PTC 10 Bicultural Context

Criteria: Work effectively within the bicultural context of Aotearoa New Zealand

Reflective question: In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand?

Key Indicators:

  • Practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context
  • Specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning
Link to the New Zealand Curriculum:
  • The curriculum has meaning for students, connects with their wider lives, and engages the support of their families, whanau and communities (p.9)
RTC 10 & e-learning – guiding question:

How can e-learning support my teaching to take into account the bicultural context of teaching and learning in Aotearoa New Zealand?

Questions I have asked myself:
  • What is my understanding of a bicultural partnership?
  • How have I incorporated this knowledge into my planning and execution of lessons?
  • Have I actively sought appropriate assistance at this planning stage?
  • What are the educational aspirations of my Māori learners?
  • How do I plan to develop these aspirations?
  • Are my expectations clearly communicated for my Māori learners?
  • How do my teaching styles reflect and demonstrate appreciation of the bicultural partnership of the treaty?
  • How do I develop and maintain links with these cultures – including the families/whānau?
  • How do I fit in to the local community? (Do I have a link with the local marae?)
  • How do I practise and develop my use of te reo Māori? (use of Māori greetings, terms and descriptive words)
  • Who would best mentor me in this work?
Strategies that have helped me:
  • Understand and use existing models of effective practice e.g. Kotahitanga and Ka Hikitia, Te Mana Kōrero
  • Classroom observations by appropriate observer focussing on this area
  • Involvement in professional development – individual, staff, community in the context of the Treaty of Waitangi and our bicultural history
  • Actively seeking feedback on performance in this area from staff, students and whānau
  • Access student voice resources within school setting
  • Use of student voice to gauge educational aspirations
  • Attending cultural events at school or in the local community
Evidence that might support this:
  • List of professional development undertaken
  • Samples of student voice (and the voice of others) that demonstrates appropriate use of te reo (and/or English)
  • Notes on opportunities taken to learn or practice skills in less known cultural area.
  • Examples of changes made to planning based on cultural opportunity
  • Student achievement data
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