Tātaiako: Cultural Competency

Evidence Sources

Wha

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atan

ga

Man

aaki

tang

a

Tang

ata

whe

nuat

anga

Ako

Wān

anga

Ako

Man

aaki

tang

a

Ako

Tang

ata

whe

nuat

anga

Tang

ata

whe

nuat

anga

Wān

anga

Wān

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Ako

PTC1

Relationships2

Well Being3

Treaty4

Ongoing PD5

Leadership6

Learning plans7

Engagement

8Learning

9Diversity

10Bicultural

11Assessment

12Inquiry

ProductionSamoan/ Tongan

Build and sustain relationships within the community of the school.Work collaboratively with staff , whanau and students building relational trust.Ensure that cultural identity was authentic andrespected by all akonga

Supported both the teachers and parents toemotionally and physically engage with their culture.Facilitated parents to promote and engage in the teaching of their culture.Therefore raising their profile in the school and meeting

Model and promote the notion of NZ as a bi cultural nation with the foundations based in our island neighbours.Demonstrared awareness of the rights, roles and responsibilities under the Treaty of Waitangi

Build cutlutral capital of my self as a leader and learner by: actively honouringthe culture, nuturing the learning and teaching of its language and traditions.Providing future opportunities for children to engage in the learning

During the production I was able to demonstrate leadership in that I supported and promoted the engagement of students in their new learning, acted as a mentor to a younger colleague to ensure that learning was at a measured pace, timetabled outcomes were met and

Parents and chidlren were acknowledgedas leaders of learning, they acted as rolemodels and lead the learning in a culturally authentic context.Cuturally capable students were able to showcase their talents and skills in a cultural context.

Worked collaboratively with staff and parents to ppromote a positive learning .All students responded welland were able to access learning in a new culture

Exposing children to learning that was school wide, mixed ability and cross cultural groupings.Tena kana tenia – the opportunity to teach across age groups, within another class and build reelational trust with

Differentaieted learning opportunities for students within the group. Tasks and roles drummers, dancers, flag bearers dependent on age, stage and ability.All groups were fluid and changed through out the process of learning

Mutli cultural participants learnt to perform and use the language and traditions of the Samoan and Tongan cultures.High emphasis on correct pronounication of language of welcome and farewell.Exposure of students from other cultures to sample the

Performance and prarticiaption in the learning from a new culture. A culturalexpectation.Opportunities for students to peer tutor students from other culture.Leadershipoportunities for senior Tongan and Samoanstudents to engage in their culture

their cultural needs.Responded in a cutlural responsive manner to an issue regarding theperformance that built trust with the cultures, showed my integity as a leader and demonstrated my values and ethics.

actively role modelled good management practices for the group.Suggested routines and methods of teachingi.e. chunking the learning and supporting the cultural identity of the learning.I was called on to restore and repair the school partnership with one of our parents who was leading the learning. I used restorative practices in order for this to come about.

diverse lerners and cultures within the school

dress, art and traditionsof another culture.

as leaders.Myself as a learner I was extended in my ability to engage and learn the traditions and language of Tonga and Samoa.Promoted their mana and pride intheir culture.

Mutliculural students sampled the traditions, dance, music and language of the Tongan and Samoan culture

For the performance link please follow here:

https://www.youtube.com/watch?v=hCYnHZ-VmtY

Sources of evidence:

Mentor: Marion Anderson

Cultural leader: Seine