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Tangaere, A. The Treaty of Waitangi forms part of New Zealand’s constitution. (See the Governor-General’s website for an overview of the constitution. Incorporating biculturalism into your practice meaning teaching both Māori and English cultures to children. Macfarlane, A. H., & Macfarlane, S. A. D'Cunha, O. All students have the opportunity to acquire knowledge of te reo Māori me ōna tikanga.". Principal David Mossop explains that it is very important as a leader to provide clear direction and to identify with the staff. y is understood differently throughout New Zealand. (Eds. Today we have a multicultural society thus these cultures should be present in your curriculum too. Connecting with Māori communities: Whānau, Hapū, and Iwi (online PDF)This resource outlines key messages from research and literature that relate to schools connecting with their Māori communities, including whānau, hapū, and iwi. The children were also able to use the poi to develop movement skills. After our poi were ready, bringing the children together, I explained the lyrics of the waiata - ‘E rere taku poi’ to them and taught them movements to go with the lyrics when it was played. It should be understood by New Zealanders and teachers need to know as they have to somehow explain this to future generations. Poipoia te tamaiti kia tū tangata: Identity, belonging and transition. I also introduced another waiata - ‘E rere taku poi Mauria atu rä’ to the tamariki and explained it to them from Papatūānuku’s point of view where she is waiting to reunite with Rangi. Save my name, email, and website in this browser for the next time I comment. why is the 3 principles of the trearty of waitangi important to Early childhood Education (ECE)? The treaty thus acts as a driving force for revitalising the Māori language and culture. There was an English written Treaty and a Māori written Treaty. Explore what MASAM means to you and work together with your staff to devise ways to be more culturally responsive. Therefore, in being committed to The Treaty of Waitangi as a professional teacher and in accordance with Te Whāriki (Ministry of Education, 1996), I wish to use te reo Māori and tikanga Māori in my daily practice modelling the same to the children and promote the Māori culture and values like documented here and wish to continue to do so on a regular basis. You can read the descriptors of practice to reflect on how well you are meeting your obligations as a Treaty partner and to decide where to next. Enviroschools New Zealand – a link for you to check out. I also engage in conversations with tamariki Māori and whānau in te reo and include waiata, pūrākau and use of arts like the poi and story-telling to children to promote te reo Māori, tikanga and the Māori culture. Clendon Park School – Māori achieving success as MāoriThis school snapshot explains what Māori achieving success as Māori looks like at Clendon Park School. (online PDF 410KB)This resource encourages schools to consider how they are honouring the Treaty of Waitangi. I believe, supporting this initiative and the kaupapa associated with it means building a rapport and involving whānau in decision-making and planning of programmes, setting transparency and clear lines of communication between myself and all members of the learning community. Matthews, N. W., & Paringatai, K. Here are some good reads that may also assist you. One is particularly relevant to this topic: Ensuring Māori students enjoy and achieve education success as Māori is a joint responsibility of the Crown — represented by the Ministry of … I believe this reflects a Māori pedagogy (Ka’ai, 2004) and the concept of akoranga and whakaakoranga (Ako Aotearoa, 2011). Your email address will not be published. NZC Update 16 – The Treaty of Waitangi principleThis update is structured around the three Treaty of Waitangi principles – partnership, protection, and participation. (2012). Tau Mai Te Reo (the Māori Language in Education Strategy, 2020)Tau Mai Te Reo is a companion strategy to Ka Hikitia. https://www.hekupu.ac.nz/article/living-treaty-waitangi-through-bicultural-pedagogy-early-childhood  This is a journal article written by Orlene D’Cunha published in He Kupu a free online journal. (online PDF 5.9MB)This resource describes what you might see, hear, and feel in schools that are honouring their obligations as Treaty partners. They were able to grasp and understand the words of the waiata thus expanding their te reo vocabulary. Hill, D., & Sansom, A. Inclusive Education Guides for Schools – Supporting Māori studentsThis guide focuses on inclusive teaching and learning strategies that can be used in the classroom to create a more effective learning environment for all Māori students. ). In practice, I make it a point to build effective relationships with whānau believing they play an important role in the lives of children. The Treaty of Waitangi principle is one of eight principles in The New Zealand Curriculum that provide a foundation for schools' decision making. Figure 2 Tamariki working together on making their poi. (2001). This article draws upon the significance of The Treaty with regards to its relevance in the early childhood education [ECE] context and discusses initiatives that were developed to provide equal opportunities for Māori. As an educator, I believe in developing my fluency in Māori so that I can create such opportunities for tamariki making te reo Māori a part of the curriculum (Ministry of Education, 2013; Ritchie, 2012). Implementing treaty-based pedagogy is implementing the treaty principles and upholding kaupapa Māori within the everyday ways of being, knowing and doing (Ritchie, 2012; Hill & Sansom, 2010). The English agreement was that the Crown could take over the sovereignty of New Zealand and that Māori would keep their lands, fisheries and treasures. Leading whole-school te reo Māori developmentThe staff and board of Hukanui School decided that they would like to focus on te reo Māori development within their school. It is about making our country’s bicultural foundations evident in school policies, organisation, physical spaces, whānau and community engagement, and classroom planning and assessment. PepehaThis website is designed to help all New Zealanders introduce themselves in Te Reo Māori, through Pepeha. Thus, the first Kōhanga Reo was set up in 1982 with the idea of involving whānau and teaching children te reo Māori within an immersion environment (Tangaere, 2000). North East Valley School – A new environment, a new outlookPrincipal John McKenzie explains the benefits of holding a curriculum development day at Puketeraki Marae, and describes how staff were supported to incorporate a Māori world-view into their local curriculum. Lee, W., Carr, M., Soutar, B., & Mitchell, L. (2013). EDtalk – Te reo Māori in English medium schoolsTamara Bell challenges teachers in English medium schools to increase achievement for Māori students by teaching te reo Māori. Just do it: The journeying towards principle-based bicultural practice. This is not so in the Māori treaty that says Māori did not give up sovereignty. “If you know whence you came, there are absolutely no limitations to where you can go” (Baldwin, n.d.).This quote aligns with Ka Hikitia (Ministry of Education, 2008, p.9) when it positions The Treaty of Waitangi as being “symbolic of our past” and “central to our future”. Te mana o te reo Māori me ngā tikanga: Power and politics of the language. This initiative redresses the treaty by reflecting tino rangatiratanga and restoring the value of the Māori language and culture. The treaty thus acts as a driving fore for revitalising the Māori language and culture. Treaty of Waitangi principle"The curriculum acknowledges the principles of the Treaty of Waitangi, and the bicultural foundations of Aotearoa New Zealand. The treaty thus acts as a driving force for revitalising the Māori language and culture. I could relate this to the aspect of Tuakana - Teina (R2R, 2016). In A. Grey & B. Clark (Eds.). The rights and duties that stem from the principles of the Treaty include ensuring the position of Māori is considered fairly when developing policies and funding. To make the poi, we used bubble-wrap, cloth and plastic table-cover for the ball and wool to make the strings by plaiting them together. She also emphasises the importance of valuing students' cultural identities, and establishing close connections with students and their whānau. This digital story discusses how 'Hiruharamatanga' is actively incorporated into the school curriculum to ensure the localised curriculum is culturally connected. The primary audience is students in years 1–6 learning at levels 1–2 of Te Aro Arataki Marau (the curriculum guidelines for te reo Māori). In view of this, as an attempt to promote and support the children’s learning of te reo Māori me ngā tikanga Māori in my centre, I engaged them in a learning experience which involved the preparation and the use of the poi while learning about the whakapapa and significance of the poi. EDtalk – Recognising Māori potentialJanelle Riki-Waaka, CORE Education, addresses the question of what Māori achieving success as Māori looks like in schools and about redefining the idea of what success is, thinking of it from an indigenous point of view. Such an initiative will shape their attitudes and understanding of their identity as Māori and the importance of whakapapa (Ritchie & Rau, 2010). How do you give mana to Te Tiriti o Waitangi? The Treaty of Waitangi as a curriculum principleJanelle Riki talks about the Treaty of Waitangi, and suggests schools start by looking at the principles of the Treaty: participation, protection and partnership, and explore them through the lenses of whānau, students, and local iwi and hapu. It captures the essence of The Treaty explaining why a treaty-based education should be integrated in the curriculum from the early years itself especially with regards to tamariki Māori to acknowledge their place as tangata whenua (Ritchie & Rau, 2006). How do you give mana to Te Tiriti o Waitangi? In D. Gordon-Burns, A. C. Gunn, K. Purdue, N. Surtees (Eds.). Te Taura Whiri i te Reo MāoriAn online resource to promote the use of Māori as a living language and as an ordinary means of communication. (2004). This film explains how the development of Māori graduation ceremonies has led to deeper community connections and growing pride in student achievement. (2004.) I wish to recognise the significance of whakapapa, show children the importance for it by introducing them to mihi and develop one for myself. (2012). Ka Hikitia (the Māori Education Strategy, 2020) Ka Hikitia sets out how the education sector will achieve system shifts and support Māori learners and their whānau, hapū, and iwi to achieve excellent and equitable outcomes.

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