāhanga 1 2013 Ngā kaiako matua/ngā kaiako
$2,550 (ngā rauemi hōtaka)
3. Te arotake i te whānui me te taurite o ngā aka Pāngarau. Whakawhanake me te whakamahi i tētahi mahere tuku marautanga taurite.
Wāhanga 4, 2012/ Wāhanga 1, 2013
Tumuaki/Rōpū whakahaere matua
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4. Te whakawhanake mahere PLD: kura-whānui; e hono ki ngā whāinga ā-tau i roto i ngā whakaritenga kirimana o ia kaiako
Wāhanga 4, 2012 Tumuaki/Ngā kaiwhakahaere matua
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5. E hāngai ana te PLD ki ngā hiahia kua tautuhia i ngā taumatau tau – mō ngā kaiako katoa i ngā aromatawai e hāngai ana ki te NWRM, me Te Tauanga; ko ngā kaiako tau 1-2, ka arotahi ki te Rautaki Tau, ko ngā tau 3-5, ka arotahi ki te Te Ine me te Hanga; ko ngā kaiako tau 6-8, ka arotahi ki Te Tūponotanga.
Haere tonu puta noa i te tau
Tumuaki $10,000 ( 10 ngā kaiako x 1 rā i te wāhanga te ōritenga)
6. Ki te whakawhanake me te whakatinana i tētahi hōtaka akoranga Pāngarau kāinga-kura mō ngā whānau me ngā akoranga e hiahia hōtaka tautoko whaiaro ake.
Haere tonu puta noa i te tau
Tumuaki/Ngā kaiwhakahaere matua/ngā kaiako
$2,550 (ngā rauemi hōtaka)
Te whakamōhio i te whakamahere, te kohi taunakitanga me te whakamahi raraunga Me mātua whakamōhio tō poari i tō whānau, i tō iwi me tō hapori ka pēhea te whakapai ake a tō kura i te kauneke me te whakatutukitanga a ngā ākonga. E whakaatu ana ēnei raraunga o te tau 2012 i ngā hua whakatutukitanga mō ngā ākonga e pā ana ki ngā Pāngarau NWRM. Kua whakamahia e te poari me te whānau hei arotake i tā rātau mahere rautaki, me te whakahou i tā rātau whāinga rautaki, me te whakahou i ā rātau whāinga ā-tau, uaratanga ā-tau hoki. E 196 ngā ākonga e whakaatuhia e ngā raraunga. Tokowaru ngā ākonga kāore i whakaurua mai nā te mea he ākonga hou, ka mutu kāore anō kia eke i a rātau te kotahi tau ki te kura. Tokorua ngā ākonga o te tau 6 kua rua tau nei rāua i te rumaki reo, ā, kei te hiahia tautoko reo atu anō rāua. E 74 ōrau (145) ngā ākonga kei te whakatutuki, kei te tōhipa i ngā manako rānei e pā ana ki te Pāngarau NWRM. E 26 ōrau (51) o ngā ākonga kei te kauneke haere atu ki te Pāngarau NWRM me te hiahia hōtaka tautoko whaiaro ake. I kohia ngā raraunga e ngā rōpū akoranga kura tuatahi, kura takawaenga me te kura pakeke i ia wāhanga mā te whakamahi i ngā puna taunakitanga e 3. I arotakehia e ngā rōpū ngā raraunga hei whakarite i te whaitake me te tōtikatanga o ngā arohaehae ā ngā kaiako, tae atu ki ngā moka aromatawai me ngā tirohanga kaiako. E 294 ngā tauira mahi ā ngā ākonga i whakaōritehia e ngā kaiwhakahaere matua. He hautoru o ngā mahi tauira whakaōrite ā ngā ākonga mai i ia tau i whakaōrite ā-wahotia e ērā atu o ngā kura e toru o te kāhui kura.
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NGĀ RARAUNGA PĀNGARAU KURA-WHĀNAU 2012 MAI I NGĀ AROHAEHAE KAIAKO WHĀNUI I TE WHIRINGA-Ā-RANGI 2012
Ngā Tau i te Kura
Tāne/ wahine
Te Maha o ngā Ākonga
Me āta tautoko (me āta tautoko kia eke ki ngā tūmanako ā-motu)
Kei te eke tonu (e aru ana i te tutukitanga o ngā tūmanako ā-motu)
Kei te eke (kua tutuki ngā tūmanako ā-motu)
Kei te eke panuku (kua rere ki mua i ngā tūmanako ā-motu)
Whr 2012 Te maha o ngā Tama kei te eke/kei te eke panuku
Whr 2012 Te maha o ngā Kōtiro kei te eke/kei te eke panuku
Whr 2012 Te maha o ngā ākonga katoa kei te eke/kei te eke panuku
Tētahi atu Mātāwaka
I muri o te tau 1
Tama 9 0/9 2/9 6/9 1/9 7/9 16/19 Kōtiro 10 0/10 1/10 8/10 1/10 9/10
I muri o te tau 2
Tama 9 0/9 1/9 7/9 1/9 8/9 16/19 Kōtiro 10 0/10 2/10 6/10 2/10 8/10
I muri o te tau 3
Tama 25 4/25 9/25 9/25 3/25 12/25 19/38 Kōtiro 13 3/13 3/13 5/13 2/13 7/13
I muri o te tau 4
Tama 11 1/11 1/11 7/11 2/11 9/11 21/24 Kōtiro 13 1/13 0/13 11/13 1/13 12/13
I muri o te tau 5
Tama 10 2/10 1/10 5/10 2/10 7/10 15/20 Kōtiro 10 0/10 2/10 6/10 2/10 8/10
I muri o te tau 6
Tama 14 4/14 5/14 4/14 1/14 5/14 19/33 Kōtiro 19 1/19 4/19 10/19 4/19 14/19
I muri o te tau 7
Tama 10 0/10 2/10 6/10 2/10 8/10 19/22 Kōtiro 12 0/12 1/12 8/12 3/12 11/12
I muri o te tau 8
Tama 10 0/10 1/10 6/10 3/10 9/10 20/21 Kōtiro 11 0/11 0/11 9/11 2/11 11/11
Moananui-a-Kiwa
Tama 0 0/0 0/0 0/0 0/0 0/0 0/0 Kōtiro 0 0/0 0/0 0/0 0/0 0/0
Ētahi atu (hei tauira, Pākehā)
Tama 0 0/0 0/0 0/0 0/0 0/0 0/0 Kōtiro 0 0/0 0/0 0/0 0/0 0/0
Ngā ākonga katoa: ngā tutukitanga o NWRM Pāngarau
196 16/196 35/196 113/196 32/196 65/98 80/98 145/196
He whakamārama: He tauira noa iho te ripoata nei
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Te Tātaringa Rerekētanga 2012 E rārangi ana te Tātaringa Rerekētanga i te rerekētanga i waenga i ngā uaratanga i whakatakotohia i te tau 2011 ki ērā i tutuki i te tau 2012, ā, i tautuhia ngā raraunga me ngā taunakitanga. He tautuhi anō i ngā āhuatanga whaitake, kāore hoki i whaitake hei tautoko i ngā whakatutukitanga ākonga.
Whāinga rautaki: E āhei katoa ana ngā ākonga ki te uru atu ki Te Marautanga o Aotearoa (TMOA), arā e taunakihia nei e ngā whakatutukitanga me ngā kauneke e pā ana ki Ngā Whanaketanga Rumaki Māori (NWRM).
Whāinga ā-tau: Ki te whakanui ake i ngā ākonga e whakatutuki ana, e whakatōhipa ana rānei i ngā tūmanako e pā ana ki te NWRM Pāngarau.
Ngā taunakitanga o muri: Kei roto i ngā raraunga katoa o te kura e whakaatu ana 19/38 o ngā ākonga o te tau 3 e whakatutuki ana, e whakatōhipa ana i ngā tūmanako e pā ana ki te Pāngarau NWRM mō tō rātau taumata ā-tau i te marama o Whiringa-ā-rangi. 19 o ngā ākonga o te tau 6 e tutuki ana, e tōhipa ana rānei i ngā tūmanako e pā ana ki te Pāngarau NWRM. 14 ngā tamatāne o te tau 6. E manawapā ana ki ngā tamatāne tau 6 nā te mea e 5 noa iho i tutuki, i tōhipa rānei i ngā tūmanako e pā ana ki te Pāngarau NWRM.
Uaratanga: Ki te whakapiki ake i ngā ākonga e tutuki ana, e tōphipa rānei i ngā tūmanako e pā ana ki Ngā Whanaketanga Pāngarau
Ngā mahi: He aha ngā mea kua oti i a tātau?
Ngā hua: I aha? Ngā take mō te rerekētanga He aha i pērā ai?
Aromātai: Ki hea a muri ake?
Nā ngā arohaehae kaiako, me ngā momo aromatawai i tautuhi i ngā hiahia a ngā ākonga me ngā tautoko e hiahiatia ana hei hiki i tō rātau kauneke me te whakatutukitanga. Ngā hōtaka kua āta hangaia me te whakatinana hei whakatutuki i ngā hiahia kua tautuhia mō ngā ākonga. I whai wāhi ngā kaiako ki ngā Pāngarau PLD.
I kitea te tino pakari haere o ngā ākonga hiahia hōtaka whaiaro ake me te kauneke haere i te tau 2012. Kua whakatere te kauneke o te nuinga o ngā ākonga nā reira e tutuki ana me te tōhipa ana i ngā tūmanako e pā ana ki te Pāngarau NWRM. E 35 ōrau o ngā ākonga tau 3 kua kauneke mai i te hiahia hōtaka whaiaro ake, te kauneke haere rānei ki te whakatutuki e pā ana Pāngarau NWRM. E 20 ōrau o ngā ākonga tau 6 neke mai i te hiahia hōtaka whaiaro ake ki te kauneke haere e pā ana ki te Pāngarau NWRM.
Kāore i tutuki ētahi o ngā hōtaka me ngā tautoko arotahi ā ngā kaiako ki ngā nekenga i tūmanakohia, ā, he tōtika ake ētahi hōtaka. I uaua ngā whakaritenga o te reo Māori Pāngarau ki ngā tamatāne tau 6 e rua kua rua tau ki roto i te rumaki reo. He kaha ake te kauneke o ngā ākonga a ngā kaiako i whai wāhi ki ngā Pāngarau PLD i ērā o ngā ākonga a ngā kaiako kāore i whai wāhi.
Me tautuhi haere tonu me te whakahāngai tautoko hei whakapiki i te kauneke me te whakatutukitanga a ngā ākonga. Me arotahi ki ngā hōtaka whakatere i te pai ake o ngā whakatutukitanga ākonga. Me mātua whakarite ka tukuna he tautoko reo Māori Pāngarau mō ngā ākonga, kaiako, whānau hoki. Kua whakatauria me whai katoa ngā kaiako i te Pāngarau PLD. Ka wehea he pūtea kia taea ai e ngā kaimahi te whakauru atu ki ngā whakangungu me ngā akoranga ngaio mō te tau 2013
Whakamahere mō tērā tau Ka whakatakotohia ngā uaratanga ā-tau i roto i te mahere ā-tau hou, mō ngā ākonga kāore i whakatutuki i ngā tūmanako e pā ana ki te Pāngarau NWRM mō tō rātau marautanga me tō rātau taumata tau.
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Te pānui me te tātari raraunga Nā ngā kaiako matua me ngā kaiako i tātari i ngā raraunga. I whakaaroarohia e rātau te Tātaringa Rerekētanga o tērā tau (2012), me ngā arohaehae kaiako e pā ana ki Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori. E whakaatu ana ngā raraunga: • E kaha ana te whakaako o Tau i ngā taumata ā-tau katoa. • I ngā ākonga takitahi me ngā rōpū ākonga e whakatutuki ana, e whakatōhipa ana i ngā tūmanako e pā ana k te Te Marautanga o Aotearoa
me Ngā Whanaketanga Rumaki Māori Pāngarau. • Ko ngā ākonga takitahi me ngā rōpū ākonga e hiahia hōtaka whaiaro ake kia tutuki i a rātau ngā hua kauneke me te whakatutukitanga e
tūmanakohia ana. • E 51 ngā ākonga puta noa i ngā taumata ā-tau, ka hiahia tautoko atu anō kia tutuki ai ngā tūmanako ā-motu e pā ana ki Te Marautanga o
Aotearoa me Ngā Whanaketanga Rumaki Māori. He maha ngā tamatāne tau 3 (13/25) me ngā tamatāne tau 6 (9/14) e hiahia hōtaka whaiaro ake.
• Kāore i tutuki i ngā rōpū tau 3 me ngā tau 6 ngā whāinga akoranga me ngā tūmanako whakatutukitanga mō ngā tau e rua kua hipa. • Kāore ngā tamatāne tau 6 e rua i roto i te rumaki mō ngā tau e rua, i whiwhi i ngā tautoko e hiahia ana rāua kia taea e rāua te Pāngarau
reo Māori, ā, he aukatinga tēnei ki o rāua akoranga. • Kāore i tutuki i te nuinga o ngā ākonga tau 3 ngā tūmanako whakatutukitanga i Te Taunga, i Te Ine me te Hanga, ā, ko te nuinga o ngā
tamatāne tau 6 kāore i eke ki ngā tūmanako whakatutukitanga i Te Taunga me Te Tūponotanga.
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Ngā Kitenga Nui E hiahiatia ana i roto i tō pūrongo ā-tau kia whakauruhia e tō poari he whakarāpopotonga o ngā kaha me ngā wāhi hei whakapai ake e pā ana ki Ngā Whanaketanga Rumaki Māori (NAG 2A(b)(i) (ii) (iii)). Mō te mahi i tēnei, me tātari e tō poari me te whānau ngā raraunga whakatutukitanga ākonga taumata ā-kura e pā ana ki Ngā Whanaketanga Rumaki Māori. Me whakauru pea e tō kura ngā kitenga nui mō ō Whāngai ā-tau, ngā uaratanga me ngā mahi. Ngā āhuatanga kaha • Te ako i a Tau puta noa i ngā tau katoa. • Mā ngā aromatawai ā-roto, ā-waho hoki me ngā arohaehae kaiako me ngā arohaehae kaiako, ka pakari ake te māiatanga me te pūmau o
te kaiako puta no i te kura.
Ngā wāhanga kua kitea hei whakapai ake Te pūtake me ngā taunakitanga mō ngā wāhanga kua tautuhia hei whakapai ake
• Whakaōrite ā-roto me ngā whakaōrite ā-waho mō ngā aromatawai me ngā arohaehae kaiako.
• Whakapai ake i ngā māramatanga o ngā kaiako tau tuatahi, tau tuarua ki ngā tirohanga kaiako, ngā arohaehae kaiako me ngā rautaki tau.
• Te hiki i ngā māramatanga o ngā kaiako katoa ki te whakahāngai i ngā mahinga aromatawai me te NWRM.
• Te arohaehae me te whakatika i te kaupapa o Te Reo Māori Nga Whakaurutanga Hou e haere tonu nei.
• Poutama Tau, Uiui,ngā āhuatanga aromatawai, ngā arohaehae kaiako, whakaōrite, te taumata māiatanga me te matatau ki te reo pāngarau me te reo Māori (Mātauranga a-waha me te māramatanga) o ngā ākonga.
Ngā mahi kua whakamaheretia hei hiki i ngā whakatutukitanga o ngā ākonga • Ko ngā ākonga kāore i te eke ngā tutukitanga e pā ana ki te Pāngarau NWRM ka whai hōtaka motuhake me ngā mahinga hāngai ake ki ō
rātau hiahia. • Te arotake i nga whakatakotoranga me ngā whakataurite o ngā aka Pāngarau kia āta kitea ai he ōrite tā mātau whakahaere marautanga. • Te whakawhanake i tētahi hōtaka akoranga Pāngarau mō te kāinga-kura me ngā whānau o ngā ākonga kua tohua, kia taea ai e ngā
whānau te tautoko i ā rātau tamariki i roto i a rātau akoranga akomanga. • Ki te whakarite PLD mō ngā kaiako katoa kia mātua whakarite ka ū ngā kauneke mātauranga me ngā tūmanako e pā ana ki ngā Pāngarau
NWRM i roto i ngā mahinga akomanga puta noa i ngā taumata ā-tau katoa.
Ngā uaratanga mō tērā tau Ka arotahi ngā uaratanga ki: • Ngā ākonga 51 puta noa i ngā taumata ā-tau katoa e hiahia āwhina ana ki te mahi Pāngarau. • Ko ngā ākonga tau 4 katoa e kauneke atu ki te whakatutuki i ngā Pāngarau 1e NWRM i te mutunga o te tau tuatoru. • Ko ngā ākonga tau 7 katoa e ahu atu ana ki te whakatutuki i ngā Pāngarau 3a NWRM i te mutunga o te tau tuaono.
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Te whakatakoto i ngā uaratanga Mai i tēnei tātaritanga i whakawhanaketia te Whāinga ā-tau e whai ake:
Whāinga rautaki: Ka taea e ngā ākonga katoa te whakauru atu ki Te Marautanga o Aotearoa (TMOA) arā, e taunakihia nei e ngā kauneke me ngā whakatutukitanga e pā ana ki Ngā Whanaketanga Rumaki Māori (NWRM).
Pūtake-ā-tau: Ka taea e ngā ākonga katoa e hiahia hōtaka tautoko hāngai ake hei whakatere ake i te kauneke e hiahiatia kia tutuki, kia tōhipa i ngā tūmanako e pā ana ki ngā Pāngarau NWRM i te mutunga o te tau.
Mai i tēnei whāinga ka whakatinanahia ngā Uaratanga ā-tau e whai ake nei. I mua o te whakaaetanga ki ngā uaratanga, i arotakehia e te poari o Te Kura o Uenuku ngā raraunga me ngā taunakitanga me te Tumuaki, i āta tirotiro anō kei te ū ngā uaratanga ki ngā whakaritenga SMART:
Uaratanga; Ka hangaia he hōtaka tautoko whaiaro ake mō ngā ākonga 51 puta noa i ngā taumata ā-tau katoa e hiahia tautoko ki te whakatutuki, ki te whakatōhipa i ngā tūmanako o ngā Pāngarau NWRM, tae noa ki te mutunga o te wāhanga tuatahi
Uaratanga: Ko ngā ākonga katoa o te tau 4 e kauneke atu ana ki te whakatutuki i ngā Pāngarau NWRM 1e, 2a rānei i te mutunga o te tau 3, ka whakatutuki, ka whakatōhipa i ngā tūmanako mō ngā Pāngarau NWRM 2e i te mutunga o te tau 4.
Ka hāngai ngā Whāinga ā-tau ki ngā Whāinga rautaki
He TAUWHĀITI, he HĀNGAI hoki ngā uaratanga - e arotahi ana hoki ki ngā ākonga tau 4 e kauneke ana ki te whakatutuki i ngā Pāngarau.
Ka taea te uaratanga te TĀTAI. Ka tātaihia ngā kauneketanga me ngā whakatutukitanga e pā ana ki ngā NWRM.
He WĀ MUTU kua whakatakotohia mō ngā uaratanga. He tuku wā me tutuki te mahi.
Ka TAEA noa iho (ahakoa uaua) te uaratanga. Kua whakatakotohia e te kura ngā mahi mā ngā kaiārahi, kaiako, whānau, me ngā ākonga e whakahāngai ana ki ngā
He TAUWHĀITI, he HĀNGAI ngā uaratanga – e hāngai ana hoki ki ngā ākonga takitahi e kauneke ana ki te whakatutuki i ngā Pāngarau NWRM
He WĀ MUTU kua whakatakotohia mō ngā uaratanga. He tuku wā me tutuki te mahi.
Ka taea te uaratanga te TĀTARI me te WHAKATUTUKI. Ka kī ka aha, mā wai (ākonga 51) Kua takoto ngā mahi mahere hei whakatutuki i te uaratanga.
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Uaratanga Ko ngā ākonga tau 7 katoa e kauneke ana ki te whakatutuki i ngā Pāngarau NWRM 3e i te mutunga o te tau 6, ka whakatutuki, ka whakatōhipa i ngā tūmanako mō ngā Pāngarau NWRM 4a a i te mutunga o te tau 7.
Ngā mea hei whakatūpato ina whakatakoto uaratanga E whakaatu ana ngā tauira e whai ake i ngā uaratanga kāore e ū ki ngā tikanga a. He rite tonu ngā tauira nei ki ngā tauira ake kei ngā tūtohinga.
aratanga: Tae rawa atu ki te mutunga o te wāhanga 4, e tika ana me mahi ngā ākonga 4 katoa ki tō rātau ake reanga, ā, e māia ana hoki ki te kōrero i runga i te kaupapa e pā ana ki ngā tūhuratanga tataunga me te uiui pātai hou.
Uaratanga: Ki te hiki i te whakatutukitanga o ngā ākonga 80 ōrau o ngā ngā tau 7 kāore i te eke ngā mahi i roto i te Tūponotanga ki ngā taumata e rua kia mahi ai rātau i roto i ngā ngā taumata marautanga 7-8.
Ka pēhea te 20 ōrau o ētahi atu o ngā ākonga? Me hāngai kē ngā uaratanga ki te whakapai ake i te kauneke me te whakatutukitanga o te katoa o te rōpū whāiti.
He WĀ MUTU kua whakatakotohia mō ngā uaratanga. He tuku wā me tutuki te mahi.
He TAUWHĀITI, he HĀNGAI ngā uaratanga – e hāngai ana hoki ki ngā ākonga takitahi e kauneke ana ki te whakatutuki i ngā Pāngarau 3e NWRM
Ka taea te uaratanga te TĀTARI. Ka tātarihia ngā kauneke me ngā whakatutukitanga e pā ana ki ngā NWRM.
Ka TAEA noa iho (ahakoa uaua) te uaratanga. Kua whakatakotohia e te kura ngā mahi mā ngā kaiārahi, kaiako, whānau, me ngā ākonga e whakahāngai ana ki ngā wāhi kua tautuhia e hiahia tautoko ana e ai ki ngā raraunga me ngā taunakitanga.
Ka marama anō nga whānau he aha ngā mea e hiahia ana i ia taumata ā- taipakeke? Ka marama anō nga whānau he pēhea te hāngai a te taumata ā-taipakeke ki ngā Pāngarau NWRM?
He aka kotahi noa iho ngā tataunga o te Pāngarau NWRM. Ka pēhea ētahi atu o ngā aka?
He aka kotahi noa iho te tūponotanga o ngā Pāngarau NWRM. Ka pēhea ētahi atu o ngā aka?
Ka mārama anō te whānau ki te reo hangarau?
Kei te tohu ngā taumata marautanga ki ngā aha?
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Introduction Planning is a key part of your kura-wide self review cycle. This resource provides guidance for kura and Māori medium settings on annual planning. This resource focuses on the kura charter, annual targets and incorporating Ngā Whanaketanga Rumaki Māori in charters for kura with learners in Years 1–10. It builds on existing planning and reporting information and resources, and complements other information about using Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori. More information about Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori is available at • http://www.minedu.govt.nz/Boards/SchoolPlanningAndReporting/Planning/SchoolChartersIn
corporatingNgaWhanaketangaRumakiMaori.aspx
Self review cycle Self review is an important process for your whānau and board to help raise learner progress and achievement. It helps your whānau and board to achieve better outcomes for your learners from year to year. To do this, your board needs to have effective planning and reporting processes to support learners to achieve their potential in relation to Te Aho Matua in Kura Kaupapa Māori, and/or the special character of the kura in Kura Motuhake, Kura-a-Iwi and Māori medium settings. The charter is an important part of your kura-wide self review cycle. This diagram shows how the charter supports the planning phases of the boards self review cycle.
The annual charter update, AoV and NAG2A (Years 1-8) reporting
To be submitted to the Ministry by 1 March
The annual report To be submitted to the Ministry by 31 May
Planning
Reporting
Implementing and monitoring
Reviewing
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Implementing and monitoring programmes and reviewing progress are ongoing actions throughout the year.
Key questions for guiding self review may include: • What are the aspirations, strategic and annual aims set by the whānau/board in relation
to Te Aho Matua/the kura special character, focused on raising progress and achievement of learners, running the kura, and managing resources?
• What actions has the whānau/board undertaken towards achieving their set aspirations
and aims? • What has the whānau/board achieved and how do they know that they have
achieved/what is their evidence? • How are the whānau/board using this information for continuous improvement? • If aspirations and aims haven’t been achieved what future actions will the whānau/board
take?
More information on kura self review is available at: • http://www.ero.govt.nz/content/download/126204/2112212/version/2/file/kura-
framework.PDF • http://www.ero.govt.nz/content/download/157496/2623587/version/1/file/School+Frame
work+3+May+2011.pdf • http://www.ero.govt.nz/Review-Process/For-Schools-and-Kura-Kaupapa-Maori/Maori-
Success-ERO-s-approach-to-evaluating-outcomes-for-Maori-learners • http://nzcurriculum.tki.org.nz/National-Standards/Self-review-tools/Boards-of-trustees
The kura charter The charter is the key planning document for your whānau and board. It sets out the whānau and board’s strategic leadership direction for the next 3–5 years, and how the board and whānau intends to raise progress and achievement for all learners. The charter should reflect the government’s priorities as set out in the National Education Guidelines and the National Administration Guidelines. For Kura Kaupapa Māori, the charter must also demonstrate that the kura operates in accordance with Te Aho Matua. For Kura Motuhake, Kura-ā-Iwi and Māori medium settings the charter will also reflect the special character of the kura or Māori medium setting. The charter should be referred to throughout the school year. Through reviewing actions and adjusting support and resources to where these are most needed the board and whānau can ensure that they are on track to meet their aspirations, aims and targets.
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This diagram shows how your kura charter relates to planning and reporting.
What is the whānau and board’s role? The whānau and board are responsible for planning and reporting. They are responsible for developing the charter and the annual report and leading the development of the strategic section. The board should ensure that the information in the charter describes for learners, parents and whānau, community and iwi, what it wants to achieve for its learners. The board delegates responsibility to the Tumuaki/ kura leadership team for developing the annual section and targets. These should focus on the learner, what they can do and where they need support for raising learner progress and achievement, in consultation with the teaching staff.
The charter includes: An Introductory section This section should clearly outline who your kura is, who your community and iwi are, and your special character (whether you are a Kura Kaupapa Māori, Kura Motuhake, Kura-ā-Iwi, or other type of Kura or Māori medium setting). It should outline the overarching aims for every learner and include your learner, whānau, community and/or iwi expectations of the kura.
Engagement with whānau, community, iwi
KURA CHARTER
Strategic Section 3-5 year broad aims and
goals reflective of Te Aho Matua/Special
Character
Introductory Section Who are you and your
whānau and community? Te Aho Matua/ Special
Character, vision, mission, values
Graduate Profile (Te Tino Uaratanga/Te
Āhuatanga o te Akonga)
Annual Section Current year’s aims/goals Current years targets for
achieving Te Tino Uaratanga or Te Āhuatanga
o te Akonga Actions
ANNUAL REPORT
Board/whānau-led development /review
Tumuaki/Management responsibility with
board/whānau sign-off
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The introductory section may stay the same depending on the stage your board and whānau are at in the strategic review cycle and the degree of the charter’s alignment with The National Curriculum – Te Marautanga o Aotearoa or The New Zealand Curriculum. A Strategic section This section sets out the whānau and board’s strategic aims and goals for the kura, and shows how the board is giving effect to the National Education Guidelines (NEGs), including the National Administration Guidelines (NAGs); in particular learner progress and achievement outcomes for the next 3–5 years. For Kura Kaupapa Māori, these are based on Te Aho Matua. For other kura and Māori medium settings, these will be based on your special character. It is important to review and update your strategic plan section annually to reflect the whānau and board’s broad direction for the next three to five years. If your kura has learners in Years 1–10, and Te Marautanga o Aotearoa sets the direction for your teaching and learning programmes, you will need to incorporate Ngā Whanaketanga Rumaki Māori in your strategic planning. Ngā Whanaketanga Rumaki Māori support Te Marautanga o Aotearoa by describing the Kōrero (oral language), Pānui (reading), Tuhituhi (writing) and Pāngarau (mathematics) skills and knowledge learners need to enable them to access all the learning areas of Te Marautanga o Aotearoa .
Strategic aims (examples) The following are examples of strategic aims that a kura may consider: All learners are able to access Te Marautanga o Aotearoa as evidenced by progress and achievement in relation to Ngā Whanaketanga Rumaki Māori (Years 1-10) and/or NCEA achievement outcomes. Improve learner achievement through strengthening te reo Māori me ōna tikanga amongst our kura whānau and tamariki. Learners with special learning needs are achieving educational success in relation to Te Marautanga o Aotearoa and participate fully in and contribute to the kura, their whānau, marae and iwi.
More information about planning and charters is available at: • http://www.minedu.govt.nz/Boards/SchoolPlanningAndReporting.aspx
An Annual section The annual section outlines your annual aims, goals, targets, planned actions and resources to achieve the outcomes you have set for your kura and learners. These will all contribute to the conditions for raising the progress and achievement of your learners for the school year the charter relates to. Your annual aims should align closely to your strategic aims. These also allow ongoing review against your goals and targets. The whānau and board need to be assured that: • The annual plan is aligned to the strategic plan.
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• The annual targets and actions for raising learner progress and achievement meet the specific needs of learners and are aligned with your annual aims, the national priorities, Te Aho Matua (for Kura Kaupapa Māori) and the special character of the kura (for other kura and Māori medium settings).
The following are three examples of Annual aims that align to the Strategic aim examples above:
Strategic aim: All learners are able to access Te Marautanga o Aotearoa (TMOA) as evidenced by achievement and progress in relation to Ngā Whanaketanga Rumaki Māori (NWRM). Annual aim: All learners who require a tailored programme of support will make the accelerated progress they need to achieve or exceed expectations in relation to NWRM Pāngarau by the end of the year.
Strategic aim: Improve learner achievement through strengthening te reo Māori me ōna tikanga amongst our kura whānau and tamariki. Annual aim: To develop te reo Māori proficiency of our learners, teachers and whānau in accordance with our Te Reo Māori plan for this year.
Strategic aim: Learners with special learning needs are achieving educational success in relation to Te Marautanga o Aotearoa and participate fully in and contribute to the kura, their whānau, marae and iwi. Annual aim: Build our kura understanding, confidence and expertise by the end of the year, to better support our learners with special education needs to achieve education success.
Targets Target setting is also a key part of the kura planning and reporting process for raising learner achievement. It takes place across all levels of the kura: • At the classroom level, teachers work with learners and their whānau to set targets and
collect progress and achievement data for learners using aromatawai as part of their class planning and individual learning programmes.
• At the kura-wide level, kura set strategic aims, annual aims, targets and actions in their
charters to ensure all learners achieve their potential, with a focus on improving progress and achievement for specific groups of learners.
• The actions to accelerate learner progress and achievement can be monitored and
measured throughout the year, and modified where required. Targets show the improvement shifts you are aiming to achieve for your learners over the year. They enable your kura to identify and support: • Specific learners/groups of learners who may require more support and the shifts you
want to help them make.
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• The support required to achieve this change. This includes a planned and integrated approach that aligns financial resources, professional learning and development and other teaching, learning and community-based programmes the kura may establish.
• Targets should be realistic but challenging, and based on rich and robust progress and
achievement data. They should also relate directly to the kura strategic and annual aims. This diagram shows an inquiry approach to planning and target setting to raise learner progress and achievement at classroom, kura and board and whānau levels. 1
A brief summary of terms and steps Achievement describes the level a learner has achieved based on aromatawai. Teacher judgments and various modes of assessment are used to identify the levels of achievement. Progress means the difference in achievement between two points in time, for example the beginning of the year and the end of the year, from one year and the next (e.g. 2012 and 2013), or where learners are at in relation to Ngā Whanaketanga Rumaki Māori. Analysing
1 The diagram combines the target setting cycle from Te Kete Ipurangi (TKI) Assessment site (www.tki.govt.nz/assessment), the Inquiry cycle from Te Marautanga o Aotearoa (p16) http://tmoa.tki.org.nz/Nga-Marautanga-o-Aotearoa/Te-Marautanga-o-Aotearoa , and the Inquiry approach cycle from School Charters-Incorporating National Standards (p7) http://www.minedu.govt.nz/Boards/SchoolPlanningAndReporting/Planning/IncorporatingNationalStandards.aspx
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learner progress will highlight where support is needed for individual learners or particular groups of learners. This could include providing tailored teaching and learning support for students who are working toward achieving national expectations in relation to Ngā Whanaketanga Rumaki Māori, or extending learners who are gifted and talented. Gathering evidence The whānau, board and kura need to understand how their learners are progressing and achieving, particularly learners who need more support. To do this the kura must use effective aromatawai practices. These are important for building the rich evidence base needed to inform quality teaching and learning targets, including in relation to Ngā Whanaketanga Rumaki Māori, and quality planning and reporting. Your teachers and kura leaders collect assessment data throughout the year. Analysed learner achievement data is regularly reported to the board and whānau. It is also available from the Analysis of Variance. The information contained in the Analysis of Variance enables the board and whānau to evaluate teaching and learning results against the aims and targets in your charter, review actions and identify priorities for the coming year. More information for kura on the Analysis of Variance is available at: • http://www.minedu.govt.nz/Boards/SchoolPlanningAndReporting/Reporting/ReportingF
orKuraAndMaoriMediumSettings.aspx • http://www.minedu.govt.nz/Boards/SchoolPlanningAndReporting/Reporting.aspx
More information about Aromatawai is available at: • http://tmoa.tki.org.nz/Mataiako/Aromatawai • http://www.minedu.govt.nz/theMinistry/EducationInitiatives/Mataiako.aspx
Working with data The Tumuaki is responsible for managing kura data. This includes ensuring that kura processes and procedures for collecting, analysing and storing assessment data are understood by staff and easily implemented. The board and whānau are responsible for monitoring and measuring the progress and achievement of learners. This means understanding how aromatawai and kura assessment processes contribute to effective self review, and planning and reporting. Reading and analysing data to identify priorities for improvement Your board may delegate authority to the Tumuaki to develop the annual and strategic plan. This delegated authority can include data analysis to identify priorities for improvement, setting aims and targets based on this analysis, and deciding the actions to achieve the aims and targets. Your role as a board and whānau is to review and discuss the annual plan and ensure the aims and targets are focused on achieving your learners’ potential in relation to Te Aho Matua and/or the special character of your kura.
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Target setting You can start setting your targets when the data analysis is complete. Your board and whānau must ensure that the targets will achieve the aspirations and aims you have for your learners and raise their progress and achievement. Targets should focus on accelerating progress and achievement for learners who are not reaching their potential. Setting targets allows the kura to prioritise additional resources and support where the need is identified. Supporting all learners to achieve their potential and raise their progress and achievement is the core business of your kura, in addition to the targets for identified learners that require more support. Writing effective targets To be effective targets need to: • Be based on rich evidence-based data, including current learner achievement data, trend
and pattern data. • Focus on individual learners/groups of learners whose progress and achievement could
be accelerated to support them to achieve their potential. • Focus on what individual learners or groups of learners need extra support to do. • Focus on improving the progress and achievement of all of the targeted individual
learners/groups of learners rather than only a percentage of them. • Ensure all learners are progressing and achieving to reach their potential. • Identify improvements in teaching and learning. • Be informed by the Analysis of Variance. • Be SMART. SMART targets are: • Specific – are focused on learners who need more support and identify where they need
more support. • Measurable – have an achievement expectation so that it can be measured properly (be
quantifiable, eg. instead of setting a percentage target, your target should be specific and focused on the learners who need more support).
• Achievable – are realistic but challenging. • Relevant – are relevant to the needs of individual learners/group of learners. • Time-bound – have an end point so that you can review your actions, identify your
results and plan your next steps. More information about strengthening targets is available at: • http://www.minedu.govt.nz/Boards/SchoolPlanningAndReporting/Planning/Strengthenin
gTargets.aspx
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Annual Plan Section Example: Te Kura o Uenuku Te Kura o Uenuku (a fictitious year 1-8 kura) progress and achievement in pāngarau Te Kura o Uenuku has collected and analysed kura-wide Pāngarau data for year 2012. Based on the 2012 evidence, and Analysis of Variance, they have developed the 2013 annual plan for Pāngarau. 2013 ANNUAL PLAN– PĀNGARAU AIMS AND TARGETS
Strategic aim: All learners are able to access Te Marautanga o Aotearoa (TMOA) as evidenced by progress and achievement in relation to Ngā Whanaketanga Rumaki Māori (NWRM). Annual aim: All learners who require a tailored programme of support will make the accelerated progress they need to achieve or exceed expectations in relation to NWRM Pāngarau by the end of the year. Evidence/baseline data: Analysis of kura wide data shows that a significant majority of learners are achieving or exceeding expectations in relation to NWRM Pāngarau. It also shows that there are learners at every year level who are working toward achieving success in relation to NWRM. 19 of 38 of year 3 learners and 9 of 14 year 6 boys require tailored learning programmes to ensure they experience accelerated progress in years 4 and 7 respectively to achieve success in relation to NWRM. Te Tauanga has been identified as a specific need across all year levels. In addition, for year 3 learners, Te Ine me te Hanga and for year 6 boys Te Tūponotanga. Kura-wide improvement is needed in aligning aromatawai with NWRM, and using teacher observation and judgment. Targets: • 51 learners across all year levels requiring more support to achieve or exceed NMRM Pāngarau expectations will have tailored
programmes of support in place by the end of Term 1. • All Year 4 learners who were progressing towards achieving NWRM Pāngarau 1e or 2a at the end of Year 3 will be achieving or
exceeding expectations for NWRM Pāngarau 2e by the end of Year 4. • All Year 7 boys who were progressing towards achieving NWRM Pāngarau 3e at the end of Year 6 will be achieving or exceeding
expectations for NWRM Pāngarau 4a by the end of Year 7.
Actions to achieve targets Timing Responsibility Resourcing 1. Review progress and achievement data with staff for all
learners who require tailored support. Term 4, 2012/Term 1, 2013
Tumuaki -
2. Determine the particular learning needs of each of these learners (51) and implement tailored programmes to meet
Term 1, 2013 Senior teachers/ teachers
$2,550 (programme
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their individual learning needs. resources)
3. Review coverage and balance of the Pāngarau strands. Develop and implement a balanced curriculum delivery plan.
Term 4 2012/Term 1, 2013
Tumuaki/Senior management team
-
4. Develop PLD plan: whole-kura; linked to annual objectives in individual teacher’s performance agreements.
Term 4, 2012 Tumuaki/Senior management team
-
5. PLD aligned to identified needs in year levels - for all teachers in aromatawai aligned to NWRM, and Te Tauanga; teachers Years 1-2, focus on Rautaki Tau; teachers Years 3-5, focus on Te Ine me te Hanga; teachers Years 6-8, focus on Te Tūponotanga.
Ongoing throughout year Tumuaki $10,000 (10 teachers x1 day per term equivalent)
6. Develop and implement a home-kura Pāngarau learning programme for whānau and learners requiring tailored support programmes.
Ongoing throughout year Tumuaki/Senior management/classroom teachers
$2,550 (programme resources)
Informing the planning: gathering the evidence and working with the data Your board should inform your whānau, iwi and community about how your kura intends to improve learner progress and achievement. This 2012 data represents kura level achievement results for learners in relation to NWRM Pāngarau. The board and whānau have used it to review their strategic aim, and update their annual aim and targets. The data shows a total of 196 learners. Eight learners are not included as they are new entrants and have not been at school for a year. Two year 6 learners are in their second year of immersion and require extra language support. 145 of 196 learners are achieving or exceeding expectations in relation to NWRM Pāngarau. 51 learners are progressing towards NWRM Pāngarau and require a tailored programme of support. The data was gathered by the junior school, middle school and senior school teaching teams each term by using 3 sources of evidence. The teams analysed the data to ensure the validity and reliability of teacher judgments made, including assessment items and teacher observations. 294 examples of learner’s work were moderated by senior management. One third of moderated examples of learner’s work from each year level were then moderated externally by the three other kura in the kura cluster.
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2012 KURA-WIDE PĀNGARAU DATA OBTAINED FROM OVERALL TEACHER JUDGMENTS IN NOVEMBER 2012
Years at Kura Gender Total
Number of Learners
Me āta tautoko (Number and proportion requiring tailored support to achieve national expectations)
Kei te eke tonu (Number and proportion working toward achieving national expectations)
Kei te eke (Number and proportion achieving national expectations)
Kei te eke panuku (Number and proportion exceeding national expectations)
Nov 2012 Total proportion of Tama kei te eke/kei te eke panuku
Nov 2012 Total proportion of Kōtiro kei te eke/kei te eke panuku
Nov 2012 Total number and proportion of all learners kei te eke/kei te eke panuku
Other Ethnicity
After 1 year Tama 9 0/9 2/9 6/9 1/9 7/9 16/19 Kōtiro 10 0/10 1/10 8/10 1/10 9/10 After 2 years Tama 9 0/9 1/9 7/9 1/9 8/9 16/19 Kōtiro 10 0/10 2/10 6/10 2/10 8/10 After 3 years Tama 25 4/25 9/25 9/25 3/25 12/25 19/38 Kōtiro 13 3/13 3/13 5/13 2/13 7/13 After 4 years Tama 11 1/11 1/11 7/11 2/11 9/11 21/24 Kōtiro 13 1/13 0/13 11/13 1/13 12/13 After 5 years Tama 10 2/10 1/10 5/10 2/10 7/10 15/20 Kōtiro 10 0/10 2/10 6/10 2/10 8/10 After 6 years Tama 14 4/14 5/14 4/14 1/14 5/14 19/33 Kōtiro 19 1/19 4/19 10/19 4/19 14/19 After 7 years Tama 10 0/10 2/10 6/10 2/10 8/10 19/22 Kōtiro 12 0/12 1/12 8/12 3/12 11/12 After 8 years Tama 10 0/10 1/10 6/10 3/10 9/10 20/21 Kōtiro 11 0/11 0/11 9/11 2/11 11/11 Pasifika Tama 0 0/0 0/0 0/0 0/0 0/0 0/0 Kōtiro 0 0/0 0/0 0/0 0/0 0/0 Other (e.g. Pākehā)
Tama 0 0/0 0/0 0/0 0/0 0/0 0/0 Kōtiro 0 0/0 0/0 0/0 0/0 0/0 All Learners: achievement in relation to NWRM Pāngarau
196 16/196 35/196 113/196 32/196 65/98 80/98 145/196
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2012 Analysis of Variance The Analysis of Variance outlines the difference between the targets that were set in 2011 and what was achieved in 2012 identified through data and evidence. It also identifies what has and has not been effective in supporting learner achievement.
Strategic aim: All learners are able to access Te Marautanga o Aotearoa (TMOA) as evidenced by achievement and progress in relation to Ngā Whanaketanga Rumaki Māori (NWRM).
Annual aim: To increase the number of learners achieving or exceeding expectations, in relation to NWRM Pāngarau.
Background evidence: Kura wide data shows that 19 of 38 Year 3 learners were achieving or exceeding expectations in relation to NWRM Pāngarau for their year level in November 2012. 19 of 33 Year 6 learners were achieving or exceeding expectations in relation to NWRM Pāngarau. Year 6 boys were of particular concern, as 5 of 14 boys were achieving or exceeding expectations in relation to NWRM Pāngarau.
Target: Increase the number of learners achieving or exceeding expectations in relation to Ngā Whanaketanga Pāngarau.
Actions: What have we done? Outcomes: What happened? Reasons for the variance Why may it have happened?
Evaluation: Where to next?
Teacher judgments and various assessment modes identified learner’s needs and the support needed to improve their progress and achievement. Designed and implemented programmes targeted to meet identified learners’ needs. Teachers participated in Pāngarau PLD.
Significant shifts with learners who were requiring a tailored programme and progressing well were evident in 2012. Most learners have made accelerated progress and are now achieving or exceeding expectations in relation to NWRM Pāngarau.35% of Year 3 learners have moved from requiring a tailored programme or progressing well to achieving in relation to NWRM Pāngarau. 20% of year 6 learners have moved from requiring a tailored programme to progressing well in relation to NWRM Pāngarau.
Some of the targeted support and programmes offered by teachers did not achieve the shifts expected, while other programmes were more effective. Two of the Year 6 boys who have only been in immersion for two years have had difficulty with the complexity of te reo Māori Pāngarau requirements. Learners of teachers who participated in Pāngarau PLD made greater progress than learners of teachers who didn’t.
Continue to identify and target support to improve learner’s progress and achievement. Focus on programmes that make accelerated improvement in learner achievement. Ensure te reo Māori Pāngarau support is provided for learners, teachers and whānau. All teachers will be required to participate in the Pāngarau PLD. Funding will be allocated to provide for staff to participate in professional learning and development in 2013.
Planning for the next year Annual targets will be set in the updated annual plan for learners who did not achieve expectations in relation to NWRM Pāngarau for their curriculum and year level.
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Reading and analysing the data Senior teachers and teachers analysed the data. They considered the analysis of variance from last year (2012) and overall teacher judgments made in relation to Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori. The data shows: • Teaching of Tau is strong across all year levels. • The individual learners and groups of learners who are achieving and exceeding expectations in relation to Te Marautanga o Aotearoa
and Ngā Whanaketanga Rumaki Māori Pāngarau. • The individual learners and groups of learners who require tailored learning programmes to ensure that they achieve expected progress
and achievement outcomes. • 51 learners across all year levels will require more support to achieve national expectations in relation to Te Marautanga o Aotearoa
and Ngā Whanaketanga Rumaki Māori. A significant number of Year 3 boys (13/25) and Year 6 boys (9/14) will require tailored learning programmes.
• The Year 3 and Year 6 cohorts had not met learning goals and achievement expectations for the past two years. • The two Year 6 boys who had only been in immersion for two years did not receive the level of support they needed to cope with te reo
Māori Pāngarau and this was a barrier to their learning. • The majority of Year 3 learners did not meet achievement expectations in Te Tauanga and Te Ine me te Hanga and the majority of Year
6 boys did not meet achievement expectations in Te Tauanga and Te Tūponotanga.
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Key findings In your annual report, your board is required to include a summary of your kura strengths and areas for improvement in relation to Ngā Whanaketanga Rumaki Māori (NAG 2A(b)(i) (ii) (iii)). To do this, your board and whānau will need to analyse school-level student achievement data in relation to Ngā Whanaketanga Rumaki Māori. Your kura could include key findings for all your Annual aims, targets and actions. Identified areas of strength • Teaching of Tau across all year levels. • Through internal and external moderation of assessments and teacher judgments, teachers’ confidence and consistency across kura is strengthened.
Identified areas for improvement Basis and evidence for identified areas for improvement • Internal and external moderation on assessments and teacher judgments. • Improve Year 1 and 2 teacher’s understandings of teacher observations,
teacher judgments, and number strategies. • Improve all teachers’ understandings of aligning aromatawai and
assessment practices with NWRM. • Supporting whānau to help their children’s learning at home. • Critique and refine current New Enrolments Te Reo Māori policy.
• Poutama Tau, Uiui, assessment items, overall teacher judgments, moderation, level of confidence and competence in te reo pāngarau and te reo Māori (vocabulary knowledge and comprehension) of learners.
Planned actions for lifting learner achievement • Learners not achieving in relation to NWRM Pāngarau will have specialised planned programmes and actions tailored to their needs. • Review coverage and balance of the Pāngarau strands to ensure that we have balanced curriculum delivery. • Develop home-kura Pāngarau learning programme with whānau of targeted learners so that whānau can support their children’s classroom learning. • PLD provided for all teachers to ensure knowledge of progressions and NWRM Pāngarau expectations are embedded in classroom practices across
all year levels.
Targets for the year Targets will focus on: • The 51 learners across all year levels requiring more support with Pāngarau. • All Year 4 learners who were progressing towards achieving NWRM Pāngarau 1e at the end of Year 3. • All Year 7 boys who were progressing towards achieving NWRM Pāngarau 3a at the end of Year 6.Review coverage and balance of the Pāngarau
strands to ensure that we have balanced curriculum delivery.
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Setting the targets From this analysis the following Annual aim was developed: Strategic aim: All learners are able to access Te Marautanga o Aotearoa (TMOA) as evidenced by progress and achievement in relation to Ngā Whanaketanga Rumaki Māori (NWRM).
Annual aim: All learners who require a tailored programme of support will make the accelerated progress they need to achieve or exceed expectations in relation to NWRM Pāngarau by the end of the year.
From this aim the following Annual targets were developed. Before approving the targets the board of Te Kura o Uenuku reviewed the data and evidence with the Tumuaki and checked that the targets meet the SMART criteria: Target: 51 learners across all year levels requiring more support to achieve or exceed NMRM Pāngarau expectations will have tailored programmes of support in place by the end of Term 1.
Target: All Year 4 learners who were progressing towards achieving NWRM Pāngarau 1e or 2a at the end of Year 3 will be achieving or exceeding expectations for NWRM Pāngarau 2e by the end of Year 4.
The target is ACHIEVABLE (though challenging). The kura has set out planned actions for leaders, teachers, whānau and learners aligned to areas of identified need, based on the data and evidence.
The target is SPECIFIC and RELEVANT – it focuses individual learners who are progressing toward achieving NWRM Pāngarau.
The target is TIME BOUND. It provides a time by which it will be achieved.
Annual aim aligns to Strategic aim.
The target is MEASURABLE and ACHIEVABLE. It states what will happen, for whom (51 learners). Planned actions to achieve the target have been set in place.
The target is SPECIFIC and RELEVANT – it focuses on year 4 learners who are progressing toward achieving NWRM Pāngarau 1a.
The target is MEASURABLE. Progress and achievement will be measured in relation to NWRM.
The target is TIME BOUND. It provides a time by which it will be achieved.
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Target: All Year 7 boys who were progressing towards achieving NWRM Pāngarau 3e at the end of Year 6 will be achieving or exceeding expectations for NWRM Pāngarau 4a by the end of Year 7.
Things to avoid when setting targets The following examples show targets that do not meet the SMART criteria. These examples are similar to actual charter examples Target: By the end of Term 4 all Year 4 students will be working at their expected age level and confident in making statements about the results of a statistical investigation and asking new questions. Target: To raise the achievement of 80% of Year 7 students who are not achieving in Probability by two levels so that they are working within curriculum levels 7-8.
The target is TIME BOUND. It provides a time by which it will be achieved.
The target is ACHIEVABLE (though challenging). The kura has set out planned actions for leaders, teachers, whānau and learners aligned to areas of identified need, based on the data and evidence.
What do curriculum levels refer to?
What about the other 20% of learners? Targets should focus on improving progress and achievement of the whole target group.
Will whānau understand the technical language?
Probability is only one strand of NWRM Pāngarau. What about the other strands?
Statistics is only one strand of NWRM Pāngarau. What about the other strands?
Will whānau understand what is expected at each age level? Will whānau understand how age level relates to NWRM Pāngarau?
The target is SPECIFIC and RELEVANT – it focuses on year 7 boys who are progressing toward achieving NWRM Pāngarau 3e.
The target is MEASURABLE. Progress and achievement will be measured in relation to NWRM.