Te Tiriti O Waitangi and Future Focused Learning

CORE Education Breakfast Seminar Recording - 24.07.2017

Te Tiriti O Waitangi and Future Focused Learning

Article 1

Honourable Governance - Kawangatanga

• How involved are our children in the decision making around how the day is structured? Universal Design for Learning.
• Do we still have a traditional management structure? Team leaders, DP/AP, Principal. How can we change this?
• Do we have transparent communication? If there is a partnership model, there should be no staff room discussions held secret.
• You should be able to stand in any NZ school and know that you are in Aotearoa. 2 cultures equally represented in a school.

Article 2 

Rangatiratanga

Hapu have paramount authority over all that is precious to them.

It is important to remember that when the treaty was signed, Maori were hapu with some links. They saw themselves as in their own seperate governance from each other. It is only since then that "Maori" have seen themselves as one collective. They were before then, Ngai Tahu, Ngati Kahungunu and were very different from one another.

Being able to learn and explore as who I am as an individual. It 

• Children having agency and experiencing self-directed Learning are experiencing rangatiratanga.
• Children following interests and urges as well as choosing spaces to work within the room, children are also starting to experience asserting their rangatiratanga.
• Taking the secret out of Learning and trialling flipped Learning is a great way to introduce rangatiratanga.
• Ako - chn Learning from each other. Chn having a chance to be the teacher and support others with learning, are all examples of chn asserting rangatiratanga.
• Whanau being asked about Learning and school and schools going TO the whanau.
• The feeling of being on a marae as a pakeha out of their comfort zone, could be how our whanau feel at school. Why not have our learning conferences on a marae for example.

Article 3 

Orietangata - equitable citizenship

• Equitable representation of Maori and non-Maori in our schools (BOT, teachers, PTA etc)
• All kids should learn some Te Rep
• Are we exploring Maori forms of giftedness? For example, manaakitangata. Maybe someone has sense of the feelings of people around her. A gift for looking after manunhiri or kaumatua.
• Tikanga is valued and noticed.

Article 4

The spoken promise

• Ensuring Maori can succeed on their own terms and we all get to protect our spiritual beliefs and well-beings.

Take-aways

• Continue to explore ways that play-based learning allows 5 year olds to have say over the way their day is structured.