Te Kura Kaupapa Maori o Ngā Mokopuna Strategic Plan 2015 2017 Ko wai mātou? Te Kura Kaupapa Ma ori o Nga Mokopuna (Ngā Mokopuna) was established in 1994 by wha nau in central Wellington with a desire to pursue te reo Ma ori immersion education for their children after graduating from Ko hanga Reo. Nga Mokopuna first resided in Coromandel Street, Newtown, Wellington. In 2002, the kura outgrew its Newtown premises and moved to Seatoun (Kirikirita tangi) on the south-eastern bays of Wellington. Nga Mokopuna was named by Te Atiawa kauma tua Richie Luke. The name was inspired from the island that it overlooks, Mokopuna Island. Kia eke te reo ki te keokeonga o Ma tairangi, ki Tangi-te-Keo, kia tangi te reo Purpose of taniwha were to break open the region, connecting the mountains to the sea, created the Hutt river, pushed mountains to create the Hutt Valley, and Te Whanga-nui-a-Tara. Te Ati Awa whanui. Whakataukī Ko Te Aho Matua te ta huhu o tōku whare Ko te reo me ōna tikanga nga heke whakamau Ko te wha nau, ko te wha naungatanga nga pou Na Muriwai Ihakara Vision E tino tūmanako ana tēnei wha nau kura kaupapa Ma ori Aho Matua, ka kaha kitea, ka kaha rangona te reo Ma ori me nga tikanga Ma ori, a, he kounga nui nga wa hanga katoa o roto i te akomanga tae noa ki te taiao huri noa i nga tamariki. 1
Katoa o nga akoranga he mea mahi i roto i te harikoa, te wairua hīkaka me te nga kau ma haki, a, e tūwhera ana te manawanui o tēna, o tēna ki tōna tuakiri, tōna pitomata, tōna rangatiratanga me te mahi nga tahi. Ko te moemoea o tēnei wha nau, ma ēnei a huatanga e eke ai te wha nau katoa ki te keokeonga o Ma tairangi, ara, ki te tihi o te ma tauranga. (A quality learning environment, high quality Te Reo me nga tikanga Maori, Te Aho Matua, unity, kotahitanga, quality, competence, resilience, confident, wha nau, engaged and active, identity, global, potential, rangatira, environment, future, leadership) Mission He a huru mōwai o te reo, he taiao poipoi i te tamaiti. A haven for the Maori language, a nurturing environment for the child Guiding Principles 1 TE IRA TANGATA 1.2 (He mea whai atu i te whiti 1.1) Tino motuhake ēnei a huatanga katoa. Ko tēnei hoki te ka kano i ruia mai i Rangia tea. E kore ia e ngaro. Engari, ko ta nga ma tua, ko ta te wha nau, ko ta te kura hoki he mea awhi, he mea wha ngai, he mea whakaako i te tamaiti kia tupu ora ai to na katoa i roto i te tika me te maunga rongo. 1.5 He tapu te tangata ahakoa ko wai. Ko hungahunga mai, tamariki mai, taipakeke mai, kauma tua mai, he tapu katoa. Kia kaua te hunga o nga kura kaupapa Ma ori e tūkino, e whakaiti, e whakaparahako i te tangata, e mahi pūhaehae ra nei ki ētahi atu. Kia nga kau ma haki ra tou ki a ra tou, ki te iwi wha nui, ki a Tauiwi hoki. 2 TE REO 2.3 He taonga te reo Ma ori i roto i te Tiriti o Waitangi, he reo tūturu hoki i roto i te Ture mo te Reo. Engari ka hore he painga o te Tiriti, o te Ture ra nei, mehema ka hore te reo i roto i te whatumanawa, i roto i te nga kau, i roto hoki i te ma ngai o te iwi Ma ori. 2.4 I runga i tēnei whakaaro, kia tere pakari ai te reo o nga tamariki, me whakahaere nga mahi katoa o te kura i roto i te reo Ma ori. Tae atu ki te hunga kuhu mai ki roto i te kura, me ko rero Ma ori katoa, i nga wa katoa. 3 NGĀ IWI 3.6 Ma te rongo a te tamaiti ki te awhi, ki te arataki, ki te tautoko, ki nga tohutohu a te Wha nau me to na aroha hoki, e mau ai to na piripono ki te Wha nau. He mea hopu te nuinga o ēnei tūa hua. No reira, e tika ana kia piri tonu te Wha nau ki nga tamariki i roto o te kura, i roto i a ra tou mahi hoki. 3.8 Kia kite nga tamariki ko te Wha nau tonu e whakahaere ana i te kura, ko te Wha nau hoki e mahi nga tahi ana me nga pouako, ka tupu 2
ia me te mo hio ko te wairua me te mana Ma ori motuhake e ka kahu ana i a ia me to na kura. 4 TE AO 4.4 Kia whai koha nga tamariki ki a Papatūa nuku ra ua ko Ranginui me a ra ua tamariki e tiaki nei i te ha o nga moana, o te whenua, o te rangi me o ra tou a huatanga katoa. 4.6 Kia tupu nga tamariki hei kaitiaki i nga painga huhua o te whenua, o te moana, o nga ngahere. Kia mau hoki ki nga ture tuku iho a nga ma tua tūpuna, e pa ana ki te moana, ki te whenua, ki nga ngahere. 5 ĀHUATANGA AKO 5.8 Ko roto i to na ake hūnuku te tīmatanga o te whanaungatanga o te tamaiti, ara, ki o na tunga ne/tua hine, tua kana/tēina. Ano, kei roto i to na hūnuku to na rongo ki nga tikanga tika e pa ana ki nga pakeke me nga ko hungahunga. Me haere ano hoki ēnei tūa hua i roto i te kura. Kia mo hio ai nga tamariki taipakeke ki te tiaki i nga ko hungahunga, kia whakarongo hoki nga ko hungahunga ki nga tamariki taipakeke. 5.10 He mea tino nui te wa hi ako hei whakaohooho i te wairua o te tamaiti ki a na mahi whakaako. No reira, kia kikī tonu te kura i nga mea whakaihiihi i a ia, i nga mea pupuri i te ha o te ao Ma ori. Me whakawha nui hoki i to na wa hi ako ki nga marae, ki nga ngahere, ki waenga pa rae, ki te taha moana, ki nga whare pukapuka, whare taonga, me ēra atu whare wha ngai i te puna o te mo hio. 6 TE TINO UARATANGA 6.5 Kia noho tūwhera to na nga kau ki te hari, ki te koa, ki te aroha, ara, kia nga kau nui, kia nga kau ma haki. 6.8 Kia tupu to na mana me to na rangatiratanga. Appendix A: SWOT analysis by wha nau created on 4 October 2014 3
Strategic Goals 2015-2017 The strategic goals that will guide us for the next three years are: 1. To build greater depth in our curriculum so that it articulates the principles of Te Aho Matua, reflects our natural environment, and fosters excellence in Te Reo Ma ori me nga tikanga, leading to engaged, capable, confident and resilient tamariki; 2. To create a high performing teaching team by harnessing the strengths and skills of our Tumuaki, Kaiako and Kaimahi Tautoko via targeted professional development; 3. To build future leaders by providing inspiring opportunities for our tamariki through global, national and local connections; 4. To develop the foundations of accountability and communication excellence by improving governance and management knowledge amongst wha nau leading to robust management policies and processes; 5. To establish and implement a plan to improve and future proof our kura environment and buildings; 6. To develop and implement an information technology strategy that harnesses the networks and opportunities in our community to enhance and enrich our curriculum. 4
1. To build greater depth in our curriculum so that it articulates the principles of Te Aho Matua, reflects our natural environment, and fosters excellence in Te Reo Ma ori me ōna tikanga, leading to engaged, capable, confident and resilient tamariki. 1.1 Nga Mokopuna s curriculum is developed to articulate and implemented to embody the principles of Te Aho Matua. 1.2 Nga Mokopuna s curriculum is developed and implemented to reflect the natural environment and local history within which it resides. 1.3 Nga Mokopuna s curriculum is developed and implemented to foster excellence in Te Reo Ma ori me nga tikanga Ma ori. 1.4 Nga Mokopuna s curriculum is developed and implemented in a way in which it leads to engaged, capable, confident and resilient tamariki. 1.5 Nga Mokopuna s curriculum draws on the knowledge and contribution of the wider wha nau and thereby reflects wha nau aspirations for our tamariki. 1.6 Nga Mokopuna s curriculum reflects a holistic kaupapa based approach to learning. 1.7 Nga Mokopuna s curriculum draws on examples from other models to help guide both its development and implementation. articulating and embodying the principles of Te Aho Matua. reflecting the natural environment and local history within which it resides. fostering excellence in Te Reo Ma ori me nga tikanga Ma ori. curriculum leads to engaged, capable, confident and resilient tamariki. curriculum reflects the aspirations of wha nau for our tamariki. curriculum reflects a holistic kaupapa based approach to learning. curriculum draws from other models to help guide both its development and implementation. articulating and embodying the principles of Te Aho Matua. reflecting the natural environment and local history within which it resides. fostering excellence in Te Reo Ma ori me nga tikanga Ma ori. curriculum leads to engaged, capable, confident and resilient tamariki. curriculum reflects the aspirations of wha nau for our tamariki. curriculum reflects a holistic kaupapa based approach to learning. curriculum draws from other models to help guide both its development and implementation. 5
2. To create a high performing teaching team by harnessing the strengths and skills of our tumuaki, kaiako and staff via targeted professional development. 2.1 Targeted professional development is provided for teachers and tumuaki to help harness their strengths and skills and thereby help our tamariki achieve their learning potential. 2.2 Quality professional development is provided to help teachers achieve the wha nau s strategic goals and aspirations. 2.3 Support is provided for the new tumuaki in order to meet the wha nau s strategic goals and aspirations. 2.4 Source experts in chosen areas to provide specialised professional development to build teacher knowledge and competency. 2.5 A mentor and support program is provided for beginning teachers in order to build their knowledge and competency. development provided for teachers and tumuaki helps to harness their strengths and skills and thereby help our tamariki achieve their learning potential. development provided for teachers helps them to achieve the wha nau s strategic goals and aspirations. Review the extent to which the support program for the new tumuaki helps to meet the wha nau s strategic goals and aspirations. development provided helps to build teacher knowledge and competency. Review the extent to which the mentor and support program for beginning teachers helps to build their knowledge and competency. development provided for teachers and tumuaki helps to harness their strengths and skills and thereby help our tamariki achieve their learning potential. development provided for teachers helps them to achieve the wha nau s strategic goals and aspirations. Review the extent to which the support program for the new tumuaki helps to meet the wha nau s strategic goals and aspirations. development provided helps to build teacher knowledge and competency. Review the extent to which the mentor and support program for beginning teachers helps to build their knowledge and competency. 3. To build future leaders by providing inspiring opportunities for our tamariki through global, national and local connections. 3.1 Upgrade the schools Information Communication Technology and Internet Network Connection. Review the schools ICT and Network connection upgrade program. Review the schools ICT and Network connection upgrade program. 6
3.2 E-learning strategies and approaches are integrated into daily teaching programmes. 3.3 Form local, national and global networks with a view to providing exciting learning opportunities that inspire our tamariki. 3.4 The kura wha nau provides opportunities and delivers learning experiences that inspire our tamariki. Review the schools integration of e-learning strategies and approaches into daily teaching program. Review the schools provision of exciting learning opportunities through local, national and global networks. Review the kura wha nau s provision of learning experiences and opportunities that inspire our tamariki. Review the schools integration of e-learning strategies and approaches into daily teaching program. Review the schools provision of exciting learning opportunities through local, national and global networks. Review the kura wha nau s provision of learning experiences and opportunities that inspire our tamariki. 4. To develop the foundations of accountability and communication excellence by improving governance and management knowledge amongst wha nau leading to robust management policies and processes. 4.1 Develop and introduce a kaimahi induction system that provides the relevant information for effective day to day operation 4.2 Develop and introduce a kaihautu induction system that provides the relevant information for effective governance 4.3 Wha nau have the opportunity to feed into Ohu Kaihautu work and decision making. 4.4 Create a information technology system for safe storage of governance related documents 4.5 All kura policies will be reviewed and will align with each Ohu and day to day operations Review the Induction System Review the Induction System The Ohu system is confirmed and implemented Review the online storage system Review the system outlining the reference of policies for each Ohu Review the Induction System Review the Induction System The Ohu system is reviewed Review the online storage system Review the system outlining the reference of policies for each Ohu 7
5. To establish and implement a plan to improve and future proof our kura environment and building 5.1 All areas of the Kura are of a high standard and safe for wha nau, kaimahi and a konga use. 5.2 The 5YA plan is developed to reflect the goals of the Charter Maintain Kura properties to ensure a quality and functional learning and teaching environment. Implement the 5YA Maintain Kura properties to ensure a quality and functional learning and teaching environment. Implement the 5YA 6. To develop and implement an information technology strategy that harnesses the networks and opportunities in our community to enhance and enrich our curriculum. 6.1 Upgrade the schools Information Communication Technology and Internet Network Connection. 6.2 E-learning strategies and approaches are integrated into daily teaching programmes. Review the schools progress in terms of the Information Communication Technology and Internet Network Connection. Review the extent to which the school has integrated E-learning strategies and approaches into the daily teaching programmes. Review the schools progress in terms of the Information Communication Technology and Internet Network Connection. Review the extent to which the school has integrated E-learning strategies and approaches into the daily teaching programmes. 8
APPENDIX A - SWOT analysis by wha nau created on 4 October 2014 Strengths Weaknesses Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Te Aho Matua Manu ko rero Mama s/wha nau Ringawera Rēreketanga o nga kaiako Wha nau skills Nga hau e wha New hall & kitchen Ha kinakina student achievement te reo Whanaungatanga Student Haerenga Moana Mahi tahi Te wahi noho individual learning rangatiratanga reducing numbers in wharekura time poor te reo Maori teaching capacity at wharekura level pukumahi small numbers not enough kaumatua using our natural resources hakinakina opportunities student achievement curriculum range at wharekura career planning personalities nga Poutama o nga tamariki personalities whakapou kaha rangatiratanga Wha nau skills Engaged active wha nau Location Tumuaki Kaimahi Tamariki Unique only kura in Wellington Nga Mokopuna Locally connected Pan-tribal Kotahitanga mobilise well Time poor Reporting/monitoring to big picture Limited curriculum choice Govn / mgmt. / ops clarity Te Reo concerns Not quite unified How we challenge decisions we can be a bit harsh Accepting difference engagement challenges Communication Processes and systems Lack of connection Direction and guidance Leadership Trust Location 9
Opportunities Threats kapa haka waka ama haerenga ki ta wa hi manu ko rero pū ko rero leadership development 1 st class in networks Te Papa Nga rauemi ki Po neke Kaupapa knowledge base of kaiako Irrelevance 21 st century Apathy MoE Peer pressure (in/outside) ongoing tension between ao Ma ori and ao Pa keha shared view on excellence learning capacity and capability at all levels unity? Wha nau engagement & attendance at hui Increased curriculum choices Culture change incl systems & processes Be more connected Average wharekura resources eg; putaiao, pangarau wa nanga Improve relationships with other schools Maximize our excellence in the community eg; night classes, kupe experience, ma ori cultural wa nanga Our role if it decreases we may face closure Funding (decrease?) Inexperienced kaiako Kaimahi turnover Not addressing our weaknesses Not enough wha nau engagement in Te Aho Matua Improve relationships in community i.e; mou with Scotts College Whaka Ama & water sports Using our neighbours i.e; NIWA Access to sporting facilities Access to govt roles work experience Provide whanau with tools to maximize engagement Utilising wha nau work/life experiences Community US! Wha nau learning 10