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Supported

both the
teachers
and
parents to
emotional
ly and
physically
engage
with their
culture.
Facilitated
parents to
promote
and
engage in
the
teaching
of their
culture.
Therefore

Model and
promote
the notion
of NZ as
a bi
cultural
nation
with the
foundatio
ns based
in our
island
neighbour
s.
Demonstr
ared
awarenes
s of the
rights,
roles and
responsibi

Build
cutlutral
capital of
my self as
a leader
and
learner
by:
actively
honouring
the
culture,
nuturing
the
learning
and
teaching
of its
language
and
traditions.

During the
production
I was able
to
demonstrat
e
leadership
in that I
supported
and
promoted
the
engagemen
t of
students in
their new
learning,
acted as a
mentor to
a younger
colleague

Parents
and
chidlren
were
acknowledg
ed
as leaders
of learning,
they acted
as
rolemodels
and lead
the
learning in
a culturally
authentic
context.
Cuturally
capable
students
were able

Worked
collabor
atively
with
staff and
parents
to
ppromot
ea
positive
learning
.
All
students
respond
ed
welland
were
able to
access
learning

8
Learnin
g

9
Diversity

10
Bicultural

11
Assessme
nt

Exposing
children
to
learning
that was
school
wide,
mixed
ability
and
cross
cultural
grouping
s.
Tena
kana
tenia
the
opportun
ity to
teach

Differentaiet
ed 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
participant
s learnt to
perform
and use
the
language
and
traditions
of the
Samoan
and
Tongan
cultures.
High
emphasis
on correct
pronounica
tion of
language

Performan
ce and
prarticiapti
on in the
learning
from a new
culture. A
cultural
expectatio
n.
Opportunit
ies for
students to
peer tutor
students
from other
culture.
Leadership
oportunitie
s for
senior

Ako Wnanga

Build and
sustain
relationshi
ps within
the
communit
y of the
school.
Work
collaborati
vely with
staff ,
whanau
and
students
building
relational
trust.
Ensure
that
cultural

PTC
6
7
Learning
Engage
plans
ment

Wnanga

5
Leadershi
p

Tangata
whenuatanga

4
Ongoing
PD

Tangata
whenuatanga

3
Treaty

Ako

Wnanga

2
Well
Being

Manaakitanga

Ako

1
Relations
hips

Ako

Tangata
whenuatanga

Productio
n
Samoan/
Tongan

Manaakitanga

Evidenc
e
Sources

Whanaugatanga

Ttaiako: Cultural Competency

12
Inqu
y

identity
was
authentic
and
respected
by all
akonga

raising
their
profile in
the school
and
meeting
their
cultural
needs.
Responde
d in a
cutlural
responsiv
e manner
to an
issue
regarding
the
performan
ce that
built trust
with the
cultures,
showed
my
integity
as a
leader
and
demonstr
ated my
values
and

lities
under the
Treaty of
Waitangi

Providing
future
opportunit
ies for
children
to engage
in the
learning

to ensure
that
learning
was at a
measured
pace,
timetabled
outcomes
were met
and
actively
role
modelled
good
manageme
nt 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

to
showcase
their
talents and
skills in a
cultural
context.

in a new
culture

across
age
groups,
within
another
class
and
build
reelation
al trust
with
diverse
lerners
and
cultures
within
the
school

of
welcome
and
farewell.
Exposure
of
students
from other
cultures to
sample the
dress, art
and
traditions
of another
culture.

Tongan
and
Samoan
students to
engage in
their
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
in
their
culture.

ethics.

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.

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