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Successful literacy learning is the backbone of success at school. All learners in New Zealand classrooms need to have strong literacy teaching. Teaching in a way that is responsive to the diversity in our classrooms has the most profound effect on our literacy learners. Strong school–whānau relationships, culturally responsive classrooms, and the deliberate use of effective teaching strategies can help Māori learners succeed as Māori.
Supporting Māori learners with literacy across the curriculum
There is a high proportion of Māori students, Pasifika students, and students from poorer communities who are not developing literacy skills. For example, research shows that by the end of year 1, literacy achievement for many Māori children (in English-medium schools) is lower than for any other ethnic group, even when their starting point is similar. However, it also shows that these differences do not necessarily occur if teaching is made more effective through professional development and support.
The findings of the Educational Leadership Best Evidence Synthesis Iteration provide more insight into improving literacy and numeracy outcomes. The research shows large gains in achievement through school and home initiatives that support learning. It shows that bringing family and community knowledge into the classroom and using that knowledge as resource for the school can effectively strengthen teaching, decrease disparities across different curriculum areas, enhance learner identity, and raise achievement.
Case study from Educational Leaders –
There are a range of resources and readings to help us begin to understand and use appropriate pedagogies that will enhance learning for Māori, and all learners in literacy programmes at all levels of schooling.
Kimi Ora Community SchoolBridget Harrison's class at Kimi Ora Community School is made up of 100% Māori and Pasifika students. Many of the students have English as a second language. In this clip she shares how they are using digital stories to scaffold the writing process.
Using Māori and Pacific Pedagogies in Literacy LearningAn example of how a wharenui with carving, weaving and poi inside can be used to enhance reading, literacy, and language.
Multiple LiteraciesCheryl Stevens, Director of the National Institute for Māori Education, describes the importance of recognising visual and non-visual literacies, and how these are represented in Māori literacy.
For ways in which you can support bilingual and multilingual Māori students in English medium schools, see Supporting Māori learners on ESOL Online.
Supporting Māori learnersThis section provides information and advice on delivering school library and information services that are inclusive and responsive to Māori learner needs in all New Zealand schools.
Picking up the paceThis research project delivered concentrated professional development in literacy instruction to groups of early childhood and new entrant teachers in decile one schools in Mangere and Otara. The outcome was a substantial lift in the reading and writing achievement of new entrants.
Ka Hikitia — Ka HāpaitiaKa Hikitia is a Ministry of Education strategy, designed to rapidly change how the education system performs so that all Māori students gain the skills, qualifications and knowledge they need to enjoy and achieve education success as Māori.
Te Kōtahitanga: Raising Māori student achievementAn initiative developed to improve teaching strategies and the effectiveness of teachers to increase the engagement and academic achievement of Māori students within mainstream secondary schools. As part of this project, an Effective Teaching Profile has been developed, giving teachers an inquiry framework from which to develop a Culturally Responsive Pedagogy.
Te Mana KōreroThe Te Mana Kōrero series has been developed by the Ministry of Education to help teachers focus on quality teaching practices that can better engage Māori students in learning and improving academic and social outcomes. The film clips from Te Mana Kōrero, along with key questions and reflections are available from the Te Mana Kōrero kete.
Te MangōroaTe Mangōroa is a resource for English-medium schools. It is a portal to stories, reports, statistics, and reviews from across TKI and other sites that reflect effective practices to support Māori learners to achieve education success as Māori.
Te Tere Auraki: Māori students' success in English-mediumTe Tere Auraki is a Ministry of Education professional development strategy focusing on improving outcomes for Māori students in English-medium schools. This strategy supports four main Te Tere Auraki projects: Te Kotahitanga, Te Kauhua, Ako Panuku, and Te Mana Kōrero.
Effecting change for Māori studentsA summary that starts to align NZ Curriculum with Ka Hikitia and Te Kotahitanga.
To extend your thinking
Ka Hikitia – Case Studies starts a conversation amongst teachers, whānau, boards of trustees, principals and parents by sharing the stories of those who are engaged in making a difference for their Māori students. Its aim is to help those working in education to bring about successful outcomes for these students.
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Responding to the needs and strengths of all students, is one of the foundations of an inclusive classroom. The successful participation of special needs learners in literacy tasks across the curriculum, involves a team response to individual needs – and participating at a suitable level often means academic success.
Mastery of literacy in a second language is supported by literacy in the student's first language. Language and literacy knowledge in one language can serve as the foundation for a new language. Dual language books, high interest readers, and in class or withdrawal remediation, can all add to success for literacy learning for ESOL students
This page provides information for parents and educators on the Ministry of Education's approach to dyslexia.
Successful literacy learning is the backbone of success at school. All learners in New Zealand classrooms need to have strong literacy teaching. Teaching in a way that is responsive to the diversity in our classrooms has the most profound effect on our literacy learners. Strong school–whānau relationships, culturally responsive classrooms, and the deliberate use of effective teaching strategies can all help Pasifika learners achieve success.
Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.
Inquiry into the teaching–learning relationship can be visualised as a cyclical process that goes on moment by moment (as teaching takes place), day by day, and over the longer term. In this process, the teacher asks:
What is important (and therefore worth spending time on), given where my students are at? This focusing inquiry establishes a baseline and a direction. The teacher uses all available information to determine what their students have already learned and what they need to learn next.
What strategies (evidence-based) are most likely to help my students learn this? In this teaching inquiry, the teacher uses evidence from research and from their own past practice and that of colleagues to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.
What happened as a result of the teaching, and what are the implications for future teaching? In this learning inquiry, the teacher investigates the success of the teaching in terms of the prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next.
The New Zealand Curriculum, p. 35.
What happened as a result of the teaching?
The teaching and learning is designed around the principles of formative assessment: Assessment Online ‘Assessment for Learning in practice’
Melissa has worked hard from the beginning of the year to set up a learning focussed environment where processes and protocols gradually shift the locus of control to allow greater ownership of the learning by students, with a shift of responsibility from teacher to students. She achieves this through:
The students are fully involved in self and peer assessment through the use of peer response groups, where they give each other feedback and feedforward on a specific piece of writing. They have been trained to use this process from the beginning of the year, and will undertake the conversations every two or three weeks. In this task, the students have been engaged and motivated to write an explanation of how their cupcakes rose, through the use of baking powder. The context is authentic, they have an audience for their writing, and they have selected their purpose. They analyse their own, and each other’s writing to consider what they have achieved and where they go next.
Watch video clip 3: Peer response
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Questions for teachers:
Phase 4 - Learning Inquiry
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