CONTENTS
The guidance is provided as a starting point to show how services can meet the requirement. Services may choose to use other approaches better suited to their needs as long as they comply with the criteria.
C5 Acknowledgement of tangata whenua
Criterion 5
The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.
Guidance
Te Whāriki honours the relationship with tangata whenua that is inherent in Te Tiriti o Waitangi. It includes Māori views of children’s learning and development and strategies for taking practical action to give effect to Te Tiriti o Waitangi.
To meet this criterion in a way that is consistent with Te Whāriki, the curriculum should be developed in partnership with mokopuna, whānau, hapū, and iwi to provide genuine opportunities for participation in programme development, enhancing outcomes for Māori children.
Programmes should support te reo me ngā tikanga Māori and include knowledge and perspectives of mana whenua. All children should have an opportunity to experience Māori language and culture.
Things to consider
- What do we understand about the unique place of Māori as tangata whenua? How is this visible within our environment?
- How are we intentionally seeking to strengthen our understanding of Māori as tangata whenua? What strategies can we put in place to build our capability? How will we demonstrate this knowledge in action in the environment?
- How are we communicating and working in partnership with Māori? How is this determined? Is it effective? How do we know?
- Do we know the history of and/or, understand the tikanga of, our local whānau, hapū, and iwi?
- How do we take responsibility to extend our knowledge and use of te reo me ngā tikanga Māori.
- How do we ensure that management, educators, and coordinators understand their role to provide mokopuna with culturally responsive environments that support their learning and ensure that they experience equitable opportunities to learn?
- How do we evaluate how effectively we are enhancing outcomes for Māori mokopuna?
- How are all educators and coordinators supported to evaluate their role as Te Tiriti partners through reflective practices?
The link below gives educators, coordinators, and service providers more information, advice, and guidance to support implementation of the licensing criteria.
C6 Culture
Criterion 6
The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures.
Guidance
To meet this criterion in a way that is consistent with Te Whāriki, children’s learning and development is enhanced when the wellbeing of their whānau and community is supported; when their parents and whānau, culture, knowledge, and community are respected, and when there is a strong connection and consistency between all aspects of the child’s world.
The curriculum should support the cultural identity of all children, affirm and celebrate cultural differences, and aim to help children gain a positive awareness of their own and other cultures.
Things to consider
- How do we know the curriculum effectively supports each child to be confident in their own culture and respectful of other’s cultures? How do we, as individuals, and as a team, reflect on our own cultural backgrounds and how this might impact on our teaching?
- How do educators and coordinators learn about the languages and cultures of all parents and whānau? In what ways is this affirmed?
- How do we ensure the voices and aspirations of former refugee and migrant parents and whānau are heard, listened to, and enacted in our setting?
- How is a child’s culture and identity reflected in their individual learning journey?
- What opportunities are there for children and parents and whānau in our service to lead and participate in events and customs of cultural significance?
- How do we ensure the provision of meaningful and respectful cultural experiences?
- How does our behaviour demonstrate that we value and respect diversity?
- How does our team challenge discriminatory practices and behaviour in our service?
- How does our team challenge issues to do with fairness and social justice? How are parents and whānau supported to be active participants in the development of our curriculum priorities?
The link below gives educators, coordinators, and service providers more information, advice, and guidance to support implementation of the licensing criteria.
Mōhiohio anō
