Matauranga Strategy - NgÄti Kahungunu Iwi Incorporated
Matauranga Strategy - NgÄti Kahungunu Iwi Incorporated
Matauranga Strategy - NgÄti Kahungunu Iwi Incorporated
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Ngäti <strong>Kahungunu</strong> <strong>Iwi</strong> <strong>Incorporated</strong> Mätauranga Plan<br />
2003 – 2005<br />
Level Recommendation Strategies Outcomes Performance<br />
targets &<br />
Indicators<br />
Timeframe to<br />
be intiated<br />
Primary<br />
Education<br />
2. It is recommended<br />
that aggregated<br />
progress reports on the<br />
achievement levels of<br />
Mäori children<br />
attending primary<br />
schools and Kura<br />
Kaupapa Mäori within<br />
the NK rohe, be made<br />
available to NKII on a<br />
regular basis, and<br />
where necessary<br />
appropriate<br />
programmes to<br />
strengthen the<br />
numeracy and literacy<br />
achievements of<br />
Mäori children in NK<br />
are initiated.<br />
2.1 Establish Education<br />
Progress & Achievement<br />
profiles (EPAP) data base<br />
2.2 NKII/Taiwhenua & MOE<br />
set specific &<br />
achievement (P &A)<br />
targets<br />
2.3 Analyse progress &<br />
achievement data to<br />
inform classroom practice<br />
2.4 Support the<br />
implementation of a<br />
professional development<br />
programme for teachers<br />
of Mäori children<br />
incorporating pedagogy<br />
relevant to Mäori<br />
children<br />
Achievement<br />
measures are<br />
provided to NKII<br />
for monitoring<br />
<strong>Iwi</strong> targets for<br />
progress &<br />
achievement are<br />
met<br />
Professional<br />
development<br />
programme for<br />
teachers of Mäori<br />
children initiated<br />
Data base<br />
complete<br />
Tbn 2003<br />
x2 taiwhenua<br />
2003<br />
2004<br />
2004<br />
2.5 Establish relevant literacy<br />
programmes that involve<br />
whanau where necessary<br />
throughout the NK rohe<br />
Literacy<br />
programmes<br />
involving whänau<br />
are established<br />
x3 programs<br />
establishd<br />
2003 – 2005<br />
2.6 Expand Whänau Toko i te<br />
ora programme to include<br />
a focus on children 6-10<br />
years and their whänau<br />
Whänau are<br />
supported to<br />
participate in the<br />
education and<br />
development of<br />
their chn in schools<br />
Tbn 2004<br />
2.7 NKII/Taiwhenua negotiate<br />
with MOE to initiate a<br />
Mäori focussed specialist<br />
education team to work<br />
with Mäori chn, their<br />
whänau and schools they<br />
attend, with an emphasis<br />
on child management<br />
Whänau with chn<br />
with special needs<br />
receive culturally<br />
appropriate<br />
support to make<br />
informed<br />
educational<br />
decisions for the<br />
benefit of their<br />
children<br />
Tbn<br />
Tbn<br />
2005<br />
2.8 Initiate a regular<br />
recruitment and training<br />
programme for Mäori<br />
members of Boards<br />
of Trustees, in association<br />
with the School Trustees<br />
Association<br />
2.9 NKII/Taiwhenua and<br />
CERSTA set targets for<br />
Mäori BOT membership<br />
in schools in the NK rohe<br />
Mäori participation<br />
in governance is<br />
increased in<br />
schools in the NK<br />
rohe<br />
Targets for Mäori<br />
BOT membership<br />
in NK are met<br />
Tbn 2003<br />
Tbn<br />
2003<br />
2.10 Establish a Curriculum<br />
Project Team to develop<br />
relevant resources on<br />
Ngäti <strong>Kahungunu</strong> history<br />
for Mäori medium and<br />
mainstream primary<br />
schools & ECE in<br />
the Ngäti <strong>Kahungunu</strong> rohe<br />
<strong>Kahungunu</strong>tanga<br />
curriculum for<br />
Mäori medium,<br />
mainstream<br />
primary schools &<br />
ECE developed &<br />
resourced<br />
Tbn<br />
2005<br />
61
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