Ka Hikitia – Accelerating Success 2013-2017

Ka Hikitia has now been refreshed as part of the overall Education Work Programme.

About the strategy

Ka Hikitia – Accelerating Success 2013-2017 is the Ministry of Education's strategy 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.

Ka Hikitia – Accelerating Success 2013-2017 is an updated strategy, not a brand new one.

Its predecessor, Ka Hikitia – Managing for Success 2008-2012, set the direction for improving how the education system performs for Māori students.

Strategy overview

Ka Hikitia – Accelerating Success is our strategy 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.

Ka Hikitia — Accelerating Success 2013–2017 is an updated strategy, not a brand new one. Its predecessor, Ka Hikitia — Managing for Success 2008–2012, set the direction for improving how the education system performs for Māori students.

Ka Hikitia — Accelerating Success 2013–2017 builds on the changes and success we have seen through Ka Hikitia — Managing for Success 2008–2012.

It identifies:

guiding principles to steer the way we do things
focus areas to prioritise resources and activity
a range of goals and actions to accelerate change
targets and measures to keep us on track and measure our success.

Vision

Ka Hikitia — Accelerating Success 2013-2017 continues our work towards realising the vision for Māori students to enjoy and achieve education success as Māori.

‘Ka hikitia’ means to step up, to lift up or to lengthen one’s stride. Here, it means stepping up how the education system performs to ensure Māori students are enjoying and achieving education success as Māori. To achieve this, the system must fit the student rather than making the student fit the system.

When the vision is realised, all Māori students will:

have their identity, language and culture valued and included in teaching and learning in ways that support them to engage and achieve success
know their potential and feel supported to set goals and take action to achieve success
experience teaching and learning that is relevant, engaging, rewarding and positive
have gained the skills, knowledge and qualifications they need to achieve success in te ao Māori, New Zealand and the wider world.

Ka Hikitia Strategy Overview diagram

View a larger version of the strategy overview diagram [JPG, 2.7 MB]

Five guiding principles steer Ka Hikitia – Accelerating Success

The Treaty of Waitangi

Ka Hikitia – Accelerating Success 2013-2017 gives expression to how the principles of the Treaty of Waitangi (the Treaty) are applied in education.

The Treaty provides a context for the relationship between the Crown, iwi and Māori. Ensuring Māori students enjoy and achieve education success as Māori is a joint responsibility of the Crown (represented by the Ministry of Education and other education sector agencies) and iwi, hapū and whānau.

Ka Hikitia – Accelerating Success 2013-2017 emphasises the power of collaboration and the value of working closely with iwi and Māori organisations to lift the performance of the education system.

Māori potential approach

Ka Hikitia – Accelerating Success 2013-2017 asserts that every Māori student has the potential to make a valuable social, cultural and economic contribution to the wellbeing of their whānau, their community and New Zealand as a whole.

Students who are expected to achieve and who have high (but not unrealistic) expectations of themselves are more likely to succeed. Students, parents, whānau, hapū, iwi, Māori organisations, communities, peers, and education and vocational training sector professionals must share high expectations for Māori students to achieve.

Ako: a 2-way teaching and learning process

Ako is a dynamic form of learning where the educator and the student learn from each other in an interactive way. Ako is grounded in the principle of reciprocity and recognises that the student and whānau cannot be separated.

When ako is a key element of teaching and learning, educators’ practices are informed by the latest research and are both deliberate and reflective.

For those working in government, ako is about seeking the perspectives of Māori students, parents, whānau, hapū, iwi and Māori organisations when we do our work.

Identity, language and culture count

Students do better in education when what and how they learn builds on what is familiar to them and reflects and positively reinforces where they come from, what they value and what they already know. Māori students are more likely to achieve when they see themselves, their parents, whānau, hapū, iwi and community reflected in learning and teaching.

Productive partnerships

Ka Hikitia – Accelerating Success 2013-2017 promotes a team effort. It requires everyone who plays a role in education to take action and work together.

Productive partnerships are based on mutual respect, understanding and shared aspirations. They are formed by acknowledging, understanding and celebrating similarities and differences.

For Ka Hikitia – Accelerating Success 2013-2017 to be successful, key stakeholders must form productive partnerships where there is an ongoing exchange of knowledge and information, and where everybody contributes to achieving the goals.

A productive partnership starts by understanding that Māori children and young people are connected to whānau and should not be viewed or treated as separate, isolated or disconnected. Parents and whānau must be involved in conversations about their children and their learning.

Critical factors for success

Evidence shows that improvement in 2 areas will make the most powerful difference to Māori students’ educational success:

1. Quality provision, leadership, teaching and learning, supported by effective governance

High-quality teaching, supported by effective leadership and governance, makes the biggest ‘in education’ difference to student outcomes across all parts of the education sector.

2. Strong engagement and contribution from all who have a role to play

Strong engagement and contribution from students, parents and whānau, hapū, iwi, Māori organisations, communities and businesses have a strong influence on students’ success.

Māori students’ learning is strengthened when education professionals include a role for parents and whānau, hapū, iwi, Māori organisations, communities and businesses in learning and teaching.

Ka Hikitia critical factors diagram.

Other essential elements for success

Smooth transitions

Ka Hikitia – Accelerating Success 2013-2017 identifies the importance of supporting Māori students during times of transition in their educational journey. For example, moving from primary school to secondary school, from secondary school to tertiary education, or from Māori-medium to English-medium schooling).

Transitions can be challenging for Māori students. Māori students value strong relationships with education professionals and their peers. Establishing relationships with their new peers and educators promptly after a transition improves engagement and, in turn, will lead to sound educational outcomes.

Creating strong educational pathways

Supporting Māori students to plan a clear pathway through education so that they can achieve their aspirations is also vital.

Educational pathways planning tools

The Māori Future Makers website is an excellent tool for students and whānau when planning educational pathways. Māori Future Makers profiles 30 inspirational Māori with specialist skills and capabilities who are studying, employed or self-employed in primary, knowledge-intensive and growth industries such as sciences, engineering, construction, communications, architecture and agriculture.

Visit the Māori Future Makers website for videos, articles, personal success stories and information from these aspirational people on the study pathways they pursued to achieve success, as well as their educational achievements, skills, experience and professional opportunities.

There are also other websites that provide useful information for planning your educational pathway.

Helping young people make decisions – Careers NZ(external link)

Vocational Pathways – Youth Guarantee(external link)

Areas of absolute skills shortage – Immigration New Zealand(external link)

It’s good to know what likely outcomes you can expect when you’re planning your education. The Moving On Up report looks at the outcomes for young people who complete a qualification in the New Zealand tertiary education system.

Moving On Up – What young people earn after their tertiary education(external link)

Strategy focus areas

Ka Hikitia – Accelerating Success 2013-2017 identifies 5 areas with goals, actions, targets and measures that will accelerate educational success for Māori students.

1: Māori language in education

Desired outcome

All Māori students have access to high-quality Māori language in education.

Why focus on Māori language in education

Māori language is the foundation of Māori culture and identity. Learning in and through Māori language is an important way for Māori students to participate in te ao Māori, and it helps students connect with their identity as Māori. This is a strong foundation for well-being and achievement.

Māori language is a taonga (treasure) and the Government is committed to protecting it under the Treaty of Waitangi. Education provides an ideal vehicle to revitalise and sustain the Māori language.

Cultivating high-quality Māori language in education is important because it:

supports identity, language and culture as critical, but not exclusive, ingredients for the success of all Māori students
provides all Māori students with the opportunity they need to realise their unique potential and to succeed as Māori
gives expression to the national curriculum documents for early childhood, primary and secondary education, which recognise the importance of Māori language for New Zealand
supports community and iwi commitments to Māori language intergenerational transmission and language survival.

Tau Mai Te Reo – The Māori Language in Education Strategy 2013-2017

Tau Mai Te Reo provides a connected and cohesive approach to supporting and strengthening te reo Māori in education.

Tau Mai Te Reo:

creates the conditions for students to achieve educational and Māori language outcomes
supports the coordination of effort across Māori language in education activity in the Ministry of Education and across education sector agencies
provides a framework for better Government investment in Māori language in education over the next five years.

Tau Mai Te Reo

Goals and actions

The goals, priorities and actions for Māori language in education are integrated into each of the other focus areas to ensure it has a clear presence in all aspects of a Māori student’s education.

2: Early learning

Desired outcome

All Māori children participate in high quality early learning.

Why focus on early learning

Ka Hikitia – Accelerating Success 2013-2017 identifies early learning as an area to focus on because Māori children who enjoy and achieve education success at this level have a greater likelihood of achieving better educational outcomes throughout their education.

While the number of Māori children participating in quality early learning has increased, Māori children still have lower rates of participation compared with the national participation rate.

There is a range of barriers to accessing early learning that must be removed. These include:

information – knowledge of the benefits of early learning, how and where it can be accessed, and the different types of early learning available
a lack of culturally responsive early learning provision leading to poor quality of provision for many Māori children
access – including cost, transport, distance, health problems.

Goals

All Māori parents and whānau are accessing their choice of high-quality early learning (English- and Māori-medium education).
All parents and whānau are providing high quality early learning experiences (education and language).

Key actions for achieving these goals

Increase the supply and quality of early childhood education and early learning – both English- and Māori-medium education.
Remove barriers to access, and promote the benefits of participation in quality early learning and the benefits of Māori language in education.
Ensure parents and whānau have good support and information in their role as first teachers.

3: Primary and secondary education

Desired outcomes

All Māori students have strong literacy, numeracy and language skills.
All Māori students achieve at least National Certificate of Educational Achievement (NCEA) Level 2 or an equivalent qualification.

Why focus on primary and secondary education

The primary and secondary education focus area covers the largest number of Māori students in formal education.

Māori students in English-medium schools are more likely to have lower levels of achievement in literacy, numeracy and science than non-Māori students. If not addressed swiftly, students are likely to fall behind and will be at risk of disengaging from education early.

Improvements in achievement have occurred when schools and kura:

integrate elements of students’ identity, language and culture into the curriculum teaching and learning
use their student achievement data to target resources for optimal effect
provide early, intensive support for those students who are at risk of falling behind
create productive partnerships with parents, whānau, hapū, iwi, communities and businesses that focus on educational success
retain high expectations of students to succeed in education as Māori.

Goals

(In English- and Māori-medium education)

All Māori students are engaged in quality teaching and learning experiences.
All stakeholders with a role to play in Māori students’ educational success:
- have high expectations for all Māori students
- are sharing and growing knowledge and evidence of what works, and
- are collaborating to achieve educational and Māori language outcomes.
All Māori students have access to learning pathways of their choice that lead to successful educational and Māori language outcomes.

Key actions for achieving these goals

(In English-and Māori-medium education)

Continue to enhance the quality of school leadership and teaching, and raise the professional status of teaching.
Develop new and expand current teaching and learning approaches that are engaging, effective and enjoyable for all Māori students.
Strengthen capability and responsibility for Māori educational and language outcomes across all stakeholders.
Support all stakeholders to:
- have high expectations for all Māori students
- develop and use a range of networks to share and grow knowledge and evidence of what works to support excellent educational and Māori language outcomes.
Develop and support clear pathways that lead to excellent educational and Māori language outcomes.

4: Tertiary education

Desired outcome

Māori succeed at higher levels of tertiary education.

Why focus on tertiary education

Ka Hikitia – Accelerating Success 2013-2017 identifies tertiary education as a focus area because higher-level tertiary qualifications increase income and employment opportunities.

In recent years, there have been improvements in participation and achievement at higher levels for all students, including Māori. However, the significant participation and achievement gap between Māori and non-Māori hasn't reduced, so more work is needed.

Tertiary education plays an important role in sustaining and revitalising the Māori language and mātauranga Māori.

Goals

Māori participate and achieve at all levels at least on a par with other students in tertiary education.
Māori attain the knowledge, skills and qualifications that enable them to participate and achieve at all levels of the workforce.
Grow research and development of mātauranga Māori across the tertiary sector.
Increase participation in Māori language and completion at higher levels by improving the quality of Māori language teaching and provision.

Key actions for achieving these goals

We all have a role to play in supporting Māori students to enjoy and achieve education success.

In the short term, the Ministry of Education’s as well as education, business, innovation and employment sector agencies’ actions include (but are not limited to):

expanding trades training for Māori
maintaining a strong performance element to tertiary funding to ensure providers are accountable and have the incentives to support better education outcomes for Māori students
continuing to improve the information available on tertiary education – particularly on careers advice, employment outcomes and skills in demand – for Māori students, whānau, communities and iwi to enable them to make informed education choices
examining existing support for research based on mātauranga Māori as part of the reviews of the Performance-Based Research Fund and the Centres of Research Excellence.

In the longer term, the Ministry of Education’s and education, business, innovation and employment sector agencies’ actions include (but are not limited to):

supporting approaches to up-skill Māori in the workforces by connecting tertiary education with the Māori economic development initiatives
growing the research available on effective teaching and learning for Māori students so providers know what they can do to support students
ensuring that Māori students’ success is more transparent in NZQA’s quality assessment of tertiary providers, so students, parents and whānau can better judge individual providers, improving the quality of Māori-medium initial teacher education
providing clear, quality Māori language pathways through tertiary education to support improvement in language proficiency
looking for opportunities for better inclusion of mātauranga Māori in tertiary programmes.

5: Organisational success

Desired outcome

The performance of the Ministry of Education and education sector agencies creates the conditions for Māori students to enjoy and achieve education success as Māori.

Why focus on organisational success

The Ministry of Education, the Education Review Office (ERO) and education sector agencies play a key role in co-ordinating the actions of Ka Hikitia – Accelerating Success 2013-2017 and are best placed to oversee implementation across all five focus areas.

The Ministry of Education can also drive steadfast implementation of Ka Hikitia – Accelerating Success 2013-2017 by connecting its actions with other key Ministry of Education strategies and the strategies of the ERO and other education agencies.

Goals

The Ministry of Education provides strong leadership to all relevant government agencies and the education sector that supports Māori enjoying and achieving education success as Māori.
Ka Hikitia – Accelerating Success 2013-2017 and evidence of what works for Māori students are embedded into all education sector agencies’ planning and accountability processes.
The Ministry of Education and education sector agencies take steps to increase their capacity and capability to lift the performance of the education system for Māori students.

Key actions for achieving these goals

Continue to build the Ministry of Education, ERO and education sector agencies’ capability and commitment to lifting the performance of the education system for Māori students, including implementing:
- Whakapūmautia, Papakōwhaitia, Tau Ana-Grasp, Embrace and Realise: Conducting Excellent Education Relationships between Iwi and the Ministry of Education
- Tau Mai Te Reo – The Māori Language in Education Strategy
- Tātai Pou: competency framework
- Ka Hikitia Measurable Gains Framework.
Develop shared implementation plans to deliver on the goals and actions of Ka Hikitia – Accelerating Success 2013-2017, supported by building capability across the Ministry of Education and education sector agencies, and improving monitoring, evaluation and measuring of progress.

Putting Ka Hikitia – Accelerating Success 2013–2017 into action

What you can do to accelerate success

Parents, whānau, iwi and hapū are powerful elements of their young people’s education.

Parents, whānau, iwi and hapū can accelerate success by:

expecting Māori students to achieve
being part of conversations about their children and their learning
sharing their knowledge of Māori language, culture and identity with education professionals and contributing to learning programmes
providing feedback and being involved in decision-making
supporting Māori students to plan and implement their pathway through education
working with education professionals to create the conditions and support networks for successful transitions
using Māori language at home and in the community
providing high quality early learning experiences
becoming members of school and kura boards
understanding the benefits and challenges for Māori students at each stage of their educational journey.

What the Ministry of Education will do to accelerate success

The Ministry of Education, ERO, education sector agencies and education professionals will work collaboratively to embed the actions and goals of Ka Hikitia – Accelerating Success 2013-2017 across the education system.

The Ministry will monitor Māori students’ progress and adapt activity so it is aligned with what we can see is working.

Ka Hikitia – Accelerating Success 2013–2017 identifies 4 ways to accelerate change:

1. Prioritise resources

The Government is committed to ensuring that resourcing and funding are targeted to the areas where they are needed the most.

2. Support stronger student and whānau voice in education

The Ministry of Education will seek ways to understand what is happening ‘on the ground’ by listening to what students, their whānau and their communities have to say, and finding out more about their experiences in education. Ongoing hui and shared stories will enhance our understanding of what is working and where changes need to be made.

3. Create and maintain momentum

All stakeholders must remain motivated and maintain momentum in implementing Ka Hikitia – Accelerating Success 2013-2017. The Ministry of Education will fuel motivation by sharing, through a range of channels, information and real-life examples that demonstrate our progress.

4. Develop more measures and indicators of progress

The Ministry of Education will continue to develop measures and indicators of progress.

Publications and resources

Ka Hikitia – English language resources

Ka Hikitia – Accelerating Success 2013-2017 resources

Ka Hikitia – Accelerating Success 2013-2017 [PDF, 2.2 MB]

Summary of Ka Hikitia – Accelerating Success 2013-2017 [PDF, 703 KB]

Getting Started with Ka Hikitia for Parents, Families and Whānau [PDF, 232 KB]

Getting Started with Ka Hikitia – Early Learning [PDF, 156 KB]

Getting Started with Ka Hikitia – Primary Education [PDF, 163 KB]

Getting Started with Ka Hikitia – Secondary Education [PDF, 144 KB]

Getting Started with Ka Hikitia – Tertiary Education [PDF, 208 KB]

Ka Hikitia Data Snapshot 2014 [PDF, 782 KB]

Ka Hikitia Data Snapshot 2013 [PDF, 2.7 MB]

Tau Mai Te Reo: The Māori Language in Education Strategy [PDF, 2.4 MB]

Summary of Tau Mai Te Reo: The Māori Language in Education Strategy [PDF, 2.3 MB]

How to order resources

Printed copies of the resources are available. To order a copy email ka.hikitia@education.govt.nz.

Web resources

Te Mangōroa is a resource for English-medium schools. It's a portal to stories, statistics and reviews that reflect effective practices to support Māori learners to achieve education success as Māori.

Te Mangōroa is full of practical illustrations of what Ka Hikitia – Accelerating Success 2013–2017 means for teaching and learning.

Te Mangōroa – TKI website(external link)

Ka Hikitia – Managing for Success 2008-2012 resources

Ka Hikitia – Managing for Success: The Māori Education Strategy: Part 1 [PDF, 739 KB]

Ka Hikitia – Managing for Success: The Māori Education Strategy: Part 2 [PDF, 304 KB]

Ka Hikitia – Managing for Success overview chart [PDF, 96 KB]

Ka Hikitia – Managing for Success bookmark: Relationships and expectations [PDF, 90 KB]

Ka Hikitia – Managing for Success bookmark: Learning [PDF, 87 KB]

Ka Hikitia – Managing for Success bookmark: The classroom [PDF, 106 KB]

Ka Hikitia – Managing for Success bookmarks: Complete set [PDF, 217 KB]

Ka Hikitia – Managing for Success School poster [PDF, 336 KB]

If you have difficulty downloading any of these documents, email ka.hikitia@education.govt.nz.

Ka Hikitia – Māori language resources

Ka Hikitia – Accelerating Success 2013-2017 resources

Ka Hikitia – Kōkiri Kia Angitū 2013-2017 [PDF, 2.3 MB]

Whakarāpopoto o Ka Hikitia – Kōkiria Kia Angitu 2013-2017 [PDF, 1.4 MB]

Hei Tīmata i a Ka Hikitia – Te Pārekereke [PDF, 639 KB]

Hei Tīmata i a Ka Hikitia – Te Mātauranga Kura Tuatahi [PDF, 832 KB]

Hei Tīmata i a Ka Hikitia – Te Mātauranga Kura Tuarua [PDF, 420 KB]

Hei Tīmata i a Ka Hikitia – Te Kura Wānanga [PDF, 720 KB]

Tau Mai Te Reo – Strategy document (Māori) [PDF, 2.5 MB]

Tau Mai Te Reo – Summary document (Māori) [PDF, 2.5 MB]

Order printed resources

If you would like to order a printed copy of Ka Hikitia – Accelerating Success 2013-2017, or if you have difficulty downloading a PDF file, email ka.hikitia@education.govt.nz.

Ka Hikitia – Managing for Success 2008-2012

Ka Hikitia – He Kauhou Manawaroa: Te Rautaki Mātauranga Māori 2008-2012 [PDF, 1.1 MB]

Ka Hikitia – He Kauhou Manawaroa: Te Rautaki Manawaroa: Part 1 [PDF, 637 KB]

Ka Hikitia – He Kauhou Manawaroa: Te Rautaki Manawaroa: Part 2 [PDF, 407 KB]

Ka Hikitia – He Kauhou Manawaroa Overview chart [PDF, 324 KB]

Ka Hikitia – He Kauhou Manawaroa schools poster [PDF, 332 KB]

Ka Hikitia – He Kauhou Manawaroa bookmark: Te kuhu a te Whānau [PDF, 87 KB]

Ka Hikitia – He Kauhou Manawaroa: Te Taura Whiri Tangata me ngā Tumanako [PDF, 96 KB]

Ka Hikitia – He Kauhou Manawaroa bookmark: Te Ako [PDF, 87 KB]

Ka Hikitia – He Kauhou Manawaroa bookmarks: Complete set [PDF, 202 KB]

Measurable gains framework

Resources to help measure the extent to which activities and initiatives are making a difference to Māori enjoying and achieving education success as Māori. To what extent is identity, language and culture embedded in these activities and initiatives?

Ka Hikitia in action

Ka Hikitia in Action showcases the critical role parents, whānau and communities play in helping their children to learn. It illustrates that Māori educational success can be achieved when communities, iwi, schools, early learning centres or the Ministry work in collaboration – mahi tahi.

Here you can read real-life examples of what Ka Hikitia – Accelerating Success 2013-2017, the Māori education strategy, looks like when communities take the lead and turn a government strategy into community action.

If you have difficulty accessing these documents email ka.hikitia@education.govt.nz.

Read Ka Hikitia in Action

Issue 2 Ka Hikitia in Action (2015) [PDF, 8.5 MB]

front cover of Ka Hikitia in Action

Issue 1 Ka Hikitia in Action (2014) [PDF, 3.3 MB]

Tell us what you think

We'd love to hear if you're:

doing something new and exciting to support more Māori children and young people enjoying and achieving success in education as Māori, or
interested in subscribing to hear more of these types of stories.

Email: ka.hikitia@education.govt.nz

A small number of copies of Ka Hikitia in Action have been distributed as a printed publication, and are available to read here online.

In continuing to share these stories we'd be interested to know:

how you'd prefer to hear about these stories, and
generally, what you think about the publication.

We encourage you to complete our online readership survey:

Ka Hikitia in Action readership survey(external link)

Key evidence

This section introduces key evidence that underpins Ka Hikitia – Accelerating Success: The Māori Education Strategy 2013-2017. This section links to the Education Counts website, where most of the strategy’s key evidence, data and information can be found in more detail.

Overview

Half a century ago, Sylvia Ashton-Warner’s writings highlighted her experiences as a teacher of Māori students. Through a personal journey of observation and reflection, she wrote of how she moved from using the prescribed English ‘Janet and John readers’ to writing more than a hundred books in te reo Māori to support reading in her junior classroom.

Fifty years later, Sylvia Ashton-Warner’s observations about unlocking the potential of every Māori child in her class are just as current. "Māori enjoying education success as Māori" requires the education system and each individual in it to undertake the same kind of inquiry as Sylvia Ashton-Warner.

It requires us to seek out answers, attend to the evidence before us and modify our practices accordingly. This has only been achieved in small pockets of success to date, with different approaches to understanding where the answers may lie.

In 1997, the Chapple Report concluded that the differences in achievement for Māori students compared with non-Māori students was because of their socio-economic status rather than ethnicity and there was, therefore, nothing significant about ‘being Māori’ that affected education success.

These findings substantially affected the way we thought about Māori education achievement and contributed to the prevalent ‘blaming’ attitude and an abdication of responsibility by some in education: ‘It’s their background, what can we do?’.

"Māori enjoying education success as Māori" requires the education system and each individual in it to undertake the same kind of inquiry as Sylvia Ashton-Warner

However, in 2007, Harker undertook further analysis of the data used by Chapple et al. (1997) and concluded that ethnicity is a significant factor in achievement over and above socio-economic status.

In summary, controlling for both socio-economic status and prior attainment reduces, but does not eliminate, significant differences between the four ethnic groups studied in the Progress at School and Smithfield projects. (Harker, 2007)

Harker suggests that the explanation lies between the interface of schools and student ethnicity. Likewise, Hattie (2003), using reading test results prepared as norms for the asTTle formative assessment programme, identified that achievement differences between Māori and non-Māori remained constant regardless of whether the students attended a high or low decile school.

Hattie concluded from this data that it is not socio-economic differences that have the greatest effect on Māori student achievement. Instead, he suggests that ‘the evidence is pointing more to the relationships between teachers and Māori students as the major issue – it is a matter of cultural relationships not socio-economic resources’, because these differences occur at all levels of socio-economic status.

An analysis across the best evidence syntheses also reveals that education system performance has been persistently inequitable for Māori learners – low inclusion of Māori themes and topics in English-medium education, fewer teacher-student interactions, less positive feedback, more negative comments targeted to Māori learners, under-assessment of capability, widespread targeting of Māori learners with ineffective or even counterproductive teaching strategies (such as the ‘learning styles’ approach), failure to uphold mana Māori in education, inadvertent teacher racism, peer racism, mispronounced names and so on.

In 1990, after working with teachers in Aotearoa New Zealand, internationally renowned Harvard professor, Courtney Cazden, highlighted how deeply entrenched such disadvantageous, differential treatment is within the practice and beliefs of many of New Zealand teachers.

In most cases, this is not conscious prejudice, but part of a pattern of well-intended but disadvantageous treatment of Māori students.

An example of this is the belief that all Māori are kinaesthetic (hands-on) learners – a belief that led well-meaning teachers to provide more ‘hands-on’ learning opportunities for Māori students and thereby inadvertently limit the opportunity of these students to develop the higher-level cognitive skills and metacognition that are so essential for educational success.

Ka Hikitia – Accelerating Success: The Māori Education Strategy 2013-2017 seeks both to challenge current thinking and to channel investments and energies into what the evidence shows works for, and with, Māori students in early childhood education, schools and tertiary education.

Ka Hikitia – Accelerating Success: The Māori Education Strategy 2013-2017 promotes a Māori potential approach – that is, an approach that invests in success. It promotes building on what we know works and investing in a way that will spread that success more widely, rather than investing in initiatives that are primarily focused on targeting problems and addressing failure.

This approach doesn't mean that problems are ignored. Rather it means that we find and take every opportunity we can to use and build on current successes.

In the past, such opportunities have not necessarily been realised. However, through Ka Hikitia – Accelerating Success: The Māori Education Strategy 2013-2017, the Ministry is now giving priority to what the evidence shows works for, and with, Māori learners.

References

The following is a list of evidence that underpins the Ka Hikitia – Accelerating Success: The Māori Education Strategy 2013-2017 strategy.

Also refer to the Education Counts website.

Education Counts(external link)

Key references

Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry of Education.

Publications – Education Counts website(external link)

Benseman, J., Sutton, A., & Lander, J. (2005). Working in the light of evidence as well as aspiration: A literature review of the best available evidence about effective adult literacy, numeracy and language teaching. Report prepared for Ministry of Education. Auckland: Auckland UniServices Ltd.

Biddulph, F., Biddulph, J., & Biddulph, C. (2003). The complexity of community and family influences on children’s achievement in Aotearoa New Zealand: Best evidence synthesis. Wellington: Ministry of Education.

Publications – Education Counts website(external link)

Bishop, R., Berryman, M., Cavanagh, T., Teddy, L. (2007). Te Kotahitanga Phase 3 Whanaungatanga: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms. Report to the Ministry of Education. Wellington: Ministry of Education.

Bishop, R., Berryman, M., Richardson, C. (2001). Te Toi Huarewa: Effective teaching and learning strategies, and effective teaching materials for improving the reading and writing in te reo Māori of students aged five to nine in Māori-medium education. Final report to the Ministry of Education. Wellington: Ministry of Education.

Publications – Education Counts website(external link)

Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: The experiences of year 9 and 10 Māori students in mainstream classrooms. Report to the Ministry of Education. Wellington: Ministry of Education.

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McGee, C., Ward, J., Gibbons, & Harlow, A. (2003). Transition to secondary school: A literature review. Hamilton: University of Waikato, for the Ministry of Education.

Publications – Education Counts website(external link)

McNaughton, S., Phillips, G., & MacDonald, S. (2000). Curriculum channels and literacy development over the first year of instruction. New Zealand Journal of Educational Studies, 35 (1).

May, S., Hill, R., & Tiakiwai, S. (2004). Bilingual/Immersion education: Indicators of good practice. Final report to the Ministry of Education. Wilf Malcolm Institute of Educational Research Review Office. School of Education, University of Waikato. Wellington: Ministry of Education.

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Publications – Education Counts website(external link)

Ministry of Education. (2005b). Making a bigger difference for all students: Hangaia he huarahi hei whakarewa ake i ngā tauira katoa. Schooling Strategy 2005–2010. Wellington: Ministry of Education.

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Statement of Intent 2007-2012

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Publications – Education Counts website(external link)

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Publications – Education Counts website(external link)

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Publications – Education Counts website(external link)

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Penetito, W.T. (2006). Ka Hikitia: A step up in system performance for Māori Education. Unpublished paper prepared for the Ministry of Education.

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Phillips, G., McNaughton, S., & MacDonald, S. (2004). Managing the mismatch: Enhancing early literacy progress for children with diverse language and cultural identities in mainstream urban schools in New Zealand. Journal of Educational Psychology, 96(2), 309–323.

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Tahuri, B. (2005, December 6–9). Weaving links between the community and the school kia tika – kia pono. Paper presented to the New Zealand Association of Research Education Conference ‘The Learning Profession’, University of Otago, Dunedin.

Tawhai, V. (2005, June). Nā te manaaki te wānanga: Aspirations for kaupapa Māori tertiary education. Research Paper 2 of the Kaupapa Māori Tertiary Education Project. Unpublished draft report to the Ministry of Education.

Timperley, H., Fung, I., Wilson, A., & Barrar, H. (2006, April). Professional Learning and Development: A best evidence synthesis of impact on student outcomes. Paper presented to the annual meeting of the American Educational Research Association, San Francisco, California.

Timperley, H. & Robinson, V. M. J. (2001). Achieving school improvement through challenging and changing teachers’ schema. Journal of Educational Change 2(4), 281–300.

Timperley, H. & Wiseman, J. (2003). The Sustainability of Professional Development in Literacy: Part 2: School-based Factors Associated with High Student Achievement. Wellington: Ministry of Education.

Publications – Education Counts website(external link)

Tuata, M., Bradnam, L., Hynds, A., & Higgens, J., with Broughton, R. (2004). Evaluation of the Te Kauhua Māori Mainstream Pilot Project: Report to the Ministry of Education. Wellington: Ministry of Education.

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Tunmer, W. E., Chapman, J., & Prochnow, J. E. (2003). The structure achievement-related beliefs, gender and beginning reading achievement: Final report – Phase II. Report to the Ministry of Education.

Vitols, Lelde. (2005). Toward a Policy Framework for Engaging Families and Communities in Education: A discussion paper. Draft paper prepared for the Ministry of Education.

Wylie, C. & Hipkins, R. (2006). Growing independence: Competent students at 14 project. Wellington: Research Division, Ministry of Education.

Wylie, C. & Hodgen, E. (2007). Competent Children at 16: Competency levels and development over time. Report to the Ministry of Education. Wellington: Ministry of Education.

Publications – Education Counts website(external link)

Wylie, C., Hodgen, E., & Ferral, H. (2005). Experiences and effects of the transition to secondary school. Unpublished draft report to the Ministry of Education.

Wylie, C., Thompson, J., & and Lythe, C. (2004). Competent Children at 12. Report to the Ministry of Education. Wellington: New Zealand Council for Educational Research.

Publications – Education Counts website(external link)

Ministry of Education websites
Te Kete Ipurangi website(external link)	Also called TKI. A bilingual portal for school teachers and principals.
New Zealand Education Gazette website(external link)	The Education Gazette is the Ministry of Education's official newsletter for the education sector.
Educational Leaders website(external link)	Website for principals and school leaders.
Education Counts website(external link)	Education Counts is the Ministry of Education's education statistics and research resource.
Early Childhood Education	Advice, support and information about early childhood education.

Links to Government websites
New Zealand Government website(external link)	New Zealand Government website.
New Zealand Qualifications Authority website(external link)	Website for the government agency that coordinates qualifications and maintains national standards.
Education Review Office website(external link)	Website for the government agency that reports publicly on the quality of education in schools.
Career Services Rapuara website(external link)	Website for the government agency that provides career advice, planning and information.
Teaching Council of Aotearoa New Zealand website(external link)	Website (formerly known as Education Council) for the council that provides teacher licensing in New Zealand.
Te Puni Kōkiri website(external link)	Website for Te Puni Kokiri, the government's principal adviser on Crown relationships with iwi, hapū and Māori and key government policies as they affect Māori.
Tertiary Education Commission website(external link)	Website for the agency that provides strategic advice to the Government on tertiary education.
Te Taura Whiri website(external link)	The portal page to Te Taurawhiri I Te Reo Māori, the website of the Māori Language Commission. Find information about the Māori Language Act, news and updates and Māori language software.

Other education sector websites
New Zealand School Trustees Association(external link)	Website for the New Zealand School Trustees Association (NZSTA). NZSTA supports and provides information to school boards in the compulsory education sector.
New Zealand Principals’ Federation(external link)	Website for the New Zealand Principals’ Federation, Ngā Tumuaki O Aotearoa.
New Zealand Educational Institute(external link)	Website for the New Zealand Educational Institute Te Riu Roa (NZEI) is New Zealand's largest education union.
Post Primary Teachers’ Association(external link)	Website of the Post Primary Teachers' Association, Te Wehengarua (PPTA).

Case studies

The Ka Hikitia case studies start a conversation amongst teachers, whānau, school boards, 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.

Introduction

Ka Hikitia is our strategy 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.

Ka Hikitia is an updated strategy. Its forerunner, Ka Hikitia – Managing for Success 2008-2012, set the direction for improving how the education system performs for Māori students.

Mid-2013, the Officer of the Auditor General’s (OAG) released a report Education for Māori; Implementing Ka Hikitia – Managing for Success. This report identified that there is still much more to be done for Māori to enjoy and achieve education success as Māori. The OAG suggested that schools set up and share teaching practices that are effective in improving Māori students’ educational success.

The five schools involved in these initial case studies have opened their doors to share their practice. Each of the schools has faced challenges to deliver an education that accelerates success for their Māori students. These schools represent a range of schools we may encounter in Aotearoa New Zealand.

School	Type	Roll	Māori %	Location
Breens Intermediate	Year 7 & 8	U4 = 251	15%	Christchurch
Breens Intermediate	Intermediate school (Year 7-8) in Christchurch with around 250 students, 15% identify as Māori.
Makoura College	Year 9-14	U4 = 277	55%	Masterton
Makoura College	Secondary school (Year 9-14) in Masterton with around 280 students, 55% identify as Māori.
Newton Central School	Year 1-6	U4 = 270	43%	Auckland Central
Newton Central School	Contributing school (Year 1-6) in Central Auckland with around 270 students, 43% identify as Māori. Immersion and bilingual options are available for their community.
Porangahau School	Year 1-8	U1 = 31	77%	Hawke's Bay
Porangahau School	Full Primary school (Year 1-8) in Hawke's Bay with around 30 students, 77% identify as Māori.
Te Karaka	Year 1-13 Immersion Rumaki Māori	U4 = 163	94%	Gisborne
Te Karaka	Composite school (Year 1-13) in Gisborne with around 160 students, 94% identify as Māori.

Aim of the case studies

The case studies aim to:

promote conversation and develop shared understandings, plans and actions to accelerate education success for Māori students
improve access to a range of effective practice examples in contexts that teachers, boards of trustees, whānau, parents and principals can relate too
empower teachers, school boards, whānau, parents and principals to have the confidence to engage effectively with one another to support their Māori students
identify schools that confidently use a range of data to track, measure and report the success of their Māori students effectively
promote effective practice in schools that prioritises resources and activities to action the goals to accelerate change for Māori students
allow teachers, school boards, whānau, parents and principals to see how they can take action to challenge bias and low expectations for Māori students

Using the case studies

You can use each of the case studies to talk to individuals, groups, teams, departments, syndicates, school boards or your whole staff — whatever works for you.

Readiness

Be aware that there will be a range of understandings and awareness levels about the Māori learners in your school.
Prepare to have honest conversations to identify and make the required changes.

Viewing

The case studies can be selected and viewed in a number of ways. The following are some suggestions to get you started.

Quality, provision, strong engagement: Critical factors – Ka Hikitia
Treaty of Waitangi, Māori potential approach, Ako, Identity, language and culture and productive partnerships: Principles – Ka Hikitia
Composite, Intermediate, full Primary, Primary, Secondary, Immersion, Bilingual, roll size and Māori roll: School context for Ka Hikitia

Because nothing in teaching is done in isolation the case studies have links to more than one focus.

Teaching as inquiry cycle

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. (Ministry of Education, 2007b, page 35.)

The purpose of the Teaching as Inquiry cycle is to improve outcomes for students. The cycle is also an organising framework that can be used to learn about current practice and build greater shared knowledge, plans and actions for change.

Focusing inquiry

Establish a baseline and a direction for change.

The key question for the focusing inquiry is:

What is important (and therefore worth spending time on), given where my school/students are at?

Teaching inquiry

Use evidence from research and from current practice to plan teaching and learning opportunities aimed at achieving the outcomes prioritised in the focusing inquiry.

The key question for the teaching inquiry is:

What strategies (evidence-based) are most likely to help my students learn what they need to learn?

Learning inquiry

Investigate the success of the focus in terms of the outcomes; use a range of assessment approaches. This is an ongoing process that assists with the analysis and interpretation of information to consider the next steps.

The key questions for the learning inquiry are:

What happened as a result of the changes?
What are the implications for future practice?
Is there something we need to change?
What are the next steps?

School context for Ka Hikitia

Newton Central (Newton, Auckland)

Contributing School (Years 1-6)
U4
43% Māori
Māori Medium education; Immersion and bilingual classes
Decile 7

Newton Central School, Te Kura-ā-Rito o Newton, can be found in central Auckland. With views of the sacred mountains of Maungawhau and Maungakiekie the school inspires and guides their students to be proud in their identity, language and culture while striving to attain to the best of their ability.

Relationships and connections at Newton Central are based on trust, respect and acceptance. Teachers strive to build and nurture a diverse community of bicultural and bilingual learners. This is replicated in their Treaty based co-governance model.

Students learn in rumaki Māori, bilingual or English medium classes. The school’s culture of high expectations effectively supports its diverse community to be connected and active life-long learners.

Newton Central: Identity, language and culture (0:00–1:10)

How do we develop a culture of trust if it does not exist in our school?
What do we know about the educational benefits of a strong connection to our identity, language and culture?
What is it we value about our own cultures?

Newton Central: Ako, Identity, language and culture and Māori potential approach (1:10-1:53)

How much do we know about the skill, values and attitudes our Māori learners possess that are celebrated and upheld by our school?
How many languages can you speak? (the staff, school board, community)

Newton Central: Identity, language and culture (1:53–2:20)

What is normal in our school?
Do you see the world the same way as the Māori learners in your class/school?
What learning factors do we see as being critical to our Māori learners?

Newton Central: Māori potential approach, Identity, language and culture (2:20-3:31) (translate from 00:39-end 1:06)

How much do we know about the skill, values and attitudes our Māori learners possess that are celebrated and upheld by our school?
How many languages can you speak? (the staff, school board, community)

Newton Central: Productive partnerships (3:31–4:19)

In what ways do parents, families and whānau drive the changes in our school?
How will we change the hearts and minds of our school to accelerate success for Māori learners?
How do the relationships in our school community educationally powerful?

Newton Central School: Treaty of Waitangi, Ako (4:19-5:00)

What Māori representation currently exists on our school board?
What policies, procedures and practices are in place to affirm this partnership?
How do we retain, maintain and sustain the essence of the Treaty in all aspects of our school?

Newton Central: Productive partnerships (5:21-6:42)

What does success as Māori mean at our school?
How are Māori aspirations represented at a school board level?
How effective is our current governance model for Māori enjoying and achieving education success as Māori?

Porangahau School (Hawke's Bay)

Full Primary
77% Māori roll
U1

The Porangahau School curriculum is reflective of their rural school community and is clearly focused on students’ learning and the ongoing partnerships with families and whānau. Positive, affirming relationships amongst students, staff, whānau and the community contribute to a strong sense of belonging and ownership.

A strong sense of whakawhanaungatanga provides students with an environment that supports and affirms them as individuals and as Māori. The school has a strong association with Ngāti Kere and Te Rongomaraeroa Marae. Te reo me ngā tikanga Māori is celebrated and embraced and staff actively build their knowledge of the values of Ngāti Kere to support Māori success as Māori.

Board members are committed to and have a clear understanding of their governance roles and responsibilities. They use information from consultation and achievement data to make decisions that are focused on improving student outcomes. Trustees, leaders and teachers use an extensive range of effective strategies to engage families, whānau and the community.

Transitions to school have been strengthened with preschoolers beginning school six months earlier, an effective process that familiarises the learners with the school before starting. This enhances students’ confidence and sense of security. Teachers are building relationships with Central Hawke’s Bay College. As part of an iwi contract 'Te Kauhua', trustees and leaders can monitor and track the progress of their school leavers.

Porangahau School: Treaty of Waitangi, Identity, language and culture, Productive partnerships (1:23-1:50)

How do we know what is best for our Māori students?
In what ways does our school honour the Treaty of Waitangi?
What is the relationship between parents, family whānau and school?

(3:35-4:05)

Who is part of the community that supports the school and learners?
How do we assist parents, family or whānau into our school?
How can we as parents, family and whānau connect with the school?

Porangahau School: Māori Potential Approach, Ako, Identity, Language and Culture (1:50–2:15, 2:15–3:19)

How do we assist students to return back to school and begin the week?
How are peer relationships used to support students to feel connected to our school and how do we know?
How is tikanga Māori alive in our school?

(4:05–4:57)

What expectation do we have for our staff, parents, families, whānau or community to lead or support Māori activities or tikanga?
How do we as a school acknowledge that level of commitment from our community?
In what ways are our school community developing and strengthening our own cultural competencies?

Porangahau School: Ako, Productive partnerships (4:57–5:20)

What do I know about the Māori learners in my class/school?
What type of strategies do we use to assist our Māori learners?
In what ways do you share teaching and learning opportunities in your class/school?

Porangahau School: Identity, language and culture, Ako, Productive partnerships (7:00–end)

Do we know where our Māori learners come from?
What do we know about the history of the area and the school?
In what ways do we strengthen Māori learners’ access to their identity, language and culture?

Porangahau School: Productive partnerships (0:00-1:23)

What effective partnerships do we have in our school community?
What relationships exist in our school that support Māori learners to accelerate their success?
In what ways do we assist our parents, families and whānau to ensure learners can attend our school?

(3:19–3:34)

(external link)

What barriers exist for our students to access our school?
In what ways can we remove or limit these barriers?
How committed are our staff and school board to building and strengthening the effective communities of our school?

(6:00-6:19)

How do we support Māori learners to transition into and out of our school?
How do we provide information to our school community to support education success?
What information and or access do we provide to parents, families and whānau about beginning at our school?

Breens Intermediate (Christchurch)

Year 7-8
15% Māori
U4
Decile 6

Breens Intermediate is a decile six school that caters for Year 7 and 8 students the school values have a strong influence on all things that impact on the students’ learning. The values are about belonging and being bold, brilliant, brave and beautiful. The Canterbury earthquakes have given the school opportunities to put their values into practice.

Teachers and school leaders have made a commitment to improve the achievement levels of Māori students at the school. They are taking part in effective professional learning to extend their understandings and knowledge of practices that better support and engage Māori learners. Teachers are developing strong and positive relationships with their students and have expectations that all will achieve well. They are also becoming more knowledgeable about te Ao Māori.

No one person is more important than the other at Breens, where strong relationships exist between the learners and the teachers. School leaders and teachers form genuine working partnerships with students’ parents and whānau. This effective practice embodies the whakataukī 'Ma te tuakana te teina e totika’, reciprocal learning or Ako which offers students authentic experiences to learn about their bicultural heritage.

Breens Intermediate: Treaty of Waitangi, Māori potential approach, Productive partnerships (0:00-2:33)

How are Māori learners, their parents, families and whānau engaged with our school?
How does this engagement support educationally powerful relationships?
What are the core values of our school?
How are these values linked to the goals, targets, plans and actions we have for our
In what ways do parents, families and whānau contribute to the vision of our school?

Breens Intermediate: Ako, Māori potential approach (2:34–5:13)

How are the classes in our school organised?
How is achievement tracked for Māori learners?
Does the current learning environment support all students and how do you know this?

Breens Intermediate: Ako, Māori potential approach (5:14–6:42)

What does a Māori potential approach look like in our class/school?
Who has ownership of learning and teaching in our class/school?
How do we work to the strengths of our Māori students?

Breens Intermediate: Identity, language and culture, Treaty of Waitangi (6:42–8:29)

How does our school use Ka Hikitia, Tātaiako or Hautū?
What lessons can be taken from our conversations about our own identity, language and culture?
What role does professional learning development play in improving the quality of teaching and the use of identity, language and culture to strengthen Māori learner achievement?

Te Karaka Area School (Gisborne)

Composite School (Year 1-13)
94%
U4
2 immersion Raumaki Māori classes
New school

In early 2010 the decision to close both Waikohu College and Te Karaka Primary and open a new area school in 2011, was confirmed by the Associate Minister of Education the Honourable Pita Sharples. Te Karaka Area School began in 2011 comprising Year 1-13 students. The new buildings were completed on the Waikohu College site and the school was officially opened in March 2014.

Te reo Māori is embedded throughout the school with tikanga Māori interwoven in the school’s culture and values. There is a school-wide commitment to improving opportunities for Māori students to express and celebrate their culture, knowledge and experience. Students benefit from strong links with local marae and positive role modelling provided by Māori staff.

Te Karaka consulted extensively with the wider community to develop their curriculum. The development of the curriculum is based on recent research, is aspirational and future-focused. Local contexts are widely integrated into programmes with extensive use of vocational and correspondence programmes.

There is a well-developed partnership with whānau and iwi which directly impacts the students' strong sense of belonging and pride in being Māori. Consequently, there has been significant improvement in student achievement in the National Certificates of Educational Achievement (NCEA) at Levels 1 and 2.

Te Karaka: Treaty of Waitangi, Identity, language and culture (0:00-1:54)

How do we build relationships in our school?
What do we know about where our Māori students come from?
What do we know about the Māori from where our school sits?

(1:55-2:26)

How do we know what is best for our Māori learners?
In what ways does our school honour the Treaty of Waitangi?
How do we support and strengthen our staff and students cultural competency?

Te Karaka: Ako, Identity, language and culture (2:26–3:19)

How is ownership of learning retained by the students?
How do we report to our Māori parents, family, whānau or community?
How do we know that this reporting is effective?

Te Karaka: Ako, Identity, language and culture (3:20–4:04)

How do we engage our Māori learners with the curriculum?
How do we know that this is working for our learners?
In what ways do we let our learners lead their learning journeys?

Te Karaka: Māori potential approach, Ako (4:43–5:42)

What are the targets for our Māori learners?
How do we measure the success of Māori learners as Māori?
What do we know about the effect of our school environment on the learning of our Māori students?
What does Māori learner success look like at our school?
What do parents; family and whānau think success looks like in our school?
In what ways does using the identity, language and culture of our students affect their learning?

(5:42–6:30)

How do we know what our students want?
What types of access do our students have to teachers/school board/Principal/senior managers/whānau and the wider community?
How do we strengthen our students’ ability to select their career pathways?

Te Karaka: Productive partnerships (7:42–end)

What information about Māori learners is received by the school board?
What do we know about the attendance, engagement and retention of our Māori learners?
In what ways does using the identity, language and culture of our students affect their learning?

Makoura College (Masterton)

Secondary (Year 9-14)
U4
55% Māori
Decile 2
Managing School for Alternative Education

Makoura College is a co-educational secondary school in Masterton, catering for students in Year 9-14. Just over half of the roll identify as Māori. In 2008 Makoura College was threatened with closure. With consecutive poor ERO reports and the resignation of the school board, a Commissioner was appointed.

Governance has since transitioned to a board of elected and appointed members. A strong partnership between school, iwi and whānau assists decision making. Mana Māori has been restored through the refurbishment of the wharenui. Consultation with the community produced a new motto and values, expressed in te reo Māori. These underpin all operations of the school.

The school is highly effective in promoting educational success for Māori as Māori. Leaders and managers use achievement information well to set school-wide targets, review faculty performance and inform annual planning. As a consequence, the National Certificates of Educational Achievement (NCEA) data shows the percentages of students obtaining qualifications for Level 1, 2 and 3, significantly exceeds those of comparable schools.

Homerooms (Te Kura Teina) operate for Year 9 and 10. This allows for an emphasis on the basic skills required to access the Year 11 curriculum. Data analysis for shows targeted students made accelerated progress in literacy and mathematics.

Makoura College: Treaty of Waitangi, Māori potential approach, Identity, language and culture, Productive partnerships (0:00-3:03)

What significant events if any have shaped the current climate at our school?
In what ways are the current relationships internally and externally, educationally powerful for our Māori learners?
How are our Māori learners and communities represented within the school environment?
What do you know about the identity, language and culture of your class/school?
In what ways has the perception of the wider community shaped our school?
How can our understanding of the identity, language and culture of our Māori learners accelerate their success?
What relationships exist in our class/school?
How do the relationships within the wider school community impact our Māori learners?
How do we include Māori representation in the decision making about the vision of our school?

Makoura College: Māori potential approach, Identity, language and culture and Ako (3:03-5:10)

How does our school visualise Māori potential?
What do you know about the potential of the Māori students in your class/school?
How will your team/school/school board support Māori students to build on their potential?

Makoura College: Ako, Productive partnerships (5:10–6:15)

In what ways do our Māori learners have ownership of their learning?
How does our school integrate learning opportunities into our already busy school timetable?
In what ways do we celebrate Māori learner achievement?

(6:15–6:50)

How does our school support Māori learners as they transition in and out of our school?
What do we know about the engagement, attendance and retention of our Māori learners in my class/school?
What do we know about the interests of our Māori learners?

(6:50–end)

What do we know about the achievement of our Māori students?
What factors contribute to or have influenced this data?
In what ways do we celebrate the academic success of our learners?
How is this success communicated to parents, families, whānau and the wider Māori community?

Principles of Ka Hikitia

The Treaty of Waitangi

Treaty of Waitangi	The Treaty of Waitangi is the first of the five guiding principles of Ka Hikitia – Accelerating Success 2013-2017. This principle emphasises that every Māori student has the potential to make a valuable social, cultural and economic contribution to the well-being of their whānau, their community and New Zealand as a whole.
Makoura College	“We had what we would term a 'poverty of spirit'.”
Newton Central	“We have what we would describe as a 'Treaty-based co-governance'.” “... the generosity of the Māori community to walk with the non-Māori community in a learning journey.”
Breens Intermediate	“As a leader, you sit and you spend a lot of time looking out the window for solutions or ideas when in fact you probably need to be looking in the mirror having a good hard look at yourself.”
Porangahau	“The best thing is we are all different too, but we still all come together as a community with our children.” “Whānau is the key and that is what makes it easy.”
Te Karaka	“The Treaty of Waitangi plays a major role in our role as board members.” “Just to hear their kōrero about the hapū iwi, how everything comes together here.”

Makoura College: Treaty of Waitangi, Māori potential approach, Identity, language and culture, Productive partnerships (0:00-3:03)

What significant events if any have shaped the current climate at our school?
In what ways are the current relationships internally and externally, educationally powerful for our Māori learners?
How are our Māori learners and communities represented within the school environment?

Newton Central School: Treaty of Waitangi, Productive partnerships (4:19-5:00)

What Māori representation currently exists on our school boards?
What policies, procedures and practices are in place to affirm this partnership?
How do we retain, maintain and sustain the essence of the Treaty in all aspects of our school?

Newton Central School: Treaty of Waitangi, Productive partnerships (6:42-end)

What is the vision for Māori learners at our school?
Who can assist us to achieve this vision?
How will we monitor, report and modify actions to achieve this vision?

Breens Intermediate: Treaty of Waitangi, Māori potential approach, Productive partnerships (0:00-2:33)

How are Māori learners, their parents, families and whānau engaged with our school?
How does this engagement support educationally powerful relationships?
What are the core values of our school?
How are these values linked to the goals, targets, plans and actions we have for our school?

Porangahau School: Treaty of Waitangi, Productive partnerships (1:23-1:50)

How do we know what is best for our Māori students?
In what ways does our school honour the Treaty of Waitangi?
What is the relationship between parents, family whānau and school?

Porangahau School: Treaty of Waitangi, Productive partnerships (3:35-4:05)

Who is part of the community that supports the school and learners?
How do we assist parents, family or whānau into our school?
How can we as parents, family and whānau connect with the school?

Te Karaka: Treaty of Waitangi, Identity, language and culture (0:00-1:54)

How do we build relationships in our school?
What do we know about where our Māori students come from?
What do we know about the Māori from where our school sits?

Te Karaka: Treaty of Waitangi, Identity, language and culture (1:55-2:26)

How do we know what is best for our Māori learners?
In what ways does our school honour the Treaty of Waitangi?
How do we support and strengthen our staff and students cultural competency?

Māori potential approach

Māori potential approach is the second of the five guiding principles of Ka Hikitia – Accelerating Success 2013-2017. This principle emphasises the power of collaboration and the value of working closely with iwi and Māori organisations to lift the performance of the education system.

Makoura College

“We like to think that every student at Makoura College has their own waka huia, and inside the waka huia is their own treasure, and it’s about promoting that and bringing it out.” “We sat at 100% pass rate at level 1 for our Māori students which were one of the highest in the country.”

Newton Central

“... the fact that they are Māori, that they can speak two languages and that is a skill that not everybody in this country has.”

Breens Intermediate

“Māori success is expected, whānau and iwi they understand this, they get it, they are engaged at all levels, board-level right though to student-led conferencing...”

Porangahau

“This is all tikanga Māori as far as I’m concerned...” “We have to make ourselves available and voluntarily do that.”

Te Karaka

“... really important that we make sure that we are seeing Māori success as across the board not just in those tight areas of National Standards ..." “Looking at those children on an individual basis and saying what do they need and what do they want?”

Makoura College: Māori potential approach, Identity, language and culture and Ako (3:03-5:10)

How does our school visualise Māori potential?
What do you know about the potential of the Māori students in your class/school?
How will your team/school/school boards support Māori students to build on their potential?

(6:50–end)

What do we know about the achievement of our Māori students?
What factors contribute to or have influenced this data?
In what ways do we celebrate the academic success of our learners?
How is this success communicated to parents, families, whānau and the wider Māori community?

Newton Central: Māori potential approach, Identity, language and culture (2:20-3:31) (translate from 00:39-end 1:06)

How much do we know about the skill, values and attitudes our Māori learners possess that are celebrated and upheld by our school?
How many languages can you speak? (the staff, school boards, community)

Breens Intermediate: Māori potential approach, Treaty of Waitangi, Productive partnerships (0:00-2:33)

How are Māori learners, their parents, families and whānau engaged with our school?
How does this engagement support educationally powerful relationships?
What are the core values of our school?
How are these values linked to the goals, targets, plans and actions we have for our school?

Porangahau School: Maori Potential Approach, Ako, Identity, Language and Culture (1:50–2:15, 2:15–3:19)

How do we assist students to return back to school and begin the week?
How are peer relationships used to support students to feel connected to our school and how do we know?
How is tikanga Māori alive in our school?

(4:05–4:57)

What expectation do we have for our staff, parents, families, whānau or community to lead or support Māori activities or tikanga?
How do we as a school acknowledge that level of commitment from our community?
In what ways are our school community developing and strengthening our own cultural competencies?

Te Karaka: Māori potential approach, Ako (4:43–5:42)

What are the targets for our Māori learners?
How do we measure the success of Māori learners as Māori?
What do we know about the effect of our school environment on the learning of our Māori students?

(5:42–6:30)

How do we know what our students want?
What types of access do our students have to teachers/BOTs/Principal/senior managers/whānau and the wider community?
How do we strengthen our students’ ability to select their career pathways?

Ako: 2-way teaching and learning process

Ako is third of the 5 guiding principles of Ka Hikitia – Accelerating Success 2013-2017. This principle emphasises a dynamic form of learning grounded in the principle of reciprocity. Ako seeks and reflects what Māori know and value.

Makoura College

“It put the heat on staff to lift their game ...” “...they were able to use that context to get those students to realise that literacy and numeracy were going to be really important.”

Newton Central

“We run a programme that is all around those values and tikanga that are most important to us ...”

Breens Intermediate

“Here at Breens, we have got three little hapū of teams.” “We have a tuakana/teina wall, on one side is our strengths on the other side is our weaknesses ...”

Porangahau

“They can individualise each child in the classroom ...”

Te Karaka

“One of our main aims in the last three years that we have been open has been to engage, re-engage these learners in learning.” “Kids have got a really good understanding of their learning”

Newton Central: Ako, Identity, language and culture and Māori potential approach (1:10-1:53)

How much do we know about the skill, values and attitudes our Māori learners possess that are celebrated and upheld by our school?
How many languages can you speak? (the staff, school boards, community)

Breens Intermediate: Ako, Māori potential approach (2:34–5:13)

How are the classes in our school organised?
How is achievement tracked for Māori learners?
Does the current learning environment support all students and how do you know this?

(5:14–6:42)

What does a Māori potential approach look like in our class/school?
Who has ownership of learning and teaching in our class/school?
How do we work to the strengths of our Māori students?

Porangahau School: Ako, Productive partnerships (4:57–5:20)

What do I know about the Māori learners in my class/school?
What type of strategies do we use to assist our Māori learners?
In what ways do you share teaching and learning opportunities in your class/school?

Te Karaka: Ako, Identity, language and culture (3:20–4:04)

How do we engage our Māori learners with the curriculum?
How do we know that this is working for our learners?
In what ways do we let our learners lead their learning journeys?

(2:26–3:19)

How is ownership of learning retained by the students?
How do we report to our Māori parents, family, whānau or community?
How do we know that this reporting is effective?

Makoura College: Ako, Productive partnerships (5:10–6:15)

In what ways do our Māori learners have ownership of their learning?
How does our school integrate learning opportunities into our already busy school timetable?
In what ways do we celebrate Māori learner achievement?

(6:15–6:50)

How does our school support Māori learners as they transition in and out of our school?
What do we know about the engagement, attendance and retention of our Māori learners in my class/school?
What do we know about the interests of our Māori learners?

Identity, language and culture

Identity, language and culture is the fourth of the five guiding principles of Ka Hikitia – Accelerating Success 2013-2017. This principle emphasises that learners do better in education when what and how they learn reflects and positively reinforces where they come from, what they value and what they already know. Learning is valid when it connects with students’ existing knowledge.

Makoura College

“In 2008 the school was threatened with closure, we have had consecutive negative ERO reports ...”

Newton Central

“So for me inclusion of identity, language and culture is about saving lives and futures.” “Taonga tuku iho”

Breens Intermediate

“I try and use the strengths of my Māori learners so that they can feel as though they belong, their language is a taonga ...”

Porangahau

“We also engage children in stories and the history of the area.”

Te Karaka

“It is important that we see Māori achieving as Māori across the board.”

Newton Central: Identity, language and culture, Productive partnerships (0:00–1:10)

How do we develop a culture of trust if it does not exist in our school?
What do we know about the educational benefits of a strong connection to our identity, language and culture?
What is it we value about our own cultures?

(1:53–2:20)

What is normal in our school?
Do you see the world the same way as the Māori learners in your class/school?
What learning factors do we see as being critical to our Māori learners?

Breens Intermediate: Identity, language and culture, Treaty of Waitangi (6:42–8:29)

How does our school use Ka Hikitia, Tātaiako or Hautū?
What lessons can be taken from our conversations about our own identity, language and culture?
What role does professional learning development play in improving the quality of teaching and the use of identity, language and culture to strengthen Māori learner achievement?

Porangahau School: Identity, language and culture, Ako, Productive partnerships (7:00–end)

Do we know where our Māori learners come from?
What do we know about the history of the area and the school?
In what ways do we strengthen Māori learners’ access to their identity, language and culture?

Te Karaka: Identity, language and culture, Māori potential approach (4:43–5:42)

What does Māori learner success look like at our school?
What do parents; family and whānau think success looks like in our school?
In what ways does using the identity, language and culture of our students affect their learning?

Makoura College: Identity, language and culture, Treaty of Waitangi, Māori potential approach, Productive partnerships (0:00–3:03)

What do you know about the identity, language and culture of your class/school?
In what ways has the perception of the wider community shaped our school?
How can our understanding of the identity, language and culture of our Māori learners accelerate their success?

Productive partnerships

Productive partnerships is the last of the 5 guiding principles of Ka Hikitia – Accelerating Success 2013-2017. This principle emphasises that a productive partnership starts by understanding that Māori children and students are connected to whānau and should not be viewed or treated as separate, isolated or disconnected.

Makoura College

“We worked hard to turn the place around; a lot of it was looking at how we build on the relationships with our community ...”

Newton Central

“Any change that will significantly impact on whānau must come from whānau.” “Often what’s missing in these discussions is how do we integrate language, culture and identity into our schools, how do Māori live as Māori?”

Breens Intermediate

“The research was telling us an awful lot around the fact that we need to be really connected with our whānau ...”

Porangahau

“Effective partnerships are with staff, with board and with all parents.” “I think if you want children to succeed you have to eliminate barriers” “We have instigated a programme where children can come into school for up to six months before they’re five.”

Te Karaka

“The board know that what the teachers are doing here and what the school is doing is really working ...”

Newton Central: Productive partnerships (3:31–4:19)

In what ways do parents, families and whānau drive the changes in our school?
How will we change the hearts and minds of our school to accelerate success for Māori learners?
How do the relationships in our school community educationally powerful?

(5:21-6:42)

What does success as Māori mean at our school?
How are Māori aspirations represented at a school board level?
How effective is our current governance model for Māori enjoying and achieving education success as Māori?

Breens Intermediate: Productive partnerships, Treaty of Waitangi, Māori potential approach (0:00–2:33)

How are Māori learners, their parents, families and whānau engaged with our school?
How does this engagement support educationally powerful relationships?
In what ways do parents, families and whānau contribute to the vision of our school?

Porangahau School: Productive partnerships (0:00-1:23)

What effective partnerships do we have in our school community?
What relationships exist in our school that support Māori learners to accelerate their success?
In what ways do we assist our parents, families and whānau to ensure learners can attend our school?

(3:19–3:34)

What barriers exist for our students to access our school?
In what ways can we remove or limit these barriers?
How committed are our staff and school board to building and strengthening the effective communities of our school?

(6:00–6:19)

How do we support Māori learners to transition into and out of our school?
How do we provide information to our school community to support education success?
What information and or access do we provide to parents, families and whānau about beginning at our school?

Te Karaka: Productive partnerships (7:42–end)

What information about Māori learners is received by the school board?
What do we know about the attendance, engagement and retention of our Māori learners?
In what ways does using the identity, language and culture of our students affect their learning?

Makoura College: Productive partnerships (0:00–3:03)

What relationships exist in our class/school?
How do the relationships within the wider school community impact our Māori learners?
How do we include Māori representation in the decision-making about the vision of our school?

Critical factors

1. Quality provision, leadership, teaching and learning, supported by effective governance

High-quality teaching, supported by effective leadership and governance, makes the biggest 'in-education' difference to student outcomes across all parts of the education sector.

2. Strong engagement and contribution from all who have a role to play

Strong engagement and contribution from students, parents and whānau, hapū, iwi, Māori organisations, communities and businesses have a strong influence on students’ success.

Māori students’ learning is strengthened when education professionals include a role for parents and whānau, hapū, iwi, Māori organisations, communities and businesses in learning and teaching.

Quality provision, leadership, teaching and learning, supported by effective governance

Makoura College: Treaty of Waitangi, Māori potential approach, Identity, language and culture, Productive partnerships (0:00-3:03)

• What significant events if any have shaped the current climate at our school?
• In what ways are the current relationships internally and externally, educationally powerful for our Māori learners?
• How are our Māori learners and communities represented within the school environment?
• What do you know about the identity, language and culture of your class/school?
• In what ways has the perception of the wider community shaped our school?
• How can our understanding of the identity, language and culture of our Māori learners accelerate their success?
• What relationships exist in our class/school?
• How do the relationships within the wider school community impact on our Māori learners?
• How do we include Māori representation in the decision making about the vision of our school?

Makoura College: Māori potential approach, Identity, language and culture and Ako (3:03-5:10)

• How does our school visualise Māori potential?
• What do you know about the potential of the Māori students in your class/school?
• How will your team/school/board support Māori students to build on their potential?

Makoura College: Ako, Productive partnerships (5:10–6:15)

• In what ways do our Māori learners have ownership of their learning?
• How does our school integrate learning opportunities into our already busy school timetable?
• In what ways do we celebrate Māori learner achievement?

Makoura College: Ako, Productive partnerships (6:15–6:50)

• How does our school support Māori learners as they transition in and out of our school?
• What do we know about the engagement, attendance and retention of our Māori learners in my class/school?
• What do we know about the interests of our Māori learners?

Makoura College: Māori potential approach, Identity, language and culture and Ako (6:50–end)

• What do we know about the achievement of our Māori students?
• What factors contribute to or have influenced this data?
• In what ways do we celebrate the academic success of our learners?
• How is this success communicated to parents, families, whānau and the wider Māori community?

Newton Central: Identity, language and culture, Productive partnerships (0:00–1:10)

• How do we develop a culture of trust if it does not exist in our school?
• What do we know about the educational benefits of a strong connection to our identity, language and culture?
• What is it we value about our own cultures?

Newton Central: Ako, Identity, language and culture and Māori potential approach (1:10-1:53)

• How much do we know about the skill, values and attitudes our Māori learners possess that are celebrated and upheld by our school?
• How many languages can you speak? (the staff, school board, community)

Newton Central: Identity, language and culture, Productive partnerships (1:53–2:20)

• What is normal in our school?
• Do you see the world the same way as the Māori learners in your class/school?
• What learning factors do we see as being critical to our Māori learners?

Newton Central: Māori potential approach, Identity, language and culture (2:20-3:31)

Newton Central School: Treaty of Waitangi, Productive partnerships (4:19-5:00)

• What Māori representation currently exists on our school board?
• What policies, procedures and practices are in place to affirm this partnership?
• How do we retain, maintain and sustain the essence of the Treaty in all aspects of our school?

Newton Central: Productive partnerships, Identity, language and culture (5:21 -6:42)

• What does success as Māori mean at our school?
• How are Māori aspirations represented at a school board level?
• How effective is our current governance model for Māori enjoying and achieving education success as Māori?

Newton Central School: Treaty of Waitangi, Productive partnerships (6:42-end)

• What is the vision for Māori learners at our school?
• Who can assist us to achieve this vision?
• How will we monitor, report and modify actions to achieve this vision?

Breens Intermediate: Treaty of Waitangi, Māori potential approach, Productive partnerships (0:00-2:33)

• How are Māori learners, their parents, families and whānau engaged with our school?
• How does this engagement support educationally powerful relationships?
• What are the core values of our school?
• How are these values linked to the goals, targets, plans and actions we have for our school?

Breens Intermediate: Ako, Māori potential approach (2:34–5:13)

• How are the classes in our school organised?
• How is achievement tracked for Māori learners?
• Does the current learning environment support all students and how do you know this?

Breens Intermediate: Ako, Māori potential approach (5:14–6:42)

• What does a Māori potential approach look like in our class/school?
• Who has ownership of learning and teaching in our class/school?
• How do we work to the strengths of our Māori students?

Breens Intermediate: Identity, language and culture, Treaty of Waitangi (6:42–8:29)

• How does our school use Ka Hikitia, Tātaiako or Hautū?
• What lessons can be taken from our conversations about our own identity, language and culture?
• What role does professional learning development play in improving the quality of teaching and the use of identity, language and culture to strengthen Māori learner achievement?

Porangahau School: Maori Potential Approach, Ako, Identity, Language and Culture (1:50–2:15, 2:15–3:19)

• How do we assist students to return back to school and begin the week?
• How are peer relationships used to support students to feel connected to our school and how do we know?
• How is tikanga Māori alive in our school?

Porangahau School: Productive partnerships (3:19–3:34)

• What barriers exist for our students to access our school?
• In what ways can we remove or limit these barriers?
• How committed are our staff and school board to building and strengthening the effective communities of our school?

Porangahau School: Maori Potential Approach, Ako, Identity, Language and Culture (4:05–4:57)

• What expectation do we have for our staff, parents, families, whānau or community to lead or support Māori activities or tikanga?
• How do we as a school acknowledge that level of commitment from our community?
• In what ways are our school community developing and strengthening our own cultural competencies?

Porangahau School: Ako, Productive partnerships (4:57–5:20)

• What do I know about the Māori learners in my class/school?
• What type of strategies do we use to assist our Māori learners?
• In what ways do you share teaching and learning opportunities in your class/school?

Porangahau School: Identity, language and culture, Ako, Productive partnerships (7:00–end)

• Do we know where our Māori learners come from?
• What do we know about the history of the area and the school?
• In what ways do we strengthen Māori learners’ access to their identity, language and culture?

Te Karaka: Ako (2:26–3:19)

• How is ownership of learning retained by the students?
• How do we report to our Māori parents, family, whānau or community?
• How do we know that this reporting is effective?

Te Karaka: Ako, Identity, language and culture (3:20–4:04)

• How do we engage our Māori learners with the curriculum?
• How do we know that this is working for our learners?
• In what ways do we let our learners lead their learning journeys?

Te Karaka: Māori potential approach, Ako, Identity, language and culture (4:43–5:42)

• What are the targets for our Māori learners?
• How do we measure the success of Māori learners as Māori?
• What do we know about the effect of our school environment on the learning of our Māori students?
• What does Māori learner success look like at our school?
• What do parents; family and whānau think success looks like in our school?
• In what ways does using the identity, language and culture of our students affect their learning?

Te Karaka: Māori potential approach, Ako (5:42–6:30)

• How do we know what our students want?
• What types of access do our students have to teachers/school board/principal/senior managers/whānau and the wider community?
• How do we strengthen our students’ ability to select their career pathways?

Strong engagement and contribution from all who have a role to play

Strong engagement and contribution from students, parents and whānau, hapū, iwi, Māori organisations, communities and businesses have a strong influence on students’ success.

Māori students’ learning is strengthened when education professionals include a role for parents and whānau, hapū, iwi, Māori organisations, communities and businesses in learning and teaching.

Makoura College: Treaty of Waitangi, Māori potential approach, Identity, language and culture, Productive partnerships (0:00-3:03)

Makoura College: Ako, Productive partnerships (5:10–6:15)

Makoura College: Ako, Productive partnerships (6:15–6:50)

Newton Central: Productive partnerships, Identity, language and culture (3:31–4:19)

• In what ways do parents, families and whānau drive the changes in our school?
• How will we change the hearts and minds of our school to accelerate success for Māori learners?
• How do the relationships in our school community educationally powerful?

Newton Central School: Treaty of Waitangi, Productive partnerships (4:19-5:00)

Newton Central: Productive partnerships, Identity, language and culture (5:21 -6:42)

• What does success as Māori mean at our school?
• How are Māori aspirations represented at a BOTs level?
• How effective is our current governance model for Māori enjoying and achieving education success as Māori?

Newton Central School: Treaty of Waitangi, Productive partnerships (6:42-end)

• What is the vision for Māori learners at our school?
• Who can assist us to achieve this vision?
• How will we monitor, report and modify actions to achieve this vision?

Breens Intermediate: Treaty of Waitangi, Māori potential approach, Productive partnerships (0:00-2:33)

• How are Māori learners, their parents, families and whānau engaged with our school?

• How does this engagement support educationally powerful relationships?
• What are the core values of our school?
• How are these values linked to the goals, targets, plans and actions we have for our school?

Porangahau School: Productive partnerships (0:00-1:23)

• What effective partnerships do we have in our school community?
• What relationships exist in our school that support Māori learners to accelerate their success?
• In what ways do we assist our parents, families and whānau to ensure learners can attend our school?

Porangahau School: Treaty of Waitangi, Productive partnerships (1:23-1:50)

• How do we know what is best for our Māori students?
• In what ways does our school honour the Treaty of Waitangi?
• What is the relationship between parents, family whānau and school?

Porangahau School: Productive partnerships (3:19–3:34)

Porangahau School: Treaty of Waitangi, Productive partnerships (3:35-4:05)

• Who is part of the community that supports the school and learners?
• How do we assist parents, family or whānau into our school?
• How can we as parents, family and whānau connect with the school?

Porangahau School: Ako, Productive partnerships (4:57–5:20)

Porangahau School: Identity, language and culture, Ako, Productive partnerships (7:00–end)

Te Karaka: Treaty of Waitangi, Identity, language and culture (0:00-1:54)

• How do we build relationships in our school?
• What do we know about where our Māori students come from?
• What do we know about the Māori from where our school sits?

Te Karaka: Treaty of Waitangi, Identity, language and culture (1:55-2:26)

• How do we know what is best for our Māori learners?
• In what ways does our school honour the Treaty of Waitangi?
• How do we support and strengthen our staff and students cultural competency?

Te Karaka: Productive partnerships (7:42–end)

• What information about Māori learners is received by the school board?
• What do we know about the attendance, engagement and retention of our Māori learners?
• In what ways does using the identity, language and culture of our students affect their learning?

Smooth transitions

Ka Hikitia – Accelerating Success 2013-2017 identifies the importance of supporting Māori students during times of transition in their educational journey (for example, moving from primary school to secondary school, from secondary school to tertiary education, or from Māori-medium to English-medium schooling).

Makoura College: Treaty of Waitangi, Māori potential approach, Identity, language and culture, Productive partnerships (0:00-3:03)

Makoura College: Ako, Productive partnerships (5:10–6:15)

Newton Central: Identity, language and culture, Productive partnerships (1:53–2:20)

• What is normal in our school?
• Do you see the world the same way as the Māori learners in your class/school?
• What learning factors do we see as being critical to our Māori learners?

Porangahau School: Productive partnerships (3:19–3:34)

Porangahau School: Productive partnerships (6:00–6:19)

• How do we support Māori learners to transition into and out of our school?
• How do we provide information to our school community to support education success?
• What information and or access do we provide to parents, families and whānau about beginning at our school?

Te Karaka: Productive partnerships (7:42–end)

Last reviewed: 07 June 2024 Has this been useful? Give us your feedback

Ka Hikitia – Accelerating Success 2013-2017

About the strategy

Strategy overview

Vision

Five guiding principles steer Ka Hikitia – Accelerating Success

The Treaty of Waitangi

Māori potential approach

Ako: a 2-way teaching and learning process

Identity, language and culture count

Productive partnerships

Critical factors for success

1. Quality provision, leadership, teaching and learning, supported by effective governance

2. Strong engagement and contribution from all who have a role to play

Other essential elements for success

Smooth transitions

Creating strong educational pathways

Educational pathways planning tools

Strategy focus areas

1: Māori language in education

Desired outcome

Why focus on Māori language in education

Tau Mai Te Reo – The Māori Language in Education Strategy 2013-2017

Goals and actions

2: Early learning

Desired outcome

Why focus on early learning

Goals

Key actions for achieving these goals

3: Primary and secondary education

Desired outcomes

Why focus on primary and secondary education

Goals

Key actions for achieving these goals

4: Tertiary education

Desired outcome

Why focus on tertiary education

Goals

Key actions for achieving these goals

5: Organisational success

Desired outcome

Why focus on organisational success

Goals

Key actions for achieving these goals

Putting Ka Hikitia – Accelerating Success 2013–2017 into action

What you can do to accelerate success

What the Ministry of Education will do to accelerate success

1. Prioritise resources

2. Support stronger student and whānau voice in education

3. Create and maintain momentum

4. Develop more measures and indicators of progress

Publications and resources

Ka Hikitia – English language resources

Ka Hikitia – Accelerating Success 2013-2017 resources

How to order resources

Web resources

Ka Hikitia – Managing for Success 2008-2012 resources

Ka Hikitia – Māori language resources

Ka Hikitia – Accelerating Success 2013-2017 resources

Order printed resources

Ka Hikitia – Managing for Success 2008-2012

Measurable gains framework

Measurable Gains Evaluative Logic

Rubrics: Ministry leadership role

Rubrics: Effectiveness in the sector

Rubrics: As Māori learner outcomes

Rubrics: Ka Hikitia longer-term strategic outcomes

Ka Hikitia in action

Read Ka Hikitia in Action

Tell us what you think

Key evidence

Overview

References

Key references

Related links

Case studies

Introduction

Aim of the case studies

Using the case studies

Readiness

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