AKO

1. AKO We share what the children are learning with their parents We have begun home/school reading We incorporate group work into our daily programmes We use Māori greetings for roll call We have specific Te Reo lesson which teachers take part in Our curriculum document incorporates Ka Hikitia guidelines to help us focus on raising Māori achievement Teachers take responsibility for their own learning and for the learning of their students We have a number of children attending the Gifted Kids Centre one day programme We encourage our children to take on leadership roles such as road patrol and school councillors Tātaiako Principles: Cultural competencies for teachers of māori students We include aspects of local tikanga/environment in our units

2. WHANAUNGATANGA We hold Duffy assemblies with people who the Māori children can look up to and relate to Many staff members identify as Māori We share our knowledge and encourage children to share their knowledge about cultural experiences We encourage child-lead interviews to discuss achievement and next steps for learning We value parent/ whānau interviews Teachers actively engage in a respectful working relationship with Māori learners, parents and whānau, hapū, iwi and the Māori community We encourage the children to look after new classmates in a tuakana-teina way We display encouraging behaviour towards our students and are positive role models for them We value and open-door policy and an inclusive environment Tātaiako Principles: Cultural competencies for teachers of māori students The Māori community are treated like they are extended whānau and in some cases, they are We invite others into the school To share, teach and discuss our programmes

3. WĀNANGA We value consultation with cultural communities We hold and attend inter-school sports days Teachers participate with learners and communities in robust dialogue for the benefit of Māori learners' achievement We have councillors that the children can communicate with Ngāti Whātua We meet each year to report to our Māori community, achievement data and target setting Ngāpuhi Tātaiako Principles: Cultural competencies for teachers of māori students We use robust dialogue over the phone, in letters, reports, Newsletters, postcards and in portfolios and during any Conversations with parents and caregivers or whānau

4. We value EOTC Tangata Whenuatanga Our hikoi supports whakapapa and marae-based studies We use kaumatua when appropriate to help us in our units of work We use Māori practices and beliefs where possible, eg. karakia, powhiri Teachers affirm Māori learners as Māori. They provide contexts for learning where the identity, language and culture of Māori learners and their whānau is affirmed We encourage children to identify their whakapapa We express our knowledge through the arts, flax making, games, legends and traditional art Tātaiako Principles: Cultural competencies for teachers of māori students Our kapa haka group performs at festivals and are a source of pride in our community Mau rākau

5. Manaakitanga We use Māori vocabulary wherever possible We encourage children to play sport and to display fair play and support their team mates Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture kapa haka We engage with our local community with respect and we value their ideas We value cultural days One of our major prizes at prize-giving is to award a student for Manaakitanga We We give support to children emotionally, socially, physically, mentally