Evaluation Of A Successful Model For The Delivery Of Quality Te Reo Maori Education Essay

In 1840 the Māori chiefs and the English crown signed the Treaty of Waitangi which showed the dual heritage between the cultures and to develop a partnership to develop a shared future as we have today. This historical event has big impacts on Te Whāriki the way it was created with both Māori and Pākehā input to develop a curriculum that supports every child to develop as confident and competent learners. “.. all

In effort to improve these education attainment rates as well as to improve the quality of learning amoung Aboriginal peoples, the implementation of indigenous learning methods such as storytelling becomes an effective starting point. In particular, storytelling is seen as a tool used to preserve Aboriginal history and culture. In support, McKeough et al. (2008), affirms this notion as well: “It is through the telling of stories and legends that First Nations people preserve what is most important to them—language, traditions, culture, and identity. Stories are used to provide a sociocultural and historical account of the community knowledge from elders to youth, ensuring its survival with new generations” (p. 150). Many Aboriginal students find it difficult to learn and grasp concepts due to the predominately Eurocentric teaching methods that are employed within the

Teachers in Australia have the responsibility of catering to the learning needs and abilities of the students in their classroom. Additionally they are also responsible for catering to the unique cultural backgrounds of each student, in particular the cultures of Indigenous Australians. The teacher can cater to the diverse and complex Indigenous cultures by creating a learning environment that is based on effective student engagement for Aboriginal students. Studies have shown that Aboriginal students are currently not academically achieving as well as non-Aboriginal students (What Works: Core Issue 5). Closing the academic performance gap is considered a national priority. As a result, the Aboriginal Cultural Standards Framework has been developed to ensure that schools are delivering the best possible education to all students, specifically those who identify as Aboriginal. During term 3, 2017, I completed my final practicum at Baler Primary School in a year 4 classroom. The students in my class came from a diverse range of cultural backgrounds, many of which identified as Aboriginal. Throughout this essay I will use examples from my final practicum at Baler Primary School in South Hedland to discuss how to make learning engaging, accessible and culturally responsive for Aboriginal students.

The important relationship building teachers must conduct with Aboriginal and Torres Strait Islander students is another key issue teachers must keep in mind for working successfully with Indigenous students. Price (2012) argues that teachers hold a special place in the Indigenous community, especially with parents and caregivers. She states that by “mastering the craft” of teaching, you will be rewarded both personally and professionally over the years of your career (Price, 2012). Over the last 30 years, a number of prepositions have been put forward that will assist Aboriginal and Torres Strait Islander students to become emotionally healthy, so they can live out their entitlement to becoming a dignified citizen of Australia and the world (Price, 2012).

Embedding Indigenous perspectives are paramount for all students to advance as learners/active participants within society. Entrenching Indigenous perspectives via our mandated curriculum and three cross-curriculum framework concepts simultaneously helps learners develop a sense of identity. Students’ will build connections to ‘country/place’, ‘people’ via language and experiences, and ‘societies’ through the contributions of Aboriginal and Torres Strait Islander people

Improving academic outcomes for Aboriginal and Torres Strait Islanders is mired in inherited and contemporary difficulties. Because of poor policies and pedagogy, generations fear and lack confidence in the education system (Harrison and Sellwood, 2013). It is, therefore, imperative that teachers have a range of resources and strategies for adapting the curriculum to the needs of Aboriginal and Torres Strait Islanders. This should include fostering pride in identity, making connections to community and land, and respecting language variation and culture. In doing so, teachers meet expectations for Australian professional teaching standards and the community.

There is a height of significance when it comes to embedding Indigenous perspectives in the curriculum and in schools. For Aboriginal and Torres Strait Islander children and families, their students thrive in educational environments where staff respect and promote strong Indigenous culture and identity, build collaborative relationships and set high expectations (Kerley, 2015). Abiding by this principle would see students thriving for higher education, recognizing this has made it quite common for schools to introduce indigenous programs or units. These are put in place for the purpose of being extra support to not only Indigenous students but for everyone at school serving as a source of information and guidance. By incorporating these Units, cross-curriculum

It is vital for teachers to recognise indigenous literacies and aboriginal English in all classrooms as it builds a sense of equality and a non-discriminating environment. As a future teacher I believe that it is my role to create a classroom that mirrors these key factors, as it will build the foundations for a nourishing learning environment. This type of learning environment will aid in linking the students parents and the surrounding community together that encourages an equal society.

Around the world, there are many Indigenous groups having practiced their own traditional cultures. Through the history and following globalisation, traditional cultures have gradually disappeared. For example, in Japan, there are Ainu people had established their own culture, but they were assimilated to Japanese culture because of the annexation to Japan in the mid-1800s. Therefore, until recently, they have used the Japanese language and been educated and lived as Japanese. However, there are many traditional cultures which have still practiced over the time. Those existing cultures may be more significant than those cultures that have disappeared. Particularly, Indigenous performing arts tend to be survived over the time and actively protected to preserve. This essay will argue that Indigenous dance and chant have had significant roles to Indigenous people in many aspects. Firstly, this essay will examine hula’s several roles among the Hawaiian culture and society in the past and current. Secondly, it will focus on the relationship between haka and the Maori’s mentality and spirituality over the time. Finally, it will investigate Ainu chant, yukar, and its particular changes of importance to the Ainu.

The structure of this paper will follow the Cultural Competency Framework as a means for exploring the above stated speeches. This framework moves through knowledge; informed practice/informed decision; and positive/effective learning and development. At the knowledge stage the content, importance and effect of the speeches will be explored, as well as their context. To address informed practice/informed decision the paper looks more closely at the issues which are raised in the speeches and their impact on Indigenous Australians. Finally positive/effective learning and development will be acknowledged through the exploration of the education implications that these issues can have in the classroom.

The school that Kura, Riripeti, and the rest of the children attend is one that has been colonized by the English. At this school, the children’s native language of Maori, is banned on all school grounds; English, being the only acceptable language to be spoken. The Maori children are forced to forget their native Maori identity, learn and accept their given English names and ultimately assimilate under the current English ruling.

Pere talks about Whanaungatanga and how everything that is living seeks different sources off earth but a main part of Whanaungatanga is family and relationships. Pere talks about Whanaungatanga in her book ‘Te Wheke: A celebration on infinite wisdom’, which says knowing where they the child’s come from, knowing where they fit in the family, all plays a part in a child feeling a sense of belonging, sense of security and value of who they are. A strength of this theory relates to Te Whariki over a wide range of the principles and strand but the few that stood out were Family and Community principle 3, Relationships principle 4 and also the strand 2 belonging. These all contribute into Whanaungatanga. Talking with the child’s parents and family members that come into the centre is a way to meet these goals and to make a child feel ‘a part’ of the Early Childhood

This report is on Te Whariki: Early Childhood Curriculum in which we follow as a framework for teaching in New Zealand. This report is going to cover the three broad age groups Te Whariki is based upon. It will explain the principles and strands of Te Whariki and the impact it has on a developing child. It will describe the purpose of Te Whariki and discuss ways it is used by early childhood education services throughout New Zealand. It will describe Te Whariki’s support for bi-culturalism throughout the early childhood sector. This report will discuss the importance of a partnership between home and the early childhood education settings, and will also discuss the Urie Bronfenbrenner’s ecological system theory and how

Between 1642 and prior to the signing of the Treaty of Waitangi, many European traders and missionaries arrived, bringing changes for Māori. They impacted the Māori society and introduced many new things to the Māori like pigs, muskets, tobacco and alcohol. Missionaries also influenced Māori and introduced Māori to Christianity and to the written language. Europeans changed the lifestyle of Māori, civilised Māori and taught them farming skills and new types of agricultural cultivation.

The following paper examines the history and religion of the ancient Maori people. It is my belief that exploration of traditional belief systems and ritualistic practices will lead to a greater understanding of the Maori culture in present-day New Zealand. The objective of the paper is to illustrate the Maoris’ unique perception and spiritual connection with their natural environment.