Programme For Students

Pāngarau, Tuhituhi, Kōrero, Pānui

This initiative focuses on accelerating learning in pāngarau and te reo Matatini with students who are underachieveing in one or more of the above.

He Puawai Harakeke is offered to Māori-medium kura and classrooms in 2 models

a) a facilitator working directly with students and

b) facilitator supporting a lead teacher to implement the programme.

Programme (a) involves a specialist facilitator working with students, their teachers and whānau.

Teachers identify the students who will participate in the programme. The facilitator will also carry out assessments to identify the areas that need addressing (i.e., hot spots). Student progress is carefully monitored with regular reports provided to kaiako and whānau.

Students are provided with I-Pads for the duration of the programme to support their learning. They present what they have learnt to whānau and peers at the end of the programme.  We have found students are more positively engaged and find this mode of learning non- threatening.

Student and whānau responses have been very positive with good achievement gains made by students.

Resource requirements

(teacher, kura and time commitment)

Students released for 10-15 weeks, 1 hour per day x 3-4 days per week.

Wifi connection.

White board and space to work with students.

Resource requirements

(teacher, kura and time commitment)

Currently in design phase, Te Ipu Kōrero will be trialled from Term 1, 2015.

Te Ipu Kōrero is an oral language programme:

• based on theories of second (oral) language acquisition
• which uses an inquiry and action research approach (participating teachers become part of the development team, informing and shaping the programme)
• incorporating elements that impact positively on student achievement and which are known to accelerate learning
• delivered in the classroom by classroom teachers
• aimed at supporting ākonga at Manawa Taki to manage the oral language demands of the curriculum
• expected to benefit ākonga at all levels.

Te Ipu Kōrero seeks to raise and accelerate student achievement by:

• strengthening teacher oral language pedagogy
• creating an environment that values oral language
• ensuring appropriate resources, teaching and learning experiences, and assessments are used
• works from a strengths-based approach, identifying and valuing the existing language skills of each learner at Manawa Taki
• supporting both language and cognitive development of ākonga.

Resource requirements

(teacher, kura and time commitment)

Approximately 4 contacts per term (development team meetings, school visits, online discussions/conference calls)

Leaders are required to support the participating kaiako.

Kaiako participating in the trial will become part of the development team and are asked to attend team meetings each term (1-2 days/term) to provide feedback (what’s working and what continues to be a challenge).

Haemata facilitators will also visit each kura at least once per term to observe and gather data.

Online discussions (eg hangouts, or conference calls) as required.

Mauri Oho is an online tool that enables kaiako to design personalised tasks and programmes in te reo matatini and pāngarau. Mauri Oho tasks are intended to stimulate higher order thinking and ākonga self-management in a highly motivating digital environment.

Tasks are created by the Mauri Oho system based on specified learning goals and ākonga learning preferences, and then personalised collaboratively by kaiako and ākonga to align with their interests and passions. A key aspect of Mauri Oho is the involvement of whānau from start to finish. Mauri Oho tasks are matched to apps on iPad/Tablet for the ākonga to complete.

Mauri Oho is in beta trial until the end of term 1, 2015 after which a full version is expected to be rolled out to a wider group of kura.

Resource requirements

(teacher, kura and time commitment)

The kura must have a reliable internet connection and access to iPads or tablets for all participants. It is recommended that for the period of the intervention, each ākonga have dedicated use of an iPad/tablet.

Mauri Oho is best suited for use in akomanga where the kaiako is at least willing to engage in learning in digital environments.

The success of Mauri Oho is in the collaboration of all participants from ākonga and their whānau through to kaiako and tumuaki with the primary focus on the total well-being of the ākonga.

1 - The PfS programme Mauri Tū, Mauri ora is a Ministry targeted initiative to support priority year 1 – 8 ākonga at Kōrero Manawa Taki so that their Kōrero learning and achievement can be accelerated.

2 - The broad outcomes of the PfS programme that have benefit for the kura are:

• Acceleration for small groups of year 1 – 8 learners that directly supports them to achieve
• Effective systems and processes that enable the kura to respond appropriately to the needs of all learners

3 - The unique culture of each kura is reflected in the differing levels of progress achieved over the past three school terms.

4 - One kura has successfully embedded practice and begun to action deliberate interventions that accelerate learning for ākonga assessed at Manawa Taki. All three kura are grappling with efforts to consistently implement effective systems and processes throughout the year 1 – 8 sector, and Te Waharoa Ararau ā-Kura achievement data is not yet readily available.

5 - Despite that, all three kura fully appreciate the student-based benefits to be derived from the PfS programme and will continue with the initiative in 2015 with their preferred Kōtare provider.

Resource requirements

(teacher, kura and time commitment)

Phase One: The Process

• Hui with kura to:
  • introduce the PfS programme

• Identify the cohort of tamariki (support  testing)

• Discuss with whānau: their aspirations and desires for their tamariki
• Meeting the learners’ needs and engaging learners
• Theory of Action
• Research

Phase Two: Te Mahi

• Implementation of programme

The analysis of the data gathered,  coupled with the recommendation of kaiako and facilitator will inform the implementation of the programme alongside whanau engagement.  

Mauri Tū, Mauri Ora  

Kaiako will be supported through a series of workshops, individual hui and modelling by the facilitator. Workshops will consist of set up hui, on-going mentoring, planning.

Inquiry for kaiako and facilitator to support programme

Phase Three :  Evaluation of  the Programme

The sharing of professional learning in these various forums will add important and pertinent information for the on-going evaluation and monitoring of this programme

The intention of Māori Medium PfS is to work closely with ākonga however, we believe that it is essential to design teaching and learning programmes that will both accelerate the learning and achievement for ākonga and include manageable and sustainable practices for kaiako and/or support staff.

Resource requirements

(teacher, kura and time commitment)

Kaiako with strength in Pāngarau/1 term commitment/whānau engagement

Pāngarau: 4 hours for kaiako and 2 hours with facilitator visiting each school each week.

Kaiako with strength in Te Reo Matatini/3 to 4 hrs per week commitment/whānau engagement   

The VUW methodology and approach to PFS implementation has been to develop and modify three platform strategies. These strategies will be tested and analysed to determine a ‘best practice VUW approach’ to targeting language proficiency gains for ākonga who have been identified as Manawa āki and Manawa taki.

Strategy 1 Papa Whakakōrero

Papa Whakakōrero is a Māori language resource that is visual, kinesthetic and repetitive, and uses the main skills of whakarongo, titiro, and kōrero to learn the language. The methodology used involves role modeling language structures that learners repeat and build up confidence their confidence to speak te reo Māori.

Strategy 2  Blended Approach

Through the use of mobile devices and face to face support, students are led through a series of organised language modules developed to enhace the opportunity for language engagement.

Strategy 3  Te Mahi Rākau

Mahi rākau is a method that is visual, kinesthetic and repetitive, and uses the main skills of whakarongo, titiro, and kōrero to learn the language. The learning is reinforced using kēmu, ngohe and waiata, as well as digital Apps.

Resource requirements

(teacher, kura and time commitment)

Kura: Release for Kaiako to observe facilitator once a month for the duration of trial.

Kaiako: Time made available to unpack the teaching and learning with the facilitator (aligned to facilitator visits). Once a month observation of facilitator.

NB. The facilitator will provide all resources needed for the trial programme.

Pāngarau

This P4S programme positions ākonga at the centre and focus of the P4S is on and for ākonga.  The ākonga are tamariki who are identified as Manawa Taki and in justified cases Manawa Āki.  The support provided by this programme is additional to the Pāngarau teaching and learning in the regular classroom.  

The P4S Pāngarau team in consultation with respective kura will agree on the best approach for the kura. We envisage that ākonga will be involved in additional Pāngarau lessons at least 2-3 times a week. Deliberate and unrelenting focus will be given to ensuring ākonga experience success and achieve (Te Ekenga Panuku) in Pāngarau. A range of data sources will be drawn upon to show progress and thoughtful consideration has been given to ensuring, facilitators/kaiako “know the ākonga”.  In particular, we know the ākonga as learners, as mathematicians, as tamariki/mokopuna, and as individuals.

Tihei Pāngarau.  

Resource requirements

(teacher, kura and time commitment)

Requirements:  

• Kaiako to be involved in planning for the ākonga.  
• Kaiako to do some teaching with kaitakawaenga.
• Negotiation with kura and kaiako will ascertain and confirm time commitment
• A whānau hui will also take place.