TKM Framework - Cashmere High School

Te Korowai Mātauraka Framework

A framework to support personalised learning and strengthen the
achievement of ākonga Māori at Te iringa o Kahukura - Cashmere
High School.

The foundations of the Te Korowai Mātauraka Framework

This framework is based upon themes that have been developed from both research
in the areas of culturally sustaining practice (including Ka Hikitia and Tātaiako),
personalised leaning and input from whānau from our kura:

Te Ao Māori

This mātāpono/theme refers to the inclusion of mātauranga Māori/ Māori knowledge
within units. This includes te reo Māori/ the Māori language, as well as tikanga Māori/
Māori practices, uara/ mātāpono Māori/ Māori values and principles, and horopaki
Māori/ Māori contexts/ content. If all of these aspects are addressed in a balanced
way, then units will reflect te ao Māori/ the Māori world, as well as te ao Pākehā/ the
Pākehā world.

Hononga

This mātāpono/theme focuses on meaningful and intentional connections with
people and places. This acknowledges the importance in Te Ao Māori of the
connection between ngā tāngata and te whenua. Research shows that meaningful
connections are central to the success of rangitahi in the classroom.

Mana Ākonga

This mātāpono/theme is designed to help kaiako empower students through
ownership and choice over their learning. Practical examples of how this can be
actioned include:

• Authentic, real life learning contexts and connections.
• Learning is encouraged to be seen as a personal progression rather than just

for grades and assessment.
• Ākonga feel connected to their learning, can accurately describe their

progress and can take control of their next steps in their learning.

Know Your Ākonga

This mātāpono/theme is designed to help kaiako ensure students are equipped to
learn from where they are now. Assessment for learning is a vital element in
ensuring students are able to take the next steps for them, in the method that best
fits their learning style and strengths. E kore te patiki e hoki ki tona puehu - The
flounder does not return to his dust. Do not make the same mistake twice.

A korowai as the metaphor for reflecting
on our practice

Ko Te iringa o Kahukura ko te korowai mātauraka o ō tātou tīpuna.
Te iringa o Kahukura, the cloak of knowledge passed down from our

ancestors.

Te ao Māori as the Know your ākonga
muka – the prepared as the tāniko – the

flax that forms the woven pattern at the
woven base. Māori
top, as each weaver
tikanga, te reo and uara/
has their own
values need to be the
signature patterns,
foundation for
just as each of our
responsive practice. ākonga are unique.

Hononga as the Mana Ākonga as the
hukahuka – the tassels. huruhuru – since

The knot that connects each achievement
each hukahuka to the our ākonga make

muka represents our adds a feather to their

connections to places korowai.
and people.

It is not until all of these parts of the korowai are attended to that it can
be completed and worn.

Te Korowai Mātau

Emerging Developing Understanding
Te Kākano Te Tipu

Te Ao Māori (meaningful • Kaiako include some basic • Kaiako uses some tikanga and te reo b
integration of tikanga, values • tikanga and te reo Māori within
• the unit, such as beginning with a • orally and in unit materials (e.g. sub-
and te reo into pepeha. •
lessons/units) headings/ titles), and can explain key
Kaiako can describe some uara
Tātaiako values: Tangata Māori/ Māori values, such as tikanga and te reo within the unit to
Whenuatanga, kaitiakitanga, manaakitanga, ākonga.
whanaungatanga, Aorakitaka.
Whanaungatanga Kaiako makes some explicit connection
Teaching Standards: Māori content/context is included to mātāpono Māori within units.
in some way at some stage in the Māori content/context is beginning to be
1, 3 unit (e.g. Māori authors, Māori
history, mātauranga Māori/ Māori integrated through the unit.
knowledge).

Hononga • Kaiako use some resources (e.g. • Where meaningful, aspects of our NZ/lo
(meaningful and intentional • videos, articles, artists, musicians) • contexts and our local cultural narrative
connections with people and • which connects learning to real • are evident in the unit.
world people and places. Whānau are contacted both when there
places) Whānau are contacted by a concern or issue with a student, or no
introductory email at the worthy improvement/achievement.
Tātaiako values: Tangata beginning of the course.
Whenuatanga, There is explicit explanation of the value
The value of the learning in the and future use of the learning.This is als
Whanaungatanga unit is explained. evident in some resources.
Teaching Standards:

1, 3

Mana Ākonga • Ākonga are able to make a few • Ākonga have some choice over learning
(empowerment of ākonga • choices within unit activities. • activities and contexts with a unit.
• Where appropriate, ākonga have some
through ownership and Assessment is prescribed by the • choice over assessment tasks; this cou
choice over their learning) kaiako include the context and/or the mode of
Ākonga are explicitly made aware assessment.
Tātaiako values: Ako of what is required for success in Ākonga are able to accurately describe
Teaching Standards: the unit. where they are at relative to the succes
criteria of the unit.
5, 6
Kaiako use some ākonga evidence (suc
Know Your Ākonga (using • Kaiako are aware of students' • as: ākonga voice, previous assessment
formative assessment • previous assessment evidence. data and pre-testing) to make some
• adaptations to the unit.
evidence, ākonga strengths, • Alternative assessment methods • Kaiako use formative assessment to
interests and culture to are used for ākonga with check progress of students in the unit.
adapt teaching) Kaiako provide some opportunities for
SLD/SAC. ākonga to express or include their
Tātaiako values: interests and/or culture in learning tasks
Wānanga Kaiako look at ethnicity data and
respects and recognises the
Teaching Standards: culture
2, 5, 6 and background of ākonga.

uraka Framework

Knowing and Applying Leading and Sustaining
Te Rito Te Pā Harakeke

both • Kaiako include and uses te reo Māori and • Regular use of both te reo and tikanga in the
• classroom by kaiako and ākonga (greetings,
• tikanga with confidence within units, and • praise statements, prompts, mihi/
ns explains them to ākonga. Consistent acknowledgments to speakers).
e• Kaiako include mātāpono Māori consistently
expectations of respect. through course materials and explicitly explains
Mātāpono Māori are regularly visible in the the meaning and implications of these to ākonga.
Māori content/context is integrated through the
teaching and learning, and have been used in unit in a balanced way, so ākonga feel Te Ao
Māori and Te Ao Pākehā are both valued.
the planning of units.
A variety of Māori content/contexts are

integrated through the unit, with the relevance of
this content made clear to ākonga.

ocal • Where there is a meaningful opportunity, kaiako • Strong partnerships exist with the local
e include relevant local connections into the unit • community. Community organisations, business,
(e.g. visiting kaikōrero, visit to local marae, iwi, local marae and whānau are worked
e is alongside to create meaningful learning
ote- connections to local cultural narrative, opportunities and mutually beneficial outcomes.
community organisations and businesses). When there is a need for extra support, a hui is
• organised (kanohi ki te kanohi) with whānau to
e Where there is a meaningful opportunity, work together to support the ākonga.
so whānau are given information about how they
Ākonga voice continues to evolve and enhance
• can assist or be included in their students' the unit from year to year.
learning. Ākonga actively review and plan for their own
g• progress and success within the unit.
Greater emphasis on balancing the real-world Ākonga who wish to, are supported to construct
e value of learning (relevance to the lives of a cultural/language maintenance plan for their
uld • ākonga, whānau, potential careers, roles as time post school.
citizens, navigating the world they live in) against
•
e the credit value and assessment criteria.
ss
Where appropriate, there are multiple •
opportunities for ākonga to choose •
•
topics/contexts within the unit.
Where appropriate, ākonga have choice in the

timing, context or mode of assessment.
Ākonga are able to accurately describe where

they are at and the next steps required for

success in the unit.

ch • Kaiako integrate a range of evidence (such as: • Ākonga evidence (such as: ākonga voice; pre-

t ākonga voice, pre-testing, previous assessment testing; previous assessment data; student

data and formative assessment) into unit and culture and interests; and formative assessment)

lesson planning drives unit and lesson planning

• Kaiako display high expectations for all students • Kaiako differentiate teaching to address needs

by using formative assessment results to provide found in formative assessment.

challenging feedback to ākonga. • Kaiako use formative assessment data in

• Kaiako intentionally design some activities to partnership with whānau.

s allow ākonga to include their culture and

interests.

Te Ao Māori

This mātāpono/ theme refers to the inclusion of mātauranga Māori/ Māori knowledge
within units. This includes te reo Māori/the Māori language, as well as tikanga Māori/

Māori practices, uara/ mātāpono Māori/Māori values and principles, and horopaki
Māori/ Māori contexts/ content. If all of these aspects are addressed in a balanced
way, then units will reflect te ao Māori/ the Māori world, as well as te ao Pākehā/ the
Pākehā world.

The progression of the theme/value

Emerging Developing Understanding Knowing and Applying Leading and Sustaining
Te Kākano Te Tipu Te Rito Te Pā Harakeke

Te Ao Māori • Kaiako include some • Kaiako use some • Kaiako include and uses • Regular use of both te
(meaningful • basic tikanga and te tikanga and te reo both • te reo Māori and tikanga •
integration of reo Māori within the • • • reo and tikanga in the
unit, such as • orally and in unit with confidence within
tikanga, materials (e.g. sub- classroom by kaiako and
values and te beginning with a units, and explains them ākonga (greetings, praise
pepeha. headings/ titles), and to ākonga. Consistent
reo into can explain key tikanga expectations of respect. statements, prompts,
lessons/units) Kaiako can describe Mātāpono Māori are
some uara Māori/ and te reo within the regularly visible in the mihi/ acknowledgments to
• Māori values, such as unit to ākonga.
kaitiakitanga, teaching and learning, speakers).
Kaiako make some and have been used in Kaiako include mātāpono
manaakitanga, explicit connections to Māori consistently
whanaungatanga, mātāpono Māori within the planning of units.
units. A variety of Māori through course materials
Aorakitaka. Māori content/context is content/contexts are
beginning to be integrated through the and explicitly explains the
Māori content/context
is included in some integrated through the unit, with the relevance meaning and implications
way at some stage in unit. of this content made of these to ākonga.
the unit (e.g. Māori clear to ākonga. Māori content/context is
authors, Māori history,
mātauranga Māori/ integrated through the
Māori knowledge).
unit in a balanced way, so
ākonga feel Te Ao Māori
and Te Ao Pākehā are

both valued.

Te Kākano - Emerging

• Karakia
This link gives you a simple but powerful karakia that you can use to start the day or
begin a journey/ lesson. It is themed around smoothing the sea before a waka.

• Pepeha
This Google Slides presentation explains to ākonga how to use a website to create a
pepeha. Useful at the start of the year.

• Māori Greetings/Signoffs
This PDF gives a range of ways you can open and close e-mails and letters using te
reo Māori.

• Values/ngā mātāpono
In order to have a better understanding of Te Ao Māori, we need to know
the values/ngā mātāpono which underpin being Māori. (Year 13 English:
Connections Across Texts)

Te Tipu - Developing Understanding

• Manaakitanga
This Google Slides presentation breaks down the concept of manaakitanga so it can
be easily understood by students. Useful when you want students to build each
others’ confidence.

• Cultural comparison
This website contains a video of an All Blacks advert identifying similarities between
Manaakitanga in Māori and Omotenashi in Japanese. Useful when showing students
common features between cultures.

• Lesson on concept of Mana
This Year 9 Health lesson plan goes through how to break down the meaning of
mana with a class.

• Pepeha for connection
This Google Slide presentation is an example for kaiako of how to illustrate your
pēpeha so you can make it more meaningful for your ākonga. Useful at the start of
the year or as an example to get them to make their own visual pēpeha.

• Improving your pepeha
This doc explains how you might improve or customise your pepeha to improve it
further.

• Māori place names
This is a map of a range of Māori place names for Aotearoa that you could refer to in
class or print for your wall.

• Māori Months
A simple way to incorporate more te reo Māori is to use the Māori months on your
board. This PDF gives you the more commonly used Māori months and their English
equivalents but also gives the Kāi Tahu months, so you can use words from our local
area.

• Karakia
If you want to use karakia from our local area, here are a range of karakia with
translations from Taumutu, one of our rūnanga. They are also illustrated so good for
the classroom wall.

• Whakataukī
This PDF contains a range of meaningful whakataukī you could incorporate in your
class, with translations and explanations to help you use them appropriately.

• This is an example of a whakataukī that has been translated into both English and
French.

• An example of providing ākonga access to appropriate whakataukī to connect to the
work being studied. Ākonga created posters to show their understanding of a value,
a matching whakataukī and wrote a haiku to show the essence of the value.

• Waiata
A sample of students singing waiata in Te Reo Maori and a targeted language
(Preparing for powhiri for a group of visitors from overseas.) Includes words in
English, te reo Māori and the target language (Japanese).

• Using Te Reo in Google Classroom
This document has a range of sentences translated into te reo Māori you can copy
and paste into Google Classroom such as ‘answer theses questions’.

Te Rito - Knowing & Applying

• Speeches
This English unit in Google Slide form defines taonga/ treasures and guides ākonga
to write meaningful speeches about them. A good example of integrating te ao Māori
into teaching.

• The name of our kura/ te ingoa
This Social Sciences Google Slides explains the name, Te Iringa o Kahukura, and
asks ākonga to contribute a feather to a kahukura/ cloak of knowledge.

• This link contains sample lesson plans for comparisons between Te Ao Māori and
the culture and language of Japanese in Year 8 level.

• Waitaha/ Canterbury
This link takes you to Kā Huru Manu, the Kāi Tahu cultural atlas, to investigate local
place names, etc.

Matariki and Subaru comparison
• This Google Slide introduces the Japanese Star Festival in comparison to Matariki

(Subaru). It is for a Y9 Japanese class.

Te Pā Harakeke - Leading & Sustaining

• Acknowledging presenters
This resource will help you introduce the tikanga/ custom of having an ākonga stand
and mihi to a classmate who has presented. It explains the key terms and has sound
recordings to aid with pronunciation. Please note - the sound recordings will only
work if you download and open as PowerPoint.

• Faculty Narrative
This Google Slides set asks ākonga to research elements of the beautiful faculty
symbol that PE and Health has developed. It involves ākonga visiting the whare,
looking at the pou, examining an element of their choice from the PE and Health
symbol and explaining its meaning. Great way of integrating the school’s cultural
narrative into the classroom.

• The School Values/Ngā Uara

This Google Slides presentation explains how you can incorporate the school values
into the form-class culture so ākonga use them regularly. It focuses on our four core
values in te reo Māori as well as manaakitanga.

• Kāi Tahu Reo for emails
This link gives you some greetings and sign-offs for e-mails in the Kāi Tahu dialect,
from Mātauraka Mahaanui.

• Kāi Tahu Specific Whakataukī
This link from Mātauraka Mahaanui gives you some local whakataukī and
whakatauākī from Kāi Tahu, so you know they are appropriate to use in our rohe/
area. There are tasks for each whakataukī where ākonga can find out more about
the meaning.

• Impact of colonisation
Here is a web quest on the impact of colonisation used in Year 13 English to help
ākonga understand what Māori lost and the intergenerational trauma this has
caused.

Here is the Connection Across Text task based on Māori poets (Year 13 English)

Here are two ppts (Thematic Connections and Stylistic Connections) to show how
you can embed mātauranga Māori so that ākonga can make links to it.

Here is a website made by MMM to share knowledge about kaituhi Māori.

Some other general resources that could be helpful are:

Māori dictionary online
The Māori Dictionary Online remains an outstanding multi-purpose dictionary but the
examples can be old fashioned.

Paekupu
Paekupu is a dictionary developed for kura kaupapa for specific subject areas ranging from
Mathematics to Physical Education so it’s the best place for subject specific or assessment
related terms.

Tōku Reo
This is a resource for learning te reo Māori, from very basic to quite fluent. Includes videos,
quizzes and a series of skits where a whānau use the reo in everyday life.

Adding the Māori keyboard
This PPT goes over how to add the Māori keyboard, as well as why Not to use Google
Translate and some tips on good dictionaries.

Hononga

This mātāpono/theme focuses on meaningful and intentional connections with
people and places. This acknowledges the importance in Te Ao Māori of the
connection between ngā tāngata and te whenua. Research shows that meaningful
connections are central to the success of rangatahi in the classroom.

The progression of the theme/value

Emerging Developing Understanding Knowing and Applying Leading and Sustaining
Te Kākano Te Tipu Te Rito Te Pā Harakeke

Hononga • Kaiako use some • Where meaningful, aspects • Where there is a • Strong partnerships exist

(meaningful resources (e.g. of our NZ/local contexts and meaningful opportunity, with the local community.

and intentional videos, articles, our local cultural narrative kaiako include relevant Community

connections artists, musicians) are evident in the unit. local connections into organisations, business,

with people which connects • Whānau are contacted both the unit (e.g. visiting iwi, local marae and
and places) kaikōrero, visit to local whānau are worked
learning to real world when there is a concern or

people and places. issue with a student, or marae, connection to alongside to create
• Whānau are note-worthy local cultural narrative, meaningful learning

contacted by improvement/achievement. community opportunities and

introductory email at • There is explicit explanation organisations and mutually beneficial
the beginning of the of the value and future use businesses). outcomes.

course. of the learning.This is also • Where there is a • When there is a need for

• The value of the evident in some resources. meaningful opportunity, extra support, a hui is
learning in the unit is whānau are given
explained. organised (kanohi ki te
information about how kanohi) with whānau to

they can assist or be work together to support
included in their the ākonga.

students' learning.

• Greater emphasis on

balancing the real-world

value of learning

(relevance to the lives
of ākonga, whānau,

potential careers, roles

as citizens, navigating

the world they live in)

against the credit value

and assessment

criteria.

Te Kākano - Emerging

• Introductory email to whānau with course overview attachment. Instructions on how
to send letters/email via KAMAR found here. Examples of email opening and
closings (Massey University and Māori Greetings and signoffs).

• You may wish to create a list of kupu specific to your faculty i.e. English faculty
• Creating a group on a shared drive for all faculty members to access resources e.g.

Māori poets

Te Tipu - Developing Understanding

• Where meaningful, aspects of our NZ/local contexts and our local cultural narrative
are evident in the unit. For example here is a slide from 9TECG linking the resources
they are using.

• Using authentic cultural contexts such as Māori games in Y10PED

• The value of learning is spoken about in discussions with ākonga e.g. in 9TECG
using a 3D modelling computer program that is used in tertiary education, this means
the skills students learn in the course are transferable to a real world context and
potential future learning pathways.

• Whānau are contacted both when there is a concern or issue with a student or note-
worthy improvement/achievement. Here is an example addressing an issue via email
and this is a positive email. Please remember to incorporate Te Reo into any
correspondence.

• This PowerPoint has a collection of ideas including local content (maunga, awa,
rākau) from Mātauraka Mahaanui.

• Here are some Ngāi Tahu whakataukī and tasks connecting to our local cultural
narrative. These whakataukī can be used in lessons, emails and report comments
where appropriate.

Te Rito - Knowing & Applying

• Here is an example of a written brief that uses a local context
• Making connections with ākonga and whānau to explicitly explain in written form how

the purpose of learning connects to real opportunities within and beyond school
• Within the classroom, content is connected to possible career pathways i.e. Open

Days are publicised, celebration of success with previous students in careers
(newspaper clippings).
• In Social Studies, the cultural atlas is used prior to visiting sites and used as a search
tool for learning/research activities. Also, phoning the local landowners for
permission to access sites for school visits recognises the ownership of the land.

Te Pā Harakeke - Leading & Sustaining

• The Social Sciences faculty is forming meaningful connections and partnerships with
their local community (sites, locations and people) by building their relationship
through sending in examples of school work done in the local context - the
community are seeing a why and an outcome so are receptive to helping in the future
because they feel included and connected.

• In Science, the Pūhoro programme works directly with our ākonga Māori students
and their whānau to provide mentoring, tutoring and wānanga (experiential
learning/field trips) within culturally appropriate settings to help them navigate career
pathways into science and technology related industries. This support continues into
tertiary studies.

• In 2021, all Year 10 ākonga will visit Rāpaki Marae. The intention is that the school
will reciprocate by undertaking a project for the marae, making this a mutually
beneficial relationship.

Some other general resources that could be helpful are:

• Whakataukī for emails or to embed within units of work (proverbs, Whakataukī)

Mana Ākonga

This mātāpono/theme is designed to help kaiako empower students through
ownership and choice over their learning. Practical examples of this can be actioned
include:

• Authentic, real life learning contexts and connections.

• Learning is encouraged to be seen as a personal progression rather than just
for grades and assessment.

• Ākonga feel connected to their learning, can accurately describe their
progress and can take control of their next steps in their learning.

The progression of the theme/value

Emerging Developing Understanding Knowing and Applying Leading and Sustaining
Te Kākano Te Tipu Te Rito Te Pā Harakeke

Mana Ākonga • Ākonga are able to make • Ākonga have some choice • Where appropriate, there • Ākonga voice continues to
(empowerment a few choices within unit • over learning activities and • are multiple opportunities • evolve and enhance the unit
• activities. contexts with a unit. • for ākonga to choose
of ākonga • • Where appropriate, ākonga topics/contexts within the from year to year.
through Assessment is have some choice over Ākonga actively review and
prescribed by the kaiako assessment tasks; this unit. plan for their own progress
ownership and Ākonga are explicitly could include the context Where appropriate, ākonga and success within the unit.
choice over made aware of what is and/or the mode of have choice in the timing,
required for success in assessment. context or mode of
their learning) the unit. Ākonga are able to
accurately describe where assessment.
they are at relative to the Ākonga are able to
success criteria of the unit. accurately describe where
they are at and the next

steps required for success
in the unit.

Te Kākano - Emerging

Some choices that ākonga are able to make, could be around:
• the order of the learning
• the difficulty level of tasks
• the pace of learning
• context/theme
• method (written, verbal, etc)
• individual V group

The assessment context, method, and time are all prescribed by the teacher.
• Ākonga are made aware of what is required for success in each standard/unit. See
example from Art for 2.1 Research Standard in Photography. here.
• Year 9 Number Pre Assessment Analysis Template

Ākonga are provided feedback on their progress and feed-forward on next steps.
• In Year 9 and 10 Mathematics and Statistics, students get graded Well Below the
Expected Level, Below the Expected Level, At the Expected Level, Above the
Expected Level and Well Above the Expected Level. (All based on NZ Curriculum
Levels). However these are communicated/reported to students as Not Yet, Almost,
At, Above and Well Above to reflect that they are all on their own learning journey,
and by continuing to try their best with the support of kaiako and whānau, they can

continue to climb up their maunga. Students are then able to have another go when
they are ready to see if they have climbed any higher.

• Student Feedback Form - Year 9 Number

Te Tipu - Developing Understanding

Ākonga are able to have some choice over learning activities (in terms of order,
difficulty, pace, method, etc) AND some choice of contexts / themes.

• Units have different levels of complexity in tasks and/or students have some choice
over which tasks they can do in the unit. For example in Art, ākonga can choose a
range of compositions to work from, from simple to complex. In other subjects
ākonga could choose tasks based on their level of fluency or prior knowledge. Some
tasks in the unit have low floors and high ceilings which means they can be accessed
by all while also providing opportunities for all to be challenged.

• Units provide opportunities for ākonga to choose some contexts and themes that are
related directly to their interests and culture.

• For example in YR11 Art students create a brainstorm at the start of the year. They
develop a theme for their folio that relate directly to their interests and culture. See
example here.

• An example of a Mathematical Measurement Problem that all ākonga can access
which allows for ākonga to be extended and to put themselves into the task by
designing a bag that is relevant to them/their culture Low floor with a high ceiling.

Setting homework tasks that require ākonga to explain something new they have
learnt in class to whānau at home.

• When designing/selecting assessments has thought been put into seeing if the AS
allows for individual ākonga choice and flexibility in assessment method and/or
context/theme? If so, would this choice benefit the students for the particular
assessment? If this is the case, is it feasible?

• For example, ākonga could either dictate or write/type their analysis in Art when
analysing different Artworks. In English, ākonga may be able to either record a
speech or do it in front of a class. Ākonga may be able to talk to a slide presentation
which contains graphs and analysis, instead of writing about it in Statistics. Click
here.

• For Level 1 Multivariate Data in Mathematics and Statistics, (4 credits) that all of
MAT102, MAT103 and sometimes MAT104 do, ākonga have a choice of three
different contexts that they can choose from for the Internal Assessment. One
context is about sport, the other is about movies and the last is a basic ‘Census at
Schools’ data set. The idea behind offering ākonga the choice is that they have some
knowledge about the context so have an easier time writing relevance statements
that are required for Excellence.

• For Level 1 Measurement in Mathematics and Statistics, students need to create
different types of packaging that can be made to fit soap and students can choose
any shapes that they want.

• The Level 1 Numeracy Standards in Mathematics and Statistics are all about
naturally occurring evidence over time.

• L1 Numeracy Standard
• L1 Numeracy Standard Tracking

Ākonga have a clear picture of their maunga (the success criteria for the learning in
the unit) and can say where they are at / how far up the mountain they are.

• For example, for criteria covered so far, they are able to say whether they can do
something fluently OR they understand but can’t do it well by themselves yet / need
more practice OR they have tried their best and still do not understand and therefore
need more help.

• Year 10 Algebra Skills list with self reflection column
• In Art they are shown visual benchmarks of student examples which help them

understand where they are sitting on the maunga. See visual link here.
• Ākonga can be putting ticks, lines or dots after pieces of work, and can adjust these

as time goes on. It also provides a study plan for them. Ticks are things they are
fluent in and can quickly revise, lines are things they understand with the help of
notes, so just need to practice more. Dots are things they need to spend extra time
on and ask questions about. If they turn dots into lines and lines into ticks, they know
they are making progress. These quick but effective reflections can be used in
conversations between kaiako, ākonga and whānau.
• For example, ākonga can identify which learning outcomes have been covered in
class.
• For example, ākonga can identify how many of the required tasks they have
completed and how many they still need to go and relate this to any deadlines. Click
here for an example.

Ākonga are supported to take risks and learn from mistakes.
• In YR11 Art students are given feedback and feed forward (how they can improve)
on their work through formative assessments at specific times during the year.
• All of above is supported by frequent use of the kaiako checking on understanding
and providing feedback and feed-forward. The unit plan supports kaiako to do this.

Te Rito - Knowing & Applying

Gather and use background knowledge about ākonga to help create multiple
opportunities.

• Google Slide link to slide about gathering and using background knowledge about
ākonga.

Tasks that are low floor with a high ceiling are prevalent in the unit. Tasks allow for
students to choose how to go about solving them, selecting methods that are
appropriate to how far up their maunga they are.

• Example of a task

Tasks that have been previously designed to allow ākonga to choose context and
themes that are related to their interests and culture have been reflected on and
improved. Ākonga feedback has been used in this process if appropriate.

• Multiple sub topics within the unit have been considered to see if choice over content
/ themes is possible.

• Could be that a student’s individual choice for a theme at the start of the unit is
maintained consistently throughout the unit. For example in YR11 Art students
choose a theme that then continues and evolves throughout the course of the year.
See example

• Ākonga are supported to make / are making suitable choices for their learning and
development; choices that are supporting their climb up their maunga.

• In YR9 Art ākonga along with their kaiako choose a suitable composition to work
from in this painting unit that is suitable for the ākonga but will also challenge them.
There are varying levels of complexity in the task. See example.

Previous / initial attempts at offering different assessment methods have been
reflected on and necessary changes have been made in the best interest of ākonga.
Results analysis has been done and compared to previous years and this has helped
inform the current year’s assessment planning and the choices offered. Ākonga voice
has also been considered.

• Ākonga are supported to develop initiative by describing what they can do to
continue up their maunga. Goals and next steps are co-constructed between kaiako
and akonga. Checking on ākonga understanding and assessment data support this
process.

• Talk moves to help support the progression of ākonga Talk moves
• Ākonga have to put back together an exemplar that is mixed up or identify mistakes

in exemplars, or mark and exemplar themselves.
• Student Guide for L3 Experiments in Statistics - See the document titled “Experiment

assessment details with AME colour coded.pdf”.

Formative assessments are done and feedback given.
• In L3 Statistics Exemplars are also given for different grade levels with commentary
on why they did not meet the next grade level (next steps) along with detailed
marking grids for formative assessments.

Te Pā Harakeke - Leading & Sustaining

Unit reviews and results are analysed in conjunction with feedback from students to
keep continually improving opportunities and outcomes for students.

• Link here to a sample end-of-year ākonga reflection for YR11 ART. survey.
• Unit Review Template

Always reflect on whether ākonga actively reviewed and planned for their own
progress and success within the unit. What was it that allowed them to do it, so will
keep being done? Was there anything that prevented them from doing it so it needs to
stop? What could we start doing to support them more?

• Mid Year Reflection
• Feedback for your teacher

Some other general resources that could be helpful are:

• Google Sites which support the ability of ākonga to select tasks that they need to
work on, describe where they are at, and to plan next steps
https://sites.google.com/cashmere.school.nz/mat101-sil/mcat-algebra

• Setting up classroom norms to support the journey of ākonga up their maunga
Positive Classroom Norms - see document titled “JO BOALERPOSITIVE-
CLASSROOM_NORMS2.pdf”

• Student Goals

Know Your Ākonga

This mātāpono/theme is designed to help kaiako ensure students are equipped to
learn from where they are now. Assessment for learning is a vital element in
ensuring students are able to take the next steps for them, in the method that best
fits their learning style and strengths. E kore te patiki e hoki ki tona puehu - The
flounder does not return to his dust. Do not make the same mistake twice.

The progression of the theme/value

Emerging Developing Understanding Knowing and Applying Leading and Sustaining
Te Kākano Te Tipu Te Rito Te Pā Harakeke

Know your • Kaiako are aware of the • Kaiako use some ākonga • Kaiako integrate a range of • Ākonga evidence (such
ākonga
previous assessment evidence (such as: ākonga evidence (such as: ākonga as: ākonga voice; pre-

(Intentionally evidence of ākonga. voice, previous assessment voice, pre-testing, previous testing; previous

using formative • Alternative assessment data and pre-testing) to make assessment data and assessment data;

assessment methods are used for some adaptations to the unit. formative assessment) into student culture and
evidence, ākonga unit and lesson planning interests; and formative
ākonga with SLD/SAC. • Kaiako use formative

strengths, • Kaiako look at ethnicity assessment to check progress • Kaiako display high assessment) drives

interests and data and respects and of ākonga in the unit. expectations for all ākonga unit and lesson

culture to adapt recognises the culture • Kaiako provide some by using formative planning

and improve and background of opportunities for ākonga to assessment results to • Kaiako differentiate

teaching) ākonga. express or include their provide challenging teaching to address

interests and/or culture in feedback to ākonga. needs found in

learning tasks. • Kaiako intentionally design formative assessment.

some activities to allow • Kaiako use formative
ākonga to include their assessment data in

culture and interests. partnership with

whānau.

Te Kākano - Emerging

• Previous-year Achievement Standard results are printed and available to refer to.
• Kaiako identify ākonga who need extension or extra support.
• Kaiako identify ākonga with SLD/SAC, read any notes, and ensure strategies are in

place (eg. seating arrangements, printing/device requirements, etc.)
• Kaiako looks at Kamar ethnicity data and ensures correct pronunciation of names by

checking with students and making appropriate notes.
• Resources are flexible enough to ensure there is a place for everyone in the class,

eg. pepeha resource for tangata whenua and pākeha.
• Ākonga are not mis-identified or expected to perform their language/culture in any

way.

Some resources to support kaiako:

• Illustrated instructions for accessing class specific planning data, eg. students with
SLD/SAC notes.

• Instructions for accessing pastoral notes for new year 9 classes.
• Instructions for accessing ethnicity data, learning notes from HOS, etc.

• ‘What is it to be Maori at School?’ resource: a really helpful and simple break down of
how experiences vary dramatically within this demographic

• Name pronunciation resource – but also check with student.
• Pepeha resource differentiated for tangata whenua & pākeha.
• Accessing the results of your classes from the previous year – this data will inform

planning, ie. which units worked well, or not?
• Accessing last year’s NCEA results for this year’s classes – this data informs class

specific planning, ie. which ākonga have levelled-up and what trends are there with
incomplete work, consistent Excellences who may need extension, etc.

Te Tipu - Developing Understanding

• Ākonga data from previous years is combined with unit specific pre-testing to modify
units for the specific mix of ākonga in each class.

• Ākonga voice is collected and used to provide opportunities for them to include their
interests and/or culture in learning tasks.

• Unit plans provide opportunities for formative assessment at key points.
• Kaiako engage with ākonga and learn about their lives outside of school.

Some examples from different faculties are:
• A Google form survey from the Science faculty to gather information about ākonga,
their interests, goals for the year, etc.
• A Google Forms survey from the English faculty asking ākonga about their progress,
their perceived strengths and weaknesses, areas of interest, how they learn, etc.
• Use digital tools (Kahoot, Quizlet, BrainPop) to assess familiarity with unit-specific
terminology.
o A kahoot! to assess familiarity with film terminology (Note: at the end of the
quiz, look at the report to get a quick overview of which material students are
confident with, and what may need to be revisited. For this purpose, it’s
important that ākonga use their real names.)
o Digital tools like ReadTheory assess reading comprehension and then assign
students reading tasks based on their levels.
o A bilingual vocab Quizlet for the Reactions Matter unit for Year 9 Science.
(Note: For quizzes that are bilingual, ākonga can answer in either language, if
the students select the option to: “Mark the question as correct when at least
one answer is provided. Multiple answers must be separated by a / , or ; ”)
• Formative assessment can come in many forms:
o Quick-test assessments can be set on Education Perfect. (Note: Questions
can be selected from a pool of relevant unit questions. Once completed,
ākonga performance can be analysed with strengths and weaknesses
identified. Ākonga can be automatically set remedial work to address
weaknesses.)
o A variety of ways to check for student understanding
• Lesson starters (accessing prior learning) and lesson closing exercises that assess
student progress – slides by Deb Amos for SCT session.

Example of survey and supporting document used in Year 9 health for each unit, and then
reviewed by faculty for areas of strength/further development

Te Rito - Knowing & Applying

• Pre-testing is conducted at the beginning of units to establish ākonga knowledge
base and connections to prior learning.

• Ākonga voice is collected and used to both plan activities during the unit and reflect
on units once completed.

• Unit plans provide opportunities for regular formative assessment and incorporate
kanohi ki te kanohi conferencing time with individual ākonga into unit planning

• Kaiako getting ākonga to review their learning through skillful questioning
• Kaiako use formative assessment data to provide regular feedback for ākonga on

their progress.
• Ākonga culture and interests are incorporated into classroom activities.

Some examples from different faculties are:
• Getting students to review their learning through skilful questioning
• 2-3 different versions of the same assessment to ensure the method of assessment
does not limit achievement
• Formative feedback in DAP301
• Intentionally using ākonga identity in learning activity in 10TECF (Food Technology)
• Exit passes, marked and handed back with comments indicating where students can
go in the textbook/Education Perfect/class Google site to review material that needs
strengthening.

Te Pā Harakeke - Leading & Sustaining

• Pre-testing and previous assessment data is used at the beginning of each unit to
establish the starting point and pace of the unit.

• Formative assessment happens in some form in all lessons (this can take many
forms: exit passes, looking over ākonga shoulders, Google form quizzes, etc., and
does not necessarily need to be a whole class-wide exercise every lesson).

• Formative assessment is used to compare current performance with previous
performance building a progress profile for each ākonga.

• Kaiako respond to the evidence, from a range of formative assessment strategies, in
both the medium (within a unit) and short term (within a lesson or two).

• Ākonga voice is collected and used both in planning units and in reflection on units
once they have been delivered.

• Ākonga culture and interests are incorporated into unit and lesson plans.
• Kaiako have individualised, one-on-one kōrero with ākonga about their progress,

referencing formative assessment data and their learning progress.
• Ākonga are aware of their progress: what they currently know, what they need to

know, and how they should go about their learning.
• Students use a range of cognitive and metacognitive strategies to be more aware of

what they are learning and how they are learning it.
• Whānau are similarly aware of their ākonga’s progress.

Some examples from different faculties are:
• Learning objective sheets shared and stuck in books, in Year 9 Science, during the
first lesson of a new unit. Students are asked to write, on a post-it note, up to three
questions they have about the unit that are not covered by the learning objectives.

These are collated by kaiako and used to modify lessons/add extra lessons to suit
the class interests.
• The science faculty junior revision website, which includes evidence-based
strategies, tips, and tools for revising
• Formative assessment examples:

o Use mini whiteboards to ask quick questions and get a class overview of
understanding, eg. drawing a Punnett square in a genetics unit, writing a
chemical formula in Chemistry, or completing an equation in maths or
physics.

o Written exit passes that are completed, named, and handed in to be
marked.

o Two Google form quizzes, one and two, for the periodic table of elements to
be used at different points in a unit to assess progress. These will be
automatically marked and individual progress monitored as well as a whole
class graph of results produced that can be displayed and discussed if
desired.

o Assessment for learning ideas in Biology
o Grammar and Punctuation ‘next steps’ are individually assigned in response

to any written assessments in English and IXL quizzes/categories are
suggested (example from Level 2 folio)

Some other general resources that could be helpful are:

• https://theeducationhub.org.nz/5-steps-to-assessment-for-learning
• https://evidencebased.education/trialled-and-tested-embedding-formative-

assessment/
• https://educationendowmentfoundation.org.uk/school-themes/feedback-monitoring-

pupil-progress/ (Note: guidance to be published UK summer 2021)
• Accessing an individual student’s progression.
• Jennie Merchants (MJJ) 2019 inquiry on Developing self-regulated learners in

Science – includes a large number of highly useful strategies for teachers
incorporating the principals of assessment for learning taking into consideration the
social and emotional aspects of learning